Category: Paper

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Here is the website of my studies https://portal.curtin.edu.au/http://sm-portal.curtin.edu.au:8080/portal/dt, My login 16268289 My password Yel11low. Click on my studies and evaluate, then blackboard,then EDP155 Understanding Learning (SP2 2012).Click on Assessments.This work is assessment one Essay. I have uploaded assignment tips and the assessment marking rubric to adhere to.
In answering this question you are to choose three weekly topics covered in the first six weeks to focus on, and for each topic you will outline an obstacle, discuss the theory related to that obstacle, and then explain how you can use the theory to overcome the obstacle.
Topic 1:
Developing a professional
knowledge base
Eggen & Kauchak (2010) ?
Chapter 1 pp. 4-13 Journal entry 1
2. 4 June
Topic 2:
Cognition
Eggen & Kauchak (2010) ?
Chapter 2
Journal entry 2
3. 11 June
Topic 3:
Behaviourism
Eggen & Kauchak (2010) ?
Chapter 6 pp. 162-178
Journal entry 3
4. 18 June
Topic 4:
Cognitive learning
Eggen & Kauchak (2010) ?
Chapter 7
Journal entry 4
5. 25 June
Topic 5:
Constructing knowledge
Eggen & Kauchak (2010) ?
Chapter 8, Chapter 6 pp. 179-
188
Journal entry 5
6. 2 July

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In this assignment you will analyse either your current or past workplace. In completing this you will do the following:

• Describe the context of the workplace in terms in terms of function, organisational culture, gender composition and cultural diversity.
• What is the perceived leadership style of the leader of learning in this workplace? Do this in terms of the most common leadership styles as described in the leadership literature
• Is this the most appropriate style for this workplace and what are the factors that assist or hinder the leadership of the learning in this workplace. Provide evidence to support your assertions in this analysis.

Assessment criteria

1. Relevance of ideas, issues and topic
2. Interpretation of key theories, frameworks and concepts
3. Clear expression of ideas and logical structuring of argument
4. Appropriateness reading and research evident to develop and support argument
5. Adequate literacy and formal presentation style consistent with referencing that follows the Harvard (UTS) convention
6. Degree of insight from reflections

Alternative Assignment 2 Leading Learning in the Workplace

Due Week 13

One of the expectations of leaders is that they will behave in an ethical manner and yet we constantly see our political, business and educational leaders displaying behaviours that might be labelled “less than ethical”.

Using the literature and your own experience define what ethical leadership is and how it might apply in a learning environment.

Is it culturally, time and context dependent or is ethical leadership a global construct?

How do we ensure that our leaders behave ethically and as importantly, how do we train future leaders in ethics?

(You can do this as a single essay or you can answer each part as a separate question).

Length 2500 words

Assessment Criteria

Grades in both Assignments will be awarded for:

Use of the literature and its incorporation into your assignments
Clarity of argument
Evidence of widespread reading
Referencing appropriately
Addressing the questions asked
Grammar, spelling and punctuation
Failure to submit assignments on time without notifying the lecturer will result in loss of grades.

Grades are:
High Distinction
Distinction
Credit
Pass
Fail

Students will be asked to examine the context of their workplaces and to analyse the leadership styles employed by their leaders. The perceived appropriateness of these styles as well as the effectiveness of these will be critically examined. The workplaces will be examined across a range of pertinent criteria including organisational culture, gender, social class and diversity. The factors that assist or hinder leadership practices in the organization will be analysed and solutions for effective leadership offered based on theoretical and empirical evidence.

SUBJECT OBJECTIVES
At the completion of the subject, learners should be able to:
(d) Consider the implications of leadership theory and research for facilitating and learning
(e) Critically reflect on practice in the context of the effectiveness of particular leadership styles adopted in various situations
(f) Consider which approach(s) to leadership (if any) suits the student’s workplace/teaching context

