Case Study 3 Barriers to an Effective QI Effort
District Hospital is a 260-bed, public, general acute care hospital owned by a special tax district . Its service area includes five communities with a total population of 180,000 in a southeastern coastal state in one of the nation's fastest-growing counties. It is one of three hos- pitals owned by the special tax district. The seven other hospitals in District Hospital's general service area make the environment highly competitive. District Hospital has a wide range of services and the active medical staff of 527 repre- sents most specialties. The emergency department (ED) is a major source of admissions. Last year, 26,153 patients visited the ED and 3,745, or 14.3%, were admitted. This was 42% of total hospital admissions. Some admissions were sent to the ED by private physicians and some came by ambulance, but most were self-referred. The hospital chief executive officer, W.G. Lester, noted that the number of visits to the ED was decreasing. Over a 3-year period, they had declined from a high of 29,345 to the current low of 26,153. Only part of this reduction seemed attributable to competition. Lester was also concerned about an increasing number of complaints concerning the quality of ED services. The complaints related to waiting time, poor attitudes of physicians, and questions about the quality of care. Investigation found that many complaints were justified, the causes of these problems were difficult to discern. Registered nurses (RN) employed in the ED want a larger role in triaging and treating patients, but the dominance of ED physicians limits the RNs' duties and frustrates other staff, as well. This is manifested among RN staff by high turnover, low morale, and difficulty in re- cruitment and retention. Another factor is the emergency medical technician (EMT) program started in the county a few years ago. The EMTs are an important community medical resource and are very influ- ential in deciding the hospital to which patients in ambulances will be transported. It will be necessary for District Hospital, through the ED physicians, to participate actively in training and managing the EMT program if District Hospital is to receive its share of emergency pa- tients. ED physicians have refused to participate in teaching or directing the program, however. In fact, they often alienate the EMTs. Lester is concerned, too, that the position of full-time director of emergency medicine at District Hospital has been vacant for 4 years. Residency programs in emergency medicine are producing physicians who are seeking positions with higher salaries and better working condi- tions than those available at District Hospital. There has been little turnover among the six physicians who staff the ED; they include one general surgeon (retired from private practice), two internists, and three non-U.S.-trained medical graduates with specialties in family practice. The ED physicians seem to lack a clear ...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
Theory is important in research as it provides context and helps explain phenomena. A good theory identifies key factors, constructs and variables and their relationships. Researchers should use existing theories where possible but also develop new theories when needed to further understanding of an issue.
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
This document contains excerpts from the 10th edition of the textbook "Teachers, Schools, and Society" by David Miller Sadker and Karen R. Zittleman. The excerpts discuss theories of multiple intelligences, learning styles, giftedness, special education principles, and approaches to teaching students with different abilities or needs. Key topics covered include Gardner's theory of multiple intelligences, factors influencing learning styles, characteristics of gifted students, principles of IDEA and providing education in the least restrictive environment, and strategies for visual, auditory, and kinesthetic learners.
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
Theory is important in research as it provides context and helps explain phenomena. A good theory identifies key factors, constructs and variables and their relationships. Researchers should use existing theories where possible but also develop new theories when needed to further understanding of an issue.
CHAPTER
5
Security Policies, Standards, Procedures, and
Guidelines
The four components of security documentation are policies, standards,
procedures, and guidelines. Together, these form the complete definition of a
mature security program. The Capability Maturity Model (CMM), which measures
how robust and repeatable a business process is, is often applied to security
programs. The CMM relies heavily on documentation for defining repeatable,
optimized processes. As such, any security program considered mature by CMM
standards needs to have well-defined policies, procedures, standards, and
guidelines.
• Policy is a high-level statement of requirements. A security policy is the primary
way in which management’s expectations for security are provided to the
builders, installers, maintainers, and users of an organization’s information
systems.
• Standards specify how to configure devices, how to install and configure
software, and how to use computer systems and other organizational assets, to be
compliant with the intentions of the policy.
• Procedures specify the step-by-step instructions to perform various tasks in
accordance with policies and standards.
• Guidelines are advice about how to achieve the goals of the security policy, but
they are suggestions, not rules. They are an important communication tool to let
people know how to follow the policy’s guidance. They convey best practices for
using technology systems or behaving according to management’s preferences.
This chapter covers the basics of what you need to know about policies,
standards, procedures, and guidelines, and provides some examples to illustrate
the principles. Of these, security policies are the most important within the
context of a security program, because they form the basis for the decisions that
are made within the security program, and they give the security program its
“teeth.” As such, the majority of this chapter is devoted to security policies. There
are other books that cover policies in as much detail as you like. See the
References section for some recommendations. The end of this chapter provides
you with some guidance and examples for standards, procedures, and guidelines,
so you can see how they are made, and how they relate to policies.
Security Policies
A security policy is the essential foundation for an effective and comprehensive
security program. A good security policy should be a high-level, brief, formalized
statement of the security practices that management expects employees and
other stakeholders to follow. A security policy should be concise and easy to
understand so that everyone can follow the guidance set forth in it.
In its basic form, a security policy is a document that describes an
organization’s security requirements. A security policy specifies what should be
done, not how; nor does it specify technologies or specific solutions. The security
policy defines a specific set of ...
CHAPTER
7
Authentication and
Authorization
One of the most common ways to control access to computer systems is to
identify who is at the keyboard (and prove that identity), and then decide what
they are allowed to do. These twin controls, authentication and authorization,
respectively, ensure that authorized users get access to the appropriate
computing resources, while blocking access to unauthorized users.
Authentication is the means of verifying who a person (or process) is, while
authorization determines what they’re allowed to do. This should always be done
in accordance with the principle of least privilege—giving each person only the
amount of access they require to be effective in their job function, and no more.
Authentication
Authentication is the process by which people prove they are who they say they
are. It’s composed of two parts: a public statement of identity (usually in the form
of a username) combined with a private response to a challenge (such as
a password). The secret response to the authentication challenge can be based on
one or more factors—something you know (a secret word, number, or passphrase
for example), something you have (such as a smartcard, ID tag, or code
generator), or something you are (like a biometric factor like a fingerprint or
retinal print). A password by itself, which is a means of identifying yourself
through something only you should know (and today’s most common form of
challenge response), is an example of single-factor authentication. This is not
considered to be a strong authentication method, because a password can be
intercepted or stolen in a variety of ways—for example, passwords are frequently
written down or shared with others, they can be captured from the system or the
network, and they are often weak and easy to guess.
