...message that is sent can be misunderstood in various ways usually this can happens for a number of reasons however cultural influence in the most prominent effector for both verbal communication and non-verbal communication. All heath care professionals need to be understanding, considerate and have patience in order to communicate to other individuals what are native to speaking English and using English terms and customs. Responding to the sent message. Responding to the sent message. Retrieving and understanding the message. Retrieving and understanding the message. Sender Sender Care professionals need to have awareness of and sensitivity to cultural differences when communicating with others. For example people speak a range of languages, use different words, phrases and dialects I different regions of the world and may use different forms of non-verbal behavior to express themselves during individual and group interactions based on their culture. Health care professionals don’t develop an awareness of cultural variations in communication and in interaction styles and presences, communications may be misunderstood or may make no sense at all. Cultural influence on verbal communication. Words. Many people find that that learning a second language is exceptionally difficult and are more comfortable mixing their language together with for example English and Arabic...
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...STUDENT GRADE/MARK REPORT Course Assessment/Student Details | Course Code: | EDU 4003 | Course Name: | Research Methodology and Reflective Practice in Education | Course Teacher: | Dean Vanvelzer | Task Title: | Literature Review | Student Name: | | Student ID: | | Final Grade/Mark | | | ASSESSMENT COVER PAGE Course Name: | Research Methodology and Reflective Practice in Education | Course Code: | EDU 4003 | Instructor Name: | Mr. Dean Vanvelzer | Task Title: | Literature Review | Due Date: | March 23rd 2016 | Date Submitted: | March 23rd 2016 | Student Name: | | Student ID: | | Section: | 1 | Late Penalty: Unless special circumstances are agreed with the course teacher regarding late submission, work submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work submitted more than 3 days late will get a zero mark. Academic Honesty: Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties for cheating or plagiarism include dismissal from the HCT. (for more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook) Student Declaration: This assignment is entirely my own work except where I have duly acknowledged other sources in the text and listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I understand that I may be orally examined...
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...GIVING AND RECEIVING FEEDBACK PRIMER A McKinsey (2001) survey of 6,900 managers at 56 large and midsize U.S. companies found that organizations can achieve competitive advantage through better talent management. The highest ranked companies said that the strength of their talent pool was among the top three priorities of senior leaders. McKinsey propose that managers must rebuild their recruiting strategies; create plenty of opportunities for development; and learn to identify their A (as well as their less capable) performers and invest in them appropriately. In particular, they must pay greater attention to measuring performance and feedback. In this survey, 89% of respondents said that candid feedback was important, but just 39% said they had received it. Tolerating under-performers carries a high price - 58% of senior and midlevel managers reported that they have worked for an under performing manager with the following results: • 76% said this prevented them from learning • 81% said it hurt their career • 82% said it prevented them from making a contribution to the bottom line • 86% said it made them want to leave the company The same survey found that good people are great for business. Based on mean responses from 410 corporate officers to the question of “how much more does a high performer generate annually than an average performer?” the survey proposed that high performers increased revenue in sales roles by 67%; increased profit in general management roles...
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...Shanti Business School PGDM Batch 2015-17 Semester II Course Outline 1 Shanti Business School, Ahmedabad PGDM 2015-17: Program Structure Semester-1 Semester-2 Semester-3 Semester-4 Course credit Course credit Course credit Language Skills @ Written Analysis & Communication @ Soft skills II @ Employability Skills @ IT & MIS 2 Soft skills I @ Computing skills 2 Social Media Marketing @ 2 Legal Aspects of Business 2 Business Strategy 3 Management Control Systems 3 Micro Economics 3 Macro Economics 3 Business Environment 3 Business Ethics & Corporate Governance 2 Quantitative Methods-1 3 Business Research Methods 3 Quantitative Methods-2 3 Core Elective-1 3 Core Elective1 3 Core Elective-2 3 Core Elective2 3 Elective-1 3 Elective-1 3 Elective-2 3 Elective-2 3 Grand Project-1 3 Grand Project-2 3 Principles of Management Basic Building Blocks Autumn Break Executive Skills Organisational Behavior Human Resources Management 3 Marketing Management 1 3 Marketing Management -2 3 Understanding Financial Statements 3 Financial Mgt 3 Operation Management Management Domain 3 3 Basics of Business Planning 2 Electives Credits Autumn Break credit SUMMER INTERNSHIP Course ...
