Econ Macroeconomics

Approach to Learning and Teaching in the Course The philosophy underpinning this course and its Teaching and Learning Strategies are based on “Guidelines on Learning that Inform Teaching at NUNS”. These guidelines may be viewed at: www. Straightforwardness. Nuns. Du. AU. The specific approach to teaching and learning in Macroeconomics 1 is to engage students in the analysis of macroeconomic models and their applications in a relevant and interesting manner. The lectures, tutorials and assessment tasks have been designed to appropriately challenge students and support the achievement of the desired learning outcomes.

A climate of inquiry and dialogue is encouraged between students and teachers and among students (in and out of class). The lecturers and tutors aim to provide meaningful and timely feedback to students to improve learning outcomes. With appropriate guidance, students are encouraged to take responsibility for their own learning. 4 3. 2 Learning Activities and Teaching Strategies The examinable content of the course is defined by the content of the lectures, the designated reading from the textbook (and any other required readings) and the content of the Tutorial Program.

Lectures The purpose of lectures is to provide a social structure for the topics that make up the course; to emphasize the important concepts, models and methods of each topic, and to provide relevant examples to which the concepts and methods are applied. Not all examinable material can be covered in lectures. Lecture material is supplemented by required reading of the appropriate parts of the textbook and the material covered in the tutorial program. Tutorials The purpose of tutorials is to provide an opportunity for small group discussion of the issues to which economic concepts and methods developed in the lectures can be applied.

Attendance at tutorials is compulsory. The Tutorial Program contains problems and questions that review and build on the lecture material. The economic concepts and models introduced in lectures. Students should attempt the set of weekly exercises before each tutorial and be prepared to contribute to tutorial discussion. Solutions to the problem and review questions will be posted on the course website at the end of each week. The Tutorial Program will be available on the course website. On-Line Multiple Choice Quizzes There will be a number of informal on-line quizzes provided for you to attempt during the session.

This will give you the chance to acquire feedback on your progress and understanding of important concepts. There will be no grade attached to these quizzes. The quizzes can be accessed via the course website from the end of Week 3. The purpose of the quizzes is to allow ongoing review of the material covered and provide continuous feedback on your performance. Out-of-Class Study While students may have preferred individual learning strategies, it is important to note that most learning will be achieved outside of class time. Lectures can only provide a structure to assist your study, and tutorial time is limited.

An “ideal” strategy (on which the provision of the course materials is based) might include: 5 Reading of the relevant chapter(s) of the text and any readings before the lecture. This will give you a general idea of the topic area. Attendance at lectures. Here the context of the topic in the course and the important elements of the topic are identified. The relevance of the topic should be explained. Attending the tutorials and attempting the tutorial questions prior to the tutorial. This will also provide a self-test of your understanding, and identify those parts of the topic with which you have problems.

ASSESSMENT 4. 1 Formal Requirements To be eligible for a passing grade in this course, students must: ; achieve a composite mark of at least 50 out of 100; AND ; make a satisfactory attempt at all assessment tasks. This means attendance at 80% of tutorials and a mark of 40% in all assessments items. AND ; Achieve a satisfactory level of performance in the final exam. This usually means a minimum mark of 46 per cent. Any student having an overall mark of 50 or more but less than 46 per cent in the final examination will be given an IF grade (unsatisfactory fail). . 2 Assessment Details Weighting 10% 5% 20% 65% 100% Length As required As required 30 miss 2 hours University Exam Period Assessment Task Hand in Tutorial Questions Chart Book Submission In-Tutorial Test Final Exam Total 4. 3 Tutorial Participation No marks will be awarded for tutorial attendance. However a record of attendance at tutorial will be kept. Students should note that 80% attendance is required by NUNS and ASP rules. Attendance at 8 out 10 tutorials will be deemed as meeting the requirement.

In certain circumstances, such as where a request for special consideration is made in relation to an assessment item, tutorial attendance will be oaken into account in determining your final assessment or whether special consideration is granted. 6 4. 4 Hand in Tutorial Questions Each week students are required to submit to their tutorial a written answer to one of the tutorial questions for that week. The questions for which a written answer is required will be indicated in the Tutorial Program. Answers must be submitted at the beginning of the tutorial and attendance at the entire tutorial is required.

