CSS 220 Module 9 Homework
Deliverable:
· Submit a separate Python file for each problem below.
· Submit an answer to the question in problem 2.
1. Complete the following Python program to compute the sum 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 recursively:
def sum(x):
# don’t forget your base case
# recursively compute and return
print(sum(10))
2. Revise the Fibonacci program from class so that it asks the user for which Fibonacci number he or she wants. Then use this value to instead in the program. Try out your program to compute the 10th, 20th, 30th and 40th Fibonacci numbers. Why does it take so much longer to computer the higher Fibonacci numbers?
3. We can determine how many digits a positive integer has by repeatedly dividing by 10 (without keeping the remainder) until the number is less than 10, consisting of only 1 digit. We add 1 to this value for each time we divided by 10. Here is the recursive algorithm:
1. If n < 10 return 1.
2. Otherwise, return 1 + the number of digits in n/10 (ignoring the fractional part).
Implement this recursive algorithm in Python and test it using three separate calls with the values 15, 105, and 15105. (HINT: Remember that if n is an integer (data type), n/10 will be an integer without the fractional part.)
UV1102
March 4, 2009
This technical note was written by Elizabeth A. Powell, Assistant Professor of Business Administration. Copyright
2007 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order
copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored
in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical,
photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
WRITING TO REFLECT:
MINDFUL LEADERSHIP IN THE FACE OF CHANGE
Most of us know that writing is a technology invented several millennia ago to aid memory,
but few consider how much writing—especially reflective writing—can aid creative and critical
thinking, particularly when leading organizational change. As Andrew Robinson has pointed out:
Writing is among the greatest inventions in human history, perhaps the greatest
invention, since it made history possible. Yet it is a skill most writers take for
granted.… As adults we seldom stop to think about the mental-cum-physical
process that turns our thoughts into symbols on a piece of paper.1
For anyone who is about to embark on organizational change, has the responsibility to lead it, or
needs to help others make sense of it, reflective writing can enhance and deepen your leadership
practice.
Low-tech as it was, writing initially solved a practical problem by rendering thoughts in a
permanent form, allowing them to be remembered at another point in time. Later, paper allowed
thoughts to be transmitted not only over time but also acro ...
This document provides a 10-step process for writing an excellent essay from beginning to end. It emphasizes that writing an essay is about developing sophisticated ideas on an important topic, rather than just formatting. Following the 10 steps and completing each one will result in an essay that is at least very good. The document explains that the primary reason for writing an essay is to formulate and organize an informed, coherent set of ideas, which is important for clear thinking. It then delves into various levels of resolution for writing essays, from individual words and sentences, to paragraphs, the overall essay, and how the reader and culture influence the essay. It stresses the importance of avoiding boredom and making the essay fascinating.
The document provides guidelines for writing decision memos. It explains that decision memos recommend a course of action on critical issues and must concisely convey complex information. The guidelines outline a 6-step process for writing decision memos: 1) analyze the audience and purpose, 2) generate ideas, 3) group information under headlines, 4) sequence ideas, 5) write a first draft, and 6) edit for clarity, conciseness, accuracy, visual design, and tone.
This document is an e-book from MindTools.com that provides guidance on improving communication skills. It covers five key areas: listening skills, report writing skills, presentation skills, email writing skills, and meeting management skills. For each area, it provides a self-assessment to evaluate one's current abilities, tips for improvement, and additional MindTools resources on the topic. The overall goal is to help readers enhance their communication effectiveness.
Writing Scared: How to Overcome the Perfectionism, Procrastination & Fatigue ...Ashley Sanders, Ph.D.
How do you overcome perfectionism, procrastination, and fatigue? Or more concerning, What do you do when you face writing anxiety that goes beyond “normal”? Based on personal experience, studies of post-traumatic stress recovery, and the work of University of Houston professor, Brené Brown, this webinar walks you through the issues underlying these common challenges. This presentation then offers practical how-to’s to overcome stressful or traumatic writing/feedback experiences to develop writing resilience and perseverance to achieve your potential.
This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
Dr. T.V. Rao explains several reasons why writing is an important part of his daily routine. Writing allows him to communicate ideas, stay engaged with current topics, and reflect on his life and profession as a teacher. It helps him process stress and pent-up emotions. Regular writing also helps him develop self-expression skills, structure his thoughts, monitor his progress towards goals, and find new ideas from interactions with others. Overall, writing provides therapeutic benefits and keeps him focused on continuous learning and improvement.
This document provides a 10-step process for writing an excellent essay from beginning to end. It emphasizes that writing an essay is about developing sophisticated ideas on an important topic, rather than just formatting. Following the 10 steps and completing each one will result in an essay that is at least very good. The document explains that the primary reason for writing an essay is to formulate and organize an informed, coherent set of ideas, which is important for clear thinking. It then delves into various levels of resolution for writing essays, from individual words and sentences, to paragraphs, the overall essay, and how the reader and culture influence the essay. It stresses the importance of avoiding boredom and making the essay fascinating.
The document provides guidelines for writing decision memos. It explains that decision memos recommend a course of action on critical issues and must concisely convey complex information. The guidelines outline a 6-step process for writing decision memos: 1) analyze the audience and purpose, 2) generate ideas, 3) group information under headlines, 4) sequence ideas, 5) write a first draft, and 6) edit for clarity, conciseness, accuracy, visual design, and tone.
This document is an e-book from MindTools.com that provides guidance on improving communication skills. It covers five key areas: listening skills, report writing skills, presentation skills, email writing skills, and meeting management skills. For each area, it provides a self-assessment to evaluate one's current abilities, tips for improvement, and additional MindTools resources on the topic. The overall goal is to help readers enhance their communication effectiveness.
