Change IntroductionHRM 320 Week 1Cindi GillilandFull
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Change Introduction HRM 320 Week 1 Cindi Gilliland Full Clinical Professor and Program Director, MSHRM Claremont Graduate University March 30, 2021 1 Agenda/ Overview Team Project Topics and Teams! Key concepts for this week: HR is in the midst of major change right now Fundamentals of change: reactive/proactive and evolutionary/revolutionary changes Resistance to change Grant: Are We Change Ready? Switch: Exploring three avenues for change 2 3 4 Fundamentals of Change 5 Organization change can only occur through individual changes in your people Change involves unlearning something that is already practiced and part of your organization Change is often hard for people and evokes strong negative emotions Reactive vs. Proactive Change Reactive Address Performance gaps in organization Doctor metaphor Diagnose symptoms of performance gaps Prescribe treatment in the form of change initiative Proactive Address Opportunity gaps in organization Entrepreneur metaphor Scan environment for opportunities Amass resources necessary to implement change 6 Evolutionary vs. Revolutionary Change Evolutionary Incremental adaptations to improve quality or service or reduce costs Can involve rapid cycle testing to quickly implement and evaluate ideas Revolutionary Dramatic change to realign organization’s strategy or capabilities Large, transformative changes to strategy, structure, processes, technologies, core competencies, or values 7 Sources of Resistance to Change 8 Uncertainty Lack of understanding and trust Differing perceptions of change Self-Interest Fear of actual obsolescence Difficult to change habits and routines Change Aversion Lack of tolerance for change Rejection of change solution Discussion: Changes in your world What types of changes have you experienced this year? Reactive vs proactive Evolutionary vs revolutionary What sources of resistance are you experiencing/seeing? 9 Write down the words from this list that you personally most frequently associate with the idea of organizational change: Adjust Alter Ambiguity Anxiety Better Challenging Chance Concern Death Deteriorate Different Disruption Exciting Fear Fun Grow Improve Learn Modify New Opportunity Rebirth Replace Revise Stress Transfer Transition Uncertainty Upheaval Vary 10 10 Sum the points for each of the words that you wrote down Adjust (0) Alter (0) Ambiguity (-1) Anxiety (-1) Better (+1) Challenging (+1) Chance (0) Concern (-1) Death (-1) Deteriorate (-1) Different (0) Disruption (-1) Exciting (+1) Fear (-1) Fun (+1) Grow (+1) Improve (+1) Learn (+1) Modify (0) New (+1) Opportunity (+1) Rebirth (+1) Replace (0) Revise (0) Stress (-1) Transfer (0) Transition (0) Uncertainty (-1) Upheaval (-1) Vary (0) Scores in the +5 to +10 range suggest strong support for the organizational change. Scores in the +2 to +4 range suggest moderate support for the change. Scores in the -1 to +1 range suggest a willingness to comply ...
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© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
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n Size of the OTC derivatives market at year-end 2010
u $601 trillion notional principal
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© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
An Introduction to Derivatives and Risk
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© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
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CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
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Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
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you are
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researcher and
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Chapter 1: Introduction
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Recommended
ChanceBrooksAn Introduction to Derivatives and RiskMana
Chance/Brooks
An Introduction to Derivatives and Risk
Management, 9th ed.
Ch. 1: 0
Chapter 1: Introduction
Financial markets teach you humility. Two years ago, I made these
related forecasts. First I forecast the euro would strengthen as
European economic recovery picked up and the US economy
slowed. Second, I forecast euro strength would be augmented over the
next five years by a reduction of Europe's $100 billion to $150 billion
of excess dollar reserves. Third, I forecast that the authorities would be
less concerned over exchange rates, would only intervene after bigger
exchange rate moves, and so exchange rate volatility would rise.
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Avinash Persaud, Managing director,
Global Markets Analysis, State Street Bank
Risk, October, 2000, p. 29
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
An Introduction to Derivatives and Risk
Management, 9th ed.
Ch. 1: 0
Important Concepts in Chapter 1
n Different types of derivatives
n Presuppositions for financial markets, risk preferences,
risk-return tradeoff, and market efficiency
n Theoretical fair value
n Arbitrage, storage, and delivery
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n Criticisms of derivatives
n Ethics
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
An Introduction to Derivatives and Risk
Management, 9th ed.
Ch. 1: 0
n Business risk vs. financial risk
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u $601 trillion notional principal
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u See Figure 1.1 and Figure 1.2
n Real vs. financial assets
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
An Introduction to Derivatives and Risk
Management, 9th ed.
Ch. 1: 0
Derivative Markets and Instruments
n Derivative Markets
u Over-the-counter and exchange traded
u Exchange traded derivatives volume in 2010 was over 22 billion contracts
on at least 78 derivatives exchanges, according to Futures Industry
magazine (a leading source of derivatives industry information
u Derivatives trade all over the world
u See Table 1.1 for the top ten derivatives exchanges
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chance/Brooks
An Introduction to Derivatives and Risk
Management, 9th ed.
Ch. 1: 0
Derivative Markets and Instruments
n Options
u Definition: a contract between two parties that gives one party, the buyer,
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Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSS
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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.
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Chapter 2 Cells
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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 Hum
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.
