1
Leadership Journal
<graphic>
<All font appearing in blue are instructions and should be deleted
before journal is submitted>
<Your Name>
PMIN 702: Advanced Ministry Administration
Regent University
Fall 2018
5
Table of Contents
I. Emotional Health Check-Up
II. Genogram - Looking Back in order to go Forward
III. APEST Assessment
IV. Leading out of Marriage or Singleness
V. Establishing a Rule of Life
VI. Principles of Rest – Sabbath Keeping
VII. Making Plans and Decisions God’s Way
VIII. Working with Teams
IX. Understanding Power and Establishing Boundaries
X. Endings and New Beginnings
XI. Final Observations about Emotional Health and Leadership
ii
Section 1
Week #1 h- Emotional Health Check-Up
“The emotionally unhealthy leader is someone who operates in a continuous state of emotional and spiritual deficit, lacking emotional maturity” and often substituting their “doing for God” in place of “being with God.” (Scazzero, EHL, 25) These leaders minister from an empty cup, rather than from an overflowing saucer.
1. Complete the assessment, “How Healthy Is Your Leadership?”
Use the following scale:
5 = Always true of me
4 = Frequently true of me
3 = Occasionally true of me
2 = Rarely true of me
1 = Never true of me
__5___ 1. I take sufficient time to experience and process difficult emotions such as anger, fear, and sadness.
_____ 2. I am able to identify how issues from my family of origin impact my relationships and leadership—both negatively and positively.
___5__ 3. (If married): The way I spend my time and energy reflects the value that my marriage—not ministry—is my first priority as a leader.
(If single): The way I spend my time and energy reflects the value that living out a healthy singleness—not ministry—is my first priority as a leader.
__5___ 4. (If married): I experience a direct connection between my oneness with Jesus and oneness with my spouse.
(If single): I experience a direct connection between my oneness with Jesus and closeness with my friends and family.
___4__ 5. No matter how busy I am, I consistently practice the spiritual disciplines of solitude and silence.
__4___ 6. I regularly read Scripture and pray in order to enjoy communion with God and not just in service of ministry tasks.
___1__ 7. I practice Sabbath—a weekly twenty-four-hour period in which I stop my work, rest, and delight in God’s many gifts.
__1___ 8. I view Sabbath as a spiritual discipline that is essential for both my personal life and my leadership.
___5__ 9. I take time to practice prayerful discernment when making ministry plans and decisions.
___4__ 10. I measure the success of planning and decision-making primarily in terms of discerning and doing God’s will (rather than exclusively by measures such as attendance growth, excellence in programming, or expanded impact in the world).
___4__ 11. With those who report to me, I consistently devote a portion of my supe.
Leadership Journal before journal is submittedkarenahmanny4c
Leadership Journal
before journal is submitted>
PMIN 702: Advanced Ministry Administration
Regent University
Fall 2018
Table of Contents
I.
Emotional Health Check-Up
II.
Genogram - Looking Back in order to go Forward
III.
APEST Assessment
IV.
Leading out of Marriage or Singleness
V.
Establishing a Rule of Life
VI.
Principles of Rest – Sabbath Keeping
VII.
Making Plans and Decisions God’s Way
VIII.
Working with Teams
IX.
Understanding Power and Establishing Boundaries
X.
Endings and New Beginnings
XI.
Final Observations about Emotional Health and Leadership
Section 1
Week #1
h- Emotional Health Check-Up
“The emotionally unhealthy leader is someone who operates in a continuous state of emotional and spiritual deficit, lacking emotional maturity” and often substituting their “doing for God” in place of “being with God.” (Scazzero, EHL, 25) These leaders minister from an empty cup, rather than from an overflowing saucer.
1. Complete the assessment, “How Healthy Is Your Leadership?”
Use the following scale:
5 = Always true of me
4 = Frequently true of me
3 = Occasionally true of me
2 = Rarely true of me
1 = Never true of me
__5___ 1. I take sufficient time to experience and process difficult emotions such as anger, fear, and sadness.
_____ 2. I am able to identify how issues from my family of origin impact my relationships and leadership—both negatively and positively.
___5__ 3. (If married): The way I spend my time and energy reflects the value that my marriage—not ministry—is my first priority as a leader.
(If single): The way I spend my time and energy reflects the value that living out a healthy singleness—not ministry—is my first priority as a leader.
__5___ 4. (If married): I experience a direct connection between my oneness with Jesus and oneness with my spouse.
(If single): I experience a direct connection between my oneness with Jesus and closeness with my friends and family.
