...Many college students face a great difficulty in writing and reading in an academic setting. However, if college students follow the right approach to this, they can overcome the problems of academic writing and reading. Stuart Greene, a composition scholar and an author of “Argument as Conversation: The Role of Inquiry in Writing a Researched Argument”, claims that academic writing and conversation share some similarities. Mike Rose, another expert in academic writing and an author of “The Politics of Remediation”, asserts that professors should develop college students’ reading and writing skills by not criticizing their mistake but welcome it. By understanding what are important approaches or strategies of studying in academic setting that...
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...Code: MKTG207 Student Name: Assessor Name: Date: General Standards as Applied to this Assignment High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% The student demonstrates the competencies in Distinction standard and in addition demonstrates; • Insightful and comprehensive identification and discussion of key scholarly literature concerning the specialist marketing topic. • Advanced understanding and integration of the relevant marketing theory. • Advanced capacity to use insights to critically appraise literature, ideas and arguments, draws well-supported conclusions. • The work has been written, referenced and presented to an exemplary academic standard, and presents a compelling and effective argument/discussion. The student demonstrates the competencies in Credit standard and in addition; • Demonstrates selectivity and uses judgement in determining the importance of readings and ideas. • Develops a progressive, convincing, and clear argument throughout the work. • Shows evidence of wide reading and synthesis of ideas. • Demonstrates capacity to evaluate and critically appraise literature, ideas and arguments, draw appropriate conclusions and apply relevant theory. • The work has been written and presented to a high academic standard, and presents a coherent argument. The student demonstrates the competencies in Pass standard, and in addition; • Demonstrates a sound understanding of key marketing concepts...
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...following: The legitimate rights of the company, its shareholders and fellow employees The way in which a company is organised Consider how the following Ethical Theories may inform this issue: Utilitarian Theory, Kantian Theory, An Ethic of Care, Virtue Ethics NB illustrate your discussion with relevant and summarised examples There will be dedicated tutorial time for discussion Word count for Coursework 2 3,000 words total Hand In Details for Coursework 2 Hard copies to be handed into the Izone on the stated date and electronic copies in to turnitin (one submission only) Date of submission: on the last Friday of the Spring Term (27th March 2015) NB. dates will be finalised as soon the assessment has been reviewed by external examiner. Learning outcomes for Coursework 2 ❖ Apply ethical reasoning to a range of contemporary business issues. ❖ Critically discuss the social and philosophical nature of ethics within a business context. ❖ Critically examine the contexts and contemporary debates of responsible business Guidance for Coursework 2: The Harvard system of referencing must be used Reading: please refer to reading list below • References should be given in the text...
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...expand the students’ horizon and forces them to critically examine their values, goals, and ideals, they learn to sympathize and empathize with others of different backgrounds. This enables them to come fully into their own as human beings who can share the common secure of humanity with other world citizens as they retain and value their prominent and separate identities. Students can afford the opportunity to confront new ideas and different points of views in classroom, all the while increasing their abilities to discuss and defend their own positions both in discussions and in writing. In my composition class this translates into an interactive, group-oriented classroom that focuses in equal amounts on the three components of critical thinking, reading, and writing. “It is now generally conceded that the art of thinking critically is a major missing link in education today, and that effective communication and problem-solving skills, as well as mastery of content, require critical thinking. It is also generally recognized that the ability to think critically becomes more and more important to success in life as the pace of change continues to accelerate and as complexity and interdependence continue to intensify. It is also generally conceded that some major changes in instruction will have to take place to shift the overarching.” (Paul, 2013). I could emphasize peer workshops, group work, and the use of student essays as reading material in...
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...American experience and culture, including race, class, and gender. We will critically examine American current affairs, contemporary history, and popular culture. Writings by and about Americans of color, women, and people from diverse ethnic, class, and religious groups provide background and context for discussions of contemporary issues. Why Do I Have to Take this Course? * This course provides opportunities for you and challenges you to speak, read, and write about controversial issues related to race, class, and gender in contemporary American life, but the course does not push any particular ideology or philosophical position. * This course examines the history of oppression in the United States and how historical events have affected contemporary issues and your life. * This course emphasizes active, participatory, empowering education that will challenge you to think critically about cultural myths, our society’s core values, and your own existing beliefs and prejudices. What Do I have to Do? ** You will do poorly in this class if you do not read and actively participate. ** Please drop this class if you feel ill equipped to read and participate…a lot. 1. Reading: Much has been written about students’ lack of interest in reading. However true this may be, when considering the education of the mind, there is one principle that simply cannot be overlooked—reading is absolutely essential to learning. How well you perform this task will speak...
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...Academic Literacy in the Classroom Vincent Bordi Grand Canyon University: SED 535 February 6, 2013 Abstract Presented in this paper is a class and student profile concerning literacy traits as observed in a 9th grade health class at Lathrop High School. From classroom observations and personal research the class as a whole was analyzed on how they were able to read and write while also observing the strategies the teacher used to promote these literacy skills. To better understand literacy skills used by the teacher in the classroom there was a meeting between him and I where we discussed different strategies that he incorporates into his lessons. Attached are the observation summaries along with a Venn diagram that is based off one student that was individually observed. Introduction What do you need to know to become an educator for adolescents? It is obviously a requirement to master the content being taught and having the ability to manage a classroom; however educators are sometimes oblivious to one trait and that is teaching literacy. Most information in the secondary classroom is extracted from text and a common misconception is that it is not the responsibility of content instructors to teach literacy. It is often thought teaching how to read and write is up to English teachers while a content educator only needs to focus on their content. Observed Classroom as Whole From the little time spent observing the classroom a lot of information was...
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...planning), strategy implementation, and monitoring. Students in this course will review how the strategic decision makers within an organisation first identify, define and analyse commercial problems and then develop practical and ethical solutions. It provides a practical guide for, and an initial experience in, strategy formulation and strategic management. Class time will be largely spent in lecture, discussion, case studies and experiential exercises. Students will learn from the theoretical literature, instructor, case studies, videos, research presentations, and from each other. The course materials explain and describe the different aspects, challenges, and stages of strategic management simply and clearly. Goals of the Course To examine and understand the nature and role of strategy, strategic management and strategic leadership within an organization. Learning Outcomes 1. To develop skills in strategic analysis, development and implementation. 2. To explore competing rationales relating to the nature and purpose of business. 3. To critically review the received wisdom on strategic management practice. 4. To review strategic decision-making practises in business. 5. To further develop the presentation skills required to effectively communicate strategic...
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...This course involves the study of the practical and theoretical issues involved in the development, implementation and changes in accounting theories and regulatory framework. As this course will be seminal-like, this course will provide students with some generic skills required in the accounting profession such as team working, interaction, leadership, follower-ship, critical and creative thinking skills, decision making skills, analytical skills, communication skills as well as professional demeanor. 2.0 OBJECTIVES Upon completion of this course, students are expected: 2.1 to understand the principles, concepts and issues in accounting theory, financial accounting theory and reporting practices, 2.2 to critically evaluate the development in theoretical and regulatory framework of accounting reporting practices, 2.3 to appreciate the importance of research in understanding accounting practices in relation to accounting theory, and 2.4 to be aware...
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...Week Three: Decision Making Details Objectives 3.1 Describe tools and/or techniques used in decision making. 3.2 Examine decision-making models and influences. 3.3 Apply a decision-making technique to a situation. Readings Read Ch. 14 of Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Read Ch. 1–3 of Smart Things to Know About Decision Making. Read Ch. 4, 12–26 of Decide & Conquer: Make Winning Decisions and Take Control of Your Life. Read this week’s Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. W3 8 2% Participation Discussion Questions Nongraded Activities and Preparation Decisions in Paradise Business Scenario For Weeks Three through Five, you will work individually using the Decisions in Paradise Business Scenario located on your student website as the basis for these three assignments. In this scenario, you will play the role of Nik, and your current employer is the organization represented by Alex, Nik, and Chris. You will also use the mission of your current organization to assist you in decision making in discussing this business scenario. There are three phases to this assignment which will be cumulative, meaning that each part will build upon the next. You will use this paper and feedback from your instructor as input to improve your Week Four and Week Five assignments. The three deliverables for this project are: Week Three: Decisions in Paradise Paper, Part I Week Four:...
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...visual forms of literature; understanding meaning and analyzing intended purposes and messages of directors. | NCEA Level | Curriculum Level | Allocated time period | 3 | 8 | 5-6 weeks | Opportunities for assessment | Standard | Standard title | Internal / External | Credit Value | 91473914759147691478 | Respond critically to specified aspects of visual texts studied.Produce a selection of fluent and coherent writing which develops, sustains and structures ideas.Create and deliver a fluent and coherent oral textRespond critically to significant connections across texts | ExternalInternalInternalInternal | 46 (part of portfolio)3 4 (part of portfolio) | Key Content Areas | Learning intentions and outcomes | In studying visual texts, students will cover: * Director’s intentions and purposes * Stylistic conventions and their impact on meaning * Contextualization of literature * Key literary aspects such as characterization, setting, structure, film techniques and cinematography * Analytical and creative writing | By the end of this unit, students will be able to: * Develop ideas in a coherent and sophisticated manner * Critically analyse a visual text * Appreciate the different understandings that viewers can bring to a text * Understand and appreciate the director’s craft and its impact upon readers. * Collect and use evidence to support ideas * Write creatively in response to a text * Write log entries about a text with regard to an overarching...
