Interactive Session #5 Organizations Article: HOW MUCH DO CREDIT CARD COMPANIES KNOW ABOUT YOU? Page 100 Management Information Systems “Managing the Digital Firm” Kenneth C. Laudon / Jane P. Laudon Case Study Questions CSQ #1: What competitive strategy are the credit card companies pursuing? Credit card companies nowadays are pursuing what they so called the credit card profiling. Every time they make a purchase using their credit card‚ a record of that sale is logged into massive data repository
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Session 6 (Persuasive Letter) Case - ‘An Invitation to Wellness at Whirlpool Corporation’ “We know there is a direct correlation between employee wellness and the use of insurance benefit dollars. Employees who are well spend less of the company’s money. They feel better. They’re more productive. And‚ of course‚ they lead healthier‚ happier lives.” Dana Donnley is Director of Employee Communication for Whirlpool Corporation‚ a $12.1 billion appliance manufacturer and marketer with assets placing
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ph/deped.asp?i=O The Classroom Discussion Model of Teaching (*Arends‚ 2001) The classroom discussion model of teaching involves giving students the opportunity to participate in structured small and large group conversations. The teacher‚ however‚ must specify the purpose for the discussion‚ establish the rules for conversational engagement‚ facilitate‚ and monitor the progress of the conversation. The five steps of the Classroom Discussion Model of Teaching appear in the chart below. The Five Steps
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practice. These transformations or also classified as manifestations are: i. Student’s prior knowledge (including misconceptions) ii. Curricular Saliency iii. What is difficult to teach iv. The use of representations (including analogies) v. Conceptual teaching strategies. The understanding that the domains produces PCK and that the manifestations are the products of the domains would therefore imply that the domains can also be regarded as the inputs of PCK and that the manifestations/transformations
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1 The reflective teacher The most distinctive of these very good teachers is that their practice is the result of careful reflection . . . They themselves learn lessons each time they teach‚ evaluating what they do and using these self-critical evaluations to adjust what they do next time. (Why Colleges Succeed‚ Ofsted 2004‚ para. 19) What this chapter is about . . . . . . . Reflective practice ± what is it? Why and how should we do it? Reflection `in’ and `on’ action Some
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Marin Shkreli and Leroy Jethro Gibbs are two seemingly different individuals on the surface‚ but from the standpoint of law‚ morals‚ ethics and values‚ there are also some glaring similarities. It is also interesting when comparing and contrasting the two in regards to ethical theory‚ including ethical relativism‚ situational ethics‚ social contract theory and utilitarianism. First‚ when it comes to law‚ morals‚ ethics‚ and values‚ we see similarities and differences. To begin with‚ let’s consider
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Counselling session can facilitate the process of overcoming or working through personal issues from everyday hardship as well as potentially life threatening situations. This reflective essay will analyse a counselling session that I have attended with a professional counsellor. Her name was Hend. The session was to be recorded so I can refer to particular examples during the session. In this reflective essay I will give an overview of the counselling session as well as a discussion of my feelings
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downloaded by: [University of Hong Kong Libraries] On: 07 April 2012‚ At: 11:51 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House‚ 37-41 Mortimer Street‚ London W1T 3JH‚ UK Reflective Practice: International and Multidisciplinary Perspectives Publication details‚ including instructions for authors and subscription information: http://www.tandfonline.com/loi/crep20 Assessing students’ written work: experience of a student practice
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Task D Reflective essay The concepts of reflective practice are widely accepted in education and many other professions‚ in simple terms‚ Moon (2004) describes it as a process of ’cognitive housekeeping’ whereby a practitioner would explore their own values‚ beliefs and practice to a professional situation. It is also frequently perceived that a structure is helpful to support and encourage more than just simple reflections ‚Jones (2009). Popular theorists have emerged in reflective practice
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Reflective writing provides an opportunity to gain further insights from the work through deeper reflection on our own experiences‚ and through further consideration of other perspectives from people and theory. Through reflection we can deepen the learning from work.’(Watton P‚ Collings J) (Branch & Paranjape‚ 2002‚ p. 1185) states reflective writing is writing which involves ’Consideration of the larger context‚ the meaning‚ and the implications of an experience or action’. ‘It is not sufficient
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