___4__ 5. No matter how busy I am, I consistently practice the spiritual disciplines of solitude and silence.
__4___ 6. I regularly read Scripture and pray in order to enjoy communion with God and not just in service of ministry tasks.
___1__ 7. I practice Sabbath—a weekly twenty-four-hour period in which I stop my work, rest, and delight in God’s many gifts.
__1___ 8. I view Sabbath as a spiritual discipline that is essential for both my personal life and my leadership.
___5__ 9. I take time to practice prayerful discernment when making ministry plans and decisions.
___4__ 10. I measure the success of planning and decision-making primarily in terms of discerning and doing God’s will (rather than exclusively by measures such as attendance growth, excellence in programming, or expanded impact in the world).
___4__ 11. With those who report to me, I consistently devote a portion of m ...
HOMEROOM GUIDANCE PROGRAM provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors and values and improve relationship between teachers and students.
Spiritual and Psychological Inventorymarrissajenkinsunit9final projectMarrissaJJenkins
This project was one that really allowed me to delve into the daunting task of doing personal and spiritual inventory. The assignment forced to think deeply about why this is such a necessary step to develop a strategy for staying on track emotionally an spiritually.
Leadership Journal before journal is submittedkarenahmanny4c
Leadership Journal
before journal is submitted>
PMIN 702: Advanced Ministry Administration
Regent University
Fall 2018
Table of Contents
I.
Emotional Health Check-Up
II.
Genogram - Looking Back in order to go Forward
III.
APEST Assessment
IV.
Leading out of Marriage or Singleness
V.
Establishing a Rule of Life
VI.
Principles of Rest – Sabbath Keeping
VII.
Making Plans and Decisions God’s Way
VIII.
Working with Teams
IX.
Understanding Power and Establishing Boundaries
X.
Endings and New Beginnings
XI.
Final Observations about Emotional Health and Leadership
Section 1
Week #1
h- Emotional Health Check-Up
“The emotionally unhealthy leader is someone who operates in a continuous state of emotional and spiritual deficit, lacking emotional maturity” and often substituting their “doing for God” in place of “being with God.” (Scazzero, EHL, 25) These leaders minister from an empty cup, rather than from an overflowing saucer.
1. Complete the assessment, “How Healthy Is Your Leadership?”
Use the following scale:
5 = Always true of me
4 = Frequently true of me
3 = Occasionally true of me
2 = Rarely true of me
1 = Never true of me
__5___ 1. I take sufficient time to experience and process difficult emotions such as anger, fear, and sadness.
_____ 2. I am able to identify how issues from my family of origin impact my relationships and leadership—both negatively and positively.
___5__ 3. (If married): The way I spend my time and energy reflects the value that my marriage—not ministry—is my first priority as a leader.
(If single): The way I spend my time and energy reflects the value that living out a healthy singleness—not ministry—is my first priority as a leader.
__5___ 4. (If married): I experience a direct connection between my oneness with Jesus and oneness with my spouse.
(If single): I experience a direct connection between my oneness with Jesus and closeness with my friends and family.
___4__ 5. No matter how busy I am, I consistently practice the spiritual disciplines of solitude and silence.
__4___ 6. I regularly read Scripture and pray in order to enjoy communion with God and not just in service of ministry tasks.
___1__ 7. I practice Sabbath—a weekly twenty-four-hour period in which I stop my work, rest, and delight in God’s many gifts.
__1___ 8. I view Sabbath as a spiritual discipline that is essential for both my personal life and my leadership.
___5__ 9. I take time to practice prayerful discernment when making ministry plans and decisions.
___4__ 10. I measure the success of planning and decision-making primarily in terms of discerning and doing God’s will (rather than exclusively by measures such as attendance growth, excellence in programming, or expanded impact in the world).
___4__ 11. With those who report to me, I consistently devote a portion of m ...
HOMEROOM GUIDANCE PROGRAM provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors and values and improve relationship between teachers and students.
Spiritual and Psychological Inventorymarrissajenkinsunit9final projectMarrissaJJenkins
This project was one that really allowed me to delve into the daunting task of doing personal and spiritual inventory. The assignment forced to think deeply about why this is such a necessary step to develop a strategy for staying on track emotionally an spiritually.
7 Habits of Highly Effective People.pptxIsrafilRana
The four freedoms are: 1)self-awareness: the freedom to choose to stand apart and examine the way we "see" ourselve; 2) imagination: the freedom to choose to create in our minds beyond our present reality; 3)conscience: the freedom to choose to govern our behavior, to decide right or wrong, and the degree to which our thoughts and actions are in harmony with our sense of inner awareness of right and wrong; and, 4) independent will: the freedom to choose to act based on our self-awareness, free of all other influences.
