1
Running head: PERSONAL CASE STUDY
Personal Case Study
Abdullah Al Saud
Northeastern University
LDR 6140 Strat. Dev. and Implementation
Professor James Lux
November 08, 2019
2
Running head: PERSONAL CASE STUDY
1. Overview of company
In 2018, I invested as a 10 percent shareholder in what I believe to be a new and exciting startup
in Boston that produces a unique power bar. The power bar is called I-Bar, and it is a healthy,
non-artificial protein bar that offers different flavors. Even though the protein bar industry is
very competitive and tough to do well in, I believed in the concept and was passionate about its
vision. What makes the bar unique is that it has developed ingredients and recipes that
correspond to famous healthy foods in certain major cities. As of today, we have developed bars
corresponding to three cities and popular healthy flavors in those cities: the Avocado and Macha
Bar representing Tokyo, the Raspberry Bar representing Naples, and the Maple Bar representing
Canada.
2. Competitors with similar product and why they are competitors
The protein nutrition market is heavily saturated, so we have many competitors. One of the most
popular protein bar companies is Quest. Another one is the Macro Bar. These have been in the
market for a long time and because of that have an advantage in many ways over I-Bar.
3. Members of the company
The startup was founded by a young college international student who has a passion for the I-Bar
concept and has devoted all his energy and time to it. He is currently the I-Bar CEO and he has
3
Running head: PERSONAL CASE STUDY
surrounded himself with four other individuals including a CFO, Director of Marketing, and
Director of Product Development. I know the Founder personally. I saw in him great leadership
skills and the potential to be a successful CEO who can build this product into something special.
I have observed in him the qualities of a transformational leader. Aside from being very
intelligent and knowledgeable about how to grow the I-Bar, he is someone who listens from
others and is willing to set aside his ego in order to advance what’s best for the company. He
applies a lot of democratic values in the sense that he really appreciates input from anyone and is
willing to apply it. In fact, even though he is the Founder and CEO, he does not like to make a
final decision until he has consulted with all the stakeholders. There have been several times
where he wanted to make sure that I was comfortable with what he was doing, and whether I had
other ideas than the ones he had. I can best describe all this as qualities of a transformational
leader.
4. A short description of a particular situation facing the organization that requires
strategic action or decision (we should clearly understand what the team will be helping the
company solve).
Investing in a product that his h ...
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Characteristics Of A Good Leader Essay.pdfAna Hall
Essay on Leadership Qualities | Leadership Qualities Essay for Students .... (PDF) Characteristics of Effective Leadership. What Is The Good Leadership / Essay On Leadership Qualities Leadership .... Essay qualities of a leader. Write an essay on Good Leader | Essay writing | English - YouTube. Essential Qualities of a Good Leader - The Leadership 11 Journey. 004 Essay On Leadership Qualities About Essays Characteristics Of Good .... ≫ What the Meaning of Being a Leader Free Essay Sample on Samploon.com. Essay on Great Leader for Students & Children | 500+ Words Long Essay.
Learning Resources Case Questions1. Describe the problems conf.docxsmile790243
Learning Resources Case Questions
1. Describe the problems confronted by Learning Resources. Why do you think these problems existed? What did the organization need to address these problems? Was Rick able to address them? Why or why not?
LR like any other company has problems internally and externally to be confronted.
There were a lot of difficulties and problems LR had to deal with, these problems are normal to happen because of the everyday change. This change may be in people interactions and needs from one side like languages for example, or as an effect of the new technologies from another side. Or it may be something related to the change of world economy too.
Competition: about 12 strong companies were actively competed with LR in the early 1990s. But over time, some of these companies left the industry. However to win this competition, LR had devoted to originating and developing innovative, educationally sound hands-on learning products. At the same time, the company worked to emphasize the true nature of the connection that people make with LR products.
The global economic crises was one of the problems for LR as it’s for a lot of companies. That time, budget and cost has reduced on U.S. school systems. Which affected LR revenues as a result.
Technology: appearing of the new digital interactive devices made a problem for LR physical products, because it could be a substitute for that hands-on devices. But at a certain period of time, LR management believes that the physical devices can’t be substituted by a digital ones. Because a part of learning for young children at the conceptual level has to involve interaction with something that’s physical.
Dealers: LR used to sell their products through other dealers (B2B), but the company (Rick) realized that the relationship between the LR and its end-user customers is a weak one, and one key problem with B2B sales is that LR doesn’t have access to, or collect information on the end-user customer.
That why LR started B2C distribution channel beside their B2B channels and started analyzing zip code data to gather information about end-user customers.
Manufacturing: since LR manufactured about 80% of its products in China, the company was facing a problem with rising the costs of labors and materials like the plastic (affected by rises the price of oil) in China.
The company tried to maintain a balance in its margins. But there were no choice better than China, especially where the factories are in the same area which will reduce shipping cost as well.
Market Disruptors: When LR was selling products as B2B, it was giving the dealer discount may be up to 50%. After that LR started B2C selling style and facing a problem to compete the prices and fix them with the dealers and specially Amazon.
In order to overcome this issue, LR modified discounts for Amazon sellers. LR now can give discounts directly to the end-users. LR provides different discount rates for the dealers, depends o ...
Remarkable Graduate School Essay Format ~ Thatsnotus. 005 Essay Example Graduate School Format High Admission Samples .... 007 Grad School Essay Sample ~ Thatsnotus. Graduating early essay in 2021 | Essay, Essay writing, How to make paper. 012 Essay Example Graduation ~ Thatsnotus. FREE 8+ Essay Samples in MS Word | PDF. Examples Of Admission Essays For Graduate School. College Essay: Graduate school essay sample. 001 Yhn3ns0535 Free Sample Essay For Graduate School Admission ~ Thatsnotus. Graduate Writing Sample. Pin on Grad school. Essay to Graduate School | rbadmuseportfolio. Excellent Graduation Essay ~ Thatsnotus. 027 Grad School Essay Samples Example Graduate Statement Of Purpose .... Masters Admission Essay How To Write - 6 Tips for Writing a Killer Grad ....
Characteristics Of A Good Leader Essay.pdfAna Hall
Essay on Leadership Qualities | Leadership Qualities Essay for Students .... (PDF) Characteristics of Effective Leadership. What Is The Good Leadership / Essay On Leadership Qualities Leadership .... Essay qualities of a leader. Write an essay on Good Leader | Essay writing | English - YouTube. Essential Qualities of a Good Leader - The Leadership 11 Journey. 004 Essay On Leadership Qualities About Essays Characteristics Of Good .... ≫ What the Meaning of Being a Leader Free Essay Sample on Samploon.com. Essay on Great Leader for Students & Children | 500+ Words Long Essay.
