BSBLED401
Develop teams and individuals
PROJECT TASK TEMPLATE
Student name:
Student ID:
Trainer:
Date:
Declaration of Authenticity:
The above named student, confirm that by submitting, or causing the attached assignment to be submitted, to Lonsdale Institute Pty Ltd, I have not plagiarised any other person’s work in the assignment except where appropriately acknowledged, this assignment is my own work, has been expressed in my own words, and has not previously been submitted for assessment. I do understand and accept the consequences of academic misconduct according to Lonsdale’s Policies and Procedures
SECTION A - Determining the Development needs
1. Workplace Activity Description (Explain about the current workplace and your team members and their duties)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Observer Report (Assessment of your team’s/individual performance)
Employee Name 1:
Position:
Major Tasks of the position
Training/skills development required?
If yes, identify what training needs exist
Y
N
Employee Name 2:
Position:
Major Tasks of the position
Training/skills development required?
If yes, identify what training needs exist
Y
N
3. Participant Report
SELF EVALUATION FORM
Date and time completed:
Staff Member: ______
Manager: ____________
1. What have been your special achievements this year?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. What aspects of your performance do you want to improve in the coming year?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. How do you think this improvement could be achieved?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. Are there any barriers to you meeting your objectives?
___________________________________________________________________________________________________________________________________________________________________________ ...
WRTG 293 students, Your first writing assignment will be .docxjeffevans62972
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
Name_________________________________________________Date________________________________________
Assignment 4 - Urban Development Essay
*Due on Chalk and Wire December 2*
Select a city or town, and two different years. In an essay of 750-1000 words, compare that city or town between those two years to address how and why that place has developed in the way it has.
· Has that place grown or diminished? In terms of space, population, economic activity?
· Have the demographics of that place changed over time?
· What factors influenced this growth or demographic shift?
· How has that place worked with its natural environment and situation differently over time?
· What industries, opportunities, or geographic features (such as accessibility) influenced the development of that place?
· How has that place attempted to overcome or reshape its natural environment differently over time?
· How have the lives of average people living in that place changed as a result of the development of that place?
Your assignment will be assessed based on the following rubric.
Rubric
Research _____/6
1-2
The essay does not effectively integrate or cite its sources
Little or no context is provided for the sources
3-4
The essay either effectively integrates or cites its sources, but not both
Limited context is provided for the sources
5-6
The essay effectively integrates and cites its sources
Effective context is provided for the sources
Writing Mechanics _____/4
1
There are frequent errors in spelling or grammar which interfere with understanding
2
There are many errors in spelling or grammar which interfere with understanding at times
3
There are few errors in spelling or grammar, the writing is easily understood
4
There are no errors in spelling and grammar, the writing is clear and well-constructed
Content _____/10
1-2
The essay is poorly organized
The essay contains little or no analysis
3-4
There is an attempt to organize the essay
There is some limited analysis, but the essay is primarily descriptive
5-6
The essay is generally clear and organized, although there is some repetition
The essay includes analysis but this is not sustained throughout
7-8
The essay is generally clear and organized, and free of repetition
The essay contains analysis, although it may not be fully developed
9-10
The essay is clear and coherent
The essay contains well-developed analysis
_____/20
1. According to Systems of software researched and give two suggestions about how to use software to manage NEU’S affinity group.
2.500 words in length
Introduction and Background
a. OIDI description and overview of Northeastern’s affinity groups
The office of Institutional diversity & Inclusion (OIDI) at the Northeastern University is responsible for managing faculty and staff affinity groups which they refer to as employee resource groups or ERGs.The OIDI office aims at promoting equal opportunity, affirmative action, diversity and social justice while building a cl ...
WRTG 293 students, Your first writing assignment will be .docxjeffevans62972
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
Name_________________________________________________Date________________________________________
Assignment 4 - Urban Development Essay
*Due on Chalk and Wire December 2*
Select a city or town, and two different years. In an essay of 750-1000 words, compare that city or town between those two years to address how and why that place has developed in the way it has.
· Has that place grown or diminished? In terms of space, population, economic activity?
· Have the demographics of that place changed over time?
· What factors influenced this growth or demographic shift?
· How has that place worked with its natural environment and situation differently over time?
· What industries, opportunities, or geographic features (such as accessibility) influenced the development of that place?
· How has that place attempted to overcome or reshape its natural environment differently over time?
· How have the lives of average people living in that place changed as a result of the development of that place?
Your assignment will be assessed based on the following rubric.
Rubric
Research _____/6
1-2
The essay does not effectively integrate or cite its sources
Little or no context is provided for the sources
3-4
The essay either effectively integrates or cites its sources, but not both
Limited context is provided for the sources
5-6
The essay effectively integrates and cites its sources
Effective context is provided for the sources
Writing Mechanics _____/4
1
There are frequent errors in spelling or grammar which interfere with understanding
2
There are many errors in spelling or grammar which interfere with understanding at times
3
There are few errors in spelling or grammar, the writing is easily understood
4
There are no errors in spelling and grammar, the writing is clear and well-constructed
Content _____/10
1-2
The essay is poorly organized
The essay contains little or no analysis
3-4
There is an attempt to organize the essay
There is some limited analysis, but the essay is primarily descriptive
5-6
The essay is generally clear and organized, although there is some repetition
The essay includes analysis but this is not sustained throughout
7-8
The essay is generally clear and organized, and free of repetition
The essay contains analysis, although it may not be fully developed
9-10
The essay is clear and coherent
The essay contains well-developed analysis
_____/20
1. According to Systems of software researched and give two suggestions about how to use software to manage NEU’S affinity group.
2.500 words in length
Introduction and Background
a. OIDI description and overview of Northeastern’s affinity groups
The office of Institutional diversity & Inclusion (OIDI) at the Northeastern University is responsible for managing faculty and staff affinity groups which they refer to as employee resource groups or ERGs.The OIDI office aims at promoting equal opportunity, affirmative action, diversity and social justice while building a cl ...
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and PrTakishaPeck109
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
Employee satisfaction is the product of many factors, some directly .docxeleanorabarrington
Employee satisfaction is the product of many factors, some directly related to the work situation and some related to the individual’s personal qualities or characteristics. This week, you examine social cognitive theory and social identity theory as applied to the work environment and employee satisfaction.
For this Discussion, review the media titled
Week 12: The Virtual Office
,and evaluate the job satisfaction rates of the people in the media. Then consider the social cognitive factors that might affect their job satisfaction.
Post by Day 4
a brief description of the employees with high job satisfaction and employees with low job satisfaction. Explain the reasons for their satisfaction beyond the score. Then explain how non–work-related social cognitive factors might have influenced employee satisfaction for two of the employees. Finally, explain two areas in which a consultant might use social psychology to maintain or improve work satisfaction. Be specific and support your responses with the Learning Resources and the current literature.
Media
Animation:
Laureate Education, Inc. (Executive Producer). (2011).
Week 12: The virtual office
.
Baltimore, MD: Author.
Transcript
.
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Individual Project Part 1 Managing ProjectsThe Individual.docxvickeryr87
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
Explain how your insights into these aspects of project management will impact your ability to successfully manage health care information technology projects. Include any tips the individual described for managing a successful project.
OR:
Scholarly Paper
To prepare:
Examine a minimum of three organizations that have published descriptions about a health care information technology project. Review the Individual Projec.
Discussion 2Professional Learning Communities One co.docxfelipaser7p
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
Portfolio 1Overview The Portfolio is part of the academic pro.docxjolleybendicty
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
2Compensation and Benefits Strategy Grading GuideIndividual .docxtamicawaysmith
2
Compensation and Benefits Strategy Grading GuideIndividual Assignment: Compensation and Benefits StrategyPurpose of Assignment
The purpose of this assignment is to give learners experience developing a total rewards program. Students will assess the needs of an organization and discuss current trends. Students will present a total rewards strategy with recommendations for an organization. It is important to students to understand the decision points for compensation and benefits.Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Discuss current trends shaping total rewards for employees in a business industry synonymous with the organization chosen for the assignment.
Evaluate current compensation plans for that business industry.
Summarize your data in narrative and table format showing diverse levels of responsibility and compensation.
Devise a Total Rewards Strategy with recommendations for the organization.
Include in table format a list of compensation components for your plan.
Include an analysis of legislation that may impact decisions made about compensation and benefits.
Include a one page survey that you would use as a resource to collect information from employees about the rewards they desire in a reward package.
The paper is 1,225 words in length.
Total Available
Total Earned
8
#/8
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
2
#/2
Assignment Total
#
10
#/10
Additional comments:
Wellness
submit a two- to three-page outline of your final project presentation. Think of it as a script with notes to help add context to the points you will be making. It does not need to use complete sentences or paragraphs, but it should contain enough detail to allow your instructor to offer you some feedback.
Your outline should be based on the critical elements listed below (from the Final Project Guidelines and Rubric document). Note that these are not in any particular order; they can be constructed in your presentation in any configuration.
I. Introduction: For this part of the assessment, you will examine the role of wellness in society and how it influences aspects of culture and the individual. This is on general 6 dimensions of wellness
A. Analyze how social practices have shaped our idea of wellness and how that idea of wellness has shaped social practices.
B. Utilizing interdisciplinary approaches, explain how a topic discussed in this course has or has not shaped o ...
EDUC 660You will develop a framework for a School Counseling.docxgidmanmary
EDUC 660
You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course.
As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is “collaborative” because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as “the ASCA National COLLABORATIVE Model”, ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this.
Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions.
Students are required to purchase LiveText for this course and for completion of this program, since LiveText access is required for all classes in the program. LiveText is a one-time purchase and students contact Liberty bookstore for purchasing information. This is not optional. Do not wait until the assignment is due, since it takes time to get your password and access.
This benchmark is not submitted to Bb. The information requested in the rubric is typed directly into the LiveText template. DO NOT attach the model as a file in LiveText. It will not be accepted as a file attachment in LiveText or as an email.
The LiveText template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements.