Excel Physiotherapy and Wellness offers step-by-step health and wellness coaching programs, equipping you with valuable tools to help you make positive steps towards lasting change.
Our coaching programs are tailored to you, ensuring they fit with your goals, your schedule and your lifestyle.
Self-Improvement Ideas: Enhancing Your Journey Towards Personal GrowthIsabella
Self-improvement is a lifelong journey that allows individuals to evolve, grow, and unlock their true potential. It encompasses various aspects of life, including personal, professional, and emotional well-being. By embracing self-improvement ideas, individuals can actively work towards becoming the best version of themselves. In this article, we will explore fifteen effective self-improvement ideas that can empower you to enhance your personal growth and lead a fulfilling life.
Let's discuss the five steps to holistic renewal: Mental Focus and Intention, Spiritual Renewal, Physical Exertion: exercise, Physical Intake: diet, and relationships
I too am a TEENAGER Born To Excel. Excel, I will ! Book for teens by C F JosephSree Raj
This book is dedicated to all the teenagers in the world. You were Born To Excel. May you have the capability, strength and discipline to live your life from the inside out, and may you maintain a firm belief in yourself and in others with whom you come in contact. You are the author of your future; may you live the life of your dreams.
Attendees learned valuable strategies on how to use compassion to prepare for their coaching sessions:
* Set a positive climate that fosters respect
* Focus on long-term development— not on altering short-term performance
* Discover your employees’ personal goals
Part Two of our 3-part series took place on Tuesday November 29 at 2 pm ET. Join us as Teleos’ scholar-practitioners, Suzanne Rotondo and Gretchen Schmelzer share how you can:
* Deepen the conversation with your team
* Get the feedback you’re looking for
* Build on the coaching reflections from Part One
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
More Related Content
Similar to 1Leadership Journal graphicAll font appearing in .docx
7 Habits of Highly Effective People.pptxIsrafilRana
The four freedoms are: 1)self-awareness: the freedom to choose to stand apart and examine the way we "see" ourselve; 2) imagination: the freedom to choose to create in our minds beyond our present reality; 3)conscience: the freedom to choose to govern our behavior, to decide right or wrong, and the degree to which our thoughts and actions are in harmony with our sense of inner awareness of right and wrong; and, 4) independent will: the freedom to choose to act based on our self-awareness, free of all other influences.
Excel Physiotherapy and Wellness offers step-by-step health and wellness coaching programs, equipping you with valuable tools to help you make positive steps towards lasting change.
Our coaching programs are tailored to you, ensuring they fit with your goals, your schedule and your lifestyle.
Self-Improvement Ideas: Enhancing Your Journey Towards Personal GrowthIsabella
Self-improvement is a lifelong journey that allows individuals to evolve, grow, and unlock their true potential. It encompasses various aspects of life, including personal, professional, and emotional well-being. By embracing self-improvement ideas, individuals can actively work towards becoming the best version of themselves. In this article, we will explore fifteen effective self-improvement ideas that can empower you to enhance your personal growth and lead a fulfilling life.
Let's discuss the five steps to holistic renewal: Mental Focus and Intention, Spiritual Renewal, Physical Exertion: exercise, Physical Intake: diet, and relationships
I too am a TEENAGER Born To Excel. Excel, I will ! Book for teens by C F JosephSree Raj
This book is dedicated to all the teenagers in the world. You were Born To Excel. May you have the capability, strength and discipline to live your life from the inside out, and may you maintain a firm belief in yourself and in others with whom you come in contact. You are the author of your future; may you live the life of your dreams.
Attendees learned valuable strategies on how to use compassion to prepare for their coaching sessions:
* Set a positive climate that fosters respect
* Focus on long-term development— not on altering short-term performance
* Discover your employees’ personal goals
Part Two of our 3-part series took place on Tuesday November 29 at 2 pm ET. Join us as Teleos’ scholar-practitioners, Suzanne Rotondo and Gretchen Schmelzer share how you can:
* Deepen the conversation with your team
* Get the feedback you’re looking for
* Build on the coaching reflections from Part One
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
Case Study Rubric
Your case study will be assessed as follows:
• Clarity: Are major points clearly presented? Does the writer present a coherent and succinct argument?
• Completeness: Are any points missing? Does the writing accomplish each task set forth in the assignment?
• Thoroughness: Are all major points illustrated adequately? Are there parts that need more explanation or evidence?