Learning Resources Case Questions1. Describe the problems conf.docxsmile790243
Learning Resources Case Questions
1. Describe the problems confronted by Learning Resources. Why do you think these problems existed? What did the organization need to address these problems? Was Rick able to address them? Why or why not?
LR like any other company has problems internally and externally to be confronted.
There were a lot of difficulties and problems LR had to deal with, these problems are normal to happen because of the everyday change. This change may be in people interactions and needs from one side like languages for example, or as an effect of the new technologies from another side. Or it may be something related to the change of world economy too.
Competition: about 12 strong companies were actively competed with LR in the early 1990s. But over time, some of these companies left the industry. However to win this competition, LR had devoted to originating and developing innovative, educationally sound hands-on learning products. At the same time, the company worked to emphasize the true nature of the connection that people make with LR products.
The global economic crises was one of the problems for LR as it’s for a lot of companies. That time, budget and cost has reduced on U.S. school systems. Which affected LR revenues as a result.
Technology: appearing of the new digital interactive devices made a problem for LR physical products, because it could be a substitute for that hands-on devices. But at a certain period of time, LR management believes that the physical devices can’t be substituted by a digital ones. Because a part of learning for young children at the conceptual level has to involve interaction with something that’s physical.
Dealers: LR used to sell their products through other dealers (B2B), but the company (Rick) realized that the relationship between the LR and its end-user customers is a weak one, and one key problem with B2B sales is that LR doesn’t have access to, or collect information on the end-user customer.
That why LR started B2C distribution channel beside their B2B channels and started analyzing zip code data to gather information about end-user customers.
Manufacturing: since LR manufactured about 80% of its products in China, the company was facing a problem with rising the costs of labors and materials like the plastic (affected by rises the price of oil) in China.
The company tried to maintain a balance in its margins. But there were no choice better than China, especially where the factories are in the same area which will reduce shipping cost as well.
Market Disruptors: When LR was selling products as B2B, it was giving the dealer discount may be up to 50%. After that LR started B2C selling style and facing a problem to compete the prices and fix them with the dealers and specially Amazon.
In order to overcome this issue, LR modified discounts for Amazon sellers. LR now can give discounts directly to the end-users. LR provides different discount rates for the dealers, depends o ...
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Why Study Abroad Essay – Telegraph. Outstanding Why Do You Want To Study Abroad Essay ~ Thatsnotus. How To Write A Good Study Abroad Essay - Study Poster.
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
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HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
Looking for someone to take these two documents- annotated bibliogra.docxjeremylockett77
Looking for someone to take these two documents- annotated bibliography and an issue review(outline)
to conduct an argumentative paper about WHY PEOPLE SHOULD GET THE COVID-19 VACCINE
Requirements:
Length: 4-6 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Lorryn Tardy – critique to my persuasive essayFor this assignm.docxjeremylockett77
Lorryn Tardy – critique to my persuasive essay
For this assignment I’ll be workshopping the work of Lisa Oll-Adikankwu. Lisa has chosen the topic of Assisted Suicide; she is against the practice and argues that it should be considered unethical and universally illegal.
Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
As far as connection of sources, as previously mentioned, I think that in order to illustrate a stronger argument, using multiple sources to reinforce a single key point would solidify Lisa’s argument. I feel that more evidence provided from a variety of different sources, will provide the reader with a stronger sense of credibility and less room for bias that could be argued if the point is only credited to one source.
One area that stuck out to me for counter argument, being that my paper is in favor of this issue, is in paragraph two where Lisa states that “physicians are not supposed to kill patients or help them kill themselves, and terminally ill patients are not in a position of making rational decisions about their lives.” I’d like to offer my argument for this particular statement. In states where assisted suicide (or as I prefer to refer to it, assisted dying) is legal, there are several criteria that a patient has to meet in order to be considered a candidate. These criteria include second, even third opinions to determine that death is imminent, as well psychological evaluation(s) and an extensive informed consent process that is a collaborative effort between the patient, the patient’s family, physicians, psychologists and nurses. It is a process that takes weeks to months. Patients that wish to be a candidate, should initiate the process as soon as they have been diagnosed by seeking a second opinion. As an emergency room nurse, I have been present for a substantial amount of diagnoses that are ‘likely’ terminal. Many of these patients presented to the emergency for a common ailment and have no indication that they don’t have the capacity to make such a decision. Receiving a terminal diagnos.
M450 Mission Command SystemGeneral forum instructions Answ.docxjeremylockett77
M450 Mission Command: System
General forum instructions: Answer the questions below and provide evidence to support your claims (See attached slides). Your answers should be derived primarily from course content. When citing sources, use APA style. Your initial posts should be approximately 150-500 words.
1. Describe and explain two of the Warfighting Functions.
2. How do commanders exercise the Command and Control System?
.
Lymphedema following breast cancer The importance of surgic.docxjeremylockett77
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
.
Longevity PresentationThe purpose of this assignment is to exami.docxjeremylockett77
Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
Using concepts from the Hooyman and Kiyak (2011) text and the Buettner (2012) book, consider the various perspectives on aging.
Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
.
Look again at the CDCs Web page about ADHD.In 150-200 w.docxjeremylockett77
Look again at the
CDC's Web page about ADHD
.
In 150-200 words, please analyze the document’s purpose and audience. Who, for example, is the CDC's audience? What are the CDC's beliefs about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why would the federal government post a Web page about ADHD? What role does the general public expect the government to play regarding disorders such as ADHD?
.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy.docxjeremylockett77
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
Lombosoro theory.In week 4, you learned about the importance.docxjeremylockett77
Lombosoro theory.
In week 4, you learned about the importance of theory, the various theoretical perspectives and the ways in which theory help guide research in regards to crime and criminal behavior.
To put this assignment into context, I want you to think about how Lombroso thought one could identify a criminal. He said that criminals had similar facial features. If that was the case you would be able to look at someone and know if they were a criminal! Social theories infer that perhaps it is the social structures around us that encourage criminality. Look around your city- what structures do you think may match up to something you have learned about this week in terms of theory? These are just two small examples to put this assignment into context for you. The idea is to learn about the theories, then critically think about how can one "show" the theory without providing written explanation for their chosen image.
Directions: With the readings week 4 in mind, please do the following:
1. Choose a theoretical perspective (I.e., biological, psychological sociological)
2. Look through media images (this can be cartoons, magazines, newspapers, internet stories, etc...) and select 10 images that you think depict your chosen theory without written explanation.
3. Provide a one paragraph statement of your theory, what kinds of behavior it explains and how it is depicted through images. Be sure to use resources to support your answer.
4. You will copy and paste your images into a word document, along with your paragraph. You do not need to cite where you got your images, but you do need to cite any information you have in number 3.
Format Directions:
Typed, 12 point font, double spaced
APA format style (Cover page, in text citations and references)
.