Writing Scared: How to Overcome the Perfectionism, Procrastination & Fatigue ...Ashley Sanders, Ph.D.
How do you overcome perfectionism, procrastination, and fatigue? Or more concerning, What do you do when you face writing anxiety that goes beyond “normal”? Based on personal experience, studies of post-traumatic stress recovery, and the work of University of Houston professor, Brené Brown, this webinar walks you through the issues underlying these common challenges. This presentation then offers practical how-to’s to overcome stressful or traumatic writing/feedback experiences to develop writing resilience and perseverance to achieve your potential.
This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
Dr. T.V. Rao explains several reasons why writing is an important part of his daily routine. Writing allows him to communicate ideas, stay engaged with current topics, and reflect on his life and profession as a teacher. It helps him process stress and pent-up emotions. Regular writing also helps him develop self-expression skills, structure his thoughts, monitor his progress towards goals, and find new ideas from interactions with others. Overall, writing provides therapeutic benefits and keeps him focused on continuous learning and improvement.
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
15WRITE TO ACCOMPLISH GOALS2Communication is a skilAnastaciaShadelb
15
WRITE TO
ACCOMPLISH GOALS2
Communication is a skill you can learn. It’s like riding a
bicycle or typing. If you’re willing to work at it, you can rap-
idly improve the quality of every part of your life.
—Richard Branson, founder, Virgin Group
Yes, it’s how to get things done, open doors and connect with people and immediate opportunities. But effective writing
does far more than accomplish the goal of the moment: It’s a
powerful tool for achieving your long-range ambitions, a tool
to use consciously.
From e-mails to proposals to blogs to résumés, every mes-
sage offers a chance to build toward your future. The better
your writing, the more you succeed. Writing gives you one of
the best ways to showcase your strengths and demonstrate your
value. In the digital age it’s a key tool for building and sustaining good relationships.
This chapter gives you a framework for planning all your documents and making the
right decisions about content, structure and style.
HOW AND WHY TO PLAN YOUR MESSAGES
Successful writers don’t just plunge into any written communication—first, they plan. And
always, they begin with two questions that guide them through every decision.
Question 1: What’s my goal? What do I want?
Question 2: Who—exactly—is the audience: the person or group I’m writing to?
When you define your goal and consider your reader, it becomes much easier to figure
out the content—the facts, ideas or arguments that will produce the results you want. And
when you systematically determine content, organizing your message becomes a more natu-
ral process. So does choosing the right language and tone.
LEARN HOW TO . . .
• View writing as a strategic tool
• Communicate based on goals
• Frame messages for your
audiences
• Manage differences in
perspective
• Write to groups, gatekeepers
and the universe
Do
no
t c
op
y p
os
t o
r d
ist
rib
ute
16 Part I • How to Communicate in Writing
Whether writing an e-mail, profile, report or speech, professional writers base their approach
on how the factors of goal and audience intersect. Thinking this way may mean spending more
time up front than you’re used to. However, you save the time that you might otherwise spend
floundering around for what to say and how to say it. Moreover, if you plan first, your results are
so much better—immediately—that you won’t begrudge the thinking time.
But why does even a “simple” e-mail merit such thought?
Perhaps you’ve wished you could un-click Send after delivering one of these:
• a carelessly written message to a superior or colleague that is forwarded right up the
company ladder
• an embarrassing private e-mail to a friend that was widely circulated
• a badly executed cover letter that showed up on the Internet as a laughable
example
• a message meant for one person that mistakenly reached a whole group, or someone
who particularly should not have seen it, like a competitor
The consequences can be dire. Remem ...
15WRITE TO ACCOMPLISH GOALS2Communication is a skilKiyokoSlagleis
15
WRITE TO
ACCOMPLISH GOALS2
Communication is a skill you can learn. It’s like riding a
bicycle or typing. If you’re willing to work at it, you can rap-
idly improve the quality of every part of your life.
—Richard Branson, founder, Virgin Group
Yes, it’s how to get things done, open doors and connect with people and immediate opportunities. But effective writing
does far more than accomplish the goal of the moment: It’s a
powerful tool for achieving your long-range ambitions, a tool
to use consciously.
From e-mails to proposals to blogs to résumés, every mes-
sage offers a chance to build toward your future. The better
your writing, the more you succeed. Writing gives you one of
the best ways to showcase your strengths and demonstrate your
value. In the digital age it’s a key tool for building and sustaining good relationships.
This chapter gives you a framework for planning all your documents and making the
right decisions about content, structure and style.
HOW AND WHY TO PLAN YOUR MESSAGES
Successful writers don’t just plunge into any written communication—first, they plan. And
always, they begin with two questions that guide them through every decision.
Question 1: What’s my goal? What do I want?
Question 2: Who—exactly—is the audience: the person or group I’m writing to?
When you define your goal and consider your reader, it becomes much easier to figure
out the content—the facts, ideas or arguments that will produce the results you want. And
when you systematically determine content, organizing your message becomes a more natu-
ral process. So does choosing the right language and tone.
LEARN HOW TO . . .
• View writing as a strategic tool
• Communicate based on goals
• Frame messages for your
audiences
• Manage differences in
perspective
• Write to groups, gatekeepers
and the universe
Do
no
t c
op
y p
os
t o
r d
ist
rib
ute
16 Part I • How to Communicate in Writing
Whether writing an e-mail, profile, report or speech, professional writers base their approach
on how the factors of goal and audience intersect. