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1. Consider how AI technology might compel you to revise your course assignments, quizzes, and tests to avoid encouraging unethical or dishonest use of generative AI.  2. Develop and integrate a generative AI policy throughout the course resources:  



Provide clear definitions, expectations, and repercussions of what will happen if students violate the policy.  
Explain the standards of academic integrity in the course, especially as related to use of AI technologies, and review the Integrity of Scholarship and Grades Policy.  






Be clear about what types of AI are acceptable and what versions of the technology students can use or not use.  
Put this policy into D2L and any assignment instructions consistently.  



3. Discuss these expectations when talking about course policies at the beginning of the course and remind students about them as you discuss course assignments:  



Take time to explain to students the pros and cons of generative AI technologies relative to your course. 
Explain the development of your policy and make clear the values, ethics, and philosophies underpinning its development.  






Explain the repercussions of not following the course policy and submit an Academic Dishonesty Report if needed.  



4. If you want to integrate AI in the classroom as an allowed or required resource:  



Consult with MSU IT guidance about recommendations for use and adoption of generative AI technology, including guidelines for keeping you and your data safe.  
Determine if MSU already has access to the tools you desire for free, and if not available through MSU, consider the cost and availability of the resources you will allow or require, and go through MSU's procurement process.   
If you want to require students to use an AI technology that comes with a cost, put the resource into the scheduling system as you would a textbook, so students know that is an anticipated cost to them.  

Effective Management Information System:
Essential characteristics of an effective management information system are 1. MIS is management-oriented 2. MIS is developed under the direction of management 3. MIS is an integrated system 4. common data flow 5. MIS is based upon the future needs of the business 6. MIS is composed of sub-systems 7. MIS requires flexibility 8. distributed data processing and 9. MIS is mostly computerized.
Management Information System is established in an organization to provide relevant information to the managers to operate effectively and efficiently.
1. MIS is management-oriented:
The design of MIS starts with an appraisal of the information needs of the management. The system is usually designed from top to bottom. However, this does not mean that MIS fulfills the information needs of top management only.
 
It only implies that the information needs of the top management will serve as a basis for the assessment of the information needs of lower-level managers. In every case, the system should be designed to cater to the information needs of all levels of management.
2. MIS is developed under the direction of management:
Because of the management orientation of MIS, it is imperative that the management of an organization actively directs the development and establishment of the MIS in an organization.
It is rare to find an MIS where the manager himself, or a high-level representative of his department, is not spending a good deal of time in the system design.
 

Here are some tips to keep in mind to increase your hemoglobin levels:
Switch to brown rice: As a superfood, brown rice can help prevent various diseases related to cholesterol and the gastrointestinal system. It is rich in iron, containing 0.52 milligrams of iron for every 100 grams.
Enjoy dark chocolate: With over 80% of cocoa, dark chocolate naturally improves hemoglobin levels. Plus, it is loaded with minerals, nutrients and antioxidants.
Drink nettle tea: The spice nettle has also proven to be a good source of iron and vitamin B and C. They can also play a part in increasing hemoglobin levels.
Exercise: Take up moderate to high-intensity exercise to help your body produce more hemoglobin to meet the oxygen demands of your body. 
Stay tuned to the Activ Living Community. Keep up to date with the latest health tips and trends through expert videos, podcasts, articles, and much more in nutrition, fitness, mindfulness, and lifestyle conditions like Asthma, Blood Pressure, Cholesterol, and Diabetes.

1.  Consider Your Clothing. 

You don’t have to dress nicely by any means, but you should probably follow a couple of basic rules.  Most importantly, don’t ever consider fanny packs/bum bags.  Not under any circumstances.  They are easy to rob, mark you as a tourist, and most damning of al they are goddamn ugly.  For North Americans, leave behind the white socks, white sneakers, and baseball cap as well.  It’s certainly okay to keep your own sense of style, but if you want people to treat you more fairly, then avoiding the stereotypes is a good idea.

 

2. Money Matters

How much should you take and in what form?  The simplest approach is to forget traveler’s checks and large wads of cash.  Instead, bring your ATM card and pull out your money as you need it.  Try to withdraw the equivalent of a couple hundred at a time–this way you don’t pay a fortune in transaction fees, but if you lose your cash or are robbed it’s not the end of the world.  Most cities and almost all airports are connected these days–if you are going to be in one or passing through one you should be just fine. 

 

3.  Your Budget Will Be Wrong. 
You can plan down to the last tuppence, but in the end your trip–be it 2 weeks or 12 months–will cost more than your highest estimate.  Whether it’s replacing stolen/lost items, mailing things home, signing up for expensive tours, loads of souvenirs, or simply finding that the least expensive places are that way for a reason, that’s the nature of dealing with the unexpected.  Most importantly, don’t stress when things cost more than you expected.  (It’s the nature of the beast.  If you are simply flat broke, there are places all over the Internet about working abroad.)