• Organization: Are the main points in the right order? Are there any overlapped or repeated points? Are there any irrelevant detail?
• Language: Are there problems with grammar, spelling, and punctuation? Are the sentences overly-complex? Choppy? Are the tone and word choice appropriate?
C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging
http://www.chevron.com/
C6-2
technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of system.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
Case Study: People v. Smith, 470 NW2d 70, Michigan Supreme Court (1991)
Case Study
1) In a narrative format, using a minimum of 750 words, outline the case of People v. Smith. Give the facts, issue and court holding of the case.
Case Analysis
2) Give an overview of expunged records for juveniles, its importance and the reasoning of it being necessary.
Case Analysis
3) What are your state's laws concerning the expungement and use of juvenile convictions to sentence them as an adult?
Executive Decisions
4) When does the law in TN say you can transfer a juvenile to adult court? If you were a state senator, what is your opinion of trying our minors as adults, and are there any other crimes or occasions that juveniles should be prosecuted as adults?
http://www.sagepub.com/upm-data/15994_Chapter_1___Juvenile_Justice_in_Historical_Perspective.pdf
.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How libraries can support authors with open access requirements for UKRI fund...
1Leadership Journal graphicAll font appearing in .docx
1. 1
Leadership Journal
<graphic>
<All font appearing in blue are instructions and should be
deleted
before journal is submitted>
<Your Name>
PMIN 702: Advanced Ministry Administration
Regent University
Fall 2018
5
Table of Contents
I. Emotional Health Check-Up
2. II. Genogram - Looking Back in order to go Forward
III. APEST Assessment
IV. Leading out of Marriage or Singleness
V. Establishing a Rule of Life
VI. Principles of Rest – Sabbath Keeping
VII. Making Plans and Decisions God’s Way
VIII. Working with Teams
IX. Understanding Power and Establishing Boundaries
X. Endings and New Beginnings
XI. Final Observations about Emotional Health and Leadership
ii
Section 1
Week #1 h- Emotional Health Check-Up
“The emotionally unhealthy leader is someone who operates in a
continuous state of emotional and spiritual deficit, lacking
emotional maturity” and often substituting their “doing for
God” in place of “being with God.” (Scazzero, EHL, 25) These
leaders minister from an empty cup, rather than from an
overflowing saucer.
3. 1. Complete the assessment, “How Healthy Is Your
Leadership?”
Use the following scale:
5 = Always true of me
4 = Frequently true of me
3 = Occasionally true of me
2 = Rarely true of me
1 = Never true of me
__5___ 1. I take sufficient time to experience and process
difficult emotions such as anger, fear, and sadness.
_____ 2. I am able to identify how issues from my family of
origin impact my relationships and leadership—both negatively
and positively.
___5__ 3. (If married): The way I spend my time and energy
reflects the value that my marriage—not ministry—is my first
priority as a leader.
(If single): The way I spend my time and energy
reflects the value that living out a healthy singleness—not
ministry—is my first priority as a leader.
__5___ 4. (If married): I experience a direct connection
between my oneness with Jesus and oneness with my spouse.
(If single): I experience a direct connection between
my oneness with Jesus and closeness with my friends and
family.
___4__ 5. No matter how busy I am, I consistently practice the
spiritual disciplines of solitude and silence.
__4___ 6. I regularly read Scripture and pray in order to enjoy
communion with God and not just in service of ministry tasks.
___1__ 7. I practice Sabbath—a weekly twenty-four-hour
period in which I stop my work, rest, and delight in God’s many
gifts.
__1___ 8. I view Sabbath as a spiritual discipline that is
essential for both my personal life and my leadership.
___5__ 9. I take time to practice prayerful discernment when
making ministry plans and decisions.
4. ___4__ 10. I measure the success of planning and decision-
making primarily in terms of discerning and doing God’s will
(rather than exclusively by measures such as attendance growth,
excellence in programming, or expanded impact in the world).
___4__ 11. With those who report to me, I consistently devote
a portion of my supervision time to help them in their inner life
with God and to accomplish their ministry goals.
__5___ 12. I do not avoid difficult conversations with team
members about their performance or behavior.
___2__ 13. I feel comfortable talking about the use of power in
connection with my role and that of others.
___5__ 14. I have articulated and established healthy
boundaries in relationships that have overlapping roles (for
example, with friends and family who are also employees or key
volunteers, etc.).
___4__ 15. Instead of avoiding endings and losses, I embrace
them and see them as a fundamental part of the way God works.
