Review Test 8/20/13 7:23 PM BUS5450 - Organizational Behavior Term: Summer 2 2013 | Student Access: 7.1.2013 12:00 AM EDT - 8.25.2013 11:59 PM EDT | Section: 3 Test Review - Sarah White Your test grade is 95% The professor has configured this test to allow students to review: Questions answered incorrectly. Questions answered correctly. Students answers. Correct answers. QUESTION: 1 [QUESTION BANK ID: 20809] TYPE: TRUE FALSE CORRECT Giving good feedback can help “teach” new behavior: A B True False QUESTION: 2 [QUESTION BANK ID: 83509] TYPE: MULTIPLE CHOICE CORRECT Actions people take to try to control how others perceive them is called: A B C D Interdependence Interactional justice Impression management A diversionary tactic QUESTION: 3 [QUESTION BANK ID: 126243] TYPE: MULTIPLE CHOICE CORRECT An equivocal problem is one where: A B C D There are multiple subjective points of view about a solution All solutions are of equal value There is a single correct answer to solving it It is programmable QUESTION: 4 [QUESTION BANK ID: 10042] TYPE: MULTIPLE CHOICE https://grad.floridatechonline.com/Scripts/TestEngine/UserTest/ReviewTest.aspx?rid=936836&tid=833053&x=16-179 Page 1 of 5 Review Test 8/20/13 7:23 PM CORRECT Rude, discourteous behavior at work is called: A B C D Harassment Disruption Organizational citizenship behavior Incivility QUESTION: 5 [QUESTION BANK ID: 74953] TYPE: MULTIPLE CHOICE CORRECT Behavioral influences from rewards or punishments are: A B C D Classical conditioning.
I have copied the section of the student code of conduct that you have broken here, I would like a response in 300-400 words, on the section of the student code of condust that deal's with all form of plagirism, and the previous work. You are a good student as I have stated, please keep in my this is a professional setting, and the work you turn in needs to be worded as if you are doing this for a job. Remeber to keep Things simple and to the point, and control the tone of the message you are trying to convey with words and punctution. understand the differnce between the disscusion board and your Essay's. They need to be done in a professional format such as APA style.
Hypothesis Identification Article Analysis Adrian Perez University of Phoenix RES/342Version 8 - Research and Evaluation II Group ID: PA10BSB07 E Forrest Boyd November 8, 2011 Summarizing the Hypothesis Measurement and Relationships to Teachers Credibility and Classroom Behavior Perceptions by Martinez-Egger and Powers (2003) is the focusof my Hypothesis Identification Analysis paper. The article measures student’s respect for teachers using the following credibility measurement tools: seven step response pattern, survey questionnaire, and student group inputtargeted at specific teachers. The study explores the relationship between perceived instructor credibility (i.e., competence, character, caring) and student in-class (i.e., willingness to talk) and out of class communication. The evaluation conducted consisted of 150 college students registered in an introductory communication program at Mid-Atlantic University. The results specify “(a) perceived instructor character and caring, but not perceived instructor competence, are positively related to student willingness to talk and (b) perceived instructor competence, character, and caring are positively related to student participation in student out-of class communication” (Martinez-Egger, 2003).
Gibb's reflective cycle is a simple logical approach which helps to support the clear picture of event and further evaluate the feelings felt at the time of situation. Therefore Gibb's cycle help us to analyse what to do, if the situation may happen again. The aim of assignment will determining and utilizing teaching and learning strategies to support failing students achieve their learning outcomes and also creating and enhancing the learning environment for these students. Description : A 3rd year nursing student, Marie, was allocated in a community care in her final placement for 6 weeks. During midterm assessment, author determined the Marie's learning outcomes which is lack of confidence on the safe administration of medication for patients due to inability to undertake calculation of the drug dosage.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
A portfolio containing a critical analysis of interviews with no more than five professionals involved in supporting the learning needs of individuals and a presentation summarising provision for the individuals This assignment will be based upon an individual with ADHD consisting of interviews between three practitioners the class teacher, teaching assistant and SENCO who all work in connection with this child in the provision of his education. Firstly, discussion will be based upon the approaches in place to remove the barriers from child As learning and the appropriateness and effectiveness of teaching and learning support strategies in place for this child. Secondly, this assignment will look at how the practitioners make the curriculum
There are three different methods used to assess student knowledge: diagnostic, formative, and summative. In order to test students on the knowledge and understanding of kindergarten contend standard K.6 “Students understand that history relates to events, people, and places of other times,” the teacher can implement the use of all three assessment methods. The diagnostic method is an assessment on the child’s previous knowledge or understanding of a subject, this method could involve asking the students if they know any of the elements of the content standard. For example, a teacher could ask if a student knows what the word “history” means. And depending on the students’ response, the teacher could take that question a step further by asking if the student personalized questions about the student or the student’s family, or even historical figures or events.
Introduction This paper will discuss the Perceived Stress Scale, Mini-Mental State exam, and the Beck Depression Inventory. It will identify how the test is done, what appropriate age the test can be used, and how these test would help in the nursing process. It also relates to the vulnerable population of psychiatric patients. Assessment Tool Analysis To be able to assist patients with their physical, mental, and psychological health concerns, assessment tools may be used. This allows the medical staff to use the knowledge they obtained in school in order to help the patients in improving their life.
Student Name: Aaren Edgerton__ Student ID:C258297 Group: Date: 21, 17, 04 Assessment Coding Assessment of this program of study is based on competency based principles. S = Satisfactory NS = Not Satisfactory Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your TRAINER for this unit of competency. Re-assessment Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed in only the areas assessed NS.
Select one clinical skill in which you are developing competence in and reflect upon how you have achieved the necessary level of competence for this stage in the programme. This essay will discuss a clinical skill that I have become competent in practising. I will discuss what a clinical skill involves and use a reflective model to discuss where I am within my midwifery training. The reflective model I have chosen is Dreyfus and Dreyfus (1986) which describes five levels of a skill: novice, advanced beginner, competent, proficient and expert. Benner (1984) describes how the student initially learns skills as a series of steps and states that a student acquires some experience of the clinical area and that they should be able to see the ‘whole’ picture before they can effectively achieve the competence.