American University Case Study – (200 points) Due February 17. You need to write a 5-7-page (not including a reference page and cover page) analysis and recommendations. You are hired as an outside organizational behavior consultant. You have been brought in to fix the problems at American University with Benjamin Ladner and the American University. To get full credit you must use 5-7 terms from the textbook. You must also include a minimum of 4 additional sources beyond the use of the textbook. To write this paper you need to do research on root cause analysis, business process improvement, organizational behavior, and organizational change management and include how these terms apply to your analysis. CASE STUDY IS ATTACHED
Final paper assignment rubric
Expert
Proficient
Apprentice
Novice
Integration of Knowledge
The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.
The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper.
The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course.
The paper does not demonstrate that the author has fully understood, and applied concepts learned in the course.
Topic focus
The approach is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper. A solid logical and innovative strategy is clearly established.
The approach is focused lacks a highly innovative strategy.
The approach is not cohesive and focused enough for this assignment.
The approach and strategy is not clearly coherent.
Depth of discussion
In-depth discussion & elaboration in all sections of the paper.
In-depth discussion & elaboration in most sections of the paper.
The writer has omitted pertinent content or content runs-on excessively. Quotations from others outweigh the writer’s own ideas excessively.
Cursory discussion in all the sections of the paper or brief discussion in only a few sections.
Cohesiveness
Ties together information from all sources. Paper flows from one issue to the next without the need for headings. Author's writing demonstrates an understanding of the relationship among material obtained from all sources.
For the most part, ties together information from all sources. Paper flows with only some disjointedness. Author's writing demonstrates an understanding of the relationship among material obtained from all sources.
Sometimes ties together information from all sources. Paper does not flow - disjointedness is apparent. Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources.
Does not tie together information. Paper does not f.
Research Paper Guidelines When preparing and writing the .docxaudeleypearl
Research Paper Guidelines
When preparing and writing the research papers, students must be attentive to the following basic
requirements. It is imperative that students read and follow these guidelines to ensure a good grade.
1) A research paper involves both the gathering of information and developing a student’s own
interpretation of that information. The student must stay focused on his or her chosen topic and
rely upon his or her sources for information about that topic. While a student’s own opinions about
a topic are an important part of any research process, the student must be able to support his or
her conclusions by direct reference to sources.
2) The writing must be clear and logical and as free of spelling and grammatical errors as possible.
A student should never submit a paper without rereading and proofing it. It may even be
necessary to get someone to assist in this process by having him or her read the paper and
check for these mistakes. The student should not fail to run spell-check on his or her writing.
Please remember that easily correctable spelling and grammatical mistakes left uncorrected will
result in significant loss of points.
3) This paper requires MLA formatting that includes:
a. 12-point font
b. double-spaced sentences
c. title and personal identification
d. a separate works cited page properly formatted
e. specific bibliographical form for print and electronic sources in your works cited
f. a specific form for parenthetical (in-text) citations of the sources listed in your works cited
The student will be graded on how well his or her style conforms to the above basic requirements
in MLA.
4) The works cited must include no less than four sources. Those sources must be relevant to the
topic and meet minimum academic qualifications. The acceptable types of sources include the
following:
a. class text
b. print or electronic book
c. electronic, peer-reviewed journal article
d. website with a .edu address
5) Certain sources do not qualify for works cited. You will be penalized if you use them. These are:
a. Wikipedia
b. standard dictionary or encyclopedia (web or paper)
c. any website not .edu
The student should remember that any source listed in your works cited that does not meet the
above criteria will not count towards the minimum number of required sources.
6) For every source listed in the works cited, a student must have at least one corresponding
parenthetical (in-text) reference. This will demonstrate how a student has used the source.
The student should remember that any source not accompanied by at least one parenthetical
reference (and any parenthetical reference not associated with a source in your works cited) will
not count towards the minimum number of required sources.
While research is vital, so is the proper accounting for that research. All students must use MLA
guidelines for the papers. For a sample of a correct ...
1Dallas Residency Case Study Ben Ladner’s Years of Living Lav.docxdrennanmicah
1
Dallas Residency Case Study: Ben Ladner’s Years of Living Lavishly
Please write a 3-5 page paper that answers the following questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy, were behaving like billionaires—until their years of living lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin Ladner and AU board chair George Collins took their wives to St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins had become friends. They dined together after board meetings, sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking for a second home, Collins and his wife introduced them to Gibson Island, an enclave on the western shore of the Chesapeake Bay. Their wives, both with Southern roots, hit it off. Collins sponsored the Ladners for membership in the island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always pleasant. Ladner was lobbying the board for a raise, and he couldn’t leave it in the boardroom. During the trip to St. John, Ladner kept talking about money.
At the time Ladner was making $880,750 a year, including base pay, bonus, and incentives. This put him among the nation’s best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for a package of bonuses and investments that would have added $5 million on top of his base salary over the next five years. He would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You don’t have a medical school. You’re not Harvard. You are not an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways. Collins had pressed him for accurate measurements of student performance and how AU compared to other institutions. He found Ladner’s numbers “sloppy.”
On the St. John trip, Collins told Ladner that his proposed financial package was unlikely to be approved. And Collins thought to himself: We had better start looking for a new president.
Later, to a few fellow board members, he said: “Time to hire our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded in public view. Leaks of his expenses cast him as a profligate spender of college funds for personal use. Students pilloried him on the Internet and protested on campus. Deans and faculty issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff wrote to other trustees.
The AU board, split into camps, suspended Ladner in August 2005. By October he was out on the street.
In many ways, the previous 11 yea.
19Dallas Residency Case Study Ben Ladner’s Years of Living La.docxdrennanmicah
19
Dallas Residency Case Study: Ben Ladner’s Years of Living Lavishly
Please write a 5-7 page paper that answers the following questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy, were behaving like billionaires—until their years of living lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin Ladner and AU board chair George Collins took their wives to St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins had become friends. They dined together after board meetings, sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking for a second home, Collins and his wife introduced them to Gibson Island, an enclave on the western shore of the Chesapeake Bay. Their wives, both with Southern roots, hit it off. Collins sponsored the Ladners for membership in the island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always pleasant. Ladner was lobbying the board for a raise, and he couldn’t leave it in the boardroom. During the trip to St. John, Ladner kept talking about money.
At the time Ladner was making $880,750 a year, including base pay, bonus, and incentives. This put him among the nation’s best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for a package of bonuses and investments that would have added $5 million on top of his base salary over the next five years. He would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You don’t have a medical school. You’re not Harvard. You are not an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways. Collins had pressed him for accurate measurements of student performance and how AU compared to other institutions. He found Ladner’s numbers “sloppy.”
On the St. John trip, Collins told Ladner that his proposed financial package was unlikely to be approved. And Collins thought to himself: We had better start looking for a new president.
Later, to a few fellow board members, he said: “Time to hire our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded in public view. Leaks of his expenses cast him as a profligate spender of college funds for personal use. Students pilloried him on the Internet and protested on campus. Deans and faculty issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff wrote to other trustees.
The AU board, split into camps, suspended Ladner in August 2005. By October he was out on the street.
In many ways, the previous 11 ye.
Outline 1
Outline
Student Name
College
Class Name and Number
Instructor
Date
Outline 2
I. Over and over again families are left without their loved
ones, to the acts of suicide. Suicide doesn’t only
include the people who have died but also the attempts
that have been made. There are warning signs and
prevention of suicide but that has not made suicide low
on the death rate.
A. Suicide carries a social and moral meaning in all
societies. At both the individual and population
levels, the suicide rate has been long understood to
correlate with cultural, social, political, and
economic forces. (Institute of Medicine, 2009)
B. Given its unique nature, research on suicide faces a
series of obstacles that limit progress in the
understanding, prevention, and treatment of the
problem.
II. Suicide is not something new but something that is a part
of our history.
A. This history of suicide dated back to Egypt, Greece,
and Rome where suicide was used as part of a ritual.
i. Suicide in ancient Egypt was viewed as a neutral
event, because death was merely a passage from one
form of existence to another. It was simply a
means of avoiding, disgrace, abandonment, guilt,
Outline 3
cowardice, or loss of a loved one. Or an
expression of general mistrust of the world.
(A1b2c3, 2009)
ii. Cleopatra committed suicide as part of a ritual.
B. Some of the causes of suicidal behaviors can accompany
many emotional disturbances, including depression,
bipolar, and schizophrenia.
i. Suicidal behaviors often occur in response to a
situation that the person views as overwhelming,
such as social isolation, death of a loved one,
emotional trauma, serious illness, aging,
unemployment or financial problems, guilt
feelings, or dependence on alcohol or other drugs.
(Health, 2009)
ii. When people are suicidal, they often mistakenly
believe that they are doing their friends and
relatives a favor by taking themselves out of the
world. These irrational beliefs often drive their
behavior. (Health, 2009)
C. There are early warning signs, critical signs, and the
prevention of suicide.
Outline 4
i. Many people who attempt suicide talk about it
before making the attempt.
a. Early signs of suicide include: Depression,
statements or expressions of guilty feeling,
tension or anxiety, nervousness, impulsiveness.
Critical signs include: Sudden change in
behavior, especially calmness after a period of
anxiety, giving away belongings, attempts to
“get one’s affairs in order”, direct or
indirect threats to commit suicide, direct
attempts to commit suicide. (Health, 2009)
III. Suicide attempts and threats should always be taken
seriously. About one-third of people who attempt suicide
will repeat the attempt within 1 year, and about 10% of
those who threaten or attempt suicide eventually do kill
themselves.
.
This powerpoint id used for a grade 9 Library Research essay. The main topics it convers is plagirarism (and how to avoid it), MLA citation and how to begin writing a research essay.
Annotated Bibliography-DraftAlberts, J.K. The Role of Couples.docxjustine1simpson78276
Annotated Bibliography-Draft
Alberts, J.K. "The Role of Couples’ Conversations in Relational Development: A Content Analysis of Courtship Talk in Harlequin Romance Novels." Communication Quarterly, Spring 1986. Web. 20 Sept. 2016.
The Role of Couples’ Conversations in Relational Development: A Content Analysis of Courtship Talk in Harlequin Romance Novels, relies largely on references to the Harlequin series. This article dives deeper into the conversations that the characters have in the novels and the aspects and steps of developing romantic relationships. The stages of romantic relationships were referenced in accordance to what Knapp had previously established being initiating, experimenting, intensifying, integrating and bonding. (p. 128) After referencing Knapp’s stages of relationship development, J.K. Alberts analyzes ten novels from the Harlequin series to exemplify the stages. Alberts uses examples and quotes conversations from the text in the analysis of the novels to prove the relation as well. In conclusion, Alberts states that from the research presented in the article can lead to many other things but even though “romantic literature may have its drawbacks as a research database; however, it is a widespread and important cultural artifact that should not be dismissed out of hand.” (p. 141)
J.K. Alberts uses multiple examples to support the initial idea that there are many steps and important conversations in establishing romantic relationships. Because the Harlequin romance novels are so popular and have been around for so many years these novels were a strong choice in representing the stages of relationships. The way Alberts quotes directly from the text to exemplify different stages and different language context while also using research from a few different people, it helps the reader to understand the stages fully. The stages are also very clear and relatable to real life situations which help to be able to understand how these may both relate to novels and also real time relationships. One thing that could have been more focused is that the author referencing many different people who have done research in the past and it may have been more beneficial to focus solely on Knapp because their research seems the most expansive and relevant to the content of this article.
The information presented in this article is very relevant to my topic and will be very helpful when I write about the stages of romantic relationships in novels later in the semester when composing my paper. The stages that were developed by Knapp are also very informative and will be very useful to dive deeper into stages of theses relationships in novels.
Connolly, Jennifer, Wendy Craig, Adele Goldberg, and Debra Pepler. “Mixed-Gender Groups, Dating, And Romantic Relationships in Early Adolescence.” Journal of Research on Adolescence (Wiley-Blackwell) 14.2 (2004): 185-207. Academic Search Complete. Web. 28 Oct. 2016.
In this article Je.
Research Paper Guidelines When preparing and writing the .docxaudeleypearl
Research Paper Guidelines
When preparing and writing the research papers, students must be attentive to the following basic
requirements. It is imperative that students read and follow these guidelines to ensure a good grade.
1) A research paper involves both the gathering of information and developing a student’s own
interpretation of that information. The student must stay focused on his or her chosen topic and
rely upon his or her sources for information about that topic. While a student’s own opinions about
a topic are an important part of any research process, the student must be able to support his or
her conclusions by direct reference to sources.
2) The writing must be clear and logical and as free of spelling and grammatical errors as possible.
A student should never submit a paper without rereading and proofing it. It may even be
necessary to get someone to assist in this process by having him or her read the paper and
check for these mistakes. The student should not fail to run spell-check on his or her writing.
Please remember that easily correctable spelling and grammatical mistakes left uncorrected will
result in significant loss of points.
3) This paper requires MLA formatting that includes:
a. 12-point font
b. double-spaced sentences
c. title and personal identification
d. a separate works cited page properly formatted
e. specific bibliographical form for print and electronic sources in your works cited
f. a specific form for parenthetical (in-text) citations of the sources listed in your works cited
The student will be graded on how well his or her style conforms to the above basic requirements
in MLA.
4) The works cited must include no less than four sources. Those sources must be relevant to the
topic and meet minimum academic qualifications. The acceptable types of sources include the
following:
a. class text
b. print or electronic book
c. electronic, peer-reviewed journal article
d. website with a .edu address
5) Certain sources do not qualify for works cited. You will be penalized if you use them. These are:
a. Wikipedia
b. standard dictionary or encyclopedia (web or paper)
c. any website not .edu
The student should remember that any source listed in your works cited that does not meet the
above criteria will not count towards the minimum number of required sources.
6) For every source listed in the works cited, a student must have at least one corresponding
parenthetical (in-text) reference. This will demonstrate how a student has used the source.
The student should remember that any source not accompanied by at least one parenthetical
reference (and any parenthetical reference not associated with a source in your works cited) will
not count towards the minimum number of required sources.
While research is vital, so is the proper accounting for that research. All students must use MLA
guidelines for the papers. For a sample of a correct ...
1Dallas Residency Case Study Ben Ladner’s Years of Living Lav.docxdrennanmicah
1
Dallas Residency Case Study: Ben Ladner’s Years of Living Lavishly
Please write a 3-5 page paper that answers the following questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy, were behaving like billionaires—until their years of living lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin Ladner and AU board chair George Collins took their wives to St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins had become friends. They dined together after board meetings, sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking for a second home, Collins and his wife introduced them to Gibson Island, an enclave on the western shore of the Chesapeake Bay. Their wives, both with Southern roots, hit it off. Collins sponsored the Ladners for membership in the island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always pleasant. Ladner was lobbying the board for a raise, and he couldn’t leave it in the boardroom. During the trip to St. John, Ladner kept talking about money.
At the time Ladner was making $880,750 a year, including base pay, bonus, and incentives. This put him among the nation’s best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for a package of bonuses and investments that would have added $5 million on top of his base salary over the next five years. He would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You don’t have a medical school. You’re not Harvard. You are not an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways. Collins had pressed him for accurate measurements of student performance and how AU compared to other institutions. He found Ladner’s numbers “sloppy.”
On the St. John trip, Collins told Ladner that his proposed financial package was unlikely to be approved. And Collins thought to himself: We had better start looking for a new president.
Later, to a few fellow board members, he said: “Time to hire our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded in public view. Leaks of his expenses cast him as a profligate spender of college funds for personal use. Students pilloried him on the Internet and protested on campus. Deans and faculty issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff wrote to other trustees.
The AU board, split into camps, suspended Ladner in August 2005. By October he was out on the street.
In many ways, the previous 11 yea.
19Dallas Residency Case Study Ben Ladner’s Years of Living La.docxdrennanmicah
19
Dallas Residency Case Study: Ben Ladner’s Years of Living Lavishly
Please write a 5-7 page paper that answers the following questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy, were behaving like billionaires—until their years of living lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin Ladner and AU board chair George Collins took their wives to St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins had become friends. They dined together after board meetings, sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking for a second home, Collins and his wife introduced them to Gibson Island, an enclave on the western shore of the Chesapeake Bay. Their wives, both with Southern roots, hit it off. Collins sponsored the Ladners for membership in the island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always pleasant. Ladner was lobbying the board for a raise, and he couldn’t leave it in the boardroom. During the trip to St. John, Ladner kept talking about money.
At the time Ladner was making $880,750 a year, including base pay, bonus, and incentives. This put him among the nation’s best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for a package of bonuses and investments that would have added $5 million on top of his base salary over the next five years. He would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You don’t have a medical school. You’re not Harvard. You are not an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways. Collins had pressed him for accurate measurements of student performance and how AU compared to other institutions. He found Ladner’s numbers “sloppy.”
On the St. John trip, Collins told Ladner that his proposed financial package was unlikely to be approved. And Collins thought to himself: We had better start looking for a new president.
Later, to a few fellow board members, he said: “Time to hire our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded in public view. Leaks of his expenses cast him as a profligate spender of college funds for personal use. Students pilloried him on the Internet and protested on campus. Deans and faculty issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff wrote to other trustees.
The AU board, split into camps, suspended Ladner in August 2005. By October he was out on the street.
In many ways, the previous 11 ye.
Outline 1
Outline
Student Name
College
Class Name and Number
Instructor
Date
Outline 2
I. Over and over again families are left without their loved
ones, to the acts of suicide. Suicide doesn’t only
include the people who have died but also the attempts
that have been made. There are warning signs and
prevention of suicide but that has not made suicide low
on the death rate.
A. Suicide carries a social and moral meaning in all
societies. At both the individual and population
levels, the suicide rate has been long understood to
correlate with cultural, social, political, and
economic forces. (Institute of Medicine, 2009)
B. Given its unique nature, research on suicide faces a
series of obstacles that limit progress in the
understanding, prevention, and treatment of the
problem.
II. Suicide is not something new but something that is a part
of our history.
A. This history of suicide dated back to Egypt, Greece,
and Rome where suicide was used as part of a ritual.
i. Suicide in ancient Egypt was viewed as a neutral
event, because death was merely a passage from one
form of existence to another. It was simply a
means of avoiding, disgrace, abandonment, guilt,
Outline 3
cowardice, or loss of a loved one. Or an
expression of general mistrust of the world.
(A1b2c3, 2009)
ii. Cleopatra committed suicide as part of a ritual.
B. Some of the causes of suicidal behaviors can accompany
many emotional disturbances, including depression,
bipolar, and schizophrenia.
i. Suicidal behaviors often occur in response to a
situation that the person views as overwhelming,
such as social isolation, death of a loved one,
emotional trauma, serious illness, aging,
unemployment or financial problems, guilt
feelings, or dependence on alcohol or other drugs.
(Health, 2009)
ii. When people are suicidal, they often mistakenly
believe that they are doing their friends and
relatives a favor by taking themselves out of the
world. These irrational beliefs often drive their
behavior. (Health, 2009)
C. There are early warning signs, critical signs, and the
prevention of suicide.
Outline 4
i. Many people who attempt suicide talk about it
before making the attempt.
a. Early signs of suicide include: Depression,
statements or expressions of guilty feeling,
tension or anxiety, nervousness, impulsiveness.
Critical signs include: Sudden change in
behavior, especially calmness after a period of
anxiety, giving away belongings, attempts to
“get one’s affairs in order”, direct or
indirect threats to commit suicide, direct
attempts to commit suicide. (Health, 2009)
III. Suicide attempts and threats should always be taken
seriously. About one-third of people who attempt suicide
will repeat the attempt within 1 year, and about 10% of
those who threaten or attempt suicide eventually do kill
themselves.
.
This powerpoint id used for a grade 9 Library Research essay. The main topics it convers is plagirarism (and how to avoid it), MLA citation and how to begin writing a research essay.
Annotated Bibliography-DraftAlberts, J.K. The Role of Couples.docxjustine1simpson78276
Annotated Bibliography-Draft
Alberts, J.K. "The Role of Couples’ Conversations in Relational Development: A Content Analysis of Courtship Talk in Harlequin Romance Novels." Communication Quarterly, Spring 1986. Web. 20 Sept. 2016.