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Chapter 1 Juvenile Justice Myths and RealitiesMyths and Reali
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 Introduction to the Fundamentals of LawFundamentals
Chapter 1: Introduction to the Fundamentals of Law
Fundamentals of Law for Health Informatics and Information Management, Third Edition
© 2017 American Health Information Management Association
© 2017 American Health Information Management Association
Defining Law
Law
Represents a set of governing rules designed to protect citizens living in a civilized society
Establishes order, provides parameters for conduct, and defines rights and obligations of government and its citizens
Controls behavior that threatens public safety and sets penalties for disobedience
© 2017 American Health Information Management Association
Two Types of Law
Public law
Involves federal, state, and local governments
Defines, regulates, and enforces rights and duties among individuals and businesses as related to government.
Private law
Involves rules and principles that defines rights and duties among individuals and private businesses
© 2017 American Health Information Management Association
Law and Healthcare
US healthcare is a trillion-dollar business regulated by federal and state laws, accrediting bodies, practice standards, and codes of ethics
Serves to protect consumers and providers by requiring accountability for services and privacy, confidentiality, and security of health information
© 2017 American Health Information Management Association
Law and Health Information
Health information
Data generated and collected as a result of delivering care to a patient
Uses of health information
Primary use—clinical care
Secondary uses—public health reporting, population health management, third-party reimbursement, quality improvement, and patient safety
Used as evidence in legal cases in which conflict arises and resolutions is sought through the court system
© 2017 American Health Information Management Association
Health Information
Protected under federal law—HIPAA,
defines health information as:
“It is any information, whether oral or recorded in any form or medium, that: (1) is created or received by a health care provider, health plan, public health authority, employer, life insurer, school or university, or health care clearinghouse; and (2) relates to the past, present, or future physical or mental health or condition of an individual; the provision of health care to an individual; or the past, present, or future payment for the provision of health care to an individual” (45 CFR 160.103).
© 2017 American Health Information Management Association
Health Information Technology
Push to decrease healthcare costs and improve quality and safety of healthcare through use of health information technology (HIT)
Movement from paper to electronic health records (EHRs) and health information exchanges (HIE) that enable the sharing of information with multiple parties and across multiple boundaries
© 2017 American Health Information Management Association
Law and HIT
Public and private collaborations are working together to eliminate legal barriers ...
CHAPTER 1 Philosophy as a Basis for Curriculum Decisio
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
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 re
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 from Business Communication for Success was adapted
Chapter 1 from Business Communication for Success was adapted by The Saylor Foundation under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license without attribution, as requested
by the work’s original creator or licensee. © 2014, The Saylor Foundation.
http://www.saylor.org/site/textbooks/Business%20Communication%20for%20Success.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
4
Chapter 1
Effective Business Communication
Communication leads to community, that is, to understanding, intimacy and mutual
valuing.
Rollo May
I know that you believe that you understood what you think I said, but I am not sure
you realize that what you heard is not what I meant.
Robert J. McCloskey, former State Department spokesman
Getting Started
I N T R O D U C T O R Y E X E R C I S E S
1. Write five words that express what you want to do and where you want to be a year
from now. Take those five words and write a paragraph that clearly articulates your
responses to both “what” and “where.”
2. Think of five words that express what you want to do and where you want to be five
years from now. Share your five words with your classmates and listen to their
responses. What patterns do you observe in the responses? Write a paragraph that
addresses at least one observation.
Communication is an activity, skill, and art that incorporates lessons learned across a
wide spectrum of human knowledge. Perhaps the most time-honored form of
communication is storytelling. We’ve told each other stories for ages to help make sense
of our world, anticipate the future, and certainly to entertain ourselves. The art of
storytelling draws on your understanding of yourself, your message, and how you
communicate it to an audience that is simultaneously communicating back to you. Your
anticipation, reaction, and adaptation to the process will determine how successfully
you are able to communicate. You were not born knowing how to write or even how to
talk—but in the process of growing up, you have undoubtedly learned how to tell, and
how not tell, a story out loud and in writing.
Saylor URL: http://www.saylor.org/books Saylor.org
5
You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out
loud) to BRB (be right back)—right away. In the same way, learning to communicate
well requires you to read and study how others have expressed themselves, then adapt
what you have learned to your present task—whether it is texting a brief message to a
friend, presenting your qualifications in a job interview, or writing a business report.
You come to this text with skills and an understanding that will provide a valuable
foundation as we explore the communication process.
Effective communication takes preparation, practice, and persistence. There are many
ways to learn c ...
Chapter 1 Changing Organizations in Our Complex WorldCh
Chapter 1: Changing Organizations in Our Complex World
Chapter Overview
The goal of the book: develop your ability to initiate and manage change
Environmental factors affecting change are outlined: social/ demographic, technological, political, and economic forces
Four types of organizational change are discussed: tuning, adapting, reorienting, and recreating
Four change roles are described: initiators, implementers, facilitators, and recipients. The terms “change leader” and “change agent” are used interchangeably and could mean any of the four roles.
The difficulties in creating successful change are highlighted and characteristics of successful change leader are described.
2
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
2
Your Experiences with Change
Management
Talk with one another (in small groups) about your experiences with change management.
