©2015 Cengage Learning. All Rights Reserved. May not be scan
•Download as DOCX, PDF•
0 likes•2 views
©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 1 SUPERVISORY MANAGEMENT ROLES AND CHALLENGES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Explain why management is needed in all organizationsDescribe the different levels of managementDiscuss what managers doExplain the basic skills required for effective managementExplain where supervisors come from LEARNING OBJECTIVES * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Clarify the different relationships supervisory managers have with othersDiscuss the emerging position of supervisory managersDiscuss some trends challenging supervisors LEARNING OBJECTIVES * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Organization: Group of people working together in a structured situation for a common objectiveBasic organizational activitiesOperations: Producing the product or serviceMarketing: Selling and distributing the product or serviceFinancing: Providing and using funds to produce and distribute the product or service NEED FOR MANAGEMENT * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Working with people to achieve objectives by:Effective decision making Coordinating available resourcesManagers are needed in all types of organizations MANAGEMENT * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or ...
Report
Share
Report
Share
Recommended
• • ELEVENTH EDITION BUSINESS DATA NETWORKS AND
This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
⁎ Corresponding author.E-mail addresses [email protected] (
⁎ Corresponding author.
E-mail addresses: [email protected] (K. Campo),
[email protected] (E. Breugelmans).
www.elsevier
http://dx.doi.org/10.1016/j.intmar.2015.04.001
1094-9968/© 2015 Direct Marketing Educational Foundation, Inc., dba Marketing EDGE. All rights reserved.
Available online at www.sciencedirect.com
ScienceDirect
Journal of Interactive Marketing 31 (2015) 63–78
.com/locate/intmar
Buying Groceries in Brick and Click Stores: Category
Allocation Decisions and the Moderating Effect of Online
Buying Experience
Katia Campo ⁎& Els Breugelmans
KU Leuven, Faculty of Economics and Business, Korte Nieuwstraat 33, 2000 Antwerp, Belgium
Available online 27 August 2015
Abstract
The large majority of online grocery shoppers are multichannel shoppers who keep visiting offline grocery stores to combine convenience
advantages of online shopping with self-service advantages of offline stores. An important retail management question, therefore, is how these
consumers divide grocery purchases across the retailer's online and offline channel. We provide a comprehensive analysis of the impact of
category characteristics on the allocation pattern of multichannel grocery shoppers and find that category allocation decisions are affected not
only by marketing mix differences between the online and offline channel, but also by intrinsic category characteristics like perceived purchase risk
and shopping convenience. In addition, we examine the effect of online buying experience. In line with expectations, we find that it can affect
allocation patterns in different ways: (i) it attenuates the perceived risk of buying sensory categories online, thereby reducing differences in online
category share, (ii) it reinforces marketing mix (assortment) effects, thereby making online category share differences more pronounced, and (iii) it
has no effect for factors such as promotions that are easy to evaluate without experience, thereby leaving the online category share stable. In
addition to different experience effects across allocation factors, we also observe variations in experience effects across consumer segments.
© 2015 Direct Marketing Educational Foundation, Inc., dba Marketing EDGE. All rights reserved.
Keywords: Multichannel shopping; Online grocery shopping; Category allocation decision; Buying experience
Introduction operate an online store next to their offline supermarket outlets
While lagging behind in comparison with many other
consumer markets, online shopping for groceries has increased
dramatically over the last few years, and now tops the agenda of
all major grocery retailers (Warschun 2012). “[Grocery] retailers
are increasingly finding they must innovate in ways that make it
easier and more convenient for their customers to get what they
need without missing a beat," according to Nielsen's Continuous
Innovation report, which found that “convenience itself may be
the most creative and energetic example of retail innovation”
(Nielsen 20 ...
‘ICHAPTER TWOChapter Objectives• To define stakehold
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –C H A P T E R T E Nk Introductionk Alber
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everyd
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the disp
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
• Sultan Alalshaikh, Doctoral Student, Pepperdine University G
• Sultan Alalshaikh, Doctoral Student, Pepperdine University Graduate School of Education and Psychology. E-mail: Sul-
[email protected]
The Quarterly Review of Distance Education, Volume 16(3), 2015, pp. 67–75 ISSN 1528-3518
Copyright © 2015 Information Age Publishing, Inc. All rights of reproduction in any form reserved.
IAP
PR
OO
FS
© 2
015
CULTURAL IMPACTS ON DISTANCE
LEARNING, ONLINE LEARNING STYLES,
AND DESIGN
Sultan Alalshaikh
Pepperdine University
This article focuses on the multicultural nature of distance learners. To note, the heightened demand for higher
education on a global scale, as well as rapid advancements in telecommunication technologies, have rendered
online distance education as having potential for worldwide reach online schools in many countries. Because
of this, online educators should design instruction in such a way that people from different cultural back-
grounds effectively learn from it. Indeed, instructors and instructional designers, particularly those working in
online learning environments, should develop the necessary skills so they are able to deliver “culturally sen-
sitive and culturally appropriate and robust instruction.” The article explores the relevant concepts such as the
cultural dimension of distance learning, instructional design that is culturally appropriate, learning as
impacted by culture, as well as the need for multicultural competency training for distance school instructors.
The article also explores the barriers to effectiveness in delivery of culturally appropriate instruction in the
context of distance learning. The theoretical foundation for the article is Freire’s critical pedagogy.
INTRODUCTION
Heightening demand for higher education on a
global scale, as well as rapid advancements in
telecommunication technologies, have ren-
dered online distance education as having
potential for worldwide reach (Garrison &
Anderson, 2003; Sadykova & Dautermann,
2009). Indeed, one of the most remarkable
social developments of the past 20 years has
been the increasing ubiquity of technology as
well as of Internet connectivity. Hence, a pri-
mary part of life is the integration of the Inter-
net and computer technology into almost every
facet of life—from transportation, communi-
cation, and finance, to education (Gaudelli,
2006, p. 97). Needless to say, many people rely
on computers and Internet connectivity in
order to function effectively and efficiently. It
is noteworthy that academic institutions have
also increasingly been dependent upon tech-
nology in order to facilitate instruction and
68 The Quarterly Review of Distance Education Vol. 16, No. 3, 2015
IAP
PR
OO
FS
© 2
015
operations. Such schools have varying motiva-
tions to do so, but a commonality among them
is that they seek to prepare their graduates to
“function in a technology-rich, information-
based society” (Gaudelli, 2006, p. 97).
Most students today are digital natives who
comfort ...
•2Notes for the professorMuch of the content on these
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
Recommended
• • ELEVENTH EDITION BUSINESS DATA NETWORKS AND
This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
⁎ Corresponding author.E-mail addresses [email protected] (
⁎ Corresponding author.
E-mail addresses: [email protected] (K. Campo),
[email protected] (E. Breugelmans).
www.elsevier
http://dx.doi.org/10.1016/j.intmar.2015.04.001
1094-9968/© 2015 Direct Marketing Educational Foundation, Inc., dba Marketing EDGE. All rights reserved.
