Criterion 1
A - 4 - Mastery
Clearly and strongly introduced your consulting firm and your credentials with comprehensive depth.
B - 3 - Proficiency
Introduced your consulting firm and your credentials with some depth.
Criterion 2
A - 4 - Mastery
Clearly and strongly discussed your performance management system package and its trademarked name using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Discussed your performance management system package and its trademarked name using some clear examples.
Criterion 3
A - 4 - Mastery
Clearly and strongly described the benefits that your performance management system package will create for your potential client using clear examples in a well-crafted the presentation.
B - 3 - Proficiency
Described the benefits that your performance management system package will create for your potential client using some clear examples.
Criterion 4
A - 4 - Mastery
Clearly and strongly justified the need to discontinue traditional performance appraisal systems in favor of holistic and strategically-aligned, performance management systems using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Justified the need to discontinue traditional performance appraisal systems in favor of holistic and strategically-aligned, performance management systems using some clear examples.
Used unclear verbiage about the need to discontinue traditional performance appraisal systems in favor of holistic and strategically-aligned, performance management systems.
Criterion 5
A - 4 - Mastery
Clearly and strongly demonstrated the benefits of using SMART goals to link all employee and functional activities to strategic goals using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Demonstrated the benefits of using SMART goals to link all employee and functional activities to strategic goals using some clear examples.
Criterion 6
A - 4 - Mastery
Clearly and strongly explained the importance of mentor training for managers to enable the continuous and ongoing employee mentoring and feedback within a performance-driven organizational culture using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Explained the importance of mentor training for managers to enable the continuous and ongoing employee mentoring and feedback within a performance-driven organizational culture using some clear examples.
Criterion 7
A - 4 - Mastery
Clearly and strongly explained the importance of employee development and employee ownership of personal performance plans to increase employee engagement and positively impact organizational goals using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Explained the importance of employee development and employee ownership of personal performance plans to increase employee engagement and positively impact organizational goals using some clear examples.
Criterion 8
A - 4 - Mastery
Clearly and strongly presented a proprietary, smart- ...
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Running head Annotated bibliographyAnnotated bibliography 2.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 2
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
Running head Annotated bibliographyAnnotated bibliography 8.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 8
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
From a talk to the Workshop on Integrated Strategy on Healthy Living and Chronic Diseases, Ottawa, February 2011.
Knowledge exchange is more than just a compilation or warehousing of data or information. To generate new knowledge we must infuse data with new meaning. We do this not in an additive way from single actions and data-bits, but by creating a story about the overall pattern embedded in events and data and then using that story to understand more clearly the events and data that gave rise to it.
MEMO To Director of Marketing, U.S. Park Southeast FromAbramMartino96
The document is a memo from the Director of Business Intelligence to the Director of Marketing at a park regarding monitoring of consumer social media engagement. It summarizes reports from a social media analytics firm that found growing concerns among potential and existing customers about safety at the park, and negative perceptions that the park reopened too quickly for profit rather than prioritizing safety. The director recommends aggressive brand management efforts to reverse damage to the brand's image from these safety issues and perceptions.
Promoting organizational diversity in any organization requires each employee and the manager to develop a set of skills for their own professional development. As a result a dynamic group develops with a each member providing his or her own cultural identity to the team. Included in this team is not only an employee’s merit but the individual employee’s personality. Equipped with the knowledge of prejudice and discrimination a paradigm of diversity develops within the group. The result is a team of employees sharing and implementing ideas of cultural diversity among each other as well as with their clients.
Assignment ExpectationsIn the A Case for Problem-Based Learning.docxrock73
The document provides instructions for an assignment asking students to design a culturally relevant lesson plan using problem-based learning and technology. It discusses problem-based learning and its benefits, including defining context and meaning for students. It also describes different types of instructional contexts like creation, problem-based, and real or simulation contexts. The document emphasizes that problem-based learning supports culturally relevant strategies by involving students in knowledge construction and using their interests and resources.
Trends in leadership competencies for the 21st centuryRibhu Vashishtha
This document discusses trends in leadership competencies for the 21st century. It covers five major themes: a global leadership competency model, a leadership zone model, strategic leader competencies, four trends for the future of leadership development, and competencies required for a successful managerial career. Strategic leader competencies discussed include visioning, leading change, and interpersonal skills. Four trends for the future of leadership development highlighted are an increased focus on vertical development stages, transfer of greater developmental ownership to individuals, greater focus on collective rather than individual leadership, and greater focus on innovation in leadership development methods.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Running head Annotated bibliographyAnnotated bibliography 2.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 2
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
Running head Annotated bibliographyAnnotated bibliography 8.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 8
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
From a talk to the Workshop on Integrated Strategy on Healthy Living and Chronic Diseases, Ottawa, February 2011.
Knowledge exchange is more than just a compilation or warehousing of data or information. To generate new knowledge we must infuse data with new meaning. We do this not in an additive way from single actions and data-bits, but by creating a story about the overall pattern embedded in events and data and then using that story to understand more clearly the events and data that gave rise to it.
MEMO To Director of Marketing, U.S. Park Southeast FromAbramMartino96
The document is a memo from the Director of Business Intelligence to the Director of Marketing at a park regarding monitoring of consumer social media engagement. It summarizes reports from a social media analytics firm that found growing concerns among potential and existing customers about safety at the park, and negative perceptions that the park reopened too quickly for profit rather than prioritizing safety. The director recommends aggressive brand management efforts to reverse damage to the brand's image from these safety issues and perceptions.
Promoting organizational diversity in any organization requires each employee and the manager to develop a set of skills for their own professional development. As a result a dynamic group develops with a each member providing his or her own cultural identity to the team. Included in this team is not only an employee’s merit but the individual employee’s personality. Equipped with the knowledge of prejudice and discrimination a paradigm of diversity develops within the group. The result is a team of employees sharing and implementing ideas of cultural diversity among each other as well as with their clients.
Assignment ExpectationsIn the A Case for Problem-Based Learning.docxrock73
The document provides instructions for an assignment asking students to design a culturally relevant lesson plan using problem-based learning and technology. It discusses problem-based learning and its benefits, including defining context and meaning for students. It also describes different types of instructional contexts like creation, problem-based, and real or simulation contexts. The document emphasizes that problem-based learning supports culturally relevant strategies by involving students in knowledge construction and using their interests and resources.
Trends in leadership competencies for the 21st centuryRibhu Vashishtha
This document discusses trends in leadership competencies for the 21st century. It covers five major themes: a global leadership competency model, a leadership zone model, strategic leader competencies, four trends for the future of leadership development, and competencies required for a successful managerial career. Strategic leader competencies discussed include visioning, leading change, and interpersonal skills. Four trends for the future of leadership development highlighted are an increased focus on vertical development stages, transfer of greater developmental ownership to individuals, greater focus on collective rather than individual leadership, and greater focus on innovation in leadership development methods.
We at Think Talent believe that strong organization culture help build an environment with meaning, and offer ways to interpret and shape events and situations.
The Rise of Mental Illness and Its Devastating Impact on Society Free .... MentalHealthEssay clean. Mental Illness Essay | NUR210 - Health Sociology - CDU | Thinkswap. mental health essay. Mental Health Essay — ADVERTISEMENT. WHAT IS MENTAL HEALTH Essay Example | Topics and Well Written Essays .... Free mental health essays and papers 123helpme 2017. Mental health and illness - PHDessay.com. Mental Health Essay : NIH announces winners of high school mental .... Question 2 essay, mental health. - Question 2: How might stigma impact .... Mental Illness and Symbolic Interaction Essay Example | Topics and Well .... (PDF) Essays and Debates in Mental Health. College Essay About Mental Illness Example. Mental health essay :: Short essay on the importance of Mental Health. Short Essay On The Importance of Mental Health | PDF. Essay on Mental Health and Mental Illness. 006 P1 Essay Example Mental Illness ~ Thatsnotus. Essay on mental health - Docsity. How To Write An Essay On Mental Health - Agnew Text. 009 Mental Illness Essay Topics Example ~ Thatsnotus. Mental Health Essay | Essay on Mental Health for Students and Children .... Essay Summary of Mental Health - PHDessay.com. Mental illness opinion essay - What can be done: Some Ideas about .... Essays on Mental Illness : Real People, Real Life, Real Hope (Paperback ....
