It is late and 3-year-old Betty is alone in her room. Her parents had just put her to bed not 10 minutes earlier. Her parents are quietly watching television downstairs. Betty begins to cry and after a short time the crying turns into more screaming than crying. Her parents hear her crying and screaming and run up to her room to see what is the matter. Her mother holds Betty in her arms and tells her she is alright. She stops after a few minutes, but when her parents leave her room, she starts crying again. Her father thought that it may be good to bring her down with them and let her lay on the couch while they watch television. Betty is quiet for the rest of the evening, falling asleep on the couch. Betty continues to cry each night for a week and each time her parents take her down to the living room with them until they go to bed or when she falls asleep. Betty’s parents are concerned that she will be unable to sleep in her room anymore. Learning (i.e., operant conditioning) has taken place for Betty and her parents.
Explain how learning has taken place.
If Betty’s parents asked you for advice (in operant conditioning terms) on how to get Betty to stay in her room and not cry, what would you tell them?
A. Summary of the Case In one or two paragraphs, provide a general overview of the case that serves as a snapshot of what the case is about and how it ended up in your state high court. A summary is using your words to write a brief history of the case. Do not give your opinion or your interpretation but stick to the facts only. B: Case Outline Your court case outline should include: Title: Name of the case Facts of the case: Provide key facts involving the case. History of the case: What legal action was taken based on what your state laws say about this case? Legal questions: What were the legal issues the court had to decide? Decision or holdings: Did the court decide for the plaintiff or the defendant? Explain the reason behind the decision? Verdict and opinion (judgement): What were the concurring and dissenting opinions? How many judges decided for the defendant and how many justices decided against the defendant? What was the final verdict from the judge or the jury, if it was a jury trial? C. Conclusion What was the resulting impact of the ruling? How did the citizens of your state benefit from it? Was this a good decision? Writing Requirements (APA format) The length of your outline will vary. Usually an outline is anywhere from 1-3 pages long. Make sure to write full sentences to explain your case. It is a concise list to be used as a reference for you during the presentation. Using the outline, you will be describing the court case in your presentation and the scenario around the court case. The use of Wikipedia as a primary source of information is to be avoided – it is not a reliable source of information. Search for an example of a case outline in the Internet. Without going into much detail at this state, each of the items listed above has a subject sentence with 3-6 bullet points that can help you expand on the topic. For Week 7, you will be creating a narrated PowerPoint, or a video as approved by your instructor, from this week’s outline. 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 2 scholarly sources in addition to textbook if cited)
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Country for Assignment is Portugal. 1. 10-15 minute presentation to the class – need a power point presentation as well 2. Referencing of material is a must! 3. 3 page (double-spaced) reflection on your experience working with your group – this is important as well – What did you learn from the experience? What do you think went well? What would you have done differently, given the opportunity? What are your goals for future group work? 4. Self & Peer evaluations Group Project Country – Portugal Intercultural and international communication has taken on a new role for students as well as career professionals. Knowing when the European and Asian markets open has become mandatory; so has awareness of multiple time zones and their importance in relation to trade, shipping, and the production cycle. Managing production in China from an office in Chicago has become common. Receiving technical assistance for your computer often means connecting with a well-educated English speaker in New Delhi. Communities are no longer linked as simply “brother” and “sister” cities in symbolic partnerships. They are linked in the daily trade of goods and services. In your line of work, you will be exposed to a variety of different cultures and language differences. These different cultures and language differences can bring about differences in how you interact with others. For this project, you will examine and explore the following from your assigned country: 1. Primary languages spoken in your country 2. Verbal and non-verbal communication skills 3. How teams interact and work together 4. Define management styles 5. Define how conflict is managed 6. Any other relevant information Final Product: 1. 10-15 minute presentation to the class 2. Referencing of your material is a must! 3. 3 page (double-spaced) reflection on your experience working with your group. – What did you learn from the experience? What do you think went well? What would you have done differently, given the opportunity? What are your goals for future group work? 4. Self & Peer evaluations