Looking over the initial material on the definitions of philosophy i.docxjeremylockett77
Looking over the initial material on the definitions of philosophy in
the course content section, which definition (Aristotle, Novalis,
Wittgenstein) would you say gives you the best feel for philosophy? What
is it about the definition that interests you? do you find there to be any problems with the definition? what other questions do you have regarding the meaning of philosophy?
ARISTOTLE :
Definition 1: Philosophy begins with wonder. (Aristotle)
Our study of philosophy will begin with the ancient Greeks. This is not because the Greeks were necessarily the first to philosophize. They were the first to address philosophical questions in a systematic manner. Also, the bodies of works which survive from the Greeks is quite substantial so in studying philosophy we have a lot to go on if we start with the Greeks.
Philosophy is, in fact, a Greek word. Philo is one of the Greek words for love: in this case the friendship type of love. (What other words can you think of that have "philo" as a part?) Sophia, has a few different uses in Greek. Capitalized it is the name of a woman or a Goddess: wisdom. Philosophy, then, etymologically, (that is from its roots) means love of wisdom.
But what exactly is wisdom? Is it merely knowledge? Intelligence? If I know how to perform a given skill does this necessarily imply that I also have wisdom or am wise?
The word "wise" is not in fact a Greek word. Remember for the Greeks that's "Sophia". Wise is Indo-European and is related to words like "vision", "video", "Veda" (the Indian Holy scriptures). The root has something to do with seeing. Wisdom then has to do with applying our knowledge in a meaningful and practically beneficial way. Perhaps this is the reason why philosophy is associated with the aged. Aristotle believes that philosophy in fact is more suitably studied by the old rather than the young who are inclined to be controlled by the emotions. Do you think this is correct? Nevertheless, whether Aristotle is correct or not, typically the elderly are more likely to be wise as they have more experience of life: they have seen more and hopefully know how to respond correctly to various situations.
Philosophy is not merely confined to the old. Aristotle also says that philosophy begins with wonder and that all people desire to know. Children often are paradigm cases of wondering. Think about how children (perhaps a young sibling or a son or daughter, niece or nephew of your acquaintance) inquistively ask their parents "why" certain things are the case? If the child receives a satisfying answer, one that fits, she is satisfied. If not there is dissatisfaction and frustration. Children assume that their elders know more than they do and thus rely on them for the answers. Though there is a familiar cliche that ignorance is bliss, (perhaps what is meant by this is that ignorance of evil is bliss), Aristotle sees ignorance as painful, a wonder that I would rather fill with knowledge. After all wha.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350
Spring 2018
Table of Contents
Executive Summary
Introduction
Human Relations Theory
Communications Issues
Intercultural Relations
Ethics Issues
Conclusion
Works Cited
Executive Summary
The B-certified organization that I chose is Lucky Iron Fish Enterprise which is located in Guelph, Ontario Canada. The company distributes iron fish that are designed to solve iron deficiency and anemia for the two billion people who are affected worldwide.
The human relations model is comprised of McGregor’s Theory X and Theory Y, Maslow’s Hierarchy of Needs, and theories from Peters and Waterman. These factors focus on the organizational structure of the company as it relates to the executives, the staff, and the customers. The executives provide meaningful jobs for the staff which gives them high levels of job satisfaction. Together, they are able to provide a product that satisfies the thousands of customers they have already reached.
Communication in this company flows smoothly. They implement open communication, encourage participation, and have high levels of trust among employees. Each of their departments are interconnected through teamwork.
Their intercultural relations, although successful, require a significant amount of time. They need to emphasize to the high context cultures that they are willing to understand their culture and possibly adopt some aspects of it. Additionally, they face barriers such as language dissimilarity and lack of physical store locations.
Ethics remains a top priority for this organization. They have high ethical standards that are integrated into their operations. They make decisions that do the most good for the most people, they do not take into consideration financial or political influence, and they strive to protect the environment through their sustainability measures.
Every employee is dedicated to improving the lives of those who suffer from iron deficiency
and anemia. As their organization grows, they continue to impact thousands of lives around the world. They are on a mission to put “a fish in every pot” (Lucky Iron Fish).
Introduction
Lucky Iron Fish, located in Guelph Canada, is a company that is dedicated to ending worldwide iron deficiency and anemia. They do this by providing families with iron fish that release iron when heated in food or water. They sell this product in developed countries in order to support their business model of buy one give one. Each time an iron fish is purchased, one is donated to a family in a developing country. They designed their product to resemble the kantrop fish of Cambodia; in their culture this fish is a symbol of luck. Another focus of theirs is to remain sustainable, scalable, and impactful (Lucky Iron Fish). Each of their products is made from recycled material and their packaging is biodegradable. Their organization has a horizontal stru.
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Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
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Write a one page post offering solutions to the problem from the nurse's standpoint.
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Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
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HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
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the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
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easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
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Looking for someone to take these two documents- annotated bibliogra.docxjeremylockett77
Looking for someone to take these two documents- annotated bibliography and an issue review(outline)
to conduct an argumentative paper about WHY PEOPLE SHOULD GET THE COVID-19 VACCINE
Requirements:
Length: 4-6 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Lorryn Tardy – critique to my persuasive essayFor this assignm.docxjeremylockett77
Lorryn Tardy – critique to my persuasive essay
For this assignment I’ll be workshopping the work of Lisa Oll-Adikankwu. Lisa has chosen the topic of Assisted Suicide; she is against the practice and argues that it should be considered unethical and universally illegal.
Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
As far as connection of sources, as previously mentioned, I think that in order to illustrate a stronger argument, using multiple sources to reinforce a single key point would solidify Lisa’s argument. I feel that more evidence provided from a variety of different sources, will provide the reader with a stronger sense of credibility and less room for bias that could be argued if the point is only credited to one source.
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M450 Mission Command SystemGeneral forum instructions Answ.docxjeremylockett77
M450 Mission Command: System
General forum instructions: Answer the questions below and provide evidence to support your claims (See attached slides). Your answers should be derived primarily from course content. When citing sources, use APA style. Your initial posts should be approximately 150-500 words.
1. Describe and explain two of the Warfighting Functions.
2. How do commanders exercise the Command and Control System?
.
Lymphedema following breast cancer The importance of surgic.docxjeremylockett77
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
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Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
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Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
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Look again at the
CDC's Web page about ADHD
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The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
Lombosoro theory.In week 4, you learned about the importance.docxjeremylockett77
Lombosoro theory.
In week 4, you learned about the importance of theory, the various theoretical perspectives and the ways in which theory help guide research in regards to crime and criminal behavior.