Indicative Texts:
DuBrin, A (2010) Leadership: Research Findings, Practice, and Skills (6th Edition). Mason, OH: South Western Cengage Learning.
Bass, B. M., & Stogdill, R. (1990). Handbook of Leadership: Theory, Research and Managerial Applications. New York: The Free Press.
Bernard M. Bass (1998) Transformational Leadership: Industrial, Military, and Educational Impact
Biklen, S. K., & Branigan, M. B. (1980). Women and Educational Leadership. Lexington: Free Press
Dumas, C & Sankowsky D. (1998) “Understanding the charismatic leader-follower relationship: Promises and perils;” Journal of Leadership Studies, Vol. 5, pp12-28.
Dunford, R. (1992). Organisational Behaviour. Sydney: Addison, Wesley
Hoy, W. K. & Miskel, C. C. (1991). Educational Administration. New York: McGraw Hill.
Ivancevich, I. M., & Matteson, M. T. (1993). Organizational Behavior and Management. Homewood : BPI Irwin Leadership and Administration Boston: Kluwer. Leading Successfully. New York: Macmillan
Leithwood, K. (Ed.). (1996). International Handbook of Educational Leadership and Administration Boston: Kluwer.
Locke, E. A., & Associates (1991). The Essence of Leadership: Four Keys to Leading Successfully. New York: Macmillan
Luthans, F. (1995). Organisational Behaviour. New York: McGraw Hill. Prentice-Hall.
Manning, M. & Haddock, P. (1989). Leadership skills for women. London: Kegan Page.
Mitchell, T. R., Dowling, P.J., Kabanoff, B.V., & Larson, J. R. (1988). People in Organisations. Sydney: McGraw-Hill.
Mukhi, S., Hampton, D., & Barnwell, N. (1990). Australian Management. New York; McGraw Hill.
Murphy, E. C. (1996). Leadership IQ. New York: Wiley.
Owens, R. C. (1994). Organisational Behaviour in Education. New York: Prentice Hall.
Robbins, S. P. (1995). Organisational Behaviour. London: Prentice-Hall.
Siegrist, Gerald (1999) “Educational Leadership Must Move beyond Management Training to Visionary and Moral Transformational Leaders” Education, Vol. 120, pp. 23-45.
Smyth, I. (1989). Critical Perspectives on Educational Leadership. London: Farmer Press.
Stelter N Z (2002) “Gender differences in leadership: Current social issues and future organizational implications” Journal of Leadership Studies, Vol. 8, pp. 56-71.
Still, L. (1988). Becoming a top woman manager. Sydney: Allen &Unwin.
Vecchio, R., Hearn, C. & Southey, C. (1992). Organisational Behaviour. Sydney: Harcourt and Brace.

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Please help complete a 6 page paper on the above topic. Kindly deliver within 24hrs. Thanks

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Choose any organisation of your choice. It can be any MNC or SME. You are recently
employed as a Human Resource Manager of the chosen company. You realise that various
HRM practices are either not in place, not defined or not carried out effectively.
Write a report addressed to the CEO on how some of HRM practices can be implemented in
the chosen organisation. Decisions such as whom to hire, what to pay, what training to offer,
and how to evaluate employee performance directly affect employees’ motivation and ability
to provide goods and services that customers value. Companies that attempt to increase
their competitiveness by investing in new technology and promoting quality throughout the
organization also invest in state-of-the-art staffing, training, and compensation practices.
A. LEARNING OUTCOMES ACCESSED
The learning outcomes accessed are :
i. Demonstrate an ability to critically discuss contents of the module and illustrate how
the course concepts are applicable in the workplace.
ii. Discuss the concept of HRM and how it differs from previous methods of managing
employees.
iii. Demonstrate a knowledge and understanding of the challenges and responsibilities
associated with human resource planning, recruitment and selection; reward systems
and performance management.
iv. Evaluate the interaction between HRM and the business strategy.
v. Evaluate the interaction between HRM and the management of change.
vi. Predict likely future developments and trends in the field of human resource
management.

B. REQUIREMENTS
Choose only, any 3 of the strategic human resource management practices from below.
Critically examine, discuss and formulate, how these 3 chosen practices can be
implemented in the chosen organisation so that it can add economic value to the
organisation based on human capital
choose any 3 of strategic HRM:
1.analysis and design work
2.HR planning
3.Recruiting
4.Selection
5.Training and development
6.Compensation
7.Performance management
8.Employee relations
* 10 references needed
（pls help me named this report,thx)

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2 exam paper about trining and development need to answer.
Paper one : answer all the 5 questions (part a and b )
paper 2 : answer the questions (1 – 2 – 8 – 9 – 11 ).

papers are attached

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This is my final assignment and i really need a good grade on this,It’s a report of a business development/ marketing plan Which should contain a table of contents and the following section;
Executive Summary
Introduction
Purpose of the report
Findings
Conclusion
Recommendations

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Write 1000 words on why it is important to approach the analysis of global politics with an appreciation for theoretical frameworks (such as realism, liberalism, Marxism, constructivism etc).