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...Phone: (217) 265-5087 REQUIRED TEXTS (purchase prior to class) Brealey, Myers, & Marcus. Fundamentals of Corporate Finance (8th Edition) Note: please buy a version that comes with the online “Connect” access. We will use Connect for problem sets. HBS Press & SHRM. The Essentials of Finance and Budgeting (Business Literacy for HR Professionals) Link: https://hbr.org/product/the-essentials-of-finance-and-budgeting-business-literacy-for-hrprofessionals/5720-PBK-ENG Additional materials, including case studies, may need to be purchased throughout the semester. OPTIONAL TEXTS (do not purchase prior to class) *Berman, Knight, & Case. Financial Intelligence for HR Professionals: What You Really Need to Know About the Numbers (Harvard Financial Intelligence) †Fridson & Alvarez. Financial Statement Analysis: A Practitioner’s Guide (4th Edition) †Koller, Goedhart, & Wessels. Valuation: Measuring and Managing the Value of Companies, University Edition (5th Edition) *This text covers the “big picture” aspects of accounting and finance, especially as they relate to HR management. I will start the class at a very basic level, but if you think I’m speaking a foreign language after our second or third class this book may help. † These texts take an in-depth look at financial statement analysis (Fridson & Alvarez) and technical valuation techniques (Koller et al.). Most students will not need these texts for our class. However, if you are interested in going deeper into the...
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...edu/webapps/ login/ Instructor: Mara Fryar Office: Modular Unit (MOD) 120E **I am an adjunct instructor and do not hold regular office hours. Please email or call me to set up a time to meet in person if you wish. Phone: 919-795-3880 E-mail: mffryar@waketech.edu Department Head: Kim Breivogel 919-866-5203 or kbbreivogel@waketech.edu Course Delivery/Location: Delivery of this online course will take place through Blackboard. Students must log in and check Blackboard regularly for class policies, resources, assignments, and essential communications from your instructor. Blackboard can be accessed at https://dist-ed.waketech.edu/webapps/ login/. Wake Tech email (mywaketech.edu) will also be used and must be checked regularly. **This syllabus is subject to change. IMPORTANT DATES : All online students are expected to enter this class on the first day of class : Wednesday, September 14, 2011. Week 1 Assignments must be completed by midnight on Tuesday, September 20, 2011. 10% date : Wednesday, September 21, 2011 If a student fails to complete the assignments for Week 1 or does not communicate with the instructor by September 21, 2011, he or she will be dropped from the course by the instructor. Withdrawing with a W grade : Tuesday, November 8, 2011 The last day to drop this course with a non-punitive grade of W is Tuesday, November 8, 2011. If you wish to drop this course, you may do so yourself, or I can submit an online withdrawal form for you. ...
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...at the start of this text, your commitment to propel your students to achieve ambitious academic goals is an effort to make change. As new members of our school and community, we must approach any attempts to make change with great respect and humility. This is even more critical if you seek to change policies or practices at your school that you believe to be inhibiting your students’ academic achievement. Your quest to close the achievement gap for your students in your classroom may lead you to encounter other, related problems that you are eager to take on and overcome. Perhaps there are special education placement policies that you believe could be adjusted to better serve the needs of your students. Perhaps a mandatory dress-code check is leading to excessive tardiness to first period. Perhaps you have opinions about how money should be spent. As a member of your school community, you may be able to influence some of those policies and decisions. If and when such issues truly hinder your students’ learning, you may feel the need to engage in those issues to maximize the likelihood that your students can meet their academic goals. Of course, how you choose to approach the issues can be just as important as which issues you choose to address. Your greatest influence will come if you approach both your efforts to achieve significant gains with your students and your efforts to change policy or practice with sensitivity to dynamics of diversity that we have discussed thus far...
