Constructing Effective Business Messages Part I Grading GuideCOM.docx

•Download as DOCX, PDF•

0 likes•2 views

Constructing Effective Business Messages Part I Grading Guide COM/295 Version 4 2 COM/295 Grading Guide COM/295 Version 4 Business Communications Copyright Copyright © 2016, 2015, 2014, 2013 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Individual Assignment: Constructing Effective Business Messages Part I Purpose of Assignment The purpose of this assignment is to provide students an opportunity to identify product or service for an organization, persuade an audience to invest capital resources to develop the product or service for sale in a global environment. The responses should be based on the concepts discussed in Chapter 4. Students will consider the audience needs when writing business messages, recognize how establishing your credibility and projecting the company’s image are vital aspects of building strong relationships with all intended audiences. Students are also expected to select the appropriate channel for delivering the message based on context, audience, and purpose. Resources Required Chapter 4, Business Communication Essentials, 7/eGrading Guide Content Met Partially Met Not Met Comments: The student will select a product or service in which they believe the organization should invest capital resources to develop for a sale in a global environment. The student will describe the product or service, including its main characteristics. The student will describe why they believe the product is worthwhile. The student will describe the audience/s and why these audience/s are important and how they will approach each audience differently. The student will explain how to establish credibility. The student will analyze channels that would be most of effective to communicate their business message. Prepare a presentation (with detailed speaker notes). Total Available Total Earned 11 /11 Presentation Guidelines Met Partially Met Not Met Comments: The presentation—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. -Presentation is well-organized, clear, and effectively structured -There is an introduction to gain the audience’s attention and explain the purpose of the presentation Rules of grammar and usage are followed including spel.

Education

Copyright
Copyright © 2016, 2015, 2014, 2013 by University of Phoenix.
All rights reserved.
University of Phoenix® is a registered trademark of Apollo
Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and Windows NT® are registered
trademarks of Microsoft Corporation in the United States and/or
other countries. All other company and product names are
trademarks or registered trademarks of their respective
companies. Use of these marks is not intended to imply
endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix® editorial
standards and practices.
Individual Assignment: Constructing Effective Business
Messages Part I
Purpose of Assignment
The purpose of this assignment is to provide students an
opportunity to identify product or service for an organization,
persuade an audience to invest capital resources to develop the

product or service for sale in a global environment. The
responses should be based on the concepts discussed in Chapter
4. Students will consider the audience needs when writing
business messages, recognize how establishing your credibility
and projecting the company’s image are vital aspects of
building strong relationships with all intended audiences.
Students are also expected to select the appropriate channel for
delivering the message based on context, audience, and purpose.
Resources Required
Chapter 4, Business Communication Essentials, 7/eGrading
Guide
Content
Met
Partially Met
Not Met
Comments:
The student will select a product or service in which they
believe the organization should invest capital resources to
develop for a sale in a global environment.
The student will describe the product or service, including its
main characteristics.
The student will describe why they believe the product is
worthwhile.

The student will describe the audience/s and why these
audience/s are important and how they will approach each
audience differently.
The student will explain how to establish credibility.
The student will analyze channels that would be most of
effective to communicate their business message.
Prepare a presentation (with detailed speaker notes).
Total Available
Total Earned
11
/11

Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The presentation—including tables and graphs, headings, title
page, and reference page—is consistent with APA formatting
guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a
reference page.
-Presentation is well-organized, clear, and effectively structured
-There is an introduction to gain the audience’s attention and
explain the purpose of the presentation
Rules of grammar and usage are followed including spelling and
punctuation.
Total Available

Total Earned
4
/4
Assignment Total
#
15
/15
Additional comments:
Untitled.rtfd/TXT.rtf
Discussion Forum - Silent Language of Overseas Business
After reading “The Silent Language of Overseas Business,"
prepare a response that addresses the following:
According to Hall, what are the five cultural components that, if
they were understood and appreciated, would help a
businessperson do well in an international environment?
Do you agree with the author's idea that American
businesspeople are notably vulnerable to business blunders?
This article was published about 40 years ago. Do you think

some of the issues raised are still valid today? Justify your
answer.
Based on what you have learned in this article, what would you
recommend to businesspeople who are just starting to get
involved with international business?

Similar to Constructing Effective Business Messages Part I Grading GuideCOM.docx

The Learning Professional

bethgerber

**I will send the paper regarding the product separately** Memo Scenario: In Week 3, you selected a product that you believe your organization should invest capital resources to develop the product or service for sale. To speed up the new product investment, you decide to write a memo proposing and advocating for the launch of a new product or service to the company president. Create a memo proposal using the AIDA model in a Microsoft® Word in a minimum of 1,400 words. You will add an introduction and conclusion, and your paper will include the following components: · Convince your audience to invest capital resources to develop the product or service you intend to sell and explain your rationale. See Figure 9.5 - Persuasive Message Using AIDA model below. · Gain credibility (for yourself and your request) and (2) to make your readers believe that helping your product/service will indeed benefit the company. Close with a request for some specific action, and make that course of action as easy to follow as possible to maximize the chances of a positive response. · Include secondary research to support your argument, related to your product and/or service. · Explain what you will do in case the selected product or service does not initially sell as much as expected. · Indicate potential digital channels for marketing your product or service. · Consider cross-cultural and multinational implications. Note: Main points from this memo will be included in the Week 5 Persuasive Presentation. The following guidelines will help you effectively format specific memo elements, Business Communication Essentials, 7/e (Pg. 410): Memos Electronic media have replaced most internal printed memos in many companies, but you may have occasion to send printed memos from time to time. These can be simple announcements or messages, or they can be short reports using the memo format. On your document, include a title such as MEMO or INTEROFFICE CORRESPONDENCE (all in capitals) centered at the top of the page or aligned with the left margin. Also at the top, include the words To, From,Date, and Subject—followed by the appropriate information—with a blank line between as shown here: MEMO · TO: · FROM: · DATE: · SUBJECT: Sometimes the heading is organized like this: MEMO · TO: FROM: · DATE: SUBJECT: · Addressees. When sending a memo to a long list of people, include the notation See distribution list or See below in the position at the top; then list the names at the end of the memo. Arrange this list alphabetically, except when high-ranking officials deserve more prominent placement. You can also address memos to groups of people--All Sales Representatives, Production Group, New Product Team. · Courtesy titles. You need not use courtesy titles anywhere in a memo; first initials and last names, first names, or even initials alone are often sufficient. However, use a courtesy title if you would use one in a face-to-face encounter with the person. · Subject line. T.

