...The leader of a shared inquiry discussion doesn’t only prepare the questions that initiate discussion, but it also regulates the flow. The leaders challenge the participants’ inaccurate, contradictory, and unclear statements; follow up on their answers; ask for evidence; and ask for other responses. If the participants go off topic it is the leader’s responsibility to redirect their attention with a question. Leaders must recognize when a question has been set and then, by adding a new question, you must direct the group’s efforts toward another problem of meaning. Interpretation is the main purpose of shared inquiry discussion, interpretations will vary, stimulate lively conversations, and repeatedly appeal to the text for supporting evidence. Questions raised in shared inquiry discussion - including the opening question - it will be interpretive. Therefore, interpretive questions are the first tools a discussion leader creates to lead a group through the various levels of the meanings that are present in the writings selected for shared inquiry discussions. Making questions about the text is the best thing for discussion, because it forces the leader to engage with the work and form some preliminary ideas about the meaning. It’s...
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...Concept Map and Reflection Approaching my concept map for a second time was more challenging than I thought. I thought having deeper understanding of inquiry pedagogy would make the process easier but in reality, once I began to add concepts demonstrating how they are interconnected in a readable way proved difficult. I have learned throughout this year that inquiry pedagogy is complex which makes it feel overwhelming to implement. However, placing my growing understanding and knowledge of inquiry pedagogy into a concept map has helped to consolidate and make meaning of what I have learned. Shared Responsibility In my first concept map I highlight the fact that teachers and students work in partnership, however I realize...
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...present my evidence and form my two hypotheses. Hypothesis number one is, “Could exposure to the West Nile virus be causing the children's symptoms?” Hypothesis number two is, “Could unsanitary food conditions in the area be making the children sick?” I was able to dismiss further questions whether the West Nile Virus could be the culprit, as there was only one school announcement mentioning it, and there was no other evidence to support the spread of the West Nile Virus. However, upon a thorough investigation of my second hypothesis, concerning unsanitary food conditions, I found two restaurants that had been cited for poor sanitary food practices. And, after the examination of the schools’ event calendars and attendance records, I was able to deduce that band students at both schools had very similar symptoms of sickness, which where: stomach ache, diarrhea, fever, and some vomiting. There were spikes in band student absences twice; each time was after a school event in which they had contact with each other. My final assessment is that due to unsanitary food conditions at two different restaurants, band students have contracted food poisoning, and spread that bacterium through shared school events to a total of sixteen band students. Please review the details...
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...THE THIN BOOK OF APPRECIATIVE INQUIRY BOOK REVIEW 2 Introduction The Thin Book of Appreciative Inquiry, written by Sue Annis Hammond, is an explanation of the principle of Appreciative Inquiry, which was introduced by David Cooperrider in the mid 1980’s. Appreciative Inquiry is an innovative way at dealing with organizational change, a contrast to traditional theories of change management, which follow a problem-solving model. One of the main responsibilities of today’s leader is to facilitate change, which is necessary for organizations to survive and thrive. Appreciative Inquiry is a unique tool to ensure that all members of an organization are aware of their roles in the process, intimately involved, and excited by the potential outcome. Summary In contrast with traditional change management theories which tend to focus on the negatives of a particular procedure or organization, Appreciative Inquiry focuses on the positive and what is working for the organization. By focusing on the positives, those who follow the Appreciative Inquiry model have “the confirmed knowledge, confidence, and inspiration that they did well, and will continue to do well with a heightened awareness of what works” (Hammond, 1998, p. 12). Appreciative Inquiry uses assumptions, or “the set of beliefs shared by a group, that causes the group to think and act in certain ways” (Hammond, 1998, p.13). According to THE THIN BOOK OF APPRECIATIVE INQUIRY BOOK REVIEW 3 Hammond, the longer...
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...in the past where she used it to chat and strike conversations with her friends. She has no problem in navigation while going through the news feed, she feels it’s very intuitive and simple, but it’s not what she wants to see. Moreover, she has hard time interpreting the various functionalities provided by the facebook for example, she wanted to crop her profile picture after she mistakenly uploaded it but she couldn’t and has to delete and upload that picture again. She likes to read movie critiques and fashion but at the same time she does not want her news feed to be teemed with just them and would love to explore new and exciting things. Delving further, she has contextual identities, i.e. she wants many posts or pictures just to be shared with her immediate family members, or few friends but has hard time keeping them that way. She started using social platform to...
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...Receiving Pay Inquiries: ALL Pay Inquires, regardless of how they are submitted (either through PAC/S-1, via walk-in, email, or telephonically), must be researched and answered within three working days and properly dated (date stamp when received on upper left hand corner and date when answered next to signature of pay clerk). All DA Forms 2142 must be completed in full and signed by the authorized individual (Unit Commander or individual Soldier) and include the corresponding printed name and/or signature block as applicable. (1) UTM: Pay Inquiries...
