37Barram — Case Study: Greenhill College
Case Study: Greenhill College
T H E C A S E S T U D Y
Provost Chad Logan ambled along the red bricked
pathway leading to Centennial Hall, the 100-year-old orig-
inal administration building of Greenhill College, estab-
lished in 1909 by a group of protestant clergy and like-
minded educators who wanted an alternative to the secular
institutions of their day. The college had remained true to
its historical roots as a faith-based, Christian, interdenomi-
national institution. Chad entered, making his way directly
to the Academic Affairs Office. Sue Grant, the department
receptionist, was on the phone and shot him a warm smile
and mouthed, “Good morning.” The red blinking light
on his phone caught his eye as he entered his office. He
reached over and punched in his code and listened to a
pleasant voice telling him he had six new messages. The
most recent was Emerson Wilson, longtime president of
Greenhill, who wanted him to call as soon as he got in.
Ten minutes later he was seated in the president’s office
on the second floor. Chad still couldn’t decide if he liked
Wilson. At one moment he could be warm and friendly,
the next cold and unbending. The unpredictability of the
man’s nature created stress among all those around him.
“Chad, you better pay more attention to the new stu-
dent enrollment projections for this fall,” Wilson said. “I
saw Al Sanders this morning in the gym, and he tells me
next fall’s new student numbers are projected to be down
from this year. This is the first I have heard of it, and I’m
not too happy about being kept out of the loop. I really
don’t like hearing this news from the director of admis-
sions.”
Chad felt that now-familiar pang of worry in his
stomach. Unfortunately, Greenhill lacked the significant
endowment, immediate name recognition, and the ster-
ling academic reputation of its competition. Even though
Greenhill had a rich history, the glaring lack of a big
endowment and popular name recognition resulted in
continual financial pressure. Greenhill was a tuition-driven
institution. Eighty-five percent of the annual budget rev-
enue came from student tuition dollars. Chad despised this
dependence on student admissions. He believed it to be a
stranglehold on the college’s ability to move forward.
Chad wasn’t frustrated with Al because he knew
Wilson probably put him on the spot earlier that morn-
ing in the gym. Wilson’s management style didn’t confine
him to the office. He could be like a cat on the prowl. He
loved the college and believed it was appropriate to ask any
employee — at any time and place — about their job. In
A B S T R A C T : Greenhill College is an organizational decision-making case study involving the financial stabil-
ity of a fictitious small, private, religious liberal arts college with an enrollment of more than 2,000 students.
Traditional, small liberal arts colleges, long a staple of the American ...
Interview TranscriptPersonal Interview with Susan MurrayInterv.docxvrickens
Interview Transcript
Personal Interview with Susan Murray
Interview Conducted November 20, 2019
Transcribed November 21, 2019
Me: Is there any qualifications required for this job? Any degrees or only experience will also work?
Susan: Well, I am here based on my experience. There is no certain degree requirement for this job but you need to have some knowledge about this field so that you could handle the people trying to get some information in this field. Talking about me then I am here basically on my experience and willingness to volunteer.
Me: What are some responsibilities over here?
Susan: Basically, I substitute the art director whenever there is a need for that. I take care of the art gallery. Move things around as per their necessity. I am always ready to answer questions to our visitor about the art gallery and arts that are kept here. I give them a tour to our gallery with the information about the arts and their artist.
Me: What are some challenges do you face at work?
Susan: There are challenges in every work you get involved to. Talking about my work, there are also some challenges over here. There are people who come in and tries to touch the artwork. People think this is a public restroom and tries to be here. Despite all the challenges it is a good place to be in and work here.
Me: Do you enjoy working here?
Susan: Yes, I really enjoy working here. You get chance to meet different people every day and get to know about their thoughts related to the artwork. You get chance to share your knowledge with them. So, it is good place to work.
Me: What are your thoughts about arts and art gallery?
Susan: Well, I think these are the places where the artist can display their work to the public and let them see about their talent and creativity. Moreover, these places provide inspiration to the people who are interested in these field to do more better than they are capable of.
Me: Thank you for letting me interview you and visit your place.
Susan: It was my pleasure and thank you for visiting us.
37Barram — Case Study: Greenhill College
Case Study: Greenhill College
T H E C A S E S T U D Y
Provost Chad Logan ambled along the red bricked
pathway leading to Centennial Hall, the 100-year-old orig-
inal administration building of Greenhill College, estab-
lished in 1909 by a group of protestant clergy and like-
minded educators who wanted an alternative to the secular
institutions of their day. The college had remained true to
its historical roots as a faith-based, Christian, interdenomi-
national institution. Chad entered, making his way directly
to the Academic Affairs Office. Sue Grant, the department
receptionist, was on the phone and shot him a warm smile
and mouthed, “Good morning.” The red blinking light
on his phone caught his eye as he entered his office. He
reached over and punched in his code and listened to a
pleasant voice telling him he had six new messages. The
most recent was Emerson Wilson, longtime pr ...
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
two years are better than four .rtfdrunnerup.png__MACOSXtw.docxwillcoxjanay
two years are better than four .rtfd/runnerup.png
__MACOSX/two years are better than four .rtfd/._runnerup.png
two years are better than four .rtfd/TXT.rtf
Two Years Are Better Than Four
runnerup.png ¬
Liz Addison, 38, is a biology major whose goal is to become a large animal veterinarian. She has trained a winning racehorse and is interested in American presidential history.
Oh, the hand wringing. “College as America used to understand it is coming to an end,” bemoans Rick Perlstein and his beatnik friend of fallen face. Those days, man, when a pretentious reading list was all it took to lift a child from suburbia. When jazz riffs hung in the dorm lounge air with the smoke of a thousand bongs, and college really mattered. Really mattered?
Rick Perlstein thinks so. It mattered so much to him that he never got over his four years at the University of Privilege. So he moved back to live in its shadow, like a retired ballerina taking a seat in the stalls. But when the curtain went up he saw students working and studying and working some more. Adults before their time. Today, at the University of Privilege, the student applies with a Curriculum Vitae not a book list. Shudder.
Thus, Mr. Perlstein concludes, the college experience – a rite of passage as it was meant it to be – must have come to an end. But he is wrong. For Mr. Perlstein, so rooted in his own nostalgia, is looking for himself – and he would never think to look for himself in the one place left where the college experience of self-discovery does still matter to those who get there. My guess, reading between the lines, is that Mr. Perlstein has never set foot in an American community college.
