The topic of this group discussion is the book Who Moved My Cheese. After reading the book, there are discussion topics posted here for you to think about, to analyze, and to discuss with your group members. The idea is for you to identify the learning from this book and to apply your learning.
Answer the followingthree topics to post your original thoughts.
Please see attached the book so you can answer each of the topics
Topic 1:
What do you think “Cheese” symbolizes in the context ofWho Moved My Cheese? What does “cheese” signify for you in this context?
Topic 2:
What do you think the “Maze” symbolizes in the context ofWho Moved My Cheese? What does the ”maze” signify for you in this context?
Topic 3:
In the context ofWho Moved My Cheese,what does “What would you do if you weren’t afraid” mean? Please provide an example of a situation where “being afraid” could be a barrier to success
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1.Using the Malthusian model, explain why a one-off improvement in technology does not increase living standards in the long-run.
2. how do the law of one price and studies of market integration shed light on the causes of the Great Divergence
3. Explain the relationship between the EMP and the development of labor markets according to De Moor and Van Zanden.
bottow below ( 800 words each) choose one — whichever easier
4. What is the Great Divergence debate about? What do the various sides in this debate agree and disagree about? What does the latest empirical evidence suggest about the timing of the Great Divergence?
5.What is Smithian economic growth? Provide some examples of societies that experienced Smithian economic growth. Discuss why these episodes did not give rise to sustained economic growth
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Purpose: The purpose of this assignment is to understand how to create a plan for implementing a leadership team to create effective school-wide leadership.
Read the scenario provided below and complete the assignment directions.
Scenario
You are a lead teacher in a meeting with your principal. You are handed the following document:
Project: Creating a Culture of School-Wide Leadership
Project Goals:
1. Develop a definition of what creating a culture of school-wide leadership means by comparing plans, resources, readings and expert opinion.
2. Develop and explain a strategy and rationale for identifying teachers who are ready to lead within a school-wide leadership culture. How will they be developed and mentored?
3. Write three measurable goals for this school year for creating a culture of school-wide leadership.
4. Create a 6-month timeline for implementation with details for the following:
a. Identification strategy with start/ending dates with method for creating a listing of teachers who are ready to lead in your school. How will you determine “readiness to lead”?
b. Professional development resources to support the three goals.
c. Implementation of each goal with monitoring strategies explained.
5. Evaluation plan for creating a culture of school-wide leadership:
a. Assessment device(s) for demonstrating success for creating a school-wide leadership culture.
b. Data collection points demonstrating results for each project goal.
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In this Discussion Board, you will look at the use of data and factors that support growth essential to student achievement and standards-based teaching and learning.
Figure 9.3 (Indicators of Standards-Based Teaching and Learning p.160 in the Text: Getting More Excited About Using Data) lists 15 attributes that were compiled to provide a more complete understanding of standards-based teaching and learning.
Figure 1.2 (Sources of Data, p.11 in the text: Getting More Excited About Using Data) lists 30 different sources of data that are useful in addressing important aspects of teaching and learning.
You have been asked by your building administrator to participate on a task force to identify why the school is seeing two years of declining scores in the area of English Language Arts (ELA) or Math. In the Discussion Board post the following:
Identify if you have chosen to serve on the ELA team or the Math team.
What three to five indicators from Figure 9.3 would you want the team to explore in order to determine why there is a decline in the scores?
Share each indicator chosen from Figure 9.3 and explain why you believe the data source would help the school make improvement decisions to facilitate increased student performance.
Match the appropriate sources of data from Figure 1.2 that would guide the team in determining data points for decision making and planning based upon the three to five indicators you selected from Figure 9.3.
What would the data sources tell you about students, their learning and their instructional needs?