During the semester FOUR of the submitted answers (selected at random) will be graded and given a mark out of five. Each of the graded tutorials will have a weight of 2. 5% awards the overall assessment. 4. 5 Chart Book Submission In preparation to the guest lecture in Week 10, an assignment will be handed out (to be available online on Blackboard) where students will be asked to find various macroeconomic variables from the Reserve Bank of Australia or Australian Bureau of Statistics website, plot their time-series using Excel and Powering, and provide a one-page summary/analysis.

Students will be asked to submit their findings online through Turning. Com as well as submit the hardcopy to the Assignment Box. More details will be announced close to the guest lecture in Week 10. In-Tutorial Test One short-answer test (the test has a weight of 20 percent) will be held during tutorials in the following week: ; Tutorial Test Week 8 (16-20 September) Students will have 30 minutes to complete each test. No notes, lecture or course material will be permitted to be used during the in tutorial test. The question must be answered on the answer sheet provided by your tutor.

A list of potential questions the test will be provided on the course website (one week prior to the test). Questions asked in the tutorial test will be based on those posted on the website. However there may be some slight differences in the actual test questions, e. . Numbers could be changed for questions that involve calculations. Students must sit the tutorial test in the tutorial group to which they have been allocated. There will be NO supplementary tests offered for the in tutorial test. You should make every effort to take the in tutorial test.

Students who fail to attend the test will need to apply for Special Consideration. In cases of serious illness, students will need full and convincing documentation of that illness. Students who are found genuinely to be too ill to have attended an in tutorial test will have their mark on the final exam re sighted to include the mark reserved for the missing test. In all other cases on non- attendance by students will receive a grade of zero. Employment obligations or holiday plans of any kind are not acceptable reasons for absence from any test/ examination.

Application for special consideration must be lodged through nylons with 3 working days of the assessment. (Log into mynas and go to My Student Profile 7 tab > My Student Services channel > Online Services > Special Consideration). Then submit the originals or certified copies of your completed Professional Authority form PDF – download here) and any supporting documentation to Student Central). 4. 7 Final exam The purpose of the final exam is to assess understanding of the macroeconomic concepts and models introduced in the course and to test the ability to use these to interpret and analyses real world situations.

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Role Of Teacher Assistents In Children’s Assessments

TDA 3. 7 Unit 1. 1 Both teachers and TAs play an important role in monitoring and assessing the children’s learning. Assessments are carried on daily, throughout the day. It is the responsibility of the teacher to know how each child in the class is progressing, how to ‘push’ the children to reach age related levels and to be able to set achievable targets in order for the children to progress. Assessment is an aid to this and is an ongoing process used in many ways. As TAs we need to be able to support teaches in this process.

Teachers should plan lessons and set out clear S. M. A. R. T learning objectives so that learners’ progression can be measured. TAs must be aware of these objectives in order to support the children with their learning. Example: On arrival into the classroom, it is my responsibility to have dialogue with the teacher of her expectations, of me, in the day’s activities. We discuss the learning objectives, the aims of the lesson, groups I will be working with and how and why objectives are differentiated to suit ability groups.

It is also my responsibility to gather materials or resources which I may need to support the lesson. At the end of each lesson, the teacher and I have a formal discussion where we identify any gaps, barriers, difficulties and/or progression made by pupils. These points can also be identified through marking of work. At this stage, amendments will be made to the planning, for the following day/week, to ensure effective teaching and learning can be implemented.

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Constructivist Approach to Grammer Teaching

Table of contents
  • ’Constructivist Approach’’ in grammar teaching helps inexperienced teachers understand the learning and teaching of aspect,a core grammatical concept.
  • The Constructivists’ approach to grammar involves teaching grammar in context. This simply means that grammar is taught using the students’ own writing as models.
  • The constructivists’ approach helps students understand that evaluating grammar in their writing is a part of the revision process.