The work of HR part two the flow ofinformation and work.docxchristalgrieg
The work of HR part two: the flow of
information and work
Harnessing
the power
of corporate
culture
STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
Employee self-service at RDF
HOW TO...
Integrate corporate culture and
employee engagement
PRACTITIONER PROFILE
Julie Bass, Groupama
METRICS
Rating intellectual capital
HR AT WORK
Tailored recognition at Lloyds TSB
Asset Finance
HR AT WORK
Transport for London’s
non-traditional training
REWARDS
Communicating employee
recognition at MDOT
RESEARCH AND RESULTS
Effective recruiting tied to stronger
financial results
September/October 2005
Volume 4, Issue 6
PAGE 20
DEPARTMENTS
Ethics and strategy innovation at Citigroup
How O2 built the business case for
engagement
Creating a business-focused IT function
Developing leaders for a sustainable
global society
Defining the strategic agenda for HR
FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
dependent on how creatively and adroitly its leaders
manage at the intersection of financial, social and
environmental objectives.
Responsibility for assuring that leaders at all levels in
the firm are ready to meet these rising expectations is
widely shared throughout the corporation, but HR
professionals, particularly those responsible for leadership
development, can be at the forefront of the effort.
To be in this vanguard, leadership development
experts must reflect on two critical questions: What
kind of leader is called for? And how do we develop
individuals with these capabilities? Since 1999 the
Aspen Institute’s Business and Society Program has
been convening experts in leadership development
from academic institutions, corporations and
professional service firms around the world, inviting
them to share insights on these questions. This article
details what we have learned so far from conversations
with these leading thinkers.
A new model for business leadership
If we are now expecting businesses to operate with a
longer-term view that takes social and environmental
impacts into account, we need a new model of
leadership to achieve that result. Typically, “new
model” leaders:
• are able to span boundaries, listen to diverse
constituencies and be willing to be altered by any of
these inputs;
• have the courage to make tough decisions in a way
that acknowledges the often conflicting
values/expectations of these constituencies;
• are enriched, not overwhelmed, by complexity and
diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
This article and its associated presentation of the same name outlines the activities of Cranmore Foundation and describes a five-part process through which professionals and the business community can translate the world’s wisdom traditions into practical and contemporary design principles. The foundation seeks to inspire and create sustainable solutions for the business community and society at large.
The document provides information about the "Aggies Leading the Way!" student leadership conference being held on February 7-8, 2014 at UC Davis. The conference aims to help students discover their leadership capacity, form partnerships, and create positive change. It will include keynote speakers, workshops on topics like cultural differences, feedback, and community service, and a student leader panel. The schedule provides details on workshop sessions, presenters, and conference logistics.
Strategic Knowledge Management for Monitoring and Evaluation TeamsLeah D. Wyatt
These slides were delivered in a workshop led by Leah D. Gordon for the Nigeria National Agency for the Control of AIDS February 12, 2012.
The objectives of this workshop were to: 1.) gain a fundamental understanding of knowledge management principles and discover ways to integrate knowledge management into everyday work routines; 2.) Develop a clear structure for disseminating and promoting the use of information generated from research and evaluation studies.
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docxarnit1
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9
APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in ...
This document summarizes a research project on maximizing the transformative potential of intercultural immersion trips organized by International Partners in Mission (IPM). The author conducted surveys and focus groups with IPM staff and stakeholders to identify recommendations. These recommendations include encouraging pre-trip communication, allowing discomfort, participating in community activities, and reflecting daily during trips. They also suggest using assessments like the Developmental Model of Intercultural Sensitivity to promote double-loop learning. For triple-loop learning, the author recommends using interfaith tools and questioning to support attuning to higher perspectives. The implications are applying recommendations to IPM trip design, developing facilitator handbooks, and continually improving using assessments while leveraging diversity within the organization.
Group mentoring. developing a group mentoring programBRB Consulting
This document discusses developing a group approach to mentoring. It provides an overview of mentoring, including its origins in Greek mythology. It also discusses developmental youth outcomes in areas like identity, ability, and health. The document compares one-on-one and group mentoring approaches. It outlines considerations for an effective group mentoring program, including consistency, age, ethnicity, gender, and linkages to networks and family. The document proposes a process for making a group mentoring plan by setting the stage, recruitment, support, and evaluation. It concludes by listing additional resources on developmental assets, outcome measurement, and core standards for after school programs.
Creation of a virtual community of practice for csr researcherskrijke
Presentation of the masterthesis of Kevin Rijke and ARjen Kleinherenbrink: Een goed begin is het halve werk, creation-of-a-virtual-community-of-practice-for-csr-researchers
Creation Of A Virtual Community Of Practice For CSR Researchersguest565b50
Creating a corporate social responsbility community, a conscious attempt to create an online, global 'faculty' for all students of CSR and related subjects.
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
This document provides lecture notes on organizational behavior and leadership for students at East Africa University. It includes a course description, objectives, and contents covering topics like the nature of organizational behavior, learning and perception, attitudes and job satisfaction, communication, groups and teams, leadership, conflict, and organizational culture. The notes were prepared by referencing various books and materials from other authors, with the goal of giving students a broad overview of the course concepts to help with exam preparation.
Letter Across The Divide Book Response EssayCarmen Sanborn
The DISC assessment was developed in 1940 by Walter Clark based on Dr. William Marston's 1928 theory. The assessment evaluates four dimensions of behavior: Dominance, Influence, Steadiness, and Conscientiousness. Taking the assessment provided insight into the author's own leadership strengths and weaknesses. It highlighted areas for improvement such as occasionally being too aggressive and having a short fuse when people do not understand their vision. The assessment also helped the author recognize denial of certain traits. Overall, the DISC assessment was a useful tool for self-reflection and developing leadership skills.
101 Thesis Statement Examples 2023. Mastering the Thesis Statement: Examples and Tips for Academic Success .... 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. What is a thesis statement in an essay examples. 15 Thesis Statement .... PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Reflective Essay: How to write a thesis statement for a personal narrative. Writing The Thesis Statement: Write An A Research Paper - How to write .... How To Write a Thesis Statement: Step-By-Step Part 1 Essay Writing. How To Write A Thesis Statement with Useful Steps and Tips 7ESL. The Best Way to Write a Thesis Statement with Examples - How to write .... 5 Types of Thesis Statements Digital Learning Commons. 17 Thesis Statement Essay Examples Pics - scholarship. Thesis statement. Thesis Statements Free Essay Example. 006 Essay Example Thesis Statement Examples For Essays Thatsnotus. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... PPT - Writing a Thesis Statement PowerPoint Presentation - ID:1852247. FREE 7 Analysis Essay Examples in PDF MS Word. Writing a thesis paper. How to Write a Literature Review. 2022-10-27. How to Write a Thesis Statement with Pictures - wikiHow. What Are The Different Types of Thesis Statements. Write My Thesis Statement For Research Paper. What is a Thesis Statement. How to Write a Thesis Statement: Fill-in-the-Blank Formula. Thesis Introduction Examples Examples - How to write a thesis .... How to write a thesis introduction example. Writing a Thesis .... 004 Thesis Statement For Narrative Essay Example Thatsnotus. Business Thesis Writing Help, Thesis Format, Examples Thesis Statement Essays Thesis Statement Essays
Need a 150 word comment to the followingThe University of Pho.docxmigdalialyle
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
This document provides information about course materials and assignments for a week 7 sociology course on diversity and cultural competence. It includes an audio introduction on the topic, required readings from textbooks and articles, and two assignments - a blog post on diversity or cultural competence considerations in students' agencies and how it relates to their learning agreements, and a PowerPoint presentation on evidence-based practices for the populations served by their agencies. Students are expected to incorporate course concepts and cite sources in their assignments.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
This document provides guidance for creating an 8-slide PowerPoint presentation to propose an interdisciplinary plan to address an organizational or patient issue to stakeholders. It outlines the competencies and content that should be covered in the presentation, including explaining the issue and how an interdisciplinary team approach could help achieve goals, summarizing the evidence-based plan, how it would be implemented and resources managed, and proposed evaluation criteria. Requirements include a minimum of 3 references no older than 5 years and APA formatting. The goal is for the presentation to generate interest and buy-in for the proposal from organizational leadership.
