...Pre-Class Survey WRITE YOUR RESPONSES TO THE FOLLOWING QUESTIONS BASED UPON YOUR EXPERIENCE ONLY. BE PREPARED TO DISCUSS IN CLASS. 1. What is communication? Communication is the sharing of ideas and information. While many may think of communication primarily in oral or written form communication is much more. A knowing look or a genital touch can also communicate a message loud and clear, as can a hard push or an angry slap 2. What is the purpose of communication? The purpose of communication is to get your message across to others clearly and precisely 3. What is good communication? Good communication is when the message you send is understand clearly, in the way you intended it to be understood 4. What is your understanding of the differences between verbal and non-verbal communication? Verbal communication usually means spoken words or in some cases signed (American Sign Language), words. Non-verbal means body movement, diversion of eye sight, anything other than actually uttering words through ones mouth 5. What is your experience with team/group communication? I have had a good and bad experience with team communication while attending UOP. My very first class we had a learning teams. I have never experienced that until then. It started out rough but and by the end of the third week and time for our second assignment to be submitted we rocked. The class that I just completed the learning team just completely bombed, the communication was...
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...Pre-Class Survey Angel Reed HCS 320 November 20, 2011 Dixie Poe Pre-Class Survey 1. What is communication? Communication can be in many forms such as written, verbal/audio, through the media, and visual; but essentially it is when someone is trying to convey a message clearly to one or more persons. Babies communicate through there noises and facial expressions before they can talk or write. As we become adults we communicate through different ways; which all means the same thing to deliver an effective message to someone else clearly that the other person understands. 2. What is the purpose of communication? The purpose of communication is to convey a mutual understanding from the sender to the receiver to be able to show how you feel, how to do something, or even to show one’s dismay with someone else. Communication is to get to know co-worker’s to know what is going on, to develop friendships, to teach our children how to communicate with others. Communication is for everyday life if we do not communicate with others we would not be able to even just giving a polite hello to a stranger on the street. 3. What is good communication? Good communication is when the person speaking or writing and so on convey their message to where the other person(s) understands what is being conveyed to them. Example: Mom, may I have some soda? The mom understands the question and answers her child. Good communication in business is clear, concise, correct and easily understood...
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...Jessica Hoover Pre-class Survey HCS 320 Communication is sharing ideas and information with other individuals. An individual’s thinks that communication is a written or even oral form but it can be much more than that. Communication can be a touch on the shoulder, a certain look you may give, and it can be someone slapping another person. Communication can be define as a transmitting, exchanging, or giving information, gestures, or even signals. Communication can also be defined as a quick telephone call or even through a radio. There are two types of communication, which is non-verbal and verbal. Non-verbal is transferring information without talking such as writing information down on paper. Some people may not think about non-verbal communication that we see every day, one example a red light or a stop sign. Body language and facial expressions is another form of non-verbal communication. Verbal we talk through our mouths to communicate to one another. Another form of verbal is animals, some may chirp when mating season comes along, the birds sing, and dogs bark when they want something or inform you when someone is walking through the door. As you can see, there is different form way of communicating not just use humans either. Today a lot people communicate through the internet and television also. The purpose of communication is to understand people more and to connect with that person. Another reason is to share emotions or thoughts to each other. The purpose...
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...Case Study on Mental Illness Cherelle Floyd HCA/210 March 2, 2011 Mental illnesses are medical conditions that disrupt a person’s thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in diminished capacity for coping with the ordinary demands of life. Serious mental illnesses include major depression, schizophrenia, bipolar disorder, obsessive compulsive disorder (OCD), panic disorder, post-traumatic stress disorder (PTSD) and borderline personality disorder. The good news about mental illness is that recovery is possible. Mental illnesses can affect persons of any age, race, religion, or income. Metal illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptom by actively participating in an individual treatment plan. In addition to medication treatment, psychosocial treatment such as cognitive behavioral therapy, interpersonal therapy, peer support groups and other community service can also be components of a treatment plan and that assist with recovery. The availability of transportation, diet, exercise, sleep, friends and meaningful paid or volunteer activities contribute to overall health and wellness, including mental illness recovery. Metal illnesses are serious medical illnesses....
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...Program of Study and individual communication courses. The Communication Program of Study includes a survey course in human communication (COMM 1100), a public speaking course (COMM 1201), a business and professional communication course (COMM 2300), an interpersonal communication course (COMM 2105) and an intercultural communication course (COMM 2900). To expand access and enrollment capacity, the communication courses are offered in a variety of course formats, i.e., face-to-face, online, and as a hybrid course. They are also designed for Honors students, learning communities, and with service learning components. All of the communication course offerings at Georgia Perimeter College, regardless of focus and format, are designed to meet the requirements for an Associate of Arts Degree with a concentration in Communication, and for transfer into baccalaureate programs in Speech Communication. Communication Program Goals I. Students will produce well organized communication that exhibits logical thinking and organization, use appropriate style for audience, and meet conventional standards of usage in the following ways: a. They exhibit logical thinking and organization through written assignments on various types of communication, instruction in listening, active listening exercises, and note taking. b. They exhibit use of appropriate style for audience through peer group activities, class discussions, and individual speaking assignments. c. They exhibit their ability to...