The philosophy of the community college, and I have been to two of them, is one that unconditionally allows its students to begin. Just begin. Implicit in this belief is the understanding that anything and everything is possible. Just follow any one of the 1,655 road signs, and pop your head inside – yes, they let anyone in – and there you will find discoveries of a first independent film, a first independent thought, a first independent study. This college experience remains as it should. This college brochure is not marketing for the parents – because the parents, nor grandparents, probably never went to college themselves.
Upon entry to my first community college I had but one O’level to my name. These now disbanded qualifications once marked the transition from lower to upper high school in the Great British education system. It was customary for the average student to proceed forward with a clutch of O’levels, say eight or nine. On a score of one, I left school hurriedly at sixteen. Thomas Jefferson once wrote, “Everybody should have an education proportional to their life.” In my case, my life became proportional to my education. But, in doing so, it had the good fortune to land me in an American community college and now, from that priceless springboard, I too seek admission to the Univ ...
UCF essay. What's different about it. How to write it and to succeed in it. Fascinating Ucf Application Essay ~ Thatsnotus. University Of Florida Essay Help! Florida state university application .... 016 Essay Example Ucf ~ Thatsnotus. Click here to get UCF college essay prompt https://www .... Ucf admission essay prompt 2014 - writinghtml.web.fc2.com. Essay prompt | Essay prompts, Ucf college, Essay. Archaicawful Ucf Essay Prompt 2017 ~ Thatsnotus. Ucf Application Essay Help , The University of Central Florida. 011 Ucf Application Essay Example Admission Ucla Help With Writing .... Ucf Essay Final | Goal | New Product Development. Best Ways on How to Reply for UCF Essay Prompts Quickly. 004 Ucf Essays Essay Scholarship Requirements In English Resume College .... UCF essay by Sementha Bastien - Issuu. Persuasive essay: Ucf admissions essay. 003 Essay Example Ucf College Application Topics List With ~ Thatsnotus. UCF essay prompts [By Experts] October 2023. 004 Writing College Application Essays Essay Example Outline Printables .... 5 Tips to Write an Excellent UCF Application Essay. UCF Essay Example | UCF essay example that will show you how… | Flickr. Ucf admissions essay - We Write Custom College Essay Writing and .... Imposing Ucf Essay ~ Thatsnotus. Narrative Essay: Ucf admissions essay.
The document summarizes an article that argues against the idea that too many Americans are going to college. It notes that while the debate used to be about whether students should go to college or career, now 70% of high school graduates go to college. Experts have long predicted this would flood the market with college graduates, but the opposite has occurred - employers increasingly hire and pay more to college graduates. While some students face challenges, a college degree remains the best insurance against economic difficulties. The authors argue schools must help underperforming students and guide all students to make smart choices about college options.
The document provides feedback on how to improve a synthesis essay response. It emphasizes including counterarguments and using multiple perspectives. It recommends addressing the counterargument in the introduction, thesis, and at least one body paragraph. It also provides examples of students' writing that effectively incorporate counterarguments and multiple viewpoints. The feedback stresses following all assignment guidelines regarding length, formatting, sources used, and introducing sources properly with credentials and context. It advises avoiding extreme language and qualifiers and instead using more measured statements to represent evidence.
This document summarizes Brian Butler's presentation on challenges and opportunities in higher education and edtech. Butler has over 10 years of experience in international education and has founded companies like CourseChunks and Summit Global Education. The presentation discusses issues like rising costs and student debt burden in US higher education. It also notes opportunities to innovate through new models and technologies that can address skills gaps. Potential areas discussed include lifelong learning platforms, virtual/augmented reality tools, and focusing more resources on vocational training alternatives to traditional 4-year degrees. The document provides an overview of recent edtech investing trends and the large potential market size. It encourages attendees to think ambitiously about problems in higher education and how new businesses could create meaningful impact
Interview TranscriptPersonal Interview with Susan MurrayInterv.docxvrickens
Interview Transcript
Personal Interview with Susan Murray
Interview Conducted November 20, 2019
Transcribed November 21, 2019
Me: Is there any qualifications required for this job? Any degrees or only experience will also work?
Susan: Well, I am here based on my experience. There is no certain degree requirement for this job but you need to have some knowledge about this field so that you could handle the people trying to get some information in this field. Talking about me then I am here basically on my experience and willingness to volunteer.
Me: What are some responsibilities over here?
Susan: Basically, I substitute the art director whenever there is a need for that. I take care of the art gallery. Move things around as per their necessity. I am always ready to answer questions to our visitor about the art gallery and arts that are kept here. I give them a tour to our gallery with the information about the arts and their artist.
Me: What are some challenges do you face at work?
Susan: There are challenges in every work you get involved to. Talking about my work, there are also some challenges over here. There are people who come in and tries to touch the artwork. People think this is a public restroom and tries to be here. Despite all the challenges it is a good place to be in and work here.
Me: Do you enjoy working here?
Susan: Yes, I really enjoy working here. You get chance to meet different people every day and get to know about their thoughts related to the artwork. You get chance to share your knowledge with them. So, it is good place to work.
Me: What are your thoughts about arts and art gallery?
Susan: Well, I think these are the places where the artist can display their work to the public and let them see about their talent and creativity. Moreover, these places provide inspiration to the people who are interested in these field to do more better than they are capable of.
Me: Thank you for letting me interview you and visit your place.
Susan: It was my pleasure and thank you for visiting us.
37Barram — Case Study: Greenhill College
Case Study: Greenhill College
T H E C A S E S T U D Y
Provost Chad Logan ambled along the red bricked
pathway leading to Centennial Hall, the 100-year-old orig-
inal administration building of Greenhill College, estab-
lished in 1909 by a group of protestant clergy and like-
minded educators who wanted an alternative to the secular
institutions of their day. The college had remained true to
its historical roots as a faith-based, Christian, interdenomi-
national institution. Chad entered, making his way directly
to the Academic Affairs Office. Sue Grant, the department
receptionist, was on the phone and shot him a warm smile
and mouthed, “Good morning.” The red blinking light
on his phone caught his eye as he entered his office. He
reached over and punched in his code and listened to a
pleasant voice telling him he had six new messages. The
most recent was Emerson Wilson, longtime pr ...