What does this suggest organizational change management is about?
3
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
3
Organizational Change: Defined
The intentional and planned alteration of organizational components to improve organizational effectiveness.
4
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
Organization Components
Organization components include the organization’s:
Mission and vision
Strategy
Goals
Structure
Processes or systems
Technology
People
When organizations enhance their effectiveness, they increase their ability to generate value for those they serve
5
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
5
The “Knowing−Doing” Gap
Change capability has become a core managerial competency
But managers’ abilities to deliver on change are modest at best
There is a major “knowing−doing” gap
Knowing concepts and theories is not enough
Managers need to become effective agents of change, possessing the will and skills to make positive change happen
6
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
6
Orientation of the Book
There is a story of two stone cutters:
The first, when asked what he was doing, responded: “I am shaping this stone to fit into that wall.”
The second, however, said: “I am helping to build a cathedral.”
This book is orientated towards those who want to be builders.
7
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
7
Why is change a Hot Topic?
Environmental Forces Driving Changes (PESTEL factors):
Political Changes
Economic Changes
Social, Cultural and Demographic
New Technologies
Legal Changes
Ecological/Environmental Factors
Turbulence and ambiguity define the landscape for both the public and private sectors
8
Deszca, Ingols & Cawsey, Organizational Change: An ...
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
CHAPTER 1:
CURRICULUM AND
INSTRUCTION DEFINED
Developing the Curriculum
Eighth Edition
Peter F. Oliva
William R. Gordon II
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:Identify alternative definitions of curriculum. Distinguish between curriculum and instruction. Explain in what ways curriculum can be considered a discipline.Create or select a model of the relationship between curriculum and instruction and describe your creation or selection.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe track—the curriculum—has become one of the key concerns of today’s schools. The quest for a definition of curriculum has taxed many an educator. In many schools a written plan may be called a curriculum, but a curriculum encompasses many more entities than a written plan.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe term curriculum can be conceived in a narrow way (as subjects taught) or in a broad way (as all the experiences of learners, both in school and out, directed by the school).
Curriculum—is built, planned, designed, and constructed. It is improved, revised, and evaluated.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMWith considerable ingenuity the specialist can mold, shape, and tailor the curriculum to the needs of children the school serves.
Some curriculum theorists combine elements of both curriculum and instruction in defining the term curriculum.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUM
Others find a definition of curriculum in:
purposes or goals of the curriculum
contexts within which the curriculum is found
strategies used throughout the curriculum
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe purpose of the curriculum:what curriculum does or should dowhat the curriculum is meant to achieve The contexts of the curriculum are the settings within which it takes shape-three types:essentialist curriculum-designed to transmit the cultural heritagea child-centered curriculum-designed to focus on the learnerreconstructionist curriculum-aims to educate youth in such a way that they will be capable of solving some of society’s pressing problems
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMText definition - curriculum ...
Chapter 1 Introduction to Career Development in the Global Econo
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 Le
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-Assessm
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 01Real Estate Investment Basic Legal Concepts
Chapter 01
Real Estate Investment: Basic Legal
Concepts
©2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written
consent of McGraw-Hill Education.
©2019 McGraw-Hill Education.
Property Rights and Estates
Real property versus personal property.
Estates.
• Based on Rights: Possession versus Not in Possession.
• Based on Possession and Use: Freehold versus Leasehold.
Possessory estates.
• Freehold.
• Fee Simple Estates.
• Life Estates.
©2019 McGraw-Hill Education.
Estates
Nonpossessory Estates: Future Estates.
• Reversion.
• Remainder.
Leasehold Estates.
• Estate for Years.
• Estate from Year to Year.
©2019 McGraw-Hill Education.
Additional Interests
An interest is a right or claim on real property, its
revenues, or production.
• A common example of an interest is when an owner of real
estate pledges or encumbers his property as a condition for
obtaining a mortgage. The lender is said to have a secured
interest.
An easement is a nonpossessory interest in land. The
right is for the use of the land for a special purpose.
• Examples include rights of way for road access and utility lines.
©2019 McGraw-Hill Education.
Title Assurance 1
Title Assurance.
The Meaning of Title.
• Abstract Term.
• Quantity of Rights Conveyed.
• Abstract of Title.
• Title Chain.
©2019 McGraw-Hill Education.
Title Assurance 2
Deeds.
• Grantor & Grantee.
• General Warranty Deed.
• Covenant that the grantor has good title.
• Covenant that the grantor has the right to convey the property.
• Covenant to compensate the grantee for loss of property or eviction as a result
of a superior claim.
• No encumbrances on title except those noted.
©2019 McGraw-Hill Education.
Title Assurance 3
Deeds.
• Special Warranty Deed.
• Limits the covenants to the ownership duration of the current grantor.
• No guarantees on the ownership of prior grantors.
• Bargain and Sale Deed.
• Conveys property without seller warranties.
• Sometimes called an “as-is” deed.
©2019 McGraw-Hill Education.
Title Assurance 4
Deeds.
• Sheriff’s Deed-Trustee Deed.
• Bargain and sale deed received by a buyer from a foreclosure or other forced
sale by sheriff or trustee.
• No warranties are added.
• Quitclaim Deed.
• No Covenants.