Business and Government Relations Please respond to the following.docxCruzIbarra161
"Business and Government Relations" Please respond to the following:
Discuss the main reasons why a business should or should not be involved in political discussions or take a political stand. Use terms found in Chapter 9 to demonstrate your understanding of the material. You can submit your initial discussion post and responses in either written or video format (2-3 minutes or less).
.
Business Continuity Planning Explain how components of the busine.docxCruzIbarra161
Business Continuity Planning: Explain how components of the business infrastructure are included in a business continuity plan. Discuss the processes of planning, analysis, design, implementation, testing and maintenance in developing this plan. This assignment must be at least 2 full pages. Apply the 4-C's of writing:
Correct, complete, clear, and concise.
.
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We at Think Talent believe that strong organization culture help build an environment with meaning, and offer ways to interpret and shape events and situations.
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The work of HR part two the flow ofinformation and work.docxchristalgrieg
The work of HR part two: the flow of
information and work
Harnessing
the power
of corporate
culture
STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
Employee self-service at RDF
HOW TO...
Integrate corporate culture and
employee engagement
PRACTITIONER PROFILE
Julie Bass, Groupama
METRICS
Rating intellectual capital
HR AT WORK
Tailored recognition at Lloyds TSB
Asset Finance
HR AT WORK
Transport for London’s
non-traditional training
REWARDS
Communicating employee
recognition at MDOT
RESEARCH AND RESULTS
Effective recruiting tied to stronger
financial results
September/October 2005
Volume 4, Issue 6
PAGE 20
DEPARTMENTS
Ethics and strategy innovation at Citigroup
How O2 built the business case for
engagement
Creating a business-focused IT function
Developing leaders for a sustainable
global society
Defining the strategic agenda for HR
FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
dependent on how creatively and adroitly its leaders
manage at the intersection of financial, social and
environmental objectives.
Responsibility for assuring that leaders at all levels in
the firm are ready to meet these rising expectations is
widely shared throughout the corporation, but HR
professionals, particularly those responsible for leadership
development, can be at the forefront of the effort.
To be in this vanguard, leadership development
experts must reflect on two critical questions: What
kind of leader is called for? And how do we develop
individuals with these capabilities? Since 1999 the
Aspen Institute’s Business and Society Program has
been convening experts in leadership development
from academic institutions, corporations and
professional service firms around the world, inviting
them to share insights on these questions. This article
details what we have learned so far from conversations
with these leading thinkers.
A new model for business leadership
If we are now expecting businesses to operate with a
longer-term view that takes social and environmental
impacts into account, we need a new model of
leadership to achieve that result. Typically, “new
model” leaders:
• are able to span boundaries, listen to diverse
constituencies and be willing to be altered by any of
these inputs;
• have the courage to make tough decisions in a way
that acknowledges the often conflicting
values/expectations of these constituencies;
• are enriched, not overwhelmed, by complexity and
diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
This article and its associated presentation of the same name outlines the activities of Cranmore Foundation and describes a five-part process through which professionals and the business community can translate the world’s wisdom traditions into practical and contemporary design principles. The foundation seeks to inspire and create sustainable solutions for the business community and society at large.
The document provides information about the "Aggies Leading the Way!" student leadership conference being held on February 7-8, 2014 at UC Davis. The conference aims to help students discover their leadership capacity, form partnerships, and create positive change. It will include keynote speakers, workshops on topics like cultural differences, feedback, and community service, and a student leader panel. The schedule provides details on workshop sessions, presenters, and conference logistics.
Strategic Knowledge Management for Monitoring and Evaluation TeamsLeah D. Wyatt
These slides were delivered in a workshop led by Leah D. Gordon for the Nigeria National Agency for the Control of AIDS February 12, 2012.
The objectives of this workshop were to: 1.) gain a fundamental understanding of knowledge management principles and discover ways to integrate knowledge management into everyday work routines; 2.) Develop a clear structure for disseminating and promoting the use of information generated from research and evaluation studies.
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docxarnit1
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9
APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in ...
This document summarizes a research project on maximizing the transformative potential of intercultural immersion trips organized by International Partners in Mission (IPM). The author conducted surveys and focus groups with IPM staff and stakeholders to identify recommendations. These recommendations include encouraging pre-trip communication, allowing discomfort, participating in community activities, and reflecting daily during trips. They also suggest using assessments like the Developmental Model of Intercultural Sensitivity to promote double-loop learning. For triple-loop learning, the author recommends using interfaith tools and questioning to support attuning to higher perspectives. The implications are applying recommendations to IPM trip design, developing facilitator handbooks, and continually improving using assessments while leveraging diversity within the organization.
Group mentoring. developing a group mentoring programBRB Consulting
This document discusses developing a group approach to mentoring. It provides an overview of mentoring, including its origins in Greek mythology. It also discusses developmental youth outcomes in areas like identity, ability, and health. The document compares one-on-one and group mentoring approaches. It outlines considerations for an effective group mentoring program, including consistency, age, ethnicity, gender, and linkages to networks and family. The document proposes a process for making a group mentoring plan by setting the stage, recruitment, support, and evaluation. It concludes by listing additional resources on developmental assets, outcome measurement, and core standards for after school programs.
Creation of a virtual community of practice for csr researcherskrijke
Presentation of the masterthesis of Kevin Rijke and ARjen Kleinherenbrink: Een goed begin is het halve werk, creation-of-a-virtual-community-of-practice-for-csr-researchers
Creation Of A Virtual Community Of Practice For CSR Researchersguest565b50
Creating a corporate social responsbility community, a conscious attempt to create an online, global 'faculty' for all students of CSR and related subjects.
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
This document provides lecture notes on organizational behavior and leadership for students at East Africa University. It includes a course description, objectives, and contents covering topics like the nature of organizational behavior, learning and perception, attitudes and job satisfaction, communication, groups and teams, leadership, conflict, and organizational culture. The notes were prepared by referencing various books and materials from other authors, with the goal of giving students a broad overview of the course concepts to help with exam preparation.
Letter Across The Divide Book Response EssayCarmen Sanborn
The DISC assessment was developed in 1940 by Walter Clark based on Dr. William Marston's 1928 theory. The assessment evaluates four dimensions of behavior: Dominance, Influence, Steadiness, and Conscientiousness. Taking the assessment provided insight into the author's own leadership strengths and weaknesses. It highlighted areas for improvement such as occasionally being too aggressive and having a short fuse when people do not understand their vision. The assessment also helped the author recognize denial of certain traits. Overall, the DISC assessment was a useful tool for self-reflection and developing leadership skills.
101 Thesis Statement Examples 2023. Mastering the Thesis Statement: Examples and Tips for Academic Success .... 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. What is a thesis statement in an essay examples. 15 Thesis Statement .... PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Reflective Essay: How to write a thesis statement for a personal narrative. Writing The Thesis Statement: Write An A Research Paper - How to write .... How To Write a Thesis Statement: Step-By-Step Part 1 Essay Writing. How To Write A Thesis Statement with Useful Steps and Tips 7ESL. The Best Way to Write a Thesis Statement with Examples - How to write .... 5 Types of Thesis Statements Digital Learning Commons. 17 Thesis Statement Essay Examples Pics - scholarship. Thesis statement. Thesis Statements Free Essay Example. 006 Essay Example Thesis Statement Examples For Essays Thatsnotus. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... PPT - Writing a Thesis Statement PowerPoint Presentation - ID:1852247. FREE 7 Analysis Essay Examples in PDF MS Word. Writing a thesis paper. How to Write a Literature Review. 2022-10-27. How to Write a Thesis Statement with Pictures - wikiHow. What Are The Different Types of Thesis Statements. Write My Thesis Statement For Research Paper. What is a Thesis Statement. How to Write a Thesis Statement: Fill-in-the-Blank Formula. Thesis Introduction Examples Examples - How to write a thesis .... How to write a thesis introduction example. Writing a Thesis .... 004 Thesis Statement For Narrative Essay Example Thatsnotus. Business Thesis Writing Help, Thesis Format, Examples Thesis Statement Essays Thesis Statement Essays
Need a 150 word comment to the followingThe University of Pho.docxmigdalialyle
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
This document provides information about course materials and assignments for a week 7 sociology course on diversity and cultural competence. It includes an audio introduction on the topic, required readings from textbooks and articles, and two assignments - a blog post on diversity or cultural competence considerations in students' agencies and how it relates to their learning agreements, and a PowerPoint presentation on evidence-based practices for the populations served by their agencies. Students are expected to incorporate course concepts and cite sources in their assignments.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
This document provides guidance for creating an 8-slide PowerPoint presentation to propose an interdisciplinary plan to address an organizational or patient issue to stakeholders. It outlines the competencies and content that should be covered in the presentation, including explaining the issue and how an interdisciplinary team approach could help achieve goals, summarizing the evidence-based plan, how it would be implemented and resources managed, and proposed evaluation criteria. Requirements include a minimum of 3 references no older than 5 years and APA formatting. The goal is for the presentation to generate interest and buy-in for the proposal from organizational leadership.