I will send the paper regarding the product separatelyMe.docx

wilcockiris

Project Failure Grading Guide MGT/362 Version 1 2 Project Failure Grading Guide MGT/362 Version 1 Change Management and Implementation Copyright Copyright © 2016 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Individual Assignment: Project FailurePurpose of Assignment It is documented by many scholars that more projects fail than succeed. The purpose of this assignment is to provoke you into thinking about specific reasons that a project can fail, and how to turn that potential failure into a success. The more that you can look at all sides of a project, and the required change, the more likely are to develop a successful plan for a change to occur. Grading Guide Content Met Partially Met Not Met Comments: The student identifies three reasons that a project can fail. The student explores each of the reasons. The student proposes a solution that will eliminate the problem and turn the initiative into a success. The paper is 1,400 to 1,750 words in length and uses a minimum of two peer reviewed sources. Total Available Total Earned 10.5 #/10.5 Writing Guidelines Met Partially Met Not Met Comments: The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper. Sentences are complete, clear, and concise. Rules of grammar and usage are followed including spelling and punctuation. Total Available Total Earned 4.5 #/4.5 Assignment Total # 15 #/15 Additional comments: .

Project Failure Grading GuideMGT362 Version 12Project.docx

briancrawford30935

Lean Techniques Grading Guide OPS/571 Version 8 3 Lean Techniques Grading Guide OPS/571 Version 8 Operations Management Copyright Copyright © 2017, 2016, 2013 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Individual Assignment: Lean Techniques Purpose of Assignment The purpose of this assignment is so that students can evaluate the lean techniques applied to business in today’s workforce. Note: Students and Faculty seeking more information on this assignment can reflect on Operations and Supply Chain Management: Ch. 14.Resources Required Microsoft® PowerPoint® Content Met Partially Met Not Met Comments: Selected a business you are familiar with which incorporates lean manufacturing or lean supply chains. Evaluated how this firm uses lean strategies and how much lean techniques has improved the firm’s efficiency. Evaluated ways the firm can go even further to make improvements using lean techniques. Used the learnings obtained from evaluating this firm to apply to your own business or a business you are interested in which currently does not use lean techniques. Developed a 1,050-word report describing your lean evaluation project. Total Available Total Earned 5 #/5 Writing Guidelines Met Partially Met Not Met Comments: The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper. Sentences are complete, clear, and concise. Rules of grammar and usage are followed including spelling and punctuation. Total Available Total Earned 2 #/2 Assignment Total # 7 #/7 Additional comments: ...

Lean TechniquesGrading GuideOPS571 Version 83Lean.docx

smile790243

Business Communication – COMM 212 – Winter 2016 1 John Molson School of Business Department of Marketing Business Communication (COMM 212) Winter 2016 Section Classroom Day and Time Start and End Dates D MB 1.437 Th 8:45 - 11:30am Jan 6 to Apr 12, 2016 DD MB S2.401 Mo 5:45 - 8:15pm F MB 3.435 Th 2:45 - 5:30pm Course instructor: Aela Salman, MSc Office location: MB 14.280 Office hours: Thursday 1-2:30pm (or by appointment) Telephone: (514) 848‐2424 ext. 2940 E-mail: [email protected] (please refer to Communication Outside Course Hours in the course outline) Mailbox: Room MB 13.145 Box 43 SUPPLEMENTARY COURSE OUTLINE ADDENDUM Formal Report – Solo Writing (25%) Each student will independently prepare a formal report – 6 to 10 pages (excluding the title page, memorandum or transmittal letter, table of contents, executive summary, bibliography and appendices). Grading will be based on the Formal Report Rubric which can be found on Moodle. You are required to write a formal report on one of the following three scenarios: Scenario 1: Nutella’s Social Media Strategy You are the Social Media Manager for Nutella, owned by Ferrero. The President and CEO of Ferrero Canada, Allan Cosman, has asked you to write a formal report on the top social media platforms to use for the Nutella brand. Select and provide recommendations for three different social media platforms (e.g. Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn, Snapchat, Tumblr, etc.), and discuss the purpose for each one. Scenario 2: Aldo Shoes’ Social Media Strategy You are the Social Media Manager for Aldo Shoes. The CEO of Aldo Group, Patrik Frisk, has asked you to write a formal report on the top social media platforms to use for the Aldo Shoes brand. Select and provide recommendations for three different social media platforms (e.g. mailto:[email protected] Business Communication – COMM 212 – Winter 2016 2 Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn, Snapchat, Tumblr, etc.), and discuss the purpose for each one. Scenario 3: Air Canada’s Social Media Strategy You are the Social Media Manager for Air Canada. The President and CEO, Calin Rovinescu, has asked you to write a formal report on the top social media platforms to use for the Air Canada brand. Select and provide recommendations for three different social media platforms (e.g. Facebook, Twitter, Instagram, Pinterest, YouTube, LinkedIn, Snapchat, Tumblr, etc.), and discuss the purpose for each one. Requirements: Your formal report should follow the elements below – please refer to Chapter 11 of the textbook.  The title page should include your name and ID number as well as the course number and section (in addition to other title page components explained in the textbook, e.g. title report).  The body of the report (Introduction to Recommendations) must be 6-10 pages excluding tables, f ...

