ca
O
"Leadership is about proaiding focus, direction and inspiration
in a group. Lead.ers enable a group t0 imagrne and create a future
which will fulfll the group purpose... An efectiue lead.er giaes
power to (empower) olher group members."
- Hmter, et aI.
The Zen of Gtoups (1995)
M u l t i p i e C h a l l e n g e s f c r G r c u p L e a d e r s
The success of dialogue groups depends to a large extent on the effectiveness
of the leaders. "Indeed, the leader's ability to estabiish solid relationships with
otlers in the goup is probably the most important tool he or she has in facilitating
group process. As a group leader, you bring your personal qualities, values, and
Iife experiences to every group." (Corey & Corey,.l997, p. 61) Many experts in tle
gloup process have emphasized the important role a group leader plays in the
group process. It is very important that dialogue group leaders are chosen based
oq desirable personal qualities and characteristics suitable for this work' In
addition to personal qualities, diaiogue group leaders must also possess certain
knowledge and skills in facilitating and managing the group process.
"Knowledge
and skills are critically important to being epable. The group worker needs to know
about people and groups and must be able to employ a range of group work skills in
helping to promote goal accomplishment and help-giving.
" (Conyne er a1., 1997,
p. 8) Hence, the group leaders must be provided with group facilitation skill devel-
opment training. We begin this discussion by considering some of the challenges
taced by group ieaders.
Huang Nissen, S. (1999). Being an effective group leader'
In Dialogue groups: A
'*;"";;;;i;nidi
tofacilitate diversitv conversation (pp' 37
- 48)' Blue Hill'
Vtuio", Medicine Bear Publishing'
D , t . A L O G U E G R o U F . S . : . : . r
Our experience has shown that dialogue about clifferent perspectives often
touches upon individual beliefs, vaiues, and life experiences. In the seH-exploration
process, participants often evoke intense emotions. To summarize a list of challenges
faced by the group worker, Conyne et al. enumerates what they call
"Baker's Dozen"
below (note: a bakpr's dozen is normally thought of as 13 ):
1.
2.
q
4.
o .
7.
8.
How to know your limits.
How to prepare for a group
What is our pu.rpose
Coping with data overioad and tast-paced action
How to view a group
How to manage a group
How to manage conflict
How to }crow ald be yourself
9. IIow to utrderstand tle uniqueness of members
10. How to connect members
n. How to influence change within Lhe group
12. How to fit pmctice with science
'
13. How to resolve dilemmas and value choices
"To practiee group work is to confront ambiguity antl coinplexity.. . The bcker s
dozm is to anticlote to the humaa condition, of course. Nor would we want that,
for access to our humanity is at the core of effective group work' (Conyae, et al.,
1997, pp.5G57) The ...
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docxlillie234567
SEI/300 v9
ELP Standard Level Comparison and Instructional Supports
SEI/300 v9
Page 2 of 2
ELP Standard Level Comparison and Instructional Supports
Complete Parts 1 and 2 below.
Part 1: ELP Standard Level Comparison
Review the most current (2019)
English Language Proficiency Standards and the
English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.
Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th).
Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate).
Fill out the table below with your chosen grade band, standard, and sub-skill.
Grade Band
Standard
Pre-Emergent / Emergent
Basic
Intermediate
Example:
Grades 2-3
Example:
Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
Example:
PE/E-4: retell a
familiar text using key words and phrases.
Example:
B-4: retell a variety of
texts using key details.
Example:
I-4: recount a variety of texts using key details.
Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator)
I-# (insert performance indicator)
Part 2: Instructional Supports and Adjustments
Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below,
describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1.
Refer to the standards document for guidance.
Proficiency Level
Specific instructional supports and adjustments to a lesson for each proficiency level
Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS)
Pre-Emergent / Emergent
Basic
Intermediate
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
image1.png
2
Response 1
Jaimee Villareal Borja
YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am
Manage Discussion Entry
Compare task groups versus educational, support, or skills groups.
According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docxlillie234567
SEI/300 v9
ELP Standard Level Comparison and Instructional Supports
SEI/300 v9
Page 2 of 2
ELP Standard Level Comparison and Instructional Supports
Complete Parts 1 and 2 below.
Part 1: ELP Standard Level Comparison
Review the most current (2019)
English Language Proficiency Standards and the
English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.
Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th).
Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate).
Fill out the table below with your chosen grade band, standard, and sub-skill.
Grade Band
Standard
Pre-Emergent / Emergent
Basic
Intermediate
Example:
Grades 2-3
Example:
Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
Example:
PE/E-4: retell a
familiar text using key words and phrases.
Example:
B-4: retell a variety of
texts using key details.
Example:
I-4: recount a variety of texts using key details.
Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator)
I-# (insert performance indicator)
Part 2: Instructional Supports and Adjustments
Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below,
describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1.
Refer to the standards document for guidance.
Proficiency Level
Specific instructional supports and adjustments to a lesson for each proficiency level
Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS)
Pre-Emergent / Emergent
Basic
Intermediate
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
image1.png
2
Response 1
Jaimee Villareal Borja
YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am
Manage Discussion Entry
Compare task groups versus educational, support, or skills groups.
According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.
Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
What appropriate sources of information did you use in finding your .docxwendolynhalbert
What appropriate sources of information did you use in finding your student-contributed resource?
At this early stage in the process of investigating a topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your understanding of the city?
http://search.proquest.com.ezp.waldenulibrary.org/docview/741088853?accountid=14872
I have enclosed my student-contributed resource doc
2+3 paragraphs
.
Western Civilization before The Thirty Years WarInstructions .docxwendolynhalbert
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
Western Civilization – Week 7 Discussion ForumPlease choose just o.docxwendolynhalbert
Western Civilization – Week 7 Discussion Forum
Please choose just one of the following questions to answer for the Forum Assignment this week. After you post your own answer, you will need to respond to at least three of your fellow classmates' initial posts.
• Initial Post must be at least 250 words long
• Peer Responses must be at least 125 words long.
1. A medieval German proverb states: "the city air will set you free." What was "the city air" like in many medieval towns? Using what you learned from the readings, do you agree with the proverb? Why or why not?
2. During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
3. People rarely make decisions based on one single factor. In the quest to discover new lands, establish trade routes and colonize, what do you think motivated the explorers the most? Be sure to discuss at least one specific explorer in your post.
Student Response #1 – Shannon
During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
Based on the information in our text books, I believe that both the Catholics and the Calvinists brought the religious tensions on themselves. With the birth of new religions on the rise there then became a power struggle among the religions. The Protestant Reformation that began set the way for religious extremism. " The agreement helped maintain a relative calm in the lands of the Holy Roman Empire by granting each ruler the right to determine the religion of his territory" (Hunt, p483) This opened the doors for many religious disputes to follow as the years went on. Each war started as a religious dispute but went on to reveal other motives, like political gains, power and greed. As time went on and religion began to spread and more and more people began to covert, there became major power struggles. When the bloodshed began with the Protestants and the Catholics not too much was solved after that, during the bloodshed, Catholic mobs killed over 3000 Huguenots in Paris. These wars about religion have simply paved the way through the years for more conflict regarding religion. I can t just blame one party and pick it to be responsible , i think all parties played a role in the tension caused by religion, each person wanted to believe in what they believed in and didn’t feel like it should have to be mandated.
Student Response #2 – Raul
People rarely make decisions based on one sing.
Wendy was addicted to her morning cup of coffee. She had one cup be.docxwendolynhalbert
Wendy was addicted to her morning cup of coffee. She had one cup before leaving the house and usually picked up another cup from the coffee shop on her way to the office. This morning, the line at the coffee shop was too long; therefore, Wendy decided to get a cup of coffee from the vending machine at work. The coffee was so hot that Wendy dropped it all over herself and was badly burned. Wendy filed suit against the vending company, the manufacturer of the vending machine, the owner of the building and the distributor of the coffee. What rights does Wendy have? Explain Wendy’s case against each party and possible defenses by each defendant.
.
WEEK 8 – EXERCISESEnter your answers in the spaces pro.docxwendolynhalbert
WEEK 8 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week8_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
1.
A researcher plans a study in which a crucial step is offering participants a food reward. It is important that the three food rewards be equal in appeal. Thus, a prestudy was designed in which participants were asked which of the rewards they preferred. Of the 60 participants, 16 preferred cupcakes, 26 preferred candy bars, and 18 favored dried apricots. Do these scores suggest that the different foods are differentially preferred by people in general? (Use the .05 significance level.)
a.Use the five steps of hypothesis testing.
b.Sketch the distribution involved.
c.Explain your findings.
2.
A high school principal wanted to know if the racial makeup of her teachers mirrored that of the student body. The student body broke down into 47% White, 28% Latino, 15% African American, and 10% other. Of the 65 teachers, 42 were White, 4 were Latino, 15 were African American, and 4 were Other. Do these results suggest that the racial makeup of the faculty members is different from that of the students? (Use the .05 significance level.)
Use the five steps of hypothesis testing and explain your findings.
3.