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
two years are better than four .rtfdrunnerup.png__MACOSXtw.docxwillcoxjanay
two years are better than four .rtfd/runnerup.png
__MACOSX/two years are better than four .rtfd/._runnerup.png
two years are better than four .rtfd/TXT.rtf
Two Years Are Better Than Four
runnerup.png ¬
Liz Addison, 38, is a biology major whose goal is to become a large animal veterinarian. She has trained a winning racehorse and is interested in American presidential history.
Oh, the hand wringing. “College as America used to understand it is coming to an end,” bemoans Rick Perlstein and his beatnik friend of fallen face. Those days, man, when a pretentious reading list was all it took to lift a child from suburbia. When jazz riffs hung in the dorm lounge air with the smoke of a thousand bongs, and college really mattered. Really mattered?
Rick Perlstein thinks so. It mattered so much to him that he never got over his four years at the University of Privilege. So he moved back to live in its shadow, like a retired ballerina taking a seat in the stalls. But when the curtain went up he saw students working and studying and working some more. Adults before their time. Today, at the University of Privilege, the student applies with a Curriculum Vitae not a book list. Shudder.
Thus, Mr. Perlstein concludes, the college experience – a rite of passage as it was meant it to be – must have come to an end. But he is wrong. For Mr. Perlstein, so rooted in his own nostalgia, is looking for himself – and he would never think to look for himself in the one place left where the college experience of self-discovery does still matter to those who get there. My guess, reading between the lines, is that Mr. Perlstein has never set foot in an American community college.
The philosophy of the community college, and I have been to two of them, is one that unconditionally allows its students to begin. Just begin. Implicit in this belief is the understanding that anything and everything is possible. Just follow any one of the 1,655 road signs, and pop your head inside – yes, they let anyone in – and there you will find discoveries of a first independent film, a first independent thought, a first independent study. This college experience remains as it should. This college brochure is not marketing for the parents – because the parents, nor grandparents, probably never went to college themselves.
Upon entry to my first community college I had but one O’level to my name. These now disbanded qualifications once marked the transition from lower to upper high school in the Great British education system. It was customary for the average student to proceed forward with a clutch of O’levels, say eight or nine. On a score of one, I left school hurriedly at sixteen. Thomas Jefferson once wrote, “Everybody should have an education proportional to their life.” In my case, my life became proportional to my education. But, in doing so, it had the good fortune to land me in an American community college and now, from that priceless springboard, I too seek admission to the Univ ...
UCF essay. What's different about it. How to write it and to succeed in it. Fascinating Ucf Application Essay ~ Thatsnotus. University Of Florida Essay Help! Florida state university application .... 016 Essay Example Ucf ~ Thatsnotus. Click here to get UCF college essay prompt https://www .... Ucf admission essay prompt 2014 - writinghtml.web.fc2.com. Essay prompt | Essay prompts, Ucf college, Essay. Archaicawful Ucf Essay Prompt 2017 ~ Thatsnotus. Ucf Application Essay Help , The University of Central Florida. 011 Ucf Application Essay Example Admission Ucla Help With Writing .... Ucf Essay Final | Goal | New Product Development. Best Ways on How to Reply for UCF Essay Prompts Quickly. 004 Ucf Essays Essay Scholarship Requirements In English Resume College .... UCF essay by Sementha Bastien - Issuu. Persuasive essay: Ucf admissions essay. 003 Essay Example Ucf College Application Topics List With ~ Thatsnotus. UCF essay prompts [By Experts] October 2023. 004 Writing College Application Essays Essay Example Outline Printables .... 5 Tips to Write an Excellent UCF Application Essay. UCF Essay Example | UCF essay example that will show you how… | Flickr. Ucf admissions essay - We Write Custom College Essay Writing and .... Imposing Ucf Essay ~ Thatsnotus. Narrative Essay: Ucf admissions essay.
The document summarizes an article that argues against the idea that too many Americans are going to college. It notes that while the debate used to be about whether students should go to college or career, now 70% of high school graduates go to college. Experts have long predicted this would flood the market with college graduates, but the opposite has occurred - employers increasingly hire and pay more to college graduates. While some students face challenges, a college degree remains the best insurance against economic difficulties. The authors argue schools must help underperforming students and guide all students to make smart choices about college options.
The document provides feedback on how to improve a synthesis essay response. It emphasizes including counterarguments and using multiple perspectives. It recommends addressing the counterargument in the introduction, thesis, and at least one body paragraph. It also provides examples of students' writing that effectively incorporate counterarguments and multiple viewpoints. The feedback stresses following all assignment guidelines regarding length, formatting, sources used, and introducing sources properly with credentials and context. It advises avoiding extreme language and qualifiers and instead using more measured statements to represent evidence.
This document summarizes Brian Butler's presentation on challenges and opportunities in higher education and edtech. Butler has over 10 years of experience in international education and has founded companies like CourseChunks and Summit Global Education. The presentation discusses issues like rising costs and student debt burden in US higher education. It also notes opportunities to innovate through new models and technologies that can address skills gaps. Potential areas discussed include lifelong learning platforms, virtual/augmented reality tools, and focusing more resources on vocational training alternatives to traditional 4-year degrees. The document provides an overview of recent edtech investing trends and the large potential market size. It encourages attendees to think ambitiously about problems in higher education and how new businesses could create meaningful impact
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
This document outlines key concepts related to recognizing and analyzing ethical problems. It discusses how to distinguish ethical questions from clinical or legal ones, and introduces the common features of ethical problems - a moral agent, a course of action, and an outcome. It uses the story of a veteran, Bill, missing therapy appointments as an example, with his therapist Kate feeling uncertain about what to do.
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3Moral Identity Codes of Ethics and Institutional Ethics .docxlorainedeserre
This document discusses codes of ethics and institutional ethics structures in healthcare organizations. It begins by outlining the key learning objectives which focus on understanding the importance of codes of ethics and how they reflect an organization's values. It then discusses the role of codes of ethics in shaping an organization's moral identity and standards of conduct. The document provides examples of codes from the American Medical Association and Trinity Health. It emphasizes that codes of ethics should apply to all healthcare workers and cover areas like cultural competence, privacy, and nondiscrimination. Institutional ethics committees and review boards also help address ethical issues.