Business Communication – COMM 212 – Winter 2016 1 .docx

RAHUL126667

COM 295 Final Exam - UOP Commerce Question And Answer - UOP E Help

UOP E Help

Business Decision Making Project Part 1 Grading Guide QNT/275 Version 6 3 Business Decision Making Project Part 1 Grading Guide QNT/275 Version 6 Statistics for Decision-Making Copyright Copyright © 2017, 2016 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Individual Assignment: Business Decision Making Project Part 1Purpose of Assignment The purpose of this assignment is to provide students the opportunity to demonstrate mastery of their ability to apply statistical concepts to business situations to inform data-driven decision-making. The project is a 3-week project, with part 1 in Week 3, part 2 in Week 4, and part 3 in Week 5. In Week 3, students identify the organization, problem, research variable, methods for collecting data, and show mastery of validity and reliability as applied to data-collection methods. Resources Required Week 3 videos; Week 3 readings; Statistics Lab Tutorial help on Excel® and Word functions can be found on the Microsoft® Office website. There are also additional tutorials via the web offering support for Office products.Grading Guide Content Met Partially Met Not Met Comments: Identified the name and description of the selected company. Described the problem at that company. Identified one research variable from that problem. Described the methods used for collecting a suitable sample of either qualitative or quantitative data for the variable. Analyzed how the data collection method would generate valid and reliable data. Paper is 1,050 words in length. Total Available Total Earned 4 #/4 Writing Guidelines Met Partially Met Not Met Comments: Organization The tone is appropriate to the content and assignment. The introduction provides a sufficient background on the topic and previews major points. Paragraph transitions are present, logical, and maintain the flow throughout the paper. The conclusion is logical, flows from the body of the paper, and reviews the major points. Mechanics The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Sentences are complete, clear, and concise. Rules of grammar and usage are followed including spelling and punctuation. Total Available Total Earned 1 #1 Assignment Total # 5 #5 Additional commen ...

Business Decision Making Project Part 1 Grading GuideQNT275.docx

RAHUL126667

WRITING ASSIGNMENT 4: RESEARCH-BASED PERSUASIVE REPORT People in business and government write formal reports for many different purposes: proposing, problem solving, recommending, informing, explaining, describing, selling, analyzing, defending, protecting, reviewing. For this class, write a persuasive report for decision and implementation. That is, show that a problem exists and propose a solution to the problem; you might suggest a change in policy. Assume the audience to be a decision maker who is your immediate supervisor or one level higher. The workplace can be a fictional one, not your actual employer. Choose a topic that requires research: printed books and articles or articles from databases and websites, or possibly in-house documents (consult with me if you plan to use in-house documents). The assignment gives you practice in gathering information, taking notes, planning and focusing a large formal report for an intended audience, writing and revising, and documenting sources. This assignment also meets the objectives of several UMUC Core Learning Areas as well as all the objectives of WRTG 394. UMUC CORE LEARNING AREAS WRTG 394 OBJECTIVES Effective Communication Demonstrate competence in effective writing: Meet the needs of readers Accomplish the writer's purpose Adequately cover the subject Use expected conventions of format and organization Demonstrate credible reasoning and evidence Satisfy standards of style and grammatical correctness After completing this course, you should be able to: plan, organize, and write a variety of workplace documents, including business letters, memos, résumés, and reports revise documents to produce a clear, concise style appropriate to audience, context, purpose, and writer's role demonstrate correct grammar, spelling, punctuation, and mechanics, and apply the conventions of business writing produce professional-looking business letters, memos, reports, and other documents, following standard formats collect, select, analyze, interpret, and organize data, and use it appropriately in business communications, including a long formal report integrate visuals, headings, and other graphics into business communications Information Literacy/Research Competence Demonstrate competence in information literacy standards: Identify an information need Articulate questions Gain access to a variety of relevant resources evaluate and organize the information found integrate the information into an existing body of knowledge use information effectively Critical Thinking Demonstrate the use of analytical skills and reflective processing of information Determine the nature and extent of the information needed Evaluate information and its sources critically Incorporate information into one's knowledge base Support positions with credible reasoning and evidence Use information effectively to accomplish a specific purpose Use information ethically and legally The assignment schedule guides your progress.