Imagine if you could only identify your friends by being handed a previously
agreed secret phrase on a piece of paper instead of by looking at them or hearing
their voice. How reliable would that be? This type of identification is often
portrayed in spy movies, where a secret agent uses a password to impersonate
someone the victim is supposed to meet but has never seen. This trick works
precisely because it is so fallible—the password is the only means of identifying
the individual. Passwords are just not a good way of authenticating someone.
Unfortunately, password-based authentication was the easiest type to implement
in the early days of computing, and the model has persisted to this day.
Other single-factor authentication methods are better than passwords. Tokens
and smart cards are better than passwords because they must be in the physical
possession of the user. Biometrics, which use a sensor or scanner to identify
unique features of individual body parts, are better than passwords because they
can’t be shared—the user must be present to log in. However, there are ways to
defeat these methods. Tokens and card ...
This document contains excerpts from the 10th edition of the textbook "Teachers, Schools, and Society" by David Miller Sadker and Karen R. Zittleman. The excerpts discuss theories of multiple intelligences, learning styles, giftedness, special education principles, and approaches to teaching students with different abilities or needs. Key topics covered include Gardner's theory of multiple intelligences, factors influencing learning styles, characteristics of gifted students, principles of IDEA and providing education in the least restrictive environment, and strategies for visual, auditory, and kinesthetic learners.
CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA
Case Study 3 Barriers to an Effective QI Effort District Hospi
1. Case Study 3 Barriers to an Effective QI Effort
District Hospital is a 260-bed, public, general acute care
hospital owned by a special tax district . Its service area
includes five communities with a total population of 180,000 in
a southeastern coastal state in one of the nation's fastest-
growing counties. It is one of three hos- pitals owned by the
special tax district. The seven other hospitals in District
Hospital's general service area make the environment highly
competitive. District Hospital has a wide range of services and
the active medical staff of 527 repre- sents most specialties. The
emergency department (ED) is a major source of admissions.
Last year, 26,153 patients visited the ED and 3,745, or 14.3%,
were admitted. This was 42% of total hospital admissions. Some
admissions were sent to the ED by private physicians and some
came by ambulance, but most were self-referred. The hospital
chief executive officer, W.G. Lester, noted that the number of
visits to the ED was decreasing. Over a 3-year period, they had
declined from a high of 29,345 to the current low of 26,153.
Only part of this reduction seemed attributable to competition.
Lester was also concerned about an increasing number of
complaints concerning the quality of ED services. The
complaints related to waiting time, poor attitudes of physicians,
and questions about the quality of care. Investigation found that
many complaints were justified, the causes of these problems
were difficult to discern. Registered nurses (RN) employed in
the ED want a larger role in triaging and treating patients, but
the dominance of ED physicians limits the RNs' duties and
frustrates other staff, as well. This is manifested among RN
staff by high turnover, low morale, and difficulty in re-
cruitment and retention. Another factor is the emergency
medical technician (EMT) program started in the county a few
years ago. The EMTs are an important community medical
resource and are very influ- ential in deciding the hospital to
2. which patients in ambulances will be transported. It will be
necessary for District Hospital, through the ED physicians, to
participate actively in training and managing the EMT program
if District Hospital is to receive its share of emergency pa-
tients. ED physicians have refused to participate in teaching or
directing the program, however. In fact, they often alienate the
EMTs. Lester is concerned, too, that the position of full -time
director of emergency medicine at District Hospital has been
vacant for 4 years. Residency programs in emergency medicine
are producing physicians who are seeking positions with higher
salaries and better working condi- tions than those available at
District Hospital. There has been little turnover among the six
physicians who staff the ED; they include one general surgeon
(retired from private practice), two internists, and three non-
U.S.-trained medical graduates with specialties in family
practice. The ED physicians seem to lack a clear commitment to
District Hospital . All of them contract separately w ith the
hospital to provide ED services. District Hospital bills ED
patients and collects the physicians' fees: moneys above the
guaranteed minimum are paid to them pro rata. They participate
in District Hospital's fringe benefits and are covered by its
professional liability insurance policy. One ED physician, Dr.
Balck (the retired surgeon), recognizes the progress being made
nationally in emergency medicine. She made several
unsuccessful attempts to move District Hospital in the same
direction. With great effort, she instituted programs on
intradepartmental education and mandatory attendance at
approved courses in emergency medicine. Quality related
activities, however , are done perfunctorily. Also, she has tried
to obtain full recognition The members of the PSO seem
satisfied with the situation. Its executive committee does not
understand the changing status of emergency medicine. As
evidence of its unwillingness to grant full recognition to the
department, the PSO has consistently denied the ED's requests
of the ED and its work by other members of the PSO. for full
departmental status.
4. Michael I. Harrison
Background: A capable workforce is central to the delivery of
high-quality care. Research from other industries
suggests that the methodical use of evidence-based management
practices (also known as high-performance
work practices [HPWPs]), such as systematic personnel
selection and incentive compensation, serves to attract and
retain well-qualified health care staff and that HPWPs may
represent an important and underutilized strategy
for improving quality of care and patient safety.
Purpose: The aims of this study were to improve our
understanding about the use of HPWPs in health care
organizations and to learn about their contribution to quality of
care and patient safety improvements.
Key words: health care, human resources, organizational
development, patient safety, qualitative, quality of care
Ann Scheck McAlearney, ScD, MS, is Associate Professor,
Health Services Management and Policy, College of Public
Health, The Ohio State
University, Columbus. E-mail: [email protected]
Andrew N. Garman, PsyD, MS, is Associate Professor and
Associate Chair, Department of Health Systems Management,
Rush University
Medical Center, Chicago, Illinois.
Paula H. Song, PhD, is Assistant Professor, Health Services
Management and Policy, College of Public Health, The Ohio
State University, Columbus.
Megan McHugh, PhD, is Director, Research, Health Research
and Educational Trust/AHA, Chicago, Illinois, and Research
Assistant Professor,
Institute for Healthcare Studies and Department of Emergency
Medicine, Northwestern University, Feinberg School of
Medicine, Chigaco, Illinois.
5. Julie Robbins, MHA, is Research Associate, Division of Health
Services Management and Policy, College of Public Health, The
Ohio State University,
Columbus.