To put this assignment into context, I want you to think about how Lombroso thought one could identify a criminal. He said that criminals had similar facial features. If that was the case you would be able to look at someone and know if they were a criminal! Social theories infer that perhaps it is the social structures around us that encourage criminality. Look around your city- what structures do you think may match up to something you have learned about this week in terms of theory? These are just two small examples to put this assignment into context for you. The idea is to learn about the theories, then critically think about how can one "show" the theory without providing written explanation for their chosen image.
Directions: With the readings week 4 in mind, please do the following:
1. Choose a theoretical perspective (I.e., biological, psychological sociological)
2. Look through media images (this can be cartoons, magazines, newspapers, internet stories, etc...) and select 10 images that you think depict your chosen theory without written explanation.
3. Provide a one paragraph statement of your theory, what kinds of behavior it explains and how it is depicted through images. Be sure to use resources to support your answer.
4. You will copy and paste your images into a word document, along with your paragraph. You do not need to cite where you got your images, but you do need to cite any information you have in number 3.
Format Directions:
Typed, 12 point font, double spaced
APA format style (Cover page, in text citations and references)
.
Looking over the initial material on the definitions of philosophy i.docxjeremylockett77
Looking over the initial material on the definitions of philosophy in
the course content section, which definition (Aristotle, Novalis,
Wittgenstein) would you say gives you the best feel for philosophy? What
is it about the definition that interests you? do you find there to be any problems with the definition? what other questions do you have regarding the meaning of philosophy?
ARISTOTLE :
Definition 1: Philosophy begins with wonder. (Aristotle)
Our study of philosophy will begin with the ancient Greeks. This is not because the Greeks were necessarily the first to philosophize. They were the first to address philosophical questions in a systematic manner. Also, the bodies of works which survive from the Greeks is quite substantial so in studying philosophy we have a lot to go on if we start with the Greeks.
Philosophy is, in fact, a Greek word. Philo is one of the Greek words for love: in this case the friendship type of love. (What other words can you think of that have "philo" as a part?) Sophia, has a few different uses in Greek. Capitalized it is the name of a woman or a Goddess: wisdom. Philosophy, then, etymologically, (that is from its roots) means love of wisdom.
But what exactly is wisdom? Is it merely knowledge? Intelligence? If I know how to perform a given skill does this necessarily imply that I also have wisdom or am wise?
The word "wise" is not in fact a Greek word. Remember for the Greeks that's "Sophia". Wise is Indo-European and is related to words like "vision", "video", "Veda" (the Indian Holy scriptures). The root has something to do with seeing. Wisdom then has to do with applying our knowledge in a meaningful and practically beneficial way. Perhaps this is the reason why philosophy is associated with the aged. Aristotle believes that philosophy in fact is more suitably studied by the old rather than the young who are inclined to be controlled by the emotions. Do you think this is correct? Nevertheless, whether Aristotle is correct or not, typically the elderly are more likely to be wise as they have more experience of life: they have seen more and hopefully know how to respond correctly to various situations.
Philosophy is not merely confined to the old. Aristotle also says that philosophy begins with wonder and that all people desire to know. Children often are paradigm cases of wondering. Think about how children (perhaps a young sibling or a son or daughter, niece or nephew of your acquaintance) inquistively ask their parents "why" certain things are the case? If the child receives a satisfying answer, one that fits, she is satisfied. If not there is dissatisfaction and frustration. Children assume that their elders know more than they do and thus rely on them for the answers. Though there is a familiar cliche that ignorance is bliss, (perhaps what is meant by this is that ignorance of evil is bliss), Aristotle sees ignorance as painful, a wonder that I would rather fill with knowledge. After all wha.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350
Spring 2018
Table of Contents
Executive Summary
Introduction
Human Relations Theory
Communications Issues
Intercultural Relations
Ethics Issues
Conclusion
Works Cited
Executive Summary
The B-certified organization that I chose is Lucky Iron Fish Enterprise which is located in Guelph, Ontario Canada. The company distributes iron fish that are designed to solve iron deficiency and anemia for the two billion people who are affected worldwide.
The human relations model is comprised of McGregor’s Theory X and Theory Y, Maslow’s Hierarchy of Needs, and theories from Peters and Waterman. These factors focus on the organizational structure of the company as it relates to the executives, the staff, and the customers. The executives provide meaningful jobs for the staff which gives them high levels of job satisfaction. Together, they are able to provide a product that satisfies the thousands of customers they have already reached.
Communication in this company flows smoothly. They implement open communication, encourage participation, and have high levels of trust among employees. Each of their departments are interconnected through teamwork.
Their intercultural relations, although successful, require a significant amount of time. They need to emphasize to the high context cultures that they are willing to understand their culture and possibly adopt some aspects of it. Additionally, they face barriers such as language dissimilarity and lack of physical store locations.
Ethics remains a top priority for this organization. They have high ethical standards that are integrated into their operations. They make decisions that do the most good for the most people, they do not take into consideration financial or political influence, and they strive to protect the environment through their sustainability measures.
Every employee is dedicated to improving the lives of those who suffer from iron deficiency
and anemia. As their organization grows, they continue to impact thousands of lives around the world. They are on a mission to put “a fish in every pot” (Lucky Iron Fish).
Introduction
Lucky Iron Fish, located in Guelph Canada, is a company that is dedicated to ending worldwide iron deficiency and anemia. They do this by providing families with iron fish that release iron when heated in food or water. They sell this product in developed countries in order to support their business model of buy one give one. Each time an iron fish is purchased, one is donated to a family in a developing country. They designed their product to resemble the kantrop fish of Cambodia; in their culture this fish is a symbol of luck. Another focus of theirs is to remain sustainable, scalable, and impactful (Lucky Iron Fish). Each of their products is made from recycled material and their packaging is biodegradable. Their organization has a horizontal stru.
Lucky Iron FishBy Ashley SnookMGMT 350Spring 2018ht.docxjeremylockett77
Lucky Iron Fish
By: Ashley Snook
MGMT 350
Spring 2018
https://www.youtube.com/watch?v=G6Rx3wDqTuI
Table of Contents
Case Overview
Introduction
Human Relations
Communications
Intercultural Relations
Ethics
Conclusion
Works Cited
https://www.youtube.com/watch?v=iY0D-PIcgB4
Video ends at 1:45
2
Case Overview
Company located in Guleph, Ontario Canada
Mission is to end iron deficiency and anemia
A fish in every pot
Gavin Armstrong, Founder/CEO
Introduction
Idea originated in Cambodia
Distribute fish through buy one give one model
Sustainable, scalable, impactful
Human Relations
McGregor’s Theory X and Y
-X: employees focused solely on financial gain
-Y: strive to improve worldwide health
Maslow’s Hierarchy of Needs
-Affiliation: desire to be part of a unit, motivated by connections
-Self-esteem: recognition for positive impact
Peters and Waterman
-Close relations to the customer
-Simple form & lean staff
Communications
Time and Distance
-Make product easily and quickly accessible
Communication Culture
-Encourages active participation
Teamwork
-Each role complements the overall mission
Gavin Armstrong Kate Mercer Mark Halpren Melissa Saunders Ashley Leone
Founder & CEO VP Marketing Chief Financial Officer Logistics Specialist Dietician
Intercultural Relations
High/Low Context
-Targets high context cultures
Barriers
-Language dissimilarity
Overcoming Barriers
-Hire a translator
Ethics
Utilitarianism
-Targets countries where majority of people will benefit
Veil of Ignorance
-Not concerned with financial influence
Categorical Imperative
-Accept projects only if environmentally friendly
Conclusion
Buy one give one model
Expansion
Sustainability
Works Cited
Guffey, Mary. “Essentials of Business Communication.” Ohio: Erin Joyner. 2008. Print.
