Aided System for Visually Impaired using Intel Galileo Gen-2

Aided System for Visually Impaired using Intel Galileo Gen-2 Aided System for Visually Impaired People in Bus Transport using Intel Galileo Gen-2: Technical Note K. Bommarajua, A. Manikandanb and S. Ramalingamc Dept. of Electronics and Communication Engg., Government College of Engg., Trichy, India ABSTRACT: Visually impaired people have difficulty in travelling and accessing information about public transportation systems. Several systems have been developed for helping visually impaired people to use the city bus. Most systems provide dual-way communication and require costly and complex equipments. The purpose of this study is to reduce the difficulties faced by visually impaired people while boarding in city buses, using an interactive wireless communication system. The system comprised a user module and a bus module to provide a direct one-to-one connection to reduce the difficulties due to many-to-many communication. When the user triggers the switch, the user module immediately sends out the information. If the bus module receives the matched signal, it buzzes and the warning LED flashes to notify the bus driver that someone is waiting to board on the bus. The interactive wireless communication aid system is a valid and low-cost device for assisting visually impaired people to use city buses. KEYwords:  Wireless communication; Visual impairment; Public transportation Citation: K. Bommaraju, A. Manikandan and S. Ramalingam. 2017. Aided System for Visually Impaired People in Bus Transport using Intel Galileo Gen-2: Technical Note, Int. J. Vehicle Structures Systems, 9(1), 219-223. doi:10.4273/ijvss.9.1.06 Introduction The use of public transport is vital to the productivity and independence of visually impaired people. Supporting visually impaired people to use the public transport can increase their chances of education and employment and reduces the financial burden on their families. In most physical environments, the visually impaired people have difficulty in accessing information about bus stops, terminals, vehicles, schedules, maps, and directories, which prevent them from using the public transport effectively. Knowing the location of the bus stop and the time when the bus arrives are the difficulties faced by the visually impaired people. Some position navigation systems have been developed to solve the problem of locating bus stops. Advanced public transportation services (APTS), including bus dynamic information display method with the Global Positioning System (GPS) technology, have been developed by many countries. APTS [1] helps with the bus-stop voice reporting systems to provide more information for visually impaired people about the arrival of the bus which they want to board. Some APTS combined special handling devices were designed to provide dynamic information for visually impaired people. In Taiwan, the Taipei city government utilized an experimental system named broadcasting bus, that announces the bus number upon arriving at the bus terminal, to serve the visually impaired in 2002. The APTS named e-bus system started to be deployed in Taipei city since 2005 [3]. Using these technologies the number and the waiting time of the buses were shown on the light-emitting diode (LED) screen at the smart bus stops using GPRS facility. Only 20 percent of bus stops are planned to build. A survey of 400 passengers in 1998 revealed that the smart bus stops are not sufficient when equipped only with the voice reporting system because the voice information confused when many buses approached the sam e terminal at the same time which was a disadvantage of using many-to-many communication. The APTS with bus-stop voice reporting system and handheld devices might not provide a solution to this important issue. A survey showed that it would be very helpful if somebody could alert bus drivers about their boarding on buses. Various systems have been developed for visually impaired to communicate with bus drivers. Mehra et al. developed a user-triggered bus identification system in 2010. The user could select a particular bus and send signals by user module, and then a small LED starts flickering in the drivers control panel. The system offered only one-way communication. Bischof et al.developed a wireless local area network (WLAN) communication system named NAVCOM. The authors proposed that blind people need a feedback to make sure whether the bus drivers get the original message. Another bus identification system designed by El Alamy et al. involves a bus station controller to identify users and send signals to buses with radio frequency. This system will say the information of the bus number when there is a 2-meter distance between the bus and the bus station. In Taipei, bus drivers are forced to leave the bus stop as soon as possible because most time several buses arrive at the same bus stop simultaneously. Visually impaired people are often ignored at bus stops if no one informs bus drivers about waiting passengers [2]. The aim of the present study is to reduce the difficulties faced by visually impaired people while taking buses with interactive wireless communication design. The interactive feedback system allow visually impaired people and bus drivers to receive the transmitted signals from each other and improve the success rate of boarding correct buses [4]. Project moto The moto of our project is to help the visually impaired people to transport easily and also we added some extra features through which the deaf could also be benefited in bus transport. So our project is like a knife which is sharp at both the ends and is going to help the people in two ways. Adults also can know which bus is going to arrive at that moment. So all the people in the society can use this system. We are very interested in doing such a project for our society. There are two modules user module and bus module. The user module will be handled by the user or it can also be placed as common in the bus stop also, so that all the people can use it and then if it is handled