The Role of Couples’ Conversations in Relational Development: A Content Analysis of Courtship Talk in Harlequin Romance Novels, relies largely on references to the Harlequin series. This article dives deeper into the conversations that the characters have in the novels and the aspects and steps of developing romantic relationships. The stages of romantic relationships were referenced in accordance to what Knapp had previously established being initiating, experimenting, intensifying, integrating and bonding. (p. 128) After referencing Knapp’s stages of relationship development, J.K. Alberts analyzes ten novels from the Harlequin series to exemplify the stages. Alberts uses examples and quotes conversations from the text in the analysis of the novels to prove the relation as well. In conclusion, Alberts states that from the research presented in the article can lead to many other things but even though “romantic literature may have its drawbacks as a research database; however, it is a widespread and important cultural artifact that should not be dismissed out of hand.” (p. 141)
J.K. Alberts uses multiple examples to support the initial idea that there are many steps and important conversations in establishing romantic relationships. Because the Harlequin romance novels are so popular and have been around for so many years these novels were a strong choice in representing the stages of relationships. The way Alberts quotes directly from the text to exemplify different stages and different language context while also using research from a few different people, it helps the reader to understand the stages fully. The stages are also very clear and relatable to real life situations which help to be able to understand how these may both relate to novels and also real time relationships. One thing that could have been more focused is that the author referencing many different people who have done research in the past and it may have been more beneficial to focus solely on Knapp because their research seems the most expansive and relevant to the content of this article.
The information presented in this article is very relevant to my topic and will be very helpful when I write about the stages of romantic relationships in novels later in the semester when composing my paper. The stages that were developed by Knapp are also very informative and will be very useful to dive deeper into stages of theses relationships in novels.
Connolly, Jennifer, Wendy Craig, Adele Goldberg, and Debra Pepler. “Mixed-Gender Groups, Dating, And Romantic Relationships in Early Adolescence.” Journal of Research on Adolescence (Wiley-Blackwell) 14.2 (2004): 185-207. Academic Search Complete. Web. 28 Oct. 2016.
In this article Je.
Overview Students will write a brief research review (5-7 pages.docxgerardkortney
Overview: Students will write a brief research review (5-7 pages double spaced) on a topic of their choosing, so long as it relates directly to Cognitive Psychology. This review must include a minimum of 5 peer-reviewed research articles. The paper is due on Friday, December 8th.
Topics
Perception
Attention
Memory
Knowledge
Language
Decision Making
Final Paper
Example Topics:
To what degree are cognitive processes shared across music and language?
What are the types of cognitive processes that contribute to creating false memories?
What are the best study strategies for doing well in a college course?
*Must write topic in your own words, don’t plagiarize these examples*
Topic
Address your topic using peer reviewed research articles.
Articles that contain research experiments
Review articles cannot be included in these 5, but can use review article as an additional source
Where to find articles? PsycInfo
Peer reviewed Research
Summarize the articles in your paper.
What did the researchers do (i.e. methods)? What did they find (i.e. results)? What does this tell us about your topic?
Connect articles to make an argument.
How do these articles inform one another, and the topic at large?
Example *Published* Review paper: Peretz, Vuvan, Lagrois, & Armony (2016)
Not the same expectation for the final paper, but gives you a sense of structure for a review paper.
Peer reviewed Research
Plagiarism
Everything must be in your own words
Refrain from using direct quotes
Third person point of view/ formal writing
Do not use contractions (e.g. don’t, can’t)
12 point font, Times New Roman, double spaced
Paper mechanics
What is it?
American Psychological Association (APA) style
A writing style used in the social sciences
Used to cite sources.
Why is it important?
Need to give credit to authors who developed original ideas
If these are not your own ideas, need to cite!
Otherwise, you are plagiarizing
Also lets reader know what works you are referring to
Reduces ambiguity
APA Format
How to use it?
In text citations:
When you refer to author’s name(s) within a sentence:
According to Jones (1998), APA style is a difficult citation format for first-time learners.
When you don’t refer to author’s name(s) within a sentence, but you refer to their ideas.
APA style is a difficult citation format for first-time learners (Jones, 1998).
APA Format
Multiple authors:
2 authors
Research by Wegener and Petty (1994) supports...
(Wegener & Petty, 1994)
3 to 5 authors
Research by Kernis and colleagues (1993) supports
(Kernis, Cornell, Sun, Berry, & Harlow, 1993) (Kernis et al., 1993)
6 or more authors
Harris et al. (2001) argued...
(Harris et al., 2001)
APA Format
References
Need to include a reference list
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10.
Use hanging paragraph
Author(s): Last name and then initials.
Date
Title: Only first .
Annotated Bibliography for Persuasive Speech (75 points)What is .docxdurantheseldine
Annotated Bibliography for Persuasive Speech
(75 points)
What is an annotated bibliography? An annotated bibliography is a list of citations of books, articles, and documents. Each citation is followed by a descriptive and evaluative paragraph—the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited and possibly to be used for the speech.
Directions: Write an annotated bibliography for three to five sources in preparation for your Week 7 Persuasive Speech. Document the sources using APA standards. Alphabetize by author last name, double space, and use the hanging indentation style.Assignment:
1. Sources should be in alphabetical order by author last name. Cite the book, article, or document using appropriate APA style.
2. Write an annotation that summarizes the central theme and scope of the book or article, gives information about the author, and tells how you might use this information in your speech.
· Paragraph 1: First, summarize the source. Be sure to put the writing into your own words and avoid plagiarism. Second, evaluate the authority or background of the author. What makes them an authority or expert on this subject? You may have to search beyond the article to find out more about your author.
· Paragraph 2: Explain specifically how this work might be used in your research paper. For example, it would be good for background, good for discussion of opposite views (state what they are), good for valuable facts and statistics, a good summary to help with your conclusion, good quotations from experts in the field, and so forth.
(See the example on next page.)
Waite, L.J., Goldscheider, D., & Witsberger, C. (1986). Non-family living and the erosion of traditional
family orientations among young adults. American Sociological Review, 51, 41-54.
The authors, researchers at the Rand Corporation and Brown University, use the data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, although the effects were fewer in studies of young males. Increasing the time away from parents before marrying led to increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of nonfamily living. Goldscheider and Witsberger are both published authors. Each has an advanced degree in psychology and family studies. Goldscheider teaches at Brown University where he specializes in psychology courses. Witsberger has published dozens of articles about adolescent psychology and also teaches psychology at Brown University.
This source will best be used in my second body paragraph. In this .
COUN 646Research Paper – Abstract and Annotated Bibliography Ins.docxvoversbyobersby
COUN 646
Research Paper – Abstract and Annotated Bibliography Instructions
Abstract
An abstract is a 1-paragraph summary of the paper that does not exceed 250 words. Do not indent the first line in abstracts, and do not include citations. The abstract must be flush with the left margin and double-spaced.
Example:
Abstract
Graduate students often struggle with learning how to write in APA format. One of the best ways to learn APA format is to seek assistance from university writing centers. This study examined the improvement in writing exhibited by a sample of one hundred students in a graduate writing course. Fifty students relied on “self-taught” APA format resources provided by the university and fifty students received assistance from the university writing center. The students receiving assistance from the writing center made 25% fewer errors on the exit essay than the group using only the “self-taught” resources. The results indicate that university writing centers can be more helpful in learning APA format than relying on “self-taught” resources.
Annotated Bibliography
An annotated bibliography is a collection of a minimum of 10 one-paragraph summaries of the 10 sources you intend to use in the final paper. The sources must be current or dated within the past 10 years. The ability to use resources older than 10 years is left to the discretion of the instructor. At least 50% of these sources need to be from empirical journal articles.
Do not paste the article abstract in the paper. Annotations must be your own summary of the article. The summary must include the findings of research that was included in the article. Do not simply say the authors conducted a study without providing a summary of the findings.
The annotations include the full current APA-formatted citations of the source, and the annotations are listed in alphabetical order based on the first author’s last name. The assignment must include a title page in current APA format.
Example:
Grice, R. (2011). The value of university writing centers. Journal of Counseling, 23(1), 56–58.
University writing centers can be very helpful in learning APA format. Grice found in a study of 100 graduate students in a graduate-level writing course that those receiving assistance from the university writing center demonstrated marked improvement by reducing errors by 25% in comparison to the “self-taught” group. The author concludes that university writing centers can be very helpful to graduate students.
Requirements:
1. Include a current APA-formatted title page with all of the required components.
2. List the annotations in alphabetical order according to the first author’s last name.
3. All sources must be from academic and peer-reviewed journals or books such as the course resources.
4. Resources must be dated within the past 10 years unless permission to use older resources is given by the instructor.
Submit the assignment as 1 Word document through the assignment link in Module/.
Tips for EditorialsTips on Content of Letter· If a publicatio.docxherthalearmont
Tips for Editorials
Tips on Content of Letter:
· If a publication receives multiple letters on the same subject, the editor will choose one that says something in a new way or takes a unique angle.
· Focus your letter on one point on one subject. If you are commenting on a specific story in the paper, mention the headline and date. Cite the specific reference and sum it up in a sentence to refresh readers’ memories. Then point out facts that were left out, or refute or support facts that were stated.
· Be clear and concise. Shorter is better. Most papers want letters of 250 words or less. Magazines such as Time want even less.
· State your point early in the letter and support your point with facts.
· Know the audience of the publication. Technical information and long, multi-syllable words are often inappropriate for a general audience.
· If appropriate, mention your motivation or expertise in writing. For example, “As an Ohio State University student, I believe… and therefore x,” or “I am a director of a non-profit agency that serves families in poverty. Here is what my experience has been….That is why I believe y.”
General Logistical Tips:
Know and follow the policies and specifications of the publication to which you are submitting your letter. Except as noted, it is OK to send the same or similar letters to more than one publication. But don’t submit the same or similar letters to multiple papers in the same media market.
Always include your name, address, and daytime telephone number.
Don’t send specifically local letters to other localities.
General Tips:
Avoid clichés, name-calling, slang, and repetition.
Check your letter for grammar and fluidity, read it out loud to make sure the thoughts flow well.
Give it a catchy title.
How do you write a letter to the editor?
1. Begin the letter with a simple salutation.
Don’t worry if you don’t know the editor’s name. A simple, “To the Editor of the Lantern” is sufficient. If you have the editor’s name, however, you should use it to increase the possibility of your letter being read.
2. Grab the reader’s attention.
Get attention right away; your opening sentence is very important. It should make the reader want to read more.
3. Explain what the letter is about at the start.
Throughout your letter, remember the rule:
Be quick,
Be concise, and then
Be quiet.
Don’t make the editor or the general public wait to find out what you want to say. Tell them your key point at the beginning.
4. Explain why the issue is important.
If you are motivated enough to write a letter to a newspaper or magazine, the importance of your topic may seem clear to you. Remember, though, that the general public probably doesn’t share your background or the interest. Explain the issue and its importance simply. Use plain language that most people will understand.
5. Give evidence for any praise or criticism.
If you are writing a letter discussing a past or pending action, be clear in showing why ...
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
ENGL111-91N-N1-201620 - FALL 2016-91N-ENGLISH COMPOSITIONFina.docxSALU18
ENGL111-91N-N1-201620 - FALL 2016:-91N-ENGLISH COMPOSITION
Final Draft of Writing Project 1: Summary and Response - Submission 1
Zechen Du
on Mon, Oct 31 2016, 12:11 AM
49% highest match
Submission ID: 9e036db1-ee80-4d63-a181-8a7f44105847
Attachments (1)
· wp1_final_draft_Zechen.docx49%
Word Count: 1,052 Attachment ID: 140486299
wp1_final_draft_Zechen.docx
Surname 1
Cover Letter Dear Professor Sheila McDermott-Sipe, My purpose of writing this draft is to inform the audience about the some of the how Facebook has transformed many students' Writing for the Better or worse in education system. 1 MY INTENDED AUDIENCES INCLUDE THE PEERS, MY PROFESSOR, THE OTHER STAKEHOLDERS SUCH AS THE SOCIETY AND PARENTS.There are few revisions that I made to improve my draft. I restructured my introduction part to capture the reader’s attention. Secondly, in the body i added some direct quotations from article to show the original source, this reduced plagiarism in my work. 1 ONE MAIN FEEDBACK I RECEIVED FROM PEERS WAS ON THE ISSUE OF POOR SENTENCE STRUCTURE.I used this feedback to revise the whole document taking into account poor structured questions. 1 THIS REVISION IMPROVED MY DRAFT IN THAT IT BECAME LEGIBLE, AT THE SAME TIME THE SENTENCES BECAME BRIEF, CLEAR AND DIRECT TO THE POINT.The challenge I encountered while trying to revise the draft was trying to get more references for my draft- I solved that challenge by going to the library and the use of internet.
Thank you.
Zechen Du
Zechen Du ENGL111 Professor Sheila McDermott-Sipe Facebook Has Transformed My Students' Writing—for the Better Currently, the use of internet has become of the most adorable feature in education system. There are various advantages and disadvantages of using internet. From reliable information, it was reported that writing a complete sentence has been increasingly become endangered species. Many of the students assess good writing and discuss some of the main effect of choice of the words as well as elegant syntax on the experience of the audience. The difficult conflict is worth fighting, however all people need to be aware that something dark than lasting senioritis lines up in the opposition (Simmons 1). Conversely while Twitter and Facebook have battered the writing conventions among many students, they have not destroyed the significant elements in individual writing which comprise emotional honesty as well as reflection. 1 THE MAIN OBJECTIVE OF THIS ARTICLE WAS TO DEMONSTRATE THE IMPACTS OF USING FACEBOOK IN THE CLASSROOM.IT CAN BE SUMMED UP THAT THE COMMON STRAND OF THE CHALLENGES OF IS THE DIVIDED ATTENTION.2 “FACEBOOK HAS TRANSFORMED MY STUDENTS'Writing—for the Better” is an article that deals with the young high school boys specifically, social networking which has actually improved the process of writing and not the process or the product (Simmons 1). However the sensitivity as well as inward concentration needed to begin to make a draft that will require editing. The a ...
Case Study Analysis Adolescence to Emerging AdulthoodFor this aogglili
Case Study Analysis: Adolescence to Emerging Adulthood
For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: adolescence or emerging adulthood.
Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:
Dean, page 365.
Angela, page 436.
Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.
Expectations
Address the following in your case study analysis:
Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
Apply the appropriate lifespan development theory to support an identified intervention process.
Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.
Content
The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.
Provide the following content in your paper:
An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
The body of the case study, including:
The presenting challenge or challenges and primary issue or issues.
The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
The potential impact of individual and cultural differences on development for the current age and context described in the case study.
Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.
Requirements
Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:
Title page.
Introduction (half page).
Case study analysis (4 pages).
Conclusion (half page).
Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
Font: Times New Roman, 12 point.
CASE STUDY (DEAN)
Dean is a White 16-year-old. He is a sophomore at George Washington Carver High School. He lives with his father and his stepmother in a semirural community in the South. His father and mother divorced when Dean was 8 years old, and both parents remarried shortly after the breakup. Dean’s mother ...
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi.
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi ...
General InstructionsThe goal of this assignment is to use eviMatthewTennant613
General Instructions:
The goal of this assignment is to use evidence from the social psychological research literature to address whether or not there is support for a popular proverb or saying about social behavior.
This paper should be 5 - 7 pages in length (double-spaced).
You first need to choose a proverb to write about (see potential list below). You are encouraged to choose one of the proverbs from this list, but you may also come up with your own as long as your instructor approves your choice.
After choosing a proverb, you will need to find at least 2 references from psychological / sociological peer reviewed journals that contain social psychological research that is relevant to your proverb.
You'll need to read the articles and summarize/ describe them in your report. Be sure to only use articles that directly address the issue presented in the proverb.
For the paper itself, you will do the following:
1. Present the proverb you are interested in, along with your own personal "theory" about whether the proverb is true or not.
2. For each of the two articles (studies) you find, do the following:
-Describe the study that was done - what was the hypothesis? What were the independent and dependent variables?
-Describe the findings. If the article is complex, it's ok to just focus on the findings that are relevant for your proverb.
-Offer a summary of whether the study supports or refutes the proverb.
(Do this for each of the two studies)
3. Finish with a final conclusion about your proverb or saying: Do the two studies suggest the proverb is true or not? Also offer comments about shortcomings or weaknesses of the social psychological literature that you examined. Are there problems with the studies that make you question their validity?
Remember, your research might support the proverb, or it may not. It's also possible that you'll find one study supporting your proverb and one refuting it. Any of these possibilities is fine! If your studies are in conflict with each other, be sure to discuss why you think that's the case (e.g., how do differences between the studies account for the different findings?)
4. Provide references for your two articles.
List of proverbs and sayings
1. Birds of a feather flock together.
2. Love is blind.
3. Absence makes the heart grow fonder.
4. There's no such thing as love at first sight.
5. I'd rather be disliked for who I am than liked for who I am not.
6. No one can make you feel inferior without your consent.
7. Only dead fish swim with the stream.
8. With a silver tongue and kindness you can drag an elephant by a hair.
9. A friend in need is a friend indeed.
10. Actions speak louder than words.
11. Beauty is only skin deep.
12. Familiarity breeds contempt.
13. Good fences make good neighbors.
14. Honesty is the best policy.
15. Revenge is sweet.
16. Never judge a book by its cover.
17. You scratch my back and I'll scratch yours.
18. Too many cooks spoil the broth.
19. True love never grow ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Analyze and describe how social media could influence each stage of .docxgreg1eden90113
Analyze and describe how social media could influence each stage of the Customer Decision Journey for a customer deciding where to go for a special night out (may include dinner, a special activity, etc.). Please be specific and cover each stage. Use the modified customer decision journey not the traditional journey. Note that this is for social media not other forms of internet sites.
Please note: Grading Criteria and textbook notes for reference are attached.
.
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxgreg1eden90113
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s profitability, liquidity, leverage and the common stock as an investment. The length of the paper should be 3 to 5 pages in APA format. Prepare a financial analysis on the company using public information such as the company’s annual report, SEC 10-Q and 10-K.
.
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Overview Students will write a brief research review (5-7 pages.docxgerardkortney
Overview: Students will write a brief research review (5-7 pages double spaced) on a topic of their choosing, so long as it relates directly to Cognitive Psychology. This review must include a minimum of 5 peer-reviewed research articles. The paper is due on Friday, December 8th.
Topics
Perception
Attention
Memory
Knowledge
Language
Decision Making
Final Paper
Example Topics:
To what degree are cognitive processes shared across music and language?
What are the types of cognitive processes that contribute to creating false memories?
What are the best study strategies for doing well in a college course?
*Must write topic in your own words, don’t plagiarize these examples*
Topic
Address your topic using peer reviewed research articles.
Articles that contain research experiments
Review articles cannot be included in these 5, but can use review article as an additional source
Where to find articles? PsycInfo
Peer reviewed Research
Summarize the articles in your paper.
What did the researchers do (i.e. methods)? What did they find (i.e. results)? What does this tell us about your topic?
Connect articles to make an argument.
How do these articles inform one another, and the topic at large?
Example *Published* Review paper: Peretz, Vuvan, Lagrois, & Armony (2016)
Not the same expectation for the final paper, but gives you a sense of structure for a review paper.
Peer reviewed Research
Plagiarism
Everything must be in your own words
Refrain from using direct quotes
Third person point of view/ formal writing
Do not use contractions (e.g. don’t, can’t)
12 point font, Times New Roman, double spaced
Paper mechanics
What is it?
American Psychological Association (APA) style
A writing style used in the social sciences
Used to cite sources.
Why is it important?
Need to give credit to authors who developed original ideas
If these are not your own ideas, need to cite!
Otherwise, you are plagiarizing
Also lets reader know what works you are referring to
Reduces ambiguity
APA Format
How to use it?
In text citations:
When you refer to author’s name(s) within a sentence:
According to Jones (1998), APA style is a difficult citation format for first-time learners.
When you don’t refer to author’s name(s) within a sentence, but you refer to their ideas.
APA style is a difficult citation format for first-time learners (Jones, 1998).
APA Format
Multiple authors:
2 authors
Research by Wegener and Petty (1994) supports...
(Wegener & Petty, 1994)
3 to 5 authors
Research by Kernis and colleagues (1993) supports
(Kernis, Cornell, Sun, Berry, & Harlow, 1993) (Kernis et al., 1993)
6 or more authors
Harris et al. (2001) argued...
(Harris et al., 2001)
APA Format
References
Need to include a reference list
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10.
Use hanging paragraph
Author(s): Last name and then initials.
Date
Title: Only first .
Annotated Bibliography for Persuasive Speech (75 points)What is .docxdurantheseldine
Annotated Bibliography for Persuasive Speech
(75 points)
What is an annotated bibliography? An annotated bibliography is a list of citations of books, articles, and documents. Each citation is followed by a descriptive and evaluative paragraph—the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited and possibly to be used for the speech.