Please make up and discuss research examples corresponding to the various techniques introduced throughout this course. Describe a plausible study for each of the following statistical procedures, indicating how it would apply and what results you would predict. Also include information about the number of participants you would assess and how you would go about estimating effect size and statistical power (when relevant).
a.correlation
b.multiple regression
c.
t
test for independent means
d.
t
test for dependent means
e.ANOVA
f.chi square for goodness of fit
g.chi-square test for independence
SPSS ASSIGNMENT #8
Chi-Square
SPSS instructions:
Chi-Square Test for Goodness of Fit:
Open SPSS
Remember that SPSS assumes that all the scores in a row are from the same participant. In the study presented in #1, there are 20 students, some of whom have been suspended for misbehavior. The primary conflict-resolution style used by each student is also entered. [Ignore the first variable in this analysis.]
When you have entered the data for all 20 students, move to the Variable View window and change the first variable name to “SUSPEND” and the second to “STYLE”. Set the number of decimals for both variables to zero.
Click Analyze
à
Non-Parametric Tests
à
Chi-Square
Click the variable “STYLE” and then the arrow next to the box labeled “Test Variable List” to indicate that the chi-square for goodness of fit should be conducted on the conflict-resolution style variable.
N.
Week 8The Trouble with Aid Please respond to the following.docxwendolynhalbert
Week 8
"The Trouble with Aid"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Identify the most significant problems with the way foreign aid is presently dispensed by international lending institutions. Then, discuss at least three (3) recommendations that you would make to remedy this situation so that food, medical, and financial assistance actually reaches the poor.
Week 9
"Rocky Road"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Select one (1) developing country, and examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
Week 10
"Act Local"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
.
Week 8 Assignment 2 SubmissionInstructionsIf you are usi.docxwendolynhalbert
Week 8 Assignment 2 Submission
Instructions
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser."
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Religious Health Care
Due Week 8 and worth 200 points
Religious Health Care operates in a community of 225,000, called Middleville. Summary statistics on Religious and its competitors, from the AHA Guide, are shown in Table 1. All of the organizations in the area are not-for-profit. Although Samaritan Hospital and Protestant Hospital have religious origins, they now view themselves as secular, not-for-profit organizations.
Table 1: Middleville Health Care Systems
Name
Beds
Admissions
Census
OP Visits
Births
Expenses (000)
Personnel
Religious
575
13,000
350
221,000
2300
$125,000
2000
Samaritan
380
17,000
260
175,000
1200
$130,000
1875
Protestant
350
10,000
180
40,000
900
$80,000
1200
The governing board of Religious hired a consulting company to evaluate its strategic performance. As part of the consultant’s evaluation, several leaders of Religious’ units were asked their perspective of the organization’s performance.
You are working for the consultant. Your job is to identify the issues from the response that should be considered further by the consultant team and possibly discussed with the governing board and the CEO. The firm has a rule, “Never offer a criticism or negative finding without suggesting how the client organization can correct it,” so you must indicate what sort of correction would be recommended as part of your list. Because you know there were about two dozen other interviews, you decide you should rank your issues in importance, to make sure the most critical are discussed.
Write a six to eight (6-8) page paper in which you:
Describe the five (5) important elements of the governing board’ s agenda for areas of improvement in core functions.
Many organizations now use a balanced scorecard or multiple dimensions of performance measurement, such as productivity, profit, market trends, quality, patient satisfaction, and worker satisfaction. Describe three (3) key performance dimensions (other than those mentioned here) and include specific measures that Religious Health Care could use to improve overall institutional performance.
Determine the performance measures Religious Health Care could use to evaluate nursing staff performance in its Emergency Room. Explain the rationale for each performance measure.
Suggest the steps that should be taken next by Religious Health Care to get better at managing specific patient groups. Explain the rationale for each step.
Decide what strategies Religious Health Care could implement to enhance its public image and increase market share. Explain the rationale for each strategy.
Describe two (2) technology-based data-collection strategie.
Week1Writing SituationsOct 21 - Oct 27 15 pointsTasks.docxwendolynhalbert
Week1
Writing Situations
Oct 21 - Oct 27
/ 15 points
Tasks
Learning Team Instructions
Objectives/Competencies
1.1
Apply appropriate rhetorical strategies to a persuasive essay.
1.2
Utilize different types of writing styles as appropriate for mood and point of view.
Learning Activities
Required
Reading
Week One Overview
Reading
The Student Writer: Editor and Critic, Ch. 2
Reading
The Student Writer: Editor and Critic, Ch. 7
Reading
The Student Writer: Editor and Critic, Ch. 8
Reading
The Student Writer: Editor and Critic, Ch. 15
ERR
Week One Electronic Reserve Readings
Discussion
Learning Team Charter
Reading
Final Research Paper and Presentation
Assignments
ASSIGNMENT STATUS
FRIENDLY NAME
TITLE
DUE DATE
POINTS
UNREAD COMMENTS
Participation
Participation
Due Oct 27, 11:59 PM
/2
Paper
Persuasive Essay
Due Oct 27, 11:59 PM
/10
Practice/Simulation/Homework/Game
Grammar Guide Exercise #1
Due Oct 27, 11:59 PM
/3
.
Week 8 -- Provide an example of some form of misrepresentation in me.docxwendolynhalbert
Week 8 -- Provide an example of some form of misrepresentation in media over the years (includes: staging news, re-creations, selective editing and fictional methods). Give some background for context and answer; why, in your opinion is this an example of misrepresentation and why is it egregious? Provide the link to the example.
Additionally for the Week 8 discussion, consider media bias. Both conservative and liberal sides claim that there is media bias (to the other side of their beliefs) yet, it is evident that there is bias on both sides. It is no secret that the traditional views of the following 3 media outlets are as follows: Fox News--Conservative/Right, MSNBC--Liberal/Left, CNN--Moderate. A) Track a relatively current news story and report to the class the way the 3 media outlets presented the story. Were there surprises to you in your findings? B) Also pick one additional media outlet of your choice (perhaps NPR, AL JAZEERA , or BBC) and look at their perspective of the same story. Please comment on at least 3 of your classmates' postings with questions or thoughtful, respectful, thorough responses.
.
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docxwendolynhalbert
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
weeks Discussion link in the left navigation.Description and .docxwendolynhalbert
week's
Discussion
link in the left navigation.
Description and Analysis of the Hawthorne Study
Describe how the components of the Hawthorne study are incorporated in current human resource functions? What was the main idea behind this study? How have you been impacted by the components of this study in your current or past work setting? Respond to at least two of your peers posts.
Dominant Cultures and Subcultures
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
.
Week1. Basics of Critical Thinking. 7 daysWeek1Basics of Critica.docxwendolynhalbert
Week1. Basics of Critical Thinking. 7 days
Week1
Basics of Critical Thinking
7 days
/ 7 points
Week2. Problem Identification and Formulation. 7 days
Week2
Problem Identification and Formulation
7 days
/ 13 points
Tasks
Complete the Learning Team Charter.
Objectives/Competencies
2.1
Identify the processes involved in identifying, formulating, and solving business problems.
2.2
Apply concepts of critical thinking to identifying and formulating problems.
2.3
Identify common rhetorical devices and fallacies.
Learning Activities
Required
Reading
Management, Ch. 3
Reading
Critical Thinking, Ch. 5
Reading
Critical Thinking, Ch. 6
Reading
Critical Thinking, Ch. 7
Reading
Management, “The Functions of Management" section in Ch. 1
Reading
“Managerial Skills: What has Changed Since the Late 1980s”
ERR
Week Two Electronic Reserve Readings
Reading
Logical Fallacies
Reading
Knowledge Check Personalized Study Guide
Quiz
Critical Thinking Ch. 5 Multiple Choice Quiz
Quiz
Critical Thinking Ch. 6 Multiple Choice Quiz
Quiz
Critical Thinking Ch. 7 Multiple Choice Quiz
Presentation
Management Ch. 1 & 3 Microsoft® PowerPoint® Presentations
Presentation
Critical Thinking Ch. 5, 6, & 7 Microsoft® PowerPoint® Presentations
Video
Problem Solving Skills Video
Video
Creativity with Bill Moyers: Maya Angelou Video
Assignments
Assignments will be provided by your faculty and displayed here when class starts.
FRIENDLY NAME
TITLE
DUE DATE
POINTS
Week3. Creativity. 7 days
Week3
Creativity
7 days
/ 16 points
Tasks
Learning Team Pair-Up
Objectives/Competencies
3.1
Describe various methods for enhancing creativity and innovation in a business setting.
3.2
Identify opportunities in which to apply critical thinking to innovation.
3.3
Identify methods for formulating original and creative responses to opportunities and problems.
3.4
Identify potential barriers to applying creative thinking to business decision making.