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...assessment) Introduction Understanding change and its underpinning and emerging dynamics are crucial areas for the success and sustainability of organisations. This module aims to encourage critical analysis and evaluation of emerging issues, situations, threats and opportunities when change unfolds within organisations, and aims to examine and assess how the influence of organisational dynamics may shape perceptions, interventions and responses. Assignment Given the ideas introduced in the paragraphs above, you are required to research, plan and write an individual 3000 word essay which critically evaluates an aspect of organisational dynamics that influences leading and managing of change within organisations. Your experience/observations of change should be used to support your critical evaluation and commentary. Given the word limit and the requirement for depth of discussion it is crucial to establish a defined focus for your paper. You are not required to try and work with all of the Module themes, that are introduced in class sessions but to be selective in line with the requirement for critical evaluation of the influence/ impact of organisational dynamics. Previously the assignments achieving the higher marks have been from those students who have been able to consider ideas introduced within the Module but also evidence increasing initiative and independent thinking and research to help shape a focus. Indicative themes introduced within the module may...
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...Course Syllabus Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is the ruling document. Course Number: MGT/ 230Course Title:Management Theory and Practices Course Schedule:Start Date: September 03, 2013 -- End Date: October 07, 2012 Where To Go To Class: Your Course Forums MAIN Forum: This is the forum for all course-related discussions. All of your participation grade will come from your activities in this room. It has read-and-write access for everyone. CHAT Forum: This is a read-and-write access Forum. This is your student lounge. It is a place to discuss issues not related to the course content, but you can use it for discussion questions. You will post your BIOGRAPHY to this Forum. COURSE MATERIALS: This is a read-only Forum, which means you can read messages here but not send any. I will post the syllabus, lectures/case studies, and other supplementary materials here. LEARNING –TEAMS – A, B, C, D, & E: These learning team forums will be used as workrooms for the learning teams. I will assign you to one of these groups by Sunday (sixth day of the first week). INDIVIDUAL FORUM: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. You can ask questions here. You can also ask questions here concerning your specific circumstance...
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...|AA Hamilton College | |BTEC Higher National Diploma in Business – Level 5 | | | |Unit 53: Study and Communication Skills for Business Credit Value: 15 | | | |Assignment: Developing reading strategies, listening techniques, and producing a written analysis. | | | |Tutor: Date Set: 19th May 2014 | | | | | |Learner’s Name: ...
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...power is to perceive the world anew, filled with potential for change. For this reason, Science Fiction is a literature of immense value for a country such as South Africa. Approaching the challenges of a nation such as this requires an imagination trained to be meticulous in its logic, but unrestrained by the restrictions of present reality. Each tutorial activity is crafted to correlate with the concerns of the lecture material. Tutorials transpose the fundamental concerns dealt with in the subject matter of the lectures and ‘activate’ these ideas by having students demonstrate their knowledge not just in the form of individual written exercises, but through the vitally necessary process of engaging their tutors and peers in structured discussion. It is thus clear that the success of a tutorial is dependent on student participation, and as clear that the success of a tutorial depends on students being intrigued by the content of the course. In order to achieve this, the tutorial exercises are related to the South African context. Scientific racism is one radical dimension of the misappropriation of science that allows science and technology to be problematised for a generation of students enamoured and ensconced within a highly technological world. As a genre which explores technology’s perils,...
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...education in which, “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor” (Freire 1970, p.53). Freire used the concept “banking education” to explain the framework for curriculum delivery that he believed existed in schools. In banking education, the teacher is the subject while the students are patient listening objects (p.52). In addition, students are mainly asked to memorize and regurgitate often meaningless facts, which hinders their ability to solve problems and think critically. and observe problems that exist in the world. With these ideas in mind, I’ve reflected on my personal educational experience in Korea and realized that I was trained under the “banking” education system. The teacher is the authority figure in the class, and curriculum objectives limit the freedom of students in the learning process. The discussion that enabled me to think critically or analyze ponders on the issues rarely occurred. The students were trained to listen to the teacher who had authority and power over us. The demanding curriculum that was delivered solid that required...
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