• The least protection to the grantee.
• Grantor conveys whatever right “may exist.”
©2019 McGraw-Hill Education.
Title Assurance 5
Abstract & Opinion.
• Title search.
• Study of relevant records.
• Lawyer’s opinion on title.
• Is it good and marketable?
• Are there any clouds on title?
• Is there a break in the chain of title?
©2019 McGraw-Hill Education.
Title Insurance 6
Why Title Insurance and not Abstract and Opinion?
1. Definite contract liability to the premium payer.
2. Reserves sufficient to meet insured losses.
3. Supervision by an agency of the state.
4. ...
Chapter 1 The Americas, Europe, and Africa Before 1492
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 A
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 Transcript
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 Behavior8Motor BehaviorKatherine
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 O
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 o
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 2008
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 ...
Chapter 02Business EthicsMcGraw-HillIrwin Copyright © 2
Chapter 02
Business Ethics
McGraw-Hill/Irwin Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Chapter 2 Case Hypothetical and Ethical Dilemma
As hiring coordinator for Hennessey Networking
Solution
s, Inc. (Hennessey), Andrea
Templeton knew that her position was of utmost importance to her company in terms of
hiring candidates who were well-qualified, and who would best contribute to the company’s
overall success. On her desk was the employment application and resume of Timothy
Carraway. Andrea had just finished her interview of Timothy, who was the last in a long line
of interviewees who had applied for an entry-level information technology (IT) position at
Hennessey. Hennessey only had one (1) opening available. During Timothy’s interview, the
candidate revealed that seven (7) years ago, he had been tried and convicted in federal court
for selling a significant amount of cocaine. Timothy had also revealed the conviction on his
employment application. Timothy went to great lengths to explain to Andrea that he
sincerely regretted the indiscretions of his youth, and that he had spent the last seven (7)
years of his life “paying penance,” and reforming his life. After serving three (3) years in
federal penitentiary, Timothy had earned his bachelor’s degree in Information Technology,
graduating with honors.
Timothy’s interview had gone very well. In fact, Andrea felt that in terms of his personality
and education, he was the best “fit” for the position. Andrea was obviously concerned about
Timothy’s criminal background, but she was also concerned about the young man should he
not find an employment opportunity after graduating from college. Without a legitimate
employment option, would Timothy revert back to his “criminal ways?
Does Andrea Templeton and Hennessey Networking
...
Chapter 02Business EthicsMcGraw-HillIrwinCopyrigh
Chapter 02
Business Ethics
McGraw-Hill/Irwin
Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Chapter 2 Case Hypothetical and Ethical Dilemma
2-*
As hiring coordinator for Hennessey Networking
Solution
s, Inc. (Hennessey), Andrea
Templeton knew that her position was of utmost importance to her company in terms of
hiring candidates who were well-qualified, and who would best contribute to the company’s
overall success. On her desk was the employment application and resume of Timothy
Carraway. Andrea had just finished her interview of Timothy, who was the last in a long line
of interviewees who had applied for an entry-level information technology (IT) position at
Hennessey. Hennessey only had one (1) opening available. During Timothy’s interview,
the candidate revealed that seven (7) years ago, he had been tried and convicted in federal
court for selling a significant amount of cocaine. Timothy had also revealed the conviction
on his employment application. Timothy went to great lengths to explain to Andrea that he
sincerely regretted the indiscretions of his youth, and that he had spent the last seven (7)
years of his life “paying penance,” and reforming his life. After serving three (3) years in
federal penitentiary, Timothy had earned his bachelor’s degree in Information Technology,
graduating with honors.
Timothy’s interview had gone very well. In fact, Andrea felt that in terms of his personality
and education, he was the best “fit” for the position. Andrea was obviously concerned
about Timothy’s criminal background, but she was also concerned about the young man
should he not find an employment opportunity after graduating from college. Without a
legitimate employment option, would Timothy revert back to his “criminal ways?
Does Andrea Templeton and Hennessey Networking
...
Chapter #3 The Use of Theory
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, a
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 On
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 ...
CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA
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.
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Chapter 1 from Business Communication for Success was adapted
Chapter 1 from Business Communication for Success was adapted by The Saylor Foundation under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license without attribution, as requested
by the work’s original creator or licensee. © 2014, The Saylor Foundation.
http://www.saylor.org/site/textbooks/Business%20Communication%20for%20Success.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
4
Chapter 1
Effective Business Communication
Communication leads to community, that is, to understanding, intimacy and mutual
valuing.
Rollo May
I know that you believe that you understood what you think I said, but I am not sure
you realize that what you heard is not what I meant.
Robert J. McCloskey, former State Department spokesman
Getting Started
I N T R O D U C T O R Y E X E R C I S E S
1. Write five words that express what you want to do and where you want to be a year
from now. Take those five words and write a paragraph that clearly articulates your
responses to both “what” and “where.”
2. Think of five words that express what you want to do and where you want to be five
years from now. Share your five words with your classmates and listen to their
responses. What patterns do you observe in the responses? Write a paragraph that
addresses at least one observation.