“Lucky Iron Fish.” Lucky Iron Fish. Accessed 30 May 2018. https://luckyironfish.com/
“Lucky Iron Fish Enterprise.” B Corporation.net. Accessed 30 May 2018. https://www.bcorporation.net/community/lucky-iron-fish-enterprise
Lucky Iron Fish. “Lucky Iron Fish: A Simple
Solution
for a global problem.” Youtube. 28 October 2014. Accessed 4 June 2018. https://www.youtube.com/watch?v=iY0D-PIcgB4
“Lucky little fish to fight iron deficiency among women in Cambodia.” Grand Challenges Canada. Accessed 6 June 2018. http://www.grandchallenges.ca/grantee-stars/0355-05-30/
Podder, Api. “Lucky Iron Fish Wins 2016 Big Innovation Award.” SocialNews.com. 5 February 2016. Accessed 4 June 2018. http://mysocialgoodnews.com/lucky-iron-fish-wins-2016-big-innovation-award/
Zaremba, Alan. “Organizational Communication.” New York: Oxford University Press Inc. 2010. Print.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350.
look for a article that talks about some type of police activity a.docxjeremylockett77
look for a article that talks about some type of police activity and create PowerPoint and base on the history describe
-What is the role of a police officer in society? (general statement )
-how are they viewed by society?
what is the role of the police in this case?
how it is seems by society?
Article
An unbelievable History of Rape
An 18-year-old said she was attacked at knifepoint. Then she said she made it up. That’s where our story begins.
by T. Christian Miller, ProPublica and Ken Armstrong, The Marshall Project December 16, 2015
https://www.propublica.org/article/false-rape-accusations-an-unbelievable-story
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Look at the Code of Ethics for at least two professional agencies, .docxjeremylockett77
Look at the Code of Ethics for at least two professional agencies, federal agencies, or laws that would apply to Health IT professionals. In two pages (not including the reference list), compare and contrast these standards. How much overlap did you find? Is one reference more specific than the other? Does one likely fit a broader audience, etc... Would you add anything to either of these documents?
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Locate an example for 5 of the 12 following types of communica.docxjeremylockett77
Locate
an example for 5 of the 12 following types of communication genres:
Business card
Resume/CV
Rules and regulations
Policy handbook
Policy manual
Policy guide
Policy or departmental memorandum
Public policy report
Government grant
Government proposal
Departmental brochure or recruitment materials
Governmental agency social media (Twitter, Facebook, etc...)
Write
a 1,050- to 1,400-word paper in which you refer to your examples for each of the above listed communication genres. Be sure to address the following in your paper:
How does the purpose of the communication relate to the particular communication genre? In what ways does the genre help readers grasp information quickly and effectively? In what way is the genre similar or different than the other genres you chose?
What role has technology played in the development of the genre? How is it similar or different than the other genres you chose?
How does the use of these conventions promote understanding for the intended audience of the communication? How is it similar or different than the other genres you chose?
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Cite
at least three academic sources in your paper.
Format
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Locate and read the other teams’ group project reports (located .docxjeremylockett77
Locate and read the other teams’ group project reports (located in Doc Sharing).
Provide some comments for two reports in terms of what you think they did right, what you learned from these reports, as well as what else they could have done.
In addition, read the comments that other students made about your team’s report and respond to at least one of them.
Review ATTACHMENTS!!!!
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1 Running head PERSONAL CASE STUDY Personal Case .docx
1. 1
Running head: PERSONAL CASE STUDY
Personal Case Study
Abdullah Al Saud
Northeastern University
LDR 6140 Strat. Dev. and Implementation
Professor James Lux
November 08, 2019
2. 2
Running head: PERSONAL CASE STUDY
1. Overview of company
In 2018, I invested as a 10 percent shareholder in what I believe
to be a new and exciting startup
in Boston that produces a unique power bar. The power bar is
called I-Bar, and it is a healthy,
non-artificial protein bar that offers different flavors. Even
though the protein bar industry is
very competitive and tough to do well in, I believed in the
concept and was passionate about its
vision. What makes the bar unique is that it has developed
ingredients and recipes that
correspond to famous healthy foods in certain major cities. As
of today, we have developed bars
corresponding to three cities and popular healthy flavors in
those cities: the Avocado and Macha
Bar representing Tokyo, the Raspberry Bar representing Naples,
and the Maple Bar representing
Canada.
2. Competitors with similar product and why they are
competitors
3. The protein nutrition market is heavily saturated, so we have
many competitors. One of the most
popular protein bar companies is Quest. Another one is the
Macro Bar. These have been in the
market for a long time and because of that have an advantage in
many ways over I-Bar.
3. Members of the company
The startup was founded by a young college international
student who has a passion for the I-Bar
concept and has devoted all his energy and time to it. He is
currently the I-Bar CEO and he has
3
Running head: PERSONAL CASE STUDY
surrounded himself with four other individuals including a CFO,
Director of Marketing, and
Director of Product Development. I know the Founder
personally. I saw in him great leadership
skills and the potential to be a successful CEO who can build
this product into something special.
I have observed in him the qualities of a transformational
leader. Aside from being very
4. intelligent and knowledgeable about how to grow the I-Bar, he
is someone who listens from
others and is willing to set aside his ego in order to advance
what’s best for the company. He
applies a lot of democratic values in the sense that he really
appreciates input from anyone and is
willing to apply it. In fact, even though he is the Founder and
CEO, he does not like to make a
final decision until he has consulted with all the stakeholders.
There have been several times
where he wanted to make sure that I was comfortable with what
he was doing, and whether I had
other ideas than the ones he had. I can best describe all this as
qualities of a transformational
leader.
4. A short description of a particular situation facing the
organization that requires
strategic action or decision (we should clearly understand what
the team will be helping the
company solve).