Directions: Write an annotated bibliography for three to five sources in preparation for your Week 7 Persuasive Speech. Document the sources using APA standards. Alphabetize by author last name, double space, and use the hanging indentation style.Assignment:
1. Sources should be in alphabetical order by author last name. Cite the book, article, or document using appropriate APA style.
2. Write an annotation that summarizes the central theme and scope of the book or article, gives information about the author, and tells how you might use this information in your speech.
· Paragraph 1: First, summarize the source. Be sure to put the writing into your own words and avoid plagiarism. Second, evaluate the authority or background of the author. What makes them an authority or expert on this subject? You may have to search beyond the article to find out more about your author.
· Paragraph 2: Explain specifically how this work might be used in your research paper. For example, it would be good for background, good for discussion of opposite views (state what they are), good for valuable facts and statistics, a good summary to help with your conclusion, good quotations from experts in the field, and so forth.
(See the example on next page.)
Waite, L.J., Goldscheider, D., & Witsberger, C. (1986). Non-family living and the erosion of traditional
family orientations among young adults. American Sociological Review, 51, 41-54.
The authors, researchers at the Rand Corporation and Brown University, use the data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, although the effects were fewer in studies of young males. Increasing the time away from parents before marrying led to increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of nonfamily living. Goldscheider and Witsberger are both published authors. Each has an advanced degree in psychology and family studies. Goldscheider teaches at Brown University where he specializes in psychology courses. Witsberger has published dozens of articles about adolescent psychology and also teaches psychology at Brown University.
This source will best be used in my second body paragraph. In this .
COUN 646Research Paper – Abstract and Annotated Bibliography Ins.docxvoversbyobersby
COUN 646
Research Paper – Abstract and Annotated Bibliography Instructions
Abstract
An abstract is a 1-paragraph summary of the paper that does not exceed 250 words. Do not indent the first line in abstracts, and do not include citations. The abstract must be flush with the left margin and double-spaced.
Example:
Abstract
Graduate students often struggle with learning how to write in APA format. One of the best ways to learn APA format is to seek assistance from university writing centers. This study examined the improvement in writing exhibited by a sample of one hundred students in a graduate writing course. Fifty students relied on “self-taught” APA format resources provided by the university and fifty students received assistance from the university writing center. The students receiving assistance from the writing center made 25% fewer errors on the exit essay than the group using only the “self-taught” resources. The results indicate that university writing centers can be more helpful in learning APA format than relying on “self-taught” resources.
Annotated Bibliography
An annotated bibliography is a collection of a minimum of 10 one-paragraph summaries of the 10 sources you intend to use in the final paper. The sources must be current or dated within the past 10 years. The ability to use resources older than 10 years is left to the discretion of the instructor. At least 50% of these sources need to be from empirical journal articles.
Do not paste the article abstract in the paper. Annotations must be your own summary of the article. The summary must include the findings of research that was included in the article. Do not simply say the authors conducted a study without providing a summary of the findings.
The annotations include the full current APA-formatted citations of the source, and the annotations are listed in alphabetical order based on the first author’s last name. The assignment must include a title page in current APA format.
Example:
Grice, R. (2011). The value of university writing centers. Journal of Counseling, 23(1), 56–58.
University writing centers can be very helpful in learning APA format. Grice found in a study of 100 graduate students in a graduate-level writing course that those receiving assistance from the university writing center demonstrated marked improvement by reducing errors by 25% in comparison to the “self-taught” group. The author concludes that university writing centers can be very helpful to graduate students.
Requirements:
1. Include a current APA-formatted title page with all of the required components.
2. List the annotations in alphabetical order according to the first author’s last name.
3. All sources must be from academic and peer-reviewed journals or books such as the course resources.
4. Resources must be dated within the past 10 years unless permission to use older resources is given by the instructor.
Submit the assignment as 1 Word document through the assignment link in Module/.
Tips for EditorialsTips on Content of Letter· If a publicatio.docxherthalearmont
Tips for Editorials
Tips on Content of Letter:
· If a publication receives multiple letters on the same subject, the editor will choose one that says something in a new way or takes a unique angle.
· Focus your letter on one point on one subject. If you are commenting on a specific story in the paper, mention the headline and date. Cite the specific reference and sum it up in a sentence to refresh readers’ memories. Then point out facts that were left out, or refute or support facts that were stated.
· Be clear and concise. Shorter is better. Most papers want letters of 250 words or less. Magazines such as Time want even less.
· State your point early in the letter and support your point with facts.
· Know the audience of the publication. Technical information and long, multi-syllable words are often inappropriate for a general audience.
· If appropriate, mention your motivation or expertise in writing. For example, “As an Ohio State University student, I believe… and therefore x,” or “I am a director of a non-profit agency that serves families in poverty. Here is what my experience has been….That is why I believe y.”
General Logistical Tips:
Know and follow the policies and specifications of the publication to which you are submitting your letter. Except as noted, it is OK to send the same or similar letters to more than one publication. But don’t submit the same or similar letters to multiple papers in the same media market.
Always include your name, address, and daytime telephone number.
Don’t send specifically local letters to other localities.
General Tips:
Avoid clichés, name-calling, slang, and repetition.
Check your letter for grammar and fluidity, read it out loud to make sure the thoughts flow well.
Give it a catchy title.
How do you write a letter to the editor?
1. Begin the letter with a simple salutation.
Don’t worry if you don’t know the editor’s name. A simple, “To the Editor of the Lantern” is sufficient. If you have the editor’s name, however, you should use it to increase the possibility of your letter being read.
2. Grab the reader’s attention.
Get attention right away; your opening sentence is very important. It should make the reader want to read more.
3. Explain what the letter is about at the start.
Throughout your letter, remember the rule:
Be quick,
Be concise, and then
Be quiet.
Don’t make the editor or the general public wait to find out what you want to say. Tell them your key point at the beginning.
4. Explain why the issue is important.
If you are motivated enough to write a letter to a newspaper or magazine, the importance of your topic may seem clear to you. Remember, though, that the general public probably doesn’t share your background or the interest. Explain the issue and its importance simply. Use plain language that most people will understand.
5. Give evidence for any praise or criticism.
If you are writing a letter discussing a past or pending action, be clear in showing why ...
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
ENGL111-91N-N1-201620 - FALL 2016-91N-ENGLISH COMPOSITIONFina.docxSALU18
ENGL111-91N-N1-201620 - FALL 2016:-91N-ENGLISH COMPOSITION
Final Draft of Writing Project 1: Summary and Response - Submission 1
Zechen Du
on Mon, Oct 31 2016, 12:11 AM
49% highest match
Submission ID: 9e036db1-ee80-4d63-a181-8a7f44105847
Attachments (1)
· wp1_final_draft_Zechen.docx49%
Word Count: 1,052 Attachment ID: 140486299
wp1_final_draft_Zechen.docx
Surname 1
Cover Letter Dear Professor Sheila McDermott-Sipe, My purpose of writing this draft is to inform the audience about the some of the how Facebook has transformed many students' Writing for the Better or worse in education system. 1 MY INTENDED AUDIENCES INCLUDE THE PEERS, MY PROFESSOR, THE OTHER STAKEHOLDERS SUCH AS THE SOCIETY AND PARENTS.There are few revisions that I made to improve my draft. I restructured my introduction part to capture the reader’s attention. Secondly, in the body i added some direct quotations from article to show the original source, this reduced plagiarism in my work. 1 ONE MAIN FEEDBACK I RECEIVED FROM PEERS WAS ON THE ISSUE OF POOR SENTENCE STRUCTURE.I used this feedback to revise the whole document taking into account poor structured questions. 1 THIS REVISION IMPROVED MY DRAFT IN THAT IT BECAME LEGIBLE, AT THE SAME TIME THE SENTENCES BECAME BRIEF, CLEAR AND DIRECT TO THE POINT.The challenge I encountered while trying to revise the draft was trying to get more references for my draft- I solved that challenge by going to the library and the use of internet.
Thank you.
Zechen Du
Zechen Du ENGL111 Professor Sheila McDermott-Sipe Facebook Has Transformed My Students' Writing—for the Better Currently, the use of internet has become of the most adorable feature in education system. There are various advantages and disadvantages of using internet. From reliable information, it was reported that writing a complete sentence has been increasingly become endangered species. Many of the students assess good writing and discuss some of the main effect of choice of the words as well as elegant syntax on the experience of the audience. The difficult conflict is worth fighting, however all people need to be aware that something dark than lasting senioritis lines up in the opposition (Simmons 1). Conversely while Twitter and Facebook have battered the writing conventions among many students, they have not destroyed the significant elements in individual writing which comprise emotional honesty as well as reflection. 1 THE MAIN OBJECTIVE OF THIS ARTICLE WAS TO DEMONSTRATE THE IMPACTS OF USING FACEBOOK IN THE CLASSROOM.IT CAN BE SUMMED UP THAT THE COMMON STRAND OF THE CHALLENGES OF IS THE DIVIDED ATTENTION.2 “FACEBOOK HAS TRANSFORMED MY STUDENTS'Writing—for the Better” is an article that deals with the young high school boys specifically, social networking which has actually improved the process of writing and not the process or the product (Simmons 1). However the sensitivity as well as inward concentration needed to begin to make a draft that will require editing. The a ...
Case Study Analysis Adolescence to Emerging AdulthoodFor this aogglili
Case Study Analysis: Adolescence to Emerging Adulthood
For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: adolescence or emerging adulthood.
Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:
Dean, page 365.
Angela, page 436.
Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.
Expectations
Address the following in your case study analysis:
Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
Apply the appropriate lifespan development theory to support an identified intervention process.
Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.
Content
The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.
Provide the following content in your paper:
An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
The body of the case study, including:
The presenting challenge or challenges and primary issue or issues.
The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
The potential impact of individual and cultural differences on development for the current age and context described in the case study.
Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.
Requirements
Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:
Title page.
Introduction (half page).
Case study analysis (4 pages).
Conclusion (half page).
Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
Font: Times New Roman, 12 point.
CASE STUDY (DEAN)
Dean is a White 16-year-old. He is a sophomore at George Washington Carver High School. He lives with his father and his stepmother in a semirural community in the South. His father and mother divorced when Dean was 8 years old, and both parents remarried shortly after the breakup. Dean’s mother ...
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi.
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi ...
General InstructionsThe goal of this assignment is to use eviMatthewTennant613
General Instructions:
The goal of this assignment is to use evidence from the social psychological research literature to address whether or not there is support for a popular proverb or saying about social behavior.
This paper should be 5 - 7 pages in length (double-spaced).
You first need to choose a proverb to write about (see potential list below). You are encouraged to choose one of the proverbs from this list, but you may also come up with your own as long as your instructor approves your choice.
After choosing a proverb, you will need to find at least 2 references from psychological / sociological peer reviewed journals that contain social psychological research that is relevant to your proverb.
You'll need to read the articles and summarize/ describe them in your report. Be sure to only use articles that directly address the issue presented in the proverb.
For the paper itself, you will do the following:
1. Present the proverb you are interested in, along with your own personal "theory" about whether the proverb is true or not.
2. For each of the two articles (studies) you find, do the following:
-Describe the study that was done - what was the hypothesis? What were the independent and dependent variables?
-Describe the findings. If the article is complex, it's ok to just focus on the findings that are relevant for your proverb.
-Offer a summary of whether the study supports or refutes the proverb.
(Do this for each of the two studies)
3. Finish with a final conclusion about your proverb or saying: Do the two studies suggest the proverb is true or not? Also offer comments about shortcomings or weaknesses of the social psychological literature that you examined. Are there problems with the studies that make you question their validity?
Remember, your research might support the proverb, or it may not. It's also possible that you'll find one study supporting your proverb and one refuting it. Any of these possibilities is fine! If your studies are in conflict with each other, be sure to discuss why you think that's the case (e.g., how do differences between the studies account for the different findings?)
4. Provide references for your two articles.
List of proverbs and sayings
1. Birds of a feather flock together.
2. Love is blind.
3. Absence makes the heart grow fonder.
4. There's no such thing as love at first sight.
5. I'd rather be disliked for who I am than liked for who I am not.
6. No one can make you feel inferior without your consent.
7. Only dead fish swim with the stream.
8. With a silver tongue and kindness you can drag an elephant by a hair.
9. A friend in need is a friend indeed.
10. Actions speak louder than words.
11. Beauty is only skin deep.
12. Familiarity breeds contempt.
13. Good fences make good neighbors.
14. Honesty is the best policy.
15. Revenge is sweet.
16. Never judge a book by its cover.
17. You scratch my back and I'll scratch yours.
18. Too many cooks spoil the broth.
19. True love never grow ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docxbriancrawford30935
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Similar to American University Case Study – (200 points) Due February 17. You.docx (20)
Analyze and describe how social media could influence each stage of .docxgreg1eden90113
Analyze and describe how social media could influence each stage of the Customer Decision Journey for a customer deciding where to go for a special night out (may include dinner, a special activity, etc.). Please be specific and cover each stage. Use the modified customer decision journey not the traditional journey. Note that this is for social media not other forms of internet sites.
Please note: Grading Criteria and textbook notes for reference are attached.
.
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxgreg1eden90113
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s profitability, liquidity, leverage and the common stock as an investment. The length of the paper should be 3 to 5 pages in APA format. Prepare a financial analysis on the company using public information such as the company’s annual report, SEC 10-Q and 10-K.
.
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxgreg1eden90113
Analyze and Evaluate Human Performance Technology
Now that you have a good understanding of human performance technology, explain the most frequently used means of gathering data in the field of human performance technology (HPT). Why is this important to an organization? What can go wrong?
Use scholarly research to back up your thoughts in this assignment. Your work should be a minimum of 2 pages following APA format.
.
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxgreg1eden90113
Analyze a popular culture reference (e.g., song, tv show, movie) or a scholarly source outside psychology (e.g., literary novel, philosopher's theory, artistic movement) for its developmental themes. How does it understand development in comparison and in contrast to developmental psychology?
.
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxgreg1eden90113
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS
Himabindu Aratikatla
University of the Cumberland's
March 22, 2020
Introduction
Yore Blends (YB) is a fictional online company dedicated to selling subscription-based traditional spice blends coupled with additional complementary products.
Yore Blends (YB) aspire to growing through mergers and acquisitions.
To do this, they need a strong customer base and steady revenue.
Yore Blends is concerned with the rate of customer churn.
Company’s Problem
Yore Blends has been in existence for years.
Nonetheless, the company is considering to expand through mergers and acquisition.
However, they are experiencing customer churn.
A considerable percentage of its clients don’t purchase their goods anymore.
As a result, the company needs to reduce customer attrition by at least 16%.
Causes for Customer Churn
Poor customer care service:
The company minimized rather than maximizing client cost
Bad onboarding:
Yore Blends clients failed to get value for the purchased products.
Clients might have lost interest in the company’s products.
Many companies think of customer service as a cost to be minimized, rather than an investment to be maximized. Here’s the issue with that: if you think of support as a cost center, then it will be. That is, if you don’t prioritize support and work to deliver excellent service to your customers, then it’s only going to cost you money…and customers. A disproportionate amount of your customer churn will take place between (1) and (2).
That’s where customers abandon your product because they get lost, don’t understand something, don’t get value from the product, or simply lose interest.
Bad onboarding – the process by which you help a customer go from (1) to (2) – can crush your retention rate, and undo all of that hard work you did to get your customers to convert in the first place.
4
Causes for Customer Churn (Cont.)
Limited customer success:
Lack of updates regarding new products
Extended absence of the company-client communication
Natural Causes:
Customers may have grown out of the products.
May have resulted due to Vendor switches might
While onboarding gets your customer to their initial success, your job isn’t done there. Hundreds of variables – including changing needs, confusion about new features and product updates, extended absences from the product and competitor marketing – could lead your customers away. If your customers stop hearing from you, and you stop helping them get value from your product throughout their entire lifecycle, then you risk making that lifecycle much, much shorter. Furthermore, Not every customer that abandons you does so because you failed. Sometimes, customers go out of business. Sometimes, operational or staff changes lead to vendor switches. Sometimes, they simply outgrow your product or service. (Salloum, 2016)
5
REASONS TO ANALYZE CUSTOMER CHURN
The company will be in a position to understand c.
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxgreg1eden90113
Analytics, Data Science, and Artificial Intelligence, 11th Edition.pdf
ANALYTICS, DATA SCIENCE, &
ARTIFICIAL INTELLIGENCE
SYSTEMS FOR DECISION SUPPORT
E L E V E N T H E D I T I O N
Ramesh Sharda
Oklahoma State University
Dursun Delen
Oklahoma State University
Efraim Turban
University of Hawaii
Microsoft and/or its respective suppliers make no representations about the suitability of the information
contained in the documents and related graphics published as part of the services for any purpose. All such
documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective
suppliers hereby disclaim all warranties and conditions with regard to this information, including all warranties
and conditions of merchantability, whether express, implied or statutory, fitness for a particular purpose, title and
non-infringement. In no event shall Microsoft and/or its respective suppliers be liable for any special, indirect
or consequential damages or any damages whatsoever resulting from loss of use, data or profits, whether in an
action of contract, negligence or other tortious action, arising out of or in connection with the use or performance
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described herein at any time. Partial screen shots may be viewed in full within the software version specified.
Microsoft® Windows® and Microsoft Office® are registered trademarks of Microsoft Corporation in the U.S.A. and
other countries. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation.
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Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxgreg1eden90113
Analytical Essay One, due Sunday, February 24th at 11:00 pm
Topic A
In Unit 4, we claimed that empire-builders in the ancient world needed to "craft a type of multi-ethnic cohesion" – ways for people from different backgrounds to coexist under the umbrella of the empire – in order for their state to function (Video 4.1). On the other hand, we consider evidence discussed in Units 3 and 4 that the foundation of empire was the willingness of leaders to use violence to overwhelm their enemies.
In an essay of 600 to 1200 words, explore such evidence to make an argument about some of the ways people balanced political solutions to problems with war. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence, that empire-building in the ancient world transformed the ways that humans understood the role of violence in politics.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 4 under “Unit 4 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing your mastery of the course material as assigned.*
2. After reviewing the material from Week 4, choose the two -- four examples from the primary sources that best allow you to make a persuasive case about the role of empire in the ancient world. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific examples.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence. An example of this is in the first sentence above.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choi.
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docxgreg1eden90113
Analytical Essay Two, due Sunday, March 31st at 11:00 pm
Topic A
In Unit 9, we described some of the ways that the Silk Road facilitated both the spread of religion and the dispersal of commodities.
In an essay of 600 to 1200 words, explore the videos and the primary source evidence to make an argument about some of the ways the Silk Road created a form of (near) globalization. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence that succeeded in creating aspects of a common culture in throughout Eurasia.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 9 under “Unit 9 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing us your mastery of the course material we have assigned.*
2. After reviewing the material from Week 9, use both primary sources to make a persuasive case about the role of the Silk Roads in creating a new form of globalization. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific sources.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choice of examples to analyze in depth and proper citation of these sources
Up to 25 points for the quality of the student's analysis of those examples
Up to 20 points for appropriate grammar and graceful expression
Topic B
Friar John of Pian de Carpine and William of Rubruck each provide a description of a Mongol court. In an essay of 600 to 1200 words, explore their descriptio.
analytic 1000 word essay about the Matrix 1 Simple english .docxgreg1eden90113
analytic 1000 word essay
about the Matrix 1
Simple english please and easy to understand
the question is :How does
The Matrix
use religious concepts in the unfolding of its narrative?
USE SOURCES THAT I CAN ACCESS EASILY
APAth 6 STYLE REFERENCE
.
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
ANALYSIS PAPER: GUIDELINES and FORMAT:
What is the problem or issue to be solved?
ABSTRACT:
State the problem and best course of action (i.e. solution) in the absolute fewest words possible. YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE “ABSTRACT” DEFINING YOUR POSITION/THESIS.
1. INTRODUCTION:
Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem.
2. BODY (Part One):
What are the causes of the problem?
Why/How did it happen?
For whom is this a problem?
What are the effects of the problem?
Why is it a problem?
The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find.
Properly document/support your arguments/findings, etc.
3. BODY (Part Two):
Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions.
What resources are available or will be necessary?
Use logic and critical thinking in your discussion.
Apply learned or researched theories and/or principles.
Fully and properly DOCUMENT your work/paper.
Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported?