Communication is an activity, skill, and art that incorporates lessons learned across a
wide spectrum of human knowledge. Perhaps the most time-honored form of
communication is storytelling. We’ve told each other stories for ages to help make sense
of our world, anticipate the future, and certainly to entertain ourselves. The art of
storytelling draws on your understanding of yourself, your message, and how you
communicate it to an audience that is simultaneously communicating back to you. Your
anticipation, reaction, and adaptation to the process will determine how successfully
you are able to communicate. You were not born knowing how to write or even how to
talk—but in the process of growing up, you have undoubtedly learned how to tell, and
how not tell, a story out loud and in writing.
Saylor URL: http://www.saylor.org/books Saylor.org
5
You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out
loud) to BRB (be right back)—right away. In the same way, learning to communicate
well requires you to read and study how others have expressed themselves, then adapt
what you have learned to your present task—whether it is texting a brief message to a
friend, presenting your qualifications in a job interview, or writing a business report.
You come to this text with skills and an understanding that will provide a valuable
foundation as we explore the communication process.
Effective communication takes preparation, practice, and persistence. There are many
ways to learn c ...
Chapter 1 Changing Organizations in Our Complex WorldCh
Chapter 1: Changing Organizations in Our Complex World
Chapter Overview
The goal of the book: develop your ability to initiate and manage change
Environmental factors affecting change are outlined: social/ demographic, technological, political, and economic forces
Four types of organizational change are discussed: tuning, adapting, reorienting, and recreating
Four change roles are described: initiators, implementers, facilitators, and recipients. The terms “change leader” and “change agent” are used interchangeably and could mean any of the four roles.
The difficulties in creating successful change are highlighted and characteristics of successful change leader are described.
2
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
2
Your Experiences with Change
Management
Talk with one another (in small groups) about your experiences with change management.
What does this suggest organizational change management is about?
3
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
3
Organizational Change: Defined
The intentional and planned alteration of organizational components to improve organizational effectiveness.
4
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
Organization Components
Organization components include the organization’s:
Mission and vision
Strategy
Goals
Structure
Processes or systems
Technology
People
When organizations enhance their effectiveness, they increase their ability to generate value for those they serve
5
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
5
The “Knowing−Doing” Gap
Change capability has become a core managerial competency
But managers’ abilities to deliver on change are modest at best
There is a major “knowing−doing” gap
Knowing concepts and theories is not enough
Managers need to become effective agents of change, possessing the will and skills to make positive change happen
6
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
6
Orientation of the Book
There is a story of two stone cutters:
The first, when asked what he was doing, responded: “I am shaping this stone to fit into that wall.”
The second, however, said: “I am helping to build a cathedral.”
This book is orientated towards those who want to be builders.
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Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.
7
Why is change a Hot Topic?
Environmental Forces Driving Changes (PESTEL factors):
Political Changes
Economic Changes
Social, Cultural and Demographic
New Technologies
Legal Changes
Ecological/Environmental Factors
Turbulence and ambiguity define the landscape for both the public and private sectors
8
Deszca, Ingols & Cawsey, Organizational Change: An ...
CHAPTER 1 CURRICULUM AND INSTRUCTION DEFINEDDev
CHAPTER 1:
CURRICULUM AND
INSTRUCTION DEFINED
Developing the Curriculum
Eighth Edition
Peter F. Oliva
William R. Gordon II
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
AFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:Identify alternative definitions of curriculum. Distinguish between curriculum and instruction. Explain in what ways curriculum can be considered a discipline.Create or select a model of the relationship between curriculum and instruction and describe your creation or selection.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe track—the curriculum—has become one of the key concerns of today’s schools. The quest for a definition of curriculum has taxed many an educator. In many schools a written plan may be called a curriculum, but a curriculum encompasses many more entities than a written plan.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe term curriculum can be conceived in a narrow way (as subjects taught) or in a broad way (as all the experiences of learners, both in school and out, directed by the school).
Curriculum—is built, planned, designed, and constructed. It is improved, revised, and evaluated.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMWith considerable ingenuity the specialist can mold, shape, and tailor the curriculum to the needs of children the school serves.
Some curriculum theorists combine elements of both curriculum and instruction in defining the term curriculum.
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUM
Others find a definition of curriculum in:
purposes or goals of the curriculum
contexts within which the curriculum is found
strategies used throughout the curriculum
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMThe purpose of the curriculum:what curriculum does or should dowhat the curriculum is meant to achieve The contexts of the curriculum are the settings within which it takes shape-three types:essentialist curriculum-designed to transmit the cultural heritagea child-centered curriculum-designed to focus on the learnerreconstructionist curriculum-aims to educate youth in such a way that they will be capable of solving some of society’s pressing problems
Oliva/Gordon Developing the Curriculum, 8e.
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
1-*
CONCEPTIONS OF CURRICULUMText definition - curriculum ...
Chapter 1 Introduction to Career Development in the Global Econo
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 Le
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-Assessm
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 01Real Estate Investment Basic Legal Concepts
Chapter 01
Real Estate Investment: Basic Legal
Concepts
©2019 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written
consent of McGraw-Hill Education.
©2019 McGraw-Hill Education.
Property Rights and Estates
Real property versus personal property.
Estates.
• Based on Rights: Possession versus Not in Possession.
• Based on Possession and Use: Freehold versus Leasehold.