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
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Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
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Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
3
HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
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Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
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Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
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by Jamie Feryll
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Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
This document summarizes theories of teaching from several influential learning theorists. It discusses how theorists like Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné viewed the role of the teacher based on their behavioral and cognitive learning theories derived from animal and child studies. They generally saw teaching as managing external conditions to ensure specified behavioral changes in learners. The document then contrasts this with theories of teaching from adult learning theorists like Rogers, who rejected the notion that teaching is controlling learning and saw the teacher's role differently.
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
%38
%9
%5
SafeAssign Originality Report
Computer Security: Foundations - 201950 - CRN163 - Zavgren • Week Eight Assignment
%51Total Score: High riskSanthosh Muthyapu
Submission UUID: febbc9ef-e6b9-70f0-6bf0-fe171274dcc9
Total Number of Reports
1
Highest Match
51 %
Santhosh Muthyapu week 8.docx
Average Match
51 %
Submitted on
08/20/19
10:16 AM EDT
Average Word Count
666
Highest: Santhosh Muthyapu week 8.docx
%51Attachment 1
Institutional database (4)
Student paper Student paper Student paper
Student paper
Global database (3)
Student paper Student paper Student paper
Internet (2)
writemyclassessay atlatszo
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 666
Santhosh Muthyapu week 8.docx
7 5 6
3
8 9 1
4 2
7 Student paper 5 Student paper 8 Student paper
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport?attemptId=2118e265-8842-4fba-87df-67e2234daca3&course_id=_44439_1&download=true&includeDeleted=true&print=true&force=true
Source Matches (17)
Student paper 77%
atlatszo 63%
Student paper 62%
writemyclassessay 94%
Student paper 68%
Running Head: INDUSTRIAL ESPIONAGE ALLEGED BY DAVID 1
INDUSTRIAL ESPIONAGE ALLEGED BY DAVID DOE 2
INDUSTRIAL ESPIONAGE ALLEGED BY DAVID Name: Santhosh Muthyapu Course: Computer Security: Foundations Date of Submission: 08/20//2019
The steps ought to have been taken in detecting Industrial Espionage Alleged by David Doe
David Doe was a network administrator for the ABC company. The ABC company ought to have taken various steps in detecting Industrial Espionage alleged by
David Doe. First, it should evaluate threat and risk data as well as log data from numerous sources, intending to acquire information about security that would
enhance instant response to security incidents. The manager should be in place to detect any warning signal. An instance is when David is unhappy since he is
passed over for promotion three times. The vital warning signs that a representative may have incorporates bringing home materials having a place with the
organization, being keen on things outside their duties, mainly that are related to the contender of the organization. However, David is alleged to have duplicated the
company’s research after quitting the company and starting his own consulting business (Ho & Hollister, J2015) To predict risks in the network traffic, and dangerous
malware, the company should install signature and behavior-based detection devices. Advanced Cyber Intrusion Detection enhance this. To enable immediate
response as soon as the alerts of faults, attacks, or misuse indications, there should be a correlation, analysis, and collection of server clients’ logs. For the
integrity of local systems, it is essential to ensure regular checks. It was necessary for intrusion finding (Jin & van Dijk, 2018). This involves an outline of possible
security liabilities in software and operating systems applications. Us ...
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
This document outlines key concepts related to recognizing and analyzing ethical problems. It discusses how to distinguish ethical questions from clinical or legal ones, and introduces the common features of ethical problems - a moral agent, a course of action, and an outcome. It uses the story of a veteran, Bill, missing therapy appointments as an example, with his therapist Kate feeling uncertain about what to do.
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3Moral Identity Codes of Ethics and Institutional Ethics .docxlorainedeserre
This document discusses codes of ethics and institutional ethics structures in healthcare organizations. It begins by outlining the key learning objectives which focus on understanding the importance of codes of ethics and how they reflect an organization's values. It then discusses the role of codes of ethics in shaping an organization's moral identity and standards of conduct. The document provides examples of codes from the American Medical Association and Trinity Health. It emphasizes that codes of ethics should apply to all healthcare workers and cover areas like cultural competence, privacy, and nondiscrimination. Institutional ethics committees and review boards also help address ethical issues.
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
3
Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
3
Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
3
HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
3
Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
3
Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
380067.docx
by Jamie Feryll
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T IME SUBMIT T ED 22- MAR- 2019 06:38AM WORD COUNT 3608
CHARACT ER COUNT 204 57
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
This document summarizes theories of teaching from several influential learning theorists. It discusses how theorists like Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné viewed the role of the teacher based on their behavioral and cognitive learning theories derived from animal and child studies. They generally saw teaching as managing external conditions to ensure specified behavioral changes in learners. The document then contrasts this with theories of teaching from adult learning theorists like Rogers, who rejected the notion that teaching is controlling learning and saw the teacher's role differently.