4. BODY (Part Three/Conclusion):
Discuss which/why your proposed course of action/solution is the
most feasible and why you chose it, developed it, etc.
Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
When you done, make sure you did the following:
Are all your arguments/reasoning logical and supported?
Are your transitions and connections clear and do they flow together?.
Are all your ideas, arguments, sources moving the reader further from one idea to the next?
Is there a constant “nexus” between what you are writing and your abstract?
Are you using correct words?
Short sentences?
Short paragraphs?
Complete sentences?
Punctuation, capitalization, spelling, word-choice, word usage?
Length: (7) FULL pages (double-spaced, one inch margins, 11 point type)
NOTE:
**Your paper should be balanced between ( background, general research, and your PERSONAL insight and analysis.)
** Use reliable sources.
DUE : IN April 2nd.
Indirect Trauma in the Field Practicum:
Secondary Traumatic Stress, Vicarious Trauma,
and Compassion Fatigue Among Social Work Students
and Their Field Instructors
Carolyn Knight
A sample of BSW students and their field instructors was assessed for the presence
of indirect trauma, including secondary traumatic stress, vicarious trauma, and
compassion fatigue. Results indicated that students were at greater risk of experi-
encing vicarious trauma than their field instructors and research participants in
previous studies. Risk factors for stud.
Analysis on the Demand of Top Talent Introduction in Big Dat.docxgreg1eden90113
Analysis on the Demand of Top Talent Introduction
in Big Data and Cloud Computing Field in China
Based on 3-F Method
Zhao Linjia, Huang Yuanxi, Wang Yinqiu, Liu Jia
National Academy of Innovation Strategy, China Association for Science and Technology, Beijing, P.R.China
Abstract—Big data and cloud computing, which can help
China to implement innovation-driven development strategy and
promote industrial transformation and upgrading, is a new and
emerging industrial field in China. Educated, productive and
healthy workforces are necessary factor to develop big data and
cloud computing industry, especially top talents are essential.
Therefore, a three-step method named 3-F has been introduced
to help describing the distribution of top talents globally and
making decision whether they are needed in China. The 3-F
method relies on calculating the brain gain index to analysis the
top talent introduction demand of a country. Firstly, Focus on the
high-frequency keywords of a specific field by retrieving the
highly cited papers. Secondly, using those keywords to Find out
the top talents of this specific field in the Web of Science. Finally,
Figure out the brain gain index to estimate whether a country
need to introduce top talents of a specific field abroad. The result
showed that the brain gain index value of China's big data and
cloud computing field was 2.61, which means China need to
introduce top talents abroad. Besides P. R. China, those top
talents mainly distributed in the United States, the United
Kingdom, Germany, Netherlands and France.
I. INTRODUCTION
Big data and cloud computing is a new and emerging
industrial field[1], and increasing widely used in China[2-4].
Talents’ experience is a source of technological mastery[5],
essentially for developing and using big data technologies.
Most European states consider the immigration of foreign
workers as an important factor to decelerate the decline of
national workforces[6]. Lots of universities and research
institutes have set up undergraduate and/or postgraduate
courses on data analytics for cultivating talents[7]. EMC
corporation think that vision, talent, and technology are
necessary elements to providing solutions to big data
management and analysis, insuring the big data success[8].
Bibliometrics research has appeared as early as 1917[9],
and has been proved an effective method for assessing or
identifying talents. Based on analyses of publication volume,
journals and their impact factors, most cited articles and
authors, preferred methods, and represented countries,
Gallardo-Gallardo et. al[10] assess whether talent management
should be approached as an embryonic, growth, or mature
phenomenon.
In this paper, we intend to analysis whether China need to
introduce top talents in the field of big data and cloud
computing by using bibliometrics. In section 2, the 3-F method
for top talent introduction demand analysis will be dis.
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxgreg1eden90113
Analysis
Let s embrace our
dual identities
COMMUNITY COHESION Absorbing British values does not
mean ignoring our different heritages, says Alan Riddell
Local heritage: many Britons retain distinctive cultural ana reiigious characteristics
Minorities and faith issues stir strong
emotions. The Archbishop of Canter-
bury's mistake in raising the issue of
how the (J K should accommodate the
needs of one of its larger minorities
was to mention Sharia law. with all the
fears it raises about executions, cut-
ting off hands, and lack of rights for
women. It's not surprising that politi-
cians were brisk to condemn him.
Questions involving the Muslim
community are complicated by the
tendency to use "Islam" and "terror-
ism"in thesame breath. An example of
such muddled thinking was the Royal
United Services Institute's warning
last month that "misplaced deference
to multiculturalism has failed to lay
down the line to immigrant communi-
ties", undermining the fight against
extremism (R&R, 29 February. pl6).
But while the treatment, real or per-
ceived, of parts of our Muslim commu-
nity may exacerbate problems in this
country, the origins of violent extrem-
ism are not domestic - and they cannot
be cured by "laying down the line".
Accommodating diverse cultures
and faiths will always be difficult: there
could be no meeting of minds between
the Hindu monks in Hertfordshire
who believed that the natural death of
their sacred eow should not have been
hastened, and the Royal Society for
the Prevention of Cruelty to Animals
who were equally adamant that the
animal should be put down humanely.
When minorities are small, it is easy
forthe majority to ignore iheir customs.
The Orthodox Jewish communities in
north London have been accepted for
years. But their plans to create an 11
mile symbolic boundary.or Eruv.incor-
porating the Jewish community in
Golders Green met a decade of resist-
ance from people who felt that shared
space was beingcolonised.even though
the visible impact was minimal.
But we cannot ignore the increasing
diversity of our population. There has
been a steady increase in immigration
over the last 20 years and recent im-
migrants tend to be younger and so
have more children than the resident
population. Coupled with natural pop-
ulation growth, the proportion of our
population with a relatively recent
overseas heritage will continue to rise.
And the number of ethnically-mixed
neighbourhoods will grow with it.
There are areas where minorities
will soon be majorities, such as Birm-
ingham and several London boroughs.
But the internal migration patterns of
our minority population are similar to
those of the majorityionc in five neigh-
bourhoods in England are projected to
be ethnically mixed by 2011.
Of course, most of our diverse pop-
ulation will absorb the broad values
of British society, and there will be
many more children from mixed race
relationships. But it would be a mis-
take to ignore different heritages. We
cannot choos.
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxgreg1eden90113
Analysis of the Marketing outlook of Ferrari
4MARK001W Marketing
Principles: Report
Analysis of the Marketing outlook of Ferrari
Company Coursework 1: Apple Inc.
Company Coursework 2: Ferrari S.p.A.
Module Leader: Norman Peng
Seminar Tutor: Norman Peng
Student: Paolo Savio Foderaro W1616642
Marketing Report �1
Norman
Highlight
Analysis of the Marketing outlook of Ferrari
I. Introduction 3
II. PEST Analysis 4
III. Porter’s Five Forces Analysis 6
IV. SWOT and Positioning Strategy Analysis 8
V. Ansoff Matrix 10
VI. Ferrari’s Social Responsibility 11
VII.Referencing List 12
Marketing Report �2
Analysis of the Marketing outlook of Ferrari
Ferrari S.p.A
(Ferrari Corporate)
“Give a kid a paper sheet and some colours and ask him to
draw a car, for certain the car will be red” (Enzo Ferrari)
I. Introduction
A prancing black horse on a yellow background is not something that could pass unnoticed.
Destined to become an icon of style, luxury and speed, the first Ferrari made its appearance to the
public in 1947, eight years after the foundation by the Italian entrepreneur Enzo Ferrari of Auto
Avio Costruzioni, what would come to be, later on, the well-known brand Ferrari.
Throughout the history the company divided itself into the developing and production of
racing cars, becoming one of the most successful racing team in the world, and of luxury cars
distinguishing itself for the excellence of the Italian manufacture. As a matter of fact Ferrari’s cars
are build following the ideal of perfection in terms of design, power and elegance conveyed by the
Marketing Report �3
Analysis of the Marketing outlook of Ferrari
founder, Enzo Ferrari, who was used to say: “The best Ferrari is the next one” (Enzo Ferrari, no
date).
From its foundation till today Ferrari’s mission statement has been to build unique sport
cars, symbols of Italian excellence both on the road and on track. At the end of 2015 the Italian
sport car manufacturer can praise more than 7500 cars sold with a presence in 62 worldwide
markets and a net revenues of 2,854 millions of euros (Ferrari, Annual Report 2015).
Herein, the purpose of the report will be to analyse in the first part the external factors that
influence the company’s business. Then I will take into account the industry within which the
company operates in. After that, I will examine the strategic position of the company in the market
and the marketing strategy utilised for its products, namely sport cars. Finally I will conclude taking
into consideration sustainability and ethic-related issues that the company is dealing with.
(Ferrari Corporate)
II. PEST Analysis
The first concern for a company’s business is to understand and deal with all the external
factors that could affect the company’s future performance. It is worth saying that all possible
external factors are not under control of.
Analysis of the Monetary Systems and International Finance with .docxgreg1eden90113
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Name
Institutional Affiliation
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Regional Economic Integration and Economic Cooperation
The Asian region is among the leading international economic powerhouses due to its economic potential and size with countries such as China and Singapore dominating the region. Nonetheless, the capacity constraints in various Asian nations and the diversity of the continent complicate the efforts to create a unified market in the Far East. Achieving success in Asia's regional economic integration requires high commitment levels among the member countries in addition to the effective implementation of various initiatives to facilitate economic cooperation (Rillo & Cruz, 2016). I consider China and Singapore as significant players in the global and Asian economies due to their volumes of traded goods and investments in their local and foreign markets. For instance, China leads in the Asian continent, and its economy is the second largest in the world based on its nominal gross domestic product as an indicator of market performance. On the other hand, Singapore's highly developed economy is among the most rapidly growing in the world, and this has allowed the country from a third-world nation into a developed country in about five decades. I also observe that variations scope and breadth exist in regional economic integration, and the economic integration in the East Asia region initially assumed a market-oriented cooperation process before transforming into an economic integration drive.
My understanding is that a trade bloc refers to a form of an agreement between different governments that reduce or eliminate trade barriers to increase trade volumes among the member states. I have also learned that the trade blocs can exist as independent agreements between specific countries or form components of regional organizations. The trade blocs can further be categorized as monetary and economic unions, common markets, customs unions, free trade areas, and preferential trading areas. In Asia, the intergovernmental agreements have resulted in some regional trade agreements as well as the formation of the ASEAN trading bloc. I noted that China and Singapore are currently members of the Association of South-East Nations trading block alongside eight other countries in Southeast Asia. The primary objectives of ASEAN include the facilitation of sociocultural, educational, military, political, and economic integration as well as promoting intergovernmental cooperation in the region (Berman & Haque, 2015). The first stated aim of ASEAN is enhancing the competitiveness of the region in the international market as a production base by eliminating non-tariff and tariff barriers within the member states. The second aim of ASEAN is increasing the volume of FDI's to the Southeast Asia .
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxgreg1eden90113
Analysis of the B
arrios Gomez, Agustin, et al.
Mexico-US: A New Beginning
. COMEXI, 2020.
Write a summary and included the relevance to globalization, trade, finance, and immigration for international economics.
1-2 pages double-spaced; include footnotes/reference sources.
.
Analysis of Literature ReviewFailure to develop key competencie.docxgreg1eden90113
Analysis of Literature Review
Failure to develop key competencies and behaviors has been researched before through studying the workplace conflicts. In essence, workplace conflicts are inevitable mainly when employees are people from various backgrounds and different work styles that are brought together for the sake of shared business objectives. The history of organizations failing to develop competencies is quite long, and only a few studies have shown that about 30% of organizations have initiatives to improve behaviors among employees (Sperry, 2011). Previous have depicted several progressive organizations that use a leadership competency model to assist in outlining key skills and behaviors wanted by managers, supervisors, and executives.
Several questions remain unanswered about this subject, and they exist in some ways. First, the question is about the guilty of facilitation of workshops with management. It happens because organizations fail to identify and specify the essential competencies that apply to particular issues in the organization. Ideally, organizations need to shuffle and prioritize on the generic competencies as well as behaviors that would require management leaders to help in solving problems that may arise in the workplace (Sperry, 2011). Second, there is no proof of the competencies that matter to organizations. Indeed, there is must empirical data about the key behaviors that have the most significant effect on the engagement of employees, attraction, customer levels, and productivity of the employees in several organizations (Frisk & Larson, 2011).
The current best practices in dealing with this particular type of organization conflict are many and precisely based on the supervisors, managers, and executives. Develop towering strengths that would help in overshadowing weaknesses in the organization. Ideally, good leadership development always tries to magnify small natural strengths to highly energized strengths that would result in double improvement (Halász & Michel, 2011). The current best practice is the application of the competency models to assist leaders in improving their effectiveness, especially when dealing with employee behaviors in the organization.
Design Proposal and Outline
Topic of Training
The topic of training is using competency models for development and building of key competencies and behaviors in an organization.
Reason for the Choice
The topic is chosen because the primary purpose of the competency model is to assist leaders in the improvement of their effectiveness in developing key competencies and behaviors in an organization. The strengths cross-training is a common thing in an organization since it is closely associated with competency and behavior improvement (Sperry, 2011).
Subsequently, the topic is narrow enough to address in two-hour training since it is quite specific. The topic is based on enhancing the competency framework at the workplace which is indeed critical i.
Analysis Of Electronic Health Records System1C.docxgreg1eden90113
Analysis Of Electronic Health Records System
1
Chyterria Daniels
Capella University
May 3, 2020
Introduction
Merit-founded Incentive Payment System (MIPS) is a platform for value-founded settlement under the Quality Payment Program (QPP). The system aims at fostering the current innovation and improvement in clinical operations. MIPS mean that the organization should rationalize Physician Quality Reporting System (PQRS) (Meeks & Singh, 2019). Meaningful use guidelines are certain facets of an HER system that providers will be needed to use in their organization.
2
MIPS denote Merit-founded Incentive Payment System.
It is a platform for value-founded settlement under the Quality Payment Program (QPP)
It aims at fostering the current innovation and improvement in clinical operations
MIPS means that the organization should rationalize Physician Quality Reporting System (PQRS)
Meaningful use guidelines are certain compliance facets of an HER system that providers will be needed to use in their organization.
It means that the organization should have its set meaningful use guidelines
Current State of Compliance
The organization has set technology in the ICU
EHR not integrated to accommodate patient’s needs
Application of computers to draw guidance and instructions on conditions
Availability of lab information system
No replacement of diagnosing equipments
Independence Medical Center’s Electronic Health Records (HER) system has complied with some set guidelines. For instance, the healthcare organization has set technology system in its intensive care units. In addition, there is use of computers to draw guidance and instructions regarding several conditions on patients. However, the organization has not obeyed some guidelines like the replacement of outdated diagnosing equipment and lack of integrating EHR to accommodate all patients’ needs (Boonstra & Vos, 2018).
3
Current EHR Used in the Organization
Laboratory Information System (LIS)
Computerized Physician Order Entry (CPOE)
Central Supply System
Pharmacy system
Picture Archiving and Communication System (PACS)
Independence Medical Center’s Electronic has set up various EHR systems for use in different departments to deliver healthcare services to patients. For instance, the organization has implemented PACS, which is a health check imaging technology which offers reasonable storage and expedient admission to images from numerous modalities (Data & Komorowski, 2017).
4
Evaluation of EHR
The electronic health record system used in the ambulatory system lacks integration to accommodate patient’s needs. The system does not alert physician on drug interactions and other warning. On another point, each department has its exclusive system making it hard to share information between staff members in various units (Boonstra & Vos, 2018). An effective EHR system should be in a position to enable information transmission to all staff.
Analysis of element, when we perform this skill we break up a whole .docxgreg1eden90113
Analysis of element, when we perform this skill we break up a whole into its constituent parts. It is the identification and separation of the prts or components that constitute a communicatio. we look at the communivation in details so as to determine its natura. The elements ir parts are then classified or labeled into categoties.
There are a total of 5 text. I need to make an outline of each text. The last 2 pages is an example of how it should be done. If there are any questions please let me know.
.
Analysis of a Career in Surgery
Student Name
Professor Williams
English 122 02H
Date Due
Outline
Thesis: This analysis will explore the education, training, and career of a Surgeon.
· Introduction
· Definition of Surgeon
· Qualities of a Surgeon
· Thesis, Purpose, and Audience
· Source and Scope of Research
· Career Analysis
· Education
· Undergraduate Degree
· Application Requirements
· Medical School
· Residency & Fellowship
· Life of a Surgeon
· Duties and Responsibilities
· Surgery
· Teaching
· Research
· Work/Life Balance
· Employment Prospects
· Career Growth
· Advancement Opportunities
· Pros and Cons
· Conclusion
· Summary of Findings
· Interpretation of Findings
· Recommendations
Analysis of a Career in Surgery
INTRODUCTION
A career as a surgeon is long, incredibly difficult, competitive, costly, and one of the most rewarding pursuits you can have in your life. Something not typically mentioned to aspiring pre-medical students is the complicated nature of applying to medical school and residency. Much more is required than just a set of good grades. Volunteer work in the community, leadership and research experience, writing and interviewing skills, are all necessary for a successful application to medical school. All of those things are required yet again, when applying to surgical residency.
Before digging into all those things, let’s look at the definition of a surgeon. The United States Department of Labor, Bureau of Labor Statisticsdescribes the surgical profession in the Occupational Outlook Handbook as the following: “Using a variety of instruments, a surgeon corrects physical deformities, repairs bone and tissue after injuries, or performs preventive or elective surgeries on patients.” This is a strict definition however; a more useful outlook would be to focus on what traits lend themselves to becoming a successful surgeon.
There is a useful list created by the American College of Surgeons (ACS), titled, “So You Want to Be A Surgeon: An Online Guide to Selecting and Matching with the Best Surgery Residency,” which aims at current medical students. The guide says that a surgeon should work well as a member of a team; enjoy quick patient outcomes; welcome increasing responsibility; excel at solving problems with quick thinking; be inspired by challenges; and love to learn new skills (American College of Surgeons). The ACS recommends looking into a surgical career if you believe some or all of those traits apply to you. However, there is no such thing as a “standard surgical resident” and the ACS points out that “surgeons are trained, not born.…Becoming a good surgeon is a lifelong process.”
For students interested in pursuing a surgical career, this analysis will explore the education, training, and career of a Surgeon. Information for objective analysis will be taken from multiple sources including article databases, government sources, a personal interview with an orthopedic surgeon, the American College of Sur.
Analysis Assignment -Major Artist ResearchInstructionsYo.docxgreg1eden90113
Analysis Assignment -
Major Artist Research
Instructions
You will select one of the major, heard-of artist mentioned in the textbook as a subject for your research paper.
Step 1: Research the artist and a theme within their work
This paper should be more than just being "about" the artist. More than a biography.
Identify a theme or central idea about the artist or his/her artwork (your thesis) as it relates to a theme explored in Module 4 (Part 4 of the textbook) and then build the paper around that idea.
Select an artist from the list below:
Ana Mendieta
Chuck Close
Robert Mapplethorpe
Faith Ringgold
Kehinde Wiley
Carrie Mae Weems
Judy Chicago
Cindy Sherman
Yasumasa Morimura
Shirin Neshat
The expectation is that the research should represent information from several sources (
at least four -- websites will only count as sources if they are online versions of print material
) and that any direct borrowing of wording from these sources will be indicated by quotation marks and listed on the works cited page.
Step 2: Write the analysis
Draft your thesis (remember, this is not a biography paper so your thesis needs to be about the art)
Research information about the artist and their background
Identify a common theme within the artist works
What is the context of their work? Cultural? Spiritual? Political? Historical?
Step 3: Before you submit... make sure that you have the following:
The analysis length should be a minimum of 3 pages. (Not including the Works Cited page)
The paper should meet normal standards for documentation (citations and works cited such as found in the Modern Language Association, 8th ed.).
Use MLA format (Times New Roman 12-point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
At least four sources -- websites will only count as sources if they are online versions of print material
Similarity Report must within 0-10%
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
American University Case Study – (200 points) Due February 17. You.docx
1. American University Case Study – (200 points) Due February
17. You need to write a 5-7-page (not including a reference
page and cover page) analysis and recommendations. You are
hired as an outside organizational behavior consultant. You
have been brought in to fix the problems at American University
with Benjamin Ladner and the American University. To get full
credit you must use 5-7 terms from the textbook. You must also
include a minimum of 4 additional sources beyond the use of
the textbook. To write this paper you need to do research on
root cause analysis, business process improvement,
organizational behavior, and organizational change management
and include how these terms apply to your analysis. CASE
STUDY IS ATTACHED
Final paper assignment rubric
Expert
Proficient
Apprentice
Novice
Integration of Knowledge
The paper demonstrates that the author fully understands and
has applied concepts learned in the course. Concepts are
integrated into the writer’s own insights. The writer provides
concluding remarks that show analysis and synthesis of ideas.