Discussion 5
ffective School-Wide Leadership
Directions
Leadership is not a one size fits all process. Leaders come to their role with different skills, different abilities and different levels of needed growth. In the discussion, you will look at how leadership models matched with personal style, behaviors, and skills are used to build a school-wide culture of leadership in schools. In this Discussion Board you will compare three different leadership philosophies and models. Before starting your Discussion Board posting, complete these three assessments from your textbook:
Your leadership style model (Figure 4.2 p. 93-94)
Your emphasis on task and relationship behaviors survey (Figure 5.2 p.111-112)
Your leadership skills survey (Figure 6.2 p.134-135)
In the Discussion Board, reflect on your results of each survey and discuss how the model and your style, behaviors and skills relate to each. You will share your strengths and weaknesses in style as it relates to each model.
How would you use these surveys?
What would you expect to do with the information to create a school-wide culture?
How would these surveys help you to identify the leaders within the school?
How would you classify the teachers into leadership groups to create a culture of leadership?
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Assessment 1 Strategic Mobile Communications Comparison Class Presentation and Written Report Due: Week 4 Weighting: 30% Learning Outcomes: a. compare primary types of mobile communications and how they are implemented on different platforms; b. review how mobile communications agencies function and the effectiveness of their business models. Description: Prepare a class presentation and written report comparing and contrasting two forms of mobile communications (mobile banners, mobile text, YouTube videos, Facebook ads/posts, Instagram posts, SnapChat stories etc) and how each of these are implemented on at least two different platforms (smart phones, tablets, web-based, desktop etc). The comparison should include the strengths, weaknesses, target audience, effectivity and remuneration models for each of the two mobile communication forms selected. Details: 1,500 word report and minimum 20 slide presentation. Upload report and presentation to Moodle as PDF files for marking. Marking Criteria & Rubrics: The student must demonstrate an ability to investigate and compare various types of strategic mobile communications campaigns and the platforms they are used on. This also includes reporting on the function of mobile communication agencies and the effectiveness of their business models. Reference images can be included. All images and sources must be referenced using Harvard Referencing. Include in-text referencing and a reference list as per the Macleay College FAQ and Tips On Harvard Referencing ( found in the Unit Details Folder of your course stream on Moodle). Criterion 1: Depth of research, analysis and comparison – 40% Fail: • Incomplete research, analysis and comparison • General comparisons, implementation analysis and description on separate platforms incomplete and lacking logical organisation. Pass: • Adequate but basic research, analysis and comparison • Shows limited evidence and incomplete description of general comparisons, implementation analysis and description on separate platforms while lacking logical organisation. Credit: • Competent research, analysis and comparison • Some evidence of general comparisons, implementation analysis and description on separate platforms presented in a logical manner. Distinction: • Compressive and detailed evidence of research, analysis and comparison • General comparisons, implementation analysis and description on separate platforms presented in a logical, concise and succinct manner with small ASSESSMENT BRIEF I MOBILE COMMUNICATIONS File: 305_MobileCommunications_Assessment1 1 Author: Gemenis Date: 18/10/2021 Status: Final Assessment Brief exception. • All sources referenced correctly. High Distinction • Outstanding and insightful research, analysis and comparison • General comparisons, implementation analysis and description on separate platforms presented in a logical, concise and succinct manner • Extensive use of research data to support critical evaluation. • All sources referenced correctly Criterion 2: Accuracy of description of agency function and business model – 30% Fail: • Incomplete review of business model and accuracy of agency function • Lacks understanding and clarity of agency function and business model Pass: • Adequate but basic review of business model and accuracy of agency function • Understanding and clarity of agency function and business model is incomplete in places Credit: • Competent and sound review of business model and accuracy of agency function • Understanding and clarity of agency function and business model is complete but limited in depth Distinction: • Comprehensive and detailed review of business model and accuracy of agency function • Understanding and clarity of agency function and business model is concise and in depth High Distinction • Outstanding review of business model and accuracy of agency function. • Understanding and clarity of agency function and business model is extensive, concise and succinct with in depth analysis. Criterion 3: Quality of presentation – 30% Fail: • Incomplete written report, referencing and layout. • Writing lacks focus and contains serious errors. • Files not converted to PDF for submission. Pass: • Adequate but basic written report, referencing and layout. • Writing is unclear in places. There are several grammatical or spelling errors. Credit: • Competent written report, referencing and layout • Writing is generally clear. There are minimal grammatical or spelling errors. Distinction: • Comprehensive and detailed written report, referencing and layout. • Writing is concise and clear. There are minimal grammatical or spelling errors High Distinction • Outstanding and insightful presentation, referencing and layout. • Writing is concise, clear and accomplished. There are no grammatical or spelling errors. ASSESSMENT BRIEF I MOBILE COMMUNICATIONS File: 305_MobileCommunications_Assessment1 2
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ABC Consulting is an accounting firm located in Winnipeg, Manitoba. ABC Consulting was founded in 2010 and has experienced some strong growth over the years. The firm currently employs over 20 accountants and 11 support staff. As the company has grown, the needs of the business have also changed.