Michael I. Harrison, PhD, is Sr. Social Scientist, Organizations
and Systems, Center for Delivery, Organization, and Markets,
Agency for Healthcare
Research and Quality, Washington, DC.
Funding source: Agency for Healthcare Research and Quality.
The content of this article is solely the responsibility of the
authors and does not represent the official views or
recommendations of the Agency for
Healthcare Research and Quality (AHRQ) or the Department of
Health and Human Services.
An earlier version of this article received a ‘‘Best Paper’’
designation from the Health Care Management Division of the
Academy of Management
and was accepted for presentation at the 70th Annual Academy
of Management Meeting in Montreal, Canada, in August 2010.
Highlights of these
results were also presented at the 2010 AcademyHealth Meeting
in Boston, Massachusetts, in June 2010.
DOI: 10.1097/HMR.0b013e3182100dc4
Health Care Manage Rev, 2011, 36(3), 214Y226
Copyright B 2011 Wolters Kluwer Health | Lippincott Williams
& Wilkins
214 JulyYSeptember & 2011
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reproduction of this article is prohibited.1
6. Methodology/Approach: Guided by a model of HPWPs
developed through an extensive literature review and synthesis,
we conducted a series of interviews with key informants from
five U.S. health care organizations that had been identified
based on their exemplary use of HPWPs. We sought to explore
the applicability of our model and learn whether and how
HPWPs were related to quality and safety. All interviews were
recorded, transcribed, and subjected to qualitative analysis.
Findings: In each of the five organizations, we found emphasis
on all four HPWP subsystems in our conceptual
modelVengagement, staff acquisition/development, frontline
empowerment, and leadership alignment/
development. Although some HPWPs were common, there were
also practices that were distinctive to a single
organization. Our informants reported links between HPWPs
and employee outcomes (e.g., turnover and higher
satisfaction/engagement) and indicated that HPWPs made
important contributions to system- and organization-level
outcomes (e.g., improved recruitment, improved ability to
address safety concerns, and lower turnover).
Practice Implications: These case studies suggest that the
systematic use of HPWPs may improve performance in
health care organizations and provide examples of how HPWPs
can impact quality and safety in health care. Further
research is needed to specify which HPWPs and systems are of
greatest potential for health care management.
A
growing body of evidence drawn from a breadth
of industries suggests that the systematic use of
evidence-based management practicesVsometimes
identified as ‘‘high-performance work practices’’ (HPWPs)V
is associated with significant differences in organizational
7. outcomes such as quality and efficiency (e.g., Combs,
Liu, Hall, & Ketchen, 2006). Although most research on
HPWPs has been conducted in other industries, a com-
prehensive review of research into these systems of man-
agement practice concluded that many of these practices
could also be relevant to health care settings (Garman,
McAlearney, Harrison, Song & McHugh, 2011). However,
actual field use of the practices, as well as their com-
plementarities and outcomes, has yet to be explored.
This study seeks to improve our understanding of HPWP
use in health care through case studies of five high-
performing U.S. health care organizations that were selected
based on the recognition they have received for their man-
agement practices and outcomes. We were particularly in-
terested in exploring links between these systems of
management practices and organizational performance in
the areas of quality of care and patient safety.
High-Performance Work Practices
Evidence-based human resource (HR) or management prac-
tices that may contribute to organizational performance
have been commonly labeled HPWPs (U.S. Department of
Labor, 1993). Furthermore, collections of HPWPs used
together are often referred to as high-performance work sys-
tems or subsystems (see Garman et al., 2011). Most defi -
nitions of HPWPs (e.g., Baker, 1999; Becker & Gerhart,
1996; Becker & Huselid, 1998; Truss, 2001) include an
emphasis on attraction, selection, development, and reten-
tion of personnel, with some definitions also including
emphasis in the areas of employee involvement/decision
latitude (e.g., Harel & Tzafrir, 2001; Truss, 2001), and
leadership practices such as linking training to organiza-
tional needs and use of succession planning/internal labor
8. markets (Macky & Boxall, 2007).
Implementing HPWPs may offer a promising approach
to improving the quality, safety, and financial performance
of organizations. A recent meta-analytic review of studies
from manufacturing and service industries by Combs et al.
(2006) found significant associations between HPWPs and
financial measures across industries as well as sectors (i.e.,
manufacturing and services), and another recent literature
synthesisfoundassociations between a range of HR practices
and performance (Harris, Cortvriend, & Hyde, 2007). Nu-
merous healthcare-specific studies have found associations
between health care outcomes and management factors
such as supervision (MacDavitt, Chou, & Stone, 2007),
employee involvement (Harmon et al., 2003), and use of
quality-focused incentives (Beaulieu & Horrigan, 2005).
Significant associations have also been found between
HPWPs and occupational safety across different sectors
(Lauver, 2007; Zachratos, Barling, & Iverson, 2005).
Adapting HPWPs to Health
Services Settings
Although many of the individual HPWPs have been
adopted in health care settings, there are very few published
evaluations of these practices within the context of a work
system. In one such study, West, Guthrie, Dawson, Borrill,
and Carter (2006) found a significant association between
several HPWPs and patient mortality in a study of 52 Na-
tional Health Service hospitals. Similarly, in a study of 146
Veterans Affairs Centers, Harmon et al. (2003) found a
significant association between employee involvement and
both employee satisfaction and service costs.
Rationale for This Study
9. Given the paucity of current research in health care orga-
nizations about the potential linkage between HPWPs and
Cases of High-Performance Work Systems 215
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quality of care and patient safety, many questions remain.
For instance, little is known about how HPWPs might
support health care workers’ abilities to impact quality of
care and patient safety, nor how the use of HPWPs can
affect overall organizational performance in health care.
Moreover, scant practical information is available about
how innovative HPWPs are used in health care orga-
nizations. We initiated this exploratory study to improve
our understanding about the use and potential impacts of
HPWPs in health care organizations.
Conceptual Framework
The conceptual framework used in this study is based on
the literature review reported in Garman et al. (2011)
and the logic model presented in Figure 1. This cross-
industry review, based on 114 articles and white papers,
utilized realist review methods adapted from Pawson (2006)
to construct a model that was then reviewed through sev-
eral iterations with an advisory panel of executives and
management scholars.