Investing in a product that his heavily saturated in the market is
a big risk. Aside from this
fundamental challenge, there are other challenges as well. One
5. of the challenges has been
agreeing on the expansion of our team. Some of us would like to
bring in an investor who can
help us grow
4
Running head: PERSONAL CASE STUDY
in the Boston area first. However, others want to put more effort
in expanding elsewhere. Then
there is the challenge of educating the public about what makes
us unique compared to other
protein bars. Though we have had a few marketing campaigns to
introduce the I-Bar, it has not
been enough because we have been constrained by budgetary
issues.
I would say that one of our biggest failures has been in
marketing. As mentioned, we have not
had the adequate budget for marketing, and this has slowed us
down in terms of receiving orders
and generating more revenue. The positive for us has been that
even with this failure, we actually
increased sales compared to last year. This is really encouraging
given that we are only two years
6. into this.
5. What skills do I bring as a team facilitator to help the team
complete their strategic
analysis and recommendation?
One of the strong attributes I have according to a strength
assessment I recently took is that I am
someone who is a problem solver and enjoys being in situations
where I have to resolve issues.
In my role as facilitator, I would work towards addressing
several issues with I-Bar. To begin, I
believe we need to add more creative talent and positions to
help us grow. It might mean going
beyond our budget, but I believe this will pay off down the line.
I also believe that we need to
focus a lot more effort on reaching the college students and
young professionals in the Boston
area. This is a prime group for our product and establishing a
foothold among this demographic
in Boston can go a long way to achieving overall success. With
this comes generating more
units, and we need to be prepared with having the right number
of units for expansion. I also
believe that we need to add more new flavors that correspond to
7. different cities. And the cities
5
Running head: PERSONAL CASE STUDY
should not only be international, but also in the US. For
example, there are certain ingredients
that are associated with certain cities in the US, and so we need
to be creative in capitalizing on
this (e.g., beans-Boston). We need to leverage on our concept
of representing the foods of
different cities in a way that brings people together, both
employees and our customers. Also, our
I-Bar has a wonderful healthy feature that can serve to benefit.
We need to channel the idea of
benefit to helping those in
areas that lack proper nutrition. By doing this, we will feel as a
company more of a sense of
worth than just achieving material benefit. And material benefit
might also come with it.
6. Why you believe your proposal should be selected as a case
study for the class (and any
challenges the team may face).
8. One of the main reasons why I believe this proposal should be
selected is because it will provide
a case study of a company in the early stages (a startup). The
advantage of this is that there will
be a lot of opportunities for the team to explore different areas
and apply much of what we’re
learning to these areas. Another reason is the inspiring and
exciting mission of the product. I-Bar
aims to appeal to a target audience of students and young
professionals, which the team will be
able to easily relate to. The plan for I-Bar is to have it become
the go to bar for those of the
younger middle-class demographic who care about their
nutrition and performance, to expand
gradually to new markets in the US and then abroad, and to
remain loyal to our all-natural
sustainable concept. We are also currently developing exciting
new flavors corresponding to new
cities, which should broaden our market.
6
Running head: PERSONAL CASE STUDY
9. References
Mendenhall, Mark, E. et al. (2018) Global Leadership:
Research, Practice, and Development,
New York, NY: Routledge.
Rothaermel, Frank, T. (2019) Strategic Management, New York,
NY: McGraw-Hill.
Vielmetter, G., & Sell, Y. (2014). Leadership 2030: The six
megatrends you need to understand
to lead your company into the future. Amacom.
CLASSIC
CONTEMPORARY
CROSS-CULTURAL
EDUCATION
Savage Inequalities:
10. Children in U.S.
Schools
JONATHAN KOZOL
64
Manhasset, for example, on Long Island) funding
levels rose above $11,000, with the highest districts
in the state at $15,000. “Why . . . ,” asks the city’s
Board of Education, “should our students receive
less” than do “similar students” who live else-
where? “The inequity is clear.”
But the inequality to which these words refer
goes even further than the school board may be
eager to reveal. “It is perhaps the supreme irony,”
says the nonprofit Community Service Society
[CSS] of New York, that “the same Board of Edu-
cation which perceives so clearly the inequities” of
funding between separate towns and cities “is per-
petuating similar inequities” right in New York.
And, in comment on the Board of Education’s final
statement—“the inequity is clear” the CSS ob-
serves, “New York City’s poorest . . . districts could
adopt that eloquent statement with few changes.”
New York City’s public schools are subdi-
vided into thirty-two school districts. District 10
encompasses a large part of the Bronx but is, ef-
fectively, two separate districts. One of these
districts, Riverdale, is in the northwest section
of the Bronx. Home to many of the city’s most
“In a country where there is no distinction of
class,” Lord Acton wrote of the United States 130
years ago, “a child is not born to the station of its
12. Macich64ff.qxd 3/21/06 4:48 PM Page 401
children of diverse needs in his overcrowded
rooms, he says, “you need an outstanding teacher.
And what do you get? You get the worst.”
In order to find Public School 261 in District
10, a visitor is told to look for a mortician’s office.
The funeral home, which faces Jerome Avenue in
the North Bronx, is easy to identify by its green
awning. The school is next door, in a former
roller-skating rink. No sign identifies the building
as a school. A metal awning frame without an
awning supports a flagpole, but there is no flag.
In the street in front of the school there is an
elevated public transit line. Heavy traffic fills the
street. The existence of the school is virtually
concealed within this crowded city block.
In a vestibule between the outer and inner
glass doors of the school there is a sign with these
words: “All children are capable of learning.”
Beyond the inner doors a guard is seated. The
lobby is long and narrow. The ceiling is low.
There are no windows. All the teachers that I see
at first are middle-aged white women. The princi-
pal, who is also a white woman, tells me that the
school’s “capacity” is 900 but that there are 1,300
children here. The size of classes for fifth and
sixth grade children in New York, she says, is
“capped” at thirty-two, but she says that class size
in the school goes “up to thirty-four.” (I later see
13. classes, however, as large as thirty-seven.) Classes
for younger children, she goes on, are “capped at
twenty-five,” but a school can go above this limit
if it puts an extra adult in the room. Lack of space,
she says, prevents the school from operating a
prekindergarten program.
I ask the principal where her children go to
school. They are enrolled in private school, she
says.
“Lunchtime is a challenge for us,” she explains.
“Limited space obliges us to do it in three shifts,
450 children at a time.”
Textbooks are scarce and children have to
share their social studies books. The principal
says there is one full-time pupil counselor and
another who is here two days a week: a ratio of
930 children to one counselor. The carpets are
sophisticated and well-educated families, its ele-
mentary schools have relatively few low-income
students. The other section, to the south and east,
is poor and heavily nonwhite.
The contrast between public schools in each of
these two neighborhoods is obvious to any visitor.