John Reese, the founder of ABC Consulting, is increasingly concerned with the cost of administrative overhead, saying “What worked for us to keep five accountants organized just isn’t working for twenty accountants.” Administrative costs for the company are growing too rapidly. John has chartered a project to develop a time and billing system, which is a system that will be used by the accountants to log their time to specific jobs. The system will produce invoices and timesheets and will be developed by Simply Agile Business Consulting, a software development firm where you are the BA.
You have prepared and conducted elicitation with John and key stakeholders in ABC Consulting. You have documented your elicitation results and findings, as follows:
ABC Consulting needs to automate the management of employee timesheets. This need is aligned with the goal of holding a position of operational excellence in the industry. This project will reduce average cost to administer a timesheet by 75% in the next nine months, and will produce the following outcomes:
increased customer satisfaction; and
reduced administration costs.
The project will be executed by Simply Agile Business Consulting and focus on requirements and business analysis. The cost for this project is $200,000, and the annual savings are $100,000, plus additional benefits.
BUSINESS NEED: Automate timesheet management.
GOAL: Hold a position of operational excellence in the industry.
OBJECTIVE: Reduce average cost to administer timesheets by 75% the next nine months.
BUSINESS PROBLEM: Timesheet management is too costly.
DESIRED OUTCOMES: Project will produce increased customer satisfaction and reduced administration costs.
Case Study Questions
In a Word document, not exceeding four pages and following APA formatting, complete the assignment according to the following instructions.
In your own words, briefly describe the documented elicitation results by the business analyst.
List and explain 2 guidelines and tools, as described by the BABOK, that the business analyst can use to confirm the elicitation results.
Identify 2 techniques that will be most beneficial in confirming the elicitation results from John and the ABC Consulting stakeholders and provide justification for your response.
Judging by the documented elicited result above, do you think that the business analyst has gathered enough information to uncover all the business needs and problems? Justify your position.
Provide personal examples and references to the BABOK or course materials, where needed, to justify your arguments
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Many business activities generate data that can be thought of as random. An example described in the textbook is the servicing of cars at an oil change shop. Each car entering the shop can be considered an experiment with random outcomes. A variable of interest in this experiment could be the amount of time necessary to service the car. Service time will vary randomly with each car.
We can often capture the most relevant characteristics of a stochastic process with a simple probability distribution model. We can then analyze the model to make predictions and drive decisions. For instance, we could estimate the number of technicians the oil change shop needs to service demand on a Saturday afternoon. Discuss the following:
What is a random variable?
How would you differentiate a discrete from a continuous random variable?
A laptop manufacturing company has implemented a 2-step process to test the quality of each production batch. In the first step, a technician randomly selects 15 laptops from the batch and determines whether they meet specifications. The batch is considered acceptable provided no more than 1 laptop fails to meet specifications. Otherwise, the entire batch must be tested in the second step. Historical data shows that 95% of the laptops produced adhere to specifications. Discuss the following:
What are the 4 characteristics of a binomial experiment?