The resulting model contained work practices grouped
into four subsystems: (1) staff engagement, (2) staff
acquisition/development, (3) frontline empowerment,
10. and (4) leadership alignment/development. The model
also described how these subsystems may interact with
one another and may affect organizational and employee
outcomes, thus providing an organizing framework by
which to inquire about work practices in health care
settings.
Figure 1
Conceptual model of how HPWP subsystems affect employee
and organizational outcomes
Note: HPWP = high-performance work practice.
216 Health Care Management Review JulyYSeptember & 2011
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reproduction of this article is prohibited.1
Methods
Case Study Methodology
We used qualitative methods of data collection and
analysis to conduct case studies of purposively selected
exemplary organizations and make comparisons among
them (Maxwell, 2005; Yin, 1994). This qualitative
methodology enabled the collection of rich information
about the multiple facets of HPWP adoption and
implementation in health care organizations from the
perspectives of a variety of key informants (Crabtree &
Miller, 1999; Miles & Huberman, 1994). Our primary
source of data collection was through key informant in-
terviews, the majority of which were conducted in per-
11. son. In addition, our case studies included document
collection and review, especially in the areas of commu-
nications practices related to the HPWPs in use, and
reports of impacts potentially related to the implementa-
tion and use of the HPWPs (e.g., orientation materials
and development plans). Finally, members of our re-
search team toured at least one health care facility in
four of the five organizations studied to gather impres-
sions of the work environment. We obtained human
subjects approval through the institutional review boards
of the authors, and all study participants were assured
that their voluntary responses would remain anonymous.
Identification of HPWP Organizations
Because we could conduct only a limited number of case
studies, we chose to investigate delivery systems that
were known for exemplary ‘‘people practices’’ and high-
quality outcomes. Our reasoning was that these leading
organizations were particularly likely to provide good
illustrations of the potential contributions of HPWPs
to quality and safety and that reports about the con-
tributions of HPWPs in these exemplary organizations
might stimulate adoption of HPWPs by other care pro-
viders. In addition we sought to ensure variation among
the organizations on factors such as size, geographic lo-
cation, and type of delivery system. We were also in-
terested in finding variation in organizations’ approaches
to specific HR practices, such as the degree of centrali -
zation of HR management and its integration into busi-
ness operations.
We initially identified potential case study sites by
seeking health care organizations that were known to have
a commitment to ‘‘people practices’’ and innovations be-
nefiting their workforces. Because our study was exploratory
12. in nature and we were interested in learning from inno-
vative organizations, we did not establish strict a priori
selection criteria. Instead, we used an iterative process in
which we sought references to best practice sites in both
published and trade literature, solicited referrals from
known experts in this field, and asked for suggestions from
members of a project advisory panel.
The five organizations ultimately selected each had
potential to serve as best practice examples worthy of
attention and possible emulation by other health care
organizations and were characterized by the organizational
diversity needed for our exploratory study. These organ-
izations and/or their component hospitals had won
numerous awards for their organizational and/or workforce
innovations, including the Malcolm Baldrige Award,
Fortune ‘‘Best Companies to Work For,’’ Magnet desig-
nation, Planetree recognition, Pebble Project, HIMSS
Davies Award, and the University HealthSystem Con-
sortium’s Quality Leadership Award. No organization that
we contacted refused to participate in our study. Table 1
provides more detailed information about the organizations
studied and their workforce initiatives.
Key Informant Interviews
Across the five case study sites, we interviewed 67 key
informants. Interviews lasted from 30 to 60 minutes, with
the great majority conducted in person. All interviews
were recorded and transcribed verbatim.
To ensure consistency in data collection, interviewers
used a semistructured interview guide including open-
ended questions and probes (McCracken, 1988; Miles &
Huberman, 1994), which was pilot tested prior to roll-
13. out. The following nine major domains were covered
in the interviews: (1) history and context of using
HPWPs, (2)organizational structure and involvement of
HR/organizational development, (3) selection and adop-
tion of HPWPs, (4) implementation of HPWPs (includ-
ing barriers and facilitators), (5) operations associated
with use of HPWPs, (6) business case for use of HPWPs
in health care organizations, (7) evaluation of HPWPs,
(8) impact of HPWPs on patient safety and quality of
care, and (9) recommendations and lessons learned.
A handout providing explanations and definitions
of the HPWPs for this study was given to each key in
formant prior to our detailed discussion about organiza-
tional examples of HPWPs during the interview process
to help ensure consistency of understanding about defi -
nitions and this conceptual framework (Figure 2). To
minimize the likelihood that interviewees would sim-
ply accept the validity of the model at face value, in-
terviewers were careful to identify the model as a
preliminary framework based on research from other in-
dustries, which may or may not have relevance to health
care. Interviewees were then asked whether they could
identify activities in their own organizations associated
with any of the practice definitions and also whether
there were any practice areas in their organization that
appeared to be missing from the model or practice areas
Cases of High-Performance Work Systems 217
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reproduction of this article is prohibited.1
that were in the model but not applicable in their
14. organization.
Analyses
We used the constant comparative method of qualita-
tive data analysis (Glaser & Strauss, 1967) and common
approaches to code the data (Constas, 1992; Miles &
Huberman, 1994), including holding periodic conversa-
tions with research team members about code definitions
and emerging patterns within the data. Additional conver-
sations with professional colleagues, our project advisory
panel, and an ongoing literature review helped us to con-
ceptualize, validate, compare, and extend findings, where
appropriate (Glaser & Strauss, 1967). To support our cod-
ing process, we used the qualitative data analysis software
Atlas.ti, Version 6 (Scientific Software Development, 2009).
Findings
Our investigation of the use of HPWPs in five health care
organizations reputed to have best practices permitted us to
investigate whether our preliminary logic model could be
appropriately applied to HPWP use and enabled us explore
whether and how HPWP use in health care organizations
could be linked to quality of care and organizational per -
formance. We report these results here.
