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Number of Pages: 1 and a half (400 words) Writing Style: MLA Number of sources: 2 Analyze the case of Plessy v. Ferguson. What does this Supreme Court decision tell us about America at this time? What does it tell us about blacks’ reaction to segregation? Include introduction, body and conclusion. .

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•Topic: What is an ethical leader and how do ethical leaders differ from other leaders? What are the factors that promote or hinder the development of ethical leadership in organisations (e.g., personal characteristics of leaders and what characteristics of a leader‘s environment)? • 2500 words (+/- 10%) in essay format •Requirements: MINIMUM of 8 peer reviewed academic journal articles –Text book or reference books are additional references –General websites/blogs , newpapers, magazines are not acceptable references •Submission method: Upload a soft copy of a Microsoft Word Document ( .doc or .docx format) to Turnitin on Moodle •Correct Harvard Anglia referencing is important .

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· Term Paper: International Terrorism Due Week 10 and worth 200 points Choose an international terrorist group from the following list, and use the Internet or Strayer databases to research the origin, purpose, and effects on the U.S. or targeted countries. · Hezbollah · HAMAS · Al Qaeda (AQ) · Al-Shabaab · Haqqani Network (HQN) Write a ten to fifteen (10-15) page paper in which you: 6. Provide a brief description of the group, and summarize its origins. 7. Explain the group’s major motivation(s) (beliefs or causes), and / or its justification for engaging in terrorism. 8. Describe the group’s major sources of both financial and non-financial support. 9. Evaluate the importance of the group’s use of media to aid in its terrorist activities. Indicate, at a minimum, the group’s purpose for using the media, the image being portrayed, and the preferred methods of communication. 10. Determine whether or not the group has a legitimate complaint or demand. Defend your response. 11. Determine whether or not the group and its activities are of importance to the U.S., and explain the key reasons that they are or are not significant. 12. Analyze the response of the U.S. to the group or its activities, regardless of whether or not either the group or its activities directly threaten or target the U.S. Determine whether or not that response has been effective. Support your answer with examples of such effectiveness—or the lack thereof. 13. Suggest the major changes you would make geared toward increasing the efficiency of the U.S.’s response to the group. Justify your response. 14. Use at least five (5) quality resources in this assignment And · Assignment 5: Senior Seminar Project Due Week 10 and worth 200 points In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project. Write a ten (10) page paper that as a minimum, your project should include: 1. Identify the topical area (e.g., local police department, community jail, border patrol) 2. Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation. 3. Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your so.

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•Prepare a 4-5 page draft Code of Ethics paper sharing the following: 1) your world view; how you see good and bad, right and wrong, and how you respond to issues. Examine human resources management and 2) share your organization’s core values or principles. Comment 3) on the validity of those values (are they consistent?). 4) How does everything you shared (#1, 2, 3) impact HR decisions in the workplace? Comment on how you see truth? Is there such a thing as absolute truth? If so, what is it? I want her on Wednesday morning at 10 .

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· Sketch the context for, define, and tell the significance/after-effect of each, in terms of late-19th & early-20th-century American history & culture: from Sinclair book (The Jungle) 200 word: 1- 1- National Labor Relations Act (1935) & Fair Labor Standards Act (1938) · give the context for, define, and tell the significance/after-effect of each of the following, in terms of 20th-century US culture/history: from Englehardt book (The End of Victory Culture) 200 word: 1-1- anti-war protests (1967-71) and the "counter-culture" 2- 2- Vietnam Veterans Memorial (dedicated 1982) [not covered in book; see http://virtualwall.org/ ] 3- 3- "Authorization of Use of Military Force against Terrorists" Resolution (Sept. 14, 2001) · Essays : 250 to 300 word please choose one of these as you like: 1. Why was Socialism considered a "radical" ideology and why didn't it flourish in early 20th century America? 2. In what ways was the Progressive Era (1906-20) truly "progressive" or not; and the "New Deal" (1933-38) really "new" or not, especially in regards to the health, safety and daily lives of U.S. workers and consumers? .