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...Principles of Learning and Teaching STUDENTS AS LEARNERS – 35% THEORISTS LEV VYGOTSKY http://facultyweb.cortland.edu/andersmd/VYG/ VYG.HTML JEROME BRUNER http://tip.psychology.org/bruner.ht ml JOHN DEWEY http://www.infed.org/thinkers/e t-dewey.htm Importance of CULTURE humans use of tools and symbols to learn – culture dictates what we learn and how • Higher and Lower mental functions – elementary (or lower) functions gradually transform to HMF through culture • Central ROLE OF LANGUAGE: Language is made possible because of our culture (tools and symbols). The learning of language (or signs) is brought about by social processes, and language or signs ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy between a child's mental age [indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY...
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...A MORAL RECOVERY PROGRAM: BUILDING A PEOPLE--BUILDING A NATION PATRICIA LICUANAN The events at EDSA in February 1986 not only ousted a dictator, but also demonstrated to the world and to ourselves our great strengths as a people. At EDSA we saw courage, determination and strength of purpose; we saw unity and concern for one another; we saw deep faith in God; and even in the grimmest moments, there was some laughter and humor. We were proud of ourselves at EDSA and we expected great changes after our moment of glory. Today, sometime after, we realize that most of our problems as a nation still remain. We may have ousted a dictator, but that was the easy part. The task of building a nation is so much more difficult. Now, with EDSA only an inspiring memory, we are faced with our weaknesses. Self-interest and disregard for the common good rears its ugly head. We are confronted with our lack of discipline and rigor, our colonial mentality, and our emphasis on porma (form). Despite our great display of people's power, now we are passive once more, expecting our leaders to take all responsibility for solving our many problems. The task of building our nation is an awesome one. There is need for economic recovery. There is need to re-establish democratic institutions and to achieve the goals of peace and genuine social justice. Along with these goals, there is a need as well to build ourselves as a people. There is need to change structures and to change people. Building...
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...enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources...
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...Cross-Cultural Communication Theory and Practice Barry Tomalin; Brian J. Hurn ISBN: 9780230391147 DOI: 10.1057/9780230391147 Palgrave Macmillan Please respect intellectual property rights This material is copyright and its use is restricted by our standard site license terms and conditions (see palgraveconnect.com/pc/connect/info/terms_conditions.html). If you plan to copy, distribute or share in any format, including, for the avoidance of doubt, posting on websites, you need the express prior permission of Palgrave Macmillan. To request permission please contact rights@palgrave.com. Cross-Cultural Communication 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 This page intentionally left blank 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 Cross-Cultural Communication Theory and Practice Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin © Brian J. Hurn and Barry Tomalin 2013 Foreword © Jack Spence 2013 All rights reserved. No reproduction, copy or transmission of this...
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...Chapter 3: Leading Situations 110 Lesson 3: Decision Making and Problem Solving Unit 2: Leadership Theory and Application LESSON 3: DECISION MAKING AND PROBLEM SOLVING INTRODUCTION — PUTTING YOUR LEADERSHIP SKILLS IN PERSPECTIVE As we have indicated throughout your previous JROTC lessons, leadership is the process of influencing others by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. Purpose gives subordinates a reason why they should do different things, sometimes under stressful circumstances. Direction shows what must be done. Through motivation, leaders give subordinates the will to do everything they are capable of doing to accomplish a mission. LEADERSHIP FRAMEWORK Recall the fundamentals of BE, KNOW, and DO. As you can clearly see, they are deeply embedded throughout the leadership framework illustrated below. The top of this framework shows the four categories of things that leaders must BE, KNOW, and DO. They are values, attributes, skills, and actions. The bottom lists the dimensions of leadership, grouped under these four categories. The dimensions consist of the seven values and 15 subcategories under attributes, skills, and actions. Leadership starts at the top, with the character of the leader, with your character. In order to lead others, you must first ensure your own house is in order. Leadership begins with what the leader must BE, the values and attributes...