Possessory estates.
• Freehold.
• Fee Simple Estates.
• Life Estates.
©2019 McGraw-Hill Education.
Estates
Nonpossessory Estates: Future Estates.
• Reversion.
• Remainder.
Leasehold Estates.
• Estate for Years.
• Estate from Year to Year.
©2019 McGraw-Hill Education.
Additional Interests
An interest is a right or claim on real property, its
revenues, or production.
• A common example of an interest is when an owner of real
estate pledges or encumbers his property as a condition for
obtaining a mortgage. The lender is said to have a secured
interest.
An easement is a nonpossessory interest in land. The
right is for the use of the land for a special purpose.
• Examples include rights of way for road access and utility lines.
©2019 McGraw-Hill Education.
Title Assurance 1
Title Assurance.
The Meaning of Title.
• Abstract Term.
• Quantity of Rights Conveyed.
• Abstract of Title.
• Title Chain.
©2019 McGraw-Hill Education.
Title Assurance 2
Deeds.
• Grantor & Grantee.
• General Warranty Deed.
• Covenant that the grantor has good title.
• Covenant that the grantor has the right to convey the property.
• Covenant to compensate the grantee for loss of property or eviction as a result
of a superior claim.
• No encumbrances on title except those noted.
©2019 McGraw-Hill Education.
Title Assurance 3
Deeds.
• Special Warranty Deed.
• Limits the covenants to the ownership duration of the current grantor.
• No guarantees on the ownership of prior grantors.
• Bargain and Sale Deed.
• Conveys property without seller warranties.
• Sometimes called an “as-is” deed.
©2019 McGraw-Hill Education.
Title Assurance 4
Deeds.
• Sheriff’s Deed-Trustee Deed.
• Bargain and sale deed received by a buyer from a foreclosure or other forced
sale by sheriff or trustee.
• No warranties are added.
• Quitclaim Deed.
• No Covenants.
• The least protection to the grantee.
• Grantor conveys whatever right “may exist.”
©2019 McGraw-Hill Education.
Title Assurance 5
Abstract & Opinion.
• Title search.
• Study of relevant records.
• Lawyer’s opinion on title.
• Is it good and marketable?
• Are there any clouds on title?
• Is there a break in the chain of title?
©2019 McGraw-Hill Education.
Title Insurance 6
Why Title Insurance and not Abstract and Opinion?
1. Definite contract liability to the premium payer.
2. Reserves sufficient to meet insured losses.
3. Supervision by an agency of the state.
4. ...
Chapter 1 The Americas, Europe, and Africa Before 1492
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 A
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 Transcript
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 Behavior8Motor BehaviorKatherine
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 O
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 o
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 2008
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 ...
Chapter 02Business EthicsMcGraw-HillIrwin Copyright © 2
Chapter 02
Business Ethics
McGraw-Hill/Irwin Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Chapter 2 Case Hypothetical and Ethical Dilemma
As hiring coordinator for Hennessey Networking
Solution
s, Inc. (Hennessey), Andrea
Templeton knew that her position was of utmost importance to her company in terms of
hiring candidates who were well-qualified, and who would best contribute to the company’s
overall success. On her desk was the employment application and resume of Timothy
Carraway. Andrea had just finished her interview of Timothy, who was the last in a long line
of interviewees who had applied for an entry-level information technology (IT) position at
Hennessey. Hennessey only had one (1) opening available. During Timothy’s interview, the
candidate revealed that seven (7) years ago, he had been tried and convicted in federal court
for selling a significant amount of cocaine. Timothy had also revealed the conviction on his
employment application. Timothy went to great lengths to explain to Andrea that he
sincerely regretted the indiscretions of his youth, and that he had spent the last seven (7)
years of his life “paying penance,” and reforming his life. After serving three (3) years in
federal penitentiary, Timothy had earned his bachelor’s degree in Information Technology,
graduating with honors.
Timothy’s interview had gone very well. In fact, Andrea felt that in terms of his personality
and education, he was the best “fit” for the position. Andrea was obviously concerned about
Timothy’s criminal background, but she was also concerned about the young man should he
not find an employment opportunity after graduating from college. Without a legitimate
employment option, would Timothy revert back to his “criminal ways?
Does Andrea Templeton and Hennessey Networking
...
Chapter 02Business EthicsMcGraw-HillIrwinCopyrigh
Chapter 02
Business Ethics
McGraw-Hill/Irwin
Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Chapter 2 Case Hypothetical and Ethical Dilemma
2-*
As hiring coordinator for Hennessey Networking
Solution
s, Inc. (Hennessey), Andrea
Templeton knew that her position was of utmost importance to her company in terms of
hiring candidates who were well-qualified, and who would best contribute to the company’s
overall success. On her desk was the employment application and resume of Timothy
Carraway. Andrea had just finished her interview of Timothy, who was the last in a long line
of interviewees who had applied for an entry-level information technology (IT) position at
Hennessey. Hennessey only had one (1) opening available. During Timothy’s interview,
the candidate revealed that seven (7) years ago, he had been tried and convicted in federal
court for selling a significant amount of cocaine. Timothy had also revealed the conviction
on his employment application. Timothy went to great lengths to explain to Andrea that he
sincerely regretted the indiscretions of his youth, and that he had spent the last seven (7)
years of his life “paying penance,” and reforming his life. After serving three (3) years in
federal penitentiary, Timothy had earned his bachelor’s degree in Information Technology,
graduating with honors.
