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How do first impressions strike us
Title: First ImpressionName:
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How do first impressions strike us?
The first impression is an effect of the first encounter with a person. The first time a person meets another or a group of people, they form a mental image depending on the situation which they meet. The first impression lasts for long and cannot be changed in the mind of a person. It is all a matter of seconds and a first impression is made. Over time from continuous interaction with people, impressions about them may change. Continuous interactions mean that we get to understand the individuals much more and know more about them; however, their first impression is unchangeable. First impressions are not only made when we meet new people, but also our first encounter with new commodities or services gives us first impressions.
First impressions strike us as a long lasting image that we use to make our next move towards a person, product or a service. We often use first impressions to form a basis for our future interactions with something that we encounter for the first time. Depending on the person making the observation and their past experiences, the image from the first impression may lead to a true or false conclusion. When a person makes a first impression from former experiences, their conclusion may be wrong. First impressions lead to judgment which may at times be incorrect.
First Impression of John after reading the first scenario
In the first scenario, I found John to be an outgoing person; he is at ease when talking to people around him. He enters a room full of people and begins interacting with them; he appears to be social and interactive. He begins talking to his acquaintance, probably to find out how the going is for him and talk about current issues as he waits to be noticed by the clerk. I found John to be patient; he engages in a conversation before it is his turn to get served, he did not go demanding to be served. He waits until the clerk notices him and that is when he gets served.
In this first scenario John comes out as a confident person; he is free with the people around him and seems okay in this room which is full of people. He takes every opportunity he gets to interact with the people around him; he does not pass anybody he comes into contact with. His confidence is also portrayed where he takes time to talk to girl he had just met the other night.
First impression of John after reading the second scenario
In the second scenario, John comes out as a loner. He leaves the office alone, painting the picture that he has no friends from his work place. While leaving work, people with friends from work come out together happy as they go to unwind after a long day at work. John portrays the image of someone who is completely withdrawn and living in his own small world. He walks on the shady side of the street, he avoids the sunshine. He comes out as a different person; he doesn’t seem to enjoy the things that make other people happy.
John is anti-social he doesn’t talk to new people in the bar; he does not interact with the people who are familiar to him at the bar. This paints an image of a person who is not proud of himself, a person with a low self-esteem. He sits alone at the corner of the table in the bar, drinks alone and leaves immediately he finishes his drink. John is not confident; while walking down the street, he sees a pretty girl he had meet but does not even say hi to her. He should have at least said hi to her and invited her to the bar for a drink.
After rereading the scenario in reverse order
John portrays the image of a shy person. He does not interact with people around him, I found him quiet. He does not appear to be interested in interacting with people, in the bar he sits alone and drinks by himself. He has probably had a long day at work and needs some time alone. He is probably ashamed of himself and has a bad reputation, he finds it hard to talk to people he knows at the bar. I find him afraid of interacting with people; he may be wondering what people will think of him when he talks to them and this puts him in a position where he does not want to start a conversation or be part of one.
John is fresh and energetic early in the day. He enjoys the sunshine and portrays a jovial character where he engages in conversations with the people at the store. He is confident and happy to have a new day at work. According to Abraham Maslow’s hierarchy of needs he has achieved the self-esteem needs.
References
Demarais, A., & White, V. (2004). First impressions: what you don’t know about how others see you. New York: Bantam Books.
Maslow, A. H., Stephens, D. C., & Heil, G. (1998). Maslow on management. New York: John Wiley.
Roberts, N. (20061984). First impressions. New York: Silhouette Books.
How Digital Learning Can Improve Students’ Satisfaction
How Digital Learning Can Improve Students’ Satisfaction (Satisfaction) At the University of Sydney
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How Digital Learning Can Improve Students’ Satisfaction (Satisfaction) At the University of Sydney
Introduction
Digital learning is a fundamental disruptive learning technology with the established capacity to ultimately transform the way the higher education system is provided and delivered. The effective implementation of digital learning has propagated the delivery of online courses, which are rapidly emerging the delivery method of choice for numerous educational programs, particularly at the graduate and professional education level. Consequently, online enrolments have grown exponentially over the years in comparison to the general college population. This has been spurred by the increase in the population of students undertaking at the minimum one course in developing nations in a higher magnitude to the increasing education population. As digital learning continues to spread rapidly, gain popularity and approval across the world, it is necessary to evaluate how digital learning can improve students’ satisfaction and overall performance at the University of Sydney.