Key Informants Interviewed
We interviewed 67 informants across the five case study
sites (7Y16 per site). We aimed to interview individuals
with similar roles across each site to obtain perspectives
from participants in commensurate positions. Our multiple
key informants included HR professionals, organizational
Table 1
15. Case study site descriptions
Site Major workforce initiatives
Site 1: large, urban, multisite academic
health center; ~8,000 FTEs
Focus on three areas: reinforcing values, soliciting employee
feedback,
and leadership development
Established a ‘‘Work Culture Committee’’ that includes COO,
CFO, and VP of HR
Site 2: large, urban, multisite health
system; ~15,000 FTEs
Creation of a ‘‘just culture’’ for patient safety
Comprehensive, internally branded program for selection/on-
boarding
focused on culture and fit
Extensive process for formal information sharing, e.g., large
group
meetings, talking points for managers to share with direct
reports, and
plans for cascading information down throughout the
organization
Widespread use of individual and team recognitions and rewards
Highly structured performance management system with aligned
accountabilities, performance-contingent compensation
Site 3: large, urban, multisite health
system; ~15,000 FTEs
16. Creation of a ‘‘just culture’’ for patient safety
Internally branded platform for goal alignment and internal
communication
Use of Studer Group ‘‘Pillars’’ (Studer Group, 2010) and
Baldrige processes
as organizing framework for strategy and implementation
Extensive process for formal information sharing, e.g., large
group
meetings, talking points for managers to share with direct
reports, and
plans for cascading information down throughout the
organization
Site 4: urban ‘‘safety net’’ hospital;
~5,500 FTEs
Leadership committed to a strategy of getting the ‘‘right
people’’
Lean project used as platform for organizational improvement;
HR
identified as a ‘‘value stream’’
Use of external product (objective assessment test) for strategic
personnel
selection
Site 5: rural multisite health system;
~3,500 FTEs
Creation of a ‘‘patients-first’’ culture
Use of Studer Group ‘‘Pillars’’ as organizing framework for
strategy and
organizational improvement
17. Extensive process for formal information sharing, e.g., large
group
meetings, talking points for managers to share with direct
reports, plans
for cascading information down throughout the organization
Note. FTE = full-time equivalent: COO = chief operating
officer; CFO = chief financial officer; VP = vice president; HR
= human resource.
218 Health Care Management Review JulyYSeptember & 2011
Copyright @ 201 Lippincott Williams & Wilkins. Unauthorized
reproduction of this article is prohibited.1
leaders, clinical leaders, quality improvement professio-
nals, information systems managers/directors, finance and
accounting professionals, and select administrative and
clinical personnel involved in HR practices (Table 2).
Application of HPWP Model to
Health Care Management
We organized our case study findings across sites using
the framework of our HPWP logic model (Figure 1). We
sought to determine the extent to which practices in
each of the four HPWP subsystems (listed in Figure 2)
were present in the organization studied and sought to
identify practices that were distinctive to each location.
Table 3 summarizes our findings across sites. The column
in Table 3 labeled ‘‘Common Practices’’ lists HPWP
practices found in multiple organizations, whereas the
column labeled ‘‘Distinctive Practices’’ lists practices that
18. occurred only in a single organization. We discuss these
findings by subsystem in the following sections.
Figure 2
Handout providing explanations and definitions of HPWPs
Note. HPWP = high-performance work practice.
Cases of High-Performance Work Systems 219
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reproduction of this article is prohibited.1
HPWPs in staff engagement. The four practices
comprising the staff engagement subsystem of HPWPs
were found in each of the sites visited. The first prac-
tice, ‘‘communicating mission, vision and values,’’ was
emphasized in each organization; many sites structured
efforts to convey mission, vision, and values using an
organizing framework (e.g., the ‘‘pillars’’ model propagated
by the Studer Group). Use of this practice was also com-
monly associated with recent culture change efforts. As
one HR director noted, ‘‘Everyone is anxious to drive a
new culture within our system,’’ and this effort involved
emphasizing the mission, vision, and values. Furthermore,
in all five sites, we found employee-focused messages
about the mission and vision reinforced throughout the
organization, with particular emphasis on HR-related
activities,suchasnew-employeeorientationandincorporation
into performance management systems. One vice president
(VP) of HR reported, ‘‘There’s not a meeting where the
mission and vision aren’t discussed or put in front of you
in some way.’’
19. The practice of ‘‘information sharing’’ was also found
across all sites, especially in the widespread use of large,
formal gatherings to share information with all employ-
ees. Across several organizations, interviewees discussed
the practice of ‘‘cascading,’’ by which directors were
responsible for communicating information to managers,
managers to supervisors, supervisors to frontline staff,
and so forth, to ensure that information was cascaded
down throughout the organization. All organizations
made use of report cards showing quality of care or pa-
tient safety metrics through newsletters and bulletin
boards that were accessible to all employees. Distinctive
information-sharing approaches included placing patient
safety messages on all computer screensavers at one or-
ganization (e.g., messages about the importance of hand
hygiene), designated use of functional groups (e.g., ser-
vice line leaders and HR liaisons) for cross-campus shar-
ing of information in another organization, and posting
of report cards in a high-visibility public area (outside the
cafeteria).
The third practice, ‘‘employee involvement in deci-
sions,’’ was also present in each of the five organizations.
Members of three organizations described extensive use
of employee councils or committees (e.g., nursing and
interprofessional) to collect and use employee opinions;
two organizations had systems in place for involving
employees from all levels in leading and/or participating
in process improvement projects. Examples of distinctive
practices included the use of peer ‘‘safety coaches’’ at one
site and, for a site that had deployed Lean processes,
having a stated goal that every employee, including se-
nior leaders, participate in a Lean project.
The fourth practice, ‘‘performance-driven reward and
20. recognition,’’ was commonly found in the use of individual
and team recognition programs tied to organizational val -
ues and goals or to organizational balanced scorecard re-
sults. As one HR VP explained, ‘‘Like it or notVwhen you
tie management bonuses to achieving some objective, you
can be sure it is going to get done.’’ The case study orga-
nizations also typically recognized and rewarded long-term
employment (e.g., 10 and 25 years). Distinctive examples
in this area included one organization in which employees
earned a ‘‘free shopping’’ trip that included a cash bonus
based on their tenure with the organization and an orga-
nization where senior executives held an ‘‘Emmy Awards’’Y
type ceremony to recognize employees.
HPWPs in staff acquisition/development. The
second HPWP subsystem includes the four practices of
‘‘rigorous recruiting,’’ ‘‘selective hiring,’’ ‘‘extensive train-
ing,’’ and ‘‘career development.’’ In each of the five orga-
nizations, examples of rigorous recruiting were cited in
relation to the goal of being perceived as a highly attractive
employer. Examples of this practice included communica-
tions about competitive compensation and benefits, along
with provision of information about awards programs and
positive employee engagement scores. Respondents in sev-
eral sites noted that their organization had pursued close
relationships with local schools to effectively create ‘‘feeder
systems’’ for the organization.