by single user alone then he or she can only use it. The bus module is fixed in the place where the driver can notice it. Hardware design For the development of our project, we use two modules. One at the bus driver-bus module One at the passenger-user module Here we are using both transmitter and receiver at both the module. The process, here is that the passenger waiting at the bus stop should switch on the passenger module, it sends out the signal, that signal is received at the receiver of the bus module. Then automatically the alarm sound will be produced and then the LCD will display that there is a passenger is waiting at the nearby bus stop, and then an LED will be glowing there. There are many components that are used for this process. Two types of ICs are used one is coding IC and the other is decoding IC. Fig. 1: Intel Galileo Gen-2 Here the signal is transmitted and received using RF transmitting and receiving modules. For various indicating purpose we use different types of LCD such as warning LED to glow while the buzzer buzzes and the power LED to indicate the status of the module whether it is in ON or OFF state. The main component of our project is Intel Galileo Gen-2 board which is used in Adruinio programming platform as shown in Fig. 1. The speciality of this board is that it can be used as a PC after installing an OS through SD card. It also has some special features that it can be connected to LAN and access internet, it has 20 digital pins which can be used as input/output and 6PWM output pins. We can also connect USB cable to it to transfer programming to it. It works with a power supply of 7-15V DC input. The coding IC HT12E is a 18 pin IC as shown in Fig. 2 mostly used for Radio Applications. The main purpose of this IC is to convert parallel input to serial output. It has 8 address pins and 4 dat a pins, used as an encoder. It has an active low enable pin and works on the voltage level of 2.4-12V. Fig. 2: Encoding IC Fig. 3: Decoding IC Fig. 4: System framework of the user module and the bus module In Fig. 3, the decoding IC HT12D is also a 18 pin IC and converts the serial input to parallel output. Which does the opposite process on the coding IC. Operates at the voltage level same as coding IC. The block diagram shows the components connection of both user and bus module. System development In a real environment, the interaction between visually impaired people and bus drivers are many-to-many relationship rather than a one-to-one. For technological simplicity, in our system we used a one-to-one interactive communication system. The collision of communication data over the one-to-one interactive wireless communication leads to the poor stability and low accuracy of wireless communication. The signal communicates through two distinct frequency bands: 434MHz and 315MHz. The interactive wireless communication system has two modules: a user module for the visually impaired (Fig. 4), and a bus module (Fig. 5) for bus drivers. The hardware was developed according to the interactive design. The user module consists of a wireless transmission module (434MHz), a wireless receiving module (315MHz). The bus module consists of a wireless transmission module (315MHz), a wireless receiving module (434MHz). When the user module sends out a signal, it is transmitted through the 434MHz band to the bus module, which then sends reply through the 315MHz band to the user module. In this way by using different frequencies for transmitting and receiving signals, the problem of wireless data collision between users is avoided. Outcome measure A basic requirement of this system is the wireless communication distance. If the wireless communication distances were shorter than buses stopping distances, conversely, if the wireless communication distance was too long, it was possible that the bus driver would have received the information from a waiting user too early. To avoid such situations, the maximum transmission distance of this system must be less than 100 meters. The outputs are displayed in an LCD which are taken snapshot for both transmitter in Fig. 5 and receiver in Fig. 6. 5.1. Transmitter: Fig.5(a) : Transmitter Initial Stage Fig.5(b) : Transmitter After Request Fig.5 (c): Transmitter After press Key pad 5.2. Receiver Fig.6(a):   Receiver Request of the blind person in the bus module Fig.6(b):   Receiver- Indication of the blind person Conclusions Thus this system improves the confidence of the visually impaired to take city buses and travel to their desired destination. This system is flexible to any climatic conditions. Thus by using our project visually impaired people can use the public transport facilities in an efficient manner. References: A. Montarzino, B. Robertson, P. Aspinall, A. Ambrecht, C. Findlay, J. Hine and B. Dhillon. 2007. The impact of mobility and public transport on the independence of visually impaired people, Vis. Impair. Res., 9, 67-82. https://doi.org/10.1080/13882350701673266. E. Neuville, M. Izaute and L. Trassoudaine. 2009. A way finding pilot study: The use of the intelligent public vehicle by people with visual impairment, Br. J. Vis. Impair., 27, 65-74. https://doi.org/10.1177/0264619à ¢Ã¢â€š ¬Ã…’608097747. Survey on Difficulties in Daily Living of above 6 Year-Old Physically and Mentally Disabled, Report on Physically and Mentally Disabled Citizens Living Demand Survey, 2000, Taiwan Ministry of the Interior, Taipei, Taiwan, 329. W.R. Wiener, P. Ponchillia, E. Joffee, J.R. Kuskin and J. Brown. 2000. The effectiveness of external bus speaker systems for persons who are visually impaired, J. Vis. Impair. Blind., 94, 421-433. T.P. Hatlen and L.A. Myers, Advocating in behalf of blind and visually impaired bus travellers, Access to Mass Transit for Blind and Visually Impaired Travelers American Foundation for the Blind, 87-91. Hsiao-Lan Wang , Ya-Ping Chen , Chi-Lun Rau   and Chung-Huang Yu. An Interactive Wireless Communication System for Visually Impaired People Using City Bus Transport. Int. J. Environ. Res. Public Health 2014, 11(5), 4560-4571; doi:10.3390/ijerph110504560.