Available online at www.sciencedirect.com
ScienceDirect
Journal of Interactive Marketing 31 (2015) 63–78
.com/locate/intmar
Buying Groceries in Brick and Click Stores: Category
Allocation Decisions and the Moderating Effect of Online
Buying Experience
Katia Campo ⁎& Els Breugelmans
KU Leuven, Faculty of Economics and Business, Korte Nieuwstraat 33, 2000 Antwerp, Belgium
Available online 27 August 2015
Abstract
The large majority of online grocery shoppers are multichannel shoppers who keep visiting offline grocery stores to combine convenience
advantages of online shopping with self-service advantages of offline stores. An important retail management question, therefore, is how these
consumers divide grocery purchases across the retailer's online and offline channel. We provide a comprehensive analysis of the impact of
category characteristics on the allocation pattern of multichannel grocery shoppers and find that category allocation decisions are affected not
only by marketing mix differences between the online and offline channel, but also by intrinsic category characteristics like perceived purchase risk
and shopping convenience. In addition, we examine the effect of online buying experience. In line with expectations, we find that it can affect
allocation patterns in different ways: (i) it attenuates the perceived risk of buying sensory categories online, thereby reducing differences in online
category share, (ii) it reinforces marketing mix (assortment) effects, thereby making online category share differences more pronounced, and (iii) it
has no effect for factors such as promotions that are easy to evaluate without experience, thereby leaving the online category share stable. In
addition to different experience effects across allocation factors, we also observe variations in experience effects across consumer segments.
© 2015 Direct Marketing Educational Foundation, Inc., dba Marketing EDGE. All rights reserved.
Keywords: Multichannel shopping; Online grocery shopping; Category allocation decision; Buying experience
Introduction operate an online store next to their offline supermarket outlets
While lagging behind in comparison with many other
consumer markets, online shopping for groceries has increased
dramatically over the last few years, and now tops the agenda of
all major grocery retailers (Warschun 2012). “[Grocery] retailers
are increasingly finding they must innovate in ways that make it
easier and more convenient for their customers to get what they
need without missing a beat," according to Nielsen's Continuous
Innovation report, which found that “convenience itself may be
the most creative and energetic example of retail innovation”
(Nielsen 20 ...
‘ICHAPTER TWOChapter Objectives• To define stakehold
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –C H A P T E R T E Nk Introductionk Alber
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everyd
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the disp
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
• Sultan Alalshaikh, Doctoral Student, Pepperdine University G
• Sultan Alalshaikh, Doctoral Student, Pepperdine University Graduate School of Education and Psychology. E-mail: Sul-
[email protected]
The Quarterly Review of Distance Education, Volume 16(3), 2015, pp. 67–75 ISSN 1528-3518
Copyright © 2015 Information Age Publishing, Inc. All rights of reproduction in any form reserved.
IAP
PR
OO
FS
© 2
015
CULTURAL IMPACTS ON DISTANCE
LEARNING, ONLINE LEARNING STYLES,
AND DESIGN
Sultan Alalshaikh
Pepperdine University
This article focuses on the multicultural nature of distance learners. To note, the heightened demand for higher
education on a global scale, as well as rapid advancements in telecommunication technologies, have rendered
online distance education as having potential for worldwide reach online schools in many countries. Because
of this, online educators should design instruction in such a way that people from different cultural back-
grounds effectively learn from it. Indeed, instructors and instructional designers, particularly those working in
online learning environments, should develop the necessary skills so they are able to deliver “culturally sen-
sitive and culturally appropriate and robust instruction.” The article explores the relevant concepts such as the
cultural dimension of distance learning, instructional design that is culturally appropriate, learning as
impacted by culture, as well as the need for multicultural competency training for distance school instructors.
The article also explores the barriers to effectiveness in delivery of culturally appropriate instruction in the
context of distance learning. The theoretical foundation for the article is Freire’s critical pedagogy.
INTRODUCTION
Heightening demand for higher education on a
global scale, as well as rapid advancements in
telecommunication technologies, have ren-
dered online distance education as having
potential for worldwide reach (Garrison &
Anderson, 2003; Sadykova & Dautermann,
2009). Indeed, one of the most remarkable
social developments of the past 20 years has
been the increasing ubiquity of technology as
well as of Internet connectivity. Hence, a pri-
mary part of life is the integration of the Inter-
net and computer technology into almost every
facet of life—from transportation, communi-
cation, and finance, to education (Gaudelli,
2006, p. 97). Needless to say, many people rely
on computers and Internet connectivity in
order to function effectively and efficiently. It
is noteworthy that academic institutions have
also increasingly been dependent upon tech-
nology in order to facilitate instruction and
68 The Quarterly Review of Distance Education Vol. 16, No. 3, 2015
IAP
PR
OO
FS
© 2
015
operations. Such schools have varying motiva-
tions to do so, but a commonality among them
is that they seek to prepare their graduates to
“function in a technology-rich, information-
based society” (Gaudelli, 2006, p. 97).
Most students today are digital natives who
comfort ...
•2Notes for the professorMuch of the content on these
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
· You must respond to at least two of your peers by extending, ref
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The Minist
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA and
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· Review the case study and, based on the provided information,
· Review the case study and, based on the provided information, think about a possible patient evaluation plan. As part of your evaluation planning, consider where the evaluation would take place, whether any other professionals or family members should be present, appropriate assessment tools and guidelines, and any other relevant information you may wish to address.
· Consider whether the assessment tool you identified was validated for use with this specific patient population and if this poses issues. Think about additional factors that might present issues when performing assessments such as language, education, prosthetics, missing limbs, etc.
· Consider immunization requirements that may be needed for this patient.
3 APA citations / references one page ( see case study below)
Case study
Mr. Perkins, age 81, reports for an annual physical examination. He says he is doing well. His only known problem is osteoarthritis. He also requests a flu shot. He takes no medications other than Tylenol for arthritis pain. When he walks into the exam room, you notice that he is using a straight cane in his right hand. When you ask about the cane, he says he began using the cane because the pain in his right hip had increased significantly over the past 6 months.
Saylor URL: http://www.saylor.org/books Saylor.org
101
Chapter 4
Managing Firm Resources
L E A R N I N G O B J E C T I V E S
After reading this chapter, you should be able to understand and articulate answers to the following
questions:
1. What is resource-based theory, and why is it important to organizations?
2. In what ways can intellectual property serve as a value-added resource for organizations?
3. How should executives use the value chain to maximize the performance of their organizations?
4. What is SWOT analysis and how can it help an organization?
Southwest Airlines: Let Your LUV Flow
Southwest Airlines’ acquisition of AirTran in 2011 may lead the firm into stormy skies.
Chapter 4 from Mastering Strategic Management was adapted by The Saylor Foundation under
a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license without attribution as requested
by the work’s original creator or licensee. © 2014, The Saylor Foundation.
http://www.saylor.org/site/textbooks/Mastering%20Strategic%20Management.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
102
Image courtesy of Stuart Seeger,http://en.wikipedia.org/wiki/File:Southwest_737_At_Burbank.jpg
In 1971, an upstart firm named Southwest Airlines opened for business by offering flights between
Houston, San Antonio, and its headquarters at Love Field in Dallas. From its initial fleet of three airplanes
and three destinations, Southwest has grown to operate hundreds of airplanes in scores of cities. Despite
competing in an industry that is infamous for bankruptcies and massive financial losses, Southwest
marked its thirty- ...
· · Introduction· What is hyperpituitarism and hypopituitari
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory age
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies a
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · R
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repo
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and D
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the f
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
· You must respond to at least two of your peers by extendin
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval
· Responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed.
Worldview & Decision-Making
Sejal Patel
St. Thomas University
NUR 421: Nursing Practice in Multicultural Society
Professor Kathleen Price
November 02, 2021
Worldview & Decision-Making
The sudden neurological injury that is not likely to recover puts the person in denial if the person is somewhat conscious. It is hard to accept for even family that sudden change in care given stage. Those patients have physical problems like paralysis of facial muscles or losing sensation in the face, altered sense of smell or taste, loss of vision, swallowing difficulties, dizziness, ringing in the ear, and hearing loss. They also have altered consciousness, intellectual problems, cognitive problems, Executive functioning problems, communication problems, behavioral changes, emotional changes, sensory problems, and degenerative issues.