Table 2
Key informants interviewed
Function
Executive/Vice
President Director/Manager Nonmanagement Total
21. Chief executive 4 4
Human resources 10 11 3 24
Nursing/Operations 8 3 1 12
Quality/Service 6 5 1 12
Finance 5 2 0 7
Other (e.g., communications, and planning) 6 1 1 8
Total 39 22 6 67
220 Health Care Management Review JulyYSeptember & 2011
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reproduction of this article is prohibited.1
Table 3
High-performance work practices identified, by HPWP
subsystem
Dimension Common practices Distinctive practices
Subsystem 1: Staff
Engagement
Communicating
Mission, Vision,
Values
Culture change focus Annual ‘‘sign off’’ on mission as
part of performance reviewStructured framework for
consistent communication (e.g.,
use of Studer Group pillars)
Feedback from new employees at
22. 90 days regarding ‘‘fit’’
Employee-focused messages regarding
mission/vision reinforced throughout
human resource functions, e.g.,
new employee orientation and
performance management systems
Information
Sharing
Use of large, formal gatherings Safety messages on all computer
screensaversStandardized communication
‘‘talking points,’’ cascading,
increasing use of intranet
Use of functional groups, e.g.,
service line leaders and liaisons,
for cross-campus sharingUse of report cards as
communication vehicle
Employee
Involvement in
Decision-Making
Use of employee councils or
committees, e.g., nursing and
interprofessional
Interprofessional ‘‘rounding’’
Use of employees from all levels to
lead and/or participate in
improvement projects, e.g., Lean
projects and peer safety coaches
23. Use of peer ‘‘safety coaches’’
Goal is to have every employee
participate in a Lean project
Performance-driven
Reward and
Recognition
Individual and team recognition
programs tied to organizational
values and goals, scorecard results
Spot bonuses (team and individual)
Organizations also recognized
and rewarded long-term
employment, e.g., 10 and 25 years
‘‘Free shopping’’ trip to local mall
tied to tenure
Pins for good deeds, tenure
‘‘Emmy Awards’’ to recognize
employees
Subsystem 2: Staff
Acquisition and
Development
Rigorous Recruiting Positioning sites (e.g., through
award programs, communicating
employee engagement scores)
to be perceived as highly
attractive employers
24. Close relationships with local
schools as ‘‘feeder systems’’
Communicating competitive
compensation and benefits
Selective Hiring Assessing cultural ‘‘fit’’ Peer/employee-
developed
standardsSelection and on-boarding as one
integrated process
Use of ‘‘behavioral standards’’ in
selection
Extensive Training Starts with orientation, continues Use of
‘‘simulation laboratory’’ to
identify/address clinical skills
gaps for new-graduate nurses
Use of large leader and staff forums
Paying for certifications in
addition to degrees
Robust ‘‘corporate university’’ or
formal relationships with local
universities
Tuition reimbursement programs
Career Development Leadership development for
high-potential managers
Physician leadership academy
Mentoring programs
Leadership coaching as part of
25. the on-boarding process
Subsidies for conferences
Use of some career ladders
(e.g., for nurses)
Physician development programs
(continues)
Cases of High-Performance Work Systems 221
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With respect to selective hiring, all sites emphasized the
importance of ensuring that new employees had the right
‘‘fit’’ with the organizational culture. One HR director sum-
marized this HPWP in explaining his organization’s phi-
losophy: ‘‘When in doubt, keep them out!’’ In practice,
selective hiring commonly involved creating an integrated
process for selection and on-boarding and often involved
the use of ‘‘behavioral standards’’ in the selection process. As
one HR VP noted of this integrated process, ‘‘If you teach
values the right way, they know right away what we are all
about and if they are going to fit in.’’ Another opportunity to
promote the practice of selective hiring involved the use of
team interviewing and greater employee involvement in the
hiring process. As one HR director explained, ‘‘If a team is
involved in selection, there’s more buy-in.’’
Each of the organizations had examples of the practice of
extensive training, often starting with new-employee orien-
26. tation and continuing into the employee development
process. Three of the five organizations used large leader
and staff employee forums as part of the trainingcomponent
of employee development, and several had a robust ‘‘corpo-
rate university’’ and/or formal relationships with local
universities to support the training process. Furthermore, all
study sites included tuition reimbursement programs, with
reimbursement tied to student performance, although not
always aligned with specific hospital needs. Distinctive
Table 3
Continued
Dimension Common practices Distinctive practices
Subsystem 3:
Frontline
Empowerment
Employment
Security
Emphasis on employment
continuity; redeployment
instead of layoffs
None reported layoffs; most
have long tenure, low turnover
Employment Safety All articulate support for
‘‘speaking up’’ but recognize
challenges
Use of trained/empowered ‘‘safety
coaches’’ on each unit (e.g., crew
27. resource training)
Emphasis on communication,
safety
Team communication training (e.g.,
AIDET: acknowledge, introduce,
duration, explanation, thank you);
Crucial Conversations
Reduced Status
Distinctions
Shared governance Use of multilevel ‘‘accountability team’’
Employee/management ‘‘service teams’’
for key issues
Teams/
Decentralized
Decision-Making
Manager empowerment Use of employee ‘‘innovation teams’’ to
generate ideas for strategic growthUse of report cards for
accountability at division/unit
level
Subsystem 4:
Leadership
Alignment/
Development
Leadership
Training Linked to
Organizational
Goals
28. Leadership development for
promising midlevel managers
Emerging leader program to develop
management skills among promising
nonmanagement employeesManagement training curricula
Program for physicians with ‘‘bad
behaviors’’Succession Planning Leaders charged with
identifying potential
successors
Use of formal ‘‘talent management’’
systems to surface and develop high
potentials
Performance-
Contingent
Rewards
Where used, tied to scorecard
results
Spot bonuses
Most sites had performance
management systems linking
individual accountabilities to
organizational objectives;
accountabilities used as basis
for performance review and/or
compensation
Most sites have performance-
29. contingent compensation for top
executives, some for all managers
222 Health Care Management Review JulyYSeptember & 2011
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approaches to this HPWP included the use of a ‘‘simulation
laboratory’’ for new nursing graduates that could help
organizations to identify and address new nurses’ clinical
skills gaps, and tying pay increases to the completion of
certifications and/or degrees.