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• Each thread is 650 words • Each thread and reply references at least 3 peer-reviewed sources and 1 biblical integration. • All sources are cited in current APA format. • Proper spelling and grammar are used. • Sentences are complete, clear, and concise. ***Pepsi Launched a new global Branding campaign based on the cocept of live in the moment called "Live For Now." It did extensive research prior to the campaign's lauch. What research should be done to determine if the campaign is resonating with worldwide audiences?*** .

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Organizational BehaviorDisney Animation - John LasseterThe case focuses on John Lasseter, who currently is the creative head of Disney Animation Studios and Pixar Animation Studios, both of which are owned by The Walt Disney Company. The case chronicles Lasseter’s interests in animation from a young age, the relationship he developed with the Disney organization, his developing interest in computer-animation and consequent demise at Disney Studios, his subsequent award-winning success with computer animation at Pixar Studios, and his recent ascension to creative head of Disney’s Animation Studio as part of the Pixar-Disney merger.The case provides a marvelous illustration of the many types of interpersonal power ¾ reward, coercive, legitimate, referent, and expert that exist within an organization. The case also shows how power can be used to promote the well-being of the organization and its members or to benefit specific people’s interests at the expense of others’ interests. Herein, the two faces of power positive and negative come into play. Another linkage between the chapter material and the case occurs in the form of concerns about the ethical versus unethical use of power. Finally, the case can be used to explore the concepts of organizational politics and political behavior in organizations. Organizational politics often has a negative connotation, and some of the case facts lend themselves to reinforcing this negative connotation.Power and Politics in the Fall and Rise of John LasseterJohn Lasseter grew up in a family heavily involved in artistic expression. Lasseter was drawn to cartoons as a youngster. As a freshman in high school he read a book entitled The Art of Animation. The book, about the making of the Disney animated film Sleeping Beauty, proved to be a revelation for Lasseter. He discovered that people could earn a living by developing cartoons. He started writing letters to The Walt Disney Company Studios regarding his interest in creating cartoons. Studio representatives, who corresponded with Lasseter many times, told him to get a great art education, after which they would teach him animation.When Disney started a Character Animation Program at the California Institute of Arts film school, Lasseter enrolled in the program after encouragement from the studio. Classes were taught by extremely talented Disney animators who also shared stories about working with Walt Disney himself. During summer breaks, jobs at Disneyland further fueled Lasseter’s passion for working as an animator for Disney Studios. Full of excitement, Lasseter joined the Disney animation staff in 1979 after graduation. However, he soon met with disappointment.According to Lasseter, “[t]he animation studio wasn’t being run by these great Disney artists like our teachers at Cal Arts, but by lesser artists and businesspeople who rose through attrition as the grand old men retired.” Lasseter was told, “[y]ou put in your time for 20 years and do what you’r.

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Organizational Behavior 15th Ed Personality and Values Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5-1 Robbins and Judge Chapter 5 Chapter 5 introduces us the the concepts of personality and values and their effects on Organizational Behavior. These are concepts that have only recently received increased attention in research and practice. Here we will see the results of study and new applications to help make the work place more successful. 1 Chapter 5 Learning Objectives After studying this chapter you should be able to: Define personality, describe how it is measured, and explain the factors that determine an individual’s personality. Describe the Myers-Briggs Type Indicator personality framework and assess its strengths and weaknesses. Identify the key traits in the Big Five personality model. Demonstrate how the Big Five traits predict behavior at work. Identify other personality traits relevant to OB. Define values, demonstrate the importance of values, and contrast terminal and instrumental values. Compare generational differences in values and identify the dominant values in today’s workforce. Identify Hofstede’s five value dimensions of national culture Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5-2 We begin this chapter with a definition of the seven learning objectives defined for chapter’s contents. We will discuss each of these in some detail. 2 Define personality, describe how it is measured, and explain the factors that determine an individual’s personality Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5-3 LO 1 Personality is a dynamic concept describing the growth and development of a person’s whole psychological system; It looks at some aggregate whole that is greater than the sum of the parts. Defining Personality Personality as the sum total of ways in which an individual reacts to and interacts with others. We begin by defining personality. This is a concept that has a lot of preconceived ideas in people. So we want to ensure we are all using the same basic definition to describe a very complex topic. Personality is a dynamic concept, meaning it is changing all the time, an that is is the total of growth and development of a psychological system for the individual. This suggests it includes all of the components of the psyche and their aggregate becomes greater than any of the parts. So the text definition is that personality if the sum total of ways in which an individual reacts to and interacts with others. 3 Define personality, describe how it is measured, and explain the factors that determine an individual’s personality Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5-4 LO 1 Managers can use personality tests because they are useful in hiring decisions and help managers forecast who is best for a job. The most common means of measuring personality is through self-report surveys. Observer-ratings surv.