Your answer should demonstrate an understanding of ONE theoretical approach and discuss how this approach makes sense of global politics. If you do not think any approaches you have encountered are helpful, explain why.

(I will let you know which framework we will focus on and I will upload some readings too.)

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Assignment’2:’Due’June’22nd
The!second!assignment!is!a!longer!essay!(3000!– 4000!words)!with!a!wider!range!of!
choices!from!the!subject.!The!object!of!this!assignment!is!to!engage!with!a!particular!
area!of!interest!(such!as!English!in!a!particular!context,!or!the!arguments!around!
English!as!a!lingua!franca,!or!the!question!of!the!future!of!English)!in!some!detail.!You!
will!be!expected!to!have!read!more!widely!than!just!subject!readings!and!to!develop!a!
focus!on!a!particular!are!of!interest!to!you.!You!should!start!to!think!about!possible!
topics!for!this!essay!early!in!the!subject!(or!at!least,!do!not!wait!until!the!end!of!the!
subject).!You!should!also!decide!whether!you!want!to!write!a!broad!overview!and!
discussion!of!an!area!(based!on!readings!from!the!subject!as!well!as!further!reading),!
look!in!close!detail!at!a!particular!context!(which!may!require!searching!for!resources!
that!may!not!be!so!easy!to!find),!or!engage!in!some!kind!of!empirical!work,!such!as!an!
analysis!of!the!language!of!a!speaker,!or!of!a particular!variety!(which!may!involve!less!
background!reading,!but!will!involve!gathering!and!analyzing!data).!
Possible!essay!topics!for!assignment!2
These!are!suggestions!only.!Changes!can!be!made!to!these!suggestions (options!one!and!
two!could!very!easily!be!combined,!for!example)!,!and!different!topics!may!be!proposed.!
It!is!essential,!however,!that!you!discuss!your!proposed!assignment!with!your!lecturer.
1. Analyse!in!detail!a!particular!variety!of!English!(for!example,!Singaporean!
English!or!Aboriginal!English),!looking!at!features!of!interest,!and!particularly!
evidence!of!new!divergent!forms.
2. Analyse!in!detail!a!particular!variety!of!English!within!its!social!and!political!
context!(for!example,!English!in!Hong!Kong).!What!social,!cultural!and!political!roles!does!it!play?!Clearly!these!two!options!(1!&!2)!can!be!combined!– it!is!
merely!a!matter!of!greater!or!lesser!focus!on!language!or!context.!
3. Looking!across!a!number!of!new!Englishes,!discuss!the!emergence!of!and!
implications!of!common!features.
4. Show how!different!generic!or!rhetorical!structures!are!emerging!in!different!
forms!of!world!Englishes.!What!implications!does!this!have?
5. Discuss!the!implications!of!a!‘world!Englishes’!paradigm!for!language!teaching.!
How!are!language!acquisition!and!language!teaching!affected!if!we!accept!the!
possibility!of!continuous!variety?
6. Review!the!arguments!around!linguistic!imperialism.!What!are!the!strengths!and!
weaknesses!of!this!view!of!English?
7. Compare!the!world!Englishes!and!English!as!a!lingua!franca!approaches!to!
English.!What!are!the!similarities!and!differences?!What!are!advantages!and!
disadvantages!of!adopting!on!or!other!of!these!frameworks?!Should!we!try!to!
teach!world!Englishes!or!English!as!a!lingua!franca!in!our!English!classes?
8. Drawing!on!literary!or!other!expressive!work!in!world!Englishes,!discuss!ways!in!
which!English!is!appropriated!and!used!to!express!alternative!worlds!and!
identities.!What!implications!might!this!have!for!English!language!teaching?
9. Look!at!various!strategies!to!confront!the!global!spread!of!English.!Are!they!
necessary?!Can!greater!definition!of!language!rights!help!maintain!other!
languages?!Are!pedagogical!strategies!to!promote!diversity!through!English!
likely!to!promote!or!reduce!diversity!in!the!long!run?
10. In!what!ways!is!English!tied!to!forms!of!globalization?!What!is!globalization?!Is!
this!merely!a!coincidental!conjunction?!What!affects!may!this!connection!have!on!
languages!and!cultures!around!the!world?
11. What!seem!to!be!the!possible!or!likely!futures!for!Englishes!in!the!world?!An!
English_speaking!world?!A!world!in!which!most!people!speak!a!first!language,!
and!English!as!a!second!language?!A!world!of!increasingly!divergent!forms!of!
English?!A!world!of!competing!major!languages!and!diminishing!minor!
languages?!A!world!of!increasing!diversity?
12. Taking!an!area!such!as!methods,!evaluation!or!textbooks,!discuss!the!
implications!of!the!global!spread!of!English.!How!should!we!now!teach?!What!
should!we!teach?!How!should!we!evaluate!it?
Note!that!these!are!suggestions!only!and!you!are!encouraged!to!develop!your!own!
interests!and!focuses.!Please!discuss!your!choice!for!a!final!essay!with!your!lecturer.!It!is!expected!that!this!assignment!will!be!done!in!standard!essay!form,!with!appropriate!
references!(though!if!you!wish!to!experiment!with!form,!please!consult!your!lecturer).!
While!the!assignments!can!be!based!around!readings!for!the!subject,!it!is!expected!that!
you!will!also!have!done!further!reading!on!your!chosen!topic.!It!is!not!enough!just!to!
summarize!certain!readings.!Whatever!topic!you!choose,!you!will!be!expected!to!
develop!an!argument,!to!write!critically!on!a!topic,!to!show!you!understand!the!issues!
and!can!relate!them!to!contexts!with!which!you!are!familiar,!and!to!show!you!have!read!
more!widely!than!just!subject!readings.