At Public School 24 in Riverdale, the principal
speaks enthusiastically of his teaching staff. At
Public School 79, serving poorer children to the
south, the principal says that he is forced to take
the “tenth-best” teachers. “I thank God they’re
still breathing,” he remarks of those from whom
he must select his teachers.
14. Some years ago, District 10 received an allo-
cation for computers. The local board decided to
give each elementary school an equal number of
computers, even though the schools in Riverdale
had smaller classes and far fewer students. When
it was pointed out that schools in Riverdale, as a
result, had twice the number of computers in pro-
portion to their student populations as the schools
in the poor neighborhoods, the chairman of the
local board replied, “What is fair is what is deter-
mined . . . to be fair.”
The superintendent of District 10, Fred Gold-
berg, tells The New York Times that “every effort”
is made “to distribute resources equitably.” He
speculates that some gap might exist because
some of the poorer schools need to use funds ear-
marked for computers to buy basic supplies like
pens and paper. Asked about the differences in
teachers noted by the principals, he says there are
no differences, then adds that next year he’ll
begin a program to improve the quality of teach-
ers in the poorer schools. Questioned about dif-
ferences in physical appearances between the
richer and the poorer schools, he says, “I think
it’s demographics.”
Sometimes a school principal, whatever his
background or his politics, looks into the faces of
the children in his school and offers a disarming
statement that cuts through official ambiguity.
“These are the kids most in need,” says Edward
Flanery, the principal of one of the low-income
schools, “and they get the worst teachers.” For
402 Education
15. Macich64ff.qxd 3/21/06 4:48 PM Page 402
The school, I am told, is 90 percent black and
Hispanic; the other 10 percent are Asian, white or
Middle Eastern.
In a sixth grade social studies class the walls
are bare of words or decorations. There seems to
be no ventilation system, or, if one exists, it isn’t
working.
The class discusses the Nile River and the Fer-
tile Crescent.
The teacher, in a droning voice: “How is it
useful that these civilizations developed close to
rivers?”
A child, in a good loud voice: “What kind of
question is that?”
In my notes I find these words: “An uncom-
fortable feeling—being in a building with no
windows. There are metal ducts across the room.
Do they give air? I feel asphyxiated. . . .”
On the top floor of the school, a sixth grade of
thirty children shares a room with twenty-nine
bilingual second graders. Because of the high
class size there is an assistant with each teacher.
This means that fifty-nine children and four
grown-ups—sixty-three in all—must share a room
that, in a suburban school, would hold no more
16. than twenty children and one teacher. There are, at
least, some outside windows in this room—it is
the only room with windows in the school—and
the room has a high ceiling. It is a relief to see
some daylight.
I return to see the kindergarten classes on the
ground floor and feel stifled once again by lack of
air and the low ceiling. Nearly 120 children and
adults are doing what they can to make the best of
things: eighty children in four kindergarten classes,
thirty children in the sixth grade class, and about
eight grown-ups who are aides and teachers. The
kindergarten children sitting on the worn rug,
which is patched with tape, look up at me and turn
their heads to follow me as I walk past them.
As I leave the school, a sixth grade teacher
stops to talk. I ask her, “Is there air conditioning
in warmer weather?”
Teachers, while inside the building, are reluc-
tant to give answers to this kind of question.
patched and sometimes taped together to conceal
an open space. “I could use some new rugs,” she
observes.
To make up for the building’s lack of windows
and the crowded feeling that results, the staff puts
plants and fish tanks in the corridors. Some of
the plants are flourishing. Two boys, released
from class, are in a corridor beside a tank, their
noses pressed against the glass. A school of pink-
ish fish inside the tank are darting back and
forth. Farther down the corridor a small Hispanic
17. girl is watering the plants.
Two first grade classes share a single room
without a window, divided only by a blackboard.
Four kindergartens and a sixth grade class of
Spanish-speaking children have been packed
into a single room in which, again, there is no
window. A second grade bilingual class of thirty-
seven children has its own room but again there
is no window.
By eleven o’clock, the lunchroom is already
packed with appetite and life. The kids line up to
get their meals, then eat them in ten minutes.
After that, with no place they can go to play, they
sit and wait until it’s time to line up and go back
to class.
On the second floor I visit four classes taking
place within another undivided space. The room
has a low ceiling. File cabinets and movable
blackboards give a small degree of isolation to
each class. Again, there are no windows.
The library is a tiny, windowless and claustro-
phobic room. I count approximately 700 books.
Seeing no reference books, I ask a teacher if en-
cyclopedias and other reference books are kept in
classrooms.
“We don’t have encyclopedias in classrooms,”
she replies. “That is for the suburbs.”
The school, I am told, has twenty-six comput-
ers for its 1,300 children. There is one small gym
and children get one period, and sometimes two,
18. each week. Recess, however, is not possible be-
cause there is no playground. “Head Start,” the
principal says, “scarcely exists in District 10. We
have no space.”
Reading 64 Savage Inequalities: Children in U.S. Schools 403
Macich64ff.qxd 3/21/06 4:48 PM Page 403
Outside, on the sidewalk, she is less constrained:
“I had an awful room last year. In the winter it
was 56 degrees. In the summer it was up to 90. It
was sweltering.”
I ask her, “Do the children ever comment on
the building?”
“They don’t say,” she answers, “but they know.”
I ask her if they see it as a racial message.
“All these children see TV,” she says. “They
know what suburban schools are like. Then they
look around them at their school. This was a roller-
rink, you know. . . . They don’t comment on it but
you see it in their eyes. They understand.”. . .
Two months later, on a day in May, I visit an
elementary school in Riverdale. The dogwoods
and magnolias on the lawn in front of P.S. 24 are
in full blossom on the day I visit. There is a well-
tended park across the street, another larger park
three blocks away. To the left of the school is a
playground for small children, with an innovative
jungle gym, a slide and several climbing toys.
19. Behind the school there are two playing fields for
older kids. The grass around the school is neatly
trimmed.
The neighborhood around the school, by no
means the richest part of Riverdale, is nonethe-
less expensive and quite beautiful. Residences in
the area—some of which are large, freestanding
houses, others condominiums in solid red-brick
buildings—sell for prices in the region of
$400,000; but some of the larger Tudor houses on
the winding and tree-shaded streets close to the
school can cost up to $1 million. The excellence
of P.S. 24, according to the principal, adds to the
value of these homes. Advertisements in The
New York Times will frequently inform prospec-
tive buyers that a house is “in the neighborhood
of P.S. 24.”
The school serves 825 children in the kinder-
garten through sixth grade. This is . . . a great
deal smaller than the 1,300 children packed into
the former skating rink; but the principal of P.S.
24, a capable and energetic man named David
Rothstein, still regards it as excessive for an ele-
mentary school.