Learning Activities
Required
Reading
Innovation Acceleration, Ch. 3
Reading
Management, Ch. 4
Reading
Example SWOT Analysis
Reading
Knowledge Check Personalized Study Guide
Presentation
Innovation Acceleration, Ch. 3 Microsoft® PowerPoint® Presentation
Presentation
Management, Ch. 4 Microsoft® PowerPoint® Presentation
Video
Management, Ch. 4 Video and Discussion
Video
Business Model Innovation Beats Technical Innovation Video
Video
Achieving Smart Goals video
Video
Creative Thinking Under Siege Video
Video
Innovation Video
Video
TEDTalk Video
Audio
Strategies for a SWOT Analysis Podcast
Discussion
Week 2 Paper Peer Review
ERR
Week Three Electronic Reserve Readings
Assignments
Assignments will be provided by your faculty and displayed here when class starts.
FRIENDLY NAME
TITLE
DUE DATE
POINTS
Week4. Decision Making. 7 days
Week4
Decision Making
7 days
/ 27 points
Objectives/Competencies
4.1
Evaluate the credibility of claims and their sources for making decisions.
4.2
Apply a decision-making technique to a business situation..
Week-2Here I attached two file. First one is poem file. In thi.docxwendolynhalbert
Week-2
Here I attached two file. First one is
poem file
. In this file you can choose any poem whatever you like..
Second one is
format file
….in this file you can see how to make proper format and how to write it.
Even I explain Format here.
How to make it
Format:
1)
Choose any one poem from attachment and put the title.
Than
2)
Make a poem in your own words means (imitate).
Give the title my poem I imitated
and poem title. This poem must be in your own word it should not copy with others.
Give title
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3)
Give all five question answer in brief in your words regarding poems.
Poetry Writing Analysis
In a well-crafted essay of three to four pages (excluding the pages on which your own poem and the poem you are working with are placed), refer to our lecture and consider the following questions.
1.
Does your poem extend or argue with the tradition of the poem you selected to imitate?
2.
What relationship to historical context does your primary poem bear?
3.
What relationship to historical context does your own poem bear?
4.
What is the role your reader plays as a participant in creating the poem’s meaning?
5.
Look at William Wordsworth’s
Preface to the Second Edition of Lyrical Ballads
, particularly his concept of “the overflow of powerful emotion...recollected in tranquility” compared to T. S. Eliot’s
Tradition and the Individual Talent
, in which he rejects emotion: “It is neither emotion, nor recollection, nor, without distortion of meaning, tranquility” from which poetry is crafted.
(These essays are online and easily found.)
This assignment asks you to understand the lecture material fully. You may wish to read Wordsworth’s essay,
Preface to the Second Edition of Lyrical Ballads
and T. S. Eliot’s
Tradition and the Individual Talent
on your own. Both essays are available online. It is recommended that you not conduct research outside of your text and the essays mentioned above, and that all sources used must be scrupulously cited in APA format.
.
Week 7 Exercise Prosocial BehaviorMuch of what we tend to focus.docxwendolynhalbert
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself "is there a way I might help another here?" Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
At the beginning of the day, jot down your general mood, feelings, attitude, etc.
Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
PLEASE NOTE: If you are unable to engage in prosocial behavior outside of your home due to COVID-19 restrictions/precautions, you are encouraged to engage in such behaviors with your family/people with whom you are sheltering.
You may also engage in prosocial behavior with others virtually or through other means (e.g., through video calls, emails, etc...). This assignment will be more meaningful if you are able to engage in-person with acquaintances or strangers, but you can still find ways to make a significant difference to others even if quarantined or sheltering in place.
In a 5-7 slide PowerPoint presentation, not counting title or reference slides:
Summarize your experience. Describe the prosocial behaviors you engaged in, others' reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
Review what you have learned about human behavior in social settings this week in your readings. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
Describe any new insights you gained through this exper.
Week4 Project Human Resources and Procurement Management.docxwendolynhalbert
Week4
Project Human Resources and Procurement Management
1
.
Supporting Activity: High Performing Teams
Write
a 200- to 300-word short-answer response to the following: three assignments,
• Since the success of a project rests largely on the performance of the team, what are some techniques a project manager can employ to foster a group of individuals in becoming a cohesive and high-performing team?
2
.
Supporting Activity: Outsourcing
•Under what circumstances is it ethically or not in the best interest of project morals to consider outsourcing parts of a project? Provide examples illustrating both and discuss why.
3.
Conceptualizing and Initializing the IT Project
•
Describe the five phases of the IT project methodology.
Write a 100- to 200-word short-answer response to the following:
five assignments
4
.
Conceptualizing and Initializing the IT Project
Why is it important to have deliverables for each phase of the IT project methodology?
5.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
6.
Conceptualizing and Initializing the IT Project
What are the advantages of developing a detailed project plan after a project has been approved for funding?
7.
Conceptualizing and Initializing the IT Project
Describe the conceptualize and initialize phase of the IT project methodology.
8
.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
Individual: Project Controls
The company offsite 2-day training session project is about ready to enter the execution phase. However, management has a history of being surprised with projects that finished over-budget, did not adhere to the timeline, evinced waste of resources, or did not meet expectations.
Address
your strategy for the following in a 2- to 3-page
memo
to gain their confidence in your project management abilities:
•Analyze and report unplanned changes
•Evaluate project quality
•Procedures you plan to implement for handling change control issues
•How you plan to communicate whether the project is meeting any stated performance and quality
objectives
.
More Related Content
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Respond to 4 postings listed below, with at least in one or mormickietanger
Respond to
4 postings listed below
, with at least in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read the postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on postings by providing additional insights or contrasting perspectives based on readings and evidence.
Posts should be at least 200 words
and require
some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source
.
POST 1:
Networking: A key to successful Teamwork
A. Consider the different teams presented in your reading assignment. How do these teams manage their team boundaries? What are the trade-offs between internal cohesion and external ties within each type of team? support your discussion with at least two external sources.
Teams are of different types such as Virtual teams, Problem-solving teams, cross-functional teams, self- managed teams but every team has to maintain their own boundaries to function up to the mark.
What are boundaries
Boundaries are the limitations, plans which meant for reducing distraction from outside sources and to increase the teams focus on their roles and responsibilities. They could be simple rules which are a part of the teams’ principles.
How to set boundaries
· Members need to work individually along with their team leader. Everyone of them need to understand as to what make them deviate from their works. Make a list of the important activities relating to their group project for which the team is formed and make a schedule by prioritizing their work according to their importance.
· This will help them to have an understanding of how to manage their work. Set short term and long-term goals so as to be responsible for completing the tasks.
· Remember that the boundaries can be breached. It is not possible that they will stay in place forever, sometimes the members may knowingly or unknowingly cross their boundaries.
· The team has to communicate with the other teams or members as to what extent they have set the boundaries. It will help them to have necessary support from others and they will be less disturbing to them (Guanfeng, & Zhiyang, 2011).
Internal cohesion and External ties
Internal cohesion has a positive relationship with the external ties. The level of internal cohesion defines the level of support and cooperation the members have with each other. If the cohesion is more it will not affect the members to outsource other expertise and necessary resources. B ...
What appropriate sources of information did you use in finding your .docxwendolynhalbert
What appropriate sources of information did you use in finding your student-contributed resource?
At this early stage in the process of investigating a topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your understanding of the city?
http://search.proquest.com.ezp.waldenulibrary.org/docview/741088853?accountid=14872
I have enclosed my student-contributed resource doc
2+3 paragraphs
.
Western Civilization before The Thirty Years WarInstructions .docxwendolynhalbert
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
Western Civilization – Week 7 Discussion ForumPlease choose just o.docxwendolynhalbert
Western Civilization – Week 7 Discussion Forum
Please choose just one of the following questions to answer for the Forum Assignment this week. After you post your own answer, you will need to respond to at least three of your fellow classmates' initial posts.
• Initial Post must be at least 250 words long
• Peer Responses must be at least 125 words long.
1. A medieval German proverb states: "the city air will set you free." What was "the city air" like in many medieval towns? Using what you learned from the readings, do you agree with the proverb? Why or why not?
2. During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
3. People rarely make decisions based on one single factor. In the quest to discover new lands, establish trade routes and colonize, what do you think motivated the explorers the most? Be sure to discuss at least one specific explorer in your post.
Student Response #1 – Shannon
During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
Based on the information in our text books, I believe that both the Catholics and the Calvinists brought the religious tensions on themselves. With the birth of new religions on the rise there then became a power struggle among the religions. The Protestant Reformation that began set the way for religious extremism. " The agreement helped maintain a relative calm in the lands of the Holy Roman Empire by granting each ruler the right to determine the religion of his territory" (Hunt, p483) This opened the doors for many religious disputes to follow as the years went on. Each war started as a religious dispute but went on to reveal other motives, like political gains, power and greed. As time went on and religion began to spread and more and more people began to covert, there became major power struggles. When the bloodshed began with the Protestants and the Catholics not too much was solved after that, during the bloodshed, Catholic mobs killed over 3000 Huguenots in Paris. These wars about religion have simply paved the way through the years for more conflict regarding religion. I can t just blame one party and pick it to be responsible , i think all parties played a role in the tension caused by religion, each person wanted to believe in what they believed in and didn’t feel like it should have to be mandated.
Student Response #2 – Raul
People rarely make decisions based on one sing.