WRITING ASSIGNMENT 4 RESEARCH-BASED PERSUASIVE REPORTPeople in b.docx

maryettamckinnel

Lesson 10 Writing A Resume

guest934daa

Lesson 10 Writing A Resume

msbirkbeck

Module 13 customer service standards

Jigba

Module 15 career planning and portfolio development

Jigba

ImporetBusiness English

Ganesan Dhandapani

Importance of business English

Ganesan Dhandapani

12/11/2018 Print https://content.ashford.edu/print/AUBUS600.12.2?sections=ch10,sec10.1,sec10.2,sec10.3,sec10.4,sec10.5,sec10.6&content=all&clientToken=466cf… 1/23 10 Public Speaking and Presentations Comstock/Thinkstock Learning Objectives After reading this chapter and studying the materials, you should be able to: 1. Adapt to various audiences when preparing a public speech or presentation. 2. Create a public presentation tailored to a speci�ic audience. 3. Take the necessary steps to prepare and present an effective speech. 4. Deliver effective public presentations. 12/11/2018 Print https://content.ashford.edu/print/AUBUS600.12.2?sections=ch10,sec10.1,sec10.2,sec10.3,sec10.4,sec10.5,sec10.6&content=all&clientToken=466cf… 2/23 © Mario Anzuoni/Reuters/Corbis The ability to provide a powerful vision, while relating to both internal and external audiences, is one of Indra Nooyi's key skills. 10.1 The Nature of Public Speaking Learning Objective # 1: What is the nature of the public speaking process? Public speaking presents one of the greatest opportunities you will have to make a positive impression on others. An effective and memorable public speech can launch a career or lead it to greater heights. For example, an unknown U.S. senator, when asked to make a speech at the Democratic National Convention in 2004, suddenly became so well known that four years later he was elected president of the United States. And, even though you may never make a speech that leads to such a high of�ice, you may very well impress members of top management with your potential to lead and assume a position of greater authority, based on a well-delivered public presentation. The public communication process involves one communicating with many (Wiseman & Barker, 1967). Public speeches take place in a vast number of ways and places, from standing on a street corner to the annual State of the Union address. The audiences are as varied as the number of forums. Two public communication formats are in-house speeches and presentations, and presentations to the general public. For Review What is public communication? (http://content.thuzelearning.com/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm/books/AUBUS600.12.2/sections/fm#) The public communication process involves one communicating with many. Indra Nooyi: Talk the Talk, Walk the Walk She played cricket and performed in a rock band in college in India, and then worked the third shift as a dorm receptionist while obtaining her master's degree in business administration at Yale. Clearly a woman of great energy and passion, Indra Nooyi became the CEO of PepsiCo, directing more than 185,000 employees in over 200 countries. Nooyi has achieved fame and acclaim in .

12112018 Printhttpscontent.ashford.eduprintAUBUS600.docx

drennanmicah

COM 540 Final Project II: Presentation Guidelines and Rubric Overview Being active on social media can benefit you both personally and professionally. Social media not only allows you to connect with friends and family regarding personal matters, but to network professionally as well. The opportunities for forming positive personal and professional connections using social media are impressive, but unfortunately so are the opportunities for mistakes. Many people use the same platform for personal and professional purposes, which unintentionally blurs the line when the intent is developing a brand. Recognizing and planning for the inevitable confluence of personal and professional identities online is vital for developing and maintaining personal and professional brands. This class will help you develop strategies to navigate the highly networked environment of online social media and manage the dialectic between personal and professional brands. In the first part of the project, Final Project I, you wrote a paper that explored the relationship between personal and professional branding. Whether we like it or not, our personal identity online will have an influence on our professional identity. Learning to manage this influence is vital for ensuring that the influence is always positive. You researched and analyzed high-profile examples of where this influence was not so positive and made research-based recommendations to professionals for how to handle and avoid such situations. In this second part of the project, Final Project II, you will create a presentation on the online presence you have been building all term. This includes both the professional and the personal brands you maintain. You will introduce the goals you developed early in the course and discuss the platforms to which you posted original and curated content to achieve those goals. You will need to justify your decisions and discuss how this work will influence your branding in the future. The project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Five and Seven. The final submission of Final Project II will occur in Module Nine. This assessment addresses the following course outcomes:  Integrate professional principles and personal branding goals for establishing and enhancing a personal brand image  Integrate researched communication technologies into targeted messages for specific audiences  Choose appropriate, authentic, and curated content for enhancing personal brand pages Prompt In this presentation, you will be discussing and defending the choices you made in creating your brand and building your online presence. Remember, while this presentation is a culmination of the personal and professional branding work you have done this term, it is also a snapshot in time ...

COM 540 Final Project II Presentation Guidelines and Rubric.docx

clarebernice

PSYC 3012 Week 3: Assignment PowerPoint Presentation PowerPoints can be a fun way to present information. You want to keep a few things in mind when creating a PowerPoint presentation: 1. Remember that you have an audience for this PowerPoint, so create a professional and easy-to-read presentation. This means keeping your font and font sizes consistent (and not too small), as well as not presenting too much information on one slide. Review the information provided by the Walden Writing Center at http://writingcenter.waldenu.edu/1331.htm 2. PowerPoint has some great presentation templates that you might use to help create your presentation. The Walden Writing Center has a suggested list of templates at http://writingcenter.waldenu.edu/57.htm 3. Additionally, Microsoft has put together some information to help students: a. Tips for creating an effective presentation found at: http://office.microsoft.com/en-us/powerpoint-help/tips-for-creating-and-delivering-an-effective-presentation-HA010338298.aspx?CTT=1 b. How to use templates found at: http://office.microsoft.com/en-us/powerpoint-help/what-is-a-powerpoint-template-HA010360893.aspx?CTT=1 4. You also need to cite all the sources you use in your PowerPoint, similar to the way you would cite sources in a paper. The Walden Writing Center has assistance offered at: http://writingcenter.waldenu.edu/11.htm. For this presentation you will: a. Cite resources at the end of the presentation. You will treat your entire presentation as a paper, including citations throughout your slides and then adding a reference list slide at the end of the presentation. Note that although the Writing Center will also review PowerPoints for appointments, following these suggestions will really help create the most effective presentation possible! © 2012 Laureate Education, Inc. Leadership Development Plan MBA 610 This Leadership Development Plan serves as your road map for short-term training and development activities that will enhance your leadership competencies. You will review, revise, and update your plan several times during the course of your MBA degree program at UMUC. Your name: Danielle Balson Your current job title: Center Leader Long-Term Career Goal Make sure your goal is SMART: Specific, Measurable, Achievable, Realistic, and Time-bound. In the next five years, my career objective is becoming a project manager trainer in a global company. I look forward to being able to train all new and subordinate officers within the shortest time frame possible to enable my employer to attain the set goals of the company. My goal is that in the next 3-5 years, I would be able to identify training needs that fit my employing firm and be sure that the needs are significant. Short-Term Skills Development NeedsWhat skills will you need to acquire to achieve your long-term career goal? My leadership skills training and development goals for the next 1 to 2 years are to 1. Ability to learn about ne ...