404 Education
The school is integrated in the strict sense that
the middle- and upper-middle-class white chil-
dren here do occupy a building that contains
some Asian and Hispanic and black children; but
there is little integration in the classrooms since
the vast majority of the Hispanic and black chil-
dren are assigned to “special” classes on the basis
20. of evaluations that have classified them
“EMR”—“educable mentally retarded”—or else,
in the worst of cases, “TMR”—“trainable men-
tally retarded.”
I ask the principal if any of his students qual-
ify for free-lunch programs. “About 130 do,” he
says. “Perhaps another thirty-five receive their
lunches at reduced price. Most of these kids are
in the special classes. They do not come from this
neighborhood.”
The very few nonwhite children that one sees
in mainstream classes tend to be Japanese or else
of other Asian origins. Riverdale, I learn, has
been the residence of choice for many years to
members of the diplomatic corps.
The school therefore contains effectively two
separate schools: one of about 130 children, most
of whom are poor, Hispanic, black, assigned to
one of the twelve special classes; the other of
some 700 mainstream students, almost all of
whom are white or Asian.
There is a third track also—this one for the
students who are labeled “talented” or “gifted.”
This is termed a “pull out” program since the
children who are so identified remain in main-
stream classrooms but are taken out for certain
periods each week to be provided with intensive
and, in my opinion, excellent instruction in
some areas of reasoning and logic often known
as “higher-order skills” in the contemporary jar-
gon of the public schools. Children identified as
“gifted” are admitted to this program in first
21. grade and, in most cases, will remain there for
six years. Even here, however, there are two
tracks of the gifted. The regular gifted classes
are provided with only one semester of this
specialized instruction yearly. Those very few
children, on the other hand, who are identified
Macich64ff.qxd 3/21/06 4:48 PM Page 404
as showing the most promise are assigned, be-
ginning in the third grade, to a program that re-
ceives a full-year regimen.
In one such class, containing ten intensely ver-
bal and impressive fourth grade children, nine are
white and one is Asian. The “special” class I
enter first, by way of contrast, has twelve chil-
dren of whom only one is white and none is
Asian. These racial breakdowns prove to be pre-
dictive of the schoolwide pattern.
In a classroom for the gifted on the first floor
of the school, I ask a child what the class is
doing. “Logic and syllogisms,” she replies. The
room is fitted with a planetarium. The principal
says that all the elementary schools in District 10
were given the same planetariums ten years ago
but that certain schools, because of overcrowd-
ing, have been forced to give them up. At P.S.
261, according to my notes, there was a domelike
space that had been built to hold a planetarium,
but the planetarium had been removed to free up
space for the small library collection. P.S. 24, in
contrast, has a spacious library that holds almost
22. 8,000 books. The windows are decorated with at-
tractive, brightly colored curtains and look out on
flowering trees. The principal says that it’s inade-
quate, but it appears spectacular to me after the
cubicle that holds a meager 700 books within the
former skating rink.
The district can’t afford librarians, the princi-
pal says, but P.S. 24, unlike the poorer schools of
District 10, can draw on educated parent volun-
teers who staff the room in shifts three days a
week. A parent organization also raises indepen-
dent funds to buy materials, including books, and
will soon be running a fund-raiser to enhance the
library’s collection.
In a large and sunny first grade classroom that I
enter next, I see twenty-three children, all of whom
are white or Asian. In another first grade, there are
twenty-two white children and two others who are
Japanese. There is a computer in each class. Every
classroom also has a modern fitted sink.
In a second grade class of twenty-two children,
there are two black children and three Asian
children. Again, there is a sink and a computer. A
sixth grade social studies class has only one black
child. The children have an in-class research area
that holds some up-to-date resources. A set of ency-
clopedias (World Book, 1985) is in a rack beside a
window. The children are doing a Spanish lan-
guage lesson when I enter. Foreign languages
begin in sixth grade at the school, but Spanish is
offered also to the kindergarten children. As in
every room at P.S. 24, the window shades are clean
23. and new, the floor is neatly tiled in gray and green,
and there is not a single light bulb missing.
Walking next into a special class, I see twelve
children. One is white. Eleven are black. There are
no Asian children. The room is half the size of
mainstream classrooms. “Because of overcrowd-
ing,” says the principal, “we have had to split these
rooms in half.” There is no computer and no sink.
I enter another special class. Of seven children,
five are black, one is Hispanic, one is white. A lit-
tle black boy with a large head sits in the far corner
and is gazing at the ceiling.
“Placement of these kids,” the principal ex-
plains, “can usually be traced to neurological
damage.”
In my notes: “How could so many of these
children be brain-damaged?”
Next door to the special class is a woodwork-
ing shop. “This shop is only for the special
classes,” says the principal. The children learn to
punch in time cards at the door, he says, in order
to prepare them for employment.
The fourth grade gifted class, in which I spend
the last part of the day, is humming with excite-
ment. “I start with these children in the first
grade,” says the teacher. “We pull them out of
mainstream classes on the basis of their test re-
sults and other factors such as the opinion of their
teachers. Out of this group, beginning in third
grade, I pull out the ones who show the most po-
24. tential, and they enter classes such as this one.”
The curriculum they follow, she explains, “em-
phasizes critical thinking, reasoning and logic.”
The planetarium, for instance, is employed not
simply for the study of the universe as it exists.
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I ask the children if reasoning and logic are in-
nate or if they’re things that you can learn.
“You know some things to start with when you
enter school,” Susan says. “But we also learn some
things that other children don’t.”
I ask her to explain this.
“We know certain things that other kids don’t
know because we’re taught them.”
CRITICAL-THINKING QUESTIONS
1. In principle, what should our schools do for all
children?
2. Point to specific differences in schools that
Kozol claims amount to “savage inequalities.” Do
you agree with his argument that schools stack
the deck against poor children?
3. What about parents who claim they have earned
the right to give their children whatever privileges
they can afford to? Would you support a govern-
ment-imposed equal-funding rule to give children
25. in every neighborhood roughly the same quality of
schooling?
“Children also are designing their own galaxies,”
the teacher says.
A little girl sitting around a table with her class-
mates speaks with perfect poise: “My name is
Susan. We are in the fourth grade gifted program.”
I ask them what they’re doing and a child says,
“My name is Laurie and we’re doing problem-
solving.”
A rather tall, good-natured boy who is half-
standing at the table tells me that his name is
David. “One thing that we do,” he says, “is logi-
cal thinking. Some problems, we find, have more
than one good answer. We need to learn not sim-
ply to be logical in our own thinking but to show
respect for someone else’s logic even when an an-
swer may be technically incorrect.”
When I ask him to explain this, he goes on, “A
person who gives an answer that is not ‘correct’
may nonetheless have done some interesting
thinking that we should examine. ‘Wrong’ an-
swers may be more useful to examine than cor-
rect ones.”
406 Education
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