Wendy was addicted to her morning cup of coffee. She had one cup be.docxwendolynhalbert
Wendy was addicted to her morning cup of coffee. She had one cup before leaving the house and usually picked up another cup from the coffee shop on her way to the office. This morning, the line at the coffee shop was too long; therefore, Wendy decided to get a cup of coffee from the vending machine at work. The coffee was so hot that Wendy dropped it all over herself and was badly burned. Wendy filed suit against the vending company, the manufacturer of the vending machine, the owner of the building and the distributor of the coffee. What rights does Wendy have? Explain Wendy’s case against each party and possible defenses by each defendant.
.
WEEK 8 – EXERCISESEnter your answers in the spaces pro.docxwendolynhalbert
WEEK 8 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week8_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
1.
A researcher plans a study in which a crucial step is offering participants a food reward. It is important that the three food rewards be equal in appeal. Thus, a prestudy was designed in which participants were asked which of the rewards they preferred. Of the 60 participants, 16 preferred cupcakes, 26 preferred candy bars, and 18 favored dried apricots. Do these scores suggest that the different foods are differentially preferred by people in general? (Use the .05 significance level.)
a.Use the five steps of hypothesis testing.
b.Sketch the distribution involved.
c.Explain your findings.
2.
A high school principal wanted to know if the racial makeup of her teachers mirrored that of the student body. The student body broke down into 47% White, 28% Latino, 15% African American, and 10% other. Of the 65 teachers, 42 were White, 4 were Latino, 15 were African American, and 4 were Other. Do these results suggest that the racial makeup of the faculty members is different from that of the students? (Use the .05 significance level.)
Use the five steps of hypothesis testing and explain your findings.
3.
Please make up and discuss research examples corresponding to the various techniques introduced throughout this course. Describe a plausible study for each of the following statistical procedures, indicating how it would apply and what results you would predict. Also include information about the number of participants you would assess and how you would go about estimating effect size and statistical power (when relevant).
a.correlation
b.multiple regression
c.
t
test for independent means
d.
t
test for dependent means
e.ANOVA
f.chi square for goodness of fit
g.chi-square test for independence
SPSS ASSIGNMENT #8
Chi-Square
SPSS instructions:
Chi-Square Test for Goodness of Fit:
Open SPSS
Remember that SPSS assumes that all the scores in a row are from the same participant. In the study presented in #1, there are 20 students, some of whom have been suspended for misbehavior. The primary conflict-resolution style used by each student is also entered. [Ignore the first variable in this analysis.]
When you have entered the data for all 20 students, move to the Variable View window and change the first variable name to “SUSPEND” and the second to “STYLE”. Set the number of decimals for both variables to zero.
Click Analyze
à
Non-Parametric Tests
à
Chi-Square
Click the variable “STYLE” and then the arrow next to the box labeled “Test Variable List” to indicate that the chi-square for goodness of fit should be conducted on the conflict-resolution style variable.
N.
Week 8The Trouble with Aid Please respond to the following.docxwendolynhalbert
Week 8
"The Trouble with Aid"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Identify the most significant problems with the way foreign aid is presently dispensed by international lending institutions. Then, discuss at least three (3) recommendations that you would make to remedy this situation so that food, medical, and financial assistance actually reaches the poor.
Week 9
"Rocky Road"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Select one (1) developing country, and examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
Week 10
"Act Local"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
.
Week 8 Assignment 2 SubmissionInstructionsIf you are usi.docxwendolynhalbert
Week 8 Assignment 2 Submission
Instructions
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser."
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Religious Health Care
Due Week 8 and worth 200 points
Religious Health Care operates in a community of 225,000, called Middleville. Summary statistics on Religious and its competitors, from the AHA Guide, are shown in Table 1. All of the organizations in the area are not-for-profit. Although Samaritan Hospital and Protestant Hospital have religious origins, they now view themselves as secular, not-for-profit organizations.
Table 1: Middleville Health Care Systems
Name
Beds
Admissions
Census
OP Visits
Births
Expenses (000)
Personnel
Religious
575
13,000
350
221,000
2300
$125,000
2000
Samaritan
380
17,000
260
175,000
1200
$130,000
1875
Protestant
350
10,000
180
40,000
900
$80,000
1200
The governing board of Religious hired a consulting company to evaluate its strategic performance. As part of the consultant’s evaluation, several leaders of Religious’ units were asked their perspective of the organization’s performance.
You are working for the consultant. Your job is to identify the issues from the response that should be considered further by the consultant team and possibly discussed with the governing board and the CEO. The firm has a rule, “Never offer a criticism or negative finding without suggesting how the client organization can correct it,” so you must indicate what sort of correction would be recommended as part of your list. Because you know there were about two dozen other interviews, you decide you should rank your issues in importance, to make sure the most critical are discussed.
Write a six to eight (6-8) page paper in which you:
Describe the five (5) important elements of the governing board’ s agenda for areas of improvement in core functions.
Many organizations now use a balanced scorecard or multiple dimensions of performance measurement, such as productivity, profit, market trends, quality, patient satisfaction, and worker satisfaction. Describe three (3) key performance dimensions (other than those mentioned here) and include specific measures that Religious Health Care could use to improve overall institutional performance.
Determine the performance measures Religious Health Care could use to evaluate nursing staff performance in its Emergency Room. Explain the rationale for each performance measure.
Suggest the steps that should be taken next by Religious Health Care to get better at managing specific patient groups. Explain the rationale for each step.
Decide what strategies Religious Health Care could implement to enhance its public image and increase market share. Explain the rationale for each strategy.
Describe two (2) technology-based data-collection strategie.
Week1Writing SituationsOct 21 - Oct 27 15 pointsTasks.docxwendolynhalbert
Week1
Writing Situations
Oct 21 - Oct 27
/ 15 points
Tasks
Learning Team Instructions
Objectives/Competencies
1.1
Apply appropriate rhetorical strategies to a persuasive essay.
1.2
Utilize different types of writing styles as appropriate for mood and point of view.
Learning Activities
Required
Reading
Week One Overview
Reading
The Student Writer: Editor and Critic, Ch. 2
Reading
The Student Writer: Editor and Critic, Ch. 7
Reading
The Student Writer: Editor and Critic, Ch. 8
Reading
The Student Writer: Editor and Critic, Ch. 15
ERR
Week One Electronic Reserve Readings
Discussion
Learning Team Charter
Reading
Final Research Paper and Presentation
Assignments
ASSIGNMENT STATUS
FRIENDLY NAME
TITLE
DUE DATE
POINTS
UNREAD COMMENTS
Participation
Participation
Due Oct 27, 11:59 PM
/2
Paper
Persuasive Essay
Due Oct 27, 11:59 PM
/10
Practice/Simulation/Homework/Game
Grammar Guide Exercise #1
Due Oct 27, 11:59 PM
/3
.
Week 8 -- Provide an example of some form of misrepresentation in me.docxwendolynhalbert
Week 8 -- Provide an example of some form of misrepresentation in media over the years (includes: staging news, re-creations, selective editing and fictional methods). Give some background for context and answer; why, in your opinion is this an example of misrepresentation and why is it egregious? Provide the link to the example.
Additionally for the Week 8 discussion, consider media bias. Both conservative and liberal sides claim that there is media bias (to the other side of their beliefs) yet, it is evident that there is bias on both sides. It is no secret that the traditional views of the following 3 media outlets are as follows: Fox News--Conservative/Right, MSNBC--Liberal/Left, CNN--Moderate. A) Track a relatively current news story and report to the class the way the 3 media outlets presented the story. Were there surprises to you in your findings? B) Also pick one additional media outlet of your choice (perhaps NPR, AL JAZEERA , or BBC) and look at their perspective of the same story. Please comment on at least 3 of your classmates' postings with questions or thoughtful, respectful, thorough responses.
.
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docxwendolynhalbert
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
weeks Discussion link in the left navigation.Description and .docxwendolynhalbert
week's
Discussion
link in the left navigation.
Description and Analysis of the Hawthorne Study
Describe how the components of the Hawthorne study are incorporated in current human resource functions? What was the main idea behind this study? How have you been impacted by the components of this study in your current or past work setting? Respond to at least two of your peers posts.
Dominant Cultures and Subcultures
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
.
Week1. Basics of Critical Thinking. 7 daysWeek1Basics of Critica.docxwendolynhalbert
Week1. Basics of Critical Thinking. 7 days
Week1
Basics of Critical Thinking
7 days
/ 7 points
Week2. Problem Identification and Formulation. 7 days
Week2
Problem Identification and Formulation
7 days
/ 13 points
Tasks
Complete the Learning Team Charter.
Objectives/Competencies
2.1
Identify the processes involved in identifying, formulating, and solving business problems.
2.2
Apply concepts of critical thinking to identifying and formulating problems.
2.3
Identify common rhetorical devices and fallacies.