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...Takako Hirokawa, Noah Finkelstein, and H. J. Lewandowski† Department of Physics, University of Colorado Boulder, Boulder, CO 80309 (Dated: March 4, 2014) In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible...
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...marketing mix in individual countries. The course is designed to give students an understanding of: * the strategic issues surrounding global expansion and the strategic options for entering international markets * how to assess market opportunities on both Country macro and market related factors * the global competitive landscape that includes strong local competitors * balancing global and local considerations when developing the marketing mix with a focus on the tactical challenges of adapting to specific market needs * the rapidly changing challenges and opportunities in Emerging Markets My objective is to provide you with useful frameworks, tools and ‘rules of thumb’ which we apply to cases in virtually every class. Many cases will be only one or two pages and they focus on a specific question. Our longer cases will deal with multiple issues and will require the application of frameworks and concepts from numerous classes. We will have five guest speakers who will share their business experiences. The speakers are carefully chosen and their materials reviewed in advance. Attendance and participation in these sessions is critical (and interesting!). TEXT and MATERIALS There are two sources of readings and cases: 1. A digital course pack from Harvard Business...
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...EILS Report Sustainability activities – Cabrillo College Environmental Health course Submitted by Alyssa Steiner, MPH Introduction: During the fall 2013 semester, Cabrillo College adjunct instructor Alyssa Steiner, implemented two sustainability activities for the EILS grant in the same Environmental Health class. The first activity focused on answering questions about water sustainability after assigned reading and viewing a film on the topic. The second activity was based on the provided LAB 1: Defining the Problem – Understanding Sustainability Criteria” activity. They are each described in more detail below. Activity 1: The plan submitted for the first activity was for groups of students to work together to answer questions about the documentary film “Poisoned Waters” and apply their acquired information to real world issues regarding water resources. On 10/21/13, thirty-seven of my Environmental Health students took a pretest about water quality and sustainability. (See Appendix A) Then, students were assigned Chapter 7 “Drinking Water” from Environmental Health by Dade. W. Moeller (4th ed.) as homework. The following class, I lectured on this chapter, particularly on background about sources of drinking water (including local), water pollution, water scarcity, and water conservation. On 10/28/13, I planned to show “Poisoned Waters “, a Frontline PBS produced documentary chronicling water pollution in some of America’s primary waterways, and conduct the group activity. Unfortunately...
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...courses. There will be only ONE three-hour study available to this class (BMGT 364). Sessions will start around 9th February, 2015 and run until the end of the semester. In order to fulfill your credit requirement, you must (a) complete a short pre-survey, and (b) sign up for and attend a 3-hour lab session. **PLEASE NOTE: You will NOT be given access to sign up for a lab session unless you complete the pre-survey** Pre-Survey Instructions 1. You will receive an email with a link to the pre-survey (email title: “BMGT Research Experience – Mandatory Pre-Survey Link”) 2. All students must complete the pre-survey by February 16 to be guaranteed a spot in the lab. 3. Within one week of completing the pre-survey, you will receive an email with instructions on how to sign up for a lab session. 4. Lab sessions will run February 9 through May 8. **PLEASE COMPLETE THE SHORT PRE-SURVEY AS SOON AS YOU RECEIVE IT VIA EMAIL, OR IF YOU CAN’T COMPLETE IT ASAP, STAR OR BOOKMARK THE LINK IN YOUR EMAIL. Given the large number of students participating in the lab, we cannot guarantee that we will be able to respond to email requests for individual links because you can’t find it in your email. **Please only contact the researchers if for some reason you did not receive the link in the first place. Be sure to check your spam folder first! Lab Session Signup Instructions After you complete the pre-survey, you will receive detailed instructions via...
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...Mandatory Pre-op for Total Knee Replacement The decision to undergo elective knee surgery can be very stressful for many patients. It is important for patients to be well prepared. Total knee arthroplasty has increased by eighty-four percent from 1997 to 2009 (Fawzi, 2012, para. 1). By making the Pre-op Total knee Arthroplasty class mandatory patients and their family members will be more educated and prepared for surgery and recovery. During the class patients will be able to ask any questions they may have, learn how to better prepare for surgery and ways to prevent infection during their hospitalization. Physical therapist will also discuss exercises and pain management techniques. By using the John Hopkins evidence based practice model a change can be made in the pre-op process for all total knee replacement patients. Change Model Overview The John Hopkins Nursing Evidence-Based Practice Process is defined as a problem-solving approach to clinical decision-making within a health care organization (Dearholt, & Dang, 2012, p. 4). Nurses often use this model to facilitate change within their organization....