The paper demonstrates that the author, for the most part,
understands and has applied concepts learned in the course.
Some of the conclusions, however, are not supported in the
body of the paper.
The paper demonstrates that the author, to a certain extent,
understands and has applied concepts learned in the course.
The paper does not demonstrate that the author has fully
understood, and applied concepts learned in the course.
2. Topic focus
The approach is focused narrowly enough for the scope of this
assignment. A thesis statement provides direction for the paper.
A solid logical and innovative strategy is clearly established.
The approach is focused lacks a highly innovative strategy.
The approach is not cohesive and focused enough for this
assignment.
The approach and strategy is not clearly coherent.
Depth of discussion
In-depth discussion & elaboration in all sections of the paper.
In-depth discussion & elaboration in most sections of the paper.
The writer has omitted pertinent content or content runs-on
excessively. Quotations from others outweigh the writer’s own
ideas excessively.
Cursory discussion in all the sections of the paper or brief
discussion in only a few sections.
Cohesiveness
Ties together information from all sources. Paper flows from
one issue to the next without the need for headings. Author's
writing demonstrates an understanding of the relationship
among material obtained from all sources.
For the most part, ties together information from all sources.
Paper flows with only some disjointedness. Author's writing
demonstrates an understanding of the relationship among
material obtained from all sources.
Sometimes ties together information from all sources. Paper
does not flow - disjointedness is apparent. Author's writing does
not demonstrate an understanding of the relationship among
material obtained from all sources.
Does not tie together information. Paper does not flow and
appears to be created from disparate issues. Headings are
necessary to link concepts. Writing does not demonstrate
understanding any relationships
Spelling and grammar
No spelling &/or grammar mistakes.
Minimal spelling &/or grammar mistakes.
3. Noticeable spelling & grammar mistakes.
Unacceptable number of spelling and/or grammar mistakes.
Sources
More than 4 current sources, of which at least 2 are peer-review
journal articles or scholarly books. Sources include both general
background sources and specialized sources. Special-interest
sources and popular literature are acknowledged as such if they
are cited. All web sites utilized are authoritative.
4 current sources, of which at least 1 are peer-review journal
articles or scholarly books. All web sites utilized are
authoritative.
Fewer than 4 current sources, fewer than 1 are peer-reviewed
journal articles or scholarly books. All web sites utilized are
credible.
Fewer than 4 current sources, or fewer than 1 are peer-reviewed
journal articles or scholarly books. Not all web sites utilized are
credible, and/or sources are not current.
Citations
Cites all data obtained from other sources. APA citation style is
used in both text and bibliography.
Cites most data obtained from other sources. APA citation style
is used in both text and bibliography. There are some minor
errors in the application of the APA 6th edition citation style.
Cites some data obtained from other sources. Citation style is
either inconsistent or incorrect. There are some significant
errors with the use of APA 6thedition citation style.
Does not cite sources or failed significantly to effectively
follow the APA 6th edition citation style as required on the
graduate level.
1
Dallas Residency Case Study: Ben Ladner’s Years of Living
Lavishly
4. Please write a 5-7 page paper that answers the following
questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to
this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy,
were behaving like billionaires—until their years of living
lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin
Ladner and AU board chair George Collins took their wives to
St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins
had become friends. They dined together after board meetings,
sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking
for a second home, Collins and his wife introduced them to
Gibson Island, an enclave on the western shore of the
Chesapeake Bay. Their wives, both with Southern roots, hit it
off. Collins sponsored the Ladners for membership in the
island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always
pleasant. Ladner was lobbying the board for a raise, and he
couldn’t leave it in the boardroom. During the trip to St. John,
Ladner kept talking about money.
5. At the time Ladner was making $880,750 a year, including base
pay, bonus, and incentives. This put him among the nation’s
best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for
a package of bonuses and investments that would have added $5
million on top of his base salary over the next five years. He
would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You
don’t have a medical school. You’re not Harvard. You are not
an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways.
Collins had pressed him for accurate measurements of student
performance and how AU compared to other institutions. He
found Ladner’s numbers “sloppy.”
On the St. John trip, Collins told Ladner that his proposed
financial package was unlikely to be approved. And Collins
thought to himself: We had better start looking for a new
president.
Later, to a few fellow board members, he said: “Time to hire
our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded
in public view. Leaks of his expenses cast him as a profligate
spender of college funds for personal use. Students pilloried
him on the Internet and protested on campus. Deans and faculty
issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff
wrote to other trustees.
The AU board, split into camps, suspended Ladner in August
6. 2005. By October he was out on the street.
In many ways, the previous 11 years were exceptional for
American University. The campus at DC’s Ward Circle, where
Massachusetts Avenue meets Nebraska Avenue, had undergone
major renovations. Applications had risen during Ladner’s
tenure from 4,829 to 13,560, and freshmen entered with higher
test scores. The endowment had bloomed from $29 million to
$281 million. The schools of law and international service were
considered first-rate. The Cyrus and Myrtle Katzen Arts Center,
the campus’s new crown jewel, was about to be dedicated.
Some of the credit had to go to Ladner.
“To dismiss his years as illusion is BS,” says Cornelius “Neil”
Kerwin, who served as provost for seven years and took over as
interim president. “It’s dead wrong.”
But they were also years of living lavishly for Ben and Nancy
Ladner. An anonymous letter to the board in March 2005
accused the couple of “severe expense account violations”—of
blowing the university’s cash on a French chef, on weekends
abroad, on extravagant parties for friends and family. The board
investigated and corroborated the charges.
Ladner felt blindsided and abused. He left unapologetic and
unrepentant.
The demise of Ben Ladner is still reverberating through the
board and the campus. Students want changes to the board. A
Senate committee, investigating abuses among nonprofit
corporations, is examining financial transactions by Ladner and
the AU trustees. Federal prosecutors are investigating, too.
What brought Ben Ladner down? The anonymous letter? A
campus rebellion? Weak oversight? A power play by the board?
7. Or was Ben Ladner the author of his own undoing, a man who
lost his ethical center and, when confronted, attacked even his
friends?
Many American University students and faculty first saw
Benjamin Ladner on November 4, 1994, when he delivered his
inaugural address. He spoke of AU’s “unique identity” and its
“American destiny.”
Founded in 1893 with ties to the Methodist Church, American
University was unusual: It is one of the few universities
chartered by Congress. It developed over the next century as a
private, coeducational college that ranked in the middle range
of universities. Against DC’s major colleges, Georgetown and
George Washington, it ranked a distant third in 1994.
American University’s destiny, Ladner thundered, “is now
clouded by a remarkable crisis, which may well be the most
alarming dilemma of our time: namely, the extent to which the
self-set goals of private individuals are unrelated to the
expanding needs of the public domain.
“Institutions,” he said, “are increasingly regarded solely as a
functional means for attaining private ends. . . .”
Ladner’s rousing speech in the school’s gymnasium brought the
crowd to its feet, according to the Washington Post.
Ladner was 52. A tall, heavyset native of Mobile, Alabama, he
delivered his speech with a mellifluous voice that was part
Southern preacher and part professor of philosophy. He had
studied both religion and philosophy in college and graduate
school.
People described Ladner as “charming,” “intelligent,”
8. “personable,” “visionary.”
Growing up in Mobile, the youngest of three children, he played
ball, rode horses, studied cello. He went to Baylor University on
a basketball scholarship in 1959, according to a feature in
American University’s alumni magazine, but was injured in his
freshman year and left the team. He graduated with a degree in
English and religion, then earned a divinity degree from
Southern Seminary and a 1971 doctorate from Duke in
philosophy and religion.
In the 1970s Ladner taught at the University of North Carolina’s
Greensboro campus; in 1980, he became director and then
president of a nonprofit teacher-training organization, the
National Faculty of Humanities, Arts, and Sciences. Based in
Atlanta, it was funded by grants from government and
corporations.
When AU came calling in 1994, Ladner had never held a major
administrative or management job at a university. But AU was
desperate for stable leadership.
Four years earlier Richard Berendzen, who dreamed of AU
becoming “Harvard on the Potomac,” was forced to resign the
presidency after being charged with making obscene phone calls
from his office. He would plead guilty. Provost Milton
Greenberg took over.
AU then hired Joseph Duffey from the University of
Massachusetts; he served less than two years before leaving to
head the US Information Agency. Elliott Milstein, a popular
dean of the law school, became interim president. The board
then offered the presidency to Scott Cowen, a dean at Case
Western Reserve University, but he turned down the job at the
last minute.
9. Ben Ladner was not even under consideration when John Petty,
who had met Ladner in 1978, gave his name to a headhunter. “I
threw his hat in the ring,” says Petty, a banker who later joined
the AU board. “I knew he was a big-league guy. It was time to
go from the minors to the majors.”
At his inauguration in November 1994, Ladner came off as a
heavy hitter with high ethical standards. He talked of bridging
“the traditional gap between private interest and public
responsibilities.”
One of his first acts was to see to his private interest.
As soon as the Ladners came to Washington, they toured the
house that had been the AU president’s residence since 1968.
The sprawling house with swimming pool at 3300 Nebraska
Avenue sits on a large corner lot across from the campus.
Presidents over the years had welcomed students and faculty
into the glass-walled room along the rear. Students could walk
from Fletcher Gate on the campus’s west end, cross a small
street, and ascend the steps to the gathering space.
“We held many meetings there,” says Elliott Milstein, now a
professor at AU’s Washington College of Law. “It was a big
asset. The job of the president is to bring people together.”
But the house did not meet the Ladners’ expectations.
“Inadequate,” was the word AU officials recall their using. The
Ladners went house-hunting in nearby Spring Valley, one of
DC’s most expensive neighborhoods. They chose a new stone
mansion around the corner from AU at 4835 Glenbrook Road.
Perched on a hillside, it has white pillars flanking its entrance
and elaborate stone walls. The Korean ambassador’s residence
is two houses down.
10. As it happened, American University had once owned the lot
and sold it to a developer. To suit the Ladners, the university
sold the former president’s residence on Nebraska Avenue for
$1.325 million and bought back the land and house on
Glenbrook for $1.45 million. AU officials said it made more
sense to buy a new house than to refurbish the old one.
Over the next two years the university paid for an estimated
$200,000 in renovations and improvements ordered by the
Ladners. They called in landscape designers to create a
waterfall and pond behind the patio at a cost of about $30,000.
The Ladners outfitted the house with expensive china and
stemware to host elegant affairs for donors and dignitaries.
Board members were entertained with fine wine in Waterford
Curraghmore crystal, $100 a glass. Waiters wore tuxedos.
But in moving a few blocks from campus and creating lavish
living quarters, the Ladners separated themselves from students
and faculty. Past presidents had hosted as many as eight events
a week; the Ladners opened their home perhaps a dozen times a
year for university events.
To students and faculty, the house became a metaphor for
Ladner’s reign. Says a dean who had been at AU for decades:
“The extravagance started from day one. It was an imperial
lifestyle.”
The responsibility for overseeing President Ladner belonged to
the American University board of trustees.
The board that hired Ladner in 1994 was packed with names
from local real estate like Edward Carr, Stuart Bernstein, and
Gary Abramson and with such heavy hitters as prosecutor
Kenneth Starr and General Motors executive Thomas
Gottschalk.
11. With 24 members, it was a relatively large group; it met just
three times a year. A board member who joined in 1999 called it
“a cocktail board.”
The board negotiated Ladner’s first contract in standard fashion.
It set his salary at $225,000, an increase of $30,000 over the
amount paid his predecessor. It provided him a car and driver to
assist him “in carrying out his duties as president.” It allowed
for travel and entertainment expenses “reasonably incurred by
Ladner in the performance of his duties.” The contract had a
three-year term.
In 1997 William Jacobs—an athlete as an AU student, then an
executive with MasterCard in New York—took over as board
chair. One of his first acts was to sign a new contract with
Ladner.
That contract set Ladner’s salary at $295,000. It added an
annual “split dollar” life-insurance-premium payment,
beginning at $184,000—$109,000 thereafter—to be invested
toward his retirement, at which time Ladner would receive the
capital gain, and the principal would revert to the university.
This was in addition to a standard life-insurance policy the
university paid for. It was essentially a cash payment to an
investment account, which brought his annual compensation to
$404,000.
The contract went far beyond cash.
It called for “full use” of a car and driver. The university would
house the Ladners and pay for “housekeeping services and
residence staff.” It allowed first-class travel. It made Ladner a
tenured faculty member at the rank of professor in the
Department of Philosophy and Religion. If the college let him
go for any reason other than cause, it would pay him two years’
12. salary.
Referring to Nancy Ladner as the university’s “First Lady,” the
contract allowed her a car with a phone—but no driver. It called
for payment of “expenses related to her role in conducting
University business.”
The 1997 contract was open-ended. It had no termination date, a
standard clause in most employment contracts. It was signed
only by Ladner and Jacobs.
Jacobs never took the contract to the board, according to
members at the time. There is no mention of it in board minutes.
No member remembers seeing it.
Says A.W. “Pete” Smith Jr., who joined the board in 1999: “It
allowed them to live an expense less life.”
The 1997 contract said AU would provide a driver for Ben
Ladner, but the Ladners had greater needs. They advertised for
a “chauffeur/butler,” according to a faculty member.
By most accounts, the Ladners had not lived an extravagant life
in Georgia. They had sent their children mainly to public
schools. They lived in a modest home northeast of Atlanta.
The Ladners were devoted to each other. They’d been high-
school sweethearts in Mobile but went their separate ways in
college. Each married and divorced. They married each other in
1982, according to AU’s alumni magazine.
In his first year as president, Ladner worked to improve what he
called a university that was “less than the sum of its parts.”
In a 1996 memorandum to the board, he added up his
accomplishments, which included reorganizing the senior staff,
13. changing the budget process, and attending social, political, and
financial meetings. On campus, he said, he attended “every kind
of meeting imaginable.”
Although he portrayed himself as active on campus in his 1996
performance review, students say he gradually withdrew. They
joked about “Ladner sightings.” They knew he was on campus
only if his car, with driver, was idling in front of the president’s
building.
Before Ladner took office, students could walk into the white
clapboard president’s building. Ladner ordered the door locked
and a camera installed so an aide could buzz students in.
Previous presidents had worked out of an upstairs office;
Ladner moved downstairs to the large, ceremonial office, which
he had redecorated.
Ladner had a necklace of medallions made for him to wear at
graduation and other ceremonies. It bore a shield for each of
AU’s eight schools.
Nancy Ladner took her “first lady” title to heart. Her name tag
at campus events identified her as First Lady.
In the Ladners’ home and office, staff members lived in fear of
the president’s temper. They would have meetings to decide
how to approach him about such matters as putting blinds on
windows.
“We didn’t want him to become irate over one thing or
another,” says Katya Thomas, Nancy Ladner’s personal
assistant in the fall of 1998 and into 1999.
Thomas, a native of Michigan, was on leave from the Foreign
Service. Her diplomat husband was out of the country. She
14. thought the AU job would be interesting for a while. Her salary
was $45,000.
“She had had younger people in the job,” Thomas told me from
Kinshasa, where she’s now stationed in the US Embassy. “She
liked me because I was a diplomat’s wife. She took pride in her
social circle that included some ambassadors.
“She liked to say that she frequently has rulers at her table,”
Thomas says.
Dinner was always treated as a special event, Thomas says—
even if there were no guests. Nancy Ladner would dress for the
meal every night. Good food and the right chef were status
symbols for her. There was talk that the Ladners tried to hire
away one of Dan Snyder’s chefs but failed.
The Ladners were strict about housekeeping, sources say. The
kitchen had to be scrubbed down every night. Sheets and towels
were ironed.
Several of the Ladners’ four grown children came to the
president’s house for the holidays in 1998. According to
Thomas, they brought their dirty laundry in suitcases. The
Ladners’ Filipino housekeeper had asked to have some vacation
during the holidays.
“She came crying to me,” Thomas says. The Ladners had
ordered her to work on Christmas Eve until all the clothes were
washed and ironed. “She said, ‘I can’t do this anymore.’ ”
Thomas says she talked the housekeeper out of quitting, but a
few weeks into January, Thomas left herself.
What forced her out was not Ben Ladner’s screaming at her that
some packages of toilet paper stored in the garage might cause
15. the “First Lady” to get dust on her fur coat, nor calls at 5 am
from Mrs. Ladner about spaghetti strands left in the sink.
“She called me on New Year’s Day and demanded to know what
had happened to a certain bottle of Champagne,” Thomas
recalls. “The implication was I had taken it. I had to quit.”
Under chair Bill Jacobs, AU’s board rewarded Ben Ladner
handsomely. Jacobs joked to other board members that he and
Ladner figured his annual compensation “on the back of an
envelope.”
In fact, the board’s compensation committee adjusted his salary
and benefits annually, according to records obtained by The
Washingtonian. Ladner’s base salary had started at $225,000 in
1994 and was increased to $295,000 in 1997, then to $325,000
in 1998.
Ladner’s big break came in 1999.
Jacobs sent a confidential letter to AU finance chief Don Myers
authorizing him to pay Ladner $365,000 in base salary,
$148,000 in the annual contribution to his life-insurance policy,
$100,000 incentive compensation (“paid to him immediately”),
$91,250 in deferred incentive, and a past-due accumulated
payment of $47,362. On top of those payments, Jacobs told
Myers to establish a “deferred-compensation retention program”
with $400,000 that Ladner could collect after five years.
The total topped $1 million, counting the $400,000 that would
be waiting for Ladner in 2004.
The board gave Ladner another raise in 2000: $410,000 base;
$145,000 bonus; $102,500 deferred compensation; $109,000
split-dollar contribution to his life-insurance policy. Total:
$766,500. In 2001 Ladner’s compensation package totaled
16. $846,500.
Though American University was a midsize campus—with
11,000 students, including a law school and a few graduate pro
grams—it was paying its president Ivy League wages. Richard
C. Levin, president of Yale University, made $600,000 in 2003.
George Collins replaced Bill Jacobs as board chair in 2001.
Collins had retired from the top job at T. Rowe Price, sailed
around the world, and at Ladner’s urging agreed to run the AU
board.
Leslie Bains became vice chair, again with Ladner’s backing.
An AU graduate who had become one of the leading women in
the private-banking business, she had put in many years with
HSBC North America and Chase. When Ladner came to court
her for a spot on the board in 1994, she was responsible for $25
billion in assets for Republic National Bank.
“He seemed to have a plan for leadership,” says Bains. “He was
charming.”
Bains was not charmed by Bill Jacobs, whom she found
controlling. “His way or the highway,” she says. She was also
disappointed at the AU board’s lack of interaction with students
and faculty, who made cameo appearances at some board
meetings. She suggested to Ladner that the board have dinner
meetings with students.
“I don’t think it would work,” he said.
In remaking the board, Ladner also brought on Paul Martin
Wolff, a top litigator with Williams & Connolly.
Collins, Bains, and Wolff became friends with Ladner. They
socialized and did favors for one another. Wolff chose Ladner
17. to speak at an award ceremony for him. Bains asked him to give
a speech at a New York event for bankers after the September
11 attacks. “He was terrific,” she says.
But Collins, Bains, and Wolff came to board meetings with high
expectations for accountability. Collins, a graduate of Virginia
Military Institute, had served as a squadron commander in the
Air Force and gotten his MBA at American. He joined the AU
board in 1986 and had been on hand for the Berendzen debacle,
during which his advice to the chair was “Shoot him on the
spot”—fire him for cause, no parachute.
A sailor, a self-made man, and an athlete in his mid-sixties,
Collins didn’t have time for frills. When he heard people refer
to Nancy Ladner as First Lady, he said, “As far as I know,
there’s only one First Lady, and she serves in the White House.
We have to strip that from our vocabulary.”
Ben Ladner devoted lots of time to international projects, in
particular one with the American University of Sharjah in the
United Arab Emirates. He landed a multimillion-dollar contract
for AU to help manage the university. He and his wife visited
the Persian Gulf nation once or twice a year. He got a seat on
the Sharjah board for Leslie Bains.
The three stopped in London on the way back from Sharjah in
February 2004.