Can we use a binomial distribution to model this process?
What is the probability that the entire batch unnecessarily has to be tested if in fact 95% of its laptops conform to specifications? (Hint: Use Excel’s =BINOMDIST() function to find the probability.)
What is the probability that the batch is incorrectly accepted if only 75% of its laptops conform to specifications?
Due Day 7
Reply and or respond to at least 2 of your classmates or your faculty member, and/or address the following subjects:
Explain what we mean when we identify “cause and effect”.
How are percentages an important part of determining probability?
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How would you differentiate a discrete from a continuous random variable?
As we look at cause and effect vs. correlation we always need to be aware that correlation only identifies a relationship between two or more variables while cause and effect tells us definitively, that one variable causes another variable to “change”.
That being said, here is my question
What is an example of “cause and effect” and what is an example of “correlation”?
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“Not all individuals are motivated by the same things. That is, a particular situation may motivate one individual because of prior learning, experience, or expectations, but not another. However, investigators of motivation have described many principles or conditions that seem generalizable enough to warrant their consideration in the design of instructional materials. Keller (1987) has developed a model of motivational design he calls ARCS, an acronym for the following categories of motivational conditions: attention, relevance, confidence, and satisfaction.
The ARCS model is a synthesis of propositions and guidelines from many different motivation theories” (p. 117).
This written assignment will ask you to critically examine aspects of the ARCS model. The Gagne, Briggs, & Wager reading summarizes the major features of the model on p. 118, Table 6-1: Motivational categories of the ARCS model. Each of the domains of the ARCS model: attention, relevance, confidence, and satisfaction are influenced by several motivational categories. Select one of the motivational categories from each of the four major domains of the ARCS model and justify (or challenge) why it serves as a meaningful application of an instructional design choice.
For example, under the domain of attention, the first motivational characteristic (A.1) is perceptual arousal. This includes: What can I do to capture [student] interests? In your paper, find evidence that supports (or challenges) A.1. What evidence justifies the role of perceptual arousal as a beneficial application of attention for classroom instruction? your work should include some practical examples
You do not need to address all of the subcategories. Select only one from each of the four. As you present evidence, be certain to address at least one limitation of the evidence.
If you find it helpful, you may organize your paper as though it was centered on one lesson or unit plan. You may draw on whatever content area or secondary-grade level you choose. This may help to bring a cohesive narrative to your paper as your address each domain of the ARCS model. This approach is not mandatory and is only being offered as a suggestion for your paper’s format.
Submit a paper which is 4-5 pages in length, excluding the Title and References pages. Your paper must be double-spaced and apart from the reference given below cite at least 3 outside sources in APA format. Your paper must be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.
Reference
1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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HRMT101 – Communication Styles: A Self-Assessment Exercise
(Based on the work of P Case “Teaching for the Cross-Cultural Mind”
Washington, DC, SIETAR, 1981)
Instructions: Please select from each pair of attributes the one which is most typical of your personality. No pair is an either-or proposal. Make your choice as spontaneously as possible. There is no wrong answer.
I like action.
I deal with problems in a systematic way.
I believe that teams are more effective than individuals.
I enjoy innovation very much.
I am more interested in the future than in the past.
I enjoy working with people.
I like to attend well-organized group meetings.
Deadlines are important for me.
I cannot stand procrastination.
I believe that new ideas have to be tested before being used.
I enjoy the stimulation of interaction with others.
I am always looking for new possibilities.
I want to set up my own objectives.
When I start something, I go through until the end.
I basically try to understand other people’s emotions.
I do challenge people around me.
I look forward to receiving feedback on my performance.
I find the step-by-step approach very effective.
I think I am good at reading people.
I like creative problem solving.
I extrapolate and project all the time.
I am sensitive to others’ needs.