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
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SafeAssign Originality Report
Computer Security: Foundations - 201950 - CRN163 - Zavgren • Week Eight Assignment
%51Total Score: High riskSanthosh Muthyapu
Submission UUID: febbc9ef-e6b9-70f0-6bf0-fe171274dcc9
Total Number of Reports
1
Highest Match
51 %
Santhosh Muthyapu week 8.docx
Average Match
51 %
Submitted on
08/20/19
10:16 AM EDT
Average Word Count
666
Highest: Santhosh Muthyapu week 8.docx
%51Attachment 1
Institutional database (4)
Student paper Student paper Student paper
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Global database (3)
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writemyclassessay atlatszo
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View Originality Report - Old Design
Word Count: 666
Santhosh Muthyapu week 8.docx
7 5 6
3
8 9 1
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7 Student paper 5 Student paper 8 Student paper
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport?attemptId=2118e265-8842-4fba-87df-67e2234daca3&course_id=_44439_1&download=true&includeDeleted=true&print=true&force=true
Source Matches (17)
Student paper 77%
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Student paper 68%
Running Head: INDUSTRIAL ESPIONAGE ALLEGED BY DAVID 1
INDUSTRIAL ESPIONAGE ALLEGED BY DAVID DOE 2
INDUSTRIAL ESPIONAGE ALLEGED BY DAVID Name: Santhosh Muthyapu Course: Computer Security: Foundations Date of Submission: 08/20//2019
The steps ought to have been taken in detecting Industrial Espionage Alleged by David Doe
David Doe was a network administrator for the ABC company. The ABC company ought to have taken various steps in detecting Industrial Espionage alleged by
David Doe. First, it should evaluate threat and risk data as well as log data from numerous sources, intending to acquire information about security that would
enhance instant response to security incidents. The manager should be in place to detect any warning signal. An instance is when David is unhappy since he is
passed over for promotion three times. The vital warning signs that a representative may have incorporates bringing home materials having a place with the
organization, being keen on things outside their duties, mainly that are related to the contender of the organization. However, David is alleged to have duplicated the
company’s research after quitting the company and starting his own consulting business (Ho & Hollister, J2015) To predict risks in the network traffic, and dangerous
malware, the company should install signature and behavior-based detection devices. Advanced Cyber Intrusion Detection enhance this. To enable immediate
response as soon as the alerts of faults, attacks, or misuse indications, there should be a correlation, analysis, and collection of server clients’ logs. For the
integrity of local systems, it is essential to ensure regular checks. It was necessary for intrusion finding (Jin & van Dijk, 2018). This involves an outline of possible
security liabilities in software and operating systems applications. Us ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
37Barram — Case Study Greenhill CollegeCase Study Greenh.docx
1. 37Barram — Case Study: Greenhill College
Case Study: Greenhill College
T H E C A S E S T U D Y
Provost Chad Logan ambled along the red bricked
pathway leading to Centennial Hall, the 100-year-old orig-
inal administration building of Greenhill College, estab-
lished in 1909 by a group of protestant clergy and like-
minded educators who wanted an alternative to the secular
institutions of their day. The college had remained true to
its historical roots as a faith-based, Christian, interdenomi-
national institution. Chad entered, making his way directly
to the Academic Affairs Office. Sue Grant, the department
receptionist, was on the phone and shot him a warm smile
and mouthed, “Good morning.” The red blinking light
on his phone caught his eye as he entered his office. He
reached over and punched in his code and listened to a
pleasant voice telling him he had six new messages. The
most recent was Emerson Wilson, longtime president of
Greenhill, who wanted him to call as soon as he got in.
Ten minutes later he was seated in the president’s office
on the second floor. Chad still couldn’t decide if he liked
Wilson. At one moment he could be warm and friendly,
the next cold and unbending. The unpredictability of the
man’s nature created stress among all those around him.
“Chad, you better pay more attention to the new stu-
dent enrollment projections for this fall,” Wilson said. “I
saw Al Sanders this morning in the gym, and he tells me
2. next fall’s new student numbers are projected to be down
from this year. This is the first I have heard of it, and I’m
not too happy about being kept out of the loop. I really
don’t like hearing this news from the director of admis-
sions.”
Chad felt that now-familiar pang of worry in his
stomach. Unfortunately, Greenhill lacked the significant
endowment, immediate name recognition, and the ster-
ling academic reputation of its competition. Even though
Greenhill had a rich history, the glaring lack of a big
endowment and popular name recognition resulted in
continual financial pressure. Greenhill was a tuition-driven
institution. Eighty-five percent of the annual budget rev-
enue came from student tuition dollars. Chad despised this
dependence on student admissions. He believed it to be a
stranglehold on the college’s ability to move forward.
Chad wasn’t frustrated with Al because he knew
Wilson probably put him on the spot earlier that morn-
ing in the gym. Wilson’s management style didn’t confine
him to the office. He could be like a cat on the prowl. He
loved the college and believed it was appropriate to ask any
employee — at any time and place — about their job. In
A B S T R A C T : Greenhill College is an organizational
decision-making case study involving the financial stabil-
ity of a fictitious small, private, religious liberal arts college
with an enrollment of more than 2,000 students.
Traditional, small liberal arts colleges, long a staple of the
American higher education scene, are facing
unprecedented challenges for survival. Steadily rising tuition
costs, stiff competition for students, and escalat-
ing operational expenses represent just some of the pressures
currently confronting Greenhill College. The
college faces the immediate threat of an unbalanced budget,
3. difficult decisions on financial and non-financial
issues, and the need to manage possible morale issues. Finally,
the administration must carefully address the
potential of internal and external perceptions of the viability of
Greenhill College.
diRk BaRRam
George Fox University
[email protected]
38
part this could be good. Employees knew he cared. Yet it
also could be stressful, and maybe inappropriate, such as
in the gym. Al Sanders, overweight and not the world’s
healthiest eater, certainly didn’t need to be badgered
about admissions while he exercised. The poor guy had
enough pressure in his life. That’s why he was in the gym
in the first place. Rather than being visionary, Wilson was
reactionary. He really wasn’t a fun guy to be around! He
wasn’t the type of leader people would go to the wall for.
At times Wilson just simply could not keep the bigger pic-
ture in mind. Take the admissions situation. Al Sanders’
role was integral to a strong incoming freshmen class. So
what did Wilson do? He cornered him in the weight room
and asked him about admissions for next year. Why not
take a different approach and just ask Al how he was doing
and leave it at that? Al would have responded much better.
Wilson shifted his tall, rail thin frame uneasily in his
leather swivel chair. His beak-like nose and thinning hair
reminded Chad of that guy from the Wizard of Oz. What
was his name?
4. “We are so tuition-driven, it isn’t funny. I’m counting
on you to bring in the numbers.”
Chad knew the pressure Wilson felt from a demand-
ing Board of Trustees. The present era in higher education
was one of diminishing federal and state dollars, fierce
competition for students from state schools, and an alarm-
ing rise in private college tuitions, including Greenhill. As
if this weren’t enough, the respected Chronicle of Higher
Education had just come out with a report that said, “With
the trend toward attending lower-cost alternatives, the
business model of private colleges — higher prices for pre-
mium products — is being tested. Affordability is the larg-
est challenge going forward said the admissions director of
one very selective small private college...” (Van De Werf,
2008, p. 5). The Chronicle predicted difficult days ahead
for the small, private, liberal arts colleges.
“Emerson, the summer is always a waiting game; you
know that,” said Chad.
“Yes, but what are you doing now to make sure we get
the right numbers? Are you sure Al Sanders is the right guy
for the job? He’s so laid back, it makes me nervous.”
Chad intensely disliked these kinds of conversations
with Wilson. At the first sign of trouble, he wanted to fire
someone and usually it was one of his people. He could be
so impatient. Chad struggled with a president who at times
seemed more to worry, than act in faith that God would
provide. The dynamic of integrating one’s faith with his or
her work was an oft-used phrase at Greenhill. This seemed
like a good time to practice this, thought Chad.
