Tips For Success Common Class Courtesy… - Listen to lecture and instructions carefully. If you missed something that was clearly explained, ask after class. - Talk only when contributing: discussing in class, working in groups, or responding to a teacher’s question. - Have your books out and assignments ready when class begins. The professor will have more time to explain the material to you if class starts on time. - Read your assignment before class. You will be able to contribute more effectively to class discussions. - Focus on the class. Deal with outside assignments afterwards. - Take notes! If you don’t, you will have a hard time remembering the material later. Visit the Learning Center to learn how to take better notes. - Consider taking SFC-1000 - the College Success Seminar. back | home | next
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AURAL AURAL General Strategies Discuss topics with other students. Use a tape recorder so you can listen more than once. Attend as many class lectures as you can. Leave spaces in your lecture notes for later recall and filling in. Join a study group. Find ways to talk about and listen to conversations about the material. Describe the material to a student who wasn’t there. Make a point of remembering examples, stories, and jokes: things people use to explain things. Tune in to your teacher’s voice. © 2010 Wadsworth, Cengage Learning Study Strategies Read your notes aloud. Explain your notes to another auditory learner. Ask others to “hear” your understanding of the material. Talk about your learning to others or to yourself. Record your notes onto tapes or CDs or listen to your instructors’ Podcasts. Realize that your lecture notes may be incomplete. You may have become so involved in listening that you stopped writing. Fill your notes in later by talking with other students or getting material from the textbook. Exam Strategies Practice by speaking your answers aloud. Listen to your own voice as you answer questions. Opt for an oral exam if allowed. Imagine you are talking with the teacher as you answer questions.
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John Lochman – Interim Director, Alabama Life Research Institute Saxon Professor Emeritus of Psychology Director Emeritus, Center for Prevention of Youth Behavior Problems [EC] 2018-2019 Advisory Board • Carol Agomo – Director of Community and Administrative Affairs, UA Division of Community Affairs • David Albright - Hill Crest Foundation Endowed Chair in Mental Health and Associate Professor in School of Social Work • Susan Burket – Alabama Power Foundation Endowed Professor, College of Engineering • Jason DeCaro – Professor of Anthropology, College of Arts and Sciences • Thomas English – Assistant Professor of Management, Culverhouse College of Business • Patrick Frantom – Associate Professor of Chemistry, College of Arts and Sciences • Safiya George – Associate Professor of Nursing, & Assistant Dean for Research, College of Nursing • John Higginbotham – UA Interim Vice President for Research; Director, Institute for Rural Health Research; Professor and Chair of the Department of Community and Rural Medicine, College of Community Health Sciences [EC] • Mathew Jenny – Associate Professor of Biology, College of Arts and Sciences • Debra McCallum – Director, Institute for Social Science Research; Senior Research Social Scientist [EC] • Kagendo Mutua – Professor, Severe and Profound Disabilities and Transition, College of Education • Laura Myers – Director, Center for Advanced Public Safety, College of Engineering; Senior Research Scientist • Patricia Parmelee – Director, Alabama Research Institute on Aging; Professor of Psychology, College of Arts and Sciences [EC} • Jason Parton – Director, Institute for Business Analytics (and Data Analytics Lab); Assistant Professor, Culverhouse College of Commerce [EC] • Edward Sazonov – Associate Professor of Electrical and Computer Engineering, College of Engineering • Xiangrong Shen – Associate Professor of Mechanical Engineering, College of Engineering • Stuart Usdan – Professor and Dean, College of Human Environmental Sciences • Thomas Weida - Associate Dean of Clinical Affairs, Chief Medical Officer for University Medical Center, College of Community Health Sciences • Susan White – Professor & Doddridge Saxon Chairholder in Clinical Psychology, Colege of Arts & Sciences; Director, Center for Prevention of Youth Behavior Problems [EC]
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Entrepreneurship: is it good enough to be social? John F. McVea and Michael J. Naughton Introduction • The term Social Entrepreneurship has experienced a huge growth in influence over that last decade. The literature proposes a number of advantages to social entrepreneurship as a frame of reference: • Promoting innovation within non-profits • Leveraging and focusing scarce philanthropic resources • Faster response to strategic challenges • Infusion of business skills to non-business world • Involvement of non government assets in social problems • Creation of hybrid (blurred) organizations between for profit and non profit worlds. It is widely observed that practice has outpaced theoretical development leading to little agreement on definitions or frameworks for social entrepreneurship. We believe that widespread and unchallenged acceptance of the term Social Entrepreneurship masks some dangers and has contributed to confusion in the field. We believe that if we apply some insights from Catholic Social Teaching to the issue of social entrepreneurship we can move beyond the false dichotomy of Entrepreneurship/ Social Entrepreneurship and identify three specific entrepreneurial strategies which support a more robust discussion of the nature of the work that is entrepreneurship. We believe that the field would benefit from spending less time discussing social entrepreneurship and more time discussion the nature of the good