Instructors using the constructivist’s approach teach grammar using one or a combination of the following methods: Mini-lessons Grammar journals One-on-one conferences Peer group activities

Mini – lessons

Mini-lessons are “teaching moments” inspired by student work. They are designed to be brief (5-10 minutes) .They address student writing needs in context as they arise. This technique provides students with additional opportunities to discuss their own writing as well as the writing of their peers.

Grammar journals

A Grammar Journal is a notebook in which students keep records of sentences they have written that contain grammatical errors. ? Sentences are obtained from student work submitted to instructors. (Teachers can guide students to these errors without correcting them by placing a dot in the margin where the error occurs).

After identifying the errors themselves, students then copy problematic sentences in their journals and rewrite the sentences, making alternative stylistic choices to improve each sentence. To take full advantage of their choices, students can rewrite their improved sentences several different ways. ? Students who do not have significant grammar problems can use the Grammar Journals to recognize their range of stylistic choices.

One – one – one conferences

During one-on-one conferences, instructors may require students to bring their Grammar Journals They discuss some of the editing choices they have made in their editing journals and to monitor students’ progress in identifying and correcting grammatical errors identified as problematic in their work.

Peer groups

Mini-lessons can often be used as a group activity.  The group activity provides students with the opportunity to “talk out” the rationale for the grammatical choices they have made.

This strategy is successful because students engage in dialogue with their peers about their writing . This approach reinforces the concept of learning communities.

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Homework Overload or Vital Material?

Why is homework necessary? Why is it so important? Is it really a vital, mandatory, and daily essential assignment that affects a school life? Many have a different opinion on the amount of homework given. Most of these thoughts and feelings come from teachers, parents, and of course students. Teachers at school presume that homework is one of the most important materials in education. They feel it helps students learn.

For example, one way it assists learning is by acting as a study guide for important tests. Another way it’s of use is by reviewing lessons. Homework is not only for the future but also a review from the past. But is it really necessary with the amount given? Parents believe that teachers should limit homework because it causes stress. More kids dread doing their assignments and this effects their learning and stress stamina. Most of these students probably stuffer from homework overloading their life.

This means that homework drains away sprits and academic achievements because of the amount given. Students feelings towards homework are quite diverse and neutral. Some kids say that homework isn’t necessary and it’s just stress on paper, but others disagree and think it’s important and helps them get their grades up. Some think homework’s purpose is to reinforce learning and extend learning outside the classroom. But others think they don’t need that extra help that homework is there for.

Some students feel that homework confuses the brain after a long day of school and learning other things as well. Homework may be important but also may be just busywork. You can learn from homework but also learn nothing at all. The argument of homework continues with the opinions of teachers, parents, and students. I think we just need to limit the amount we get and make sure we’re not overloading ourselves with assignments. Is homework really essential? Should it be stopped?

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The Teaching Hospital

Background

A teaching hospital with over 1,000 beds has been divided into two major sections; hospital facilities which provides general hospital medical care for patients, and a medical school which primarily provides education and research.  Although both sections are controlled by a Provost, both the clinical and medical divisions of the organization are divided financially, administratively, and physically being on separate sides of the hospital (Newstorm & Davis, 2006).

Because the school side of the hospital mainly deals with research, they receive large numbers of grants, which are not shared with the hospital side of the organization; mainly being used for new equipment, supplementing salaries, travel, and additional staff.  The hospital side however, is completely relied on State funding where they are required to allocated and account for every dollar (Newstorm & Davis, 2006).

Although the school and hospital are separate, medical school faculty are being integrated into hospital functions.  This makes the inconstancies of the two departments more visible by hospital staff and caused a clash of personality where school faculty were viewed as conceded, and hospital staff were viewed as incompetent (Newstorm & Davis, 2006).

In one case, faculty doctor Dr. Uric was particular liked my hospital staff, despite being perceived as a nuisance by faculty staff, since he shared grant money and was personally involved with his patients and staff (Newstorm & Davis, 2006). After selling a medical discovery to a private company which the hospital wanted nothing to do with, the hospital filed a lawsuit against the doctor after the product made millions(Newstorm & Davis, 2006).