“Emerson, Al is doing a good job for us. He’s thor-
5. ough, well organized, and on top of things.”
The slightly balding college president arched his thin
eyebrows in doubt.
“You better be right on this one Chad. Honestly, our
necks are on the chopping blocks.”
Greenhill’s Challenge
Chad knew Greenhill was facing some real organiza-
tional challenges. He decided to sort things out, including
developing a strategy of how to confront the issues, before
his next meeting with Wilson. Undergraduate enrollment
was projected to decrease seven percent from 1,689 in
2009-2010 to 1,571 in 2010-2011. At $26,180, annual
tuition per student, a seven percent increase over the previ-
ous year, that meant a decline in anticipated tuition rev-
enues of $1.7 million. Room and board for the students
living on campus was $8,320 for next year. This repre-
sented a three percent increase over last year’s room and
board rate of $8,070. With a decline of 118 students, that
reduced room and board revenues by another $475,584.
The state’s demographic data on high school gradu-
ates for the next seven years was sitting on Chad’s desk.
Projections called for a decline in high school graduates
from the previous year and continuing for the next six
years. The previous year it had been four percent and next
year it would be six percent. The third year it was project-
ed to be eight percent. Enrollment could be a long-term
challenge for Greenhill.
Graduate enrollment projected a two percent decline
for next year. In 2009–2010, graduate programs had
6. enrolled 700 graduate students. Projections for next year,
even with the two new graduate programs slated to start
this fall, forecasted an enrollment of 686 which was 14
fewer graduate students. This represented a $116,760
decline in graduate tuition.
Chad quickly added all three numbers. The total rev-
enue shortfall was slightly more than $2 million in tuition
and room and board revenue. To make matters worse,
Greenhill had already announced to undergraduate stu-
dents the seven percent undergraduate tuition increase.
What would it look like if the college raised tuition again?
Chad knew the Greenhill College Board of Trustees
had established a set of strategic assumptions for the
administration to follow. These included a $500,000
contingency fund, a continued focus on undergraduate
and graduate academic programs, evaluation of academic
programs showing decline or stagnant growth, and a man-
dated institutional balanced budget. There was also the
auxiliary enterprise budget and other increases in the new
budget. These included summer maintenance projects of
CBAR Spring 2011
39
$1,225,000, a $975,000 faculty and staff salary increase
(unannounced), and $360,000 in new academic programs
to name a few. The college administration had a lot to
consider. Certainly the 2010-2011 fiscal year budget had
to be balanced. Should the undergraduate tuition be raised
a second time? What about a graduate program tuition
increase? How about the $360,000 committed to new
7. academic programs in 2010-2011? Might the $1,225,000
dedicated to summer maintenance projects be delayed?
Should some academic programs and even faculty be elimi-
nated? What about not following through on the as yet
announced faculty and staff salary increases? None of these
options were perfect. In fact each carried less-than-pleasant
ramifications. Finally, Chad had to think about the inter-
nal and external perceptions of Greenhill given this finan-
cial crises. Might campus morale become an issue? Chad
knew he had to take the lead on this and make some tough
decisions. The very future of Greenhill College rested on
these decisions.
Greenhill’s History
Greenhill College had been founded in 1909 as a reli-
gious, liberal arts college. The college had 30 undergraduate
majors, the top four being business, nursing, education,
and biology. Not all of these 30 majors were growing.
Undergraduate student enrollment was at 1,689 (2009-
2010). In the last ten years since 2000, the college had
launched graduate programs in education, business, and
psychology, which added more than 700 graduate students
(2009-2010). Greenhill had 360 employees, 150 of whom
are regular, full-time faculty (110 undergraduate and 40
graduate). Greenhill had an active student life program
with more than 85 percent of the undergraduate students
living in campus residence halls. Graduate students lived
in town or nearby. The college contracted with a national
food service for all on-campus student meals and catering
for on-campus events. The college was accredited with the
Northeast Association of Schools and Colleges. Greenhill
was a member of the National College Athletic Association,
Division Three, and offered a wide variety of men’s and
women’s sports. The primary source of financial revenues
came from student tuition dollars. Approximately 85 per-
8. cent of revenue was tuition-generated. The remaining 15
percent came from restricted and unrestricted giving from
donors and money generated from the college’s endow-
ment. While Greenhill was private, students still were eli-
gible for federal and state college loan programs. Greenhill
had an academic scholarship program that awarded money
to eligible students. Undergraduate tuition for the 2010-
2011 academic year was $26,180 and room and board as
$8,320. The typical financial aid package was more than
$11,000 per student. Graduate tuition was $695 per semes-
ter credit hour. The average graduate student was enrolled
in six hours per semester or 12 hours per year. The annual
budget of $56 million was well managed, and while it
didn’t allow for all needs to be met it did satisfy most. The
college currently had an endowment, which generated less
than $1 million annually. During the previous two fiscal
years, the endowment has lost 30 percent of its value.
Case Study Conclusion
Chad believed that as a faith-based institution,
Greenhill had been called to be a good steward of its
resources (Matthew 25:14-30). He wondered how this
biblical mandate translated into subsequent organizational
decisions he and others would be called upon to make.
Stewardship of resources meant using financial resources
wisely, but it also implied managing human resources, such
as effectively utilizing faculty and staff. One could interpret
this to mean addressing faculty performance issues. Was
Greenhill putting the best faculty in the classroom? Related
to this was also the tuition question. Students were facing
increasing challenges of affordability. He knew of students
who held several off-campus jobs just to make ends meet.
Given the high cost of college, didn’t Greenhill have a
responsibility to provide students with the best faculty pos-
9. sible? Was this not a fundamental stewardship imperative?
Yet perhaps the greatest struggle Chad faced was the bibli-
cal principle to treat people fairly or as he would want to
be treated (Matthew 7:12). “Do unto others as you would
want them to do unto you” kept ringing in his ears. The
question of faculty layoffs weighed heavily on Chad. The
dilemma, maybe even the moral question, of laying off a
longtime, loyal, decent but not excellent faculty member
in order to provide students with a superior teacher in the
classroom continually plagued Chad. This was not simply
an economic dilemma, but also a spiritual mandate.