This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Met Advanced
Met Proficient
Not Met Developing
Not Observed/Not Applicable
Component #1:
Professional Identity
(30 points)
1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling.
2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate profes ...
Individual Project Part 1 Managing ProjectsThe Individu.docxvickeryr87
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Hi, for this assignment you have the option of choosing the INTERVIEW or the SCHOLARLY PAPER. This assignment
MUST
include an
introduction
with a purpose statement (e.g. the purpose of this paper is ...), and a
summary
. Include at least 3 references from the list I provided. Check the PDF file attached for more instructions on this project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
1) Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
2) Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
3) Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
4) Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
5) Explain how your insights into these aspects of project mana.
Running head: SELF-ASSESSMENT 1
Self-assessment
Jacob Fejeran
Professor: David Gualco
DeVry University
Career Development
Introduction
Self-assessment is the processes where an individual clarifies his or her won values regarding career choice through discovering the relationship between other occupations. Self-assessment is import because it reveals an individual’s attributes, interest and values, as well as skills and interest.
Self-assessment and results
1. Assessment activities
1. Research on the profession
2. Inquire from the mentors and career masters
3. Seek for qualifications needed for study and developing my career
4. Examined my values and interest
5. Determined the relevance of my values and interests to the current world
6. Identified the working environments and conditions
7. Investigated the ways of career development
8. I made informed decisions
9. Looked at the market trends and the labor market
10. I developed a specific profession and life goals in order to implement realistic action planning that could be achieved within the set timelines.
2. Marketable career skills
1. Leadership skills
2. Communication skills
3. Problem solving skills
4. Management skills
5. Research and planning skills
6. Interpersonal skills
7. Skills that help to promote production
8. Interviewing skills
9. Coordinating
10. Life learning skills
11. Decision making skills
12. Teaching skills
13. Problem solving skills
14 marketing skills
15. Production
3. Example of instances that I have demonstrated
1. Hotel during my practicum
2. School where I as able to practice leadership skills
3. Coca cola company where I went for my internship
Core values
1. Open and honesty
2. Intergrity
3. Respect
4. Quality
5. Developing loyalty
Describe your ideal job
Human resource manager is a set of duties that helps in need to be managed in order to meet the set goals of the company. This is a department in an organization thatdeals with programs is to develop the workforce which is needed to meet the current and future needs of the company .The other key part of the human resources department is to develop and implement the policies which are associated to the procedures in the achievement of the company goals. It majorly deals with employment, replacements, retrenchment, training, performance evaluation in addition, it also deals with the management, and coordination of other department towards achieving the set goals of the organization. The Human resource department deals with Strategic planning and management. This is a method of formulation, implementation and evaluation of functional decisions, which help an organization to achieve its set goals and objectives. In this case, a corporate management body combines the analysis and formulation of policies that helps in achieving a competitive advantage. It consists of understating strategic.
Management Information System Practice Orientations abou.docxinfantsuk
Management Information System Practice
Orientations about the Final Project
Introduction
The present project is a practice exercise where students will apply the concepts studied
in class analyzing an organization or firm, in this case the organization will be the firm
where each student works or Polytechnic University (Orlando-Miami Campuses) if the
student does not work.
Objective
Propose a new system or improve and existent system of an organization applying the
knowledge learned in the different courses of Business Administration Program.
Reference
C. V. Brown, D. W. DeHayes et al. Managing Information Technology, Seventh Edition,
Pearson Prentice Hall, 2012.
Students are encouraged to add their own reading list as appropriate.
Development
The development of the project requires the following analysis:
1. Current structure and behavioral view of the organization.
2. The structural characteristics cover a clear dividing of labor (managers and staff),
hierarchy, explicit rules and procedures, impartial judgments, technical
qualifications for positions, and maximum organizational efficiency.
3. Classify what type of organizational structure is It, and it differences respect other
types of organizations similar to. Unique characteristics of this organization
respect to other high educational center such as organizational type,
environments, goals, power, constituencies, function, leadership, tasks,
technology, and business process. It principal strengths and weakness.
4. Current information technology and current information systems. How these
resources are used (or not).
5. Experiences of other competitors which use information systems. How these ISs
could affect the organization.
6. Analysis of Information systems more implemented in this type of organizations
and which the team will recommend and why?
7. Develop a proposal redesigned the organization with information systems. The
role of a network and Internet in this proposal.
8. Information systems security and control.
9. Assessing the cost of the proposal.
10. Writing of the final project in MS Word. Parts of report: (Title, author and
professor, Index, Introduction, Goals, Development, Conclusion and
Recommendations, and References, Some diagrams and pictures could be
included. These must have numbers and titles.
11. PowerPoint presentation.
Deadline
The project will have six phases or cuts, which end with a report.
First phase (09/23/2013 - 09/29/2013): In this phase, the student must specify what will
be the organization or firm selected. It could be the organization where each student
works or any other selected by him. You can select a division, a department, a section of
a production process, etc.
Note: It is a six-week course, so you should analyze, design, complete, and write the final
report and PowerPoint presentation in six weeks in order to obtain the c ...
Assignment 3 Annual Review and Create yourAssignment 3 Annua.docxursabrooks36447
Assignment 3: Annual Review and Create yourAssignment 3: Annual Review and Create your
Dream Job (425 points)Dream Job (425 points) ››
Students, please view the "Submit a Clickable Rubric Assignment" in the Course Info section.
Instructors, training on how to grade is within the Instructor Center.
Assignment 3: Annual Review and Create Your Dream Job
Due Week 10 and worth 425 points
Imagine you work at a company and it is time for an employee named Jim’s annual review. While he
was a model employee the first nine (9) months of the year, recently Jim has been coming in late. It
has not been just a few minutes each day, either. It is starting to cause problems in the production
line. In this assignment, write a one (1) page summary of your conversation with Jim. How will you
address his recent performance issues while still praising him for his previous nine (9) months of
good work? Your goal is to balance the negative and positive feedback so that Jim will leave
motivated to do his best.
Write a one (1) page paper in which you:
1. Explain how you will address Jim’s recent performance issues.
2. Suggest both constructive and positive feedback designed so that Jim will leave motivated
to do his best.
3. Format your assignment according to the following formatting requirements:
a. This course requires use of new Strayer Writing Standards (SWS). The format is
different than other Strayer University courses. Please take a moment to review the
SWS documentation for details.
b. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins
on all sides.
c. Include a cover page containing the title of the assignment, your name, your
professor’s name, the course title, and the date. The cover page is not included in the
required page length.
The specific course learning outcomes associated with this assignment are:
Explain effective approaches to the broad spectrum of employee relations, including career
development, fostering ethical behavior, discipline, labor relations, and dismissals.
Analyze various techniques, considerations, and designs of performance appraisal
programs.
Use technology and information resources to research issues in human resource
management.
Write clearly and concisely about human resource management using proper writing
mechanics.
In this assignment, you get the chance to create your dream job and to build its compensation plan
and appraisal performance.
Write a six to eight (6-8) page paper in which you:
1. Create a job description and specifications for your dream job.
2. Design a compensation and benefits package related to your dream job.
https://blackboard.strayer.edu/webapps/assignment/uploadAssignment?content_id=_27010276_1&course_id=_239406_1&group_id=&mode=view
https://blackboard.strayer.edu/bbcswebdav/institution/STANDARDIZED/StrayerWritingStandards/Strayer_Writing_Standards.pdf
3. Rationalize your compensation and benefits package. Be sure to indicate the research and
considera.
Industrial Organizational Psychology Understanding the Workplace 5th Edition ...AmeryValenzuela
Full download : https://alibabadownload.com/product/industrial-organizational-psychology-understanding-the-workplace-5th-edition-levy-solutions-manual/ Industrial Organizational Psychology Understanding the Workplace 5th Edition Levy Solutions Manual
Surname 1This week, you must choose and submit a culture .docxmabelf3
Surname: 1
This week, you must choose and submit a culture you will research for your Signature Assignment.
Upload a 2-paragraph Word document in which you:
· Identify and briefly describe the culture you will research
· Explain your goals in researching this culture
See rubric for specific grading criteria.
Name: Term Paper Topic Submission
· Grid View
· List View
Meets Expectations
Approaches Expectations
Does Not Meet Expectations
Topic Identified
Points Range:16 (40.00%) - 20 (50.00%)
A topic is clearly identified.
Points Range:12 (30.00%) - 15.8 (39.50%)
A topic is identified but may be poorly worded or described.
Points Range:0 (0.00%) - 11.8 (29.50%)
A topic is not clearly identified or missing.
Purpose Identified
Points Range:12.8 (32.00%) - 16 (40.00%)
The writer's purpose is clearly stated and explained in detail. Contemporary relevance is clearly explained, and intended goals are thoroughly explored.
Points Range:9.6 (24.00%) - 12.64 (31.60%)
The writer's purpose is stated and explained but may be lacking detail or cohesiveness. Contemporary relevance is generally explained, and intended goals are somewhat explored.
Points Range:0 (0.00%) - 9.44 (23.60%)
The writer's purpose is not stated or explained or is unclear. Contemporary relevance is not explained or not apparent, and intended goals are not explored.
Mechanics and APA Style
Points Range:3.2 (8.00%) - 4 (10.00%)
The assignment is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors.
Points Range:2.4 (6.00%) - 3.16 (7.90%)
The assignment has a few grammatical, spelling, or punctuation errors.
Points Range:0 (0.00%) - 2.36 (5.90%)
Mechanical errors significantly interfere with the readability of the paper.
The rubric total value of 0.00 has been overridden with a value of 0.00 out of 40.