Digital Learning at the University of Sydney
According to Callaghan (2018), one in every five domestic students studies online. The cited represents a 25% increase in the statistics over the last decade. Furthermore, studies establish that digital learning results in better scores on the majority measures of learners’ fulfillment, as evident in a study carried out in Vietnam (Pham, Limbu, Bui, Nguyen & Pham, 2019). For such, the transition has compelled course designers such as the University of Sydney to be more innovative in the manner they approach digital learning.
The University of Sydney is dedicated to the constant augmentation of the students’ learning experience besides examining means to be more creative. Canvas is the key digital learning platform in the institution where students can find extensive information and resources for their study units (The University of Sydney, 2020a). In Canvas, students can access unlimited learning materials for each unit they are enrolled in. Each unit has its distinct site that usually comprises of the unit’s study plan, learning resources like lecture notes and presentations, assessment classes, recordings, interactive videos, links to various reading and articles. A unit equally contains communication tools like discussions and announcements, discussion posts, assignment submission, unit coordinator or instructor contact information and a calendar that displays significant course dates. An essential feature about Canvas learning management system is that a student can access all their units at any given time they are a student at the University.
Similarly, all the institution’s learning and teaching are currently conducted online via the canvas amid the COVID-19 pandemic (The University of Sydney, 2020b). Moreover, the institution established a “Centre for Research on Learning and Innovation” to provide a foundation for the institution’s research on both education and innovation (The University of Sydney, 2020c). The center was developed from the “Computer Supported Learning and Cognition Centre (CoCo),” the “Sciences and Technologies of Learning” research system with strong pedigrees from different faculties in the institution, as well as administration department. The University of Sydney ranking among the top universities in Australia and the best institutions of higher learning in the world can be attributed to the institution’s excellent research and learning infrastructure.
Accordingly, to establish how digital learning can enhance learners’ satisfaction at the University of Sydney, a survey was conducted on the institution’s ICPU unit to obtain data on the various faculties that apply online learning, the digital platforms utilized, and their satisfaction level with the platforms. The survey comprised of a sample population of 30 students who were asked of their overall satisfaction with the existing digital learning platforms- Canvas. More than 70% of the students acknowledged that the disruptive online learning technology, Canvas, and current use of Zoom for class lectures amid the pandemic, is highly effective during the ongoing epidemic. The students contended that the platform’s convenience and support for high-quality learning programs fulfill their learning expectations besides their satisfaction with instructors’ performances and course quality hence the need for the University to continue investing in digital learning.
SWOT Analysis
SWOT analysis is a premeditated planning instrument employed by organizations or individuals to identify their “strengths, weaknesses, opportunities, and the threats” linked to business competition, thus the acronym- SWOT. It is difficult to precisely map out an organization’s future without formerly evaluating it from all the possible angles. The features mentioned above a meticulous exploration of all its internal resources, external resources threats (Sarsby, 2016). SWOT analysis principally assists organizations in establishing a comprehensive awareness of all the aspects involved in making a decision. Most importantly, the tool enables firms to realize recommendations and approaches appropriate for leveraging the strengths and opportunities to overcome the established weaknesses and threats in the firm.
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INTERNAL STRENGTHS W INTERNAL WEAKNESS
Links instructors and students.
Facilitate communication between instructor and student
Contains information on institutional syllabus and course for all learners
Hosting a large volume of online and learning materials (Selleo, 2020).
Assignment submissions
Grade monitoring Technical failures or issues during use.
Confusing zoom features.
User error since not all instructors are tech-savvy.
O EXTERNAL OPPORTUNITIES T EXTERNAL THREATS
Canvas is the fastest growing learning management platform.
Canvas makes education more effective, efficient, and interactive.
It simplifies teaching, promotes learning, and eradicates the struggles of supporting and increasing learning technologies hence the need for the University to invest more in the technology. Giant competitors such as Blackboard, inteVISTA, D2L.
Conclusion
Digital learning is vital to the long-term advancement of institutions as established by the increased demand for off-campus (online) courses than on-campus or face to face learning. The presence of digital learning platforms such as Canvas in the University of Sydney inarguably satisfies students learning as indicated in the survey conducted for the platform’s convenience, availability of vast learning materials, and liaison between instructors and students. The cited stresses the need for the University to continue investing in digital learning infrastructure to reach an expansive population of learners.