entrepreneur. • • • • • The dangers of naïve acceptance of Social Entrepreneurship • • • The rhetorical risk: • Narrow definition: if S.E. is simply used to rebrand non-profits then much of the value of the new activities, hybrid design, stimulation of new resources and innovation is lost. • Implied dichotomy: if “good” ventures are termed “social” it can imply that other forms of entrepreneurship are “asocial” or “anti social” • Boundarylessness: In contrast, if all business activities are deemed “social”, to some degree or other, then the term loses all meaning focus on the distinctive phenomenon that is S.E. Despite these risks we are more concerned with a risk beyond rhetoric; the risk of undermining the meaning of work, particularly from the perspective of Catholic Social Teaching. While this perspective is drawn from the Catholic tradition, accepting the content of CST does not require acceptance of Catholic faith (Guitan, 2009). The three goods of social entrepreneurship • We are concerned by the side-effects of a concentration thesis that suggests that the moral responsibilities of entrepreneurship can be concentrated in a subset of businesses called social enterprises, presumably leaving other enterprise to simply concentrate on serving themselves. • We are concerned by the impact such a concentration thesis could have on the conception of the meaning of work beyond the world of social enterprise. • We are concerned with how such an approach can focus attention solely on the altruistic contributions of entrepreneurial ventures as the sole measure of their contribution to the Common Good • Instead we propose that, rather than trying to determine the difference between entrepreneurship and social entrepreneurship, it would be more productive to focus on the questions “What is Good Entrepreneurship? What action and activities define that goodness?” • We further propose that, by apply the perspective of Catholic Social Teaching, we can identify three specific strategies through which entrepreneurial ventures may contribute to the Common Good thus suggesting that good entrepreneurship requires a focus on: 1. Good Goods. The primary way an entrepreneurial venture can contribute to the Common Good is by bringing into existence new products and services which are inherently good and which enrich lives and minimize any unintended harms. This can include what we call the “entrepreneurship of the mundane”, that is, the manufacture of the nuts and bolts and basic necessities of life as well as the creation of life saving treatments. However, inclusion of good goods as a primary moral contribution of entrepreneurship must also require of the entrepreneur analysis of what goods are not good, and what aspects of even good goods should be redesigned or rethought in order to minimize unintended consequences. We find, in our discussions, that this is a much under appreciated dimension of the good of entrepreneurship. 2. Good Work. The second way an entrepreneurial venture can contribute to the Common Good is through the nature of the work that is carried out by the venture. This dimension has several aspects both internal and external to the entrepreneur: • The development of good character in the entrepreneur. This aspect of the good is derived from the subjective dimension of work, that is, just as how-we-work ends up changing the world, so working-on-the-world changes us. Most professionals spend the majority of their waking hours at work. As habits, character and wisdom are developed through experience and activity, for the entrepreneur, doing good work is an important opportunity to develop character. Society as a whole is better off for having good, successful entrepreneurial leaders who, through that calling, can become leaders of character. This dimension of the entrepreneurial good is widely unappreciated even by entrepreneurs themselves • Good relations with employees, customers and other stakeholders. Value creation and trade creates opportunities for the building of social relationships. The central question is “Are you in good relation with those with whom you create value?’ Do your employees have opportunity to develop as people? 3. Good Wealth. The third way the good entrepreneur can contribute to the Common Good is through the creation of good wealth. Good wealth requires a balance of reward for labor/ creativity with the provision of a living wage to all. Good wealth is often captured by individual action but has social strings attached. From the CST perspective the creation of good wealth implies a particular solidarity with the poor. One way to contribute to the common good is to donate altruistically to those in need. But even here, altruism is only one of a number of possible strategies. Good entrepreneurs may also contribute by donating their time or their particular skills. Indeed, since the donation of time and work often requires physical interaction with those in need, it often generates a solidarity of far greater integrity. Finally, it must be emphasized that altruism, for the entrepreneur, is always dependent, indeed subsequent to the creation of good wealth in the first place. Literature cited Alvord, Sarah, David L. Brown, and Christine W. Letts, 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study,” The Journal of Applied Behavioral Science. 40:260. Benedict XVI, Caritas et veritate,   Boschee, Jerr. 1998 “What does it take to be a social entrepreneur?” National Centre for Social Entrepreneurs (www.socialentrepreneurs.org/whatdoes/html), 5pp.   Cannon, Carl. 2000. “Charity for profit: how the new social entrepreneurs are creating good by sharing wealth” National Journal, June 16: 1898-1904.   Christie, Michael and Benson Honig. 2006. “Social entrepreneurship: New research findings.” Journal of World Business. 41: 1-5.   Dees, Gregory, J., 1998. “The Meaning of ‘Social Entrepreneurship,’” Original Draft: 10/3.   