__3___ 16. I am able to prayerfully and thoughtfully let go of
initiatives, volunteers, or programs when they aren’t working
well, doing so with compassion and right motives.
Answer the following questions:
1. What did you learn about yourself from the assessment? I
learned from this assessment that I am, to an extent, an
emotional healthy leader; I realized the I do exhibit emotional
maturity in some of the listing on the emotional health check-
up. Which areas ofleadership require more focus and attention?
I do not view sabbath as a spiritual discipline that is essential
for both my personal life and my leadership. What areas are
youcomfortable with? I am comfortable with taking sufficient
time to experience and process difficult emotions such as anger,
fear, and sadness.
2. Scazzero mentions four unhealthy commandments of church
leadership. Which ones, ifany, have been difficult to overcome?
It’s not a success Unless It’s Bigger and Better. What has been
5. modeled for you? After Scazzero crucible ministerial
experience, he surface as an emotionally Healthy Leader.
3. Prayerfully begin to consider how you can start the process
of changing those values that are not producing healthy
leadership qualities in your life and ministry. (See pages 44-45
on Learning and Changing)
Section 2
Week #2 – Genogram
“Your shadow is the accumulation of untamed emotions, less-
than-pure motives and thoughts that, while largely unconscious,
strongly influence and shape your behaviors. It is the damaged
but mostly hidden version of who you are.” (Scazzero, EHL, 55)
In order to understand the shadows in your life, it is often very
helpful to create a genogram of your family. Using the
following worksheet, diagram your family. Also, see Appendix
3 on page 313 for a template.
Your genogram (completed diagram) and the answers to the
questions on the worksheet are to be included on this page.
Take a step back and consider your genogram. Answer the
following questions:
1. What might be one or two insights you are becoming aware
of in terms of how your family (or others) impacted who you are
today?
6. 2. What are one or two specific ways this may be impacting
your leadership in ministry?
Section 3
APEST Assessment
Go To: fivefoldsurvey.com. to take the APEST survey
Record the results of the APEST Assessment in this section.
Answer the following questions:
1. How do you see this ministry gift operating in your life?
2. How can you best steward the gift that God has given you?
Section 4
Week #3 – Embracing and Understanding my
Marriage/Singleness in Ministry
7. The way we handle our relationships reveals a great deal about
our values. We can have really good values and still not have
great relationships, especially when we use our relationships to
fulfill our values. This week, we begin to look at marriage or
singleness as a vocation or calling and our leadership as a
reflection of that understanding.
1. If you are married, complete the assessment on page 88 of the
EML. If you are single, complete the assessment on page 89 of
the EML. What did you learn about yourself from your
responses?
2. After reading chapter 3, how has your view of ministry and
marriage or ministry and singleness expanded? What impact
will these insights have on your life?
3. Take some time to pray for your spouse if you are married
(see prayer on page 112) or to pray as a single person (see
prayer on page 113). May God increase our capacity to love –
ask Him to bring transformation to the areas of your life that are
lacking in the ability to reflect His love.
Section 5
8. Week #4 – Establishing a Rule of Life
“It is possible to build a church, an organization, or a team by
relying only on our gifts and talents. We can serve Christ in our
own energy. We can expand a ministry without thing much of
Jesus or relying on Him in the process. We can preach truths we
don’t live. And if our efforts prove successful, few people will
notice or take issue with he gaps between who we are and what
we do.” (Scazzero, EML, 117)
1. Complete the assessment, “How Healthy is Your Experience
of Loving Union with God?” Did you learn anything about
yourself that was surprising? What area(s) expose your greatest
challenges when it comes to loving God?
2. This chapter invites us to make a paradigm shift in the way
we typically think of leading. We are encouraged to lead out of
our being, rather than our doing. A way to do this is to create a
Rule of Life based on values that will cause us to acknowledge
God in everything we think, speak, and do. Complete the Rule
of Life Worksheet below to determine your own Rule of Life at
this time and place in your journey. Make sure your rule
includes some joy, play, and fun.
You may use this diagram, create one of your own, or simply
make lists for each section.
Answer the following questions:
· Write down everything you currently do that nurtures your
spirit and fills you with delight. Don’t limit yourself to typical
spiritual activities.
· Write down the activities you need to avoid, that pull you
away from remaining anchored in Christ. What things impact
your spirit negatively?
· What are the “have to’s” in this season of your life that impact
your rhythms?
3. My Rule of Life in this season of my journey is . . .
9. Section 6
Week #5 – Sabbath Keeping
Sabbath keeping is not something we earn for having completed
our work. It is God’s invitation to step into His space where the
work is done and rest can begin. It is a reminder of the rhythm
of God’s grace in our lives. His grace always comes before our
work. Too often ministry leaders allow work to run over every
area of life, which disrupts the rhythms of grace that God
10. intended for all creation.