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...The means will be calculated for a cursory glimpse at the effectiveness of the treatment. This data will also be used to compare the participants’ differences between their pre-tests and post-tests to the number of times that students use their graphic organizers and concept maps during classroom activities. A scatterplot will be used to demonstrate the correlation between the number of times that students used graphic organizers and the differences between the test scores. The appropriate correlation coefficient will most likely be the...
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...electronic gadgets such as personal computers and laptops at home, school, and at work. Teenagers have gotten so used to have these technologies around them. However, even thou having these computers make our lives easier, comfortable and handy most of the times, it could also have negative effects on their lives particularly in their studies when used to much. They develop an addiction caused by computer abuse, which is known as “Computer Addiction”. Computer Addiction is defined as a strong attachment with a machine or what can be displayed on it that the usual criteria for impartment through addiction (Lowison, 2005). Too much computer usage could affect ones academic performance. They skip classes; do not listen to class discussions, low grade scores and poor class performance. The purpose of this research is to identify the level of students who exhibit too much computer usage. Background of the Study PATTS College of Aeronautics was founded as a joint enterprise of Filipino and American pioneers in aviation, the Philippine Air Transport and Training Services (PATTS) started operations in 1969. Its primary aim was to establish a manufacturing and assembly power plant for training aircrafts, which at the time of its founding was a new and pioneering objective by its five founding directors. Its secondary aim was to put up an Aeronautical School to meet the domestic and international demands In the fields of aviation and air transportation industry. Students of PATTS nowadays...
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...Introduction Science education encompasses a significant part of a child’s formal and informal education. In order to solve everyday problems, children consciously or unconsciously engage in scientific thinking and analysis of situations. This scientific approach to solving everyday problems needs to be encouraged and developed in a formal educational setting where teachers continuously change and organize curriculum and instruction to meet the needs of their children (Poon, Tan & Tan, 2009). The best environment that fosters and develops structured scientific analytical thinking is the school, where the child spends the major section of his/her day when he/she is away from home. It is within the school environment that formal learning takes place. Acceptable attitudes and values which the child inculcates are transmitted by the teacher who is specifically trained to teach at given levels. The training of the teacher in the use of the most effective methods of teaching is therefore the first and foremost important goal preceding the child’s education, especially since it has been established that teachers go on to teach science in the same way that they have been taught (Marshall & Dorward, 2000). Upon investigation, in private as well as public schools, we have been privy to two familiar methods of teaching science in the elementary and kindergarten classrooms. The two common methods are the inquiry and the direct instruction methods of teaching. The inquiry...
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...Students who are motivated to take early college classes and join PTK present their ability to delay gratification, build grit and growth mindset. Students are confident to joining PTK, which is inspired by their higher academic achieved peers. From a survey conducted by Jillian Panganiban, Brennan Buccat, Jaylynne Subia and Sharmaine Allas, studies show that “students who are determined to reach success and an increase of confidence after taking an early college class, display qualities of grit, delayed gratification, and growth mindset.” Now that students have experienced taking a college course, they are more likely to be comfortable with the early college program and the other affiliate programs offered. Furthermore, with this confidence, students are motivated to continue taking college courses, when reaching the twelve-credit requirement will give them the eligibility to be inducted into the PTK program. Knowing this, students are also motivated to achieve higher success displaying their ability to delay gratification, grit, and growth mindset. From the assessments we have administered to the...
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...Recommendations | | | Table of Contents Executive Summary 3 Review of Existing MBA Ranking Methodologies 3 A New MBA Ranking Methodology 5 KPI Categories 6 1. Internationalism 6 2. Career 6 3. Salary 6 4. Network and Student body 6 5. Faculty and Education 7 Data Collection and Standardization 7 Summary 7 Appendix 1: List of KPIs 9 Appendix 2: KPI Descriptions and Definitions 10 1. Internationalism KPIs 10 2. Career KPIs 10 3. Salary KPIs 11 4. Network & Student Body KPIs 12 5. Faculty and Education KPIs 12 Appendix 3: Salary Adjustment Process 14 Appendix 4: Data Standardization Processes 15 Appendix 5: School Questionnaire 16 Appendix 6: Alumni Questionnaire 17 Appendix 7: 2010 Survey Data 18 Internationalism 18 Career 19 Salary 20 Network and Student Body 21 Faculty and Education 23 References 24 Post Script: Lessons Learned 25 Executive Summary Over the last few weeks we have taken on the task of assessing the relevance of the two most recognized annual Global MBA ranking systems, published by the Financial Times and the Economist. We have concluded the need for a new ranking system that would address some of the key shortcomings of these systems. This new system would continue to build on the successes of the esteemed publications. We believe that a new system needs to take into account the needs of the emerging Y-generation, the millennials, a lower emphasis on salary and a greater one on impact...
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