Subject(Objectives/Outcomes
A!central!aim!of!this!subject!is!not!so!much!to!learn!a!discrete!body!of!knowledge!
but!rather!to!understand!the!nature!of!the!debates!around!English,!and!to!be!able!
to!explain!the!different!positions!taken.
At!the!completion!of!the!subject!participants!are!expected!to!have!well!developed!
understandings!of:
1. Key!concerns!about!the!current!spread!of!English,!and!the!different!
arguments!for!and!against!this!spread;
2. Concepts!such!as!linguistic!imperialism,!language!rights,!World!Englishes,!
language!varieties,!pidgins,!creoles,!lingua!franca,!and!so!forth;
3. Different ways!of!looking!at!English!in!context,!from!sociolinguistic!
concerns!about!varieties!to!language!policy!issues;
4. The!pedagogical!implications!of!global!Englishes,!including!questions!of!
genres,!methodologies!and!evaluation

Wingate (2012) Argument essays:
This article, by Ursula Wingate appeared in the most recent issue of the Journal of English for Academic Purposes. It provides very helpful information about building an argument into your essay. It should prove useful for your own academic writing (in relation to the final assignment), and for your teaching of academic English.

Module(1:(Understanding(the(global(spread(of(English
Unit(1:(introduction:(English(and(globalization.
Unit(2:(The(global(spread(of(English:(Defining(the(issues
Tollefson,!J!2000,!’Policy!and!ideology!in!the!spread!of!English’,!in!JK!Hall!&!W!
Eggington!(eds),”The”Sociopolitics”of”English”Language”Teaching,!
Multilingual!Matters,!Clevedon,!Great!Britain,!pp.!7Z21.
http://drr.lib.uts.edu.au/file/5531/015130_tollefsonpolicy.pdf
Unit(3:(English(linguistic(imperialism(and(language(rights
Key(reading
Phillipson,!R!(2008)!The!linguistic!imperialism!of!neoliberal!empire.!Critical”
Inquiry”in”Language”Studies 5(1)!1Z43
http://drr.lib.uts.edu.au/file/20463/013095_phillipsonlinguistic.pdf
Further(reading
Phillipson,!R!(1994),!’English!language!spread!policy’,!International”Journal”of”the”
Sociology”of”Language, vol.!107,!pp.!7Z24.
http://drr.lib.uts.edu.au/file/5558/015130_phillipsonenglish.pdf5
Phillipson,!R!&!SkutnabbZKangas,!R!(1996),!‘English!only!worldZwide!or!language!
ecology?’,!TESOL”Quarterly,!vol.!30,!issue!3,!pp. 429Z452.
http://drr.lib.uts.edu.au/file/5559/015130_phillipsonenglishonly.pdf
Phillipson!(2006)!Language!policy!and!linguistic!imperialism.!In!T!Ricento!(Ed)!!
An”introduction”to”language”policy:”Theory”and”method.!Oxford:!Blackwell,!!
346Z361
http://drr.lib.uts.edu.au/file/14226/013095_phillipsonlanguage.pdf
Special(topics:( 1.(English,(Islam(and(Christianity
(((((((((((((( 2.(English(outsourced:(Call(Centres(
Key(Reading 1
Mahboob,!A!(2009)!English!as!an!Islamic!language:!a!case!study!of!Pakistani!
English.!World”Englishes,!28,!2,!175Z189
http://www.lib.uts.edu.au/drr/27354/
Further(reading
Karmani,!S!(2005)!English,!’Terror’,!and!Islam.!Applied”Linguistics
26(2)!262Z267
http://drr.lib.uts.edu.au/file/17613/013095_karmanienglish.pdf