Timothy’s interview had gone very well. In fact, Andrea felt that in terms of his personality
and education, he was the best “fit” for the position. Andrea was obviously concerned
about Timothy’s criminal background, but she was also concerned about the young man
should he not find an employment opportunity after graduating from college. Without a
legitimate employment option, would Timothy revert back to his “criminal ways?
Does Andrea Templeton and Hennessey Networking
...
Chapter #3 The Use of Theory
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, a
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 On
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 ...
CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA
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.
More from MaximaSheffield592 (20)
Chapter 1 from Business Communication for Success was adapted
Chapter 1 from Business Communication for Success was adapted
Chapter 1 Changing Organizations in Our Complex WorldCh
Chapter 1 Changing Organizations in Our Complex WorldCh
Chapter 1 Introduction to Career Development in the Global Econo
Chapter 1 Introduction to Career Development in the Global Econo
Chapter 1 Goals and Governance of the CorporationChapter 1 Le
Chapter 1 Goals and Governance of the CorporationChapter 1 Le
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-Assessm
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-Assessm
Chapter 01Real Estate Investment Basic Legal Concepts
Chapter 01Real Estate Investment Basic Legal Concepts
Chapter 1 The Americas, Europe, and Africa Before 1492
Chapter 1 The Americas, Europe, and Africa Before 1492
Chapter 1 - Overview Gang Growth and Migration Studies v A
Chapter 1 - Overview Gang Growth and Migration Studies v A
Chapter 06 Video Case - Theo Chocolate CompanyVideo Transcript
Chapter 06 Video Case - Theo Chocolate CompanyVideo Transcript
Changes in APA Writing Style 6th Edition (2006) to 7th Edition O
Changes in APA Writing Style 6th Edition (2006) to 7th Edition O
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008
Chapter 02Business EthicsMcGraw-HillIrwin Copyright © 2
Chapter 02Business EthicsMcGraw-HillIrwin Copyright © 2
CHAPTER 5 Security Policies, Standards, Procedures, a
CHAPTER 5 Security Policies, Standards, Procedures, a
CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA
CHAPTER TEACHERS, SCHOOLS, AND SOCIETYTENTH EDITIONDA
Change IntroductionHRM 320 Week 1Cindi GillilandFull
- 1. Change Introduction HRM 320 Week 1 Cindi Gilliland Full Clinical Professor and Program Director, MSHRM Claremont Graduate University March 30, 2021 1 Agenda/ Overview Team Project Topics and Teams! Key concepts for this week: HR is in the midst of major change right now Fundamentals of change: reactive/proactive and evolutionary/revolutionary changes Resistance to change Grant: Are We Change Ready? Switch: Exploring three avenues for change 2 3
- 2. 4 Fundamentals of Change 5 Organization change can only occur through individual changes in your people Change involves unlearning something that is already practiced and part of your organization Change is often hard for people and evokes strong negative emotions Reactive vs. Proactive Change Reactive Address Performance gaps in organization Doctor metaphor Diagnose symptoms of performance gaps Prescribe treatment in the form of change initiative Proactive Address Opportunity gaps in organization Entrepreneur metaphor Scan environment for opportunities
- 3. Amass resources necessary to implement change 6 Evolutionary vs. Revolutionary Change Evolutionary Incremental adaptations to improve quality or service or reduce costs Can involve rapid cycle testing to quickly implement and evaluate ideas Revolutionary Dramatic change to realign organization’s strategy or capabilities Large, transformative changes to strategy, structure, processes, technologies, core competencies, or values 7 Sources of Resistance to Change 8 Uncertainty Lack of understanding and trust Differing perceptions of change Self-Interest Fear of actual obsolescence
- 4. Difficult to change habits and routines Change Aversion Lack of tolerance for change Rejection of change solution Discussion: Changes in your world What types of changes have you experienced this year? Reactive vs proactive Evolutionary vs revolutionary What sources of resistance are you experiencing/seeing? 9 Write down the words from this list that you personally most frequently associate with the idea of organizational change: Adjust Alter Ambiguity Anxiety Better Challenging Chance Concern Death
- 5. Deteriorate Different Disruption Exciting Fear Fun Grow Improve Learn Modify New Opportunity Rebirth Replace Revise Stress Transfer Transition Uncertainty Upheaval Vary 10 10 Sum the points for each of the words that you wrote down Adjust (0) Alter (0) Ambiguity (-1) Anxiety (-1) Better (+1) Challenging (+1) Chance (0) Concern (-1)
- 6. Death (-1) Deteriorate (-1) Different (0) Disruption (-1) Exciting (+1) Fear (-1) Fun (+1) Grow (+1) Improve (+1) Learn (+1) Modify (0) New (+1) Opportunity (+1) Rebirth (+1) Replace (0) Revise (0) Stress (-1) Transfer (0) Transition (0) Uncertainty (-1) Upheaval (-1) Vary (0) Scores in the +5 to +10 range suggest strong support for the organizational change. Scores in the +2 to +4 range suggest moderate support for the change. Scores in the -1 to +1 range suggest a willingness to comply with the change. Scores in the -2 to -4 range suggest moderate resistance to the change. Scores in the -5 to -10 range suggest strong resistance to the change. 11
- 7. 0 -10 +10 � � � What’s your relationship to change? Why do you think you react to the idea of organizational change the way you do? What might make organizational change easier for you? More difficult? How might organizations harness the enthusiasm of supporters to help promote change? What does it take to inspire commitment to change? [For the strong supporters] Are there dangers in being overly enthusiastic about change (e.g., high expectations)? 12 Conserver Prefers the known to the unknown. Disciplined, detailed, deliberate and organized. Accept structure. Prefer gradual change. Pragmatist Prefers to explore the current situation in an objective manner. Reasonable, practical, agreeable and flexible. Explore structure. Prefer change that best serves the function. Originator Prefers a faster, more radical approach to change. Unconventional, spontaneous; risk takers. Challenge the structure. Prefer quicker, more expansive and radical change.