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Organizational Behavior Case Study on Leadership Name: Tan Yee Li Fiona Student ID: S3447594 Course: RMIT Business (Management) Leadership, ethics and organizational failure in a post-colonial context: a case study of genocide in Rwanda. Introduction Groups, teams and states are major characteristics of organizational life. It is believed that majority of the organization’s practices need a lot of coordination through working as a team and a group.The leadership of an organization is important in terms of the development of the goals and objectives. Leaders within an organization are responsible for developing the goals and objectives of the organization. In most cases, the success of an organization is usually attributed to the leaders of the organization. The genocide in Rwanda was instigated by the hostility between the Hutu and Tutsi as a result of polarization of the two ethnic groups by the colonial era. The colonization process favored one group over the other. It is believed that the leadership of Rwanda at the time played a major role. Leadership in every country plays a major role in the unity of the nation and in fostering peace and co-existence between different ethnic groups. Therefore the leadership of Rwanda at the time failed to quell the existence of animosity between the Hutu and the Tutsi leading to the experience of genocide that led to mass killings. The paper aims at discussing leadership, ethics and organizational failure in a post-colonial context with a case study of genocide in Rwanda. Main emphasis is laid on organizational failure that instigated the genocide and in particular the correlation between the key leaders and geo-political relations (Scott, 1998). Leadership traits and concepts Leadership is considered as the ability to influence the followers towards the achievement of set goals and objectives. Leadership is closely related to management which is aimed at ensuring compliance from the organizational members. The trait theory of leadership is important in terms of defining leadership. The characteristics of the leader can be used for the determination of their leadership styles. According to the behavioral theories of leadership, the specific behaviors of the leaders differentiate the leaders from the non leaders. According to the traits theory of leadership, social, physical, personality or intellectual traits can be used for the purpose of differentiating the leaders from the non leaders. According to the theory, the leader is also supposed to be qualified and open. The contingency theory on the other hand analyzes the environment in which the leader operates. Situational leadership theory examines the ability of the followers to readily accept the instructions of the leaders. There are also various styles of leadership and it plays an important role in determining the potential of the leaders. The charismatic leaders usually portray unconventional behaviors and usually understand. On the other.

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ORGANIZATIONAL ASSESSMENT WORKSHEETOrganizational ProfileT.docx

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Organisations and LeadershipOrganisational BehaviourDeve.docx

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Organizational Behavior 15th Ed Emotions and Moods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-1 Robbins and Judge Chapter 4 Chapter 4 introduces us the the concepts of emotions and moods and their effects on Organizational Behavior. These are concepts that have only recently received increased attention in research and practice. Here we will see the results of study and new applications to help make the work place more successful. 1 Chapter 4 Learning Objectives After studying this chapter you should be able to: Differentiate emotions from moods and list the basic emotions and moods. Discuss whether emotions are rational and what functions they serve. Identify the sources of emotions and moods. Show the impact emotional labor has on employees. Describe affective events theory and identify its applications. Contrast the evidence for and against the existence of emotional intelligence. Be able to identify strategies for emotion regulation and their likely effects. Apply concepts about emotions and moods to specific OB issues. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-2 We begin this chapter with a definition of the seven learning objectives defined for chapter’s contents. We will discuss each of these in some detail. 2 Differentiate Emotions from Moods, List the Basic Emotions and Moods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-3 LO 1 The “Myth of Rationality” Emotions were seen as irrational Managers worked to make emotion-free environments View of Emotionality Emotions were believed to be disruptive Emotions interfered with productivity Only negative emotions were observed Now we know emotions can’t be separated from the workplace Why Were Emotions Ignored in OB? As mentioned, emotions and moods were dismissed by OB for a long time. One of the primary reasons was the “Myth of Rationality” that suggested that OB comprised rational concepts and applications and emotions and moods were seen as highly irrational. Emotions were thought to be disruptive of organizational activity and decreased productivity. Because they were perceived as irrational the belief was that they were unpredictable and therefore not easily influenced. We now know this is untrue. 3 Differentiate Emotions from Moods, List the Basic Emotions and Moods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-4 LO 1 Insert Exhibit 4-1 Affect is a generic term that covers a broad range of feelings people experience. This includes both emotions and moods. Emotions are intense feelings that are directed at someone or something. Moods are the feelings that tend to be less intense than emotions and that lack a contextual stimulus. 4 Differentiate Emotions from Moods, List the Basic Emotions and Moods Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4-5 LO 1 While not universally accepted, there appear to be six basic emotions: Anger Fea.