Drucker, P.F. 1985. Innovation and Entrepreneurship. New York: Harper & Row.   Fowler, Alan. “NGDOs as a moment in history: beyond aid to social entrepreneurship or civic innovation?” Third World Quarterly, 21(4): 637-654.   Gregg, S. and G. Preece: 1999, Christianity and Entrepreneurship (The Centre for Independent Studies Limited, St. Leonards, NSW, Australia).   Hibbert, Sally A., Gillian Hogg and Theresa Quinn. “Consumer response to social entrepreneurship: The case of the Big Issue in Scotland.” International Journal of Nonprofit and Voluntary Sector Marketing. 7(3): 288-301.   Johnson, Sherrill, 2000. “Literature Review on Social Entrepreneurship,” Canadian Center for social Entrepreneurship. (http://www.bus.ualberta.ca/ccse/Publications/).   John Paul II, Pope.: 1992 Laborem Exercens (On Human Work): 1981, in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   John Paul II, Pope.: 1992 Sollicitudo Rei Socialis (On Social Concern): 1987 in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   Kennedy, R., G, Atkinson, and M. Naughton, (eds.): 1994, Dignity of Work: John Paul II Speaks To Managers and Workers (University Press of America, Lanham, Maryland).   Mair, Johanna and Ernesto Noboa, 2003. “Social Entrepreneurship: How Intentions to Create a Social Enterprise get Formed,” IESE Business School.   Mair, Johanna and Ignasi Marti, 2006. “Social entrepreneurship research: A source of explanation, prediction, and delight,” Journal of World Business. 41: 36-44.   Melé, D.:2001, ‘A Challenge for Business Enterprises: Introducing the Primacy of the Subjective Meaning of Work in Work Organization’, (http://www.stthomas.edu/cathstudies/cst/mgmt/le/papers/mele.htm) Conclusions We have argued that, while there is great promise in the contemporary social entrepreneurship movement, there are also a number of important dangers. We propose that, if we confront rather than acquiesce to these dangers, we can use the perspective of Catholic Social Teaching to broaden the scope of entrepreneurial ventures that we study, to enrich the moral dimension of entrepreneurial strategy and to deepen the teaching of entrepreneurship as a whole. We recommend the following to move toward these contributions: • Incorporate social entrepreneurship into entrepreneurship in a way that enhances the three goods of entrepreneurship. Specifically we propose replacing the questions “What is social entrepreneurship?” with the questions “What does it mean to be a Good entrepreneur?” From this perspective we can then apply what we have called the three goods of entrepreneurship as a means of supplying critical challenge and inspiration to all forms of entrepreneurship such that the true moral dimension of this critical force in our lives comes into fruition. • Encourage research within the entrepreneurship discipline that addresses traditional social entrepreneurial issues such as micro lending, fair trade products, etc. • Develop bridge courses such as Theo/Cath 306 which help students understand and experience the meaning of the good entrepreneur as well as connect students to the spiritual and moral principles of a good entrepreneur. • Expose entrepreneurship students to so-called social entrepreneurs as well so-called conventional good entrepreneurs so they can see the spectrum of entrepreneurial activities. © File copyright Colin Purrington. You may use for making your poster, of course, but please do not plagiarize, adapt, or put on your own site. Also, do not upload this file, even if modified, to third-party file-sharing sites such as doctoc.com. If you have insatiable need to post a template onto your own site, search the internet for a different template to steal. File downloaded from http://colinpurrington.com/tips/ academic/posterdesign. Acknowledgments I am indebted to Michael Naughton and Laura Dunham for their reflections and thoughts on this paper.
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Getting Started Welcome to Williams. When you get to campus, you’ll have a list of things to do and, inevitably, many decisions to make about what you’ll buy. This section offers advice about budgeting for some of your bigger expenses: books, computers, and communication. 1) Books 1) If you’re on financial aid your books are paid for by Williams as long as you buy them from Water Street Books (the ONLY book store that the financial aid office acknowledges). Course packets and most art studio fees are also covered by Williams’ book grant. You can’t be reimbursed for books bought from online sources or other bookstores. And you must ONLY buy books for courses that you’re actually enrolled in. About a week prior to the start of classes, you’ll be notified that you may purchase your books at Water Street Books by simply swiping your ID card. Doing so will charge the book purchases to your student term bill, which will then be covered by college grants once your enrollment in each course is verified. The grant applied to your student term bill will cover the TOTAL amount paid for your books and course packets. YOU THEN OWN THESE MATERIALS and are free to sell, donate, or keep these books at the end of the semester. For more information visit: http://finaid.williams.edu/announcements/#book_grant 2) If you’re not on financial aid, you can buy used books instead of new books at Water Street Books. This will cost you less money, and you may even get lucky and inherit a book from someone who was a great highlighter. You can also participate in the book rental system through Water Street Books, which allows you to rent the books for the year, instead of buying them. You may charge your books with your student ID, and the costs will then be added to your term bill and can be paid at a later date. 3) Buy your books online. As long as you don’t mind waiting a few days for shipping, you can save anywhere from 50%-70% per book. On the next page, there is a list of websites that sell textbooks at discount prices.