Varghese,!M!and!B!Johnston!(2007)!!Evangelical!Christians!and!English!Language!
Teaching!TESOL”Quarterly 41(1)!5Z31
http://drr.lib.uts.edu.au/file/17612/013095_vargheseevangelical.pdf
Key(reading(2
Hultgren,!A.K.!(2011)!’Building!rapport’!with!customers!across!the!world:!The!
global!diffusion!of!a!call!centre!speech!style!Journal”of”Sociolinguistics 15/1,!
36–64
http://www.lib.uts.edu.au/drr/30832/
Friginal!E!(2009)!Threats!to!the!sustainability!of!the!outsourced!call!center!
industry!in!the!Philippines:!implications!for!language!policy.!Language”
Policy (2009)!8:51–68
http://drr.lib.uts.edu.au/link/24089
Unit(4:(Appropriating(English
Key(reading(1
Lin,!A,!Wang,!W,!Akamatsu,!N &!Riazi,!AM!(2002)!Appropriating!English,!
expanding!identities,!and!reZvisioning!the!field:!from!TESOL!to!teaching!
English!for!glocalized!communication!(TEGCOM),!Journal”of”Language,”
Identity,”and”Education,!vol.!1,!no.!4,!pp.!295Z316.
http://drr.lib.uts.edu.au/file/8564/015130_linappropriating.pdf
Key(reading(26
Tajima,!Misako!(2010)!Critical!selfZreflection:!A!performative!act.!The”Language”
Teacher,!34(4)!49Z52
http://www.lib.uts.edu.au/drr/27353/
Pennycook,!A!(2003)!‘Global!Englishes,!Rip!Slyme,!and!performativity.”Journal”of”
Sociolinguistics
http://drr.lib.uts.edu.au/file/14224/013095_pennycookglobal.pdf
Module(2:(Englishes(in(context
Unit(5:(World(Englishes
Key(reading
Bhatt,!R!(2005)!Expert!discourses,!local!practices,!and!hybridity:!The!case!of!
Indian!Englishes!In!S!Canagarajah!(Ed) Reclaiming”the”local”in”language”
policy”and”practice.!Mahwah,!NJ:!Lawrence!Erlbaum
http://drr.lib.uts.edu.au/file/14238/013095_bhattexpert.pdf
Further(reading
Kachru,!B!&!Nelson,!C!(1996) ‘World!Englishes’,!in!S!McKay!&!N!Hornberger!
(eds),!Sociolinguistics”and”language”Teaching, Cambridge!University!Press,!
Cambridge,!pp.!71Z102.
http://drr.lib.uts.edu.au/file/8570/015130_kachruworld.pdf
Rajagopalan,!Kanavallil!(2004)!The!concept!of!‘World!English’!and!its!
implications!for!ELT.!ELT”Journal58(2)!111Z117
http://drr.lib.uts.edu.au/file/8586/015130_rajagopalanconcept.pdf
Unit(6:(The(outer(circle:(English((in(Singapore(and(Hong(Kong
Key(reading 1
Bolton,!K!(2000)!’The!sociolinguistics!of!Hong!Kong!and!the!space!for!Hong!Kong!
English’,!World”Englishes,!vol.!19,!issue!3,!pp.!265Z285.
http://drr.lib.uts.edu.au/file/8572/015130_boltonsociolinguistics.pdf
Key(reading(2
Gupta,!A!F!(2010)!Singapore!standard!English!revisited.!In!L!Lim,!A!Pakir!and L!
Wee!(Eds),!English”in”Singapore:”Modernity”and”management.!Hong!Kong:!
Hong!Kong!University!Press,!57Z89.
6666http://www.lib.uts.edu.au/drr/27351/
Further(reading
Wee,!L!(2005)!IntraZLanguage!Discrimination!and!Linguistic!Human!Rights:!The!
Case!of!Singlish.!Applied”Linguistics.!26(1)!48Z69.
http://drr.lib.uts.edu.au/link/143017
Pandey,!A!(2004)!Culture,!gender,!and!identity!in!crossZcultural!personals!and!
matrimonials.!World”Englishes,”23(3)!403Z427.
http://drr.lib.uts.edu.au/file/14223/013095_pandeyculture.pdf
Unit(7:(The(expanding(circle:(English(in(the(world