The majority of persons who have suffered substantial brain damage will need rehabilitation. They may have to relearn basic abilities like walking and to talk. The objective is to increase their ability to carry out everyday tasks. Rehabilitation includes a group of people who master different specialties to help patients maintain living activity. An occupational therapist, who supports the person learning, relearn or improving skills to perform everyday activities—a physical therapist who helps with mobility and relearning movement patterns, balance, and walking. The social worker or case manager facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers, and family members. A rehabilitation nurse assists with discharge planning from a hospital or rehabilitation center by providing continuous rehabilitation care and services. Speech and language therapist supports the person to improve communication skills and use assistive communication devices if necessary. A recreational therapist helps the patient with Time management and leisure activities. We can also use music therapy and aroma therapy to relax patients who face incurable health conditions.
Advance directives are an essential part of hea ...
· Student paper86Student paperOf all the things I do well, wh
· Student paper86%
Student paper
Of all the things I do well, which two do I do best and why?
Original source
Of all the things you do well, which two do you do best and why
· 1Student paper71%
Student paper
In my field of work, I find myself functioning efficiently without much effort; first and foremost, I find myself to be extremely versatile when it comes to fixing difficulties that may emerge in the workplace.
Original source
In my line of work, I consider myself functioning efficiently with next to no effort first and foremost, I consider myself being extremely resourceful when it comes to fixing difficulties that may emerge in the office
· 4Student paper73%
Student paper
Second, I always prioritize work quality above quantity.
Original source
Second, I always prioritize overall productivity above quantity
· 4Student paper78%
Student paper
To produce great work, I like to do a manageable quantity of labor with the utmost accuracy. My boss has always complimented me on a work well done at both my current and prior jobs.
Original source
To produce great work, I like to do a reasonable amount of work with the utmost accuracy My boss has always complimented me on a sense of accomplishment at both my current and prior jobs
· 3Student paper92%
Student paper
Which activities do I seem to pick up quickly and why?
Original source
Which activities do you seem to pick up quickly, and why
· 1Student paper70%
Student paper
I've always thought of myself as a risk-taker because, at work, I'm not overly fussy about the things I do;
Original source
Activities I pick up quickly I've always thought of myself as a risk-taker because, at employment, I'm not very exacting of the things I do
· 1Student paper82%
Student paper
Problems are usually presented to me as difficulties that I must overcome. I gain a high sense of self-satisfaction and a desire to tackle more complicated problems because of solving. I am also a proactive person, and I am always looking for answers to challenges that may occur in the future.
Original source
Problems are usually presented to me as challenges that I must overcome I gain a high sense of self-satisfaction and a desire to tackle more complicated problems as a result of solving them I am also a deep thinker by personality, and I am always looking for answers to challenges that may happen in the event
· 5User paper88%
Student paper
I've worked on several projects that required a variety of techniques to meet the goals.
Original source
I've worked on several ventures that required a variety of techniques to meet the goals
· 1Student paper81%
Student paper
Another element that I find myself picking at is that I am a rational person, which means that I, like many others, see the world from a different viewpoint.
Original source
Another element that I see myself picking is that I am a deep thinker, which means that I, like many others, view the world from a distinct viewpoint
· 4Student paper71%
Student paper
Some difficulties, es ...
· Self-Assessment· InterpretationValues and Moral Survey of St
· Self-Assessment
· Interpretation
Values and Moral Survey of Students
SCORING AND INTERPRETATION: If trying to rank in order these fifteen values and morals was difficult and you felt that it was somewhat arbitrary; it was. Without the proper context, exact meaning of each, and the problem of one concept being like others, everyone gets frustrated with this exercise. To be sure, this exercise does not tell you what your real morals or values are. Rather, it is a crude representation of what they might be. At the end of the simulation, compare what you ranked as important to what your decisions were. The following are vague descriptions of the fifteen values and morals:
ASSISTANCE: The act of helping or assisting someone or the help supplied.
CANDOR: Freedom from prejudice or malice.
CHARACTER: Someone with moral excellence.
CHARITY: Generosity and helpfulness, especially toward the needy or suffering.
COMPASSION: Sympathetic consciousness of others' distress with a desire to alleviate it.
ENVIRONMENT: Concern about the world's resources (land, water, air).
EXACTING IN TRUTH: Rigid or severe in demands or requirements.
FAIRNESS: Free from bias or injustice; evenhandedness.
HONESTY: Sincerity, frankness, freedom from deceit or fraud.
INTEGRITY: Firm adherence to a code of values; incorruptibility.
PERSEVERANCE: To do or achieve something despite difficulties, failure, or opposition.
SACRIFICE: Surrender of something for the sake of something else.
SERIOUSNESS: Thoughtful in appearance or manner; requiring much thought or work relating to a matter of importance.
TOLERANCE: Sympathy or indulgence for beliefs or practices differing from or conflicting with one's own.
TRUTHFULNESS: Corresponding with reality.
ASSISTANCE Results = 2
Think about a recent action you took with regard to an ethical situation. Was your behavior influenced by your values in the order you have reflected them here?
ASSISTANCE Analytics
What Would You Do? Problem 1
SCORING AND INTERPRETATION: There are no right or wrong answers to these questions, but your answers reveal your moral philosophy.
Moral Philosophy Results = 31
Moral Philosophy Analytics
Ethical Decision-Making Framework Model
Assessment
Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
Ethical Assessment #2
Ethical Assessment #3
Week One Summary
Week Two Summary
Week Three Summary
Week Four Summary
Week Five Summary
Week Six Summary
Week Seven Summary
Week Eight Summary
Instructions: Below (on page 2) is a sample of the template data to assist you in your creative thinking for week one! On the weekly ethics portfolio, you are welcome to submit it along with the week one assignment, however it is not required. It is a note taking template. I highly encourage everyone to submit it each week, as this helps to keep you on track, but again, it is not required. You will use the template note-taking document to ...
· Résumé or CV on file· CUR516 - Week 8 Signature Ass
· Résumé or CV on file
· CUR/516: - Week 8: Signature Assignment: Instructional Plan & Presentation
· Feedback for student
· 3/24/20, 9:23 PM
· Nasser, you have some instructional components within your training plan. Unfortunately, the plan lacks detail and specific materials you would use to implement this plan. You could strengthen your plan by including the specific communication plan, assessment tools, and evaluation rubrics that you would use with the students. You mentioned generalities of instruction, but you did not include the specifics of how instruction would be implemented. What does "Pragmatic practices on basic principles of engineering statics" mean? How is this taught? What does this look like? Your assessment should be presented. For example, you noted that "Theoretical studies to be evaluate through continuous assessment exams (CAT) which should be administered twice in a semester.." You should include the specific exam with your plan. These items could be created and included, to strengthen your overall training presentation
Your Score
187.5/ 250· Part I
18% of total grade
33.75· Part II
18% of total grade
33.75· Part III
18% of total grade
33.75· Part IV
18% of total grade
33.75· Presentation
18% of total grade
33.75· Quality of Written Communication
5% of total grade
9.38· Use of APA Format and Style
5% of total grade
9.38
· CUR/528: Wk 4 - Signature Assignment: Planning a Needs Assessment
· Feedback for student
· 7/25/20, 12:00 PM
· Thank you for your timely and very detailed submission, Nasser. Apart from the occasional misstep in mechanic,s and they didn't interfere with the readability or flow of the project, it was cogent and well considered. Nicely done! Please see the college-designed rubric for specific
Your Score
234/ 240· Needs Assessment Preparation
30% of total grade
72· Methodology
30% of total grade
72· Instrument
30% of total grade
72· Quality of Written Communication
5% of total grade
9· Use of APA Format/Style
5% of total grade
9
· CUR/532: Wk 6 – Signature Assignment: Facilitator Training Program
Your Score
200/ 200· Part I: Vital Information in the Facilitator Training
20% of total grade
40· Part II: Facilitator Skills and Instructional Materials
20% of total grade
40· Part III: Technology Tools
20% of total grade
40· Part IV: Issues and Classroom Management
20% of total grade
40· Quality of written communication
10% of total grade
20· Use of APA format/style
10% of total grade
20
· AET/560: Wk 6 - Signature Assignment: Change Process Communications Plan
Your Score
118.5/ 120· Communication Plan
30% of total grade
36· Content of Initial Communication
30% of total grade
36· Presentation
30% of total grade
36· Quality of Written Communication
5% of total grade
6· Use of APA Format/Style
5% of total grade
4.5
· AET/562: - Wk 6 Signature Assignment: - Digital Presentation· Web Page Organization and Design
30% of total grade· Web Page Navigation and Functionality
30% of total grade· P ...