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Organizacija, Volume 41 Research papers Number 4, July-August 2008 144 Andreja Lutar Skerbinjek Univerza v Mariboru, Ekonomsko-poslovna fakulteta Maribor, Razlagova 14, 2000 Maribor, andreja.lutar@uni-mb.si Managers need a lot of knowledge and information to make decisions and recognize business opportunities. They can acquire this knowledge and information in different ways. Accounting information, particularly information relating to the creditworthiness of business partners and competitors, is important. Such information, which can contain non-accounting information, is often derived from annual reports. The fastest and cheapest way of accessing information is via the Internet. Because searc- hing for information about different businesses on their Web sites can be time consuming, a quicker, more efficient option is to access this information on databases that contain useful information relating to the majority of businesses in the country. In this paper, we discuss the importance of knowledge and information for recognizing business opportunities. We also analyze the appropriateness of accounting information available from five of the most widely used databases concerning Slovene and Croatian businesses, for estimating the creditworthiness of businesses. Key words: business opportunities, knowledge, accounting information, creditworthiness information, databases, business partners, competitors, annual reports, appropriate information, reporting agencies. The Role of Information for Recognising Business Opportunities 1 Introduction It is very important for managers to recognize opportunities for managing a successful business. To support that, they need a lot of knowledge and information of any kind. A vital part of information is that relating to business partners and competitors with whom they already do business or intend doing business with. Accounting information contains a lot of information about businesses. We live in the 21st century, when living and working without computer support is unimaginable in many different fields. Likewise, in accounting, computers make our work easier and enable us to obtain information faster and more reliably. Using the Internet to access information at the office or at home is cost-effective and saves a lot of time (Lutar Skerbinjek, 2005:76). The annual reports of many businesses can be acces- sed on the Internet, usually on the company’s own Web sites. However, not all businesses have their own Web sites. To obtain information concerning such businesses, and because it is very ti.

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Organic vs Mechanistic Structures Mechanistic Organic Individual specialization: Employees work separately and specialize in one task Joint Specialization: Employees work together and coordinate tasks Simple integrating mechanisms: Hierarchy of authority well-defined Complex integrating mechanisms: task forces and teams are primary integrating mechanisms Centralization: Decision-making kept as high as possible. Most communication is vertical. Decentralization: Authority to control tasks is delegated. Most communication lateral Standardization: Extensive use made of rules & Standard Operating Procedures Mutual Adjustment: Face-to-face contact for coordination. Work process tends to be unpredictable Much written communication Much verbal communication Informal status in org based on size of empire Informal status based on perceived brilliance Organization is a network of positions, corresponding to tasks. Typically each person corresponds to one task Organization is network of persons or teams. People work in different capacities simultaneously and over time Page 1 of 1Organic vs Mechanistic Structures 6/24/2014http://www.analytictech.com/mb021/organic_vs_mechanistic_structure.htm Question 1.1. (TCO 4) The ABC format stands for (Points : 5) abstract, body, conclusion. analysis, body, content. appendix, block, conclusion. attention, build, conclude. Question 2.2. (TCO 1) Parallelism in a list refers to (Points : 5) using bullets and numbers. using no more than 10 items in a list. keeping all points grammatically the same. keeping all points as short as possible. Question 3.3. (TCO 1) Graphics receive the most attention when they are placed where on a page? (Points : 5) Near the bottom of the page In the center of the page Near the top of the page On the right-hand side of the page Question 4.4. (TCO 2) Formal definitions include all of the following except (Points : 5) the term itself. a class to which the term belongs. distinguishing features of the term. several paragraphs or more. Question 5.5. (TCO 2) Effective instructions include (Points : 5) placing only one action in each step. beginning each step with a noun. avoiding the use of lists. first-person references. Question 6.6. (TCO 3) The "you" attitude best refers to which of the following? (Points : 5) A focus on “you,” the writer A focus on your reader’s perspective The use of writer-centered prose The use of first person Question 7.7. (TCO 3) When writing a bad-news message, it’s best to (Points : 5) open with the bad news first. open with a buffer statement. place the bad news last. use e-mail when possible. Question 8.8. (TCO 5) At a presentation, most listeners remember information best when it is grouped in (Points : 5) three.