To keep the suit and the doctor out of public eye in the hospital, the executive committee decided to move Dr. Uric out of the medical side of the hospital and promote him into a new position where he would focus more on medical researcher, keeping him isolated from the rest of the staff.  Put into the vacant position was Dr. Conrad who was more of a hardliner, less flexible, and keep himself distant from the patience and staff which the department was not accustom to (Newstorm & Davis, 2006).

Because of Dr. Conrad’s style of management the department began seeing turnover of staff, lost of moral, and patients who would rather die at home then stay in the hospital (Newstorm & Davis, 2006).

After news broke out of the situation in the department, the Dean and executive committee reinstated Dr. Uric into his former position, and began analyzing the situation; trying to play catch-up to the negative reputation the hospital had generated (Newstorm & Davis, 2006).

Summary of Recommendations

After reviewing the case, the following recommendations should be implemented:

  • Physical and administrative integration of the school and hospital, based on functional needs, to maximize space, and use of equipment and staff.
  • Design job description to include management traits which compliment the position.
  • Develop regular job and peer evaluations which help correlate personal traits to potential job openings.
  • Develop a Quality Assurance or Audit Department to recognize and prevent negative trends such as turnover rates in the early stages of development.

Analysis

The hospital suffers from several major problems, however not uncommon in a medical organization or hospital environment. All of the issues that the hospital faces can be grouped into four main issues:

  • Distribution of wealth
  • Physically and communication barriers
  • Regular peer and performance evaluations
  • Preventive statistical analysis.

In a high pressure job such as hospital work, management style plays an important role in how the staff function as an organization.  If we examine McGregor’s Theory X, which states that every person is lazy and needs to be motivated and controlled, and Theory Y which believes people want to work, and are self-motivated (Dessler, 2002), we can see that in general the faculty staff fall under Theory X. Because they labeled the hospital staff as civil service and time serving incompetent (Newstorm & Davis, 2006), they would consider the staff to be lazy and unintelligent.

When examining both Dr. Uric, and Dr. Conrad’s style of management, there is no clear clue as to how they fell under McGregor’s theories since the main issue was interpersonal skills.  The University of Michigan studies of leadership styles might better describe their management techniques.  Dr. Uric would be described as Employee-orientated leader, focusing on the needs of the patients and employees, while working on interpersonal skills.  Dr. Conrad on the other hand, would be considered a Job-Centered leader, focused on the technical and production aspect of the job (Dessler, 2002).

The communication barriers that the hospital faces are not uncommon in any organization.  Although department budgeting, and legal issues would be reported to the executive committee, internal problems, staffing issues and daily operations would not pass the level of department heads.  Although things such as additional training and hiring costs would appear to upper management, the transparency of the issue would be hidden in figures.  This would cause any major problems to remain in the dark until it becomes a critical issue before the executive committee would know about any problem.

Many of the staffing issues stem from the distribution of wealth with the school side of the hospital receiving far more money than required.  Not only is staff being better paid, but they are receiving perk benefits such as additional staff, better equipment, travel expenditures, and staff functions such as parties.  Although equalizing the funding will not fix all issues among staff, it will help remove the appearance of a two-tier system.

Recommendations

One of the key steps to making a more effective operating hospital is to physically integrate the hospital and school so that they are in cooperation with each other.  By grouping functions such as Renal Medicine, both clinical and research, several things are accomplish.  Staff specialized in any particular field of medicine are working closer together, promoting shared knowledge with theoretical and practical applications.  Additional funding from research that go towards new equipment and extra staffing can be utilized by clinical needs, maximizing output, and relieving financial needs by the hospital.

  It also maximizes hospital space used, allowing for the potential of leasing space out to private medical companies, adding additional revenue to the hospital.  Such activity would take several years to completely, and would have a high cost on the short-term budgeting, however would yield long-term savings over many years.  Each department would need to be analyzed individually since not all hospital functions would be financially viable to restructure.

Such things as job descriptions and redesign are not only inexpensive and relatively quick to develop, typically within a year, but the benefits appear almost instantaneously.  An effective way to analyzing management jobs is critical-incident job analysis.  In this analysis, critical behaviors of the employee are listed, which are important to making the candidate successful in the job.