· Military Equipment for Local Law EnforcementCompetencies Addre
· Military Equipment for Local Law Enforcement
Competencies Addressed in This Assignment
· Competency 3: Articulate how terrorism impacts policy and operations of law enforcement in America.
· Competency 5: Communicate effectively in a variety of formats.
Overview
During your past briefings to Chief Glen Edwards, several in the command staff have mentioned the need in the department for more equipment. Your readings and investigation into the response to terrorism have led you to understand that the federal government has programs where local police agencies can obtain equipment. The chief understands that there are benefits and problems with any choice, so he has asked you to create a presentation for the command staff. He wants it to address the benefits they should expect, as well as the problems this equipment can bring with it.
Instructions
Create a PowerPoint presentation for the command staff that includes the following components:
· Specify three types of military equipment or arms that are available through the federal government for local law enforcement.
· Contrast two positive and negative results associated with types of military equipment or arms that are available through the federal government for local law enforcement.
· Describe negative images caused by types of military equipment or arms that are available through the federal government for local law enforcement.
· Explain why the public may have concerns about the negative images this military equipment or arms may cause (for example, in the perception of the militarization of the police).
Requirements
· Length: Include an introduction slide, 8–10 information slides, and a references slide.
· References: Include 3–4 scholarly references in APA format.
You are required to submit your assignment to Turnitin. Once you review your results and make any needed changes, submit your paper for grading.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
· Military Equipment for Local Law Enforcement Scoring Guide.
· Community of Excellence.
· Criminal Justice Undergraduate Research Guide.
· APA Style and Format.
· The Writing Center.
· RefWorks.
· Smarthinking.
· Turnitin.
· Submit an Assignment.
· Writing Feedback Tool.
11/7/2016 In Detroit’s 2-Speed Recovery, Downtown Roars and Neighborhoods Sputter - The New York Times
http://www.nytimes.com/2016/08/13/us/detroit-recovery.html 1/5
http://nyti.ms/2b3438W
U.S.
In Detroit’s 2-Speed Recovery, Downtown
Roars and Neighborhoods Sputter
By PETER APPLEBOME AUG. 12, 2016
DETROIT — Donald J. Trump alighted here Monday. He saw an urban dystopia of
poverty, crime and blight, “the living, breathing example of my opponent’s failed
economic agenda.” Hillary Clinton arrived Thursday. Speaking in suburban Warren,
she saw an upbeat comeback story of grit and innovation. “I just wish my opponent
in this ele ...
· Respond by extending, refutingcorrecting, or adding additional
· Respond by extending, refuting/correcting, or adding additional nuance to their posts. Cited in current APA style with support from 2 academic sources.
· All replies must be constructive and use literature where possible.
Dwayne Mitchell
St Thomas University
NUR 512
Dr. Teran,Doris
Primary Care Nurse practitioner (NP) Role vs. APN Roles
Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?
The advanced practice registered nurse (APRN) has different roles and responsibilities that nurses can undertake depending on the nature of their training. An APRN can also be referred to as a nurse practitioner (NP). There are other designated roles other than the NP such as the clinical nurse specialist (CNS), the certified nurse-midwives (CNM), and certified registered nurse anesthetists (CRNA) (Everett et al., 2016). These roles have similarities and differences and many cases of overlapping responsibilities and in some cases, the need for collaboration to achieve the desired patient outcomes. The primary care NP is a specific role within the purview of NPs in which the provider is a general practitioner without any specialty training (Butler et al., 2017). The NP has roles such as completing patient assessments including conducting a physical examination. The primary care NP can also undertake diagnostic approaches such as ordering lab works and imaging procedures and providing appropriate interpretation. The NP can provide treatment and monitoring of the patient and also provide health education and other primary prevention measures.
One similarity of the role of primary NP to other APRN roles is that they have the scope to conduct independent patient assessments. All roles of the APRN have the scope of taking the patient's history, conducting a proper physical exam, and ensuring an appropriate differential diagnosis (Phillips, 2016). The APRN has completed competencies in the assessment of the patient and he/she can use these competencies to determine and fulfill patient needs. Another similarity of the role of the primary care NP to other APRNs is the role of providing patient education, mentoring, and advocating for the needs of the patient (Hanks et al., 2018). Each APRN has a responsibility to empower the patient by providing health education about their condition or the treatment process to support their autonomy. The patient is the primary decision-maker in the clinical area and providing them with education supports their ability to make proper healthcare decisions.
The role of the primary care NP is different from the role of certified registered nurse anesthetists (CRNA) in the sense of anesthesia and pain management. The CRNA is a specialist in pre, intra and post-operative pain and anesthesia management and this is a role that the NP does not have scope for (Butler et al., 2017). Th ...
· Most important thing you’ll learn during personal finance &
· Most important thing you’ll learn during personal finance & how will do it benefit you in life
Man's Search for Meaning
AN INTRODUCTION TO LOGOTHERAPY
Fourth Edition
Viktor E. Frankl
PART ONE TRANSLATED BY ILSE LASCH PREFACE BY GORDON W. ALLPORT
With more than 4 million copies in print in the English language alone, Man's
Search for Meaning, the chilling yet inspirational story of Viktor Frankl's
struggle to hold on to hope during his three years as a prisoner in Nazi
concentration camps, is a true classic. Beacon Press is now pleased to
present a special gift edition of a work that was hailed in 1959 by Carl Rogers
as "one of the outstanding contributions to psychological thought in the last
fifty years." Frankl's training as a psychiatrist informed every waking
moment of his ordeal and allowed him a remarkable perspective on the
psychology of survival. His assertion that "the will to meaning" is the basic
motivation for human life has forever changed the way we understand our
humanity in the face of suffering.
BEACON PRESS
TO THE MEMORY OF MY MOTHER
Beacon Press 25 Beacon Street
Boston, Massachusetts 02108-2892 www.beacon.org
Beacon Press books
are published under the auspices of
the Unitarian Universalist Association of Congregations.
© 1959, 1962, 1984, 1992 by Viktor E. Frankl
All rights reserved
Printed in the United States of America First published in German in 1946 under the title
Ein Psycholog erlebt das Konzentrationslager. Original English title was From Death-Camp to Existentialism.
05 04 03 02 01
8765432
Library of Congress Cataloguing-in-Publication Data
Frankl, Viktor Emil.