Career development as a HPWP commonly involved
providing subsidies for conference attendance and offering
leadership development programs and classes for high-
potential managers. As one HR director noted, ‘‘Our theory:
We should focus most of our time on high potentials.’’
Additional approaches to this HPWP included providing
formal mentoring programs and using some career ladders
(e.g., for nurses). In several organizations, there was progress
in new physician leadership development programs; one
organization had recently developed a physician leadership
academy. Another organization reported offering leader-
ship coaching to all new leaders, as they had found that the
leaders who used coaches during their on-boarding process
were more likely to be successful in their roles.
HPWPs in frontline empowerment. The frontline
empowerment subsystem is characterized by four dis-
tinct practices: ‘‘employment security,’’ ‘‘employment
safety,’’1 ‘‘reduced status distinctions,’’ and ‘‘use of teams/
decentralized decision making.’’ In the area of employ-
30. ment security, all organizations emphasized the impor-
tance of employment continuity, and several explained
how they responded to changing workforce needs through
strategic redeployments instead of layoffs. Although none
of the sites reported having a formal no-layoffs policy,
none reported having had any layoffs either, and all re-
ported that their workforces were characterized by low
turnover rates and long tenure among employees.
With respect to employment safety, informants from
each organization articulated examples of support for
employees to ‘‘speak up’’ but also recognized that there
were challenges associated with this practice. The em-
phasis at all five organizations was on communication
and patient safety. As one HR director described, the
organization promotes the ability of employees ‘‘being
able to speak up and stop a procedureVthere’ s training
for thatIthat’s been embraced.’’ Distinctive examples of
this HPWP included team training on addressing patient
safety concerns (e.g., Crew Resource Management), the
use of trained and empowered safety coaches on each
unit, and the widespread use of team communication
training (e.g., AIDET [acknowledge, introduce, duration,
explanation, thank you] and Crucial Conversations).
The practice of creating reduced status distinctions was
also evident in all five sites, with the most common ex-
amples relating to shared governance. As one organiza-
tion’s VP for operations explained, the organization’s goal
was to ‘‘Icreate a culture of empowerment, one that
permeates from the frontline through executives, mini-
mizes hierarchy.’’ One distinctive example involved using
a multilevel ‘‘accountability team’’ to set and track goals.
The HR director described how ‘‘We hold each other
accountableIto how we are going to behave.’’ Another
31. distinctive approach involved the use of employee/
management ‘‘service teams’’ to resolve key issues.
The fourth practice of using teams/decentralized deci -
sion making was typically described as involving empower-
ment of midlevel managers and direct supervisors. A chief
nursing officer at one exemplar site explained that ‘‘man-
agers are completely empowered to work with doctors and
housekeepers to ensure their unit works.’’ Most sites used
report cards to move accountability to the division or unit
level, thus using information sharing to support the practice
of decentralized decision making. One innovative organi-
zation had committed to decentralizing the performance
improvement process and called on deployed employee
‘‘innovation teams’’ for suggestions about how to drive
strategic growth in the organization.
HPWPs in leadership alignment/development.
The fourth HPWP subsystem of leadership alignment/
development includes the three HPWPs of ‘‘leadership
training linked to organizational goals,’’ ‘‘succession plan-
ning,’’ and ‘‘performance-contingent rewards.’’ Each of the
organizations had examples of leadership training linked to
organizational goals;however, eachorganization’s approach
was considerably different. An approach that was common
across all organizations involved the use of organization-
wide management meetings for educational purposes, but
sites varied as to whether these meetings were considered
mandatory. All sites also had new manager training pro-
grams; however, only two of the five organizations had
formal leadership development programs at higher levels in
the organization. One innovative organization developed
an emerging leader program that targeted promising non-
management employees and offered training in manage-
ment skills. On the physician side, two of the organizations
were especially focused on opportunities to promote man-
32. agement training for physicians. As one HR director ex-
plained, the organization had worked toward ‘‘getting more
and more true physician leaders over the past four yearsI
leadership and training around patient safety.’’
The practice of succession planning was also identified
as a concern within each of the organizations as they at-
tempted to plan for the future. In all five organizations,
existing leaders were routinely encouraged to identify po-
tential successors, although some organizations had more
formal processes in place than others. Distinctive ap-
proaches involved the use of formal ‘‘talent management’’
systems to surface and develop high potentials (e.g.,
1
Multiple interviewees across several of the organizati ons felt
that the practice of
protecting employees from repercussions for speaking up should
be distinguished
from the practice of safeguarding employment for all
employees. To address this
we added the practice ‘‘employee safety’’ to refer to the forme r
and narrowed our
original definition of ‘‘employee security’’ to refer to the latter.
Cases of High-Performance Work Systems 223
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33. using both peer and superior nominations to direct high
potentials to multilevel leadership academies) and regular
communications about promotion opportunities that were
disseminated across individual hospitals, the health system
(if appropriate), and functional areas.
The final HPWP, performance-contingent rewards,
where used, was tied to overall organizational performance
(e.g., tied to scorecard results). All sites had performance
management systems that linked individual account-
abilities to organizational objectives, and these account-
abilities were used as basis for performance review and/or
compensation. Four of the five sites had performance-
contingent compensation for top executives; in the one
site that did not, several interviewees said they thought it
would be useful to implement.
Linking HPWPs and Quality and Safety
In general, respondents across all of our case study sites
strongly believed that their workforce practices did impact
quality and safety outcomes. However, their organizations
did not gather and analyze data that could provide evidence
of direct links between HPWPs and care quality or safety.
Several sites had reportedly been able to document impacts
for specific initiatives, but none had systematically gathered
and analyzed data on the broader impacts of investments in
HPWPs. For instance, at one site, an initiative to reduce
safety events through improved reporting resulted in an
estimated 60%Y70% reduction in serious/sentinel events;
more distally, this decrease was believed to contribute to
reduced premiums for malpractice insurance. At another
site, the use of peer safety coaches had reportedly increased
the percentage of employees who self-reported ‘‘speaking up
and completely expressing their concerns,’’ with a docu-
mented increase from 17% to 42% after implementation of
34. the organization’s safety coach program.