Key(reading
Yano,!Y!(2001)!‘World!Englishes!in!2000!and!beyond’,!World”Englishes,!vol.!20,!
no.!2,!pp.!119Z131.
http://drr.lib.uts.edu.au/file/8573/015130_yanoworld.pdf
Further(reading
He,!D.!and!Zhang,!Q.!(2010)!Native!speaker!norms!and!China!English:!From!the!
perspective!of!learners!and!teachers!in!China!TESOL”Quarterly 44(4)!769Z
789.
http://www.lib.uts.edu.au/drr/30830/
McPherron,!P!(2009)!“My!name!is!Money”:!name!choices!and!global!
identifications!at!a!SouthZChinese!university.!Asia”Pacific”Journal”of”
Education 29(4)!521Z535
http://drr.lib.uts.edu.au/link/24088
Unit(8:(English(in(Australia:(Aboriginal(English,(pidgins(and(creoles
Key(reading(1
Malcolm!(2001)!Aboriginal!English:!Adopted!code!of!a!surviving!culture.!In!D!
Blair!and!P!Collins!(Eds)!English”in”Australia Amsterdam:!John!benjamins,!
201Z222
http://drr.lib.uts.edu.au/file/14227/013095_malcolmaboriginal.pdf
Key(reading(2
Burridge,!K!(2010)!English!in!Australia.!In!A!Kirkpatrick!(Ed)!The”Routledge”
Handbook”of”World”Englishes.!London:!Routledge,!132Z151
666http://www.lib.uts.edu.au/drr/27352/
Further(reading
Eades,!Diana!(2007)!Aboriginal!English!in!the!criminal!justice!system.!In!Leitner,!
Gerhard!and!Ian!Malcolm!(eds.),!The”Habitat”of”Australia’s”Aboriginal”
Languages:”Past,”Present,”and”Future.!Berlin:!Mouton!de!Gruyter,!299Z326.
http://drr.lib.uts.edu.au/file/24087/013095_eadesaboriginal.pdf
Sharifian,!F!(2006)!A!culturalZconceptual!approach!and!world!Englishes:!the!case!
of!Aboriginal!English!World”Englishes 25(1)!11Z22
http://drr.lib.uts.edu.au/file/14225/013095_sharifiancultural.pdf8
Siegel!J!(2009)!Linguistic!and!educational!aspects!of!Tok!Pisin.!In!N!Coupland!
and!A!Jaworski!(Eds)!The”new”sociolinguistics”reader.!Basingstoke:!Palgrave!
Macmillan,!pp!512Z525
http://drr.lib.uts.edu.au/file/24095/013095_siegellingusitic.pdf
Unit(9:(English(as(a(lingua(franca
Key(reading
Jenkins,!J!(2009)!Exploring!attitudes!towards!English!as!a!lingua!franca!in!the!
East!Asian!context.!In!Murata,!K!and!J!Jenkins!(Eds)!Global”Englishes”in”
Asian”contexts.”Basingstoke:!Palgrave!Macmillan,!pp!40Z56
http://drr.lib.uts.edu.au/file/24093/013095_jenkinsexploring.pdf
Further(reading
Jenkins,!J (2006)!Current!perspectives!on!teaching!world!Englishes!and!English!
as!a!lingua!franca.!TESOL”Quarterly 40(1)!157Z181
http://drr.lib.uts.edu.au/file/17611/013095_jenkinscurrent.pdf
Deterding, D (2010) Norms for pronunciation in Southeast Asia. World Englishes 29
(3) 364–377
http://www.lib.uts.edu.au/drr/30829/
Jenkins,!J!(2002) ‘A!sociolinguistically!based,!empirically!researched!
pronunciation!syllabus!for!English!as!an!international!language’,!Applied”
Linguistics,!vol.!23,!no.!1,!pp.!83Z103.
http://drr.lib.uts.edu.au/file/8578/015130_jenkinssociolinguistically.pdf
Kirkpatrick!(2006)!Which!model!of!English:!NativeZspeaker,!nativized!or!linguaZ
franca?!In!R!Rubdy!and!M!Saraceni!(Eds)!English”in”the”world:”Global”rules,”
global”roles.!London:!Continuum,!71Z83