References
Callaghan, R. (2018). Digital learning on course for growth. The Sydney Morning Herald. Retrieved from https://www.smh.com.au/business/workplace/digital-learning-on-course-for-growth-20181119-p50gy1.html
Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Do e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(7), 1-26.
Sarsby, A. (2016). SWOT Analysis. Lulu.com
Selleo. (2020). Canvas LMS – Pros & Cons. Retrieved from https://selleo.com/blog/canvas-LMS-pros-and-cons
The University of Sydney. (2020a). Current Students: Learning in Canvas. Retrieved from; https://www.sydney.edu.au/students/canvas.html
The University of Sydney. (2020b). Flexible study: Decide how and when to study. Retrieved from https://www.sydney.edu.au/study/study-options/postgraduate-courses/flexible-study.html
The University of Sydney. (2020c). Centre for research on learning and innovation. Retrieved from; https://www.sydney.edu.au/arts/our-research/centres-institutes-and-groups/centre-for-research-on-learning-and-innovation.html
Experimental Designs
Concepts of Measurements and Experimental Designs
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Abstract
In this article, Bovi et al., (2016) intended to answer the following questions in their study, they used video modeling with voice-over instruction to train public school staff to implement a preference assessment: (1) assess the usefulness of video modeling with voice-over instruction in training (VMVO). (2) evaluate the viability of VMVO in training. (3) determine whether these skills are recalled up to 8 weeks following education, and (4) examine contextual credibility information to determine whether this teaching style is evaluated positively by employee recruits (Bovi et al., 2016). The simulation method was applied, and staff Peter and Molly served as interns on the team. Throughout the testing, training, and service exercises, the first researcher served as the virtual user. Workshops were held in a meeting room at a high school in the suburbs. Subject; Eight toys were used during workouts with the virtual user. Design; Seminars were chosen based on a survey of authentic users’ individual participant’s activities recordings on various desktop or laptop pcs.
Writers offered two distinct instructional sessions, first which included Molly and Peter, who worked as team trainees on the payroll. A school’s Assistant Principal was Peter, a 48-year-old guy. Peter has no prior experience working with people with ASD, but has stated a desire to continue working closely with these students and has one year of experience interacting with ASD students. Peter and Molly were successful in meeting the proficiency set of criteria. During post-training function approximation tests, all of these employees recruited demonstrated productivity levels of nearly 100 percent. They also stated that after VMVO preparation, they are confident in executing an MSWO inclination evaluation. The writers regarded that VMVO as a fantastic technique for new talent to learn expertise (Bovi et al., 2016). They also stated that they will prescribe VMO in the event of training in the near future.
The Seven Dimensions Discussion
The evaluation of a thesis claiming to be an experimental behavior analysis differs from the evaluation of a comparative experimental evaluation without a doubt, and the analysis should be applied, behavioral, and analytic; it must also be technological, conceptually systematic, and accurate, and it must demonstrate generality. These ideas are expanded on below and compared with the conditions frequently suggested for using cognitive and behavioral testing, which, while analytical, is not applied (Baer et al.,1968).
Generality
When a behavior is supposed to be improved, generalization is used, and the reform cannot be conditioned to occur only in an instant or for a short length of time following (Baer et al, 1968). Behavior modification, or the strategies learned in treatment, can have longterm effects. Furthermore, it can remain across persons even after therapy, and cultures. ABA is typically provided within a more therapeutic or regulated setting. During training can take place under these environments, therapy must always be modified. to the individual’s ecosystems in the vicinity (Parsons et al., 2012). Furthermore, individuals contribute to ensuring that the actions are extrapolated in other situations in care and lasts a long period.
Regardless, it is preferable for the child to have consistent caregivers throughout his or her childhood, the youngster may still have the opportunity to practice learning methods alongside other newborns and professionals. Until therapy achieves generality, it is not considered beneficial or productive. Sessions, for example, took place in a conference facility in a suburban high school, according to the story. There were eight dolls used in studies with the virtual user (Bovi et al., 2016). The workshops had been selected through a referendum performed by the customers’ individual guardians. Various laptop notebooks also were utilized to record courses and show video tutorials.