Similar to Criterion 1A - 4 - MasteryClearly and strongly introduced your (20)
Business and Government Relations Please respond to the following.docxCruzIbarra161
"Business and Government Relations" Please respond to the following:
Discuss the main reasons why a business should or should not be involved in political discussions or take a political stand. Use terms found in Chapter 9 to demonstrate your understanding of the material. You can submit your initial discussion post and responses in either written or video format (2-3 minutes or less).
.
Business Continuity Planning Explain how components of the busine.docxCruzIbarra161
Business Continuity Planning: Explain how components of the business infrastructure are included in a business continuity plan. Discuss the processes of planning, analysis, design, implementation, testing and maintenance in developing this plan. This assignment must be at least 2 full pages. Apply the 4-C's of writing:
Correct, complete, clear, and concise.
.
business and its environment Discuss the genesis, contributing fac.docxCruzIbarra161
business and its environment
Discuss the genesis, contributing factors, modus operandi, effectiveness in generating social pressure, the strategy followed by target companies along with allied aspects with two examples from Canadian mining, manufacturing, telecommunication or utility companies.
minimum of 2000 words and 10 good quality references.
The paper should be properly cited as per
APA format.
.
business and its environment Discuss the genesis, contributing facto.docxCruzIbarra161
business and its environment Discuss the genesis, contributing factors, modus operandi, effectiveness in generating social pressure, the strategy followed by target companies along with allied aspects with two examples from Canadian mining, manufacturing, telecommunication or utility companies. minimum of 2000 words and 10 good quality references. The paper should be properly cited as per APA format.
.
Business BUS 210 research outline1.Cover page 2.Table .docxCruzIbarra161
Business BUS 210 research outline
1.
Cover page
2.
Table of content
3.
Executive summary
4.
Introduction
5.
Business Hypothesis / or Statement/ or the Main Question for the whole research
6.
Literature review
7.
Designing the questionnaires
8.
Pretest/ pilot test
9.
Adjust the questioners
– if required
10.
Collect the data from the official sample
11.
Data Entry
12.
Analysis
13.
Tabulations: Frequencies
“and Cross-tabulation if required”
14.
Report
o
Include the purpose for the business research
o
Time
o
Sample size
o
Location
o
Target
o
Way to collect the data (by email, personal, interview, phone…)
o
Challenges you faced
o
Findings /results
15.
Conclusion
16.
Recommendation
17.
References
18.
Appendixes
o
Questionnaire
o
All tabulations
.
BUS 439 International Human Resource ManagementInstructor Steven .docxCruzIbarra161
BUS 439 International Human Resource Management
Instructor: Steven Foster
Why did Nestle’s decentralized structure, which had brought the company success in the past, no longer fit the new realities of increasing global competition? What were the objectives of the GLOBE initiative? How was it more than just an SAP change?
.
BUS 439 International Human Resource ManagementEmployee Value Pr.docxCruzIbarra161
BUS 439 International Human Resource Management
Employee Value Proposition
Define and discuss EVP – what factors may make it difficult to determine EVP on a global basis? What considerations should be made to clearly understand and make use of this information? Why is EVP important for organizations to understand? What can organizations do to build a differentiated EVP?
.
Bullzeye is a discount retailer offering a wide range of products,.docxCruzIbarra161
Bullzeye is a discount retailer offering a wide range of products, including: home goods, clothing, toys, and food. The company is a regional retailer with 10 brick-and-mortar stores as well as a popular online store. Due to the recent credit card data breaches of various prominent national retail companies (e.g., Target, Home Depot, Staples), the Bullzeye Board of Directors has taken particular interest in information security, especially as it pertains to the protection of credit cardholder data within the Bullzeye environment. The Board has asked executive management to evaluate and strengthen the enterprise’s information security infrastructure, where needed.
In order to respond to the Board regarding their preparedness for a cyber-security attack, the Chief Financial Officer (CFO) has engaged your IT consulting firm to identify the inherent risks and recommend control remediation strategies to prevent or to detect and appropriately respond to data breaches. Your firm has been requested to liaison with the Internal Audit Department during the engagement. Your first step is to gain an understanding of Bullzeye’s IT environment. The Chief Audit Executive (CAE) schedules a meeting with key Bullzeye leadership personnel, including the CFO, Chief Information Officer (CIO), and Chief Information Security Officer (CISO).
The following key information was obtained.
Background
IT Security Framework/Policy -
Bullzeye has an information security policy, which was developed by the CISO. The policy was developed in response to an internal audit conducted by an external firm hired by the CAE. The policy is not based on one specific IT control framework but considers elements contained within several frameworks. An information security committee has been recently formed to discuss new security risks and to develop mitigation strategies.
The meeting will be held monthly and include the CISO and other key IT Directors reporting to the CIO.
In addition, a training program was implemented last year in order to provide education on various information security topics (e.g., social engineering, malware, etc.). The program requires that all staff within the IT department complete an annual information security training webinar and corresponding quiz. The training program is complemented by a monthly e-mail sent to IT staff, which highlights relevant information security topics.
General IT Environment -
Most employees in the corporate office are assigned a standard desktop computer, although certain management personnel in the corporate and retail locations are issued a laptop if they can demonstrate their need to work remotely. The laptops are given a standard Microsoft Windows operating system image, which includes anti-malware/anti-virus software and patch update software among others. In addition, new laptops are now encrypted; however, desktops and existing laptops are not currently encrypted due to budget concerns. The user provisioning.
Building on the work that you prepared for Milestones One through Th.docxCruzIbarra161
Building on the work that you prepared for Milestones One through Three, submit a document that builds upon the previously completed milestone summaries to provide an overall summary of the distribution company’s IT system as a whole. This should illustrate how each individual system component (network, database, web technology, computers, programming, and security systems) interrelates with the others and summarize the importance of IT technologies for the overall system.
.
Budget Legislation Once the budget has been prepared by the vari.docxCruzIbarra161
Budget Legislation
Once the budget has been prepared by the various agencies, it is often moved forward to the legislative body for authorization. The legislation process can result in unintended outcomes and restrictions. Search the internet and news reporting services for a story on an unintended outcome of interest to you and answer the following questions:
How did politics shape the outcome in unexpected ways?
Did “pork” spending or “apportionments and allotments” budget amendments affect the legislation?
Did a mid-year crisis or change in revenue expectations substantially impact the budget legislative action?
Respond to at least two of your classmates’ postings.
Performance Budgeting
Performance budgeting has been attempted at the local level in recent years. Address the issues of performance budgeting while answering the following questions: What attributes of performance budgeting make it particularly suitable to local government budgeting? Will the same attributes be as useful at the federal level? Respond to at least two of your classmates’ postings.
.
Browsing the podcasts on iTunes or YouTube, listen to a few of Gramm.docxCruzIbarra161
Browsing the podcasts on iTunes or YouTube, listen to a few of Grammar Girl's Quick and Dirty Tips series (grammar tips by Mignon Fogarty) or Money Girl's series (financial advice by Laura Adams).
Your Task: Pick a Money Girl or Grammar Girl podcast that interests you. Listen to it, or obtain a transcript on the website and study it for its structure. Is it direct or indirect? Informative or persuasive? How is it presented? What style does the speaker adopt? Was it effective? What changes would you suggest? Write an e-mail that discusses the podcast you analyzed.
.