“How long are you staying in London?” Nancy Ladner asked
Bains.
Bains was leaving the next morning so she could attend
meetings in New York.
“Too bad,” Nancy Ladner said. “We’re spending a few days.
Can we give you a lift to the hotel?”
18. Bains accepted, but she was surprised to see a limousine waiting
for them at Heathrow. She was more surprised to see the
Ladners embrace the chauffeur when he got out to open her
door.
“You seem to know him so well,” Bains said.
“We always use him,” Mrs. Ladner answered.
Back in New York, Bains related the story to her husband. They
agreed it was a bit “weird,” but she thought: “If they want to
spend their money that way, fine.”
The Ladners stayed in London two days and three nights. The
hotel cost $2,352; food and other expenses, including a car and
driver, were $2,513. The bills went to American University.
Bains paid her own way and assumed the Ladners had as well.
On another trip, the Ladners and Bains stopped off in Rome.
They ran into one another at one of Rome’s finest restaurants,
near the Spanish Steps. Again, Bains assumed the Ladners were
treating themselves. In fact, they billed AU $1,285 for meals
during a two-night stay in Italy.
Board member Paul Wolff recalls inviting the Ladners to his
home on Reservoir Road for an informal dinner. He and his wife
noticed that a car delivered the couple and waited to drive them
home.
Bains, Wolff, and others say they repeatedly asked John Petty,
then chair of the board’s audit committee, about Ladner’s
expenses. Petty brushed them off by saying it was an
insignificant sum, perhaps $8,000 a year.
When I asked Petty about these exchanges, he said: “All
19. expenses were signed off by the university’s finance
department. If I blew anyone off, it was their duty to demand
more detail.”
Under Petty, the board’s audit committee never examined
Ladner’s expenses.
As Ben Ladner approached the end of his first decade as
president, he believed he deserved more money—much more.
Ladner presented his case to the board with a list of 33
accomplishments. He had launched a $200-million capital
campaign, obtained new academic accreditations, and led
international delegations. The budget had grown from $180
million to $330 million; 70 percent of campus buildings had
been or were being rebuilt or renovated.
The board was generally pleased with Ladner; with the memory
of Richard Berendzen’s scandalous departure still in mind, they
were motivated to keep him happy.
But some board members were becoming uncomfortable.
Salaries of university presidents are reported to the Internal
Revenue Service on Form 990 each year, and the Chronicle of
Higher Education publishes a list of the top ten. By 2002
Ladner had begun making the list.
For 2003, the board raised Ladner’s base pay only 3 percent and
did not increase his merit bonus. Ladner took offense.
On February 19, 2004, Ladner faxed from his study a memo
marked confidential to board chair George Collins. He
complained about the small raises. “Furthermore,” he wrote, “I
am now falling behind the salary levels of president’s [sic] at
peer competitive schools.”
20. Ladner suggested ways the board could sweeten the deal: It
could establish a new “retention incentive” of $225,000 a year
to reward him for committing to another five years. In addition
to that he asked for three cash bonuses of $200,000 each over
the five years. He asked the board to increase his annual
deferred compensation 10 percent, together with “a much larger
percentage increase in my annual base salary.”
Collins did not circulate the memo in part because he thought it
so outlandish that it would embarrass Ladner. The request was
dead on arrival. Collins dubbed it the D.O.A. memo.
George Collins asked board member Pete Smith to join the
compensation committee and study Ladner’s pay.
Smith, a Boston native, had worked for 30 years with Watson
Wyatt, one of the world’s top consultants on executive
compensation. He retired in 1999 as CEO. Paul Wolff had asked
him to join the AU board.
When he did, Smith took it upon himself to tour the campus and
visit with Ladner’s Cabinet, key faculty members, and students.
He found that people had the impression that Ladner was living
large, that he was detached. He reported to Ladner. “You need
to be seen and touched,” Smith told him. “People complain
about the car always idling by the president’s office building.
Why don’t you ditch the chauffeur? When I needed a car and
driver, I used to rent one.”
“You don’t understand the needs of a college president,” Ladner
said.
“I used to be CEO of an $800-million company,” Smith
responded.
“I can’t be the only one showing up at an embassy event without
21. my own chauffeur,” Ladner said.
In late 2003, Smith began looking into Ladner’s compensation.
Financial scandals concerning executive compensation had
tarnished the image of high-profile charities and other
nonprofits such as the United Way and Adelphi University. The
federal government had passed legislation penalizing board
members of nonprofit institutions, such as colleges, for
overpaying their executives.
Smith engaged a new set of compensation consultants to review
Ladner’s salary package and compare it with those at other
institutions. The goal was to get a “comfort letter” from the
consultants that would satisfy the IRS.
Ladner was skeptical of the process, according to board
members and his memos. Then his strongest champion, Bill
Jacobs, left the board. George Collins took his spot on the
compensation committee.
The new consultants discovered that Ladner had been including
only his base salary and his annual bonus in comparing his total
compensation with that of other university presidents. He had
never included the deferred-incentive part of the package. The
swing was more than $100,000 a year.
“Adding that blew his compensation off the charts,” says Pete
Smith. “He was one of the highest-paid university presidents in
the country. It was unacceptable.”
Rather than getting a raise, Ladner was told the compensation
committee would recommend a cut in his pay. But the
committee wanted to soften the blow: It suggested that he join
outside boards that paid.
Ladner was angry. Committee members said he was rude to
22. anyone who disagreed with him.
“He would blow himself up like a balloon and get red in the
face,” recalls Leslie Bains. “We saw a whole different side of
him.”
He threatened to quit; he searched for allies on the board. He
started to wage war.
The one who quit was Pete Smith. In a letter to Collins and
Bains, he wrote, “It began to feel like the board reported to Ben
rather than the reverse. It was then that I decided to resign as
Trustee.”
On New Year’s Eve 2004, the Ladners treated their son Dean to
an engagement dinner at their residence. It was an intimate
affair for Dean and his fiancée, Nicole.
The 13-course meal, served by waiters, began with white truffle
and porcini egg custard and American sturgeon caviar, served in
eggshell.
After purple and neon-green cauliflower soup sake-style,
littleneck clams, oysters, and crabmeat, the chef prepared a
lobster tasting: lobster bourbon bisque, lobster claw, and lobster
tail.
The meal was prepared by Rodney Scruggs, the Ladners’ chef.
Under the 1997 contract, the university agreed to pay for dining
staff at his residence. The Ladners hired Scruggs in 1999 for
$52,035; when he cooked the engagement dinner, his salary was
$88,000.
Scruggs stocked the family kitchen, bought the wine, scrubbed
the counters. When Ladner arrived home after work, Scruggs
dimmed the lights and made sure there was soft music playing.
23. He greeted the couple with hors d’oeuvres. He served two- to
four-course meals every night, whether there were guests or not.
The Ladners did not eat leftovers.
When the Ladners drove to their Gibson Island home for the
weekend, Scruggs would pack meals with instructions on how to
prepare them. At times, he would go to cook for them.
As a reward, the Ladners sent Scruggs to France to be
“rejuvenated as a chef.” He put all of his skills into that New
Year’s dinner.
The main courses were Alaskan black cod and salmon, then
Muscovy duck breast, then roasted rack of Colorado lamb.
Dessert was Death by Chocolate.
The price tag, including $111.40 for flowers, $307.96 for
Champagne and wine, and $595 for waiters, totaled $1,381.95.
The Ladners expensed it to American University.
On February 25, 2005, the AU board held its scheduled meeting,
facing the unpleasant task of cutting Ladner’s pay.
Collins opened the session at 9:35 am. He introduced Bishop
John Schol, a new trustee who represented the Methodist
Church. He also introduced Jim Joseph, an Arnold & Porter
attorney Collins had hired to oversee the compensation review
and serve as the board’s outside legal counsel.
At 11:30 Collins called the board into executive session. It
lasted three hours. Some board members questioned why they
needed Joseph, but Collins defended his choice and said he
would resign if the outside counsel were not accepted.
24. Joseph proceeded to explain why he deemed Ladner’s
compensation package out of proportion. He gave a detailed
explanation of the IRS sanction rules. He presented the
compensation committee’s proposal to cut Ladner’s pay, which
would bring it in line with current standards.
Ladner asked Collins to send Joseph out of the room. Then
Ladner recited his accomplishments, talked about his
philosophy of education, and said, “This is not about money.”
To which Gary Cohn, a trustee who worked for Goldman Sachs,
replied: “I have sat through many, many compensation
presentations, and every time someone says it’s not about
money—it is always about money.”
When Ladner finished his appeal, the board asked him to leave
and brought Joseph back into the room. For an hour they argued
the points of federal law and tax regulations.
David Carmen came to Ladner’s defense, according to board
members in the room. Carmen, a lobbyist, scoffed at the IRS
regulations and called potential financial penalties “de
minimus.” He said that rewarding Ladner was much more
important. He was joined in that sentiment by board member
Pamela Deese, a lawyer.
Collins adjourned the meeting without a vote but scheduled one
by phone in April, when the board voted 11 to 5 to reduce
Ladner’s compensation. Carmen and Deese were among the five
dissenters.
John Petty, the trustee who had recommended Ladner years
before, abstained.
David Carmen’s role as Ladner’s chief advocate struck some
board members as odd. Before the February board meeting,
25. Ladner had approached Leslie Bains and said, “I want Carmen
off the board.” According to Bains, Ladner accused Carmen of
using his board position to get clients for his lobbying firm.
Carmen had founded his company, the Carmen Group, in 1985.
He made his name doing opposition research for the Republican
National Committee, advising Ronald Reagan and both
Presidents Bush. He joined the American University board in
2001.
Ladner told Bains that Carmen should leave the board if he
didn’t start contributing to the university. Bains says she
approached Carmen, who pledged to give money to AU over
time. Bains explained the conversation to Ladner.
“I still can’t stand the guy,” he said, according to Bains.
Carmen, through his marketing director, declined to comment.
An anonymous letter came to George Collins and other
executive-committee members the first week of March 2005.
It accused the Ladners of “SEVERE expense account
violations.” It said the Ladners had charged the university for
“their son’s engagement party, lavish presents for their
children, a personal French chef . . . long weekends in Europe
for pleasure, maintenance of their personal residence in
Maryland including garbage bags, daily wine for lunch and
dinner at $50 to $100 per bottle, etc. . . .
“This needs to be made public because he may get away with
taking hundreds of thousands of dollars from American
University. . . .
“Please investigate. Thank you.
26. “An employee.”
Having just endured the bruising battle over Ladner’s pay,
Collins thought: “What now?” He assumed the letter was from a
disgruntled employee, but he knew he had to investigate it. He
alerted AU finance Chief Don Myers, then called the board’s
lawyer, Jim Joseph, then called Ben Ladner.
“We just received an anonymous letter about your expenses,”
Collins said.
“Oh, boy,” Ladner responded, according to Collins.
Collins set in motion an investigation.
When David Carmen was told about the letter, board members
say, he wanted to go after the whistleblower.
The job of running the investigation fell to Leonard Jaskol, the
recently appointed chair of the board’s audit committee. Jaskol,
a 1958 graduate of AU, joined the board in 1995. His $400-
million company, Lydall, sold air-filtration equipment. A
resident of Connecticut, he was recruited to broaden the board’s
base to New England.
Collins told Jaskol he had received the anonymous letter and
asked him to handle it. Jaskol contacted Jim Joseph, who
teamed up with AU’s internal auditor, Protiviti, to conduct a
forensic audit.
Jaskol told Ladner what he was doing. “I have no reason to
believe you have done anything wrong,” he said.
“It could be embarrassing,” Ladner said.
“We will do it as discreetly as possible,” Jaskol said.
27. In late April, Protiviti notified Jaskol of its initial review of the
available ledgers.
“We’ve got issues,” the auditors said.
Among their findings: There was a lack of documentation; the
Ladners had not abided by AU’s travel and entertainment
policies; the “expenses were rather extraordinary.”
Jaskol read the first review and reported to the audit committee
in May that there was “a potential abuse of discretion and abuse
of privilege by a significant amount.”
Jaskol wanted Protiviti to perform a forensic audit going back
three years. John Petty and other board members fought his
request, but ultimately the board ordered the deeper
investigation. ➝
“Ben Ladner did not accept that very well,” Jaskol says.
Ladner refused to turn over documents, according to Jaskol and
other board members. He tried to block investigators from
interviewing his staff at the residence and the university.
“He tried to delay and obfuscate,” Jaskol says. “He tried to
discredit lawyers and auditors. It was right out of his playbook
from the compensation scrap.”
When Jaskol met with Ladner, he made sure a third party was
present.
The investigators discovered a trove of documents, including
receipts for every party and bottle of wine, Ladner’s personal
calendar, and the chauffeur’s log. Jaskol asked for copies and
took boxes to his home in Naples, Florida.
28. “I wanted to see all the same documents,” he says. “If I’m going
to stand up there to say this person misbehaved, I know what
that would do to their reputation. I wanted to bend over
backward to be fair.”
Jaskol and his wife, Lynn, spent last summer sifting through the
boxes. One day she found the record for a first-class plane
ticket to Nigeria for $22,345.
“Must be a misprint,” Jaskol said.
She checked and verified the price. Jaskol asked her to compare
the price for a business-class elite ticket: $8,000. The $14,000
difference would have paid a semester’s tuition for a student.
The cost of the Nigeria trip became emblematic for Jaskol and
other board members of the Ladners’ lack of judgment. The
1997 contract did permit Ladner to travel first-class, but did he
have to book rooms in elite hotels and tables in the finest
restaurants? The contract allowed him to have a car and
driver—but did he have to hire a limo if the driver wasn’t
available? And did Ladner have to be driven to every
appointment? Did the driver have to take Nancy Ladner to the
hairdresser? The contract said the university would pay for
travel and entertainment “reasonably incurred in the
performance of his duties as President.” Did that mean a lavish
dinner for his son? Or a $5,000 lunch for Nancy Ladner’s
garden club?
One day Mrs. Ladner asked for a car and driver to take her
children bar-hopping in Georgetown. Executive assistant
Margaret Clemmer told her the request was inappropriate. “I’m
not asking,” Ladner replied.
On August 19 the auditors from Protiviti delivered a 31-page
report, in which they examined the purpose and cost of every
29. foreign trip, every party, and every chauffeured ride to the
hairdresser.
“The whistleblower was accurate,” Jaskol says. “It was all
basically true.”
After receiving the report, the board’s executive committee met
and discussed firing Ladner for cause but decided to take the
matter before the full board. On August 24 the AU board
suspended Ladner pending the final outcome of the
investigation.
Kyle Taylor, president of the AU student-government
association, was leaving on vacation when he learned that
Ladner had been put on administrative leave. He wasn’t
surprised to hear that Ladner was spending a lot of money on
himself. To the extent that students thought about the president
at all, they believed he lived a plush life.
Taylor loved AU. A swimmer from Anaheim, California, he
would be the first in his family to graduate from college.
“The culture of AU is one of critical thinking,” he says. “We
have a cutting-edge curriculum that connects with the city. We
sent volunteers down to help victims of Katrina. For the first
time we’ve had two Rhodes-scholar finalists.
“The university is larger than the president. It’s not as if he was
a leader who was taking us somewhere.”
Taylor began serving as student-government president in April
2005. He attended board meetings but, on Ladner’s orders, was
instructed not to speak unless asked. His only direct contact
with Ladner came when he was invited to the residence to
discuss graduation policies.
30. During late August and early September the AU campus was
quiet.
On September 12, the battle within the board was joined.
Trustees gathered in the law offices of Arnold & Porter, where
Jim Joseph is a partner, to hear the results of the audit. Len
Jaskol displayed the numbers in a PowerPoint presentation with
the accountants. Joseph helped explain Ladner’s lavish lifestyle.
Ladner was on the counterattack. He’d hired his own lawyers
and sent a letter to board members the night before rebutting the
audit’s main points.
Essentially, Ladner and his lawyers said he had done nothing
wrong. The 1997 contract permitted almost every expenditure.
According to board members, one lawyer said, “If Ben Ladner
wanted to spend $100 on a bottle of wine, he was allowed to
under the contract.”
The board split into two camps.
The pro-Ladner group, led by attorney Pamela Deese, lobbyist
David Carmen, and banker Robert Pincus, argued that the
president should be reinstated. The audit had gone back too far,
they said, and the meeting at Arnold & Porter was itself illegal.
Pincus said the board had been at fault for not monitoring
Ladner’s expenses.
But a smaller group, led by attorney Paul Wolff, believed that
Ladner had shown such bad judgment that he had lost his ability
to lead. Wolff was joined by Leslie Bains, who had taken over
as board chair from George Collins in May. But Collins was
there on September 12, and he had one line for Ladner: “The
professor of philosophy has flunked Ethics 101.”
The pro-Ladner group was preparing a motion to reinstate
31. Ladner. Bains adjourned the meeting.
Nine days later, Pam Deese invited a small group of board
members to the conference room of her law firm, Arent Fox.
Their goal was to figure out a way to wait out the controversy,
keep the details under wraps, and make a deal to reinstate
Ladner. Gary Abramson, an AU graduate who’d been a board
member for 20 years, attended.
“If this thing could be saved, how his contract could be
rewritten?” is how Abramson describes the session.
Abramson, a real-estate investor, was not too concerned about
Ladner’s behavior. He was not close to the president but
believed he was doing a great job and raising a lot of money.
“I knew he had a car and a driver,” Abramson says. “None of
this was secretive. He did exercise some poor judgment.”
But Abramson, along with others, also believed the Ladner
investigation had been poorly handled by the board’s executive
committee, run by Collins and Bains. This small group, he
argued, had controlled information and made unilateral
decisions.
“I didn’t find out that Ben had been suspended until the night
before the story broke in the Washington Post,” he says. “They
should have called an emergency meeting of the board.”
So Abramson had agreed to the meeting at Deese’s firm. There
the group talked about asking Ladner to reimburse the
university for some of the parties—Dean’s engagement dinner,
for instance. They wanted to offer him $800,000 in
compensation. They talked about paying Nancy Ladner $80,000
a year—and bringing back the chef, who had been fired by the
board.
32. “We wanted to move forward in a positive way,” Abramson
says.
Paul Wolff caught wind of the meeting to reinstate Ladner and
phoned Leslie Bains. “The only chance we have is to get public
opinion behind us,” he said.
Wolff had written a four-page, single-spaced letter to trustees
on September 20 laying out the case against Ladner. It included
details from the audit: the weekends in Europe, the garden
parties, a birthday party for board member John Petty—all
expensed to AU.
“Nothing upsets me more and leads me to stronger feelings than
a comparison of the treatment of our students and faculty on one
hand and Ben’s personal chef and Nancy’s personal secretary on
the other,” he wrote.
Wolff sent copies of his letter to the Washington Post, AU’s
student newspaper, The Eagle, and a Web site, Benladner.com,
which Ladner had tried to shut down with a lawsuit.
The Washington Post had been covering the controversy since
late July, when it received a copy of the whistleblower’s letter.
It had reported on Ladner’s suspension and the unfolding
scandal. But Wolff’s letter revealed new spending details. The
Post was soon to receive a copy of the complete audit.
Ben Ladner’s years of living lavishly became public. Federal
prosecutors began issuing subpoenas for AU financial records.
The reaction at American University was immediate. Students
rallied outside an informal board meeting on September 28. Hail
to the thief read one of the signs. What set the students off,
according to Kyle Taylor, was Ladner’s offer to pay back a
33. fraction of the funds auditors said he owed the university.
The accountants and lawyers working for the AU board had
totaled up the Ladners’ expenses for the past three years and
sifted out costs that could be attributed to Ladner’s work for the
university. They came up with two figures: $125,000 for
personal expenses the Ladners should pay back to AU; $398,000
in taxable income they should have reported to the IRS.
Ladner offered to pay back $21,000 and add $32,000 to his
taxable income.
“That was the last straw for students,” says Taylor.
Leslie Bains organized a forum so students and faculty could
meet with board members. Deans and students voiced their
dismay with the board and called for Ladner’s resignation. The
faculty senate, deans, and students issued votes of no
confidence.
Kyle Taylor slipped a note to Bains. It said students had
blocked the hallways and wanted to come in. “How many?” she
asked.
“Three to four hundred,” he said.
“We don’t have room,” she said. “But give me a delegation. We
must hear from the students.”
Board member Gary Cohn said, “Let them in.”
The students demanded that the ten trustees on hand vote on
whether they wanted Ladner to return. The majority said no.
David Carmen extolled Ladner’s accomplishments but declined
to indicate his preference.