[Ein Psycholog erlebt das Konzentrationslager. English]
Man's search for meaning: an introduction to logotherapy /
Viktor E. Frankl; part one translated by Use Lasch; preface by
Gordon W. Allport. — 4th ed.
p. cm. Includes bibliographical references (p. ).
ISBN 0-8070-1426-5 (cloth) 1. Frankl, Viktor Emil. 2. Holocaust, Jewish (1939—1945)—
Personal narratives. 3. Holocaust, Jewish (1939-1945)—
Psychological aspects. 4. Psychologists—Austria—Biography.
5. Logotherapy. I. Title.
D810J4F72713 1992
i5o.ig'5—dc2o 92-21055
Contents
Preface
by Gordon W. Allport, Preface to the 1992 Edition II
PART ONE
Experiences in a Concentration Camp
PART TWO
Logotherapy in a Nutshell
POSTSCRIPT 1984
The Case for a Tragic Optimism
Selected English Language Bibliography of Logotherapy
About the Author
Preface
Dr. Frankl, author-psychiatrist, sometimes asks his patients who suffer from a multitude of
torments great and small, "Why do you not commit suicide?" From their answers he can often find
the guide-line for his psycho-therapy: in one life there is love for one's children to tie to; in another
life, a talent to be used; in a third, perhaps only lingering memories worth preserving. To weave
these slender threads of a broken life into a firm pattern of me ...
More Related Content
More from LesleyWhitesidefv
· You must respond to at least two of your peers by extending, ref
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The Minist
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA and
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· Review the case study and, based on the provided information,
· Review the case study and, based on the provided information, think about a possible patient evaluation plan. As part of your evaluation planning, consider where the evaluation would take place, whether any other professionals or family members should be present, appropriate assessment tools and guidelines, and any other relevant information you may wish to address.
· Consider whether the assessment tool you identified was validated for use with this specific patient population and if this poses issues. Think about additional factors that might present issues when performing assessments such as language, education, prosthetics, missing limbs, etc.
· Consider immunization requirements that may be needed for this patient.
3 APA citations / references one page ( see case study below)
Case study
Mr. Perkins, age 81, reports for an annual physical examination. He says he is doing well. His only known problem is osteoarthritis. He also requests a flu shot. He takes no medications other than Tylenol for arthritis pain. When he walks into the exam room, you notice that he is using a straight cane in his right hand. When you ask about the cane, he says he began using the cane because the pain in his right hip had increased significantly over the past 6 months.
Saylor URL: http://www.saylor.org/books Saylor.org
101
Chapter 4
Managing Firm Resources
L E A R N I N G O B J E C T I V E S
After reading this chapter, you should be able to understand and articulate answers to the following
questions:
1. What is resource-based theory, and why is it important to organizations?
2. In what ways can intellectual property serve as a value-added resource for organizations?
3. How should executives use the value chain to maximize the performance of their organizations?
4. What is SWOT analysis and how can it help an organization?
Southwest Airlines: Let Your LUV Flow
Southwest Airlines’ acquisition of AirTran in 2011 may lead the firm into stormy skies.
Chapter 4 from Mastering Strategic Management was adapted by The Saylor Foundation under
a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license without attribution as requested
by the work’s original creator or licensee. © 2014, The Saylor Foundation.
http://www.saylor.org/site/textbooks/Mastering%20Strategic%20Management.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
102
Image courtesy of Stuart Seeger,http://en.wikipedia.org/wiki/File:Southwest_737_At_Burbank.jpg
In 1971, an upstart firm named Southwest Airlines opened for business by offering flights between
Houston, San Antonio, and its headquarters at Love Field in Dallas. From its initial fleet of three airplanes
and three destinations, Southwest has grown to operate hundreds of airplanes in scores of cities. Despite
competing in an industry that is infamous for bankruptcies and massive financial losses, Southwest
marked its thirty- ...
· · Introduction· What is hyperpituitarism and hypopituitari
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory age
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies a
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · R
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repo
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and D
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the f
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
· You must respond to at least two of your peers by extendin
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval
· Responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed.
Worldview & Decision-Making
Sejal Patel
St. Thomas University
NUR 421: Nursing Practice in Multicultural Society
Professor Kathleen Price
November 02, 2021
Worldview & Decision-Making
The sudden neurological injury that is not likely to recover puts the person in denial if the person is somewhat conscious. It is hard to accept for even family that sudden change in care given stage. Those patients have physical problems like paralysis of facial muscles or losing sensation in the face, altered sense of smell or taste, loss of vision, swallowing difficulties, dizziness, ringing in the ear, and hearing loss. They also have altered consciousness, intellectual problems, cognitive problems, Executive functioning problems, communication problems, behavioral changes, emotional changes, sensory problems, and degenerative issues.
The majority of persons who have suffered substantial brain damage will need rehabilitation. They may have to relearn basic abilities like walking and to talk. The objective is to increase their ability to carry out everyday tasks. Rehabilitation includes a group of people who master different specialties to help patients maintain living activity. An occupational therapist, who supports the person learning, relearn or improving skills to perform everyday activities—a physical therapist who helps with mobility and relearning movement patterns, balance, and walking. The social worker or case manager facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers, and family members. A rehabilitation nurse assists with discharge planning from a hospital or rehabilitation center by providing continuous rehabilitation care and services. Speech and language therapist supports the person to improve communication skills and use assistive communication devices if necessary. A recreational therapist helps the patient with Time management and leisure activities. We can also use music therapy and aroma therapy to relax patients who face incurable health conditions.
Advance directives are an essential part of hea ...
· Student paper86Student paperOf all the things I do well, wh
· Student paper86%
Student paper
Of all the things I do well, which two do I do best and why?
Original source
Of all the things you do well, which two do you do best and why
· 1Student paper71%
Student paper
In my field of work, I find myself functioning efficiently without much effort; first and foremost, I find myself to be extremely versatile when it comes to fixing difficulties that may emerge in the workplace.
Original source
In my line of work, I consider myself functioning efficiently with next to no effort first and foremost, I consider myself being extremely resourceful when it comes to fixing difficulties that may emerge in the office
· 4Student paper73%
Student paper
Second, I always prioritize work quality above quantity.
Original source
Second, I always prioritize overall productivity above quantity
· 4Student paper78%
Student paper
To produce great work, I like to do a manageable quantity of labor with the utmost accuracy. My boss has always complimented me on a work well done at both my current and prior jobs.
Original source
To produce great work, I like to do a reasonable amount of work with the utmost accuracy My boss has always complimented me on a sense of accomplishment at both my current and prior jobs
· 3Student paper92%
Student paper
Which activities do I seem to pick up quickly and why?
Original source
Which activities do you seem to pick up quickly, and why
· 1Student paper70%
Student paper
I've always thought of myself as a risk-taker because, at work, I'm not overly fussy about the things I do;
Original source
Activities I pick up quickly I've always thought of myself as a risk-taker because, at employment, I'm not very exacting of the things I do
· 1Student paper82%
Student paper
Problems are usually presented to me as difficulties that I must overcome. I gain a high sense of self-satisfaction and a desire to tackle more complicated problems because of solving. I am also a proactive person, and I am always looking for answers to challenges that may occur in the future.
Original source
Problems are usually presented to me as challenges that I must overcome I gain a high sense of self-satisfaction and a desire to tackle more complicated problems as a result of solving them I am also a deep thinker by personality, and I am always looking for answers to challenges that may happen in the event
· 5User paper88%
Student paper
I've worked on several projects that required a variety of techniques to meet the goals.