Learning Activities
Required
Reading
Management, Ch. 3
Reading
Critical Thinking, Ch. 5
Reading
Critical Thinking, Ch. 6
Reading
Critical Thinking, Ch. 7
Reading
Management, “The Functions of Management" section in Ch. 1
Reading
“Managerial Skills: What has Changed Since the Late 1980s”
ERR
Week Two Electronic Reserve Readings
Reading
Logical Fallacies
Reading
Knowledge Check Personalized Study Guide
Quiz
Critical Thinking Ch. 5 Multiple Choice Quiz
Quiz
Critical Thinking Ch. 6 Multiple Choice Quiz
Quiz
Critical Thinking Ch. 7 Multiple Choice Quiz
Presentation
Management Ch. 1 & 3 Microsoft® PowerPoint® Presentations
Presentation
Critical Thinking Ch. 5, 6, & 7 Microsoft® PowerPoint® Presentations
Video
Problem Solving Skills Video
Video
Creativity with Bill Moyers: Maya Angelou Video
Assignments
Assignments will be provided by your faculty and displayed here when class starts.
FRIENDLY NAME
TITLE
DUE DATE
POINTS
Week3. Creativity. 7 days
Week3
Creativity
7 days
/ 16 points
Tasks
Learning Team Pair-Up
Objectives/Competencies
3.1
Describe various methods for enhancing creativity and innovation in a business setting.
3.2
Identify opportunities in which to apply critical thinking to innovation.
3.3
Identify methods for formulating original and creative responses to opportunities and problems.
3.4
Identify potential barriers to applying creative thinking to business decision making.
Learning Activities
Required
Reading
Innovation Acceleration, Ch. 3
Reading
Management, Ch. 4
Reading
Example SWOT Analysis
Reading
Knowledge Check Personalized Study Guide
Presentation
Innovation Acceleration, Ch. 3 Microsoft® PowerPoint® Presentation
Presentation
Management, Ch. 4 Microsoft® PowerPoint® Presentation
Video
Management, Ch. 4 Video and Discussion
Video
Business Model Innovation Beats Technical Innovation Video
Video
Achieving Smart Goals video
Video
Creative Thinking Under Siege Video
Video
Innovation Video
Video
TEDTalk Video
Audio
Strategies for a SWOT Analysis Podcast
Discussion
Week 2 Paper Peer Review
ERR
Week Three Electronic Reserve Readings
Assignments
Assignments will be provided by your faculty and displayed here when class starts.
FRIENDLY NAME
TITLE
DUE DATE
POINTS
Week4. Decision Making. 7 days
Week4
Decision Making
7 days
/ 27 points
Objectives/Competencies
4.1
Evaluate the credibility of claims and their sources for making decisions.
4.2
Apply a decision-making technique to a business situation..
Week-2Here I attached two file. First one is poem file. In thi.docxwendolynhalbert
Week-2
Here I attached two file. First one is
poem file
. In this file you can choose any poem whatever you like..
Second one is
format file
….in this file you can see how to make proper format and how to write it.
Even I explain Format here.
How to make it
Format:
1)
Choose any one poem from attachment and put the title.
Than
2)
Make a poem in your own words means (imitate).
Give the title my poem I imitated
and poem title. This poem must be in your own word it should not copy with others.
Give title
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3)
Give all five question answer in brief in your words regarding poems.
Poetry Writing Analysis
In a well-crafted essay of three to four pages (excluding the pages on which your own poem and the poem you are working with are placed), refer to our lecture and consider the following questions.
1.
Does your poem extend or argue with the tradition of the poem you selected to imitate?
2.
What relationship to historical context does your primary poem bear?
3.
What relationship to historical context does your own poem bear?
4.
What is the role your reader plays as a participant in creating the poem’s meaning?
5.
Look at William Wordsworth’s
Preface to the Second Edition of Lyrical Ballads
, particularly his concept of “the overflow of powerful emotion...recollected in tranquility” compared to T. S. Eliot’s
Tradition and the Individual Talent
, in which he rejects emotion: “It is neither emotion, nor recollection, nor, without distortion of meaning, tranquility” from which poetry is crafted.
(These essays are online and easily found.)
This assignment asks you to understand the lecture material fully. You may wish to read Wordsworth’s essay,
Preface to the Second Edition of Lyrical Ballads
and T. S. Eliot’s
Tradition and the Individual Talent
on your own. Both essays are available online. It is recommended that you not conduct research outside of your text and the essays mentioned above, and that all sources used must be scrupulously cited in APA format.
.
Week 7 Exercise Prosocial BehaviorMuch of what we tend to focus.docxwendolynhalbert
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself "is there a way I might help another here?" Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
At the beginning of the day, jot down your general mood, feelings, attitude, etc.
Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
PLEASE NOTE: If you are unable to engage in prosocial behavior outside of your home due to COVID-19 restrictions/precautions, you are encouraged to engage in such behaviors with your family/people with whom you are sheltering.
You may also engage in prosocial behavior with others virtually or through other means (e.g., through video calls, emails, etc...). This assignment will be more meaningful if you are able to engage in-person with acquaintances or strangers, but you can still find ways to make a significant difference to others even if quarantined or sheltering in place.
In a 5-7 slide PowerPoint presentation, not counting title or reference slides:
Summarize your experience. Describe the prosocial behaviors you engaged in, others' reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
Review what you have learned about human behavior in social settings this week in your readings. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
Describe any new insights you gained through this exper.
Week4 Project Human Resources and Procurement Management.docxwendolynhalbert
Week4
Project Human Resources and Procurement Management
1
.
Supporting Activity: High Performing Teams
Write
a 200- to 300-word short-answer response to the following: three assignments,
• Since the success of a project rests largely on the performance of the team, what are some techniques a project manager can employ to foster a group of individuals in becoming a cohesive and high-performing team?
2
.
Supporting Activity: Outsourcing
•Under what circumstances is it ethically or not in the best interest of project morals to consider outsourcing parts of a project? Provide examples illustrating both and discuss why.
3.
Conceptualizing and Initializing the IT Project
•
Describe the five phases of the IT project methodology.
Write a 100- to 200-word short-answer response to the following:
five assignments
4
.
Conceptualizing and Initializing the IT Project
Why is it important to have deliverables for each phase of the IT project methodology?
5.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
6.
Conceptualizing and Initializing the IT Project
What are the advantages of developing a detailed project plan after a project has been approved for funding?
7.
Conceptualizing and Initializing the IT Project
Describe the conceptualize and initialize phase of the IT project methodology.
8
.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
Individual: Project Controls
The company offsite 2-day training session project is about ready to enter the execution phase. However, management has a history of being surprised with projects that finished over-budget, did not adhere to the timeline, evinced waste of resources, or did not meet expectations.
Address
your strategy for the following in a 2- to 3-page
memo
to gain their confidence in your project management abilities:
•Analyze and report unplanned changes
•Evaluate project quality
•Procedures you plan to implement for handling change control issues
•How you plan to communicate whether the project is meeting any stated performance and quality
objectives
.
Week4 Discussion
Wireless Communications
Supporting Activity: Introduction to the OSI Protocol Model Format
Write
a 200- to 300-word response to the following:
•After reviewing the concepts, pictorially model the TCP/IP protocol against the 7-layer OSI model. In your depiction, include the common protocol sections that fit in the various levels.
Supporting Activity: Introduction to Wireless
Write
a 200- to 300-word response to the following question:
•Differentiating among the protocols used in wireless (Media Access Control layer, FDMA, TDMA, and CDMA), what are the problems with existing protocols with satellite communications?
Supporting Activity: Network Operating Systems
Write
a 200- to 300-word response to the following questions:
•
What are the predominant network operating systems in use today? What are the differences between LAN and WAN operating systems?
.
Week3 Project Cost and Quality ManagementSupporting .docxwendolynhalbert
Week3
Project Cost and Quality Management
Supporting Activity: Cost and Time
Write
a 200- to 300-word short-answer response to the following:
•While cost and time are critical components of projects, how would you define the quality of a project? Provide some examples of project reporting metrics a project manager could use to measure and communicate the status of quality during a project.
Supporting Activity: Dependency Types
•Provide real-world examples of activities where each dependency type is used: finish-to-start, start-to-start, finish-to-finish, and start-to-finish.
Supporting Activity: Metrics
•Which metric does a project manager have most control over: cost variance, schedule variance, cost performance index, and schedule performance index? Explain how so. Which one does a project manager have least control over?
Write
a 100- to 200-word short-answer response to the following:
The Nature of Information Technology Projects
What is a methodology? What are the advantages of following a methodology when developing an information system? Information Technology Project Management
The Nature of Information Technology Projects
What is project management?
Conceptualizing and Initializing the IT Project
Describe the project life cycle (PLC) and the systems development life cycle (SDLC), and their relationship?
7
.
Conceptualizing and Initializing the IT Project
What is fast tracking? When should fast tracking be used? When is fast tracking not appropriate?
Conceptualizing and Initializing the IT Project
Why is it important to have deliverables for each phase of the IT project methodology?
Individual:
Project Budget
The project for the company offsite 2-day training session has been given a preliminary go-ahead. However a budget needs to be submitted for approval.
Write
a 2- to 3-page memo explaining the financial implications of your project that does the following.