PSYC 3012Week 3 Assignment PowerPoint PresentationP.docx

potmanandrea

or this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.DEMONSTRATION OF PROFICIENCY Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. PROFESSIONAL CONTEXT This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.SCENARIO In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and .

or this assessment you will create an 8-12 slide PowerPoint pr.docx

aman341480

Bmgt 364 assignment 3 applying the p o-l-c

RandalHoffman

SAACDHE 2014 conference: Second notice and call for abstracts (1)

SAACDHE2014

Similar to Constructing Effective Business Messages Part I Grading GuideCOM.docx (20)

The Learning Professional

I will send the paper regarding the product separatelyMe.docx

Project Failure Grading GuideMGT362 Version 12Project.docx

Lean TechniquesGrading GuideOPS571 Version 83Lean.docx

Business Communication – COMM 212 – Winter 2016 1 .docx

COM 295 Final Exam - UOP Commerce Question And Answer - UOP E Help

Business Decision Making Project Part 1 Grading GuideQNT275.docx

WRITING ASSIGNMENT 4 RESEARCH-BASED PERSUASIVE REPORTPeople in b.docx

Lesson 10 Writing A Resume

Module 13 customer service standards

Module 15 career planning and portfolio development

ImporetBusiness English

Importance of business English

12112018 Printhttpscontent.ashford.eduprintAUBUS600.docx

COM 540 Final Project II Presentation Guidelines and Rubric.docx

PSYC 3012Week 3 Assignment PowerPoint PresentationP.docx

or this assessment you will create an 8-12 slide PowerPoint pr.docx

Bmgt 364 assignment 3 applying the p o-l-c

SAACDHE 2014 conference: Second notice and call for abstracts (1)

More from donnajames55

KATIE'S POST: The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area. Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again. Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87). Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community. Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179. .

KATIES POST The crisis case I chose to discuss this week is th.docx

donnajames55

Kate Chopins concise The Story of an Hour. What does Joseph.docx

donnajames55

Kadyr AkovaCosc 1437D. KirkEnemy.javaimport java.util..docx

donnajames55

K-2nd Grade3rd-5th Grade6th-8th GradeMajor Concepts,.docx

donnajames55

JWI 505: Business Communications and Executive Presence Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. JWI 505 – Lecture Notes (1194) Page 1 of 4 WEEK 3: LISTEN AND ASK THE RIGHT QUESTIONS Listen and Ask the Right Questions You come home from work after a long day only to discover that your significant other is upset. You ask what’s wrong. As you hear the story unfold, you repeatedly offer suggestions as to how your significant other might solve the problems described. You are caught completely off guard when you end up sleeping on the couch. What you’ve just experienced is a frequent cause of failure where in-person communication is concerned. Your spouse was angry because you didn’t listen. You instead assumed you knew what could make the problem go away. Effective communication is not just about imparting information. It is about receiving information, too. When two people with a pair of radio walkie-talkies both hold down the button to talk, neither one of them can hear the other. They are both too busy sending to receive. To communicate effectively, you must focus most of your energy on listening when the other person talks. When someone feels heard, they are more receptive to your own message, more likely to build rapport with you, and more likely to become your active ally in solving the problems at hand. The result is that all parties to the communication exchange information effectively, moving toward a collaborative solution. When was the last time you felt heard? Do your colleagues listen? Do your direct reports listen? Does your boss listen? Do you? Listening – and only listening, with no reply needed, no action taken, and no solution suggested – can grow a relationship. We often believe, incorrectly, that more is better. Attempting to multi-task when you should be listening is not productive. Worse, it causes us to lose the human connection that we crave for real success in our business relationships. Most importantly, however, we must not merely listen actively to build these relationships; we must listen with empathy to achieve a connection with our colleagues. Listen with Empathy William Ury, an author and expert in negotiation, explains that there are three important reasons to listen: 1. Listening helps us understand the other side. Negotiation is an exercise in influence, and nothing helps you influence another person better than understanding them. 2. Listening helps us connect because it builds rapport and trust. When we listen, we demonstrate empathy because everyone wants to be heard. 3. Listening makes it more likely that the other person will listen to us, which helps us attain their buy- in. JWI 505.

JWI 505 Business Communications and Executive Presence Lect.docx

donnajames55

Just Walk on By by Brent Staples My first victim was a woman—white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man—a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket—seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street. That was more than a decade ago. I was 23 years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman’s footfalls that I first began to know the unwieldy inheritance I’d come into—the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to raw chicken—let alone hold it to a person’s throat—I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed signified that a vast unnerving gulf lay between nighttime pedestrians—particularly women—and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet—and they often do in urban America—there is always the possibility of death. In that first year, my first away from my hometown, I was to become thoroughly familiar with the language of fear. At dark, shadowy intersections in Chicago, I could cross in front of a car stopped at a traffic light and elicit the thunk, thunk, thunk, thunk of the driver—black, white, male, or female—hammering down the door locks. On less traveled streets after dark, I grew accustomed to but never comfortable with people who crossed to the other side of the street rather than pass me. Then there were the standard unpleasantries with police, doormen, bouncers, cab drivers, and others whose business it is to screen out troublesome individuals before there is any nastiness. I moved to New York nearly two years ago and I have remained an avid night walker. In central Manhattan, the near-constant crowd cover minimizes tense one-on-one stre.

Just Walk on By by Brent Staples My firs.docx

donnajames55

Just make it simple. and not have to be good, its the first draft. .docx

donnajames55

JUST 497: Senior Seminar and Internship Experience International Film Critique: The Whistleblower · Due: April 3 · Reaction Paper: 10 Points · Presentation: 5 Points Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice. The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders. Please choose Assignment A or B. Assignment A Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style. Cautionary Notes · Do not summarize the video. · Cite specific information from the film using the required APA Manual of style. · Use 12 font, double spacing and 1 inch margins. Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment. Assignment B The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking. Cast · Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security · Madeleine Rees: Head of the United Nations Human Rights Commission · Nick Kaufman: Kathryn’s Field Commander · Peter Ward: Internal Affairs Specialist · Luba, Raya and Irka: teenagers sold to the sex trafficking ring · Fred Murray: Democra Security Officer · John Blakely: Head of Human Resources Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style. 1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion. 2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer. 3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.