http://drr.lib.uts.edu.au/file/14315/013095_kirkpatrickwhich.pdf
Deterding,!D!!&!A!Kirkpatrick!(2006)!Emerging!SouthZEast!Asian!Englishes!and!
intelligibility.!World”Englishes 25(3/4)!391Z409
http://drr.lib.uts.edu.au/file/14231/013095_deterdingemerging.pdf
Module(3:(Global(Englishes(and(appropriate(pedagogies(
Unit(10:(Global(Englishes(and(the(native(speaker
Key(reading
Llurda,!E!(2004)!NonZnativeZspeaker!teachers!and!English!as!an!International!
language9
International”Journal”of”Applied”Linguistics 14!(3)!314Z323
http://drr.lib.uts.edu.au/file/14229/013095_llurdanonnative.pdf
Further(reading
Faez,!Farahnaz!!(2011)!Reconceptualizing!the!Native/Nonnative!Speaker!
Dichotomy!Journal”of”Language,”Identity”&”Education”10:4,”231T249
http://www.lib.uts.edu.au/drr/30831/
Kirkpatrick,!A!(2007):!Language!variation!and!the!multilingual!speaker!of!
English:!Implications!for!English!language!teaching!The”New”English”
Teacher 1/1!44Z60
http://drr.lib.uts.edu.au/file/17610/013095_kirkpatricklanguage.pdf
Braine,!G!(2006)!A!history!of!research!on!nonZnative!speaker!English!teachers.!In!
E!Llurda!(Ed)!NonTnative”language”teachers:”Perceptions,”challenges”and”
contributions”to”the”profession.” New!York:!Springer,!pp!13Z24.
http://drr.lib.uts.edu.au/file/24092/013095_brainenon.pdf
Canagarajah,!AS!(1999) ‘Interrogating!the!“native!speaker”!fallacy:!nonZlinguistic!
roots,!nonZpedagogical!results’,!in!G!Braine!(ed),!NonTnative”educators”in”
English”language”teaching,!Lawrence!Erlbaum,!Mahwah,!NJ,!pp.!77Z92.
http://drr.lib.uts.edu.au/file/8577/015130_canagarajahinterrogating.pdf
Unit(11:(Appropriate(methods(for(global(English(teaching
Key(reading
Canagrajah,!S!and!Said!B!S!(2010)!English!language!teaching!in!the!outer!and!
expanding!circles.!In!J!Maybin!and!J!Swann!(Eds)!The”Routledge”companion”
to”English”language”studies.!London:!Routledge,!pp!157Z170
http://drr.lib.uts.edu.au/file/24096/013095_canagarajahenglish.pdf
Further(reading
Phan!Le!Ha!(2004)!!University!classrooms!in!Vietnam:!Contesting!the!
stereotypes.!ELT”Journal,!58(1)!!50Z57
http://drr.lib.uts.edu.au/file/8587/phan_le_ha_eltj.pdf
Shin,!Hyungjun!(2006)!Rethinking!TESOL!from!a!SOL’s!perspective:!Indigenous!
epistemology!and!decolonizing!praxis!in!TESOL.!Critical”Inquiry”in”
Language”Studies 3(2&3)!147Z167
http://drr.lib.uts.edu.au/file/20464/013095_shinrethinking.pdf
Kumaravadivelu!B!(2003)!!A!postmethod!perspective!on!English!language!
teaching!World”Englishes 22(4)!539Z550
http://drr.lib.uts.edu.au/file/8582/015130_kumaravadivelupostmethod.pdf
Unit(12:(Textbooks(and(evaluation(of(global(Englishes10
Key(reading(1
Gray,!J!(2002)!The!global!coursebook!in!English!language!teaching.!In!David!
Block!and!Deborah!Cameron!(Eds)”Globalization”and”language”teaching.!
London:!Routledge!pp151Z167
http://drr.lib.uts.edu.au/file/17626/013095_grayglobal.pdf
Tajima, M. (2011). Ideological messages embedded in an EFL textbook. In A.
Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT 329-326
http://www.lib.uts.edu.au/drr/30828/