- 8. Rider: Our rational side Provides analysis, direction, and long-term thinking Tends to over-analyze Elephant: Our emotional side Provides passion, energy, and intrinsic motivation Prefers instant gratification; tires easily Path: Our environment or situation Provides ease-of-movement, tools, and resources Constrains alternative movements What looks like resistance is often a lack of clarity. What looks like laziness is often exhaustion. What looks like a people problem is often a situation problem 13 How do we direct the rider, motivate the elephant, and shape the path? 14 Direct the Rider 1. Find the bright spots Riders tend to focus on problems Reject solutions from other organizations “it won’t work here – we are different” Bright spots show solutions in your organization Instead of over-analyzing problems, study those who have found
- 9. solutions Bright spots will also motivate elephant and highlight path 15 Direct the Rider 2. Point to the destination Paint picture of an attractive destination- a destination postcard Show their role in that destination Effective visions tap into emotions 16 Motivate the Elephant 3. Shrink the change Limit the investment you are asking people to make in the change Identify small wins that are meaningful and within reach Big success comes from a series of small changes Small wins also provide a script for the rider and highlight the path 17
- 10. Motivate the Elephant 4. Grow your people Foster experimentation and learning – a growth mindset Competency mastery is intrinsically motivating Elephant must believe it is capable of conquering change 18 Shape the Path 5. Tweak the Environment Make the desirable behavior a bit easier and the undesirable behavior a little bit harder Don’t introduce a more complicated solution! Solution makes sense to the rider and does not get resistance from the elephant 19
- 11. Shape the Path 6. Build habits Habits allow us to move on autopilot Checklists help people develop habits Keystone habits are small changes that impact many other areas of life 20 Discussion: Techniques for HR Change Applied to Habit Project If you know the domain/area/topic of your personal change, think through how you would apply the Switch techniques: Which of the following techniques could you use to help facilitate this change? Find the bright spots Point to the destination Shrink the change Tweak the environment Build habits Discuss in pairs or trios and help each other find ideas.
- 12. 21 Workforce trends that will impact HR in 2021 Employers will shift from managing the employee experience to managing the life experience of their employees. The gender-wage gap will continue to increase even as employees return to the workplace. Flexibility will shift from location to time. Mental health and trauma support will expand. Employers may “rent” or outsource talent to fill the skills gap. 22 Unit VI Journal Instructions Reflect on any presentations that you may have given in the past, and explain how you think Microsoft PowerPoint 2016 will help you in the future. Give a specific example of at least two features that you think will improve your presentation-making abilities. Your journal entry must be at least 200 words. No references or
- 13. citations are necessary. Unit VII Journal Instructions Thus far in the course, we have covered Word, Excel, and PowerPoint. In which program do you feel you are strongest? What do you think you could do to bolster your strength in the other programs? Your journal entry must be at least 200 words. No references or citations are necessary. Unit VIII Journal Instructions Identify a task that you would need to perform in your current career or future career, and explain how you would apply the knowledge you have learned in this course to succeed at performing the task in a real-world scenario. Your journal entry must be at least 200 words. No references or citations are necessary. Unit VIII PowerPoint Presentation Instructions Your manager at work is extremely impressed with your computer skills since you took a computer course. The company
- 14. is installing computers in its production facility, and she has asked you to create a brief PowerPoint presentation that shows tips for working in the new software. Specifically, she wants the layout and topics for the presentation to be organized as shown below. Slide 1: Include a title slide. Slide 2: Describe the basics of computer software and what software does. Slides 3–4: Describe basic functions and techniques that will be used when creating and editing documents in Microsoft Word. Slides 5–6: Provide what you think are the top tips for creating aesthetically pleasing PowerPoint presentations. Slide 7: Outline the basics of opening a blank workbook and using Formulas to work with data in Microsoft Excel. Slide 8: Discuss some basic features of Microsoft Access (e.g., tables, queries, forms) and how employees might utilize this software to track production. Slide 9: Include a reference slide. Not all of your information will be presented on the slides. You are required to use the Notes function to add information to further explain the material on your slides. Your presentation must use at least one outside resource. Be sure to cite any sources used in the slides, and include a reference slide using proper APA formatting.