Brown Primary Care Dental clinics Oral Health Initiative p.docxCruzIbarra161
Brown Primary Care Dental clinics Oral Health Initiative project
The project will consist of three elements:
•
Part 1: Economic Analysis of the Initiative of Choice [
Brown Primary Care Dental clinics Oral Health Initiative
5 pages) .
The economic analysis should include:
Principles of economics for evaluating and assessing the need for the public health initiative
A brief description of whether the initiative is a micro or macroeconomic program
A determination of whether the result of the initiative is a public or private good
A description of the initiative’s financing source
An explanation of how the initiative may affect supply and demand of public health services
•
Part 2: Financial Accounting Analysis (5 pages)
A 5-year proposed budget including major line items (see blank form for proposed budget on NIH grants pagelocated in the course syllabus or here:
Online Article:
U.S. Department of Health and Human Services (2009, June).
Public health service: PHS 398
. Detailed Budget for Initial Budget Period Form Page 4
http://grants.nih.gov/grants/funding/phs398/phs398.html
Grant Application PHS 398. U.S. Department of Health And Human Services Public Health Service.
-An analysis of budget line items, costs, sources of revenue, and deficits
-An analysis of the fiscal soundness and long-term viability of the public -health initiative
•
Part 3: Alternative Funding Sources (5pages)
Part 3: Alternative Funding Sources[ 5 pages
For this part of your Scholar-Practitioner Project you will evaluate funding sources for the public health initiative you selected in Week 2. Then, you will submit a mock grant proposal for an appropriate grant to supplement or allow expansion of your selected public health initiative.
The proposal should include:
•
The public health initiative’s purpose, background, goals, and objectives
•
A description of the funding sources you selected and explanation of why you selected it over others
•
Eligibility and selection criteria for the funding source
•
An explanation of the funds needed and how the funds may be used
•
The adjusted total 5-year budget you completed in week 9 (include all instructor recommendations)
(8 sources/references)
.
BUDDHISMWEEK 3Cosmogony - Origin of the UniverseNature of .docxCruzIbarra161
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 3 - Sources
.
Build a binary search tree that holds first names.Create a menu .docxCruzIbarra161
Build a binary search tree that holds first names.
Create a menu with the following options.
Add a name to the list (will add a new node)
Delete a name from the list (will delete a node)
NEXT PAGE
à
Search for a name (will return if the name is in the tree or not)
Output the number of leaves in your tree
Output the tree (Complete an inorder traversal.)
.
Briefly describe the development of the string quartet. How would yo.docxCruzIbarra161
Briefly describe the development of the string quartet. How would you relate this chamber ensemble to modern performing groups such as the jazz quartet? Or to a rock ensemble? What are some of the similarities and differences? Refer to the listening examples in the Special Focus to support your conclusions.
Listening examples:
String Quartet in E-Flat, No. 2
("Joke") by Haydn
String Quartet in C Minor
by Beethoven
String Quartet No. 2, Op. 17
by Bartók
.
Briefly describe a time when you were misled by everyday observation.docxCruzIbarra161
Briefly describe a time when you were misled by everyday observations (that is when you reached a conclusion on the basis of an everyday observation that you later decided was an incorrect conclusion). What type of error in casual inquiry (sources of secondhand knowledge) were you guilty of? Examples include over-generalization, stereotyping, illogical reasoning, etc
.
Broadening Your Perspective 8-1The financial statements of Toots.docxCruzIbarra161
Broadening Your Perspective 8-1
The financial statements of Tootsie Roll are presented below.
TOOTSIE ROLL INDUSTRIES, INC. AND SUBSIDIARIES
CONSOLIDATED STATEMENTS OF
Earnings, Comprehensive Earnings and Retained Earnings (in thousands except per share data)
For the year ended December 31,
2011
2010
2009
Net product sales
$528,369
$517,149
$495,592
Rental and royalty revenue
4,136
4,299
3,739
Total revenue
532,505
521,448
499,331
Product cost of goods sold
365,225
349,334
319,775
Rental and royalty cost
1,038
1,088
852
Total costs
366,263
350,422
320,627
Product gross margin
163,144
167,815
175,817
Rental and royalty gross margin
3,098
3,211
2,887
Total gross margin
166,242
171,026
178,704
Selling, marketing and administrative expenses
108,276
106,316
103,755
Impairment charges
—
—
14,000
Earnings from operations
57,966
64,710
60,949
Other income (expense), net
2,946
8,358
2,100
Earnings before income taxes
60,912
73,068
63,049
Provision for income taxes
16,974
20,005
9,892
Net earnings
$43,938
$53,063
$53,157
Net earnings
$43,938
$53,063
$53,157
Other comprehensive earnings (loss)
(8,740
)
1,183
2,845
Comprehensive earnings
$35,198
$54,246
$56,002
Retained earnings at beginning of year.
$135,866
$147,687
$144,949
Net earnings
43,938
53,063
53,157
Cash dividends
(18,360
)
(18,078
)
(17,790
)
Stock dividends
(47,175
)
(46,806
)
(32,629
)
Retained earnings at end of year
$114,269
$135,866
$147,687
Earnings per share
$0.76
$0.90
$0.89
Average Common and Class B Common shares outstanding
57,892
58,685
59,425
(The accompanying notes are an integral part of these statements.)
CONSOLIDATED STATEMENTS OF
Financial Position
TOOTSIE ROLL INDUSTRIES, INC. AND SUBSIDIARIES (in thousands except per share data)
Assets
December 31,
2011
2010
CURRENT ASSETS:
Cash and cash equivalents
$78,612
$115,976
Investments
10,895
7,996
Accounts receivable trade, less allowances of $1,731 and $1,531
41,895
37,394
Other receivables
3,391
9,961
Inventories:
Finished goods and work-in-process
42,676
35,416
Raw materials and supplies
29,084
21,236
Prepaid expenses
5,070
6,499
Deferred income taxes
578
689
Total current assets
212,201
235,167
PROPERTY, PLANT AND EQUIPMENT, at cost:
Land
21,939
21,696
Buildings
107,567
102,934
Machinery and equipment
322,993
307,178
Construction in progress
2,598
9,243
455,097
440,974
Less—Accumulated depreciation
242,935
225,482
Net property, plant and equipment
212,162
215,492
OTHER ASSETS:
Goodwill
73,237
73,237
Trademarks
175,024
175,024
Investments
96,161
64,461
Split dollar officer life insurance
74,209
.
Briefly discuss the differences in the old Minimum Foundation Prog.docxCruzIbarra161
Briefly discuss the differences in the old Minimum Foundation Program ( 1947 ) and the FEFP ( 1973 ).
What part of the basic FEFP formula ( State Aid = WFTE x BSA - (.96 AV } provides A. equity for students and B. equalization of funding for districts?
Review how student transportation dollars are calculated. What are the two major components?
What is the function of Workforce Development funds?
What are Categorical Program funds? How do they differ from general FEFP funding?
What are the four constructs on which the FEFP is based? ( Page 1--2
nd
paragraph )
Briefly define the following:
Full time equivalent
Program cost factor
Weighted FTE
Base student allocation
District cost differential
Sparsity supplement
Supplemental academic instruction
0.748 Mills Discretionary Compresion (audio is incorrect-changed from Local Discretionary Equalization).
ESE guaranteed allocation
Required local effort
Please answer all in as a mini- brief and follow directions as I tried to be as spicific as possible with the questions.
.
Briefly compare and contrast EHRs, EMRs, and PHRs. Include the typic.docxCruzIbarra161
Briefly compare and contrast EHRs, EMRs, and PHRs. Include the typical content and functionality of each.
Focusing on one of these types of records, describe the key benefits for one of the stakeholders (e.g., patients, providers, or health care management) of being able to record and/or access patient data through this system.
Should all patient health information be recorded electronically? If so, explain why. If not, explain what the exceptions should be and why.
.
Brief Exercise 9-11Suppose Nike, Inc. reported the followin.docxCruzIbarra161
*Brief Exercise 9-11
Suppose
Nike, Inc.
reported the following plant assets and intangible assets for the year ended May 31, 2014 (in millions): other plant assets $954.9; land $226.7; patents and trademarks (at cost) $530.7; machinery and equipment $2,137.2; buildings $967; goodwill (at cost) $207.5; accumulated amortization $59.3; and accumulated depreciation $2,290.