34. Leslie Bains flew back to New York, expecting the board and
campus to unite. She issued a 14-point plan to reorganize the
board, a centerpiece of which was to add a student and a faculty
representative.
In private e-mails, board members were taking shots at one
another, with much of the fire directed at Bains.
Lead by Carmen, an “ad hoc” committee of board members
accused Bains of trying to bring down Ladner so she could
replace him as president. They accused Paul Wolff of a conflict
of interest because his wife worked for the university, a fact
that was both public and allowed by board rules. Ladner had
hired her.
The ad hoc group had hired former US Attorney Eric Holder to
represent it in its effort to reinstate Ladner. According to Bains,
Holder called her the Friday night before the scheduled October
10 board meeting and pressured her to give up chairmanship. He
described how the board would unseat her. It could, he
insinuated, get ugly.
Bains spent a harrowing weekend before the meeting. She
consulted with friends, board members, and her husband. She
came to the conclusion that the board’s focus on the attempt to
remove her would divert its attention from Ladner’s misdeeds.
Bains decided to resign effective the day after the board
meeting. She did not attend the meeting, which was run by vice
chair Tom Gottshalk.
“Sadly,” she wrote in her resignation letter, “a very small, yet
mean-spirited group of Trustees on this board has disregarded
their fiduciary obligations to be stewards of the university.”
Referring to the 1997 contract, she wrote: “The major issue here
is not whether Dr. Ladner violated a contract that is or is not
valid. What he did was just plain wrong.”
35. The October 10 meeting took place with the campus in revolt,
the scandal unfolding daily in the media, and federal
investigators seeking documents.
Len Jaskol presented the final audit report, which said Ladner
should reimburse the university $125,000 for personal expenses
and pay taxes on $398,000 in imputed income during the three
years the audit covered.
Ladner’s allies wanted to alter the audit in his favor by
switching funds from the amount he must give back to AU to
the amount he owed taxes on so he would pay less out of
pocket.
“I will not accept those changes,” Jaskol said. “I will not sign
the audit letter. I will not be party to a lie.”
Without Jaskol’s signature as chair of the audit committee, the
university would not receive the blessing of its outside
accountants. Its loans could then be called in. “It was the
nuclear option,” Jaskol says.
The board voted to accept the audit as it was.
Paul Wolff moved that the board dismiss Ladner; George
Collins seconded the motion. The board voted. Ben Ladner was
out.
Next up was the matter of a severance package for Ladner.
Preliminary negotiations had settled on a potential multimillion-
dollar payoff.
“I am opposed under any circumstances to any negotiation with
Ben,” Paul Wolff wrote in a letter of resignation the next day.
“We cannot compensate ethical blindness. To do so undermines
36. AU’s core values.”
Ladner’s allies were prepared when the board took up his
severance deal on October 20. Three matters were on the table.
Was Ladner’s 1997 contract valid? Two law firms—Arnold &
Porter and Manatt, Phelps & Phillips—had determined that it
was not a valid contract because it was not authorized or
approved by the board at the time.
The board voted that the contract was not valid, though seven
members—including most of the ad hoc committee—voted that
it was. Next the board voted that Ladner should be terminated
for “cause or dishonesty” under contractual terms.
Finally, the matter of his severance. The three-person
committee that had negotiated with Ladner—Gary Cohn, Jack
Cassell, and Bishop Schol—recommended $3.2 million. It
included salary and benefits for one year, deferred
compensation, and moving expenses.
Pamela Deese said the sum was too small. She argued to
increase it to $4.4 million.
“You don’t owe him anything,” said Jaskol. He said the 1997
contract, which called for a severance, was not valid, and even
if it were, the board had just voted to terminate him for cause,
which allowed AU to oust him with no severance payment.
Jaskol moved to pay Ladner nothing; Collins seconded the
motion. The board voted it down. Instead it accepted a motion
by Robert Pincus to raise the $3.2 million to $3.75 million. It
also allowed him to resign rather than be fired.
After the meeting, Len Jaskol and George Collins resigned from
the board. Gary Abramson was elected chair.
37. The day after the deal became public, Senator Charles Grassley,
chair of the Finance Committee, launched an investigation of
American University finances. He asked for documents going
back 11 years.
“The Finance Committee has been engaged in a bipartisan
review of charities and reform of charities,” he wrote, “and it
appears the AU board could be a poster child for why review
and reform are necessary.”
David Carmen, the GOP lobbyist, called the staff director of
Grassley’s committee and asked that the investigation be kept
quiet.
Because American University is chartered by Congress, some
people argue that Congress has the authority to replace its board
of trustees.
“That would be welcomed,” says student-government president
Kyle Taylor. “We have lost any trust in them.”
Taylor says trust evaporated after a meeting with Pamela Deese,
head of the committee handling governance and reform. The
subject of how much money board members were supposed to
donate came up. Deese said each member was supposed to give
$5,000.
Deese said the four board members who resigned had never
given to the college.
“So they have never given to the university?” Kyle Taylor says
he asked. “I find that hard to believe.”
“It’s true,” Deese said, according to Taylor. “They have never
given. Paul Wolff made up an excuse about how he does not
38. contribute money to causes. He doesn’t believe in giving or
something. He feels like his time is enough of a contribution.
George Collins made a million-dollar pledge and has not paid a
single penny toward it.”
Taylor related the conversation to Wolff, who demanded an
apology from Deese. In fact, all four—Wolff, Bains, Collins,
and Jaskol—have given generously to AU.
Deese and board chair Abramson at first denied her no-giving
assertions and refused to comment. Wolff and Bains threatened
to sue—at which point Abramson posted a letter of apology on
the AU Web site.
At a board meeting on February 17, Taylor reiterated his hope
that students could be represented on the board. Students rallied
in support of the idea. Only 11 of the remaining 20 board
members took part. Taylor says he was rebuffed.
Ben and Nancy Ladner moved out of the Glenbrook Road
residence in late January with the help of $18,000 the board
agreed to pay them for furniture the couple did not want.
Rumors circulated that the Ladners had taken items paid for by
the university. Senator Charles Grassley demanded an
accounting of the move and the funds AU paid the Ladners.
Grassley’s investigators are combing AU documents and
interviewing students, university officials, and former board
members. Federal prosecutors are conducting an investigation.
Grassley’s committee held an informal hearing March 3. Bishop
Schol spoke for the AU board and admitted it had “made
mistakes” and “lost credibility” but said it was in the midst of
reform.
Student-government president Kyle Taylor asked the committee
39. to replace the board. “This is a body,” he said, “whose members
were more concerned with finding the whistleblower than
addressing the financial misconduct.”
Board chair Gary Abramson and Bishop Schol were the only
current trustees at the hearing. They were outnumbered by board
members who had resigned—Leslie Bains, Paul Wolff, Pete
Smith, and Len Jaskol.
Ben and Nancy Ladner were at their home on Gibson Island.
1
1
Dallas Residency Case Study: Ben Ladner’s Years of Living
Lavishly
Please write a 5-7 page paper that answers the following
questions around this case.
What are the key issues in the case?
How would you solve the problem?
What theories, concepts, and models from the textbook apply to
this case?
Ben Ladner’s Years of Living Lavishly
American University president Ben Ladner and his wife, Nancy,
were behaving like billionaires—until their years of living
lavishly caught up with them.
By Harry Jaffe on April 1, 2006 – Washingtonian Magazine
In January 2004, American University president Benjamin
40. Ladner and AU board chair George Collins took their wives to
St. John in the Virgin Islands.
In their roles as president and board chair, Ladner and Collins
had become friends. They dined together after board meetings,
sailed together, vacationed together.
When Ladner and his wife, Nancy Bullard Ladner, were looking
for a second home, Collins and his wife introduced them to
Gibson Island, an enclave on the western shore of the
Chesapeake Bay. Their wives, both with Southern roots, hit it
off. Collins sponsored the Ladners for membership in the
island’s tennis and golf club.
But by 2004 the mix of business and fun wasn’t always
pleasant. Ladner was lobbying the board for a raise, and he
couldn’t leave it in the boardroom. During the trip to St. John,
Ladner kept talking about money.
At the time Ladner was making $880,750 a year, including base
pay, bonus, and incentives. This put him among the nation’s
best-paid college presidents. But he wanted more.
In a confidential memo to Collins, Ladner had made the case for
a package of bonuses and investments that would have added $5
million on top of his base salary over the next five years. He
would be making more than any college president in the nation.
“You’re not running a top-ten school,” Collins replied. “You
don’t have a medical school. You’re not Harvard. You are not
an investment banker, and you are very well paid.”
Ladner was beginning to disappoint Collins in other ways.
Collins had pressed him for accurate measurements of student
performance and how AU compared to other institutions. He
found Ladner’s numbers “sloppy.”
41. On the St. John trip, Collins told Ladner that his proposed
financial package was unlikely to be approved. And Collins
thought to himself: We had better start looking for a new
president.
Later, to a few fellow board members, he said: “Time to hire
our own lawyer.”
A year and half later, the downfall of Benjamin Ladner unfolded
in public view. Leaks of his expenses cast him as a profligate
spender of college funds for personal use. Students pilloried
him on the Internet and protested on campus. Deans and faculty
issued votes of no confidence.
“His moral compass has lost its bearings,” Paul Martin Wolff
wrote to other trustees.
The AU board, split into camps, suspended Ladner in August
2005. By October he was out on the street.
In many ways, the previous 11 years were exceptional for
American University. The campus at DC’s Ward Circle, where
Massachusetts Avenue meets Nebraska Avenue, had undergone
major renovations. Applications had risen during Ladner’s
tenure from 4,829 to 13,560, and freshmen entered with higher
test scores. The endowment had bloomed from $29 million to
$281 million. The schools of law and international service were
considered first-rate. The Cyrus and Myrtle Katzen Arts Center,
the campus’s new crown jewel, was about to be dedicated.
Some of the credit had to go to Ladner.
“To dismiss his years as illusion is BS,” says Cornelius “Neil”
Kerwin, who served as provost for seven years and took over as
interim president. “It’s dead wrong.”
42. But they were also years of living lavishly for Ben and Nancy
Ladner. An anonymous letter to the board in March 2005
accused the couple of “severe expense account violations”—of
blowing the university’s cash on a French chef, on weekends
abroad, on extravagant parties for friends and family. The board
investigated and corroborated the charges.
Ladner felt blindsided and abused. He left unapologetic and
unrepentant.
The demise of Ben Ladner is still reverberating through the
board and the campus. Students want changes to the board. A
Senate committee, investigating abuses among nonprofit
corporations, is examining financial transactions by Ladner and
the AU trustees. Federal prosecutors are investigating, too.
What brought Ben Ladner down? The anonymous letter? A
campus rebellion? Weak oversight? A power play by the board?
Or was Ben Ladner the author of his own undoing, a man who
lost his ethical center and, when confronted, attacked even his
friends?
Many American University students and faculty first saw
Benjamin Ladner on November 4, 1994, when he delivered his
inaugural address. He spoke of AU’s “unique identity” and its
“American destiny.”
Founded in 1893 with ties to the Methodist Church, American
University was unusual: It is one of the few universities
chartered by Congress. It developed over the next century as a
private, coeducational college that ranked in the middle range
of universities. Against DC’s major colleges, Georgetown and
George Washington, it ranked a distant third in 1994.
43. American University’s destiny, Ladner thundered, “is now
clouded by a remarkable crisis, which may well be the most
alarming dilemma of our time: namely, the extent to which the
self-set goals of private individuals are unrelated to the
expanding needs of the public domain.
“Institutions,” he said, “are increasingly regarded solely as a
functional means for attaining private ends. . . .”
Ladner’s rousing speech in the school’s gymnasium brought the
crowd to its feet, according to the Washington Post.
Ladner was 52. A tall, heavyset native of Mobile, Alabama, he
delivered his speech with a mellifluous voice that was part
Southern preacher and part professor of philosophy. He had
studied both religion and philosophy in college and graduate
school.
People described Ladner as “charming,” “intelligent,”
“personable,” “visionary.”
Growing up in Mobile, the youngest of three children, he played
ball, rode horses, studied cello. He went to Baylor University on
a basketball scholarship in 1959, according to a feature in
American University’s alumni magazine, but was injured in his
freshman year and left the team. He graduated with a degree in
English and religion, then earned a divinity degree from
Southern Seminary and a 1971 doctorate from Duke in
philosophy and religion.
In the 1970s Ladner taught at the University of North Carolina’s
Greensboro campus; in 1980, he became director and then
president of a nonprofit teacher-training organization, the
National Faculty of Humanities, Arts, and Sciences. Based in
Atlanta, it was funded by grants from government and
corporations.
44. When AU came calling in 1994, Ladner had never held a major
administrative or management job at a university. But AU was
desperate for stable leadership.
Four years earlier Richard Berendzen, who dreamed of AU
becoming “Harvard on the Potomac,” was forced to resign the
presidency after being charged with making obscene phone calls
from his office. He would plead guilty. Provost Milton
Greenberg took over.
AU then hired Joseph Duffey from the University of
Massachusetts; he served less than two years before leaving to
head the US Information Agency. Elliott Milstein, a popular
dean of the law school, became interim president. The board
then offered the presidency to Scott Cowen, a dean at Case
Western Reserve University, but he turned down the job at the
last minute.
Ben Ladner was not even under consideration when John Petty,
who had met Ladner in 1978, gave his name to a headhunter. “I
threw his hat in the ring,” says Petty, a banker who later joined
the AU board. “I knew he was a big-league guy. It was time to
go from the minors to the majors.”
At his inauguration in November 1994, Ladner came off as a
heavy hitter with high ethical standards. He talked of bridging
“the traditional gap between private interest and public
responsibilities.”
One of his first acts was to see to his private interest.
As soon as the Ladners came to Washington, they toured the
house that had been the AU president’s residence since 1968.
The sprawling house with swimming pool at 3300 Nebraska
Avenue sits on a large corner lot across from the campus.
45. Presidents over the years had welcomed students and faculty
into the glass-walled room along the rear. Students could walk
from Fletcher Gate on the campus’s west end, cross a small
street, and ascend the steps to the gathering space.
“We held many meetings there,” says Elliott Milstein, now a
professor at AU’s Washington College of Law. “It was a big
asset. The job of the president is to bring people together.”
But the house did not meet the Ladners’ expectations.
“Inadequate,” was the word AU officials recall their using. The
Ladners went house-hunting in nearby Spring Valley, one of
DC’s most expensive neighborhoods. They chose a new stone
mansion around the corner from AU at 4835 Glenbrook Road.
Perched on a hillside, it has white pillars flanking its entrance
and elaborate stone walls. The Korean ambassador’s residence
is two houses down.
As it happened, American University had once owned the lot
and sold it to a developer. To suit the Ladners, the university
sold the former president’s residence on Nebraska Avenue for
$1.325 million and bought back the land and house on
Glenbrook for $1.45 million. AU officials said it made more
sense to buy a new house than to refurbish the old one.
Over the next two years the university paid for an estimated
$200,000 in renovations and improvements ordered by the
Ladners. They called in landscape designers to create a
waterfall and pond behind the patio at a cost of about $30,000.
The Ladners outfitted the house with expensive china and
stemware to host elegant affairs for donors and dignitaries.
Board members were entertained with fine wine in Waterford
Curraghmore crystal, $100 a glass. Waiters wore tuxedos.
46. But in moving a few blocks from campus and creating lavish
living quarters, the Ladners separated themselves from students
and faculty. Past presidents had hosted as many as eight events
a week; the Ladners opened their home perhaps a dozen times a
year for university events.
To students and faculty, the house became a metaphor for
Ladner’s reign. Says a dean who had been at AU for decades:
“The extravagance started from day one. It was an imperial
lifestyle.”
The responsibility for overseeing President Ladner belonged to
the American University board of trustees.
The board that hired Ladner in 1994 was packed with names
from local real estate like Edward Carr, Stuart Bernstein, and
Gary Abramson and with such heavy hitters as prosecutor
Kenneth Starr and General Motors executive Thomas
Gottschalk.
With 24 members, it was a relatively large group; it met just
three times a year. A board member who joined in 1999 called it
“a cocktail board.”
The board negotiated Ladner’s first contract in standard fashion.
It set his salary at $225,000, an increase of $30,000 over the
amount paid his predecessor. It provided him a car and driver to
assist him “in carrying out his duties as president.” It allowed
for travel and entertainment expenses “reasonably incurred by
Ladner in the performance of his duties.” The contract had a
three-year term.
In 1997 William Jacobs—an athlete as an AU student, then an
executive with MasterCard in New York—took over as board
chair. One of his first acts was to sign a new contract with
Ladner.
47. That contract set Ladner’s salary at $295,000. It added an
annual “split dollar” life-insurance-premium payment,
beginning at $184,000—$109,000 thereafter—to be invested
toward his retirement, at which time Ladner would receive the
capital gain, and the principal would revert to the university.
This was in addition to a standard life-insurance policy the
university paid for. It was essentially a cash payment to an
investment account, which brought his annual compensation to
$404,000.
The contract went far beyond cash.
It called for “full use” of a car and driver. The university would
house the Ladners and pay for “housekeeping services and
residence staff.” It allowed first-class travel. It made Ladner a
tenured faculty member at the rank of professor in the
Department of Philosophy and Religion. If the college let him
go for any reason other than cause, it would pay him two years’
salary.
Referring to Nancy Ladner as the university’s “First Lady,” the
contract allowed her a car with a phone—but no driver. It called
for payment of “expenses related to her role in conducting
University business.”
The 1997 contract was open-ended. It had no termination date, a
standard clause in most employment contracts. It was signed
only by Ladner and Jacobs.
Jacobs never took the contract to the board, according to
members at the time. There is no mention of it in board minutes.
No member remembers seeing it.
Says A.W. “Pete” Smith Jr., who joined the board in 1999: “It
allowed them to live an expense less life.”
48. The 1997 contract said AU would provide a driver for Ben
Ladner, but the Ladners had greater needs. They advertised for
a “chauffeur/butler,” according to a faculty member.
By most accounts, the Ladners had not lived an extravagant life
in Georgia. They had sent their children mainly to public
schools. They lived in a modest home northeast of Atlanta.
The Ladners were devoted to each other. They’d been high-
school sweethearts in Mobile but went their separate ways in
college. Each married and divorced. They married each other in
1982, according to AU’s alumni magazine.
In his first year as president, Ladner worked to improve what he
called a university that was “less than the sum of its parts.”
In a 1996 memorandum to the board, he added up his
accomplishments, which included reorganizing the senior staff,
changing the budget process, and attending social, political, and
financial meetings. On campus, he said, he attended “every kind
of meeting imaginable.”
Although he portrayed himself as active on campus in his 1996
performance review, students say he gradually withdrew. They
joked about “Ladner sightings.” They knew he was on campus
only if his car, with driver, was idling in front of the president’s
building.
Before Ladner took office, students could walk into the white
clapboard president’s building. Ladner ordered the door locked
and a camera installed so an aide could buzz students in.
Previous presidents had worked out of an upstairs office;
Ladner moved downstairs to the large, ceremonial office, which
he had redecorated.
49. Ladner had a necklace of medallions made for him to wear at
graduation and other ceremonies. It bore a shield for each of
AU’s eight schools.
Nancy Ladner took her “first lady” title to heart. Her name tag
at campus events identified her as First Lady.
In the Ladners’ home and office, staff members lived in fear of
the president’s temper. They would have meetings to decide
how to approach him about such matters as putting blinds on
windows.
“We didn’t want him to become irate over one thing or
another,” says Katya Thomas, Nancy Ladner’s personal
assistant in the fall of 1998 and into 1999.
Thomas, a native of Michigan, was on leave from the Foreign
Service. Her diplomat husband was out of the country. She
thought the AU job would be interesting for a while. Her salary
was $45,000.
“She had had younger people in the job,” Thomas told me from
Kinshasa, where she’s now stationed in the US Embassy. “She
liked me because I was a diplomat’s wife. She took pride in her
social circle that included some ambassadors.
“She liked to say that she frequently has rulers at her table,”
Thomas says.
Dinner was always treated as a special event, Thomas says—
even if there were no guests. Nancy Ladner would dress for the
meal every night. Good food and the right chef were status
symbols for her. There was talk that the Ladners tried to hire
away one of Dan Snyder’s chefs but failed.
50. The Ladners were strict about housekeeping, sources say. The
kitchen had to be scrubbed down every night. Sheets and towels
were ironed.