Exit
Unit Lesson In Unit I, we briefly touched on several training delivery methods. In this unit, we take a more in-depth look at the various training delivery methods available. In today’s technological age, there are many ways that training can be delivered. With a plethora of training delivery options to choose from, it can be difficult to UNIT IV STUDY GUIDE Training Delivery Methods MHR 6551, Training and Development 2 UNIT x STUDY GUIDE Title decide what the best option is to deliver training. As mentioned in past units, matching the learner’s style with the delivery method is paramount. There are two primary approaches we are exploring to help you narrow down this decision. The two approaches are cognitive and behavioral approaches. Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the co.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and PrTakishaPeck109
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
Employee satisfaction is the product of many factors, some directly .docxeleanorabarrington
Employee satisfaction is the product of many factors, some directly related to the work situation and some related to the individual’s personal qualities or characteristics. This week, you examine social cognitive theory and social identity theory as applied to the work environment and employee satisfaction.
For this Discussion, review the media titled
Week 12: The Virtual Office
,and evaluate the job satisfaction rates of the people in the media. Then consider the social cognitive factors that might affect their job satisfaction.
Post by Day 4
a brief description of the employees with high job satisfaction and employees with low job satisfaction. Explain the reasons for their satisfaction beyond the score. Then explain how non–work-related social cognitive factors might have influenced employee satisfaction for two of the employees. Finally, explain two areas in which a consultant might use social psychology to maintain or improve work satisfaction. Be specific and support your responses with the Learning Resources and the current literature.
Media
Animation:
Laureate Education, Inc. (Executive Producer). (2011).
Week 12: The virtual office
.
Baltimore, MD: Author.
Transcript
.
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Individual Project Part 1 Managing ProjectsThe Individual.docxvickeryr87
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
Explain how your insights into these aspects of project management will impact your ability to successfully manage health care information technology projects. Include any tips the individual described for managing a successful project.
OR:
Scholarly Paper
To prepare:
Examine a minimum of three organizations that have published descriptions about a health care information technology project. Review the Individual Projec.
Discussion 2Professional Learning Communities One co.docxfelipaser7p
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
Portfolio 1Overview The Portfolio is part of the academic pro.docxjolleybendicty
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
2Compensation and Benefits Strategy Grading GuideIndividual .docxtamicawaysmith
2
Compensation and Benefits Strategy Grading GuideIndividual Assignment: Compensation and Benefits StrategyPurpose of Assignment
The purpose of this assignment is to give learners experience developing a total rewards program. Students will assess the needs of an organization and discuss current trends. Students will present a total rewards strategy with recommendations for an organization. It is important to students to understand the decision points for compensation and benefits.Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Discuss current trends shaping total rewards for employees in a business industry synonymous with the organization chosen for the assignment.
Evaluate current compensation plans for that business industry.
Summarize your data in narrative and table format showing diverse levels of responsibility and compensation.
Devise a Total Rewards Strategy with recommendations for the organization.
Include in table format a list of compensation components for your plan.
Include an analysis of legislation that may impact decisions made about compensation and benefits.
Include a one page survey that you would use as a resource to collect information from employees about the rewards they desire in a reward package.
The paper is 1,225 words in length.
Total Available
Total Earned
8
#/8
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
2
#/2
Assignment Total
#
10
#/10
Additional comments:
Wellness
submit a two- to three-page outline of your final project presentation. Think of it as a script with notes to help add context to the points you will be making. It does not need to use complete sentences or paragraphs, but it should contain enough detail to allow your instructor to offer you some feedback.
Your outline should be based on the critical elements listed below (from the Final Project Guidelines and Rubric document). Note that these are not in any particular order; they can be constructed in your presentation in any configuration.
I. Introduction: For this part of the assessment, you will examine the role of wellness in society and how it influences aspects of culture and the individual. This is on general 6 dimensions of wellness
A. Analyze how social practices have shaped our idea of wellness and how that idea of wellness has shaped social practices.
B. Utilizing interdisciplinary approaches, explain how a topic discussed in this course has or has not shaped o ...
EDUC 660You will develop a framework for a School Counseling.docxgidmanmary
EDUC 660
You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course.
As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is “collaborative” because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as “the ASCA National COLLABORATIVE Model”, ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this.
Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions.
Students are required to purchase LiveText for this course and for completion of this program, since LiveText access is required for all classes in the program. LiveText is a one-time purchase and students contact Liberty bookstore for purchasing information. This is not optional. Do not wait until the assignment is due, since it takes time to get your password and access.
This benchmark is not submitted to Bb. The information requested in the rubric is typed directly into the LiveText template. DO NOT attach the model as a file in LiveText. It will not be accepted as a file attachment in LiveText or as an email.
The LiveText template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements.
This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Met Advanced
Met Proficient
Not Met Developing
Not Observed/Not Applicable
Component #1:
Professional Identity
(30 points)
1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling.
2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate profes ...
Individual Project Part 1 Managing ProjectsThe Individu.docxvickeryr87
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Hi, for this assignment you have the option of choosing the INTERVIEW or the SCHOLARLY PAPER. This assignment
MUST
include an
introduction
with a purpose statement (e.g. the purpose of this paper is ...), and a
summary
. Include at least 3 references from the list I provided. Check the PDF file attached for more instructions on this project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
1) Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
2) Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
3) Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
4) Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
5) Explain how your insights into these aspects of project mana.
Running head: SELF-ASSESSMENT 1
Self-assessment
Jacob Fejeran
Professor: David Gualco
DeVry University
Career Development
Introduction
Self-assessment is the processes where an individual clarifies his or her won values regarding career choice through discovering the relationship between other occupations. Self-assessment is import because it reveals an individual’s attributes, interest and values, as well as skills and interest.
Self-assessment and results
1. Assessment activities
1. Research on the profession
2. Inquire from the mentors and career masters
3. Seek for qualifications needed for study and developing my career
4. Examined my values and interest
5. Determined the relevance of my values and interests to the current world
6. Identified the working environments and conditions
7. Investigated the ways of career development
8. I made informed decisions
9. Looked at the market trends and the labor market
10. I developed a specific profession and life goals in order to implement realistic action planning that could be achieved within the set timelines.
2. Marketable career skills
1. Leadership skills
2. Communication skills
3. Problem solving skills
4. Management skills
5. Research and planning skills
6. Interpersonal skills
7. Skills that help to promote production
8. Interviewing skills
9. Coordinating
10. Life learning skills
11. Decision making skills
12. Teaching skills
13. Problem solving skills
14 marketing skills
15. Production
3. Example of instances that I have demonstrated
1. Hotel during my practicum
2. School where I as able to practice leadership skills
3. Coca cola company where I went for my internship
Core values
1. Open and honesty
2. Intergrity
3. Respect
4. Quality
5. Developing loyalty
Describe your ideal job
Human resource manager is a set of duties that helps in need to be managed in order to meet the set goals of the company. This is a department in an organization thatdeals with programs is to develop the workforce which is needed to meet the current and future needs of the company .The other key part of the human resources department is to develop and implement the policies which are associated to the procedures in the achievement of the company goals. It majorly deals with employment, replacements, retrenchment, training, performance evaluation in addition, it also deals with the management, and coordination of other department towards achieving the set goals of the organization. The Human resource department deals with Strategic planning and management. This is a method of formulation, implementation and evaluation of functional decisions, which help an organization to achieve its set goals and objectives. In this case, a corporate management body combines the analysis and formulation of policies that helps in achieving a competitive advantage. It consists of understating strategic.
Management Information System Practice Orientations abou.docxinfantsuk
Management Information System Practice
Orientations about the Final Project
Introduction
The present project is a practice exercise where students will apply the concepts studied
in class analyzing an organization or firm, in this case the organization will be the firm
where each student works or Polytechnic University (Orlando-Miami Campuses) if the
student does not work.
Objective
Propose a new system or improve and existent system of an organization applying the
knowledge learned in the different courses of Business Administration Program.
Reference
C. V. Brown, D. W. DeHayes et al. Managing Information Technology, Seventh Edition,
Pearson Prentice Hall, 2012.
Students are encouraged to add their own reading list as appropriate.
Development
The development of the project requires the following analysis:
1. Current structure and behavioral view of the organization.
2. The structural characteristics cover a clear dividing of labor (managers and staff),
hierarchy, explicit rules and procedures, impartial judgments, technical
qualifications for positions, and maximum organizational efficiency.
3. Classify what type of organizational structure is It, and it differences respect other
types of organizations similar to. Unique characteristics of this organization
respect to other high educational center such as organizational type,
environments, goals, power, constituencies, function, leadership, tasks,
technology, and business process. It principal strengths and weakness.
4. Current information technology and current information systems. How these
resources are used (or not).
5. Experiences of other competitors which use information systems. How these ISs
could affect the organization.
6. Analysis of Information systems more implemented in this type of organizations
and which the team will recommend and why?
7. Develop a proposal redesigned the organization with information systems. The
role of a network and Internet in this proposal.
8. Information systems security and control.
9. Assessing the cost of the proposal.
10. Writing of the final project in MS Word. Parts of report: (Title, author and
professor, Index, Introduction, Goals, Development, Conclusion and
Recommendations, and References, Some diagrams and pictures could be
included. These must have numbers and titles.
11. PowerPoint presentation.
Deadline
The project will have six phases or cuts, which end with a report.
First phase (09/23/2013 - 09/29/2013): In this phase, the student must specify what will
be the organization or firm selected. It could be the organization where each student
works or any other selected by him. You can select a division, a department, a section of
a production process, etc.
Note: It is a six-week course, so you should analyze, design, complete, and write the final
report and PowerPoint presentation in six weeks in order to obtain the c ...
Assignment 3 Annual Review and Create yourAssignment 3 Annua.docxursabrooks36447
Assignment 3: Annual Review and Create yourAssignment 3: Annual Review and Create your
Dream Job (425 points)Dream Job (425 points) ››
Students, please view the "Submit a Clickable Rubric Assignment" in the Course Info section.
Instructors, training on how to grade is within the Instructor Center.
Assignment 3: Annual Review and Create Your Dream Job
Due Week 10 and worth 425 points
Imagine you work at a company and it is time for an employee named Jim’s annual review. While he
was a model employee the first nine (9) months of the year, recently Jim has been coming in late. It
has not been just a few minutes each day, either. It is starting to cause problems in the production
line. In this assignment, write a one (1) page summary of your conversation with Jim. How will you
address his recent performance issues while still praising him for his previous nine (9) months of
good work? Your goal is to balance the negative and positive feedback so that Jim will leave
motivated to do his best.