JUST 497 Senior Seminar and Internship ExperienceInternationa.docx

donnajames55

July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057 ⏐ EDITORIAL A Code of Ethics for Public Health The mandate to ensure and pro- tect the health of the public is an inherently moral one. It carries with it an obligation to care for the well-being of communities, and it implies the possession of an element of power to carry out that mandate. The need to exercise power to ensure the health of populations and, at the same time, to avoid abuses of such power are at the crux of public health ethics. Until recently, the ethical nature of public health has been im- plicitly assumed rather than ex- plicitly stated. Increasingly, however, society is demanding explicit attention to ethics. This demand arises from technological advances that create new possibil- ities and, with them, new ethical dilemmas; new challenges to health, such as the advent of HIV; and abuses of power, such as the Tuskegee study of syphilis. Medical institutions have been more explicit about the ethical elements of their practice than have public health institutions. However, the concerns of public health are not fully consonant with those of medicine. Thus, we cannot simply translate the principles of medical ethics to public health. In contrast to medicine, public health is concerned more with populations than with individuals, and more with prevention than with cure. The need to articulate a distinct ethic for public health has been noted by a number of public health professionals and ethicists.1–5 A code of ethics for public health can clarify the distinctive elements of public health and the ethical principles that follow from or respond to those elements. It can make clear to populations and communities the ideals of the public health institutions that serve them, ideals for which the institutions can be held accountable. THE PROCESS OF WRITING THE CODE The backgrounds and perspectives of people who identify themselves as public health professionals are as diverse as the multitude of factors affecting the health of populations. Articulating a common ethic for this diverse group is a formidable challenge. In the spring of 2000, the gradu- ating class of the Public Health Leadership Institute chose writing a code of ethics for public health as a group project. The institute provides advanced leadership training to people who are al- ready in leadership roles in public health. Because the fellows bring a wealth of experience from a wide variety of public health institutions, they are uniquely able to represent diverse perspectives and identify ethical issues common in public health. At the 2000 meeting of the Na- tional Association of City and County Health Officers, the group added a non-institute member ( J. C. Thomas) and charted a plan for working toward a code. The plan included receiving a formal charge as the code of ethics working group at the annual meeting of the American Public Health Asso- c.

July 2002, Vol 92, No. 7 American Journal of Public Health E.docx

donnajames55

Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account. Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site. Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets. .

Journals are to be 2 pages long with an introduction, discussion and.docx

donnajames55

Judgement in Managerial Decision Making Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions. .

Judgement in Managerial Decision MakingBased on examples fro.docx

donnajames55

Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband. Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control." As the crisis worker: 1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them? What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario .

Joyce is a 34-year-old woman who has been married 10 years. She .docx

donnajames55

Journal: Write in 300-500 words about the following topic. After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets? What is the motivation of rapists on TV and in the movies? What “types” of women get raped or sexually assaulted and harassed in movies and television? Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.” How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture? In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces? .

Journal Write in 300-500 words about the following topic.After .docx

donnajames55

Journal: Supervision and Management Style When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing. In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses. After completing the self-assessment tool in this week’s Learning Resources, reflect on the results. RESULTS: I am very good at executing the work of a task, though I like clarity about the desired outcome. 1. Engaging 2. I really prefer to be peaceful and calm, finding ways to help others achieve their goals 3. Achieving consensus among followers assures the best success 4. It is ok to breech boundaries if we can all move in the same direction 5. Being a change agent is never easy, but it is very stimulating for me 6. I really prefer to be in control, though it does not have to be out in public 7. Challenges should be addressed head on 8. I like predictability 9. I like to always put my best foot forward 10. I am known to sometimes be argumentative, I believe it is the way new ideas emerge 11. The best way to succeed is to trust oneself 12. When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing 13. The best way for me to relax is to spend some time alone quietly. 14. When decisions are necessary my primary concern is its effect on the persons involved 15. I am confident and assertive 16. I am a compassionate person and there is significant value in the person (s) knowing where it comes from 17. I am a very consistent person and am guided by my values 18. I am a compassionate person but would rather show it behind the scenes 19. I am conscientious and organized 20.Next I like to focus on group cohesion 21. When decisions are necessary I can make them easily and quickly as circumstances demand it 22. My strong ability to envision the future makes me a result oriented leader 23. Building and sustaining a strong image is a principle contributor to progress 24. I see the big picture 25. The best way for me to relax is to be reflective with a friend 26. I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict 27. Realistic 28. I lik.