With the behaviors in place, tasks that are associated with each are listed, and then prioritized in order of importance (Knomo, Fottler,& McAfee, 2005).  This process is important by allow the company to evaluate employees on their work performances, based on the critical behaviors that are important to each job.  Doctors with particular traits would lead more towards an administrative position, while others would lead to practical positions.

Finally, a Quality Assurance or Audit Department needs to be developed which would be a subcommittee to the Executive Committee, however providing reports for all levels of the organization. The purpose of the department is to develop and review statistics such as patient costs, staffing costs, quality of service, and work procedures.  This would allow upper management to identify trends occurring in the hospital at early stages.

Such things as abnormally high staff turnover is identified, and root cause analysis can determine problems and solutions to department operations.  Such a department would take one to two years to develop, and twice as long to become fully effective.  The largest advantage is that there are quantifiable financial results that can be shown in the benefits.  It would be beneficial for such a department to exist prior to committing to any movement of the departments.

Bibliography

Dessler, G. (2002).  Management.  New Jersey: Pearson Education.

Knomo, S., Fottler M., & McAfee, R.B. (2005). Applications in Human Resource Management.  Ohio: Thomson, South-Western.

Newstorm, J.W., & Davis, K. (2006). Organizational Behavior 12th Edition. New York: Irwin Publishing

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Academic Coaching

Academic coaching classes are becoming more and more popular as the schooling system becomes increasingly competitive. Parents desperate to get their children into good quality schools will go to great lengths to help them pass entrance exams and excel in interviews. However, it is unclear how effective coaching classes really are. Here are some advantages regarding coaching classes: Coaching classes use different methods to those utilized in the classroom.

This means alternative approaches to learning that could be more suitable to your child are made available. Various teaching methods can be beneficial to different children; if your child is being exposed to two kinds, there is a very good chance one will be effective for them. Children receive more individual tuition at coaching classes, meaning teaching is catered to their abilities more directly. If your child does not eceive one-on-one tuition in coaching classes, they will at the very least be in very small classes.

They will have a learning plan tailored to their needs, allowing them to succeed at an increased pace. Coaching classes can be provided specifically for certain entrance exams. This gives your child a head start in the admissions process, placing them above candidates that have not had coaching classes. Therefore they are more likely to gain a place. On the other hand, coaching classes do have a umber of disadvantages: They are, in most cases, unsubsidized and very expensive.

They can pile pressure onto your child, who is likely to already feel nervous about upcoming exams. Your child may worry that even after the coaching classes they won’t pass, which will leave them feeling stupid and unmotivated to learn. Coaching classes could artificially boost your child’s performance. This may not be in their best interest as they could be placed in a school not suited to their abilities.

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Outcome based education

Memoranda E. Local Title: Outcome-based Education: A Reaction Paper Outcome-based education is simply referred to student-centered learning methods that focuses on the student itself. The student would make a demonstration of the skills they had learned. It is different in traditional nursing wherein OBEY does not require a particular style of teaching.

The student is open to use any kind of method they are comfortable with for learning. For a nursing student, it is very agreeable on my part to use the OBEY system and/or incorporate it to the traditional curriculum the students are familiar with. Nursing students are required to do return demonstrations to assess their competencies and the OBEY can be used for the students’ benefit. It would be unwise, in my humble opinion, to eradicate the traditional method and be replaced by the outcome-based education.

OBEY has been considered as a modern teaching strategy/curriculum and if the traditional methods had been totally replaced, there would be difficulties on the part of the professor handling the abject, especially if said professor is not actually young by age, but young by heart. The best possible solution that I am leaning myself into is to wean the traditional curriculum and slowly incorporate the outcome-based education so as to both professors and students won’t have the shock in the new set up.

If that plan goes successful, the it would be much better for two curriculums both old and new, merge into a single but much better off education system. The OBEY is still on the process of acceptance by different nursing schools and universities for it has not been openly used by faculties alike. It is but a reminder that the OBEY is still new and that it is very normal if few schools are using it on their student education.

As the saying goes, old habits die hard, it is still on the process of usage and further recommendation. There is no perfect curriculum that can be used and be subjected to students. As I have said before, the OBEY is an interesting program that can be used to nursing schools because it submits to returns demonstrations and such. No door shall be closed in using this type of modernity.

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