Prepare a partial balance sheet for Nike for these items.
(List Property, Plant and Equipment in order of Land, Buildings and Equipment.)
NIKE, INC.
Partial Balance Sheet
As of May 31, 2014
(in millions)
[removed]
[removed]
$
[removed]
[removed]
$
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
:
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
$
[removed]
[removed]
:
[removed]
[removed]
[removed]
[removed]
*Exercise 9-7
Wang Co. has delivery equipment that cost $50,840 and has been depreciated $24,960.
Record entries for the disposal under the following assumptions.
(Credit account titles are automatically indented when amount is entered. Do not indent manually.)
(a)
It was scrapped as having no value.
(b)
It was sold for $37,200.
(c)
It was sold for $19,360.
No.
Account Titles and Explanation
Debit
Credit
(a)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(b)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(c)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
*Exercise 9-8
Here are selected 2014 transactions of Cleland Corporation.
Jan. 1
Retired a piece of machinery that was purchased on January 1, 2004. The machine cost $62,160 and had a useful life of 10 years with no salvage value.
June 30
Sold a computer that was purchased on January 1, 2012. The computer cost $37,000 and had a useful life of 4 years with no salvage value. The computer was sold for $5,630 cash.
Dec. 31
Sold a delivery truck for $9,310 cash. The truck cost $23,600 when it was purchased on January 1, 2011, and was depreciated based on a 5-year useful life with a $3,290 salvage value.
Journalize all entries required on the above dates, including entries to update depreciation on assets disposed of, where applicable. Cleland Corporation uses straight-line depreciation.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record depreciation expense for the first 6 months of 2014)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[remo.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Criterion 1A - 4 - MasteryClearly and strongly introduced your
1. Criterion 1
A - 4 - Mastery
Clearly and strongly introduced your consulting firm and your
credentials with comprehensive depth.
B - 3 - Proficiency
Introduced your consulting firm and your credentials with some
depth.
Criterion 2
A - 4 - Mastery
Clearly and strongly discussed your performance management
system package and its trademarked name using clear examples
in a well-crafted presentation.
B - 3 - Proficiency
Discussed your performance management system package and
its trademarked name using some clear examples.
Criterion 3
A - 4 - Mastery
Clearly and strongly described the benefits that your
performance management system package will create for your
potential client using clear examples in a well-crafted the
presentation.
B - 3 - Proficiency
Described the benefits that your performance management
system package will create for your potential client using some
clear examples.
Criterion 4
A - 4 - Mastery
Clearly and strongly justified the need to discontinue traditional
performance appraisal systems in favor of holistic and
strategically-aligned, performance management systems using
clear examples in a well-crafted presentation.
2. B - 3 - Proficiency
Justified the need to discontinue traditional performance
appraisal systems in favor of holistic and strategically-aligned,
performance management systems using some clear examples.
Used unclear verbiage about the need to discontinue traditional
performance appraisal systems in favor of holistic and
strategically-aligned, performance management systems.
Criterion 5
A - 4 - Mastery
Clearly and strongly demonstrated the benefits of using SMART
goals to link all employee and functional activities to strategic
goals using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Demonstrated the benefits of using SMART goals to link all
employee and functional activities to strategic goals using some
clear examples.
Criterion 6
A - 4 - Mastery
Clearly and strongly explained the importance of mentor
training for managers to enable the continuous and ongoing
employee mentoring and feedback within a performance-driven
organizational culture using clear examples in a well-crafted
presentation.
B - 3 - Proficiency
Explained the importance of mentor training for managers to
enable the continuous and ongoing employee mentoring and
feedback within a performance-driven organizational culture
using some clear examples.
Criterion 7
A - 4 - Mastery
Clearly and strongly explained the importance of employee
development and employee ownership of personal performance
plans to increase employee engagement and positively impact
3. organizational goals using clear examples in a well-crafted
presentation.
B - 3 - Proficiency
Explained the importance of employee development and
employee ownership of personal performance plans to increase
employee engagement and positively impact organizational
goals using some clear examples.
Criterion 8
A - 4 - Mastery
Clearly and strongly presented a proprietary, smart-phone based
technology that enables ongoing feedback and improvement of
employee performance and development using clear examples in
a well-crafted presentation.
B - 3 - Proficiency
Presented a proprietary, smart-phone based technology that
enables ongoing feedback and improvement of employee
performance and development using some clear examples.
Criterion 9
A - 4 - Mastery
Clearly and strongly discussed a non-traditional valuation
method to support a performance-driven organizational culture
using clear examples in a well-crafted presentation.
B - 3 - Proficiency
Discussed a non-traditional valuation method to support a
performance-driven organizational culture using some clear
examples.
An Attainable Global Perspective
Author(s): Robert G. Hanvey
4. Source: Theory Into Practice , Summer, 1982, Vol. 21, No. 3,
Global Education (Summer,
1982), pp. 162-167
Published by: Taylor & Francis, Ltd.
Stable URL: https://www.jstor.org/stable/1476762
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Robert G. Hanvey
An Attainable Global Perspective
5. The need for education that promotes a global
perspective is increasingly apparent. What is less
clear is just what constitutes such a perspective,
particularly one which young people might actually
be able to attain in the course of their formal and
informal education. In what follows, I will describe
certain modes of thought, sensitivities, intellectual
skills, and explanatory capacities which might in
some measure contribute to the formation of a
global perspective.
What is a global perspective? As conceived
here a global perspective is not a quantum, some-
thing you either have or don't have. It is a blend
of many things and any given individual may be
rich in certain elements and relatively lacking in
others. The educational goal broadly seen may be
to socialize significant collectivities of people so
that the important elements of a global perspective
are represented in the group. Viewed in this way,
a global perspective may be a variable trait pos-
sessed in some form and degree by a population,
with the precise character of that perspective de-
termined by the specialized capacities, predispo-
sitions, and attitudes of the group's members. The
implications of this notion, of course, is that di-
versified talents and inclinations can be encouraged
and that standardized educational effects are not
required. Every individual does not have to be
brought to the same level of intellectual and moral
development in order for a population to be moving
in the direction of a more global perspective.
6. Robert G. Hanvey, a writer and educator with a special
interest in global education, resides in the Bloomington,
Indiana, area.
With these thoughts in mind we can identify
five dimensions of a global perspective. These are:
1. Perspective Consciousness
2. "State of the Planet" Awareness
3. Cross-Cultural Awareness
4. Knowledge of Global Dynamics
5. Awareness of Human Choices
Perspective Consciousness
The recognition or awareness on the part of the
individual that he or she has a view of the world
that is not universally shared, that this view of the
world has been and continues to be shaped by
influences that often escape conscious detection,
and that others have views of the world that are
profoundly different from one's own.
Few of us in our lives can actually transcend
the viewpoint presented by the common carriers of
information and almost none of us can transcend
the cognitive mapping presented by the culture in
which we grew up. But with effort we can at least
develop a dim sense that we have a perspective,
that it can be shaped by subtle influences, and that
7. others have different perspectives. This recognition
of the existence, the malleability, and the diversity
of perspective we might call perspective conscious-
ness. Such an acknowledgement is an important
step in the development of a perspective that can
legitimately be called global.
One must make a distinction between opinion
and perspective. Opinion is the surface layer, the
conscious outcropping of perspective. But there are
deep and hidden layers of perspective that may be
more important in orienting behavior. For example,
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in the deep layers of Western civilization has been
the assumption that human dominance over nature
is both attainable and desirable. This, until recently,
has not been a matter of opinion but assumed as
a given.
One of the interesting things that reform and
protest movements do is to carry out mining op-
erations in the deep layers. They dredge to the
surface aspects of perspective that have never be-
fore seen the light of day. Once made visible, these
may become the foci of debate, matters of opinion.
The environmental movement surfaced the as-
sumption of man's right to dominion over nature
8. and thus posed some philosophical choices that
had previously escaped notice. The feminist move-
ment raised the consciousness of women and men
with respect to "women's place." They labeled the
most commonplace behaviors and attitudes "chau-
vinist," and thus revealed the deeper layers of
perspective in action.
I have suggested that with effort we can de-
velop in the young at least a dim sense, a groping
recognition of the fact that they have a perspective.