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Organizational Behavior, Ch. 9  Teams at University of Phoenix posted by Vanessa Granados Jan 08, 2014, 9:20 AM We experience teamwork in the University of Phoenix on a daily basis. We may communicate virtually but we are still a team. To encourage cohesiveness, the teams should be small and spend time together. Although we may not spend time together physically, we constantly communicate to each other. The University of Phoenix encourages group goals every week by assigning us an essay or project. The grade is given to the entire team and thus working together is vitally important. We also have our own forum where we communicate and no other teams can read our conversations. This encourages cohesiveness among the team members. Less · Re: Teams at University of Phoenix posted by Susan Frear Jan 08, 2014, 4:20 PM Vanessa and Class, While working on teams in an academic environment can be frustrating sometimes, there is no question that it provides excellent experience that can translate into the work arena. What are some of the lessons that you have learned from the University's team experiences that you have been able to use in the workplace? Susan Less · Re: Teams at University of Phoenix posted by CYNTHIA CHRISTENSEN Jan 08, 2014, 5:29 PM I know for myself working on teams has helped me to appreciate people's opinions more. I can be pretty opinionated and I've learned it's not always about my opinion but everyone else's too. The other thing I have learned is to communicate better via a forum like this and to check in by being accountable for what's going on and helping where others need help. Sometimes emergencies pop up and you have to help where needed to get the project done to meet deadlines. I know at work I am more conscious of deadlines which I've always been good at but I believe I've become better at it as I've been the person that doesn't know what's going on in a team and so I make sure my customers know if I am having problems and can't meet their expectations. Less · Re: Teams at University of Phoenix posted by MICHAEL BLACK Jan 08, 2014, 5:30 PM My lessons learned from the University's team experiences are constantly carried over into my workplace. Whenever I started my current job, there was a high turnover rate and I had no intention of opening up toward anyone that I worked with for several reasons: there were many unsavory characters, there were many gossips,I had no plan of being at this job for any length of time, I was new to the city and knew no one, and there was no job security at all! I have learned the value of both leading and following. In the past, I would either follow blindly or try to take charge over my assigned duties. I have learned to become a team player and discern when to lead and when to follow. This has been a humbling experience (I did not even know that I was a control freak before taking these classes!) I am the type of person that always wants to know why I am doing so.

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Organizational Behavior Management: Submitted to: Submitted by: Course code: Assignment number: Date: Contents Introduction 2 Explain why the increase in the manager’s use of group behavior-based feedback is important. 2 Significance of communication for quality of services 2 Past problems 3 Reason of problems 3 Propose intervention strategies the group leader can use to enhance the group effectiveness. 4 Feedback of employees 4 Feedback of patients 4 Explain the motivational theory applicable to sustain the four results listed in the case study. 5 Discussion 5 Conclusion 6 Bibliography 7 Organizational Behavior ManagementIntroduction This case study is about a hospital, where the employees of the hospital, like doctors, nurses and any other medical staff have to deal with the patients. Normally the patients should be given the required level of consideration for which they have selected the hospital should. Management should also be concerned about the quality of the services which the medical staff of the hospital is delivering to the patients. In this hospital, there was a research which was conducted in order to evaluate the quality of the services which the hospital has delivered to the patients. It was found that the employee of the hospital were not delivering the services of optimal level to the patients. The patients have mentioned in their feedback that they have some concerns and doubts in their mind about the role of management and the commitment of the employees of the hospital with their jobs. The patients were not satisfied from the attitude of the management and the quality of services at hospitalExplain why the increase in the manager’s use of group behavior-based feedback is important.Significance of communication for quality of services The quality of the services in the hospital can be improved by ensuring that all the communication channels in the organization are operating effectively and efficiently and there is no distortion in the flow of the information through these channels of communication from one medium to the other medium. The communication in an organization might be of different types. There might be the formal communication inside the organization while on the other hand there might be the informal communication in an organization. These two classes of the communication can be sub categorized in to the verbal communication and nonverbal communication (Griffin, 2011). Many other factors can also play core role in ensuring the efficiency and the effectiveness of the communication system inside an organization. One factor which can be ignored while evaluating the results of this study is the “structure of the organizations”. There might be centralized structure in an organization while on the other hand their might be decentralized structure of an organization. The chain of communication in the centralization system might be long while on the other hand the length of the chain of the communication .