• Adds costs estimates to your resources (both labor and material) – Refer to websites like the United States Department of Labor for estimates.
• Adds estimates for all task duration and sequencing of tasks (including precedence relations)
•Summarizes any relevant facts about the project duration, number or type of resources, critical task sequencing, and how duration estimates were arrived at
•Highlights if there are any milestones for your project
Include
a Microsoft® Project Gantt chart, as an attachment, showing the WBS of tasks (with dependencies) and task sequences, along with any budget or cost reports to support your memo.
Learning Team: Project Schedule
We are doing our project
Riordan Manufacturing
Choose a project involving an IT requirement with multiple tasks and human resources. This project must come from a business situation—for example, hardware procurement and installation, network acquisition, implementation, or expansion—in which each Learning Team member contributes backg.
Week Two IndividualReliability and ValidityWrite a 1,0.docxwendolynhalbert
Week Two Individual
Reliability and Validity
Write
a 1,050-word paper describing observation and measurement as they relate to human services research.
Refer
to Ch. 4 and 5 of
Beginning Behavioral Research
.
Address
each of the following points in your paper:
Define and describe the types of reliability. Provide examples of these types of reliability as they apply to human services research or to human services management research.
Define and describe the types of validity. Provide examples of these types of validity as they apply to human services research or to human services management research.
Provide examples of a data collection method and data collection instrument used in human services research. Why is it important to ensure that these data collection methods and instruments are both reliable and valid?
Provide examples of a different data collection method and a data collection instrument used in managerial research. Why is it important to ensure that these data collection methods and instruments are both reliable and valid?
Format
your paper consistent with APA guidelines and include at least two references.(and in text citations)
.
Week 7 DiscussionDiversity in the work environment promotes ac.docxwendolynhalbert
Week 7 Discussion
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
What is your selected company’s stance on diversity?
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
Be sure to respond to at least one of your classmates' posts.
.
Week Lecture - Evaluating the Quality of Financial ReportsThe coll.docxwendolynhalbert
Week Lecture - Evaluating the Quality of Financial Reports
The collapse of Enron in the early 2000s, which was a result of massive financial manipulation, gave rise to a new era of financial reporting supervision with the establishment of the Sarbanes-Oxley Act in 2002. The Act required all executives to give certified and accurate financial information. Various mechanisms were put in place to reduce financial accounting irregularities (Cunningham, 2005). Managers are therefore required to have a clear understanding of the regulations put in place and the bodies which enforce them in order to conform with them accordingly.
Issuance of financial reports and sale of securities to the public is monitored by such organizations as:
The Financial Accounting Standards Board (FASB)
The Securities and Exchange Commission (SEC), and
The Financial Industry Regulatory Authority (FIRA)
The Financial Accounting Standards Board (FASB) has developed the financial accounting standards to be used in the U.S. since 1973. Its function is to oversee the preparation of financial reports by non-governmental entities. FASB ensures that financial statements contain information relevant for sound decision making. The Securities and Exchange Commission (SEC) has been charged with the statutory authority of establishing reporting standards for U.S. public companies. Although it does not develop the Generally Accepted Accounting Principles (GAAP), it has power to monitor financial reporting. The SEC seeks its authority from three security laws: The Securities Act of 1933 (SEC, 2012b), The Securities Exchange Act of 1934 (SEC, 2012c), The Investment Company Act of 1940 (SEC, 2012a), The Sarbanes-Oxley Act of 2002 (SEC, 2005), and The Dodd-Frank Wall Street Reform and Consumer Protection Act of 2010 (SEC, 2014).
The Financial Industry Regulatory Authority (FIRA) regulates securities firms conducting business with the public in the U.S. The International Accounting Standards Board (IASB) develops and Publishes International Financial Reporting Standards through the help of its 15-full time members from different countries working with stakeholders all over the world.
The usefulness of financial reports to readers depends on report quality. The conceptual framework for financial reporting categorizes qualitative characteristics of financial reports into two broad categories: fundamental qualitative characteristics, which include relevance and faithful representation, and enhancing qualitative characteristics, which make financial reports more useful and include comparability, timeliness, verifiability, and understandability. Presentation of financial reporting is limited by materiality and cost constraints. There exist differences in U.S. reporting requirements and the international requirements, although efforts have been undertaken to congregate the U.S. GAAP rules with the international financial reporting rules (Oxford Analytica, 2009). Differences in U.S. reporting req.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
caOLeadership is about proaiding focus, direction and.docx
1. ca
O
"Leadership is about proaiding focus, direction and inspiration
in a group. Lead.ers enable a group t0 imagrne and create a
future
which will fulfll the group purpose... An efectiue lead.er giaes
power to (empower) olher group members."
- Hmter, et aI.
The Zen of Gtoups (1995)
M u l t i p i e C h a l l e n g e s f c r G r c u p L e a d e r s
The success of dialogue groups depends to a large extent on the
effectiveness
of the leaders. "Indeed, the leader's ability to estabiish solid
relationships with
otlers in the goup is probably the most important tool he or she
has in facilitating
group process. As a group leader, you bring your personal
qualities, values, and
Iife experiences to every group." (Corey & Corey,.l997, p. 61)
Many experts in tle
gloup process have emphasized the important role a group
2. leader plays in the
group process. It is very important that dialogue group leaders
are chosen based
oq desirable personal qualities and characteristics suitable for
this work' In
addition to personal qualities, diaiogue group leaders must also
possess certain
knowledge and skills in facilitating and managing the group
process.
"Knowledge
and skills are critically important to being epable. The group
worker needs to know
about people and groups and must be able to employ a range of
group work skills in
helping to promote goal accomplishment and help-giving.
" (Conyne er a1., 1997,
p. 8) Hence, the group leaders must be provided with group
facilitation skill devel-
opment training. We begin this discussion by considering some
of the challenges
taced by group ieaders.
Huang Nissen, S. (1999). Being an effective group leader'
In Dialogue groups: A
'*;"";;;;i;nidi
3. tofacilitate diversitv conversation (pp' 37
- 48)' Blue Hill'
Vtuio", Medicine Bear Publishing'
D , t . A L O G U E G R o U F . S . : . : . r
Our experience has shown that dialogue about clifferent
perspectives often
touches upon individual beliefs, vaiues, and life experiences. In
the seH-exploration
process, participants often evoke intense emotions. To
summarize a list of challenges
faced by the group worker, Conyne et al. enumerates what they
call
"Baker's Dozen"
below (note: a bakpr's dozen is normally thought of as 13 ):
1.
2.
q
4.
o .
7.
8.
4. How to know your limits.
How to prepare for a group
What is our pu.rpose
Coping with data overioad and tast-paced action
How to view a group
How to manage a group
How to manage conflict
How to }crow ald be yourself
9. IIow to utrderstand tle uniqueness of members
10. How to connect members
n. How to influence change within Lhe group
12. How to fit pmctice with science
'
13. How to resolve dilemmas and value choices
"To practiee group work is to confront ambiguity antl
coinplexity.. . The bcker s
dozm is to anticlote to the humaa condition, of course. Nor
would we want that,
for access to our humanity is at the core of effective group
work' (Conyae, et al.,
5. 1997, pp.5G57) The challenges for ttre.group worker and ttre
strategies to meet
them described by Conyne, Wilson, and Ward refer mainly to
counseling and
psycho-therapy groups. Howwer, some of these challenges
occasionally have been
orperienced by dialogu.e group ieaders in the four pilot
programs as well. For tlose
group leaders wishing to deepen their licrowiedge and skills, we
recommeqd that
tley conduct an indepth study of the work by Conyne et ai.
The following three secions focus on tle responsibilities of goup
leaders and
the skills and personal qualities they need for effective
leadership.
Group leader(s) responsibilities
T ^ r , ^ ^ ^ ^ ^ ^ ^ r ^ ( - ^ { ^ "
r u ^ E r r p l . J E J p r t r J o r E
To keep organization safe
To keep people focused on learning about
diversity issues
To explore own assumptions and beliefs
regarding differences
6. ? To confront and challenge seif and others
I To keep playing field equal
f To manage the process (not the people)
f To participate in dialogue
f . To handle logistics of holding meetings
t To assign homework
G r o u p L e a d e r F e s p o n s i b i l i t i e s
In Leading Core Groups (1986), Barbara Walker described
several responsi-
bilities for core group leaders. The following secti6l highlights
two major ones from
her book plus the additional responsibilities we have developed
for the dialogue
group leaders in all four pilot DG programs:
1, Keeping people safe: " Keeping people safe
" was a term used during tle eariy
stage of the core group work at Dlgital. Walker believed tlat to
make the dialogue
group worh its members must feel safe. To feel safe is to lcrow
tlat oue can stpress
oneself with honesty and integrity without judgnent and
recrimination by others.
7. Diaiogue group leaders must do everything tiey can to make it
safe for the partici-
pants because open and face to face dialogue about differences
often threaten our
beliefs and values.