And this is very different from knowing that they
have opinions. At the present time the schools and
the media socialize all of us to be traders in opinion.
We learn this through discussion and debate, through
the contentious format of forums and organizational
meetings, through talk shows and newspaper col-
umnists. We learn, especially, that the individual is
expected to have opinions and to be willing to
assert them. And we learn tacit rules about "tol-
erating" differences in opinions so asserted.
We can also learn, if we approach the task
with a sure sense of purpose, how to probe the
deep layers of perspective. A variety of specialists
and social commentators regularly operate in these
realms and there are well-developed methods and
techniques. Some of these methods can be learned
and practiced. For example, some (but not all) val-
ues clarification exercises can heighten awareness
of otherwise unrevealed aspects of perspective. At
the very least it should be possible to teach almost
any young person to recognize a probe of the deep
layers when he sees it. Such probes come in many
9. forms, from the ironic humor of a "Doonesbury"
cartoon strip to the pop sociology of a book like
Future Shock.
"State of the Planet" Awareness
Awareness of prevailing world conditions and de-
velopments, including emergent conditions and
trends, e.g. population growth, migrations, eco-
nomic conditions, resources and physical environ-
ment, political developments, science and
technology, law, health, inter-nation and intra-nation
conflicts, etc.
For most people in the world, direct experience
beyond the local community is infrequent-or non-
existent. It is not uncommon to meet residents of
Chicago's neighborhoods who have never traveled
the few miles to the central business district, or
sophisticated New York taxicab drivers who have
never been further south than Philadelphia. If this
is true for a geographically mobile society like the
United States, it is even more a fact for other parts
of the world. Tourism, urban migrations, commerce,
and business travel notwithstanding, most people
live out their lives in rather circumscribed local
surroundings.
Communication Media and Planet Awareness
Direct experience is not the way that contem-
porary peoples learn about their world. Nonliterate
10. village or suburban housewife, it doesn't matter
that one stays close to home. Information travels
rapidly and far through the mass media. News of
a border crisis in the Middle East reaches within
hours the shopkeeper in Nairobi, the steel worker
in Sweden, the Peruvian villager. There is now a
demonstrated technical capacity for simultaneous
transmission of messages to almost the entire hu-
man species. The character of the messages is
something else again. Here we must ask, do the
messages received on those millions of transistor
radios and television sets contribute meaningfully
to a valid picture of world conditions? That question
matters because it is difficult to imagine a global
perspective that does not include a reasonably de-
pendable sense of what shape the world is in.
Generally speaking, the media in almost every
country will transmit news from around the world.
Unfortunately, the fundamental quality of news is
its focus on the extraordinary event. An outbreak
of influenza is news; endemic malaria is not. A rapid
decline in values on the world's stock exchanges
is news; the long-standing poverty of hundreds of
millions is not. So, there are significant limits and
distortions in the view of the world conveyed by
news media. Nonetheless, the prospect is not en-
tirely bleak. For one thing, the characteristic inter-
ests of the news media can be exploited; events
can be staged in such a way as to call attention
to world conditions not ordinarily judged newswor-
thy. A world conference can be convened on food
or population or pollution problems. The conference
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itself is news. More importantly, the condition that
gives rise to the conference takes on a new level
of visibility-worldwide. And the news media are
the instruments of this increased awareness.
Limits to Understanding
There are other sources of distortion. Political
ideology chokes off the flow of some information,
the defense and security syndrome of nations blocks
still other information, and the selective disinterest
of audiences constricts yet other channels. As an
instance of the first, Americans until recently have
had little access to information about Cuba under
Castro. As an example of the second, the testing
of nuclear weapons by the French and the Indians
in recent years produced few hard details about
site, yield, fallout, etc. (Governments have ways to
obtain the information; publics do not.) As for pat-
terns of audience interest and disinterest, consider
how little attention is paid to the affairs of small
nations, or to conditions in the rural areas of the
world; and with no complaint from the audience.
Finally, there is the matter of the technical
12. nature of world data. There are now unprecedented
resources for generating information about the state
of the planet, and for sharing and processing the
information in order to obtain a sense of the im-
portant patterns. But the procedures are highly
technical and the results expressed in technical
terms. A certain level of education is required to
see the full significance of the data.
Overcoming the Limitations
This is an instance where the energies of the
schools, properly directed, might resolve the ques-
tion in favor of the general populace. If from the
earliest grades on students examined and puzzled
over cases where seemingly innocent behaviors-
the diet rich in animal protein, the lavish use of
fertilizer on the suburban lawn and golf course-
were shown to have effects that were both unin-
tended and global in scope, then there could be a
receptivity for that kind of technical information
necessary to understand many global issues. Sit-
uations such as the depletion of ozone in the at-
mosphere from aerosol sprays would not seem
forbidding, it would be another instance of a model
already documented. Students would have a frame-
work within which to handle it. As for the technical
aspects of something like the ozone situation, these
do not seem beyond the reach of science and social
studies departments that focus cooperatively on
the technical dimensions of significant planetary
conditions. It may be true that school programs are
164 Theory Into Practice
13. not typically organized for such a task, but it is not
outside the boundaries of our predilections or our
capacities.
Cross-Cultural Awareness
Awareness of the diversity of ideas and practices
to be found in human societies around the world,
of how such ideas and practices compare, and
including some limited recognition of how the ideas
and ways of one's own society might be viewed
from other vantage points.
This may be one of the more difficult dimen-
sions to attain. It is one thing to have some knowl-
edge of world conditions. The air is saturated with
that kind of information. It is another thing to com-
prehend and accept the consequences of the basic
human capacity for creating unique cultures-with
the resultant profound differences in outlook and
practice manifested among societies. These differ-
ences are widely known at the level of myth, prej-
udice, and tourist impression. But they are not
deeply and truly known, in spite of the well-worn
exhortation to "understand others." Such a fun-
damental acceptance seems to be resisted by pow-
erful forces in the human psychosocial system.
Several million years of evolution seem to have
produced in us a creature that does not easily
recognize the members of its own species. That is
stated in rather exaggerated form but it refers to
the fact that human groups commonly have difficulty
in accepting the humanness of other human groups.
14. The practice of naming one's own group "the
people" and by implication relegating all others to
not-quite-human status has been documented in
nonliterate groups all over the world. But it is simply
one manifestation of a species trait that shows
itself in modern populations as well. It is there in
the hostile faces of the white parents demonstrating
against school busing. You will find it lurking in the
background as Russians and Chinese meet at the
negotiating table to work out what is ostensibly a
boundary dispute. And it flares into the open during
tribal disputes in Kenya.
There was a time when the solidarity of small
groups of humans was the basis for the survival
of the species. But in the context of mass popu-
lations and weapons of mass destructiveness, group
solidarity and the associated tendency to deny the
full humanness of other peoples pose serious threats
to the species. When we speak of "humans" it is
important that we include not only ourselves and
our immediate group but all four and one half billion
of those other bipeds, however strange their ways.
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This is the primary reason for cross-cultural
awareness. If we are to admit the humanness of
those others, then the strangeness of their ways
15. must become less strange; must, in fact, become
believable. Ideally, that means getting inside the
heads of those strangers and looking out at the
world through their eyes. Then the strange becomes
familiar and totally believable. This is a most difficult
trick to pull off, but there may be methods that will
increase the probability of success. Further, there
are lesser degrees of cross-cultural awareness than
getting inside the head; these more modest degrees
of awareness are not to be scorned.
Knowledge of Global Dynamics
Some modest comprehension of key traits and
mechanisms of the world system, with emphasis
on theories and concepts that may increase intel-
ligent consciousness of global change.
How does the world work? Is it a vast, whirring
machine spinning ponderously around a small yel-
low sun? Is there a lever we can push to avert
famine in South Asia, or one that will cure world
inflation, or one to slow the growth of world pop-
ulation? Is it our ignorance of which lever to move
that results in tragedy and crisis? Is it our ignorance
of how the gears intermesh that causes breakdowns
in the stability of the system?
Or is the machine useful as a metaphor? Is it
perhaps better to think of the world as an organism,
evolving steadily in response to the programming
in its germ plasm? Are wars and famines merely
minor episodes in the biological history of a planet
serenely following a script already written?