Rubric Total: 76 marks Topic accurately covered: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10 Language Material Covered: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10 Management Style Covered: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10 Conflict Covered: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10 Referencing: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10 Verbal Presentation: Covered Well: 7-10/10 Partially Well: 4-6/10 Not Well: 0-3/10 Self & Peer Evaluation Completed: 5/5 Not Completed: 0/5 Reflection Page Requirements: 0-2/2 Reviewed Experience 0-2/2 Provided Future Goals for Group Work 0-2/2
Self and Peer Evaluation of Group Project Please assess the work of you and your colleagues by using the following criteria. We will consider your feedback in assigning the grade for the project. Please try to be as honest and fair as possible in your assessment. 5 = Excellent work; was crucial component to group’s success 4 = Very strong work; contributed significantly to group 3 = Sufficient effort; contributed adequately to group 2 = Insufficient effort; met minimal standards of group 1 = Little or weak effort; was detrimental to group? SELF Evaluation (Name: ____________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material PEER Evaluation (Partner 1: _______________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material
PEER Evaluation (Partner 2: ________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material PEER Evaluation (Partner 3: ________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material PEER Evaluation (Partner 4: ________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material PEER Evaluation (Partner 5: ________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material PEER Evaluation (Partner 6: ________________________): _____ Participation in developing ideas and planning project _____ Willingness to discuss the ideas of others _____ Cooperation with other group members _____ Interest and enthusiasm in project _____ Participation in leading/facilitating discussion _____ Ease and familiarity with discussion material
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AS SESSMENT 1A BRIEF Subject Code and Title MGT502 Business Communication Assessment Part A: Annotated Bibliography Individual/Group Individual Length 1500 words Learning Outcomes This assessment addresses the following Subject Learning Outcomes: a) Apply research, academic and communication skills appropriate to the level of study and observe academic referencing requirements b) Critically analyse texts and/or multimedia material in both a business and academic context Weighting 30 % Total Marks 30 marks Context The assessment supports students in developing their skills and knowledge in sourcing books, periodicals and other documents, as well as evaluating the relevance, accuracy, and quality of the materials. Creating an annotated bibliography calls for the application of succinct analytical and reflective skills, as well as informed online and library research. This assessment provides experience and understanding of information literacy and the analysis and synthesis of a range of resources involved in academic research and writing. Instructions In this assessment, you will address a contemporary organisational or business issue and apply research skills to identify, select and analyse 10 sources to form an annotated bibliography. The issue and resources used in Assessment 1A will also form the basis for Assessment 1B – Forming an Argument. A digital communications topic will be selected by your lecturer in week 1. The selected topic will be the basis of student research for all three assessments. Your lecturer will stipulate the topic in your Announcements on Blackboard. When examining a topic(decided by the facilitator), consider the following: • Locate material (books, periodicals, white papers and other documents) that may contain useful information and ideas on your issue. • Briefly examine and review the items and select 10 that represent a variety of perspectives on the issue. • Write an annotation of 150 words for each reference summarising the central theme and scope. The annotation should include one or more sentences that, o evaluate the authority or background of the author o comment on the intended audience o compare or contrast this work with another you have cited o explain how this work illuminates your bibliography topic • Reference the book, article, or document using APA 7th style in the reference list. o Use at least 1 in-text citation per annotation. Be sure to review a variety of resources before selecting the 10 most suitable ones. Please include a title page, use the APA 7th referencing style, and list the materials in alphabetical order. Students are responsible for: • Staying within the word limit • Keeping drafts and backups of their assignment • Submitting the assignment via Blackboard by the due date • Ensuring their assignment is written and submitted while observing and committing to the Academic Integrity policy Please note that if you require an extension for this assignment, you must apply using the university application form and provide verifiable evidence of extenuating circumstances before the due date and include your most recent draft. Please also treat the prescribed word limit as a limit not to be breached. Referencing: It is essential that you use the appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions: A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Rubric: Your assessment will be marked against the rubric which is shown on the next pages. Please ensure that your submission addresses all three of the Assessment Attributes in the rubric. Assessment Rubric Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Evaluation of sources and information selected for annotated bibliography Percentage for this criterion 40 % Limited understanding of key concepts required to form annotated bibliography. Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis. Viewpoints of experts are taken as fact with little questioning. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Analyses and summarises information from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Identify logical flaws. Questions viewpoints of experts. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. Viewpoint of experts are subject to questioning. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective Communication Percentage for this Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Demonstrates an Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. MGT502_Assessment_1A_Brief_Annotated Bibliography_Module 3.1 Page 4 of 5 criterion 25 % the line of reasoning. understanding of the topic. Engages and sustains audience’s interest in the topic. Correct citation of key resources and evidence Percentage for this criterion 35 % Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Demonstrates use of credible resources to support and develop ideas. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within the organisation for sourcing evidence. Show evidence of wide scope within and without the organisation for sourcing evidence. MGT502_Assessment_1A_Brief_Annotated Bibliography_Module 3.1 Page 5 of 5
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Length: Minimum of 400 words Students will be required to create 1 new thread, and provide substantive comments on at least 3 threads created by other students. Make sure to explain and backup your responses with facts and examples. This assignment should be in APA format and have to include at least two references.Question:The protections from the security software must continue when the device is taken off the network, such as when it is off-grid, or in airplane mode and similar. Still, much of the time, software writers can expect the device to be online and connected, not only to a local network but to the World Wide Web, as well. Web traffic, as we have seen, has its own peculiar set of security challenges. What are the challenges for an always connected, but highly personalized device?
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The item illustrated in the figure is a steel part produced for the aerospace industry. Currently, a bar stock of 4” diameter and 24” length is used as the blank for the part. The following sequence of machining processes are then performed on the part to create final shape: 1) The part is turned on the outside to reduce diameter to 3.5”. The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5”.
2) The part is face-turned so that the face looking outside is smooth and flat.
3) A cut-off tool is used to cut a 2”-thick disc from the end of the bar stock. It is cut at a small tolerance higher than 2” for post-processing. Then, the bar stock is removed from the lathe and the cut-off disc is fixed in its stead. Since one side is flattened already, that side is
fixed toward the chuck and the cut-off side faces outside.
4) The part face (that is just cut-off) is face-turned as well to create a part that is smooth on all faces. Also at this stage, the part thickness is brought to precisely 2”.
5) A center drill is used on the lathe to create the initial hole in the middle at ¼” diameter and ½” depth.
6) A ½” diameter drill bit is used on the lathe to enlarge the center hole and make it a through hole.
7) A special chamfer turning tool is used to enlarge the center hole and keep it a through hole at the enlarged diameter simultaneously. After this process, the inside diameter is created at 1”.
8) Part is removed from the lathe and brought to a drill press to create the 4 holes as well as initial holes to create the curved slots (with a slot width of ¼”) – so a total of 6 holes at ¼” diameter are created.
9) Part is removed from the drill press and brought to a vertical milling machine. The initial holes for the slots are used to create the two slots using a ¼” diameter end mill. The end mill cannot take 2” depth of cut at a time, so 4 passes are taken at ½” depth each.
10) Sides of the part are rough-milled using a 1” diameter end mill. Due to the thickness of the side portions to be machined, four passes are used for each side.
11) Sides of the part are finished using a ¼” diameter end mill.
The process takes many steps and includes three separate machines. Due to many reasons manufacturing-related, including but not limited to the amount of time the process takes, the complexity of the tools required, and the shop space required for the whole process, the process is too costly for the company. Also, the manufacturing team observes difficulties in fixturing the part in some portions of the process. As the project team, you are asked to come up with a solution to better manufacture the part in question, without sacrificing from the precision that is required by the industry
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The item illustrated in the figure is a steel part produced for the aerospace industry. Currently, a bar stock of 4” diameter and 24” length is used as the blank for the part. The following sequence of machining processes are then performed on the part to create final shape: 1) The part is turned on the outside to reduce diameter to 3.5”. The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5”.