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...practitioners in fields as diverse as anthropology, education, nursing, psychology, sociology, and marketing regularly use qualitative methods to address questions about people’s ways of organizing, relating to, and interacting with the world. Despite the interdisciplinary recognition of the value of “qualitative research” (or perhaps because of it), qualitative research is not a unified field of theory and practice. On the contrary, a plethora of viewpoints, sometimes diametrically opposed to one another, exist on the subject. Scholars regularly debate about what qualitative research is, how and why it should be conducted, how it should be analyzed, and in what form it should be presented. In fact, fundamental and often heated disagreements about philosophical assumptions and the nature of data exist among qualitative researchers. We don’t pretend to be able to solve any of these controversies. Nor do we suggest one approach or viewpoint is superior to another in the grand scheme of things. How one approaches qualitative research, and research in general, depends on a variety of personal, professional, political, and contextual factors. Ultimately, there is no right or wrong way of conducting a qualitative research project. Nevertheless, some approaches and methods are more conducive to certain types of qualitative inquiry than are others. A key distinction in this regard is the difference between pure and applied research. It is the latter of these—applied research—for which...
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...practices into what he called 'The 5 Learning Disciplines' as well as coming up with the concept-label of 'learning organisations'. The 5 Learning Disciplines – Shared Vision, Mental Models, Personal Mastery, Team Learning and Systems Thinking – are each made up of a set of tools and practices for building and sustaining learning leadership capability in organisations. Each Discipline consists of: | Principles, propositions or concepts (Senge calls these ‘guiding ideas’) | | Tools or techniques that, once learned and practised, assist in making the Disciplines come to life | | Practices or precepts to follow in your own leadership behaviour and approaches | According to Senge, leaders in learning organisations learn to thrive on change and constantly innovate by methodically cultivating these 5 Disciplines. They may never be fully mastered, but learning-centred leaders, teams and organisations practise them continuously. Our approach to workplace improvement and learning-centred leadership is based firmly in the values, concepts, principles and language of learning organisations. The 5 Leadership Learning Disciplines in brief are: | Shared Vision: The key vision question is ‘What do we want to create together?’. Taking time early in the change process to have the conversations needed to shape a truly shared vision is crucial to build common understandings and commitments, unleash people’s aspirations and hopes and unearth reservations and resistances....
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...visitors, only the domain names. As many other Web sites, our web servers place "cookies" (small files with data) on the hard drive of your PC which allows our server to identify your PC after the next visits. It is done to gather statistical information related to navigation on our site' certain areas. The collected information will not be shared with anyone other than NightWing's Club, and will not be used to obtain your personal data or name. It will be used only for internal purposes, such as to measure the effectiveness of our website and to improve site navigatiovn. Any contractor who assists us is bound to confidentiality....
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...APPRECIATIVE INQUIRY AS AN ORGANIZATIONAL DEVELOPMENT TOOL by Charles F. Martinetz, PhD Appreciative inquiry can get you much better results than seeking out and solving problems. That’s an interesting concept for me—and I image for most of you—because telephone companies are among the best problem solvers in the world. We trouble shoot everything. We concentrate enormous resources on correcting problems that have relatively minor impact on our overall service performance. When used continually and over a long period of time, this approach can lead to a negative culture. If you combine a negative culture with all the challenges we face today, it could be easy to convince ourselves that we have too many problems to overcome and to slip into a paralyzing sense of hopelessness. And yet if we flip the coin, we have so much to be excited about. We are in the most dynamic and the most influential business of our times. We ought to be excited, motivated, and energized. We can be if we turn ourselves around and start looking at our jobs and ourselves differently. If we kill negative selftalk and celebrate our successes. If we dissect what we do right and apply the lessons to what we do wrong, we can solve our problems and re-energize the organization at the same time. In the long run what is likely to be more useful? Demoralizing a successful workforce by concentrating on their failures or helping them over their last few hurdles by building a bridge with their successes? Don’t get...
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...The Qualitative Report Volume 8 Number 3 September 2003 447-461 http://www.nova.edu/ssss/QR/QR8-3/mccaslin.pdf The Five-Question Method For Framing A Qualitative Research Study Mark L. McCaslin University of Idaho, Idaho Falls, Idaho, USA Karen Wilson Scott University of Idaho, Idaho Falls, Idaho, USA The Five-Question Method is an approach to framing Qualitative Research, focusing on the methodologies of five of the major traditions in qualitative research: biography, ethnography, phenomenology, grounded theory, and case study. Asking Five Questions, novice researchers select a methodology appropriate to the desired perspective on the selected topic. The Method facilitates identifying and writing a Problem Statement. Through taking a future perspective, the researcher discovers the importance and direction of the study and composes a Purpose Statement. The process develops an overarching research question integrating the purpose and the research problem. The role of the researcher and management of assumptions and biases is discussed. The Five-Question Method simplifies the framing process promoting quality in qualitative research design. A course outline is appended. Key words: Qualitative Research, Five-Question Method, Biography Research, Phenomenology Research, Grounded Theory Research, Case Study Research, and Ethnography Research Introduction Planning a qualitative study for the first time tends to be an intimidating venture for graduate students just entering...