1. Complete the assessment, “How Healthy is Your Practice of
Sabbath Delight?” on pages 149-150. What did you learn about
yourself through this exercise?
2. What makes it hard for you to rest – intentionally and
purposefully set aside time for Sabbath keeping?
3. Make a list of what you will and will not do as a part keeping
the Sabbath.
On Sabbath, I will . . .
On Sabbath, I will not . . .
4. During the remainder of this class, make an effort to set aside
time to participate in Sabbath keeping. Include those things that
bring you delight like enjoying people, places, and activities.
Make space for rest and contemplation as well. At the end of the
session, write about your experience in a paragraph.
Section 7
Week #6 – Making Plans and Decisions God’s Way (Chapter 6)
Christian leaders often make plans based on what they believe
is best and then proceed to ask God to bless their plans. We can
find the process of waiting on God not only for His will but also
for His perfect timing to be exhausting! . The reality is the only
way to know God’s plan is to listen to His voice and obey His
Word.
1. Complete the assessment, “How Healthy is Your Practice of
Planning and Decision Making?” on pages 179-180. What did
you learn about yourself through this assessment? What areas
11. need improvement?
2. Our goal, when planning and making decisions, is to remain
in a state of indifference – meaning we are completely open to
the will of God, having let go of our attachments to any
particular outcome. How do you think you could better prepare
your heart – both personally and as a team – to be more open to
the will of God?
3. How can you begin to see your limits as a gift from God that
He is using in your life?
4. As you look at the four characteristics of emotionally healthy
planning and decision-making, which do you think God is
inviting you to embrace more fully?
· To define success as radically doing God’s will
· To create a space for heart preparation
· To pray for prudence
· To look for God in our limits
Section 8
Week #6 - Working with Teams (Chapter 7)
“. . . I did something I never thought I’d do. I set aside all of
my ministry and church-growth goals and, for the next two and
half years, focused on molding a cohesive leadership team. I
made it my number one priority . . . It changed everything. So
much so that to this day I consider maintaining the unity of our
board and our staff as one of my most important leadership
priorities, far ahead of other worthy goals – including
evangelism, church growth, and community outreach – because
without unity, everything else falls apart.” (Larry Osborne,
12. Sticky Teams, 25)
1. Complete the assessment, “How Healthy is Your Practice of
Culture and Team Building” on pages 214-215. If you are
currently not leading a team, but serve on a team, answer the
questions as a team member. What did you learn about yourself
through this exercise?
2. What elements of team culture do you intentionally cultivate
with your team? Which elements do you need to develop further
and how do you plan to incorporate these elements? If you are
currently not leading a team, what elements need to be
cultivated in the team you are serving on in order to create a
healthy culture? What suggestions do you have for these
elements to become a part of the culture of your team?
3. Using the Ladder of Integrity below, choose an event from
your life that could have been improved if you had used this
tool. Take the time to write out your responses in conclusion to
each of the 10 statements. Can you see how using this tool
might be helpful in all of your relationships?
10. I hope and look forward to . . .
9. I think my honest sharing will benefit our relationship by . . .
8. The most important thing I want you to know is . . .
7. One thing I could do to improve the situation is . . .
6. I am willing/not willing to . . .
5. This issue is important to me because I value . . . and I
violate that value when . . .
4. My feelings about this are . . . (What my reaction tells me
about me is . . .)
3. My need in this issue is . . .
2. My part in this is . . .
1. Right now this issue on my is . . . (I’m anxious in talking
about his because . . .)
Section 9
13. Week #7– Understanding Power and Establishing Boundaries
“Few leaders have an awareness of, let alone reflect on, the
nature of their God-given power. Pastors, staff leaders, ministry
directors, board members, small group leaders, long-term
members, donors, parents, musicians in the worship band – we
all have power. The problem is that we do not understand
where that power comes from, nor do we understand how to
exercise it responsibly.” (Scazzero, EHL, 243)
1. Complete the assessment, “How Healthy is Your Use of
Power and Wise Boundaries?” on pages 247-248. What did you
learn about yourself through this exercise?
2. “A good test of a person’s character is how they deal with
adversity. But the best test of a leader’s character is how they
deal with power.” (Scazzero, EHL, 248) Using the following 6
categories, make an inventory of your power. Use the questions
by each category on page 249 to guide you as you work through
this inventory.