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Organizational Behavior Management: Contents Introduction2 Back ground2 Study on a hospital3 Significance of communication for quality of services3 Human resource management4 Past problems4 Reason of problems4 Solution of problems5 Feedback of employees5 Feedback of patients5 Conclusion6 Bibliography7 Organizational Behavior ManagementIntroduction Management of an organization can play were important in the success and failure of an organization. Different kinds of managerial style can be adopted by the management of an organization. The theories of management which can be adopted by the management of an organization depend upon the nature of the operations and transaction in an organization. The management of an organization does not have the responsibility to ensure that operations and functions of the organization are adding value in it but should also identify those potential factors that leads to the problems for that organization in future (Ludwig, 2012). Human resource management has significant importance for the success and failures of an organization. The employees of an organization should also communicate to the management, if the employees are facing any kind of problem in an organization. Background The case study is about a hospital, where the employees of the hospital, who are either in the form of doctors, nurses and any other medical staff, have to deal with the patients. The patients should be given the required treatment for which they have selected for their treatment but the management of the hospital should also be concerned about the quality of the services which the medical staff of the hospital is delivering to the patients. Study on a hospital In this hospital, there was a research which was conducted in order to evaluate the quality of the services which the hospital has delivered to the patients. There might be many situations when the employees of the hospital are not delivering the services of optimal level to the patients. The patients might have some concerns and doubts in their mind about the role of management and the commitment of the employees of the hospital with its management.Significance of communication for quality of services Quality of services in the hospital can be improved by ensuring that all the communication channels in the organization are operating effectively and efficiently and there is no distortion in the flow of the information through these channels of communication from one medium to the other medium. The communication in an organization might be of different types. There might be the formal communication inside the organization while on the other hand there might be the informal communication in an organization. These two classes of the communication can be sub categorized in to the verbal communication and nonverbal communication (Griffin, 2011). There are many other factors which also play core role in ensuring the efficiency and the effectiveness of the communication syst.

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Oregon Legislative Assembly It started on Friday Mar 6, 2015 when we decided to attend the 78th Oregon Legislative Committee about Health Care. We read the entire agendas before we attended it, and they were really interested topics that not only we will use it in the assignment, but it can help and benefit us in our real life if they were applied. The committee was meeting in Oregon Capitol Hall, room HR E. The Committees members consisted of Chair REP. Greenlick, Mitch, VICE-CHAIR REP Nosse, VICE CHAIR REP Hayden , REP Keny-Guyer, REP Weidner, REP Lively, REP Kennemer, REP Buehler, and REP Clem. Committee Administration. Sandy Thiele-Cirka and Committee assistant Mania Daniel. They started with the work session HB 2234 which Requires Oregon Health Authority and insurers offering policies or certificates of health insurance that reimburse costs of physician services to create billing codes or alternative mechanism to enable community assessment center to bill for child abuse medical assessment and related services. It started with a testimony from Gene Wisenhouse, and what said was that they testified on this before, and we still looking for compromise and fix solution how actually we build or going to pay this, and he supports dash 4 a lot of effort by lobbyist and representatives in the health authority and providers. So the action on this was Do Pass recommendation as Amended and Be Printed Engrossed. All the committee members voted I on it. Then they moved to HB 2825 which Carried Over from 3/4/15 Agenda: Requires Oregon Health Authority to seek out and apply for funding for, and appropriates moneys from General Fund to pay for, crisis intervention services and residential care for individuals with mental illness. The action on this was Do Pass recommendation as Amended and that be referred to the committee reference. All the committee members voted I on it. After that they moved work session HB 2541 to Wednesday, and move to HB 2560 which Carried Over from 3/4/15 Agenda: Requires health benefit plan to cover cost of colonoscopy for insured who is 50 years of age or older and who has positive fecal immunochemical test result. So the action on this was Do Pass recommendation as Amended and Be Printed Engrossed. All the committee members voted I on it. Then they moved to work session HB 2307 which Prohibits mental health care professionals and social health professionals from providing any service to person under 18 years of age for purpose of attempting to change person's sexual orientation or gender identity. It was moved to Monday because, REP Lively, REP Kennemer think there are a lot of questions out there for them, and they still chasing them down. After the work sessions part, the committee jumped to the public hearing session and they started with REP Keny-Guyer who Carried HB 2930 which Requires hospital to adopt rules granting admitting privileges to licensed, certified nurse midwife nurse practitioner saying that she has.