Original source
I've worked on several ventures that required a variety of techniques to meet the goals
· 1Student paper81%
Student paper
Another element that I find myself picking at is that I am a rational person, which means that I, like many others, see the world from a different viewpoint.
Original source
Another element that I see myself picking is that I am a deep thinker, which means that I, like many others, view the world from a distinct viewpoint
· 4Student paper71%
Student paper
Some difficulties, es ...
· Self-Assessment· InterpretationValues and Moral Survey of St
· Self-Assessment
· Interpretation
Values and Moral Survey of Students
SCORING AND INTERPRETATION: If trying to rank in order these fifteen values and morals was difficult and you felt that it was somewhat arbitrary; it was. Without the proper context, exact meaning of each, and the problem of one concept being like others, everyone gets frustrated with this exercise. To be sure, this exercise does not tell you what your real morals or values are. Rather, it is a crude representation of what they might be. At the end of the simulation, compare what you ranked as important to what your decisions were. The following are vague descriptions of the fifteen values and morals:
ASSISTANCE: The act of helping or assisting someone or the help supplied.
CANDOR: Freedom from prejudice or malice.
CHARACTER: Someone with moral excellence.
CHARITY: Generosity and helpfulness, especially toward the needy or suffering.
COMPASSION: Sympathetic consciousness of others' distress with a desire to alleviate it.
ENVIRONMENT: Concern about the world's resources (land, water, air).
EXACTING IN TRUTH: Rigid or severe in demands or requirements.
FAIRNESS: Free from bias or injustice; evenhandedness.
HONESTY: Sincerity, frankness, freedom from deceit or fraud.
INTEGRITY: Firm adherence to a code of values; incorruptibility.
PERSEVERANCE: To do or achieve something despite difficulties, failure, or opposition.
SACRIFICE: Surrender of something for the sake of something else.
SERIOUSNESS: Thoughtful in appearance or manner; requiring much thought or work relating to a matter of importance.
TOLERANCE: Sympathy or indulgence for beliefs or practices differing from or conflicting with one's own.
TRUTHFULNESS: Corresponding with reality.
ASSISTANCE Results = 2
Think about a recent action you took with regard to an ethical situation. Was your behavior influenced by your values in the order you have reflected them here?
ASSISTANCE Analytics
What Would You Do? Problem 1
SCORING AND INTERPRETATION: There are no right or wrong answers to these questions, but your answers reveal your moral philosophy.
Moral Philosophy Results = 31
Moral Philosophy Analytics
Ethical Decision-Making Framework Model
Assessment
Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
Ethical Assessment #2
Ethical Assessment #3
Week One Summary
Week Two Summary
Week Three Summary
Week Four Summary
Week Five Summary
Week Six Summary
Week Seven Summary
Week Eight Summary
Instructions: Below (on page 2) is a sample of the template data to assist you in your creative thinking for week one! On the weekly ethics portfolio, you are welcome to submit it along with the week one assignment, however it is not required. It is a note taking template. I highly encourage everyone to submit it each week, as this helps to keep you on track, but again, it is not required. You will use the template note-taking document to ...
· Résumé or CV on file· CUR516 - Week 8 Signature Ass
· Résumé or CV on file
· CUR/516: - Week 8: Signature Assignment: Instructional Plan & Presentation
· Feedback for student
· 3/24/20, 9:23 PM
· Nasser, you have some instructional components within your training plan. Unfortunately, the plan lacks detail and specific materials you would use to implement this plan. You could strengthen your plan by including the specific communication plan, assessment tools, and evaluation rubrics that you would use with the students. You mentioned generalities of instruction, but you did not include the specifics of how instruction would be implemented. What does "Pragmatic practices on basic principles of engineering statics" mean? How is this taught? What does this look like? Your assessment should be presented. For example, you noted that "Theoretical studies to be evaluate through continuous assessment exams (CAT) which should be administered twice in a semester.." You should include the specific exam with your plan. These items could be created and included, to strengthen your overall training presentation
Your Score
187.5/ 250· Part I
18% of total grade
33.75· Part II
18% of total grade
33.75· Part III
18% of total grade
33.75· Part IV
18% of total grade
33.75· Presentation
18% of total grade
33.75· Quality of Written Communication
5% of total grade
9.38· Use of APA Format and Style
5% of total grade
9.38
· CUR/528: Wk 4 - Signature Assignment: Planning a Needs Assessment
· Feedback for student
· 7/25/20, 12:00 PM
· Thank you for your timely and very detailed submission, Nasser. Apart from the occasional misstep in mechanic,s and they didn't interfere with the readability or flow of the project, it was cogent and well considered. Nicely done! Please see the college-designed rubric for specific
Your Score
234/ 240· Needs Assessment Preparation
30% of total grade
72· Methodology
30% of total grade
72· Instrument
30% of total grade
72· Quality of Written Communication
5% of total grade
9· Use of APA Format/Style
5% of total grade
9
· CUR/532: Wk 6 – Signature Assignment: Facilitator Training Program
Your Score
200/ 200· Part I: Vital Information in the Facilitator Training
20% of total grade
40· Part II: Facilitator Skills and Instructional Materials
20% of total grade
40· Part III: Technology Tools
20% of total grade
40· Part IV: Issues and Classroom Management
20% of total grade
40· Quality of written communication
10% of total grade
20· Use of APA format/style
10% of total grade
20
· AET/560: Wk 6 - Signature Assignment: Change Process Communications Plan
Your Score
118.5/ 120· Communication Plan
30% of total grade
36· Content of Initial Communication
30% of total grade
36· Presentation
30% of total grade
36· Quality of Written Communication
5% of total grade
6· Use of APA Format/Style
5% of total grade
4.5
· AET/562: - Wk 6 Signature Assignment: - Digital Presentation· Web Page Organization and Design
30% of total grade· Web Page Navigation and Functionality
30% of total grade· P ...
· Military Equipment for Local Law EnforcementCompetencies Addre
· Military Equipment for Local Law Enforcement
Competencies Addressed in This Assignment
· Competency 3: Articulate how terrorism impacts policy and operations of law enforcement in America.
· Competency 5: Communicate effectively in a variety of formats.
Overview
During your past briefings to Chief Glen Edwards, several in the command staff have mentioned the need in the department for more equipment. Your readings and investigation into the response to terrorism have led you to understand that the federal government has programs where local police agencies can obtain equipment. The chief understands that there are benefits and problems with any choice, so he has asked you to create a presentation for the command staff. He wants it to address the benefits they should expect, as well as the problems this equipment can bring with it.
Instructions
Create a PowerPoint presentation for the command staff that includes the following components:
· Specify three types of military equipment or arms that are available through the federal government for local law enforcement.
· Contrast two positive and negative results associated with types of military equipment or arms that are available through the federal government for local law enforcement.
· Describe negative images caused by types of military equipment or arms that are available through the federal government for local law enforcement.
· Explain why the public may have concerns about the negative images this military equipment or arms may cause (for example, in the perception of the militarization of the police).
Requirements
· Length: Include an introduction slide, 8–10 information slides, and a references slide.
· References: Include 3–4 scholarly references in APA format.
You are required to submit your assignment to Turnitin. Once you review your results and make any needed changes, submit your paper for grading.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
· Military Equipment for Local Law Enforcement Scoring Guide.
· Community of Excellence.
· Criminal Justice Undergraduate Research Guide.
· APA Style and Format.
· The Writing Center.
· RefWorks.
· Smarthinking.
· Turnitin.
· Submit an Assignment.
· Writing Feedback Tool.