Journal Supervision and Management StyleWhen it comes to superv.docx

donnajames55

Journal of Soc. & Psy. Sci. 2018 Volume 11 (1): 51-55 Available at: www.jspsciences.org HISTORY OF PSYCHOLOGY AND THE ROLE OF ETHICS IN THE DISCIPLINE Ian Lawson ABSTRACT This paper discusses some of the moral and ethical issues associated with psychological research throughout history. This is a very broad area which covers a vast array of topics. However, it is not within the scope of this paper of focusing on absolutely every single aspect of this area. Thus, not sacrificing depth of analysis, the present paper brings relevant issues for discussion by examining some key areas including, schizophrenia, and gender and IQ research, as well as hypothesis and significance testing, which normally constitutes the basis for changes in ethics and research development. These areas have become paradigmatic for much criticism concerning its moral and ethical implications for individuals who received diagnostic labels as a consequence of such research. This paper takes the position that the very practice of uncritically presenting such research as being ‘value free’ or as some form of universal and absolute truth is in itself a cause for major ethical concerns. Keywords: Critical Psychology, history of psychology, IQ, Schizophrenia Journal of Soc. & Psych. Sci. (2018) Vol.11 (1): 51-55 Ian Lawson 52 © Oxford Mosaic Publications 2018. All rights reserved ISSN 1756-7483 (print) 1756-7491 (online) INTRODUCTION One can trace the development of contemporary ethics back to the Vienna Circle and its associated philosophers, researchers and theorists attempt to demarcate science from pseudo-science (Wlash, Teo & Baydala, 2014). It was at this point that theorists defined what aspects of reality were worthy of studying, and thus defining the very course of alleged scientific progress (Wlash, Teo & Baydala, 2014). It should also be noted that early research being carried out in human participants involved deliberate violation of ethics conduct (Mandal, Acharya & Parija, 2011). For instance, in 1946 the American tribunal brought leading German physicians to justice due gross negligence of ethics and crimes against humanity. More specifically, these physicians were being tried mainly due to conducting medical experiments on thousands of concentration camp prisoners without their consent. As a result of such experiments most prisoners would either be permanently disabled or would die (Mandal, Acharya & Parija, 2011). It should be evident that much of such atrocities were carried out in the name of scientific progress, which seems to be the usual argument for changes and negligence in ethics. When it comes to examining epistemological and ontological stand point of scientific underpinnings of mainstream psychology it should be evident that many constructs emerging through psyc.

Journal of Soc. & Psy. Sci. 2018 Volume 11 (1) 51-55 Ava.docx

donnajames55

Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37 Ethnicity, Values, and Value Conflicts of African American and White Social Service Professionals Andrew Edwards, MSW, Ph.D. Cleveland State University, Emeritus [email protected] Mamadou M. Seck, Ph.D. Cleveland State University [email protected] Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018) Copyright 2018, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of ASWB. Abstract This aspect of a broader study included 110 (68 White/European American and 42 Black/African American) social service professionals. The primary focus of this aspect of the study was to verify the value orientation or core beliefs of the practitioners who deliver services to clients through social service agencies and programs. The conceptualization of the core beliefs explored the values and value conflicts in relation to professional practice. The participants were employed in a Midwestern metropolitan region. They responded to a survey instrument that included vignettes, closed-ended items, scaled responses, as well as either-or type items. Major categories of the exploration included: life and death issues, lifestyle, domestic and social perspectives, value conflicts with the social work profession, and personal responses to value conflicts. Specific items measuring values related to abortion, homosexuality, religiosity, euthanasia, and corporal punishment were included. Study results showed statistical significance on 26 issues as African American participants were compared with White participants. Keywords: value conflicts, social work, ethical dilemmas, ethnicity, professional relationship Introduction The complexity of American society (Jarrett, 2000), specifically due to its historic, economic, social, and ethnic makeup, requires that social work professionals take their clients’ ethnicity, values, and professional-client value conflicts into consideration. Historical dynamics, such as unproductive treatment, have contributed to the reluctance of various population groups to engage with professional service providers. This history (Barker, 2014) has influenced the adoption of guidelines that require social workers to be culturally aware during interventions and recognizing that diversity-related characteristics have influence upon an individual’s thoughts, feelings, and behaviors. Barker (2014) further noted that the concept of values is influenced by one’s perceptions of what comprises appropriate principles, practices, and behaviors. An individual’s personal values are often considered as a representation of one’s core beliefs and what an individual may perceive as right. Therefore, these beliefs do not require supporting evidence for those who embrace them and may result in behavio.

Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docx

donnajames55

Journal of Policy Practice, 9:220–239, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1558-8742 print/1558-8750 online DOI: 10.1080/15588742.2010.489037 Journal of Policy Practice Are Social Work Advocacy Groups Using Web 2.0 Effectively? HEATHER R. EDWARDS and RICHARD HOEFER University of Texas at Arlington, Arlington, Texas PAGE 220 This article describes social work advocacy efforts, states what Web 2.0 technology has to offer social work advocacy, and presents original research on the current levels of Web 2.0 use on social work advocacy organization Web sites. This study employed a content analysis of a purposive sample of social work advocacy organization Web sites (N = 63). The researchers created a data collection instrument containing items related to communicating with policy makers, resource gathering, information, and use of specific Web 2.0 technologies. Findings reveal that social work organizations make good use of their Web sites for some advocacy activities, and grossly underutilize the Web forum for others. Furthermore, social work organizations do not use Web 2.0 often for advocacy. Barriers impeding Web 2.0 use and methods to overcome such barriers are also discussed. Implications for future social work education, practice, and research follow. KEYWORDS advocacy, Web 2.0, Internet advocacy, social work advocacy, policy practice The Code of Ethics for the National Association of Social Workers (NASW) states that social workers “pursue social change” and “challenge injustice” (NASW, 2008). Advocacy aimed at informing the policy process serves as a key method that social workers use to fulfill this mission (Hoefer, 2006; Jackson-Elmoore, 2005). Social work advocates must take advantage of every advocacy tactic available to the greatest extent possible to ensure timely policy change for vulnerable populations. PAGE 221 Advocacy tactics have been divided into “inside” and “outside” (Hoefer, 2001, 2005; Walker, 1993). Inside tactics are those that groups use to work directly with decision makers, such as lobbying. Outside tactics are employed by interest group members or the public to put pressure on decision makers. The Internet, as originally designed (Web 1.0), has been effectively used as an outside tactic to disseminate information from interest group leaders to decision makers and members of the public. Thus, the Web is a tool advocates can use to keep their message available at all times. In recent years, the Internet has moved from being a one-way highway to a more interactive entity, called Web 2.0. This second generation of Web site tools expands human services organizations’ advocacy efforts well beyond information dissemination. Through social media applications such as blogs, wikis, podcasts, videocasts, social networking, etc., human service organizations can promote information sharing, participatory knowledge generation, and collaboration building (Fine, 2007; McNutt, 2008; McNutt & Menon, 2008; Sche.