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...Research on Contemporary OD Practitioner Tools Donald Austin Gilbreath Brandman University 4/26/2015 Abstract The goal of this paper is to explore the various ways in which to integrate contemporary organization development (OD) practices and interventions within organizational settings. The following literature research review includes a broad overview of the OD contemporary change methodologies, an in-depth perspective of related OD to change, and an applicable example of a specific organization. Keywords: organizational development, contemporary tools, change Organizational Development & Practitioner Tools The topic of organization development (OD) focuses on the effective implementation of change within an organization and is often broken down into two primary change methodologies of either classic or contemporary change intervention. The following article seeks to provide a broad overview of the OD change methodologies, an in-depth perspective in change initiatives of OD consultants and an actual applicable example of these OD practitioner tools used in real life. “Organization development has emerged to allow the voice of all organizational members to be heard and all organizational talent to be captured” (Jackson, 2006, p. 216). The field has many challenges in addressing both the human and the organizational sides of change initiatives in an attempt to get everyone on board in embracing change. Overview When organizations are resistant to necessary...
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...Adjunct clinical faculty is a valuable source for teaching in the clinical field due to the shortage of nursing instructors in this community. The clinical area is the first rotation to which new and adjunct faculty are assigned. The registered nurse with expert patient care skills sometimes lacks clinical educator aptitudes to be a leader, scholar, and mentor. A consequence of employing unqualified adjunct faculty is student dissatisfaction with their clinical learning experience. In turn, this results in less-than-favorable adjunct clinical instructor evaluation. The purpose of the appreciative inquiry is to collect data on the teaching skills of new and adjunct clinical instructors. This is important, because it is the mission of the university and the nursing program to deliver quality education to all students. It is also important to retain excellent clinical instructors for the nursing program’s accreditation status. The best way to do this is to ensure that all clinical instructors are provided with the necessary information to succeed in clinical rotations. The clinical peer review evaluation plan is designed to collect participant’s stories and includes an observation phase. The participants are the new and adjunct clinical instructors, and the reviewers are clinical nurse instructors who are certified nurse educators. The key evaluation topics were based on the eight competencies for nurse educators found in the National League for Nursing (NLN). Through...
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...the pre-Socratics collective, we too, found our ways of thinking influenced by the work of older men in our families, other folk in the neighborhood, and those no longer with us. Their labor-intensive road map provided us the basic knowledge from which to begin developing our own methods and skill sets to answer new types of questions related to daily life in Arkansas. However different the scope of questions we began to ask ourselves are from the questions early philosophers asked, we share in learning from and building on the methods and teachings of men before us. Some of the earliest philosophers, such as Plato incorporated similar questions about reality and truth as the pre-Socratics collective, however, based their inquiries within the natural world and used reason as the methodological vehicle. Because this type of thinking was contextualized outside of supernatural forces and myth and magic, the pre-Socratics collective are often times considered the first scientists of Western culture who laid the earliest foundations shaping the study of metaphysics and epistemology (Chaffee 230). This way of thinking sought to answer similar questions as those based in religion and myth, but sought answers through observations and analytical reasoning within the natural world. Generally, this way of thinking embodied the nature and scope of knowledge, theories of knowledge, and the extent to which knowledge about any subject and physical entity can be known. The pre-Socratic...
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...GENERAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page No. . . . . . . . 1 1 1 1 2 2 2 PART TWO—COMMUNICATING WITH ELECTED OFFICIALS, THEIR STAFFS, AND THE MEDIA I. CORRESPONDENCE . . . . . . . . . . A. ECIMS . . . . . . . . . . . . . . B. CPAO . . . . . . . . . . . . . . C. Inquiries . . . . . . . . . . . . . TELEPHONE CALLS . . . . . . . . . . . MEETINGS, BRIEFINGS OR INTERVIEWS, AND CONFERENCES . . . . . . . . . . . SOCIAL MEDIA OUTREACH . . . . . . . . ADDITIONAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 3 3 4 5 5 6 II. III. IV. V. . . . . . . . . . . . . . . . . . . PART THREE—COMMUNICATING WITH OUTSIDE ENTITIES OTHER THAN THE MEDIA AND CONGRESSIONAL OFFICES Title I. II. III. IV. APPLICABILITY. . . . . . . . . . . . . . AUTHORIZING OFFICIALS . . . . . . . . . AUTHORIZATION . . . . . . . . . . . . . GUIDANCE . . . . . . . . . . . . . . . ATTACHMENT 3-1, QUESTIONS AND ANSWERS . . . . . . . . . . . . . . . . . . . . . Page No. . . . . . 7 7 7 8 9 i UNITED STATES DEPARTMENT OF AGRICULTURE FOOD SAFETY AND INSPECTION SERVICE WASHINGTON, DC FSIS DIRECTIVE PART ONE—BASIC PROVISIONS 1240.1 REVISION 5 1/26/10 COMMUNICATING WITH EXTERNAL ENTITIES I. PURPOSE This directive describes provisions for employees to communicate with: A. Elected...
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