1. Communicate With ThemI used to talk to my daughter continuously (right from her birth won’t be an exaggeration). I used to label every action I was doing, right from standing up, sitting down, singing, cooking, etc. I also marked every object she was looking at like door, plate, stroller, shoes; feeling- like the wind, heat, cold; tasting- like sour, sweet, salty, etc. So, by the time she was nine months old, she had a good vocabulary, a good grasp of all the activities people did around her and understood different tastes.2. Introduce Books, Storytelling And NarrationBooks play a vital role in both brain development and language skills. They’re also the first step towards gross motor skill development (holding books, turning pages). I had introduced cloth books & soft sponge books to her when she was two months old, board books from five months, and paper books after she turned a year old. She liked colourful objects, animals, birds & shapes till around nine months and then loved listening to simple short stories from illustrated books (no fairy tales). And activity books (match the shadows, pairing similar objects) after she turned 2.3. Ask Questions To Stimulate The Thinking ProcessAs I introduced the books, I named the objects she was seeing in all the languages I knew. Then I gradually started describing them (shape, colour, use). I explained the environment in which they are found and constantly asked her questions. For example, pointing at a rabbit, instead of asking “what is this?” I asked her, “it has long ears, a short fluffy tail, is soft & white like cotton. What is it?”. I continued with the exercise even when we went out to some shop or mall. We played the “I spy” game in the house & outdoors. I would describe objects and ask her to identify them. It was fun.4. Let Your Kids Explore - Touch, Feel, Smell, TasteI encouraged the natural tendency that kids have to explore the world around them. (But of course, with discretion). I never stopped her from playing with stones or mud in the garden, things like tasting sour lime or bitter gourd, smell a flower on the plant, etc. She learned by herself that stones were hard, mud was soft, ice was cold, the paper could be torn with hands and rubber bands were elastic & so on. Things that were not safe for her we explained to her & kept out of reach- like touching a hot cup of tea could burn her skin, pressing against a glass door could break the glass, playing with a sharp object could hurt, etc.

Checking Your Course Materials & Resources
In anticipation of starting a new semester it is always a good idea to check the materials you plan on using for your course. Here are a couple of pitfalls that could happen, and how you might protect yourself. 
 
1)    Where did that go?
Sometimes we link to library resources such as journal articles, books, or media and we expect that the link will be ‘good’ in perpetuity. However, over time things shift and change. It is a good idea to use stable links to ensure that your resources will be available to students when they select the link you have provided. Here is the library resource on using stable links in your course - https://libguides.lib.msu.edu/stablelinks
 
2)    It’s not the limits we set…
Some resources have a limit to the number of individuals who can access the resource at one time. It’s kind of like the olden days when there were only a few copies of a book in the library for hundreds of students. The same occurs in some digital resources. It is a good idea to ensure that your resources don’t have any restrictions, and if they do, that you are aware of these prior to adding these to your final syllabus or course reading list. Here is a library article to help with these situations - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
3)    Deadlines and other support help
If you are experiencing an issue with access or availability to course resources from the library, you should contact them as soon as possible in the planning process. MSU librarians are very skilled and knowledgeable about the availability of resources and suggestions for alternatives when necessary. Here is a link to help with course materials - https://libguides.lib.msu.edu/c.php?g=917727&p=6913084
 
 The aforementioned points are related to resources and materials available through the MSU library. It is always a good idea to check your links and access to third-party resources and materials that you have ‘used in the past’. Over time open and free resources can become fee-for-access (e.g., you will receive a 401 Unauthorized error), as well as being removed from the web entirely (e.g., the dreaded 404 ‘Not Found’ error). Checking these resources early can help you avoid last minute panic and scramble to find alternatives for your course.

A management system describes the way in which companies organize themselves in their structures and processes in order to act systematically, ensure smooth processes and achieve planned results Modern management systems usually follow the PDCA cycle of planning, implementation, review and improvement (Plan-Do-Check-Act).
An effective management system is based on and controls structured and optimized processes. Thus, it establishes the systematic and continuous improvement of the organization through clear rules, roles and processes.
Management systems can be used in all areas - depending on where your company operates and what goals are to be achieved. This can be in a specific industry, such as transport and logistics, the automotive industry or healthcare, or even across industries.
Modern management systems according to ISO standards follow the same logic, the so-called High Level Structure, but cover different aspects. The most widely used is the internationally known ISO 9001 standard for a quality management system.

Identify a student with a disability in your classroom. Specifically, identify a student that has difficulty accessing information or instructions or demonstrating knowledge within the same timeframe as other students. For example, the student might have difficulty staying focused on classwork and, therefore, does not complete work on time. To protect the privacy of your student, please use a first name only, or else use an alias.
Describe the student you selected, making sure to include:

Basic details about the student, including age, gender, first language, etc.
A description of the student's disability category and the barrier that interferes with the student’s ability to access or demonstrate learning
At least three of the student’s strengths
What the student is having difficulty with (e.g., completing a task on time)