" Each. . . group member perceives the emotional risks tlat
come
with honest seif-disclosure. Changing the status quo, and most
certainly our own,
can be emotionalllr threatening." ( p. tS )
"{hen the tmth is told, we are face to ibce
with pain- either theirs, ours or both. At moments like these
most.of us feel unsafe,
and vr:lnerable to one another." (p. i4) The Group Leader's
ability to role-model
+
?
+
the qualities of stretching, growing and even changing can be an
iinportant factor
in establishing a climate for frank and open sharing.
2. Keeping people targeted on the issues: It is easy for members
of a dialogue
8. '
gloup to go into abstract discussions or tum to
"shop talk." The group leader's task
is to keep the discussions targeted on issues o{ diversity,
particularly as ttrose issues
personally impact us and our working relationships.
g. Keeping the orgi.rization safe: We mean here the
organization (company,
agency, etc.) that employs the members of the ilialogue group.
One way to keep the
organizarion safe is to insure ihat the dialogue group meetings
are not a forum to
address personal issues (not group therapy, for example). Nor
should dialogue
'
group meetilgs be opportunities to
"bash" people in the organization, or to criticize
management practice and policies. These issues need to be
addressed ttrrough the
appropdate channels of the organization.
4. Teaching and modeling tJre dialogue principles: It is
recommended that
'
dialogue group leaders make tle effort to study the dialogue
9. principles first then
embody these principies. There may be times when tle group
leaders need to do
some teaching to their group members about dialogue principles
and process.
Having a solid grounding in dialogue principles would enable
the dia-Iogue
group leaders to model tlem appropriately. A fuller description
of principles of
dialogue.is given in Chapter 2.
5. Assip.ing homework: The purpose of giving homework
assignments is to
help people get in touch with themselves and each other. Group
leaders can
assign related reading material to gloup participants td review
and com.ment oD at
the group sessions, or ask participants to maintain personal
journais to record
thoughts, feelings, and insights. They can also ask participants
to share videotapes
and report back to the group.
One of the methods to stimulate reflection is to give homework
questions for
10. the group members to ponder between meetings. Below is a list
of pertinent
questions for the parricipants to reflect on and share with the
group often used in
dialogue groups in four pilot programs:
B . E I N G A . N E F F E C T I V E
. How did your parents behave toward those who were
'differed
from them?
. When was the first time you met someone
"different" from you?
What was that experience like? Positive or legative?
. When was the first time you were treated as someone
"different" ?
What was tle impact on you? How do you view
" difference " now?
. Who was powerful in your family when you were growing up?
. What messages did you receive about power?
. How do you view'power" now?
6. Ot'her responsibilities: Other miscellaneous responsibilities
of group leaders
11. are both participalory and administrative in nature. The list
below is a sample of
what they may include:
. work witl goup to develop a process for dialogue
. Help tle group adhere to the process
. Participate in dialogue
. Manage the logistics for group meetings
. Work with individuals outside the group meeting on qncific
issues
T,vpicai Grcup Lead€rs Concerns
Since dialogue groups are designed for participants to meet on a
regular basis
to learn about differences, both the group leaders and the
participants joiu groups
on a voluntary basis. After the introduction to dialogue group
workshop, partici-
pants are invited to sign up either to become group ieaders or
group participants.
Frequently, people hesitate to offer themselves to be group
leatlers clue to a lack
of confidence in their ability to facilitate the dialogue process'
Table 5-1 shows
12. typical first-time group leader concerns'
these concerns are quite legitimate and normal, for effective
group leaders are
not bom but they can be developed. The experiences of the
dialogue groups in four
organizations show that many successful and effective group
leaders never had any
prior training on group tacilitation skills. We found that they
did possess a common
ingredient - the heart at the nght place-that motivated them to
learn, to develop
useful skills, and to be constantly self-aware. In other words,
tlese group leaders
i ,
Typical First-time
Group Leader Goncerns
AIU I A SKILLED GROUP FACILITATOR|
. How can I energize the grouo? e+
d
. Can I manage group interaction?
$
13. r Can I get them to observe group norms?
.. Can I keep the dominant/talkative participant quiet?
. Can I get the quiet ones to speak up?
r Can I manage competition or conflicts among participants?
AM I AN EFFECTWE GROUP LE,ADER?
. Can I get lull cooperation from my co'leader? Group members?
r Am I a good listener? Am I observant enough?
. Can I always be objective?
. How can I deal with my own emotions?
o Can I be undefensive if a participant openly challenges me?
. Can I model the behavior I want the group to emulate?
4A
E7
{ . ,
Table 5-1
displayed the kind of personal characteristics that inspired
others in the dialogue
groups to respect and follow ttreir model.
The following sections describe a list of desirable skills and
personal qualities
14. that can help group leaders become effective and successfirl-
Like principles of
dialogue and optimal conditions and skills f61 nsaningitl
dialogue that are devel-
oped over time by the diaiogue participants, the skills anil
qualities for dialogue
groups can also be developed.
S k i i i s N e e d e d b y G r c u P I a a c e r s
Effective group leader skills are among the most important
determinants of
group outcomes. In their book entitled, Groups: Process and
Practice, Corey &
Corey (5th edition, 1997) describe the following basic skills
necessary to become
competent group leaders: (Included also is a part on confronting
extracted from
Leading Core Groups by Barbara Walker' 1986.)
t . F a c i l i t a t i n g : T h i s i s p e r h a p s t h e m o s t i m p
o r t a n t s k i l l f o r g r o u p l e a d e r s t o
possess, for it is essential if dialogue groups are to function in a
productive way'
Group leaders facilitate the dialogue process by (r) involving as
15. many members as
possible in the group interaction, (2) assisting members to
openly express their fears
and expectations, (3) providing encouragement and support as
members erpiore
highly personal maierial, (4) encouragilg open expression of
conflict and controvesy'
and (5) helping members overcome barriers to direct
communication'
2. Active listening: This rneans more than merely listening to
t}re words'
""' it
involves absorbing the content, noting gestures and subtle
changes in voice or
expression, and sensing underlying messages." (Corey and
Corey' 1992, p' 20) The
skilled group leader will note the congruence (or lack ofit)
between what members
are saying in words and what they are communicating through
body postures,
gestures, mannerisms, and voice inflections.
3. Clarifying, and reflecting: Clarifying involves focusing on
key underiying
issues and- sorting out confusing and conflicting feelhgs or
16. opinions' To reflect a
comment is to restate it.
'Reflecting is the ability to convey the essence of what a
person has communicated so the person can see it." (Ibid', p' 21)
Group leaders can
also choose to question statements made by some group
members if the question-
ing would lead to increased learning and understanding by the
participants. However,
the style of questioning must iot resemble interrogation, which
seldom leads to
productive outcomes. Questioning ean also help individuals
reduce the intensity
of feelings.
'1. Empathizing and supporting: .{n empathetic group leader can
sense the
subjective world of the group participants by identifuing with
the experiences of
others. However. it is important tbr the group leaders not to
over identify with
( " :
speeific group participants, which can easily create a dangerous
17. us-versus-them
situation,
" The core of the skill of empathy lies in being able to openly
grasp another's
experiencing and at the same time maintain one's separateness."
(Ibid., p. 23)
Appropriate support can be given when participants feel
uncertain about changing
old patterns of tlinking and behaving.
5. Confrontlng, blocking, and questioning: At times it is
necessary for group
leaders to conftont group members whose behavior (1) disrupts
the group func-
tioning or (2) indicates discrepancies betvveen verbal messages
and nonverbal
messages. In such cases, the group leaders must confront
specific behavior. Group
leaders may also need to block certain counterproductive
behavior by members
such as gossiping, invading another person's privary, and
breaking confidences.
Group leaders must be prepared to ask hard questions, to
confront and cha.llenge
themselves as well as the participants to get at assumptions and
18. stereotypes' The
gtoup leader may have to ask the same question over and over
again in different
ways to help another person gain self-insight. CWalker, 1986)
f . $rrrnn61i2iag: This skill is particularly usefr:l at the end of a
session, when the
group leader may ask each participant to ma1<e a statemetrt
about his or her er<pe-
rience in the group. Where necessary, tle group leader can rxe
this skill to help
members who have difficulty in summarizing their experience.
This aciivity can
potentially clarify any unfinished business-such as unresolved
feelings and
conflicts-to prevent individuals from storing up negative
feeiings and thoughts
about the group experience.
Personal characteristics
of an effective grouP leader
+?
?
+
?
19. P
,f
+
Self-awareness
Courage
Willingness to model
Goodwill a!.*c3lin
Nondefensiveness
Openness
Presence
Beliei in grouP Process
Willingness to seek
experiences
S93,s;i.9{.!u-qror
lnventiveness
Fersonal..power
Source: GtouPs: by M, S, Corey
& G, Corey,
K e y P e r s o n a l Q u a l i t i e s J i G i ' : u D i - e a c e r
s
In addition to possessing the necessary skills in managhg
groups' it is highly
desirable for group ieaders to embody certain personal qualities
ancl characteristics
to bring about successful learning experiences for the group
participants'
20. (Chapter 3,
"Power of the Group," describes the stages of group
development, and
other reiated subjects.) Flere are some examples of desirable
personal qualities for
group leaders.