Planning is the key to success.
I become impatient with long deliberations.
I am cool under pressure.
I value experience very much.
I listen to people.
People say that I am a fast thinker.
Cooperation is a key word for me.
I use logical methods to test alternatives.
I like to handle several projects at the same time.
I always question myself.
I learn by doing.
I believe that my head rules my heart.
I can predict how others may react to a certain action.
I do not like details.
Analysis should always precede action.
I am able to assess the climate of a group.
I have a tendency to start things and not finish them up.
I perceive myself as decisive.
I search for challenging tasks.
I rely on observation and data.
I can express my feelings openly.
I like to design new projects.
I enjoy reading very much.
I perceive myself as a facilitator.
I like to focus on one issue at a time.
I like to achieve.
I enjoy learning about others.
I like variety.
Facts speak for themselves.
I use my imagination as much as possible.
I am impatient with long, slow assignments.
My mind never stops working.
Key decisions have to be made in a cautious way.
I strongly believe that people need each other to get work done.
I usually make decisions without thinking too much.
Emotions create problems.
I like to be liked by others.
I can put two and two together very quickly.
I try out my new ideas on people.
I believe in the scientific approach.
I like to get things done.
Good relationships are essential.
I am impulsive.
I accept differences in people.
Communicating with people is an end in itself.
I like to be intellectually stimulated.
I like to organize.
I usually jump from one task to another.
Talking and working with people is a creative art.
Self-actualization is a key word for me.
I enjoy playing with ideas.
I dislike wasting my time.
I enjoy doing what I am good at.
I learn by interacting with others.
I find abstractions interesting and enjoyable.
I am patient with details.
I like brief, to the point statements.
I feel confident in myself.
Scoring Sheet for the Communication Styles Assessment
Instructions: Circle the items you have selected and add up the totals for each style (one point per answer). The maximum is 20 per style and your total for the four styles should be 40.Style Circle your answer here Total Score
Focus on the result first; state the conclusion at the outset.
State your best recommendation; do not offer many alternatives.
Be as brief as possible.
Emphasize the practicality of your ideas.
Use visual aids to illustrate your case
Communicating with a Process (PR) oriented person:
Be precise; state the facts.
Organize your discussion in a logical order:
i)background
ii) present situation
iii) outcome
Break down your recommendations.
Include options and alternatives with pros and cons.
Do not rush a process-oriented person.
Outline your proposal.
Communicating with a People (PE) oriented person:
Allow for small talk; do not start the discussion right away.
Stress the relationship between your proposal and the people concerned.
Show how the idea worked well in the past.
Indicate support from well-respected people.
Use an informal writing style.
Communicating with an Idea (I) oriented person:
Allow enough time for discussion.
Do not get impatient when he or she goes off on tangents. Try to relate the discussed topic to a broader concept or idea Stress the uniqueness of the idea or topic at hand.
Emphasize future value or relate the impact of the idea to the future.
If writing, try to stress the key concepts that underlie your recommendation at the outset. Start with an overall statement and work toward the particulars.
How to use this new understanding:
None of us are 100% of only one style, we are a blend of each of the four styles. Furthermore, in some situations (such as high pressure at work) we may tend to prefer one style, while in another situation (like relaxing with friends) we prefer a different approach.
However, when you consider the person you identified at the start – the person you have difficulty connecting with – I would like you to ask yourself if you can answer some simple questions.
One: Does that person fit reasonably strongly into one of these four styles? (If you had to pick one of the four, which best represents that person?)
Two: Is that a different style to your own preferred style?
Three: So why are you surprised that you find it hard to communicate with them?
If we want to gain that person’s full attention, we need to adapt the way we are trying to get through to them!
No, we do not need to change our message. We need to change the way we are expressing it.
Let’s move on to think about some tips on how to do this. As a little test, check out the suggestions for communicating with somebody like yourself, with your preferred communication style – would these seem like good strategies to you?
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