Chad also believed in the biblical principle that every
man should be paid his due for a day’s work (Matthew
20:1-14). This led to the question of whether the unan-
nounced faculty salary increase should be implemented.
Christian colleges historically were behind most schools in
terms of faculty salary levels. Greenhill needed to increase
faculty salaries, yet Chad knew he could recapture some
monies by not instituting the proposed increases. Would
such action be inconsistent with the biblical principle of
paying people a fair wage (Malachi 3:5)?
As provost, Chad knew Greenhill College absolutely
needed to address organizational issues and direction. Yes,
the immediate problem was the $2 million deficit, but
Barram — Case Study: Greenhill College
40
larger, more critical issues of organizational dynamics and
even survival cast an invisible shadow over the quiet cam-
pus. There was work to do, and Chad knew it would take
10. the effort of a representative group of faculty, staff and
administrators. He decided to appoint a blue ribbon strate-
gy task force to address the issues facing Greenhill College.
The biblical principle of counting the cost came to Chad’s
mind (Luke 14: 28–30). The integration of this biblical
principle with Greenhill’s budget management process
would be an important first step for the task force.
T E A C H I N G C O N T E X T A N D R A T I O N A L E
This case study was specifically designed for and prod-
uct tested in a senior-level organizational behavior course
at a church-related, liberal arts university. The case study
seemed to have particular appeal to senior business majors
in part because of their familiarity with the organization
(most had been enrolled for four years), and the issues
such as tuition increases and facilities were of interest. The
class was made up of accounting, finance, management,
and marketing students. In this course, students learned
the dynamic nature of organizations and that there are no
clear cut-choices when it comes to budget, program, and
human resource decisions within organizations. Robert
Kreitner and Angelo Kinicki (2010) wrote that “organi-
zational behavior deals with how people act and react in
organizations of all kinds” (p. 5). For students in organiza-
tional behavior, this case study sought to provide them the
opportunity to respond to some of the difficult situations
faced by organizations. Seeking to understand the impact
of decision-making in an organization is one of the ulti-
mate objectives of organizational behavior. This case study
was designed to achieve this objective.
The case study required a significant use of class time.
This called for a serious alteration of the syllabus as well
as the instructor turning a good portion of the class over
to the students. Initially there were questions. Would this
11. even work? Would students take the case study seriously?
Would they be accountable? How would the administra-
tion respond to seniors delving into case study issues that
no doubt mirrored their own institution? Even though the
case study was fictitious, the similarities might have hit
too close to home. Kenneth Eble (1979) said that teaching
requires a “willingness to take risks,” and that “teaching
is not a safe occupation, either for teacher or student” (p.
157). I take heart, if not courage, from these words.
Not only was the pedagogy risky, it also required a
mindset that my teaching could improve. Weimer (1990)
suggests that faculty “continue to rely on the teaching
methods they have always used – despite research docu-
menting the need for students to learn actively” (p. xi). I
have never tried using a lengthy case study in organization-
al behavior before. Faculty must be open to taking risks in
the classroom and be willing to move outside their com-
fortable paradigms and look for creative and innovate ways
to truly engage students, even if it is uncomfortable. The
pedagogical change I was about to embark upon required
both risk as well as a paradigm shift in my thinking.
Utilizing this lengthy case study in class was a departure
for me as a faculty member.
Would students be motivated to truly engage in the
case study was another major question. Nigel Nicholson
(2003) said the job of the manager in motivating employ-
ees is to “create the circumstances in which their inher-
ent motivation — the natural commitment and drive
that most people have — is freed and channeled toward
achievement goals” (p. 57). The same concept applies to
the classroom. This case study, in which students were
required to actually present a balanced budget by making
some tough organizational decisions, was inherently moti-
12. vating to students. They were given a significant amount
of responsibility, authority, and autonomy to address the
serious issues facing Greenhill College. Frederick Herzberg
(2002) referred to this in the work world as job enrich-
ment and vertical job loading where employees are moti-
vated by intrinsic rewards (p. 1). A story that was integrat-
ed with real-life management issues, at least in this case,
proved to be good motivation for learning.
Another interesting result of this class is what I call the
accountability factor. Could students be counted on to rise
to the occasion and hold themselves accountable for their
work since the teams have so much autonomy? Thomas
Connellan (2003) said, “Be sure everyone understands the
goal” when it comes to accountability (p. 57). Students in
organizational behavior clearly knew they had to develop a
balanced budget with the case study. They had to reduce
the Greenhill institutional budget by more than $2 million.
Connellan also said, “The message I get from people is,
‘Let me know what you want me to do, hold me account-
able for getting results, and get out of the way’” (p. 77).
This was precisely what happened in this class. I presented
the challenge, told students they were accountable for bal-
ancing Greenhill’s budget, and turned them loose. This was
both freeing and frustrating for students, yet I saw them
hold themselves accountable for their work product.
CBAR Spring 2011
41
S U G G E S T E D T E A C H I N G A P P R O A C H E S
A N D Q U E S T I O N S
13. The Greenhill College case study can be used in a
number of business classes, including finance, accounting,
business management, organizational behavior, and busi-
ness ethics. There are no clear-cut choices in terms of bud-
get, program, and people decisions. All will have impact
on the organization. Seeking to minimize the impact and
continuing to move the organization forward in a positive
direction must be the ultimate objective.
This case has been classroom tested in a senior-level
organizational behavior class of more than 35 undergradu-
ate business and accounting majors. The class was divided
into teams of six who were required to carefully read
and analyze the case as if they were the administrators at
Greenhill. The students were given a case study analysis
guideline and were required to consult with and obtain
signatures from at least three administrators at their own
institution. At the end of the semester, each team made a
major presentation as to their findings and ultimate deci-
sions. This case was highly interactive with students vigor-
ously debating the issues within and at times outside their
teams.
Serious consideration should be given to how
Greenhill College’s financial decision-making reflects the
teachings of Scripture. A suggested teaching approach
would be to include how the scriptural imperatives to treat
people fairly, pay a fair wage, and to be good and faith-
ful stewards of God-provided resources should impact the
budget management process.
Learning Outcomes
1. Students should further develop their understanding
of systems thinking in their decision-making (Senge,
14. 1990). The idea that organizational decisions are not
made in isolation, but rather are interrelated is a crit-
ical concept for students to learn in this case study.