L Belief in the group process - To lead effectiyely, leaders must
believe in the
value of what they are doing and trust the forces in a group'
Corey and Corey state
in tlreir book, Groups: Process and Practice (1987) that
""' a deep belief in the
v a i u e o f g r o u p p r o c e s s i s p o s i t i v e l y r e l a t e d
t o c o n s t r u c t i v e o u t c o m e s ' , ' D i a l o g u e
group leaders cannot be effective if they have doubts about the
value of dialogue
Sroups.
2, Role models - Group leaders must be authentic role models to
demonstrate
ttre kind of learning attitude and honest self-examination so
necessary in dialogue
groups.'Ihey must be emotionally and intellectually present.
They must b€ serious
21. learners. They must model the desirable behaviors of openness,
risk-taking, and
vulnerability. When group participaats see the degtee of risk-
taking their leaders
demonstrate, they are more likely to be encouraged to follow
the example. Roie
modeling is also included in an earlier section on group leader
responsibilities'
3. Self-awareness and self-acceptance - The group leader's own
comfort in
the dialogue group sihration is an important factor. The leader
who is clearly aware
of his or her own identity, motivations, and values is thereby a
more effective leader.
Since our values are a fundamental part of the kind of person
we are, group leaders
inevitably bring their values into t}re group process through
subtle or direct ways
to influence the people in the groups (Corey & Corey, 1987 ).
When group leaders
can accept tleir own strengths and limitations, they are more
able to empor'Yer
themselves and accept others without judgrnent and evaluation,
to be non defensive
22. in deating with disagreements, and to be less likely to pass
blarne to others.
Barbara Wa]ker (1986) also emphasizes
'authenticity a.nd self-acceptance" as
an important quality for core group leadem at Digita-l. She
states:
"Core gloup leaders must be authentic,. that is, able to share
their
owD stories honestly and truthfirily. The key to one's
willingness to be
honest is self-acceptance - an ability to accept, not only the
parts of our-
selves we see as
'good,' but our own impulses towards stereotlping otlers
as well." (p. 10)
4. Goodwill and caring- Group leaders must demonstrate a
siDcere interest in
the welfare of otlers by not abusing their role, not using the
group mainly for their
own pur1roses, atrd not oploiting members to enhance tleir own
ego. CariEg meatrs
respecting and valuing people. This quality is especially rglwant
in diversity diaiogue
23. groups where every participant is treated as a valued member of
the group.
5. Non defensiveness - Being open to share one's world view
entails being open
to accept different perspectives and opinions as well. It is
necessary {or group leaders
to model a non defensive behavior in dealing with criticism or
differences of
- .,,, .-":,;i{{ard!i:
opinions. They must possess sufEcient inner security and
personal power so as not
to be threatened by negative feedback nor overly depeudent on
group approval.
6. Sense ofhumor and ability to defuse conflict - A sense
ofhunor and ttre
abiiity to defuse interpersonal tension can help group leaders
greatly in effective
management of dialogue groups. As the participants move
beyond the superficial
level of sharing and leaming, the group dialogue can likely
invoke deep emotions
such as hurt and. anger. Members can potentially project their
feelings on the
24. leaders or other pariicipa-nts. The ability to laugh at oneself
and to see ttre humor in
human frai.lties can be e:rtremeb useful in defusing
interpersonal tensions in group
dialogues. The other desirabie qualities, such as
"openness," presence, personal
power and wiilingness to see new experiences, are self-
explanatory.
H e i p i n g D i a l c g u e G r c u p s
Move through Deveioprnentai Stages
In the previous chapter, Chapter 4, we discussed the predictable
four stages in
the tife of a group -forming, storming, norming and perfonning.
As the goups
move from one stage to alottrer, what can the group leaders do
to faciiitate the growth
and development of their groups? Manning, Curtis & McMillen
(1996) tn Building
Communitg : The Human Side of Wotk (pp . 3oo-3o2 ) suggests
the foilowing :
1. Forming Stage: Group leaders can help reduce anxiety by
" l).explaining ttre
purpose and goals, 2) providing time for questions, 3) allowing
time for members
25. to get to kaow each otber, and 4) modeling expected behaviors."
2. Stor:ming Stage: Group leaders can reduce couflict by
" 1) listening to all points
of view, 2) acknowiedging conflict as opportunity for
improvement, 3) adhering to
core values, such as truth, trust, atrd respect, and 4) maintaining
democratic and
hurna ni,qtic ideals.
"
3. Norming Stage: Group
"leaders can encouraBe norm development by
1) modeiing listening skills, 2) fostering an atmosphere of trust,
3) teaching and
facilitating consensus, and 4) providing team-centered
learning""
4. Performing Stage: Group " leaders can help the group
succeed by t) being
prepared for temporary setbacks, z) focusing on task
accomplishments and
interpersonal support, 3) providing feedback on the work of the
group, and 4)
promoting and representing the group."
Co-leadership - Benefits
Y
26. +
f
Shared responsibilities
Demonstrate the value of diversity
Two role models ior group participants
Two sets of knowledge, skills and perspectives
One leader taking charge when the other leader
loses objectivity
Shared perceptions regarding group functioning
Greater number of options and resources for the group
When one leader is absent, lhe olher can hold
group meetrng
C o - l e a C e r s h i c
Research shows there are a number of benefits to co-leadership
in group practice
(Corey & Corey, 1987; Jacobs et a1., 1994). When intense
emotions are being
expressed by one or more members, one leader can pay attention
to ttrese group
members while the other leader can scan the room to obsewe t}e
reactions of other
members, who can later be invited to share their feelings and
thoughts. The group
participants can gain from the Mo points of view offered by
27. their leaders, and the
co-leaders can learn from each ottter. Another advantage of co-
leadership is to
prevent Ieader burnout. Co-leadership also insures that
scheduled group meetings
still take place when and if one of the'leaders is absent due io
illness or business
travel. Other co-leading advantages involve peer t'eedback
(between the leaders)
and the possibility of interaction modeiing by the leaders for
group participants.
. D / 1 1 1 ! ( r A N L ! t r :
' . . i r r : . . :
The disadvantages and problems of co_leading arise when the
two leaders have
mqior differences in attitude, style and goals. These problems of
co-leadership can
become quite acute when two leaders each want to control and
play tle dominaut
role, wheu they openiy dislike each other, or when they view
group_leading in totally
different ways.
The co-leadership model was used for most dialogue groups in
the four pilot
prognuns we instituted. We learqed that having co_leaders
representing two or
three dimensions of diversity further demonstrated. how slnerry
could be created
by differences. working through their differences as leaders
became another way
for everyone else in the group to learn.
28. Co-leadership - Chailenges
When ditferent attitudes and styles clash
when co-leaders work at cross-purposes
When co-leaders compete for power and control
+ Pre-session agreement on how to support one another
f After-session honest yet non-judgement feedback
A word of caution about co-leadership. The co-leaders cannot
be assigned by
someone else; individual group leaders must choose their ovin
parherc for them_
selves. We recommend that interested individuals arrauge for
exploratory meetings
and engage in open and frank discussions regarding facilitation
styles and preferred
ways of giving and receiving feedback. AJso, co-leaders need to
discuss how each
exp€cts to be supported by the other in the management of
djalogue groups, and how
they will resolve contlicts if and when conflicts develop during
group sesslons.
+
I
f
. . 6 2 l J l A L U 9 u ! , u ^ u ! , w
S u m m a r r r
This ehapter has described the challenges and the rewards
29. ofbeing a dialogue
group leader. It has also gone into extensive discussion
regarding the responsi_
bilities, and the optimal skills and personal qualities needed to
become effective
group leaders. Like any developmental programs, it is important
to polnt out that
beginning dialogue group leaders cannot be expected to possess
all the skills and
qualities enumerated in ihis chapter. Only through extensive
expenence can group
leaders master the multiple skills to manage all types of groups.
Our experience with
four pilot dialogue group programs demonstrated that some of
&e most effective
group leaders were those who possess a high degree of personal
maturity and
integrity and a sincere desire to learn. Since djalogue groups are
intended. as leam_
ing laboratories, group leaders and participants alike can use
this forum to leam and
grow toget}ler.
The past several chapters describe the rationale and motivation
to establish
dialogue groups for participants to learn about diversity issues,
the principies of
dialogue, the power of groups, and tle responsibilities of all the
people i.nvolved in
this educational process.
In the next secfion, we will discuss the necessary steps (the
mechanics) involved
to implement a pilot dialogue group program in any
organization.
30. "To
be human is to take joy in mmning. It is to realize harmamq,
ffinity and commonality, and to reexpress that reaLization. lt is
.
to respect the dynamics of relationships, and to ctaify them. It
is
to delight in the unique nature of each indiaidual person,
famity,
culture,... and to erpress thdt delight- It is to honor and, reoere
the
unknown, to ratere lift in its pl.urality of oneness, and. its
onmess
to plurality."
- Robert Ai&en, Roshi.
What Does It Mean To Be Human?