Write a one (1) page paper in which you:
1. Explain how you will address Jim’s recent performance issues.
2. Suggest both constructive and positive feedback designed so that Jim will leave motivated
to do his best.
3. Format your assignment according to the following formatting requirements:
a. This course requires use of new Strayer Writing Standards (SWS). The format is
different than other Strayer University courses. Please take a moment to review the
SWS documentation for details.
b. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins
on all sides.
c. Include a cover page containing the title of the assignment, your name, your
professor’s name, the course title, and the date. The cover page is not included in the
required page length.
The specific course learning outcomes associated with this assignment are:
Explain effective approaches to the broad spectrum of employee relations, including career
development, fostering ethical behavior, discipline, labor relations, and dismissals.
Analyze various techniques, considerations, and designs of performance appraisal
programs.
Use technology and information resources to research issues in human resource
management.
Write clearly and concisely about human resource management using proper writing
mechanics.
In this assignment, you get the chance to create your dream job and to build its compensation plan
and appraisal performance.
Write a six to eight (6-8) page paper in which you:
1. Create a job description and specifications for your dream job.
2. Design a compensation and benefits package related to your dream job.
https://blackboard.strayer.edu/webapps/assignment/uploadAssignment?content_id=_27010276_1&course_id=_239406_1&group_id=&mode=view
https://blackboard.strayer.edu/bbcswebdav/institution/STANDARDIZED/StrayerWritingStandards/Strayer_Writing_Standards.pdf
3. Rationalize your compensation and benefits package. Be sure to indicate the research and
considera.
Industrial Organizational Psychology Understanding the Workplace 5th Edition ...AmeryValenzuela
Full download : https://alibabadownload.com/product/industrial-organizational-psychology-understanding-the-workplace-5th-edition-levy-solutions-manual/ Industrial Organizational Psychology Understanding the Workplace 5th Edition Levy Solutions Manual
Surname 1This week, you must choose and submit a culture .docxmabelf3
Surname: 1
This week, you must choose and submit a culture you will research for your Signature Assignment.
Upload a 2-paragraph Word document in which you:
· Identify and briefly describe the culture you will research
· Explain your goals in researching this culture
See rubric for specific grading criteria.
Name: Term Paper Topic Submission
· Grid View
· List View
Meets Expectations
Approaches Expectations
Does Not Meet Expectations
Topic Identified
Points Range:16 (40.00%) - 20 (50.00%)
A topic is clearly identified.
Points Range:12 (30.00%) - 15.8 (39.50%)
A topic is identified but may be poorly worded or described.
Points Range:0 (0.00%) - 11.8 (29.50%)
A topic is not clearly identified or missing.
Purpose Identified
Points Range:12.8 (32.00%) - 16 (40.00%)
The writer's purpose is clearly stated and explained in detail. Contemporary relevance is clearly explained, and intended goals are thoroughly explored.
Points Range:9.6 (24.00%) - 12.64 (31.60%)
The writer's purpose is stated and explained but may be lacking detail or cohesiveness. Contemporary relevance is generally explained, and intended goals are somewhat explored.
Points Range:0 (0.00%) - 9.44 (23.60%)
The writer's purpose is not stated or explained or is unclear. Contemporary relevance is not explained or not apparent, and intended goals are not explored.
Mechanics and APA Style
Points Range:3.2 (8.00%) - 4 (10.00%)
The assignment is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors.
Points Range:2.4 (6.00%) - 3.16 (7.90%)
The assignment has a few grammatical, spelling, or punctuation errors.
Points Range:0 (0.00%) - 2.36 (5.90%)
Mechanical errors significantly interfere with the readability of the paper.
The rubric total value of 0.00 has been overridden with a value of 0.00 out of 40.
Exit
Unit Lesson In Unit I, we briefly touched on several training delivery methods. In this unit, we take a more in-depth look at the various training delivery methods available. In today’s technological age, there are many ways that training can be delivered. With a plethora of training delivery options to choose from, it can be difficult to UNIT IV STUDY GUIDE Training Delivery Methods MHR 6551, Training and Development 2 UNIT x STUDY GUIDE Title decide what the best option is to deliver training. As mentioned in past units, matching the learner’s style with the delivery method is paramount. There are two primary approaches we are exploring to help you narrow down this decision. The two approaches are cognitive and behavioral approaches. Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the co.
Similar to BSBLED401 Develop teams and indiv.docx (19)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
BSBLED401 Develop teams and indiv.docx
1. BSBLED401
Develop teams and individuals
PROJECT TASK TEMPLATE
Student name:
Student ID:
Trainer:
Date:
Declaration of Authenticity:
The above named student, confirm that by submitting, or
causing the attached assignment to be submitted, to Lonsdale
Institute Pty Ltd, I have not plagiarised any other person’s work
in the assignment except where appropriately acknowledged,
this assignment is my own work, has been expressed in my own
words, and has not previously been submitted for assessment. I
do understand and accept the consequences of academic
misconduct according to Lonsdale’s Policies and Procedures
SECTION A - Determining the Development needs
2. 1. Workplace Activity Description (Explain about the current
workplace and your team members and their duties)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________
2. Observer Report (Assessment of your team’s/individual
performance)
Employee Name 1:
Position:
Major Tasks of the position
Training/skills development required?
If yes, identify what training needs exist
Y
N
3. Employee Name 2:
Position:
Major Tasks of the position
Training/skills development required?
If yes, identify what training needs exist
Y
N
4. 3. Participant Report
SELF EVALUATION FORM
Date and time completed:
Staff Member: ______
Manager: ____________
1. What have been your special achievements this year?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
1. What aspects of your performance do you want to improve in
the coming year?
_____________________________________________________
_____________________________________________________
_____________________________________________________
5. _____________________________________________________
_______________________________
1. How do you think this improvement could be achieved?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
1. Are there any barriers to you meeting your objectives?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
1. What new responsibilities/jobs would you like to take on next
year?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
1. Are there other issues that you would like to discuss with
your manager?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
6. _______________________________
4. Performance Gaps Analysis (Specify about the areas where
improvements are needed for the employees)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________
5. Proposed Development Activities (Ways to develop the
employee’s skills/knowledge) Please explain the ways you are
going to develop the employee’s skills eg by training, coaching
workshops, seminars, online courses/tafe courses etc)
Learning and development Activity for employee:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
7. _____________________________________________________
__________________________________
6. How these changes will be consulted with the team member/s
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________________
4
SECTION B - Creating a Development Programme for
Individual
Individual development plan
Employee Name:
8. Developmental goals for the coming year
Knowledge, skills, abilities to be developed
Developmental activity
Resources
Date for completion
Assessment method
Goal 1
Goal 2
10. the effectiveness of the training) (6 – 7 questions)
(You can create your own or research on the internet for this
form – “Training Evaluation Form”) (When downloading form
from internet, you will need to provide a reference to the task)
2. Programme Evaluation – Manager
Development Activity (for each employee)
Outcome (Successful/Unsuccessful)
Effectiveness (comments)
Employee 1: Undertook a short course for customer service at
tafe
Participated in a customer service role play with the manager
Successfully completed – Certificate Provided
Successful in role play task
Overall employee has improved significantly in this area.
Feedback from the customers is positive and managers
observation of the employees performance records competency
in this task
13. of problems that interact and reinforce each other over time.
The
complexity of messes presents daunting challenges to our
collec-
tive problem-solving capacities, let alone the capacities of any
par-
ticular engaged scholar. In the context of calls to strengthen the
role
of universities in addressing social problems (Boyer, 1990;
Kellogg
Commission on the Future of State and Land-Grant Universities,
1999), it is
reasonable to ask whether prevailing forms of engaged
scholarship
are capable of managing messes. In this article, we argue that
the
lack of progress in effectively managing complex problems is
due in
part to the predominance of a particular approach to engagement
called the isolated-impact approach (Kania & Kramer, 2011). In
the
isolated-impact approach, universities and communities collabo-
rate to design and implement interventions that address a partic-
ular problem, with limited attention paid to the contextual
factors
that perpetuate the problem. Such interventions, if designed
well
and implemented with fidelity, may have strong short-term
effects
2 Journal of Higher Education Outreach and Engagement
within a narrow range of outcomes for targeted populations, but
the
14. dynamics of the larger system that generated the problem
remain
unchanged. In addition, isolated-impact efforts are frequently
con-
ducted as stand-alone projects that are disconnected from other
related efforts, thereby failing to realize the synergies possible
with
more coordinated strategies. In this article, we propose an alter-
native to the isolated-impact approach to problem solving called
systemic engagement (SE). We discuss the six principles of SE
and
provide a case example to illustrate the principles. We then con-
sider barriers to faculty involvement in SE and how these
barriers
might be surmounted to allow for the wider use of SE.
Systemic Engagement
Simply put, SE involves universities as partners in systemic
approaches to social problem solving. SE has six key principles:
1. Systems thinking
2. Collaborative inquiry
3. Support for ongoing learning
4. Emergent design
5. Multiple strands of inquiry and action
6. Transdisciplinarity
Although SE includes within its scope all community–univer-
sity partnerships that use systemic approaches to social problem
solving, the focus of this article is on SE within the context of
place-
based initiatives, or what we refer to here as systemic
approaches to
community change.
15. Systems Thinking
Systems theorists have argued that the foundation of systems
thinking is holism (Midgley, 2007), comprehensiveness
(Midgley,
2000), or “taking into account the whole” (Burns, 2007, p. 21).
In other
words, systems thinking involves a widening of the usual scope
of inquiry to include a larger share of the contextual factors that
contribute to messes. Imam, LaGoy, and Williams (2007)
argued
that three systems concepts are essential for understanding sys-
tems-based interventions: boundaries, perspectives, and
entangled
systems (or relationships). Because of the inclination toward
com-
prehensiveness in systems thinking and the practical
impossibility
of considering every influence on a focal problem, boundaries
help
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 3
define what lies inside or outside the scope of a particular
inquiry.