Journal of Policy Practice, 9220–239, 2010 Copyright © Taylor &.docx

donnajames55

Journal of Personality 86:2, April 2018 VC 2016 Wiley Periodicals, Inc. DOI: 10.1111/jopy.12301Unique Associations Between Big Five Personality Aspects and Multiple Dimensions of Well-Being Jessie Sun , 1,2 Scott Barry Kaufman, 3 and Luke D. Smillie 1 1 The University of Melbourne 2 University of California, Davis 3 University of Pennsylvania Abstract Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather than facets) and multiple well-being dimensions. Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being. Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with accomplishment, and Intellect with personal growth). Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for describing the relation between personality traits and multiple ways of thriving in life. Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being When multiple positive end states are examined, it becomes apparent that aspects of psychological well-being may be achieved by more people than just the nonneurotic, extraverted members of society. (Schmutte & Ryff, 1997, p. 558) The large literature describing the associations between personality traits and well-being suggests that Extraversion (the tendency to be bold, talkative, enthusiastic, and sociable) and Neuroticism (the tendency to be emotionally unstable and prone to negative emotions) are especially strong predictors of well-being (e.g., Steel, Schmidt, & Shultz, 2008). But is well-being only accessible to the extraverted and non-neurotic? We propose that more nuanced insights can be revealed by examining the relation between narrower traits and a broader spectrum of well-being dimensions. The goal of the current study is to comprehensively describe the unique associations between personality aspects and dimensions of well-being across three well-being taxonomies. Personality Traits and Three Taxonomies of Well-Being Personality traits and well-being dimensions can each be described at different levels of resolution. The Big Five domains provide a relatively comprehensive framework for organizing differential patterns of affect, behavior, and cognition (John, Naumann, & Soto, 2008). These broad traits can be further bro- ken dow.

Journal of Personality 862, April 2018VC 2016 Wiley Perio.docx

donnajames55

Journal of Personality and Social Psychology 1977, Vol. 35, No. 9, 677-688 Self-Reference and the Encoding of Personal Information T. B. Rogers, N. A. Kuiper, and W. S. Kirker University of Calgary, Canada The degree to which the self is implicated in processing personal information was investigated. Subjects rated adjectives on four tasks designed to force varying kinds of encoding: structural, phonemic, semantic, and self-reference. In two experiments, incidental recall of the rated words indicated that adjectives rated under the self-reference task were recalled the best. These results indicate that self-reference is a rich and powerful encoding process. As an aspect of the human information-processing system, the self appears to func- tion as a superordinate schema that is deeply involved in the processing, inter- pretation, and memory of personal information. Present research and theory in personality appear to be placing more and more emphasis on how a person has organized his or her psychological world. Starting with Kelly's (1955) formulation of personal constructs, we see a gradual emergence of a number of avenues of inquiry that use this as their focal point. In person perception, the concept of lay personality theory stresses that the ob- server's analytic network of expected trait covariations is an integral part of how he processes (and generates) interpersonal data (Hastorf, Schneider, & Polefka, 1970). Bern and Allen (1974), in their embellishment of Allport's (1937) idiographic position, argue that an important determinant of predictive utility of trait measurement is the manner in which the respondent has organized his or her view of the trait being measured. These authors see the overlap between the respondent's and the experimenter's concept of the trait as a necessary prerequisite of predic- tion. Attribution theory (Jones et al., 1971) is another example of this increased accent on personal organization. Here the emphasis is on how the subject explains past behavior This research was supported by a grant from the Canada Council. We would like to thank the following persons for their useful ideas and comments on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J. Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello, and especially one anonymous reviewer. Requests for reprints should be sent to T. B. Rogers, Department of Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4. and how these explanations are organized in an attributional network. The common thread in all of these contemporary research areas is the notion that the cognitions of a person, particularly their manner of organization, should be an integral part of our attempts to explain personality and behavior. Of concern in the present article is the construct of self and how it is implicated in the organization of personal data. Our general position is that the self is an extremely active and powerful agent in the organizati.

Journal of Personality and Social Psychology1977, Vol. 35, N.docx

donnajames55

Journal of Pcnonaluy and Social Psychology 1»M. Vd 47, No 6. 1292-1302 Copynghi I9S4 by the American Psychological Association. Inc Influence of Gender Constancy and Social Power on Sex-Linked Modeling Kay Bussey Macquarie University New South Wales, Australia Albert Bandura Stanford University Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex- role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys. Most theories of sex role development as- sign a major role to modeling as a basic mechanism of sex role learning (Bandura, 1969; Kagan, 1964; Mischel, 1970; Sears, Rau & Alpert, 1965). Maccoby and Jacklin (1974) have questioned whether social practices or modeling processes are influential in the development of sex-linked roles. They point to findings that in laboratory situations children do not consistently pattern their This research was supported by Research Grant No. M-S162-21 from the National Institute of Mental Health, U.S. Public Health Services, and by the Lewis S. Haas Child Development Research Fund, Stanford University. We thank Martin Curland, Brad Carpenter, Brent Sha- phren, Deborah Skriba, Erin Dignam, and Pamela Minet for serving as models. We are indebted to Marilyn Waterman for filming and editing the videotape modeling sequence, to Eileen Lynch and Sara Buxton, who acted as experimenters, and to Nancy Adams, who assisted in collecting the data. Finally, we also thank the staff and children from Bing Nursery School, Stanford University. Requests for reprints should be sent to either Kay Bussey, School of Behavioral Sciences, Macquarie Uni- versity, North Ryde, Australia, 2113, or to Albert Bandura, Department of Psychology, Stanford University, Building 420 Jordan Hall, Stanford,.

Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docx

donnajames55

More from donnajames55 (20)