Effective
Effective aims must express and be significant to an individual’s and society’s historical identity, but the tactics used must also be effective (Baer et al., 1968). Consider the following questions: “Is indeed the entire procedure running?” and “Do I observe the data flowing in the anticipated direction?” These worries can be mitigated by regular delivery confirmation and monitoring medications. The paper clearly demonstrates that plastic toy techniques and solitary session probing with a virtual Customer are equivalent to the standard. Molly and Peter were tested 4 and 8 weeks following their separate dominations, respectively. A goal was evident in the context of the article. The key goal is to improve training behavior such that video training or simulation can be used to train employees (Bovi et al., 2016). It should be done without the need for a trainer. In the end, it was a success. It was obvious that after watching the film, personnel could retain key information, which was equivalent to training.
Applied
The term refers to the implementation of ABA tactics in culture as a result of experimental studies. Personality specialists rely on these ABA execution rules to change relationally significant attitudes, (Baer et al., 1968). The person’s significance and the person’s relatives define the appropriate treatment aims chosen as a prioritized emphasis. How immediately beneficial the targeted behavior alteration will be to the person The personnel were educated and assessed in the article to see if they had gained the necessary expertise. In five sessions, a hypothetical user responded with normal comments, while two tests provided surprising responses (Bovi et al., 2016). Throughout the first ten seconds of receiving the advice, the normal reaction was to select an object.
Behavioral
In order to improve a person’s behavior, it must be apparent and traceable. It is only possible to alter a particular behavior when one can see and track everything, easily quantify it with data, and hence change it accordingly (Baer et al., 1968). As a result, it is vital to clearly define “behavior modification” in terms of how the child’s immediate environment has been shaped, rather than just their conduct and attitude. The conduct was described in the article. It was discovered that a large number of current studies have qualified employees to carry out. In infrastructure spending choice tests, methods were employed. This requires the involvement of another individual to deliver them individually. Recently there seems to be a significant increase of interest in examining tutoring approaches that minimize the need such as a personnel instructor to always be present in all aspects for the guidance (Bovi et al., 2016). One key method is a virtual simulation, which involves broadcasting a video demonstrating a goal action or an ability in the hopes that viewers would imitate the offered behavior and does not require the participation of a personnel teacher as employees watch video clips. As a result, the practicality and applicability of VMVO in a law school context remain uncertain. Moreover, the behavior was subsequently modified again for greater.
Analytic
Logical reasoning involves focusing on statistical data and making valid computation judgments, which needs the collection of data on efforts (Baer, et al,1968). Based on the data, if a certain activity does not result in an increase or improvement in right conduct, it is necessary to undertake a transformation. It improves the issue of plausibility: could the actual action and evidence exhibit the necessary shift to convey a believable successful great friendship? The approach for the duty assessment for the MSWO purpose appraisals provided in the paper was equivalent to the procedure outlined initial Data, the workforce learner was to place all eight variables in such a horizontal sequence beside the customer, with every item approximately 5 cm away, recommend the user to use an item (– for example, pick one), and give customers 10 seconds to complete choices. The professional learner got instructed to choose an object, flip it around, and relocate it to the far right, opposite, or oppositely. The articles were removed and placed out of sight after 30 seconds. The learner muffled the answer if the consumer picked one of the options. This cycle was repeated until all products were chosen or the person does not choose another. The participant was tasked with determining the percentage (Bovi et al., 2016). The number of elements selected for each part, as well as the usage of evaluation to establish how many elements were selected.
Conceptually Systematic
The term “philosophically systemic” refers to an approach that is data-driven and adheres to defined behavior-evaluation criteria. “Is this activity compatible with the notions that were proven to be useful as outlined in the investigation?” is a critical question to consider (Bovi et al., 2016). With all of the participants, they employed a synchronous test-retest technique design. The regression model on the thirteen-step task evaluation was the proportion of openings successfully fulfilled by the staff apprentices. All of the workshops were evaluated using the film. Each day, from one to five days a week, one or two workshops were offered. Peter achieved 100 % and 98 % inters – observers’ cooperation scores, correspondingly (range 92 to 100). It turned out to be the typical measurement.
Technological
An activity must be stated in such a way that all of the features are described clearly and in sufficient depth for anybody else to repeat it. It is essential to clearly state and explain all strategies for every approach. Consider one’s favorite Pinterest cake recipe: it’s well-written, simple to comprehend, and simple to execute. It’s so easy that even a spouse can do it! Specific behavioral analytic processes are rather complex, but they must follow a set of norms. Assume that the given procedure is difficult to comprehend or was not explicitly documented; the probability that any person in the recovery team is utilizing treatment, in the same way, is less. Whenever a change in behavior is basic, it’s indeed easy to duplicate and has a higher probability of care and good outcome.