However, these boundaries must be placed carefully and
provision-
ally, with a clear understanding of the implications of their
place-
ment for what or whom is included or excluded from the inquiry
space. Systems thinking also involves considering the subject of
inquiry from the perspectives of a wide range of individuals
with a
16. stake in managing the problem or from different perspectives on
the possible purposes of the system in question. Finally,
systems
thinking involves an exploration of the key relationships among
system elements, between systems and subsystems, and how
these
relationships contribute to the perpetuation of the problem.
Boundaries. SE expands the boundaries of inquiry based on
the understanding that complex problems rarely (if ever) arise
from
the action of a single isolated cause. Rather, complex problems
typi-
cally result from the interplay of relationships among several
fac-
tors. In addition, problems rarely exist in isolation. Instead,
they are
often subcomponents of dynamic systems of problems that
interact
and reinforce each other over time (i.e., messes). For this
reason,
Ackoff (1999) argued that “a partial solution to a whole system
of
problems is better than whole solutions of each of its parts
taken
separately” (p. 324). Based on these insights, SE expands the
bound-
aries of inquiry to bring “whole systems of problems” within
the
inquiry space of an initiative. For example, a systemic approach
to the study of child development, informed by
Bronfenbrenner’s
(1979) ecological systems theory, would expand the typical
bound-
aries of inquiry from influences operating within the child’s
proximate microsystem (family, school, neighborhood, and
17. peers)
to influences operating in the child’s mesosystem (connections
between elements of the microsystem), exosystem (industry,
social
services, neighbors, and mass media), and macrosystem
(attitudes
and ideologies prevalent in the larger culture).
Perspectives. SE expands the boundaries of inclusion based
on the understanding that there is no single correct definition,
perspective, or understanding of problems or systems of
problems
(indeed, whether something is a problem is a matter of perspec-
tive), and that those affected by problems should have a voice
in
how they are addressed. Far too often university-based scholars
develop theory-based interventions for testing and
dissemination
in communities, viewing communities largely as “passive
distribu-
tion or delivery systems rather than as rich sources of
knowledge
and skills” (Miller & Shinn, 2005, p. 169). SE pushes the
boundaries of
inclusion to incorporate the perspectives of a broad range of
both
community-based and university-based actors with a stake in the
4 Journal of Higher Education Outreach and Engagement
problems, explicitly including both local and indigenous knowl-
edge and generalized university-based knowledge both in under-
standing problems and in generating solutions to manage them
(Fitzgerald, Bruns, Sonka, Furco & Swanson, 2012). SE strives
18. to bring
these different sources of knowledge into respectful and appre-
ciative dialogue with one another for the purpose of cocreating
new understandings and codesigning new solutions to complex
problems.
Relationships. SE explores the relationships between sys-
tems and subsystems and among the components of systems to
reveal the complex dynamics that perpetuate the problem of
con-
cern. Meadows (2008) argued that whereas changes in system
ele-
ments (e.g., changes in the individual members of a social
group)
typically have little to no effect on the functioning of a system,
changes in their interconnections will often have very large
effects.
Consequently, a clear understanding of the relationships among
a system’s components is essential to restructuring that system
to produce different results. As Meadows (2008) has argued,
“the
results that systems produce will continue until they are restruc-
tured” (p. 4). A systemic study of child development would
explore
the structure of relationships both within and across micro-,
meso-, exo-, and macrosystems. For example, within the level
of
individual children, it would explore the relationships among
four
brain systems (executive, regulation, sensory, and relevance;
Lillas
& Turnbull, 2009) while also examining the influences of
factors
operating at the micro-, meso-, and exosystem levels on the
func-
tioning of these same brain systems.
19. Collaborative Inquiry
Collaborative inquiry refers to the use of collaborative and
participatory approaches to research and evaluation. SE inten-
tionally solicits multiple perspectives on problems and relevant
systems by drawing on both local and indigenous knowledge as
well as generalized university-based knowledge to understand
problems and to generate strategies for managing them more
effectively. The methods of inquiry best suited to fostering deep
participation by people with a stake in particular problems and
utilizing both university-based and community-based sources of
knowledge for understanding and managing them are collabora-
tive approaches to inquiry and action such as community-based
participatory research (Israel et al., 2001, 2008; Minkler &
Wallerstein,
2008), participatory action research (Kemmis & McTaggart,
2000;
McTaggart, 1991; Whyte, 1991), and collaborative and
participatory
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 5
approaches to evaluation (Cousins & Whitmore, 1998). In
addition,
there are explicitly systemic approaches to collaborative
inquiry,
including systemic action research (Burns, 2007), systemic
interven-
tion (Midgley, 2000), and participatory system dynamics
modeling
(Hovmand, 2014). Despite their differences, these approaches
share
20. a commitment to involving community members at some level
in
all or nearly all phases of inquiry, including identification of
the
problem or topic of inquiry, selection of research or evaluation
questions, choice of research or evaluation methods, collection
of
data, analysis of data, interpretation of findings, deliberation
over
the implications of findings for further inquiry or action, and
dis-
semination of findings.
Support for Ongoing Learning
In their review of the successes and failures of comprehen-
sive community initiatives, Kubisch, Auspos, Brown, and
Dewar
(2010) recommended a new approach to the evaluation of com-
munity change initiatives that assists in planning, managing,
and
learning. Instead of midpoint formative and endpoint summative
evaluations, community change initiatives require flexible,
adap-
tive approaches to evaluation that produce findings in real time
to
support ongoing learning and action. Recent frameworks for
sys-
temic approaches to community change, including systemic
action
research (Burns, 2007) and the ABLe change framework
(Foster-
Fishman & Watson, 2011), are consistent with this imperative.
Both
make use of ongoing cycles of inquiry and action, with
evaluators
21. and researchers providing continuous support to learning teams.
Another systemic approach to community change, collective
impact (Kania & Kramer, 2011, 2013), embraces developmental
eval-
uation, an approach to evaluation that is uniquely suited to com-
plex situations, and uses a flexible and adaptable design to
support
the emergence of innovations (Patton, 2011). These
developments
in the evaluation of systemic approaches to community change
are
consistent with emerging trends in the larger field of evaluation
and reflect many of the characteristics of what Gopalakrishnan,
Preskill, and Lu (2013) referred to as the next generation of
evalua-
tion, including (a) a focus on whole systems, (b) shorter cycles
and
more real-time feedback, (c) shared responsibility for data
collec-
tion and learning across multiple organizations, and (d)
collecting
and using data as part of ongoing practice.
6 Journal of Higher Education Outreach and Engagement
Emergent Design
Based on insights from complexity theory, SE recognizes the
degree of uncertainty and unpredictability inherent in the kinds
of
complex dynamic systems that messes are, and therefore the
lim-
ited utility of predetermined solutions or interventions
(Westley,
22. Zimmerman, & Patton, 2007). Addressing messes requires a
tolerance
for ambiguity, uncertainty, and conflict and a willingness to test
strategies whose results cannot be known with any degree of
cer-
tainty in advance. Flood (1999) referred to this process as
“learning
our way into a mysterious future” (p. 90). Borrowing a key
principle
from systemic action research (Burns, 2007), SE supports the
prin-
ciple of emergent design, in which the likely design, methods,
and
measures are sketched out initially in very broad terms, with the
specific elements of the design emerging based on what is being
learned.
Multiple Strands of Inquiry and Action
Because messes consist of networks of interacting problems,
the effective management of messes depends on the
mobilization
of multiple strands of inquiry and action, with each strand
directed
at a particular problem within a larger mess. Any given SE ini-
tiative would therefore involve different teams tackling
different
problems within the same mess. Consistent with this approach,
systemic action research (Burns, 2007), the ABLe change
frame-
work (Foster-Fishman & Watson, 2011), and collective impact
(Kania
& Kramer, 2011) call for the use of multiple strands of inquiry
and
action to address complex problems.
23. Transdisciplinarity
Because complex social problems do not respect the bound-
aries of academic disciplines, SE calls for transdisciplinarity, or
the participation of multiple disciplines in addressing messes.
According to Rosenfield (1992), multidisciplinary research
involves
researchers working in either parallel or sequential fashion on a
common problem, each operating from his or her own
disciplinary
knowledge base. Interdisciplinary research involves researchers
working jointly on a common problem but with each researcher
operating from his or her disciplinary base. In contrast,
transdisci-
plinary research involves researchers working jointly on a
common
problem using a shared conceptual framework that draws from
multiple disciplines. Of these, transdisciplinary research holds
the
greatest promise for “intellectual integration and the creation of
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 7
new knowledge at the intersection of multiple fields” (Stokols,
2006, p.
67). Because complex problems do not respect disciplinary
bound-
aries, we argue that precisely this kind of new transdisciplinary
and
transsectoral knowledge is needed to effectively address them.
Place-Based Efforts
Why the focus on place? Because place matters a great deal in
24. the life chances of individuals. Place influences the quality of
the
housing in which we live; the quality of schools that our
children
attend; the availability of nutritious food; access to safe spaces
for
recreation; air, water, and soil quality; the availability of jobs;
and
access to public transportation. Reviewing and synthesizing the
research on how the features of neighborhoods affect health and
contribute to racial and ethnic disparities in health, Roux and
Mair
(2010) identified a wide range of neighborhood-level factors
that
influence health, including residential segregation by race/eth-
nicity and class; features of neighborhood physical
environments
such as environmental exposures, food and recreational
resources,
the quality of the built environment, and housing; and features
of
neighborhood social environments such as level of safety and
vio-
lence, social connections and cohesion, local institutions, and
local
norms. Given that place has a profound impact on the health and
life chances of people, working with people to transform the
places
in which they live for the better is a primary goal of SE.