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...PREFACE "Damaged culture" and "the sick man of Asia" are just two of the many phrases used to describe the Philippine situation today. Questions such as "what's wrong, what's right with the Filipino?" have set many Filipino minds upon some deep and not-so-deep soul-searching and brainstorming. Is American democracy fit for the Philippines? Is Catholicism brought by Spain partly responsible for the failure of the country to become another economic "tiger" of Asia? The questions have not been answered with finality, although short-term and medium-term responses have been proposed and realized. Many seem to agree, however, that the root of the crisis facing the Filipinos in the past two or three decades is moral in nature. This calls for a long process of social transformation, of value recovery, formation, or transformation as the case may be. Education plays a crucial part in this process, and indeed teachers in both the private and public sectors , since the People Power Revolution of 1986, have responded to this call by introducing reforms in curriculum, content, style, and even mission statements. Such groups and institutions as The Association of Philippine Colleges of Arts and Sciences (APCAS), The Catholic Educational Association of the Philippines (CEAP), not to mention The Department of Education, Culture and Sports (DECS), have produced various programs for value education. The Senate passed a resolution, calling for a task force that would inquire into the "strengths...
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...Head Office 30 Grosvenor Street, Neutral Bay, NSW 2089 Ph: 02 9904 5600 Fax: 02 9904 5611 Coming to grips with family systems theory in a collaborative, learning environment. info@thefsi.com.au http://www.thefsi.com.au Bowen Family Systems Theory and Practice: Illustration and Critique By Jenny Brown This paper will give an overview of Murray Bowen’s theory of family systems. It will describe the model’s development and outline its core clinical components. The practice of therapy will be described as well as recent developments within the model. Some key criticisms will be raised, followed by a case example which highlights the therapeutic focus of Bowen’s approach. This is the author’s version of the work. It is posted here by permission of Australian Academic Press for personal use, not for redistribution. The definitive version was published in Australian and New Zealand Journal of Family Therapy (ANZJFT) Vol.20 No.2 1999 pp 94-103). Introduction Murray Bowen's family systems theory (shortened to 'Bowen theory' from 1974) was one of the first comprehensive theories of family systems functioning (Bowen, 1966, 1978, Kerr and Bowen, 1988). While it has received sporadic attention in Australia and New Zealand, it continues to be a central influence in the practice of family therapy in North America. It is possible that some local family therapists have been influenced by many of Bowen's ideas without the connection being articulated. For example, the writing of Guerin...
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...FACTORS AFFECTING STUDENTS’ DECISION TO DROP OUT OF SCHOOL A Research Paper Presented to Center for Social Development Research Cor Jesu College Digos City In Partial Fulfillment of the Requirements For Academic Research by HERMOGENES C. ORION, JR, Ed.D ERIKKA JUNE D. FOROSUELO, DM-HRM JEAN M. CAVALIDA, MA, RGC March 2013 COR JESU COLLEGE Sacred Heart Ave., Digos City 8002 Davao del Sur Philippines APPROVAL SHEET ------------------------------------------------- As a requirement for Academic Research, this research paper entitled: FACTORS AFFECTING STUDENTS’ DECISION TO DROP OUT OF SCHOOL has been prepared and submitted by HERMOGENES C. ORION, JR., ERIKKA JUNE D. FOROSUELO, JEAM M. CAVALIDA ------------------------------------------------- APPROVED by the Oral Examination Committee DR.MARIA ELENA MORALES DR. LETICIA CANSANCIO Panel Member Panel Member DR. ALEX D. NIEZ Chairperson ------------------------------------------------- Accepted in partial fulfillment of the requirement for Academic Research. DR. ALEX D. NIEZ College Dean MAY 2013 ii ACKNOWLEDGMENT ...
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