11/7/2016 In Detroit’s 2-Speed Recovery, Downtown Roars and Neighborhoods Sputter - The New York Times
http://www.nytimes.com/2016/08/13/us/detroit-recovery.html 1/5
http://nyti.ms/2b3438W
U.S.
In Detroit’s 2-Speed Recovery, Downtown
Roars and Neighborhoods Sputter
By PETER APPLEBOME AUG. 12, 2016
DETROIT — Donald J. Trump alighted here Monday. He saw an urban dystopia of
poverty, crime and blight, “the living, breathing example of my opponent’s failed
economic agenda.” Hillary Clinton arrived Thursday. Speaking in suburban Warren,
she saw an upbeat comeback story of grit and innovation. “I just wish my opponent
in this ele ...
· Respond by extending, refutingcorrecting, or adding additional
· Respond by extending, refuting/correcting, or adding additional nuance to their posts. Cited in current APA style with support from 2 academic sources.
· All replies must be constructive and use literature where possible.
Dwayne Mitchell
St Thomas University
NUR 512
Dr. Teran,Doris
Primary Care Nurse practitioner (NP) Role vs. APN Roles
Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?
The advanced practice registered nurse (APRN) has different roles and responsibilities that nurses can undertake depending on the nature of their training. An APRN can also be referred to as a nurse practitioner (NP). There are other designated roles other than the NP such as the clinical nurse specialist (CNS), the certified nurse-midwives (CNM), and certified registered nurse anesthetists (CRNA) (Everett et al., 2016). These roles have similarities and differences and many cases of overlapping responsibilities and in some cases, the need for collaboration to achieve the desired patient outcomes. The primary care NP is a specific role within the purview of NPs in which the provider is a general practitioner without any specialty training (Butler et al., 2017). The NP has roles such as completing patient assessments including conducting a physical examination. The primary care NP can also undertake diagnostic approaches such as ordering lab works and imaging procedures and providing appropriate interpretation. The NP can provide treatment and monitoring of the patient and also provide health education and other primary prevention measures.
One similarity of the role of primary NP to other APRN roles is that they have the scope to conduct independent patient assessments. All roles of the APRN have the scope of taking the patient's history, conducting a proper physical exam, and ensuring an appropriate differential diagnosis (Phillips, 2016). The APRN has completed competencies in the assessment of the patient and he/she can use these competencies to determine and fulfill patient needs. Another similarity of the role of the primary care NP to other APRNs is the role of providing patient education, mentoring, and advocating for the needs of the patient (Hanks et al., 2018). Each APRN has a responsibility to empower the patient by providing health education about their condition or the treatment process to support their autonomy. The patient is the primary decision-maker in the clinical area and providing them with education supports their ability to make proper healthcare decisions.
The role of the primary care NP is different from the role of certified registered nurse anesthetists (CRNA) in the sense of anesthesia and pain management. The CRNA is a specialist in pre, intra and post-operative pain and anesthesia management and this is a role that the NP does not have scope for (Butler et al., 2017). Th ...
· Most important thing you’ll learn during personal finance &
· Most important thing you’ll learn during personal finance & how will do it benefit you in life
Man's Search for Meaning
AN INTRODUCTION TO LOGOTHERAPY
Fourth Edition
Viktor E. Frankl
PART ONE TRANSLATED BY ILSE LASCH PREFACE BY GORDON W. ALLPORT
With more than 4 million copies in print in the English language alone, Man's
Search for Meaning, the chilling yet inspirational story of Viktor Frankl's
struggle to hold on to hope during his three years as a prisoner in Nazi
concentration camps, is a true classic. Beacon Press is now pleased to
present a special gift edition of a work that was hailed in 1959 by Carl Rogers
as "one of the outstanding contributions to psychological thought in the last
fifty years." Frankl's training as a psychiatrist informed every waking
moment of his ordeal and allowed him a remarkable perspective on the
psychology of survival. His assertion that "the will to meaning" is the basic
motivation for human life has forever changed the way we understand our
humanity in the face of suffering.
BEACON PRESS
TO THE MEMORY OF MY MOTHER
Beacon Press 25 Beacon Street
Boston, Massachusetts 02108-2892 www.beacon.org
Beacon Press books
are published under the auspices of
the Unitarian Universalist Association of Congregations.
© 1959, 1962, 1984, 1992 by Viktor E. Frankl
All rights reserved
Printed in the United States of America First published in German in 1946 under the title
Ein Psycholog erlebt das Konzentrationslager. Original English title was From Death-Camp to Existentialism.
05 04 03 02 01
8765432
Library of Congress Cataloguing-in-Publication Data
Frankl, Viktor Emil.
[Ein Psycholog erlebt das Konzentrationslager. English]
Man's search for meaning: an introduction to logotherapy /
Viktor E. Frankl; part one translated by Use Lasch; preface by
Gordon W. Allport. — 4th ed.
p. cm. Includes bibliographical references (p. ).
ISBN 0-8070-1426-5 (cloth) 1. Frankl, Viktor Emil. 2. Holocaust, Jewish (1939—1945)—
Personal narratives. 3. Holocaust, Jewish (1939-1945)—
Psychological aspects. 4. Psychologists—Austria—Biography.
5. Logotherapy. I. Title.
D810J4F72713 1992
i5o.ig'5—dc2o 92-21055
Contents
Preface
by Gordon W. Allport, Preface to the 1992 Edition II
PART ONE
Experiences in a Concentration Camp
PART TWO
Logotherapy in a Nutshell
POSTSCRIPT 1984
The Case for a Tragic Optimism
Selected English Language Bibliography of Logotherapy
About the Author
Preface
Dr. Frankl, author-psychiatrist, sometimes asks his patients who suffer from a multitude of
torments great and small, "Why do you not commit suicide?" From their answers he can often find
the guide-line for his psycho-therapy: in one life there is love for one's children to tie to; in another
life, a talent to be used; in a third, perhaps only lingering memories worth preserving. To weave
these slender threads of a broken life into a firm pattern of me ...
More from LesleyWhitesidefv (20)
· You must respond to at least two of your peers by extending, ref
· You must respond to at least two of your peers by extending, ref
· You have choices. You should answer three of the four available
· You have choices. You should answer three of the four available
· You may choose one or more chapters from E.G. Whites, The Minist
· You may choose one or more chapters from E.G. Whites, The Minist
· · Prepare a 2-page interprofessional staff update on HIPAA and
· · Prepare a 2-page interprofessional staff update on HIPAA and
· Review the case study and, based on the provided information,
· Review the case study and, based on the provided information,
· · Introduction· What is hyperpituitarism and hypopituitari
· · Introduction· What is hyperpituitarism and hypopituitari
· · Write a 3 page paper in which you analyze why regulatory age
· · Write a 3 page paper in which you analyze why regulatory age
· Write a response as directed to each of the three case studies a
· Write a response as directed to each of the three case studies a
· Write a brief (one paragraph) summary for each reading.· · R
· Write a brief (one paragraph) summary for each reading.· · R
· Write a 2-page single spaced (12 font Times New Roman) book repo
· Write a 2-page single spaced (12 font Times New Roman) book repo
· Weight 11 of course gradeInstructionsData Instrument and D
· Weight 11 of course gradeInstructionsData Instrument and D
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.