The latter view is not a comfortable one for
16. people in industrial societies, raised to believe that
almost anything can be engineered, including the
destiny of the world. But the machine image doesn't
quite work, either, although we continue (as I have
done) to speak of "mechanisms." The idea of a
machine suggests an assembly of parts that inter-
connect in a very positive fashion, so positive that
when you manipulate one part you get immediate,
predictable, and quantifiable response in other parts.
That does not seem to describe the world as we
know it.
But both machines and organisms are systems
of interconnected elements and it is the idea of
system that now prevails. How does the world
work? As a system. What does that mean? It means
we must put aside simple notions of cause and
effect. Things interact, in complex and surprising
ways. "Effects" loop back and become "causes"
which have "effects" which loop back ... It means
that simple events ramify-unbelievably.
But let's begin to talk in more concrete terms.
What exactly might the schools teach about global
dynamics? The answer proposed here is very se-
lective, with the criterion of selection being, does
the particular learning contribute to an understand-
ing of global change; because the control of change
is the central problem of our era. There are changes
we desire and seem unable to attain. There are
changes we wish to constrain and, as yet, cannot.
There is also another kind of change: in spite of
17. our difficulties we are growing in our capacities to
detect and manipulate change. A global perspective
that fails to comprehend both the problems of change
and promise of improved control will not be worthy
of the name.
Three categories of learning about change sug-
gest themselves:
1. Basic principles of change in social systems
-the ramifications of new elements in social
systems
-unanticipated consequences
-overt and covert functions of elements
-feedback, positive and negative
2. Growth as a form of change
-desired growth in the form of economic
development
-undesired growth in the form of exponential
increase in population, resource depletion,
etc.
3. Global planning
-national interests and global planning
-attempts to model the world system as re-
lated to national policy formulation
Awareness of Human Choices
Some awareness of the problems of choice con-
fronting individuals, nations, and the human species
as consciousness and knowledge of the global sys-
18. tem expands.
Throughout I have talked of changes in aware-
ness. Awareness of our own cultural perspective,
awareness of how other peoples view the world,
awareness of global dynamics and patterns of
change. In this final section I wish to emphasize
that such heightened awareness, desirable as it is,
brings with it problems of choice. As an instance,
in a "pre-awareness" stage the undoubted benefits
of pesticides in agriculture, forestry, and the control
of diseases such as malaria provide clear justifi -
cation for prolific application.
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But then information about the dangers of pes-
ticides begins to accumulate. DDT is found in the
tissues of organisms far removed from the points
of application. Some species are threatened with
extinction. Risks not only to present human pop-
ulations but to future generations are identified. In
some countries the use of certain pesticides is
halted altogether. A change of awareness has oc-
curred and new behaviors have resulted-in some
parts of the world.
Where is the problem of choice? It lies in the
19. fact that pesticides like DDT are still in use. Widely.
Hundreds of millions of people depend on DDT to
control malaria and agricultural pests. Ask someone
in the developed countries if DDT is still in use and
he will likely say no, answering in terms of his own
country's practices. But pose the question on a
world basis and the answer is yes. Viewed as a
collectivity, the human species continues to use
DDT.
This continued use constitutes a de facto hu-
man choice. In a conflict between the rights of living
populations to control obvious and immediate threats
to health and the rights of other living and future
populations to freedom from subtle and long-term
threats to health and subsistence, the former wins
out. The immediate and the obvious triumph over
the long-term and subtle. But although the choice
seems to have been made, the problem of choice
remains. There is a new cognition in the world. We
now know that there are long-term and subtle risks.
Once we did not. We now admit that other people
and future generations have rights. Once we did
not. This new knowledge has not had the power
to halt the use of DDT where life and health are
under severe threat, but it has had the effect of
blocking its use in many other parts of the world.
To put it simply, there are now two possible be-
haviors with respect to DDT:
-if it will solve a problem, use it
-even if it will solve a problem, don't use it
20. The second of these behaviors originates in the
new cognition, the new awareness of risks and
rights.
The DDT situation is simply an instance, a small
manifestation of the major cognitive revolution that
is now under way. But it is a representative one.
Many practices once essentially automatic, whose
benefits were assumed, are now questioned. They
are questioned because we know new things. We
know how to measure minute quantities. We know
that factors interconnect in complex ways. We know
166 Theory Into Practice
there are limits to the resources and carrying ca-
pacity of the planet. In the context of the new
cognition, action does not proceed automatically.
Calculations of advantage and disadvantage be-
come explicit and detailed. Choosing a course of
behavior becomes a more reasoned process. That
shift-from the automatic to the calculated-is a
very important expression of the cognitive revolu-
tion we are now experiencing.
That cognitive revolution involves a shift from
a pre-global to a global cognition. In the pre-global
stage, rational consideration of goals, methods, and
consequences tends to be limited to the near-the
near in time and social identity. The preoccupation
with the short-term and the neglect of the long-
term has been particularly characteristic of Western
industrial societies.
Pre-global cognition is characterized not only
21. by a constricted view of the future but by a relatively
simple theory of linkages between events, a linear
theory in which some things are causes and other
things are effects. This theory leads in its most
exaggerated and magical form to the conclusion
that conditions are the result of single causes,
sometimes personified. In primitive societies this is
the basis of witchcraft and ghost beliefs. In a so-
phisticated society like our own we have the recent
example of two presidents who employed the CIA
to locate the sinister foreign influence that must
surely have been the root cause of the antiwar
movement.
The emergent global cognition contrasts sharply
with the pre-global. Long-term consequences begin
to be considered. Linkages between events are
seen in the more complex light of systems theory.
Social goals and values are made explicit and vul-
nerable to challenge. And nations begin to note that
their interests and activities are not separable from
the interests and activities of others. Further, sys-
tematic attention is given to problems that tran-
scend the national, regional, or coalitional; human
problems. A global cognition has certainly not been
achieved. Pre-global forms of knowing continue to
orient much of human behavior. But the transition
is under way, driven by the convergent energies of
a variety of social movements.
In summary, we are in a period of transition,
moving from a pre-global to a global cognition.
Global cognition is characterized by new knowledge
of system interactions, by new knowledge in plan-
ning human action. As such, knowledge and its
22. rational use expands, human choices expand. An
awareness of this expanded range of choice con-
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stitutes an important dimension of a global per-
spective.
I have discussed five dimensions of a global
perspective. Are there more? I am tempted to be
waggish and say no, this is it, the final crystalline
truth. But of course there are more, as many more
as anyone cares to invent. Such dimensions are
inventions, constructs of the mind. This particular
set is just one assemblage, a collage of ideas
selected and shaped by one individual's proclivities
and prejudices. This is not to say there are not
real changes under way in human consciousness.
I am convinced there are and that they are in the
direction of something that can be called a global
perspective. But any particular description of that
phenomenon is properly suspect. Even this one
which is, by coincidence, my favorite.
Note: This essay is a summary of a more detailed
discussion of global perspectives by the author
available from Global Perspectives in Education,
218 East 18th St., New York, N.Y. 10003 at $2.00
per single copy. Bulk rates available on request.
23. ip
Volume XXI, Number 3 167
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Contentsimage 1image 2image 3image 4image 5image 6Issue
Table of ContentsTheory into Practice, Vol. 21, No. 3, Summer,
1982Front MatterThis IssueWhy Should American Education Be
Globalized? It's a Nonsensical Question [pp. 155 - 161]An
Attainable Global Perspective [pp. 162 - 167]Global Education
in the Classroom [pp. 168 - 176]A Community-Based Approach
to Global Education [pp. 177 - 183]Cross-Cultural Experiential
Learning for Teachers [pp. 184 - 192]The Meaning and Status
of International Studies in West-African Schools [pp. 193 -
199]The Global Awareness Survey: Implications for Teacher
Education [pp. 200 - 205]Teacher Training in Global
Perspectives Education: The Center for Teaching International
Relations [pp. 206 - 211]Developing a Global Dimension in
Teacher Education: The Florida International University
Experience [pp. 212 - 217]Education for International
Understanding: A View from Britain [pp. 218 - 223]Global
Education: A Report on Developments in Western Europe [pp.
224 - 227]Goals for Global Education [pp. 228 - 233]Back
Matter [pp. 234 - 236]