Operational Definition of Behaviors
A cognitive, operational idea is a method for identifying and managing activities in the classroom. It is a clear and precise concept that allows two or more unbiased persons to define the same found behavior, even if it occurs in quite different conditions. An issue or focal behavior is the action that the instructor wishes to modify. It is often activity or capability that occurs more frequently or less frequently than expected. In addition to observing behavioral patterns, the instructor may find it useful to develop a replacement or desired behavior. The instructor expects the student to take part in the substitute activity. In terms of operational definitions of behaviors. Frank is distinguished by the following characteristics:
Frank spends his time doing things that aren’t related to his work. During class, the teacher notices Frank fiddling with items on his desk. He’s not paying attention at all. In other terms, it may be defined as “attending class activities other than assignments.” This proclivity is what keeps Frank from finishing his classwork. He often lowers his head, taking his focus away from what the professors are saying. The above-mentioned behavior is the intended behavior. As the substitute behavior in this situation, Frank will pay attention in class and do his task.
In addition, Frank engages in both non-compliance and compliance goal behavior. It can be shown in his actions such as saying “I don’t want to,” sticking his head down, reading a book, or dabbling with items on his desk. In this scenario, compliance functions as a substitute behavior. In this case, compliance means that Frank will reply to the provided command and execute the request within 5 seconds of receiving it. Finally, physical violence is found to be Frank’s goal behavior. Frank likes kicking and banging on the desk or other classroom equipment.
Methods of Recording Data
To follow Frank’s behaviors, the optimum data recording methods will be duration, latency, and frequency. Frequency and length are both useful measures to employ for behaviors that have a distinct beginning and endpoint, such as noncompliance and violence. I’d leverage frequency to keep track of how many times Frank has shown antagonism. Sarina’s noncompliance would be tracked using the duration measurement. The frequency restriction is that an observer may miscalculate the number of times an individual performed activities, thereby affecting the data’s validity. Another shortcoming of frequency is that it does not reveal exactly long the individual engaged in that action lasted. (EXAMPLE)
Validity and Reliability Procedures
Above all, the frequency was found to be the most effective method for achieving the best results in antagonism and off-task conduct (Cooper et al., 2020). The following elements propelled it to unprecedented heights. The likelihood offered an exact tally of the hostility and off-task behaviors that happened throughout a certain time period. Tally points were utilized to keep track of the number of times the aggressive behavior occurred and the intensity of the conduct. When the action occurred, frequency provides an easy mechanism to secretly count the number of times the behavior occurred. After the procedure was completed, I counted the number of instances of antagonism and off-task conduct on the information table. Data has a beginning and a finish. Occur with a clearly defined frequency evaluates both good and negative behavior, such as how frequently the youngster beats on the desk in anger. Simple frequency statistics are simple for staff to collect; however, they do not account for how long each procedure takes and maybe erroneous owing to human error to the wide range of session duration.
In this research, the only meaningful discontinuous metric that could deliver the best results was a delay. It is because latency data gathering methods supported me in only computing a percentage of the incidences of non-compliance activity. Due to the latency, I was able to break the operation into tiny timepieces. While these data may be less reliable than those gathered by concurrent information collection methods, they are more easily accessible in congested places Every discrete calculating approach has some degree of error. Latency is the duration of time that has passed between the discriminative stimulus (SD) and the response. This statistic aided in measuring how quickly a person responds to a certain stimulus. To determine how long anything takes, use latency data.
References
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied
behavior analysis. Journal of applied behavior analysis, 1(1), 91.
Bovi, G. M., Vladescu, J. C., DeBar, R. M., Carroll, R. A., & Sarokoff, R. A. (2016). Using
Video Modeling with Voice-over Instruction to Train Public School Staff to
Implement a Preference Assessment. Behavior Analysis in Practice, 10(1), 72–76.
https://doi.org/10.1007/s40617-016-0135-yParsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide
for practitioners. Behavior analysis in practice, 5(2), 2-11.
Slocum, T. A., Detrich, R., Wilczynski, S. M., Spencer, T. D., Lewis, T., & Wolfe, K. (2014).
The evidence-based practice of applied behavior analysis. The Behavior Analyst,
37(1), 41-56.