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Ordering System IP2/build/classes/.netbeans_automatic_build Ordering System IP2/build/classes/.netbeans_update_resources Ordering System IP2/build/classes/online/ordering/system/ip1/OnlineOrderingSystemIP1.classpackage online.ordering.system.ip1; publicsynchronizedclass OnlineOrderingSystemIP1 { public void OnlineOrderingSystemIP1(); privatestatic String getStringInput(String); privatestatic double totalCost(int, double, double); publicstatic void main(String[]); } Ordering System IP2/build.xml Builds, tests, and runs the project Online Ordering System IP1. Ordering System IP2/manifest.mf Manifest-Version: 1.0 X-COMMENT: Main-Class will be added automatically by build Ordering System IP2/nbproject/build-impl.xml .

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Order Code RL33785 Runaway and Homeless Youth: Demographics, Programs, and Emerging Issues Updated December 10, 2007 Adrienne L. Fernandes Analyst in Social Policy Domestic Social Policy Division Runaway and Homeless Youth: Demographics, Programs, and Emerging Issues Summary There is no single definition of the term “runaway youth” or “homeless youth.” However, both groups of youth share the risk of not having adequate shelter and other provisions, and may engage in harmful behaviors while away from a permanent home. These two groups also include “thrownaway” youth who are asked to leave their homes, and may include other vulnerable youth populations, such as current and former foster youth and youth with mental health or other issues. The precise number of homeless and runaway youth is unknown due to their residential mobility and overlap among the populations. Determining the number of these youth is further complicated by the lack of a standardized methodology for counting the population and inconsistent definitions of what it means to be homeless or a runaway. Estimates of the homeless youth population range from 52,000 to over one million. Estimates of runaway youth — including “thrownaway” youth — are between 1 million and 1.7 million. From the early 20th century through the 1960s, the needs of a generally unspecified problem of runaway and homeless youth were handled locally through the child welfare agency, juvenile justice courts, or both. The 1970s marked a shift toward federal oversight of programs that help youth who had run afoul of the law, including those who committed status offenses (i.e., running away). In 1974, Congress passed the Runaway Youth Act of 1974 as Title III of the Juvenile Justice and Delinquency Prevention Act (P.L. 93-415) to assist runaways outside of the juvenile justice and child welfare systems. The scope of the act was expanded in 1977 to include homeless youth through the Runaway and Homeless Youth Act (P.L. 93-415). The Runaway and Homeless Youth Program (RHYP) has since been reauthorized three times, most recently by the Runaway, Homeless, and Missing Children Protection Act in 2003 (P.L. 108-96). The law currently authorizes federal funding for three programs — the Basic Center Program, Transitional Living Program, and Street Outreach Program. The Basic Center Program provides temporary shelter, counseling, and after care services to runaway and homeless youth under age 18 and their families, while the Transitional Living Program is targeted to older youth ages 16 to 21. Youth who use the TLP receive longer-term housing with supportive services, including counseling. The Street Outreach Program provides education, treatment, counseling, and referrals for runaway, homeless, and street youth who have been subjected to or are at risk of being subjected to sexual abuse and exploitation. Congress appropriated a total of $102.9 million for the three programs in FY2006. Funding auth.

Order Code RL33785Runaway and Homeless Youth Demographi.docx

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