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Not All 20 Point Fonts Are Equal 20  A - Can You Read B - Can You Read C - Can You Read D - Can You Read E - Can You Read F - Can You Read G - Can You Read H - Can You Read I - Can You Read 16  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 14  J - Can You Read K - Can You Read L - Can You Read M - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 12  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read My Students Tell Me That They Like The Readability Of Ariel Font I never use fonts smaller than 20 point for lecture.
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We have laid out (somewhat arbitrarily) 16 different combinations of order quantities for the two products (B2:Q3). Each of the columns from B to Q represents a model of one order quantity strategy. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 A Strategy Product 1 ordered Product 2 ordered Demand 1 Demand 2 1 sold full price 2 sold full price 1 sold at refund price 2 sold at refund price Full-price revenue Refund revenue Order cost Profit $ $ $ $ Unit price Unit cost Unit refund value Product 1 Product 2 $10.00 $10.00 $7.50 $7.50 $2.50 $2.50 Product 1 Product 2 B 1 700 900 1000 1200 700 900 0 0 16,000 12,000 4,000 C $ $ $ $ D E F 2 3 4 5 700 700 700 800 1000 1100 1200 900 1000 1000 1000 1000 1200 1200 1200 1200 =MIN(B2,B4) 700 700 700 800 =MIN(B3,B5) 1000 1100 1200 900 =MAX(0,B2-B4) 0 0 0 0 =MAX(0,B3-B5) 0 0 0 0 =SUMPRODUCT(B6:B7,$B21:$B22) 17,000 $ 18,000 $ 19,000 $ 17,000 =SUMPRODUCT(B8:B9,$D21:$D22) $ $ $ =SUMPRODUCT(B2:B3,$C21:$C22) 12,750 $ 13,500 $ 14,250 $ 12,750 =B10+B11-B12 4,250 $ 4,500 $ 4,750 $ 4,250 Means Stdevs 1000 250 G H I J K L M N O P Q 6 800 1000 1000 1200 800 1000 0 0 $ 18,000 $ $ 13,500 $ 4,500 7 800 1100 1000 1200 800 1100 0 0 $ 19,000 $ $ 14,250 $ 4,750 8 800 1200 1000 1200 800 1200 0 0 $ 20,000 $ $ 15,000 $ 5,000 9 900 900 1000 1200 900 900 0 0 $ 18,000 $ $ 13,500 $ 4,500 10 900 1000 1000 1200 900 1000 0 0 $ 19,000 $ $ 14,250 $ 4,750 11 900 1100 1000 1200 900 1100 0 0 $ 20,000 $ $ 15,000 $ 5,000 12 900 1200 1000 1200 900 1200 0 0 $ 21,000 $ $ 15,750 $ 5,250 13 1000 900 1000 1200 1000 900 0 0 $ 19,000 $ $ 14,250 $ 4,750 14 1000 1000 1000 1200 1000 1000 0 0 $ 20,000 $ $ 15,000 $ 5,000 15 1000 1100 1000 1200 1000 1100 0 0 $ 21,000 $ $ 15,750 $ 5,250 16 1000 1200 1000 1200 1000 1200 0 0 $ 22,000 $ $ 16,500 $ 5,500 1200 350 Corr -0.3 Price Cost Refund $10.00 $7.50 $2.50 $10.00 $7.50 $2.50 Decision Models -- Prof. Juran 27
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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10 Steps to All-Inclusive Reading Lee & Low Books, leeandlow.com • Does your book list or collection include books with characters of color? • Does it include books with a main character of color? • Does it include books written and/or illustrated by people of color? • Are there any books with a person of color on the cover? • Think about your student population. Does your list or collection provide a mix of “mirror” books and “window” books—books in which your students can see themselves reflected and books in which they can learn about others? • Do you have books featuring characters of color that are not primarily about race and/or prejudice? • Think about the subject matter of your diverse books. Do your books featuring black characters focus on topics other than slavery? Do your books with Latino characters focus on topics other than immigration? • Consider your classic books. Do any contain hurtful racial or ethnic stereotypes (e.g. Little House on the Prairie or The Indian in the Cupboard)? Do you know how to address those stereotypes with students? Does your list or collection include other books that provide more accurate depictions of the same groups or cultures? • Don’t forget about other kinds of diversity? Do you have books featuring LGBTQ characters and characters with disabilities? • If your answer to any of these questions is No, consider revisiting your classroom library. 29
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