In sum, we believe that six key features of SE make it a more
promising approach to tackling the complex, dynamic systems
of
interrelated problems known as messes than the isolated-impact
approach. In putting forth these principles, we are not making a
25. claim for their uniqueness. Rather, we are arguing that the act
of
bringing them together in partnership with communities to
address
complex community-identified problems is not practiced as
widely
as we believe it should be for effective community-based
manage-
ment of complex problems. In this article, we focus on SE as
applied
to place-based efforts, or systemic approaches to community
change.
Below, we provide a case example that illustrates the use of the
six
principles of SE on a community-driven systemic change effort.
Case Example: Wiba Anung
Wiba Anung is a partnership between Michigan State
University, Inter-Tribal Council of Michigan, Bay Mills
Community
College, and nine Michigan tribes that began in 2005. The
partner-
ship focuses on supporting early childhood education research
in
8 Journal of Higher Education Outreach and Engagement
tribal communities and has been described in prior written work
(Fitzgerald et al., 2013). Wiba Anung was formed to address the
complex problem of disparities between American
Indian/Alaska
Native children, other minority children, and White children in
early childhood education outcomes and the lack of early child-
26. hood research in tribal communities.
In this partnership, an organizational design emerged that
allows us to move forward in a way that aligns with each of the
six
SE principles. This design consists of three types of teams: a
part-
nership team, a leadership team, and communities of learning.
Our
Partnership Team consists of community and research partners
who have an interest in working to address issues regarding
early
childhood education in tribal communities. As shown in Figure
1,
members of the Partnership Team include community partners,
parents and caregivers, university researchers, and program
staff.
The Partnership Team meets once or twice a year in person and
quarterly via phone when the initiative is engaged in ongoing
plan-
ning and data collection. The Leadership Team consists of a
small
group of researchers and community partners that meets a min-
imum of monthly (and as frequently as weekly) via conference
call
to make decisions about the overall direction of the partnership.
Communities of learning (currently three) consist of smaller
teams
of researchers and community partners who meet virtually or in
person monthly to move forward on a particular strand of
inquiry.
Each community of learning is led by a research staff member
or
faculty partner and typically involves meeting via conference
call
or webinar.
27. Figure 1. Wiba Anung Partnership Team
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 9
Our Leadership Team has documented its progress in our
work together both formally and informally. To formally
document
progress in building a strong partnership, we have conducted
focus
groups regarding the functioning of our partnership. We are also
planning to conduct a social network analysis of the partnership
in
order to better understand the structure of our partnership
network
and the strength of the relationships we have forged. Informally,
we
have ongoing discussions regarding how we are progressing. We
include the Partnership Team in discussions regarding how each
of
our actions might be creating changes in other aspects of our
work
together. Has our work to include culture in the classroom
changed
how parents perceive the program? Are parents more likely to
be
engaged? Do federal program officers perceive the program
differ-
ently because of the work we are doing together? Finally, we
have
also been gathering data annually on children’s academic school
readiness. Data have been collected in the fall and spring of
each
28. year since 2008. Analyses are currently in progress, but
preliminary
evidence suggests that over time, children are making greater
gains
from fall to spring in numeracy and literacy skill development.
Systems Thinking
Boundaries and perspectives. Following the systems thinking
orientation toward holism, the Wiba Anung partnership has
explored the problem of disparities in educational outcomes by
expanding the boundaries of inquiry to encompass the tribal
early
childhood context as a whole, acknowledging the importance of
the larger tribal community systems, early childhood education
systems, and family systems in the genesis of the problem. In
our
work, we have drawn on the perspectives of a wide range of
stake-
holders in the tribal early childhood context, including parents,
teachers, elders, directors of tribal-based early childhood pro-
grams, and university-based researchers. Each individual comes
to the table with a different perspective on “the whole,” making
the
overwhelming task of examining our small slice of the early
child-
hood context more manageable.
Relationships. Although we recognize it is not possible to truly
attend to all components and interactions of the multiple
systems
that influence child health and well-being, we have established
mechanisms to examine the interactions within and across many
of these systems in our work. For example, in a PhotoVoice
project
led by Nicole Thompson, tribal Head Start staff documented
29. many
of the challenges and strengths in tribal Head Start programs,
one
of which was how to support families to be engaged in their
young
10 Journal of Higher Education Outreach and Engagement
children’s education. Thus, in terms of the relationships
dimension
of systems thinking, this project involved exploring the
relation-
ships between family and tribal early childhood educational sys-
tems. In response to this identified challenge, our Leadership
Team
formed a community of learning to develop an interactive
seminar
that would support the efforts of home visiting, Head Start, and
child care staff to engage families in their young children’s edu-
cation in culturally meaningful ways (Barnes, Abramson,
Burnett,
Verdugo, & Fillimore, 2014).
Collaborative Inquiry and Action
The Wiba Anung partnership has used community-based par-
ticipatory research (CBPR; Israel et al., 2008; Minkler &
Wallerstein,
2010) as a guiding framework for collaborative inquiry and
action.
We have included the larger partnership group in determining
what
our research questions are, as well as how we go about
answering
30. those questions. The Partnership Team has collectively made
deci-
sions regarding the methods used and has participated in inter-
preting the results of all data analyses. For example, when
deter-
mining how to measure social and emotional competence in
young
children, our community partners reviewed three commonly
used
research measures and determined which one of these measures
was most appropriate in their communities. Additionally,
analyses
are always guided by either the larger partnership team’s
questions
or by requests from the leadership team.
Ongoing Learning and Action
SE calls for flexible approaches to research and evaluation that
produce findings in a timely fashion to support ongoing learning
and action. Consistent with the CBPR approach described
above,
our partnership is committed to producing findings that support
ongoing learning and action. As soon as data are analyzed, the
find-
ings are shared with partners for their review and, as described
above, their interpretation. These findings always produce more
questions. Some require further analysis of existing data; others
require the development of a new strand of research. For
example,
early in our partnership, we conducted focus groups with imme-
diate and extended family members of children who attended
Michigan tribal Head Start programs. During these focus
groups,
a theme was identified that we did not expect: support for
teaching
31. tribal language and culture in Head Start classrooms. Because
of this
finding, our team conducted a focus group with tribal
knowledge
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 11
holders to identify appropriate ways to incorporate tribal
beliefs,
values, and customs into classrooms. As a result of this focus
group,
our research partners obtained a much deeper understanding of
the indigenous ways of the participating tribes. For example,
one of
the elders shared the Teachings of the Seven Grandfathers that
have
been passed down to Anishinaabe people for many generations,
guiding the next generation in supporting children’s healthy
emo-
tional, moral, and spiritual development. The Seven
Grandfathers
are viewed as a collective grouping of seven interwoven
teachings.
The English equivalents of these seven teachings are wisdom,
love,
respect, bravery, honesty, humility, and truth. These teachings
directly relate to what adults should be teaching children, how
children should be treated, and how adults should treat each
other.
Thus, it was very important for us to understand these teachings
at
a deeper level as a collective to guide our knowledge and
practice
32. of how teachers/staff and children should be interacting and
how
we should treat each other in our partnership.
Emergent Design
Because of the degree of uncertainty inherent in tackling com-
plex problems, SE cautions against detailed, upfront planning
and
predetermined outcome measures. Instead, following the princi-
ples of systemic action research (Burns, 2007), SE favors
emergent
designs, in which the likely design, methods, and measures are
sketched out initially in very broad terms, with the specific ele-
ments of the design developing iteratively based on what is
being
learned. From the very beginning of the Wiba Anung
partnership,
we moved forward strategically by developing plans that
allowed
for emergence. When we wrote our grant application, we identi-
fied the general strategies and approaches we would use to
engage
our partners and jointly identify our research topics, questions,
methods, and products, but we did not identify specific topics,
questions, methods, and products, although these details are
typi-
cally the foundation of a well-written research grant proposal.
Our
proposal, however, was for building the foundation for a
Michigan-
based tribal early childhood education research partnership.
Once
we received funding, we set out to build that foundation, estab-
lishing a community–university research team that explored new
opportunities, both big and small. In the section that follows,
33. we
illustrate how the principle of emergent design operated within
a
particular strand of inquiry and action.
12 Journal of Higher Education Outreach and Engagement
Multiple Strands of Inquiry and Action
In our partnership, we have always maintained three active
strands of inquiry within the larger problem space of disparities
in
early education outcomes. As determined in our early
partnership
meetings, these strands were (a) inclusion of Native language
and
culture in the Head Start classroom (described above), (b)
exami-
nation of children’s school readiness, and (c) understanding and
supporting effective teacher–child interactions in the classroom.
Each of these three strands includes several substrands or
smaller
projects, allowing us to more fully explore each line of inquiry
and create appropriate action. We addressed the incorporation
of
tribal language, cultural skills, values, beliefs, and life ways
into
the Head Start classroom through three specific avenues. First,
by conducting focus groups with community partners and tribal
knowledge holders, we were able to learn about appropriate
ways
to incorporate tribal language and culture into the classroom.
Second, we conducted surveys and observations in the
classrooms
34. to identify how tribal classrooms are able to support young chil-
dren’s knowledge of tribal language and culture (Gerde et al.,
2012).
Results from this study indicated that, although programs were
offering children opportunities to learn tribal language and
culture
within the classroom, these opportunities were often
disconnected
from curricular activities. Additionally, opportunities for
learning
tribal language were generally limited to learning single words
or phrases. Using these findings, we then worked with
collabora-
tors from tribal Head Start programs and the National Center on
Cultural and Linguistic Responsiveness of the Office of Head
Start
to develop Making it Work!, a framework that supports tribes to
create culturally based content for the classroom that connects
to
the Head Start Child Development and Early Learning
Framework
domains of early learning (https://eclkc.ohs.acf.hhs.gov/hslc/
tta-system/cultural-linguistic/making-it-work).
It is important to note that the main three strands of inquiry
and action within the Wiba Anung partnerships are not viewed
in
isolation. We actively work together to explore how findings
from
different strands are related. Our team has also implemented the
use of mirrored methods across different types of tribal early
child-
hood programs to enable a more comprehensive understanding
of these themes from different perspectives. Specifically, the
team
decided that common measures would be used by our Head Start
35. research team and our Home Visiting research team. By using
the
same measures, we will be able to combine data across these
two
research projects. In addition, we have been able to increase the
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 13
collaboration between these two programs, which are typically
not
closely coordinated.