Beyond quality and safety impacts, respondents at all
of the case study sites noted that their workforce prac-
tices had other benefits that may have contributed in-
directly to improvements in quality and patient safety.
These suggested benefits included increased employee en-
gagement, enhanced market differentiation (to improve
recruitment success and customer attraction), and in-
creased employee pride in the organization.
The Role of Management in HPWPs
Two findings from the study are particularly relevant to
the managerial role: the contribution of organizational
culture to quality and performance and the importance of
senior leadership support for HPWP implementation.
Consensus about the importance of organizational
culture to ensure focus. Key informants across sites
emphasized the importance of organizational culture in
the creation of a unified, organizational approach to qual -
ity, safety, and, ultimately, organizati onal performance.
All of the sites reported that that they have sought to
improve quality and safety by creating an organizational
culture or mindset (e.g., ‘‘patients first,’’ ‘‘culture of safety,’’
and ‘‘just culture’’) that focuses on quality and safety. High-
performance work practices were often described in terms of
efforts to support the development of this culture.
Despite the lack of hard data regarding organizational -
level quality (or financial) impacts, informants across sites
widely credited their organization’s focus on culture and
frontline empowerment with gains in quality and safety.
Beyond documented quality and safety effects, informants
35. at all the sites recognized that their HPWPs had other
benefits that may contribute to quality/safety, as suggested
previously, and recognized the importance of organizational
culture.
Consensus about the importance of a strong
commitment from senior leadership. Informants in all
sites emphasized the importance of strong commitment from
organizational senior leadership as a facilitator of HPWP
implementation and use. Numerous comments and examples
emphasized the strong commitment of senior leaders to the
HPWP, and this commitment was evidenced by reports of
the time spent, the effort expended, and the enthusiasm of
senior leaders. Interestingly, this commitment was not neces-
sarily tied to involvement with traditional HR functions (e.g.,
compensation and benefits) but instead was related to the
emphasis on the more strategic HPWPs of interest in our
study. For instance, several of the organizations had de-
signated a senior-level leader to drive organizational im-
provement initiatives that were related to HPWPs, but these
senior-level leaders were not responsible for HR.
Discussion
Support for HPWP Use in Health
Care Organizations
Findings from our case studies offer support for the pres-
ence of HPWPs in exemplary health systems and provide
examples of how HPWPs are applied in health care or-
ganizations. Our finding that the four HPWP subsystems in
our model were present in all five exemplar organizations
also helps confirm the face validity of our model.
Informants in all case study organizations agreed that
HPWPs were critical drivers of organizational success. Par -
36. ticularly interesting was the emphasis placed on the staff
engagement subsystem across all five organizations, with
nearly all respondents able to describe how their orga-
nizations paid particular attention to the importance of
systematic communication about the alignment of manage-
ment practices to mission, vision, goals, and objectives.
224 Health Care Management Review JulyYSeptember & 2011
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Our findings support the view that methodical adop-
tion of a system of HPWPs may indeed be linked to both
employee outcomes (e.g., decreased turnover and higher
satisfaction/engagement) and organization-level outcomes
(e.g., fewer ‘‘never events,’’ lower agency costs, and lower
turnover costs). Notably, across all sites, attributions of a
link between HPWPs and organizational outcomes were
more intuitive than metric based. Nonetheless, in several
health systems, there were reports of modest associations
between HPWPs and measures related to improvement,
such as employee satisfaction. Our findings of substantial
variation in HPWP use across the five organizations sug-
gest a need for further investigation into which sets of
practices may be the most important for supporting efforts
to improve care quality and patient safety.
Limitations of This Study
A major limitation of this study is our inability to defi -
nitively link HPWP use to favorable employee outcomes
or to improvements in quality of care or patient safety.
Furthermore, our decision to select sites for intensive
37. study based on their exemplary people practices made it
impossible for us to compare best work practices to other
types of work practices.
In addition, without comparisons among organizations
with a diverse range of HPWPs, it is difficult to conclude
with certainty that specific HPWPs or HPWP subsystems
are critical to either employee or organizational outcomes.
Although participants at all five sites were able to provide
numerous illustrations of connections between HPWPs
and quality/safety practices and outcomes, and several sites
produced data showing how a specific HR practice or prac-
tices produced favorable results, the links were typically
not rigorously tested. Future research can move beyond
the limitations of this study by using larger and more di-
verse samples that permit contrasting HR practices and
allow for quantitative analyses of associations between
HPWPs and specific clinical and organizational outcomes.
Practice Implications
Findings from this study have several important implica-
tions for practice, particularly as they relate to managerial
roles. The consistent finding across sites concerning the
importance of a strong commitment by senior leadership
underscores how important it is for leaders at all levels to
be full participants in the improvement efforts of their
organizations. The words and actions of senior leaders set
the direction for the rest of the organization; if important
goals around quality and safety are not a regular part of
those communications, they are likely to receive less atten-
tion. This, in turn, may lead to slower progress toward those
goals. Senior leadership commitment also creates the
foundation for our second consensus finding about the
importance of organizational culture. Leaders create orga-
38. nizational culture over time, through the systematic rein-
forcement of specific actions (Schein, 2010). To the extent
that leaders are consistent and systematic in creating a
culture supportive of common goals, they are also enabling
the organization’s capacity to implement other HPWPs.
Conclusions
The findings from this research are promising for both
practitioner and academic audiences. From a practitioner
perspective, our findings highlight the potential impor-
tance and impact of HPWPs in health care organizations
and provide direction about practices for these organi -
zations to consider. More specifically, our findings can
help managers understand how HPWPs can support health
care organizations’ strategic goals to improve quality of care
and patient safety in health care. From an academic per-
spective, these findings lay the groundwork for future re-
search into a more definitive link between HPWPs and
health care quality outcomes. Additional investigations
will likely provide further insight as to which of the prac-
tices will have the highest leverage for improving quality
and safety in health care.
Acknowledgments
We greatly appreciate the help of all study participants, as
well as the research assistance provided by Emily K. Knecht,
Maria Jorina, and J. Phil Harrop, all of whom were affiliated
with The Ohio State University during the study. Ethi-
cal approval for this research study was obtained through
the Behavioral and Social Sciences Institutional Review
Board of The Ohio State University. We are especially
grateful to the Agency for Healthcare Research and Quality
that funded this research through the 2008 ACTION
Network Task Order #8, HHSA# 290200600022.
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