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Assessment 3: Report
Length: 1200 words
Description: You are required to write a report to give to your lecturer.
This report is an investigation into magazine and journal subscriptions for an accounting firm. You have been authorised to subscribe to 3 business and accounting practitioner magazines/journals. There are many business journals and you need to research on the internet to determine which journals are available and which ones would be of most benefit to the accountants working in your firm. In your report you should describe the contents of 4 different business and accounting journals and evaluate them. You should include the annual subscription fees. You should then recommend which 3 journals the firm should subscribe to.
You should base your report format on the sample report commencing page 540 of your Dwyer text. You should include all parts of the report, including the letter of transmittal, title page, table of contents and the executive summary.

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—*i”m studing master of health services management and write about this my subject (health informatics) and write 3000/4000 words and use 20 references just from book ,ebook,journal( the last five year references not old references)and from( Australia references) and no plagiarism ,check spelling and grammar and dont write about another subject and dont make a mistake and read clear all my details please .

Final Assignment (major essay)
You have recently been employed as the Director of Informatics for the Metro Hospital in Brisbane. The Metro Hospital is a 363 bed facility on the Northside of Brisbane. The services include general surgical, general medical, oncology, vascular, ear, nose and throat, palliative care, ophthalmology and maternity and children’s services. It has good links with the Division of General Practitioners in the local area.
Your mandate is to lead the hospital to achieve level 7 of the HIMSS EMR Adoption Model by 2025. As a Health Informatics Professional, you took the job for this reason as you have always wanted to work in a fully electronic environment. You are certainly driven to achieve it. Using the below points, outline how you intend on achieving this.
• Outline what you would do in your analysis and planning when you first start;
• Articulate your strategy and timeframes to reach �€�fully digital’ status;
• What technical factors would you need to consider when building your Electronic Health Record and why are these important? HINT: standards, terminologies?
• What systems would you use to support your strategy?
• What types of resources would you employ?
• How would you govern and manage the project?
• What risks do you see?
• How does your strategy align with that of Queensland and that of Australia?
Format
• 3000 – 4000 words in length in total.
• Use a business report format with each topic presented as a section in your report. You need include only one reference list for the entire report.
• Proper and consistent academic referencing convention both within the text of the assignment and a compiled list of references at the end of the paper must be provided.
• Please note University rules on plagiarism – the responses must be based on the student’s own research and efforts

-**–please read this: this message from my lecturer: For this assignment piece, you are required to develop a report/business case that is being submitted to the hospital board that you work for. In this report, you are required to outline how you will get your organisation from where it is today (you can assume this, but outline your assumptions) to where it needs to be, outlining timeframes etc. There is a template for you to use and this template prompts you to answer various questions in each of the sections. For those who have not yet googled HIMSS level 7 here is a link
http://www.himssanalytics.org/stagesGraph.asp. You will need to research the HIMSS adoption level to better understand this. You can get this from the Health Information Management Systems Society website.
–don’t forget everything I want high score and the best paper please and take your time to read all details and write according to instruction please don’t make a mistake please this major essay.

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