Transdisciplinarity
The Wiba Anung partnership has included university staff and
faculty from different disciplines (e.g., psychology, human
devel-
opment and family studies, education, anthropology), parents,
teachers, elders, and directors of different tribal-based early
child-
hood programs. In addition, faculty from nursing, kinesiology,
human medicine, and engineering have contributed their
expertise
to the partnership, but not as formal members. To coordinate
such
a large and disparate group, we formed teams of the three types
described above (partnership team, leadership team, and
commu-
nities of learning). In addition, we conduct consultations in the
form of focus groups and key informant interviews with a
broader
range of community stakeholders and tribal elders to obtain
their
36. guidance and advice as we move forward with our work.
In sum, the Wiba Anung case demonstrates in concrete terms
the application of the six principles of SE within a successful
com-
munity–university research partnership that has yielded
scholarly
products, enhancements to tribal early childhood education sys-
tems, and stronger connections between tribal educational and
family systems. Preliminary results indicate that this
partnership
has also produced improvements in early childhood education
out-
comes among American Indian/Alaska Native children. In light
of this successful case, we now turn our attention to some of the
barriers university-based faculty, staff, and students are likely
to
experience in practicing the principles of SE.
Barriers to Implementing Systemic Engagement
Given the apparent promise of SE, it is reasonable to ask why
its principles are not more widely deployed in university–
commu-
nity partnerships. To provide a partial answer to this question,
we
briefly review the literature on the barriers to faculty
engagement
in general and SE in particular to understand why the principles
of SE are not more widely used to address complex problems in
partnership with communities.
Barriers to Engagement
Most barriers associated with faculty engagement are located
in five domains: personal, professional, communal, institutional
37. 14 Journal of Higher Education Outreach and Engagement
(Demb & Wade, 2012), and logistical (Demb & Wade, 2012;
Hammond,
1994).
Personal domain. The personal domain encompasses indi-
vidual attributes such as race/ethnicity, gender, personal values,
motivation, epistemology, and experience (Demb & Wade,
2012).
Although the influence of race/ethnicity and gender on faculty
engagement is unclear (O’Meara, Sandmann, Saltmarsh, &
Giles, 2011),
personal values that prioritize the intrinsic rewards of engage-
ment over the extrinsic rewards of professional accomplishment,
motivation to accomplish social change versus enhancing one’s
professional status, and a humanistic rather than an exclusively
intellectual orientation are associated with higher levels of
faculty
engagement (Demb & Wade, 2012). Therefore, recruiting
engaged
scholars with value stances that are associated with higher
levels of
engagement and developing a new generation of engaged
scholars
that possess such value stances will be essential to the
widespread
use of the principles of SE.
Professional domain. The professional domain includes such
elements as a faculty member’s tenure status, rank, length of
time
in academe, and professional orientation (Demb & Wade, 2012).
38. In
general, senior faculty discourage junior untenured faculty from
participating in engagement activities, counseling them instead
to focus their efforts on research activities that will quickly
yield
publications in top-tier disciplinary journals (Demb & Wade,
2012;
Jaeger & Thornton, 2006; Sandmann, Saltmarsh, & O’Meara,
2008; Weerts
& Sandmann, 2008). Consequently, tenured faculty are more
likely to
participate in engagement than untenured faculty and if
untenured
faculty are engaged, they are more likely to be teaching a
service-
learning course than conducting community-based research
(Jaeger
& Thornton, 2006). Although an increasing number of journals
are
devoted to publishing engaged scholarship (Franz, 2011),
publica-
tion in such journals does not garner the same degree of recog-
nition or reward as publication in disciplinary journals (Sobrero
& Jayaratne, 2014). Consequently, the challenge for the
engaged
scholar is to produce scholarly products worthy of publication
in
both disciplinary and engagement-oriented journals.
Communal domain. The communal domain refers to the
degree of support for engagement in graduate socialization,
profes-
sional communities, academic disciplines, and departments
(Demb
& Wade, 2012). Much of graduate education “emphasizes
competi-
39. tive individualism, without attention to the consequentiality of
research for public purposes” (O’Meara, 2011, p. 185).
Graduate
socialization also tends to favor traditional forms of scholarship
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 15
(Jaeger & Thornton, 2006). As a consequence, new faculty
members
may arrive on campus lacking the “knowledge, skills, or values
ori-
entation needed for engagement” (Sandmann et al., 2008, p. 50).
As we
will see later, many new faculty will also lack the knowledge,
skills,
and value orientation necessary for SE.
Faculty engagement varies significantly by discipline. Whereas
the most highly engaged faculty are found in the disciplines of
social work (Demb & Wade, 2012), education (Demb & Wade,
2012;
Doberneck, Glass, & Schweitzer, 2012; O’Meara et al., 2011),
human
ecology, food sciences (Demb & Wade , 2012), forestry
(O’Meara et
al., 2011), agriculture (Demb & Wade, 2012; Doberneck et al.,
2012;
O’Meara et al., 2011), environmental sciences (Demb & Wade,
2012),
and health sciences (Doberneck et al., 2012; O’Meara et al.,
2011), the
least engaged faculty are found in the science, technology, engi-
neering, and mathematics (STEM) disciplines (Demb & Wade,
40. 2012;
O’Meara et al., 2011); humanities (Demb & Wade, 2012;
O’Meara et al.,
2011); and English (O’Meara et al., 2011). Oddly enough,
whereas
O’Meara et al. (2011) reported that faculty in the social
sciences
were among the most highly engaged, Demb and Wade (2012)
found that faculty in the social and behavioral sciences were
among
the least engaged. These contradictory results may be an artifact
of
differences between the studies in which disciplines were
included
in the categories of social and behavioral sciences.
Nevertheless,
the results overall suggest that additional work must be done to
foster engagement in those disciplines in which engagement is
less frequently practiced. After all, consistent with the principle
of
transdisciplinarity, it is desirable to have all disciplines that
pos-
sess knowledge relevant to the effective management of a
complex
problem involved in an SE effort.
The reality for most faculty members is that engagement is
not highly valued in the hiring, retention, promotion, and tenure
(HRPT) process, even when policies are in place to reward
engage-
ment (Jaeger & Thornton, 2006; O’Meara, 2011). Furthermore,
faculty
who serve on HRPT committees are often unprepared to assess
the
quality of engaged scholarship (Jaeger & Thornton, 2006;
Sandmann et
41. al., 2008; Weerts & Sandmann, 2008) and have limited
understanding
of standards and metrics appropriate for evaluating engaged
schol-
arship (Sandmann et al., 2008; Sobrero & Jayaratne, 2014).
Even where
standards and metrics of excellence in engaged scholarship have
been established, senior faculty may resist using them during
the
HRPT process (Jaeger & Thornton, 2006).
Institutional domain. The institutional domain includes such
elements as institutional mission, institution type, and engage-
16 Journal of Higher Education Outreach and Engagement
ment structures (Demb & Wade, 2012). O’Meara et al. (2011)
found
that faculty perceived institutional commitment to engagement
to
be higher at 2-year colleges, public 4-year colleges, and
Catholic
4-year colleges than at other types of institution. In addition, a
comparative study of land-grant and urban research universities
found that “land-grant universities struggle more than their
urban
counterparts to institutionalize engagement language and
practices
across their campuses” (Weerts & Sandmann, 2008, p. 86).
However,
this study contained a very small sample of three land-grant
insti-
tutions, and much has changed in the field of engagement since
the
42. study was conducted. The extent to which these findings are
true of
land-grant institutions today is unclear.
Many institutions of higher education have institutionalized
their support for engagement by establishing internal structures
with dedicated engagement staff. Some institutions have
central-
ized their engagement structures in institution-level offices, and
others have implemented a distributed model of engagement,
dispersing engagement functions and staff throughout colleges
and departments. There is no consensus on the preferred model;
each possesses distinct advantages and disadvantages (Weerts &
Sandmann, 2008).
In their study of engagement at six public research universi-
ties, Weerts and Sandmann (2008) found that “engagement work
was typically led by academic staff, not traditional tenure-track
faculty. Instead, faculty were more likely to assume the role of
con-
tent expert or researcher alongside the academic staff who were
facilitating the engagement projects” (Weerts & Sandmann,
2008, p.
91). In other words, engagement staff provide a critical bridging
or boundary-spanning (Williams, 2002) function within univer-
sity–community engagement efforts. They also lower the costs
of
engagement to faculty by assuming responsibility for time-con-
suming efforts to establish and nurture university–community
partnerships and coordinate engagement activities, allowing fac-
ulty to maintain a focus on the elements of engaged work most
relevant to their scholarship.
Logistics. Community engagement faces an additional set
of challenges related to the coordination of people and tasks and
the additional time this coordination takes (Demb & Wade,
43. 2012;
Hammond, 1994). Although one should not underestimate the
logis-
tical challenges of operating a busy university-based laboratory,
engagement multiplies the logistical challenges by requiring the
coordination of people and tasks within universities, within
com-
munities, and between universities and communities.
Engagement
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 17
also often entails protracted negotiations between university
faculty
and community partners around the focus of a particular project
as well as project procedures, personnel, facilities, and
resources.
Because it often involves multiple strands of linked activities,
the logistical demands of SE are even more acute.
Consequently,
university-based structures and resources, including dedicated
engagement staff as well as corresponding engagement
structures
and resources within communities and between universities and
communities, will be critical to making SE a reality, meaning
that
SE is most likely to succeed where universities have the
capacity to
provide these structures and resources.