2. Students will learn how financial and non-financial
data impacts an organization’s decisions, and that it is
critical to analyze and give appropriate weight to both.
3. Students will see the value and productivity of work-
ing in teams and how each member has something
to contribute.
4. Students will develop critical analysis and critical
thinking skills and learn the value of using these to
support a position.
Discussion Questions and Issues for Consideration
1. What are the critical issues and how would you effec-
tively address them?
2. How might Greenhill’s financial pressures impact
organizational culture?
3. What might be some examples and ramifications of
Greenhill making isolated rather than interrelated
decisions in its attempt to solve the current crises?
(systems thinking in organizations)
4. What might be some examples and ramifications of
Greenhill making interrelated rather than isolated
decisions in its attempt to solve the current crises?
(systems thinking in organizations)
5. What might be the value of the Blue Ribbon Task
Force on Greenhill’s culture and morale?
15. 6. How would you utilize critical thinking and analysis
to address the financial and other pertinent issues
facing Greenhill College?
7. How might Greenhill College’s leadership faithfully
integrate the biblical principles of financial manage-
ment and stewardship of God provided resources in its
budgeting process and institutional decision making?
R E F E R E N C E S
Connellan, T.K. (2003). Bringing out the best in others. Austin:
Brad
Press.
Eble, K. E. (1976). The craft of teaching. San Francisco:
Jossey-Bass
Publishing.
Herzberg, F. (2002). One more time: How do you motivate
employees?
Cambridge: Harvard Business School Publishing.
Kreitner, R., & Kinicki, A. (2010). Organizational behavior.
New
York: McGraw-Hill Irwin Publishing.
Nicholson, N. (2003). How to motivate your problem people.
Cambridge: Harvard Business School Publishing.
Senge, P. M. (1990). The fifth discipline. New York:
Doubleday.
16. Van De Werf, M. (2008). Financial uncertainty and the
admissions
class of 2008. Washington, D.C.: Chronicle Research Services.
Weiner, M. (1990). Improving college teaching. San Francisco:
Josey-
Bass.
Barram — Case Study: Greenhill College
42 CBAR Spring 2011
Revenues
Educational and general
Student tuition undergraduate
Student tuition graduate
Government grants
Private gifts and grants
Endowment income
Other revenues
Total educational and general revenues
Auxiliary enterprises
Total revenues
17. Expenditures
Educational and general
Academic instruction
Academic support
Student services
Student life
Intercollegiate athletics
Institutional support
Advancement
Contingency fund
Summer facilities projects
Auxiliary enterprises
Total expenditures
Excess (deficit) of revenues over expenditures
Appendix A: Statement of Current Fund Revenues and
Expenditures
2009/2010
(ending June 30)
2010/2011
(ending June 30)
21. Academic administration
Graduation
Total
Student Services
Admissions UG
Orientation
Admissions GR
Student financial services
Registrar
Other/Admin/Assessment
Total
Student Life
Campus ministries
Dean of students
Associate dean
Orientation
Health and counseling
center
Academic learning center
22. Security
Multicultural services
Career development center
Intramural athletics
Housing programs and
services
Total
Appendix B: Greenhill College Summary of General
Educational Expenses
2009/2010
(ending June 30)
2010/2011
(ending June 30)
12,192,000
5,210,000
5,361,000
6,237,000
29,000,000
1,100,000
396,000
26. General administration
External relations
Total
Advancement
Plant Operations
Plant administration
New construction
Building maintenance
Mechanical and electrical
Grounds
Custodial services
Utilities
Environmental /Safety
Total
Allocated across
departments
Personnel Benefits
Social security
27. Retirement
Medical insurance
Worker’s compensation
and insurance
Unemployment
Life & disability insurance
Tuition Remission
Total
Allocated across
departments
Contingency Fund
Summer facilities projects
Auxiliary Enterprises
Total Educational and
General Expenditures
2009/2010
(ending June 30)
2010/2011
(ending June 30)
1,900,000
2,380,000
31. 11,010,000
58,185,000
44 CBAR Spring 2011
Housing
Revenues
Expenditures
Personnel Costs
Program costs
Total expenditures
Excess (deficit)
Food service
Revenues
Expenditures
Personnel costs
Program costs
Other costs
Total expenditures
32. Excess (deficit)
College bookstore
Revenues
Expenditures
Personnel costs
Program costs
Other costs
Total Expenditures
Excess (deficit)
Conferences
Revenues
Expenditures
Personnel costs
Program costs
Other costs
Total expenditures
Excess (deficit)
Total Auxiliary Enterprises
38. Philosophy
Total UG Enrollment
Appendix D: Undergraduate Majors as a Percentage of
Undergraduate Enrollment
2009/20102010/2011
Number
225
195
135
102
101
93
71
61
61
59
54
60
52. Consumer Science
Accounting
Physical Education
Media Communications
Religion
Sociology
Mathematics
English
Chemistry
Computer Science
Athletic Training
Social Work
History
Spanish
Organizational
Communication
Economics
International Studies
Music
53. Theatre
Philosophy
Appendix E: Undergraduate Enrollment and Retention Data
for the University and by Academic Department, Last Four
Years
2009/20102010/2011
225
195
135
102
101
93
71
61
61
59
54
60
68
68. 48 CBAR Spring 2011
Religion
Business
Nursing
Elementary Education
Psychology
Biology
Engineering
Art
Literature
Consumer Science
Accounting
Physical Education
Sociology
Mathematics
Writing
Chemistry
Computer Science
69. Athletic Training
Social Work
History
Spanish
Cinema and Media
Organizational Comm
Economics
International Studies
Music
Theatre
Philosophy
Appendix G : Academic Department Full Time Equivalent
Faculty
Majors 5 year change %2010/2011
5600
3200
1700
1400
73. Appendix H: Greenhill College Organizational Chart
Board of Trustees
President
VP Finance
Associate Director
Finance
Director of
Physical Plant
Institutional
Technology
Human Resources
Security
Provost
Associate Provost
Faculty
Development
College Deans
Athletics
Library
Registrar
74. Financial Aid
Admissions
Student Financial
VP Advancement
Development
University Relations
VP Student Life
Residence Life
Food Service
Campus Ministries
Health and
Counseling
Academic Resource
Center
Student Leadership
VP Communication
Public Relations
Marketing