2) The part is face-turned so that the face looking outside is smooth and flat.
3) A cut-off tool is used to cut a 2”-thick disc from the end of the bar stock. It is cut at a small tolerance higher than 2” for post-processing. Then, the bar stock is removed from the lathe and the cut-off disc is fixed in its stead. Since one side is flattened already, that side is
fixed toward the chuck and the cut-off side faces outside.
4) The part face (that is just cut-off) is face-turned as well to create a part that is smooth on all faces. Also at this stage, the part thickness is brought to precisely 2”.
5) A center drill is used on the lathe to create the initial hole in the middle at ¼” diameter and ½” depth.
6) A ½” diameter drill bit is used on the lathe to enlarge the center hole and make it a through hole.
7) A special chamfer turning tool is used to enlarge the center hole and keep it a through hole at the enlarged diameter simultaneously. After this process, the inside diameter is created at 1”.
8) Part is removed from the lathe and brought to a drill press to create the 4 holes as well as initial holes to create the curved slots (with a slot width of ¼”) – so a total of 6 holes at ¼” diameter are created.
9) Part is removed from the drill press and brought to a vertical milling machine. The initial holes for the slots are used to create the two slots using a ¼” diameter end mill. The end mill cannot take 2” depth of cut at a time, so 4 passes are taken at ½” depth each.
10) Sides of the part are rough-milled using a 1” diameter end mill. Due to the thickness of the side portions to be machined, four passes are used for each side.
11) Sides of the part are finished using a ¼” diameter end mill.
The process takes many steps and includes three separate machines. Due to many reasons manufacturing-related, including but not limited to the amount of time the process takes, the complexity of the tools required, and the shop space required for the whole process, the process is too costly for the company. Also, the manufacturing team observes difficulties in fixturing the part in some portions of the process. As the project team, you are asked to come up with a solution to better manufacture the part in question, without sacrificing from the precision that is required by the industry.
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Imagine you have just taken on the role as leader of an educational program in your specialization and have been told to implement a change process that is part of a district initiative. As a new leader, you have yet to establish trust with your colleagues, so that when you start to implement the initiative, you are surprised to get immediate push back from your colleagues. How might you work to shift your colleagues’ dissatisfaction and disengagement and support them in their roles as change agents? What leadership strategies would win the trust of your colleagues and help them see the merits of the initiative?
For this Discussion, you will analyze evidence-based strategies to establish stakeholder trust and buy-in for change and counteract resistance to change.
To prepare:
Review the assigned chapters in the Fullan (2016) text. Consider the difference between adopting an innovative program, the complexity of actually implementing it, and why stakeholders resist change.
Read the Gurley, Peters, & Collins (2015); Day, Gu, & Sammons (2016); Covey (2009); and Adams & Miskell (2016) articles. Think about the process of initiating and implementing change, the influence of leadership on change, and how to gain buy-in and trust from stakeholders throughout the change process.
Reflect on experiences you have had in your professional practice where staff were resistant to a change in your specialization. What attempts were made by leadership to establish trust and buy-in for the change? What strategies were (or were not) used when staff members refused or pushed back during implementation? As a leader, what strategies would you have employed?
Research evidence-based strategies for establishing trust and buy-in from staff prior to implementing change and for supporting staff when they resist changes during implementation.
An explanation of the following:
Background information on an experience from your professional practice where staff were resisting a change in a program or practice in your specialization
At least two strategies you would have used to establish trust and buy-in from the staff prior to implementing the change. Provide a research-supported rationale for your selected strategies.
At least two strategies you would have employed when staff members refused or pushed back during implementation of the change process. Provide a research-supported rationale for your selected strategies.
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
· Chapter 4, “Initiation, Implementation, and Continuation” (pp. 54–81)
· Chapter 6, “The Teacher” (pp. 97–122)
· Chapter 10, “The District Administrator” (pp. 177–208)