Barriers to Systemic Engagement
The second set of barriers to engagement are those associated
44. with the principles of SE. Challenges related to the first four
princi-
ples—systems thinking, collaborative inquiry, support for
ongoing
learning, and emergent design—stem from the lack of
knowledge,
interest, and skill among faculty, staff, and students in using
what
may be unfamiliar approaches to research and evaluation. In
other
words, the challenges associated with the first four principles
are in
part related to a set of competencies specific to SE that faculty,
staff,
and students may not possess in full measure. Although the
com-
plete specification of these competencies and the kinds of
training
that would be required to prepare a cadre of “systemic
engagers”
is beyond the scope of this article, spelling out these
competencies
more fully will be essential to the implementation of SE.
Challenges related to the last two principles of SE—multiple
strands of inquiry and action and transdisciplinarity—are in part
logistical, requiring coordination, communication, and research/
evaluation support across multiple strands as well as various
dis-
ciplines and sectors. The collective impact (Hanleybrown,
Kania, &
Kramer, 2012; Kania & Kramer, 2011) solution to this logistical
chal-
lenge is the establishment of an independent community-based
backbone organization and cascading levels of linked collabora-
tion. Backbone organizations provide strategic direction;
45. facilitate
dialogue between partners; and support data collection and anal-
ysis, communications, and community outreach. Cascading
levels
of linked collaboration involve the establishment of multiple
inde-
pendent working groups formed around different leverage points
or strategies. Although these groups work independently, their
efforts are coordinated by the backbone organization, allowing
several different teams to simultaneously address different
dimen-
sions of a complex issue or problem. In the Wiba Anung case,
18 Journal of Higher Education Outreach and Engagement
the collective efforts of a diverse set of community and
university
partners were coordinated through the organizational structure
of
a small leadership team, a larger partnership team, and multiple
communities of learning. One university-based solution to pro-
moting transdisciplinarity is reflected in the proliferation of
trans-
disciplinary research centers and institutes on campuses
(Cooper,
2011; Etzkowitz, 2008; Hall et al., 2008) that have been
established to
promote the growth of new knowledge at the intersections of
mul-
tiple disciplines.
Another challenge related to collaboration across strands, dis-
ciplines, and sectors is related to the difficulty of developing
and
46. carrying out coordinated plans of action among a group of
actors
with varying understandings of a focal problem, different inter-
ests, and competing agendas. Wicked problems (Batie, 2008)
are
characterized by high levels of value conflict among
stakeholders
and high levels of uncertainty about the likely consequences of
implementing any particular strategy to manage them. In such
circumstances, it is essential to reduce value conflict to allow
the
emergence of strategies that can be supported by a majority of
stakeholders. Consequently, knowledge of and skill in using
tech-
niques that enable a diverse set of actors to arrive at a common
plan of action, such as strategic assumption surfacing and
testing
(Williams & Hummelbrunner, 2009), are essential for the
success of
any SE initiative.
Discussion
In this article, we proposed an alternative to the university-
driven isolated impact approach to community change—
systemic
engagement (SE)—and described its six principles:
1. Systems thinking
2. Collaborative inquiry
3. Support for ongoing learning
4. Emergent design
5. Multiple strands of inquiry and action
6. Transdisciplinarity
Next, we illustrated the application of the six principles of SE
47. with a case example. We then discussed barriers to faculty
engage-
ment in general and systemic engagement in particular, briefly
remarking on the changes that would be necessary to make the
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 19
widespread deployment of SE a reality. We discuss those
changes
and their implications more fully here.
Overall, the literature on barriers to engagement suggests that
SE faces significant headwinds. Beginning in graduate school,
future
faculty in many disciplines are schooled in a competitive,
individu-
alistic model of private scholarship (O’Meara, 2011) that favors
tra-
ditional discovery-oriented scholarship over engaged
scholarship
and values traditional epistemologies over epistemologies that
are
open to practice-based or indigenous sources of knowledge.
When
they arrive on campuses, new faculty members are often
discour-
aged by senior faculty from pursuing community engagement.
When their scholarly portfolios are reviewed for reappointment,
promotion, or tenure, less value is placed on their engaged
work—
in spite of university missions and policies that explicitly
support
engagement. Despite these headwinds, countless engaged
48. faculty
have persevered to achieve successful careers. Many of these
faculty
may have strong personal commitments to engaged scholarship.
Some may have been trained in disciplines that value
engagement
and teach graduate students the knowledge and skills to succeed
as
engaged scholars. Others are fortunate enough to find
supportive
mentors among senior engaged faculty. Still others may work at
universities that provide structures, resources, and rewards that
support engagement. In addition, as O’Meara (2011) points out,
the community engagement movement has achieved three
signifi-
cant accomplishments during the last two or three decades.
First,
faculty civic engagement has simply increased. More
institutions
of higher education have made commitments to engagement, the
number of faculty who report engagement has increased, and the
number and range of engagement opportunities for students has
expanded. Second, faculty civic engagement has made inroads
into
disciplinary associations and has established a research base.
Third,
greater attention has been paid to creating the structures and
pro-
cesses necessary to support the engagement of faculty, students,
and institutions.
Despite these accomplishments, scaling up SE will require
changes at the individual, disciplinary, departmental, and
institu-
tional level. At the individual level, it will require that faculty
achieve
49. a balance between being oriented toward doing good versus
doing
well, a humanistic versus an exclusively intellectual orientation,
and an openness to alternative ways of knowing (including prac-
tice-based and community-based/indigenous knowledge) versus
a
strict adherence to postpositivist epistemology. It will also
require
increased understanding of, interest in, and skill in using (a)
sys-
20 Journal of Higher Education Outreach and Engagement
tems approaches and methods; (b) collaborative and
participatory
approaches to inquiry and action; and (c) flexible and adaptable
approaches to research and evaluation that promote learning and
action in real time among faculty, staff, and community
members.
In addition, it will require increased understanding among
faculty,
staff, and community members of the realities of operating in
com-
plex environments and increased knowledge of effective
strategies
to mitigate the risks that are entailed. Finally, it will require
that
faculty have enough experience with SE (or exposure to
sufficiently
convincing case examples of SE) to appreciate SE’s
contribution
to improved understanding and resolution of complex problems.
At the disciplinary level, scaling up SE will require graduate
50. socialization that communicates to students that engagement is
a
valued part of their discipline, and graduate training in the
knowl-
edge and skills required to be successful engaged scholars. At
the
departmental level, scaling up SE will require policies,
procedures,
metrics, and faculty evaluation systems that recognize and
reward
quality engaged scholarship; the application of those policies,
pro-
cedures, and metrics in hiring, reappointment, promotion, and
tenure decisions; and the mentoring of junior faculty by
engaged
senior faculty in how to succeed as engaged scholars.
At the institutional level, scaling up SE will require missions
that support community engagement; policies, practices, and
pro-
cedures to reward and celebrate engagement; supportive internal
structures with dedicated engagement staff to serve in bridging/
boundary-spanning roles and to assist faculty in managing the
logistical complications of SE; and internal seed funding for
engaged scholarship.
The preceding list of requirements for SE is daunting, but
as Tainter (1990) has demonstrated, the effective management
of increasingly complex problems requires increasing resource
inputs. As the problems facing communities in the 21st century
grow in number and complexity, it will be necessary to make
dif-
ficult choices about which complex problems to tackle and
which
to leave for a later day. Such choices must be guided by our
best
51. understanding of which problems are most fundamental; which
problems are more cause than symptom; and which problems,
such
as growing inequality in income and wealth (Wilkinson &
Pickett,
2011), are at the bottom of many other problems. In addition,
we
should devote sufficient resources to the efforts to ameliorate
such
complex problems, including the selection of an approach that
is
suited to taming them. We believe that SE is one such approach.
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 21
Acknowledgments
We would like to express our deep gratitude to Ann
Belleau and Lisa Abramson of the Inter-Tribal Council
of Michigan for their patient guidance, enthusiastic
encouragement, and useful critiques of the Wiba Anung
case example. We also thank Nicole Thompson of
Memphis State University and Hope Gerde of Michigan
State University for their ongoing involvement in the
Wiba Anung partnership. Finally, we wish to thank Robin
Lin Miller for reading several drafts of this article and
offering her thoughtful critiques.
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About the Authors
Miles A. McNall is the director of the Community Evaluation
and Research Collaborative in the office of University Outreach
and Engagement at Michigan State University. His research
interests include promising practices in community–univer-
sity partnerships and approaches to collaborative inquiry that
facilitate ongoing learning, innovation, and collective action.
He
received a Ph.D. in sociology from the University of Minnesota.
Jessica V. Barnes-Najor is the associate director of the
Community Evaluation and Research Collaborative in the
office of University Outreach and Engagement at Michigan
State
University. Her current research interests include collaborative
approaches to building and supporting research networks with
American Indian and Alaska Native early childhood education
programs, cultural alignment of research measurement, and
supporting young children’s development through high-quality
interactions. She received a Ph.D. in psychology from Michigan
61. State University.
Robert E. Brown is the associate director of the Center for
Community and Economic Development in the office of
University Outreach and Engagement at Michigan State
University. His current work includes collaborative approaches
to building and supporting community/university systemic
action networks that combine scientific and local knowledge to
manage complex problems confronting legacy cities. He
received
his master’s degree in public administration from Western
Michigan University.
Systemic Engagement: Universitities as Partners in Systemic
Approaches to Community Change 25
Diane M. Doberneck is the assistant director of the National
Collaborative for the Study of University Engagement in the
office of University Outreach and Engagement at Michigan
State
University. Her research interests include community-engaged
scholarship in reappointment, promotion, and tenure and pro-
fessional development for community engagement. She received
her Ph.D. in resource development at Michigan State
University.
Hiram E. Fitzgerald is the associate provost for university out-
reach and engagement and University Distinguished Professor
in the Department of Psychology at Michigan State University.
His research interests include the study of infant and family
development in community contexts, the impact of fathers on
early child development, implementation of systemic commu-
nity models of organizational process and change, the etiology
of alcoholism, and broad issues related to the scholarship of
62. engagement. He received his Ph.D. in developmental
psychology
from the University of Denver.
26 Journal of Higher Education Outreach and Engagement