· Positional Power –
· Personal Power –
· “God factor” Power –
· Projected Power –
· Relational Power –
· Cultural Power –
3. Name one “dual relationship” that you have and one or two
ways you can build safeguards into that relationship.
4. Identify one past experience where you have failed to set a
wise boundary with another in your leadership. How might you
do it differently today in light of what you have learned from
this chapter?
Section 10
14. Week #8 – Endings and New Beginnings
“Embracing endings in order to receive new beginnings is one
of the fundamental tasks of the spiritual life – and this is
especially true for Christian leaders.” (Scazzero, EHL, 270)
1. Complete the assessment, “How Healthy is Your Practice of
Endings and New Beginnings?” on pages 273-274. What did you
learn about yourself through this exercise?
Understanding Endings and New Beginnings
Endings and transitions to new beginnings are poorly handled in
our ministries, organizations, and teams for at least four
reasons:
1. We accept the broader culture’s view of endings as failure
and try to avoid them at all cost.
2. We treat endings as signs of failure rather than opportunities
for something new.
3. We view endings as disconnected from our spiritual
formation in Jesus.
4. We disconnect endings from our family-of-origin issues.
In healthy endings and new beginnings, we move through four
phases:
1. We accept that endings are a death.
2. We recognize that endings and waiting in the “in-between”
will often take longer than we think.
3. We view endings and waiting as inextricably linked to our
personal maturing in Christ.
4. We affirm that endings and waiting are the gateway to new
beginnings.
2. How has your family of origin, your life experience, and/or
your church background shaped your view of endings?
3. How have you been able to incorporate grieving into the
15. endings you have experienced?
4. What do you need to let go of in your personal life and/or
your leadership, and what new beginning might be standing
backstage waiting to make its entrance?
Section 11
Final Reflections
Observations about Emotional Health and Leadership
Love of God
16. Relationships
Prayer
Work
Rest
Citation:
http://www.dps.texas.gov/RSD/CHL/Legal/newlegislation.htm
New laws for Handgun Licensing Program
(Formerly known as
Concealed Handgun Licensing)
Summary of new laws passed in the 84th Regular Legislative
Session that impact Handgun Licensing.
Open Carry
House Bill 910Effective: January 1, 2016
Caption: Relating to the authority of a person who is licensed
to carry a handgun to openly carry a holstered handgun;
creating criminal offense.
General information:
· Authorizes individuals to obtain a license to openly carry a
handgun in the same places that allow the licensed carrying of a
17. concealed handgun with some exceptions. (See “Exceptions”
below for more information.)
· Unconcealed handguns, loaded or unloaded, must be carried in
a shoulder or belt holster.
· Individuals who hold a valid CHL may continue to carry with
valid existing license.
· A separate license will not be required to open carry. No
additional fee will be required.
· Individuals currently licensed will not be required to attend
additional training. Training curriculum for new applicants will
be updated to reflect the new training requirements related to
the use of restraint holsters and methods to ensure the secure
carrying of openly carried handguns. The new curriculum will
be required for all classes beginning January 1, 2016.
· The eligibility criteria to obtain a license to carry do not
change.
· The department has updated the website and training materials
to reference License to Carry (LTC) instead of Concealed
Handgun License (CHL).
· Changes to the laminated license have been implemented. For
examples of licenses currently in circulation, see: LTC sample.
Signage:
· Information regarding signage is available in the Frequently
Asked Questions (FAQs) found on the department’s website
at: FAQs
Exceptions:
· Open carry is not permitted by a license holder regardless of
whether the handgun is holstered:
· on the premises of an institution of higher education or private
or independent institution of higher education
· on any public or private driveway, street, sidewalk or
walkway, parking lot, parking garage or other parking area of
an institution of higher education or private or independent
institution of higher education
· by an individual who is acting as a personal protection officer
under Chapter 1702, Occupations Code and is not wearing a
18. uniform
Campus Carry
Senate Bill 11Effective: August 1, 2016
Caption: Relating to the carrying of handguns on the campuses
of and certain other locations associated with institutions of
higher education; providing a criminal penalty.
· Authorizes a license holder to carry a concealed handgun on or
about the license holder’s person while the license holder is on
the campus of an institution of higher education or private or
independent institution of higher education in this state. Open
carrying of handguns is still prohibited at these locations.
· Authorizes an institution of higher education or private or
independent institution of higher education in this state to
establish rules, regulation, or other provisions concerning the
storage of handguns in dormitories or other residential facilities
that are owned or leased and operated by the institution and
located on the campus of the institution.