· What does the Goodale and Humphrey (1998) article mean by the f
· What does the Goodale and Humphrey (1998) article mean by the f
· You must respond to at least two of your peers by extendin
· You must respond to at least two of your peers by extendin
· Student paper86Student paperOf all the things I do well, wh
· Student paper86Student paperOf all the things I do well, wh
· Self-Assessment· InterpretationValues and Moral Survey of St
· Self-Assessment· InterpretationValues and Moral Survey of St
· Résumé or CV on file· CUR516 - Week 8 Signature Ass
· Résumé or CV on file· CUR516 - Week 8 Signature Ass
· Military Equipment for Local Law EnforcementCompetencies Addre
· Military Equipment for Local Law EnforcementCompetencies Addre
· Respond by extending, refutingcorrecting, or adding additional
· Respond by extending, refutingcorrecting, or adding additional
· Most important thing you’ll learn during personal finance &
· Most important thing you’ll learn during personal finance &
©2015 Cengage Learning. All Rights Reserved. May not be scan
- 1. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. CHAPTER 1 SUPERVISORY MANAGEMENT ROLES AND CHALLENGES ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Explain why management is needed in all organizationsDescribe the different levels of managementDiscuss what managers doExplain the basic skills required for effective managementExplain where supervisors come from LEARNING OBJECTIVES * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be
- 2. scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Clarify the different relationships supervisory managers have with othersDiscuss the emerging position of supervisory managersDiscuss some trends challenging supervisors LEARNING OBJECTIVES * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Organization: Group of people working together in a structured situation for a common objectiveBasic organizational activitiesOperations: Producing the product or serviceMarketing: Selling and distributing the product or serviceFinancing: Providing and using funds to produce and distribute the product or service NEED FOR MANAGEMENT * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. *
- 3. © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Working with people to achieve objectives by:Effective decision making Coordinating available resourcesManagers are needed in all types of organizations MANAGEMENT * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicl y accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.2 - HOW MANAGEMENT COMBINES THE ORGANIZATION’S RESOURCES INTO A PRODUCTIVE SYSTEM *
- 4. © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Authority: Right to act in a specified manner and to tell others how to actTo reach organizational objectivesResponsibility: Occurs when key tasks associated with a particular job are specifiedObligation created when an employee accepts a manager’s delegated authority AUTHORITY AND RESPONSIBILITY * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 5. EXHIBIT 1.3 - HOW MANAGEMENT AUTHORITY AND RESPONSIBILITY INCREASE AT HIGHER LEVELS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly access ible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.5 - HOW THE MANAGEMENT FUNCTIONS ARE RELATED * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
- 6. website, in whole or in part. EXHIBIT 1.6 - ROLES PLAYED BY MANAGERS Source: “Roles Played by Managers” adapted from The Natures of Managerial Work by Henry Mintzberg. Copyright © 1973 by Henry Mintzberg. Reprinted by permission of Henry Mintzberg. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.6 - ROLES PLAYED BY MANAGERS Source: “Roles Played by Managers” adapted from The Natures of Managerial Work by Henry Mintzberg. Copyright © 1973 by Henry Mintzberg. Reprinted by permission of Henry Mintzberg. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be
- 7. scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publi cly accessible website, in whole or in part. EXHIBIT 1.6 - ROLES PLAYED BY MANAGERS Source: “Roles Played by Managers” adapted from The Natures of Managerial Work by Henry Mintzberg. Copyright © 1973 by Henry Mintzberg. Reprinted by permission of Henry Mintzberg. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. SKILLS REQUIRED FOR EFFECTIVE MANAGEMENT *Mental ability to become aware of and identify relationships among different pieces of information Conceptual skillsUnderstanding other people and interacting effectively Human relations skillsEstablishing and following procedures to process paperwork in an orderly manner
- 8. Administrative skillsUnderstanding and being able to supervise effectively specific processes required Technical skills © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publi cly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Capacity to recognize and accurately perceive one’s own and others’ emotionsHelps:Understand the significance of the emotionsInfluence one’s actions based on the analysis of the emotionsInfluence a person’s ability to succeed as a leader EMOTIONAL INTELLIGENCE (EI) * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 9. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.7 - THE RELATIVE IMPORTANCE OF MANAGERIAL SKILLS AT DIFFERENT MANAGERIAL LEVELS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Internal promotionsReasons for selecting current employeesInside candidate understands the organization and its cultureFirsthand knowledge of the employee’s record of accomplishment is available Serves as a reward and as an incentive for the employees with managerial potential WHERE SUPERVISORS COME FROM * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 10. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Mistakes made by the managementSelecting the best present performerInadequate training for the employee WHERE SUPERVISORS COME FROM * ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.8 - WHY SUPERVISORS AND MANAGERS FAIL Source: Also, see Robert D. Ramsey, “The Most Important Skills for Today’s Supervisors,” Supervision, November 2007, 3–6; Chuck Williams, Management (Mason, OH: Thomson South-Western, 2008), 14–15; E. Van Velsor and J. Brittain, “Why Executives Derail: Perspectives across Time and Cultures,” Academy of Management Executive, November 1995, 62–72. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. *
- 11. © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.9 - THE SUPERVISOR’S NETWORK OF RELATIONSHIPS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.10 - THE FLOW OF SUPERVISORS’ ORGANIZATIONAL RELATIONSHIPS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 12. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Union steward: Union member elected by other members to represent their interests in relations with managementMentor: Experienced manager who acts as an advocate and teacher for a younger, less experienced manager UNION STEWARD AND MENTOR * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. EXHIBIT 1.11 - CHANGING VIEWS OF SUPERVISOR’S JOB *
- 13. © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. GOALS OF A SUPERVISOR * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Dealing with a more diverse workforceDiversity: Wide range of distinguishing employee characteristicsSex, age, race, ethnic origin, and other factorsGlass ceiling: Invisible barrier that limits women from advancing in an organizationEmphasizing team performanceEmpowerment: Granting employees authority
- 14. to make key decisions within their areas of responsibility TRENDS CHALLENGING SUPERVISORS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Supervisors become leaders, facilitators, or team advisorsTeam advisors: Share responsibility with team for cost, quality, and prompt delivery of productsCoping with exploding technologyPrimary effect - Resistance due to the uncertainty that comes with the changes TRENDS CHALLENGING SUPERVISORS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
- 15. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Supervisors should Keep abreast of changes that can improve effectivenessImprove training of employeesOvercome employees’ resistance to changeAdjusting to occupational and industry shiftsReinventi ng: Organizations changing such elements as their size, organizational structure, and markets TRENDS CHALLENGING SUPERVISORS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Reengineering: Rethinking and redesigning processes to improve dramatically cost, quality, service, and speedDownsizing: Eliminating unnecessary levels of management to become leaner and more efficient Reducing the workforce and consolidating departments and work groups TRENDS CHALLENGING SUPERVISORS * © 2011 Cengage Learning. All Rights Reserved. May not be
- 16. scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Meeting global challengesMust learn to adapt to cultural differences and find ways to adjust to nontraditional stylesImproving quality and productivityDriving factor - Global competitionImproving ethical behaviorEthical dilemmas: Situations in which the supervisor is not certain of the correct behavior TRENDS CHALLENGING SUPERVISORS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Responding to crisesCrises - Events that have a negative impact
- 17. on the entire organization or on individual managers TRENDS CHALLENGING SUPERVISORS * ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Administrative skillsAuthorityConceptual skillsControllingDiversityDownsizingEmpowermentEthical dilemmasEmotional intelligenceFinancial resourcesFinancingGlass ceilingHuman relations skillsHuman resourcesLeadingManagementManagerial functionsMarketingMentorMiddle managementOperationsOrganizationOrganizingPhysical resourcesPlanningReengineeringReinventionRelationships networkResponsibilityRolesStaffingSupervisory managementTeam advisorsTechnical skillsTop managementUnion steward IMPORTANT TERMS * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. * © 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.