Team Dynamics for Managers

|[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers |Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. U niversity policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn & Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resourc e Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members' communication styles?Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group.What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two c ommunication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2)Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two -part assignment enables you to reflect on your individual strengths and | | | |Rough Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines.The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |t hey have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last day of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvemen t, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks every three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed . Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles and Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discu ssion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution.In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |R ead Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motiva tion Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives w ould help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of usin g presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team membe r identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | |Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Team |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations.Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5)Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in a ccordance with University of Phoenix ® editorial standards and practices.

keisey report Essay

The Keirsey Temperament Sorter Results indicated that my personality type is that of the Guardian Provides (ESFJ) and my character type is Provider (ESFJ). My results indicated that my personality is the cornerstone of society and that I have a natural talent in managing goods and services-from supervision to maintenance and supply. It also said that I believe in law and order. I take pride in being dependable and trustworthy. I can also be counted on to get the job done. I honor customs and traditions, meticulous about schedules; I’m not comfortable with winging it or blazing new trails. My results also indicated that I am cautious about change and when it comes to changes. I prefer to go slow and look before I leap. When it comes to the needs of people, especially those close to me I approach tasks in organized and thoughtful matter. It also said that I am a keeper of traditions like holidays, and I go out of my way to make sure people are cared and provided for. I totally agree with the results of the Keirsey Temperament Sorter, my results couldn’t have been more accurate. I am a person who cares about others, and I have always said that I was born to serve. When it comes to my professional life, no job is beneath me. I am very loyal, a team player, a hard worker and sympathetic to the needs of others. To my surprise the results were very accurate when it said that I am sensitive to the feelings of others. I love to entertain although I may not be the host. I often find myself talking to others, making sure that the needs of the guest are taken care of and making sure that they are involved. I don’t like taking risk nor do I like major changes .What I think can really help me is to have an open mind when it comes to change. I do not agree with the results regarding personal criticism nor am I able to speak with confidence. I can definitely use this information in my work environment such as keeping an open mind to changes, not being quick to judge, and being very cautious.

Myths That Threaten American Public Schools - 904 Words

Myths That Threaten American Public Schools Just like in any other profession or aspect of life, there are many myths that threaten education in public schools. Many people believe that teachers are the most important influence in a student’s academic achievement. In reality, educators have a very little influence in student achievement compared to other influences in the students’ lives that is out of the teachers control. It has been proposed that teachers don’t need to go to school to learn how to educate, they just need knowledge of the subject matter. This could be extremely destructive to student learning because they would not have the proper skills to instruct a classroom. Another common misconception is that instructors in†¦show more content†¦Outside-of-school factors have at least twice as much influence in student achievement than inside-of-school factors. By believing that instructors are the most important influence in a child’s education, teachers are given an unrealistic responsibility. Many policymakers believe that holding educators accountable for student success is the best way to improve public education. This asks educators to overcome these outside variables that are far outside of teachers’ control. Policymakers suggested linking teacher evaluations to student achievement, measured by standardized tests. This is not a beneficial way to hold teachers accountable because of the many outside factors that affect student achievement. A better way to hold teachers accountable is to stem out of a realistic perspective on what teachers can and should do for their students. Each part of society holds an important responsibility in increasing student achievement. Teachers should not be asked to be responsible for more than they can handle. One thing that educators must have is subject matter knowledge. Effective teacher s must also have good classroom management, a variety of instructional skills, and the ability to motivate students in order to help their students learn. If all the instructor knows is subject matter, students will be less interested, focused, and motivated. The Governor of Arizona, Fife Symington, proposed that all a good teacher needs is a clean