· Requires the president or other chief executive officer of an
institution of higher education in this state to establish
reasonable rules, regulations, or other provisions regarding the
carrying of concealed handguns by license holders on the
campus or on specific premises located on the campus.
· Authorizes posting of a sign under Penal Code Section 30.06
with respect to any portion of a premises on which license
holders may not carry.
· The effective date of this law for a public junior college is
August 1, 2017
19. Are you Aware of SB11
(202 total surveyed)
Aware of SB11
YES NO 76 126
Being briefed on SB11, do you agree or disagree? (202 total
surveyed)
Being briefed on SB11, do you agree or disagree?
Agree Disagree 85 117
Should licensed faculty be allowed to carry on campus?
(202 total surveyed)
Should licensed faculty be allowed to carry on campus?
20. Yes No 128 74
Should licensed students be allowed to carry on campus? (202
total surveyed)
Should licensed students be allowed to carry on campus? (All
respondents)
Yes No 59 153
Should licensed Visitors be allowed to carry on campus? (202
Surveyed)
Should licensed Visitors be allowed to carry on campus? (All
respondents)
Visitors- Yes Visitors- No 24 178
If licensed how likely are you to carry on campus?
(202 total surveyed)
If licensed how likely are you to carry on campus? (All
respobdents)
Very Likely Not Likely Don't know 32 143 27
21. Gun Control in the United States
NILOA Charrette Assignment
El Centro College
Dallas, Texas
Submitted by: Cindy Brown, Ceaser Espinoza, Rahime Howard,
Karen Mongo, Eduardo Morales, Mike Ogbeide, and Angela
Taylor
Think About These
Events in the United States…
Columbine High School Shooting
On April 20, 1999 two students of the high school, Eric Harris
and Dylan Klebold, killed 12 students and 1 teacher, and injured
21 others in an attack on the school with shot guns, hand guns,
and knives.
The shooters committed suicide on site after the attacks.
The motive for the attack remains unclear.
Virginia Tech
Shooting
On April 16, 2007, mentally ill Virginia Tech student Seung-Hi
Cho, 23, opened fire on the campus, killing 32 students and
22. faculty and wounding 17, before committing suicide.
Shooting at Political
Meet and Greet
On January 8, 2011, 22 year old paranoid schizophrenic, Jared
Lee Loughner, killed 6 people and wounded 11 at a political
meet and greet at a Tuscon, Arizona grocery store.
Representative Gabrielle Giffords was shot in the head and
survived.
Loughner is serving life in prison.
His has stated his disliked Gifford and her political views.
Aurora, Colorado
Movie Theater Shooting
On July 20, 2012, mentally ill gunman James Holmes, killed 12
people and injured 70 during a midnight movie in Aurora,
Colorado.
Holmes was arrested outside the theater minutes after the
attack.
The motive for the massacre is unclear.
He is currently serving 12 life sentences for the deaths he
caused and 3,318 year for the attempted murders.
23. Sandy Hook Elementary School Shooting in Newtown, CT.
On December 14, 2012, autistic gunman Adam Lanza, 20, killed
his mother at their home, stole her guns, then proceeded to
Sandy Hook Elementary School, where he killed 26 people –
including 20 first grade children, injured 2, and then committed
suicide.
The motive is unknown.
Shooting at Church
in Charleston, S.C.
Gunman Dylann Roof prayed with parishioners in a prayer
group at the Emanuel African Methodist Episcopal Church – a
historic black church – prior to killing 9 people and injuring 3
in the group and church.
Roof is a believed to be a white supremacist and said his motive
was to ignite a race war.
He is awaiting a 2016 trial.
Umpqua Community
College Shooting
On October 1, 2015, student Christopher Harper-Mercer, 26,
shot and killed 9 people and injured 9 others on the campus of
Umpqua Community College during the school day.
24. His motive for the shooting is unclear. Some media outlets
have reported he suffered from depression and battled mental
issues.
The latest happenings as of 2/14/18
18 SCHOOL SHOOTINGS SINCE JAN. 1, 2018.Everytown for
Gun Safety says this is the 18th school shooting in 2018 --
which includes shootings where guns were fired accidentally
and no one was injured. Three were in Texas. including one
where a teen at Italy High School shot and wounded a girl over
a breakup. There have been more than 300 school shootings
since 2013. That's an average of one per week. -FOX NEWS 26
Houston
What does the Constitution say?
The Second Amendment
of the United States Constitution:
“A well regulated Militia, being necessary to the security of a
free State, the right of the people to keep and bear Arms, shall
not be infringed.”
What do you say?