Several of the Ladners’ four grown children came to the
president’s house for the holidays in 1998. According to
Thomas, they brought their dirty laundry in suitcases. The
Ladners’ Filipino housekeeper had asked to have some vacation
during the holidays.
“She came crying to me,” Thomas says. The Ladners had
ordered her to work on Christmas Eve until all the clothes were
washed and ironed. “She said, ‘I can’t do this anymore.’ ”
Thomas says she talked the housekeeper out of quitting, but a
few weeks into January, Thomas left herself.
What forced her out was not Ben Ladner’s screaming at her that
some packages of toilet paper stored in the garage might cause
the “First Lady” to get dust on her fur coat, nor calls at 5 am
from Mrs. Ladner about spaghetti strands left in the sink.
“She called me on New Year’s Day and demanded to know what
had happened to a certain bottle of Champagne,” Thomas
recalls. “The implication was I had taken it. I had to quit.”
Under chair Bill Jacobs, AU’s board rewarded Ben Ladner
handsomely. Jacobs joked to other board members that he and
Ladner figured his annual compensation “on the back of an
envelope.”
In fact, the board’s compensation committee adjusted his salary
and benefits annually, according to records obtained by The
Washingtonian. Ladner’s base salary had started at $225,000 in
1994 and was increased to $295,000 in 1997, then to $325,000
in 1998.
51. Ladner’s big break came in 1999.
Jacobs sent a confidential letter to AU finance chief Don Myers
authorizing him to pay Ladner $365,000 in base salary,
$148,000 in the annual contribution to his life-insurance policy,
$100,000 incentive compensation (“paid to him immediately”),
$91,250 in deferred incentive, and a past-due accumulated
payment of $47,362. On top of those payments, Jacobs told
Myers to establish a “deferred-compensation retention program”
with $400,000 that Ladner could collect after five years.
The total topped $1 million, counting the $400,000 that would
be waiting for Ladner in 2004.
The board gave Ladner another raise in 2000: $410,000 base;
$145,000 bonus; $102,500 deferred compensation; $109,000
split-dollar contribution to his life-insurance policy. Total:
$766,500. In 2001 Ladner’s compensation package totaled
$846,500.
Though American University was a midsize campus—with
11,000 students, including a law school and a few graduate pro
grams—it was paying its president Ivy League wages. Richard
C. Levin, president of Yale University, made $600,000 in 2003.
George Collins replaced Bill Jacobs as board chair in 2001.
Collins had retired from the top job at T. Rowe Price, sailed
around the world, and at Ladner’s urging agreed to run the AU
board.
Leslie Bains became vice chair, again with Ladner’s backing.
An AU graduate who had become one of the leading women in
the private-banking business, she had put in many years with
HSBC North America and Chase. When Ladner came to court
her for a spot on the board in 1994, she was responsible for $25
52. billion in assets for Republic National Bank.
“He seemed to have a plan for leadership,” says Bains. “He was
charming.”
Bains was not charmed by Bill Jacobs, whom she found
controlling. “His way or the highway,” she says. She was also
disappointed at the AU board’s lack of interaction with students
and faculty, who made cameo appearances at some board
meetings. She suggested to Ladner that the board have dinner
meetings with students.
“I don’t think it would work,” he said.
In remaking the board, Ladner also brought on Paul Martin
Wolff, a top litigator with Williams & Connolly.
Collins, Bains, and Wolff became friends with Ladner. They
socialized and did favors for one another. Wolff chose Ladner
to speak at an award ceremony for him. Bains asked him to give
a speech at a New York event for bankers after the September
11 attacks. “He was terrific,” she says.
But Collins, Bains, and Wolff came to board meetings with high
expectations for accountability. Collins, a graduate of Virginia
Military Institute, had served as a squadron commander in the
Air Force and gotten his MBA at American. He joined the AU
board in 1986 and had been on hand for the Berendzen debacle,
during which his advice to the chair was “Shoot him on the
spot”—fire him for cause, no parachute.
A sailor, a self-made man, and an athlete in his mid-sixties,
Collins didn’t have time for frills. When he heard people refer
to Nancy Ladner as First Lady, he said, “As far as I know,
there’s only one First Lady, and she serves in the White House.
We have to strip that from our vocabulary.”
53. Ben Ladner devoted lots of time to international projects, in
particular one with the American University of Sharjah in the
United Arab Emirates. He landed a multimillion-dollar contract
for AU to help manage the university. He and his wife visited
the Persian Gulf nation once or twice a year. He got a seat on
the Sharjah board for Leslie Bains.
The three stopped in London on the way back from Sharjah in
February 2004.
“How long are you staying in London?” Nancy Ladner asked
Bains.
Bains was leaving the next morning so she could attend
meetings in New York.
“Too bad,” Nancy Ladner said. “We’re spending a few days.
Can we give you a lift to the hotel?”
Bains accepted, but she was surprised to see a limousine waiting
for them at Heathrow. She was more surprised to see the
Ladners embrace the chauffeur when he got out to open her
door.
“You seem to know him so well,” Bains said.
“We always use him,” Mrs. Ladner answered.
Back in New York, Bains related the story to her husband. They
agreed it was a bit “weird,” but she thought: “If they want to
spend their money that way, fine.”
The Ladners stayed in London two days and three nights. The
hotel cost $2,352; food and other expenses, including a car and
driver, were $2,513. The bills went to American University.
54. Bains paid her own way and assumed the Ladners had as well.
On another trip, the Ladners and Bains stopped off in Rome.
They ran into one another at one of Rome’s finest restaurants,
near the Spanish Steps. Again, Bains assumed the Ladners were
treating themselves. In fact, they billed AU $1,285 for meals
during a two-night stay in Italy.
Board member Paul Wolff recalls inviting the Ladners to his
home on Reservoir Road for an informal dinner. He and his wife
noticed that a car delivered the couple and waited to drive them
home.
Bains, Wolff, and others say they repeatedly asked John Petty,
then chair of the board’s audit committee, about Ladner’s
expenses. Petty brushed them off by saying it was an
insignificant sum, perhaps $8,000 a year.
When I asked Petty about these exchanges, he said: “All
expenses were signed off by the university’s finance
department. If I blew anyone off, it was their duty to demand
more detail.”
Under Petty, the board’s audit committee never examined
Ladner’s expenses.
As Ben Ladner approached the end of his first decade as
president, he believed he deserved more money—much more.
Ladner presented his case to the board with a list of 33
accomplishments. He had launched a $200-million capital
campaign, obtained new academic accreditations, and led
international delegations. The budget had grown from $180
million to $330 million; 70 percent of campus buildings had
been or were being rebuilt or renovated.
55. The board was generally pleased with Ladner; with the memory
of Richard Berendzen’s scandalous departure still in mind, they
were motivated to keep him happy.
But some board members were becoming uncomfortable.
Salaries of university presidents are reported to the Internal
Revenue Service on Form 990 each year, and the Chronicle of
Higher Education publishes a list of the top ten. By 2002
Ladner had begun making the list.
For 2003, the board raised Ladner’s base pay only 3 percent and
did not increase his merit bonus. Ladner took offense.
On February 19, 2004, Ladner faxed from his study a memo
marked confidential to board chair George Collins. He
complained about the small raises. “Furthermore,” he wrote, “I
am now falling behind the salary levels of president’s [sic] at
peer competitive schools.”
Ladner suggested ways the board could sweeten the deal: It
could establish a new “retention incentive” of $225,000 a year
to reward him for committing to another five years. In addition
to that he asked for three cash bonuses of $200,000 each over
the five years. He asked the board to increase his annual
deferred compensation 10 percent, together with “a much larger
percentage increase in my annual base salary.”
Collins did not circulate the memo in part because he thought it
so outlandish that it would embarrass Ladner. The request was
dead on arrival. Collins dubbed it the D.O.A. memo.
George Collins asked board member Pete Smith to join the
compensation committee and study Ladner’s pay.
Smith, a Boston native, had worked for 30 years with Watson
Wyatt, one of the world’s top consultants on executive
56. compensation. He retired in 1999 as CEO. Paul Wolff had asked
him to join the AU board.
When he did, Smith took it upon himself to tour the campus and
visit with Ladner’s Cabinet, key faculty members, and students.
He found that people had the impression that Ladner was living
large, that he was detached. He reported to Ladner. “You need
to be seen and touched,” Smith told him. “People complain
about the car always idling by the president’s office building.
Why don’t you ditch the chauffeur? When I needed a car and
driver, I used to rent one.”
“You don’t understand the needs of a college president,” Ladner
said.
“I used to be CEO of an $800-million company,” Smith
responded.
“I can’t be the only one showing up at an embassy event without
my own chauffeur,” Ladner said.
In late 2003, Smith began looking into Ladner’s compensation.
Financial scandals concerning executive compensation had
tarnished the image of high-profile charities and other
nonprofits such as the United Way and Adelphi University. The
federal government had passed legislation penalizing board
members of nonprofit institutions, such as colleges, for
overpaying their executives.
Smith engaged a new set of compensation consultants to review
Ladner’s salary package and compare it with those at other
institutions. The goal was to get a “comfort letter” from the
consultants that would satisfy the IRS.
Ladner was skeptical of the process, according to board
members and his memos. Then his strongest champion, Bill
57. Jacobs, left the board. George Collins took his spot on the
compensation committee.
The new consultants discovered that Ladner had been including
only his base salary and his annual bonus in comparing his total
compensation with that of other university presidents. He had
never included the deferred-incentive part of the package. The
swing was more than $100,000 a year.
“Adding that blew his compensation off the charts,” says Pete
Smith. “He was one of the highest-paid university presidents in
the country. It was unacceptable.”
Rather than getting a raise, Ladner was told the compensation
committee would recommend a cut in his pay. But the
committee wanted to soften the blow: It suggested that he join
outside boards that paid.
Ladner was angry. Committee members said he was rude to
anyone who disagreed with him.
“He would blow himself up like a balloon and get red in the
face,” recalls Leslie Bains. “We saw a whole different side of
him.”
He threatened to quit; he searched for allies on the board. He
started to wage war.
The one who quit was Pete Smith. In a letter to Collins and
Bains, he wrote, “It began to feel like the board reported to Ben
rather than the reverse. It was then that I decided to resign as
Trustee.”
On New Year’s Eve 2004, the Ladners treated their son Dean to
an engagement dinner at their residence. It was an intimate
affair for Dean and his fiancée, Nicole.
58. The 13-course meal, served by waiters, began with white truffle
and porcini egg custard and American sturgeon caviar, served in
eggshell.
After purple and neon-green cauliflower soup sake-style,
littleneck clams, oysters, and crabmeat, the chef prepared a
lobster tasting: lobster bourbon bisque, lobster claw, and lobster
tail.
The meal was prepared by Rodney Scruggs, the Ladners’ chef.
Under the 1997 contract, the university agreed to pay for dining
staff at his residence. The Ladners hired Scruggs in 1999 for
$52,035; when he cooked the engagement dinner, his salary was
$88,000.
Scruggs stocked the family kitchen, bought the wine, scrubbed
the counters. When Ladner arrived home after work, Scruggs
dimmed the lights and made sure there was soft music playing.
He greeted the couple with hors d’oeuvres. He served two- to
four-course meals every night, whether there were guests or not.
The Ladners did not eat leftovers.
When the Ladners drove to their Gibson Island home for the
weekend, Scruggs would pack meals with instructions on how to
prepare them. At times, he would go to cook for them.
As a reward, the Ladners sent Scruggs to France to be
“rejuvenated as a chef.” He put all of his skills into that New
Year’s dinner.
The main courses were Alaskan black cod and salmon, then
Muscovy duck breast, then roasted rack of Colorado lamb.
Dessert was Death by Chocolate.
59. The price tag, including $111.40 for flowers, $307.96 for
Champagne and wine, and $595 for waiters, totaled $1,381.95.
The Ladners expensed it to American University.
On February 25, 2005, the AU board held its scheduled meeting,
facing the unpleasant task of cutting Ladner’s pay.
Collins opened the session at 9:35 am. He introduced Bishop
John Schol, a new trustee who represented the Methodist
Church. He also introduced Jim Joseph, an Arnold & Porter
attorney Collins had hired to oversee the compensation review
and serve as the board’s outside legal counsel.
At 11:30 Collins called the board into executive session. It
lasted three hours. Some board members questioned why they
needed Joseph, but Collins defended his choice and said he
would resign if the outside counsel were not accepted.
Joseph proceeded to explain why he deemed Ladner’s
compensation package out of proportion. He gave a detailed
explanation of the IRS sanction rules. He presented the
compensation committee’s proposal to cut Ladner’s pay, which
would bring it in line with current standards.
Ladner asked Collins to send Joseph out of the room. Then
Ladner recited his accomplishments, talked about his
philosophy of education, and said, “This is not about money.”
To which Gary Cohn, a trustee who worked for Goldman Sachs,
replied: “I have sat through many, many compensation
presentations, and every time someone says it’s not about
money—it is always about money.”
When Ladner finished his appeal, the board asked him to leave
and brought Joseph back into the room. For an hour they argued
60. the points of federal law and tax regulations.
David Carmen came to Ladner’s defense, according to board
members in the room. Carmen, a lobbyist, scoffed at the IRS
regulations and called potential financial penalties “de
minimus.” He said that rewarding Ladner was much more
important. He was joined in that sentiment by board member
Pamela Deese, a lawyer.
Collins adjourned the meeting without a vote but scheduled one
by phone in April, when the board voted 11 to 5 to reduce
Ladner’s compensation. Carmen and Deese were among the five
dissenters.
John Petty, the trustee who had recommended Ladner years
before, abstained.
David Carmen’s role as Ladner’s chief advocate struck some
board members as odd. Before the February board meeting,
Ladner had approached Leslie Bains and said, “I want Carmen
off the board.” According to Bains, Ladner accused Carmen of
using his board position to get clients for his lobbying firm.
Carmen had founded his company, the Carmen Group, in 1985.
He made his name doing opposition research for the Republican
National Committee, advising Ronald Reagan and both
Presidents Bush. He joined the American University board in
2001.
Ladner told Bains that Carmen should leave the board if he
didn’t start contributing to the university. Bains says she
approached Carmen, who pledged to give money to AU over
time. Bains explained the conversation to Ladner.
“I still can’t stand the guy,” he said, according to Bains.
61. Carmen, through his marketing director, declined to comment.
An anonymous letter came to George Collins and other
executive-committee members the first week of March 2005.
It accused the Ladners of “SEVERE expense account
violations.” It said the Ladners had charged the university for
“their son’s engagement party, lavish presents for their
children, a personal French chef . . . long weekends in Europe
for pleasure, maintenance of their personal residence in
Maryland including garbage bags, daily wine for lunch and
dinner at $50 to $100 per bottle, etc. . . .
“This needs to be made public because he may get away with
taking hundreds of thousands of dollars from American
University. . . .
“Please investigate. Thank you.
“An employee.”
Having just endured the bruising battle over Ladner’s pay,
Collins thought: “What now?” He assumed the letter was from a
disgruntled employee, but he knew he had to investigate it. He
alerted AU finance Chief Don Myers, then called the board’s
lawyer, Jim Joseph, then called Ben Ladner.
“We just received an anonymous letter about your expenses,”
Collins said.
“Oh, boy,” Ladner responded, according to Collins.
Collins set in motion an investigation.
When David Carmen was told about the letter, board members
say, he wanted to go after the whistleblower.
62. The job of running the investigation fell to Leonard Jaskol, the
recently appointed chair of the board’s audit committee. Jaskol,
a 1958 graduate of AU, joined the board in 1995. His $400-
million company, Lydall, sold air-filtration equipment. A
resident of Connecticut, he was recruited to broaden the board’s
base to New England.
Collins told Jaskol he had received the anonymous letter and
asked him to handle it. Jaskol contacted Jim Joseph, who
teamed up with AU’s internal auditor, Protiviti, to conduct a
forensic audit.
Jaskol told Ladner what he was doing. “I have no reason to
believe you have done anything wrong,” he said.
“It could be embarrassing,” Ladner said.
“We will do it as discreetly as possible,” Jaskol said.
In late April, Protiviti notified Jaskol of its initial review of the
available ledgers.
“We’ve got issues,” the auditors said.
Among their findings: There was a lack of documentation; the
Ladners had not abided by AU’s travel and entertainment
policies; the “expenses were rather extraordinary.”
Jaskol read the first review and reported to the audit committee
in May that there was “a potential abuse of discretion and abuse
of privilege by a significant amount.”
Jaskol wanted Protiviti to perform a forensic audit going back
three years. John Petty and other board members fought his
request, but ultimately the board ordered the deeper
63. investigation. ➝
“Ben Ladner did not accept that very well,” Jaskol says.
Ladner refused to turn over documents, according to Jaskol and
other board members. He tried to block investigators from
interviewing his staff at the residence and the university.
“He tried to delay and obfuscate,” Jaskol says. “He tried to
discredit lawyers and auditors. It was right out of his playbook
from the compensation scrap.”
When Jaskol met with Ladner, he made sure a third party was
present.
The investigators discovered a trove of documents, including
receipts for every party and bottle of wine, Ladner’s personal
calendar, and the chauffeur’s log. Jaskol asked for copies and
took boxes to his home in Naples, Florida.
“I wanted to see all the same documents,” he says. “If I’m going
to stand up there to say this person misbehaved, I know what
that would do to their reputation. I wanted to bend over
backward to be fair.”
Jaskol and his wife, Lynn, spent last summer sifting through the
boxes. One day she found the record for a first-class plane
ticket to Nigeria for $22,345.
“Must be a misprint,” Jaskol said.
She checked and verified the price. Jaskol asked her to compare
the price for a business-class elite ticket: $8,000. The $14,000
difference would have paid a semester’s tuition for a student.
The cost of the Nigeria trip became emblematic for Jaskol and
other board members of the Ladners’ lack of judgment. The
64. 1997 contract did permit Ladner to travel first-class, but did he
have to book rooms in elite hotels and tables in the finest
restaurants? The contract allowed him to have a car and
driver—but did he have to hire a limo if the driver wasn’t
available? And did Ladner have to be driven to every
appointment? Did the driver have to take Nancy Ladner to the
hairdresser? The contract said the university would pay for
travel and entertainment “reasonably incurred in the
performance of his duties as President.” Did that mean a lavish
dinner for his son? Or a $5,000 lunch for Nancy Ladner’s
garden club?
One day Mrs. Ladner asked for a car and driver to take her
children bar-hopping in Georgetown. Executive assistant
Margaret Clemmer told her the request was inappropriate. “I’m
not asking,” Ladner replied.
On August 19 the auditors from Protiviti delivered a 31-page
report, in which they examined the purpose and cost of every
foreign trip, every party, and every chauffeured ride to the
hairdresser.
“The whistleblower was accurate,” Jaskol says. “It was all
basically true.”
After receiving the report, the board’s executive committee met
and discussed firing Ladner for cause but decided to take the
matter before the full board. On August 24 the AU board
suspended Ladner pending the final outcome of the
investigation.
Kyle Taylor, president of the AU student-government
association, was leaving on vacation when he learned that
Ladner had been put on administrative leave. He wasn’t
surprised to hear that Ladner was spending a lot of money on
himself. To the extent that students thought about the president
65. at all, they believed he lived a plush life.
Taylor loved AU. A swimmer from Anaheim, California, he
would be the first in his family to graduate from college.
“The culture of AU is one of critical thinking,” he says. “We
have a cutting-edge curriculum that connects with the city. We
sent volunteers down to help victims of Katrina. For the first
time we’ve had two Rhodes-scholar finalists.
“The university is larger than the president. It’s not as if he was
a leader who was taking us somewhere.”
Taylor began serving as student-government president in April
2005. He attended board meetings but, on Ladner’s orders, was
instructed not to speak unless asked. His only direct contact
with Ladner came when he was invited to the residence to
discuss graduation policies.
During late August and early September the AU campus was
quiet.
On September 12, the battle within the board was joined.
Trustees gathered in the law offices of Arnold & Porter, where
Jim Joseph is a partner, to hear the results of the audit. Len
Jaskol displayed the numbers in a PowerPoint presentation with
the accountants. Joseph helped explain Ladner’s lavish lifestyle.
Ladner was on the counterattack. He’d hired his own lawyers
and sent a letter to board members the night before rebutting the
audit’s main points.
Essentially, Ladner and his lawyers said he had done nothing
wrong. The 1997 contract permitted almost every expenditure.
According to board members, one lawyer said, “If Ben Ladner
wanted to spend $100 on a bottle of wine, he was allowed to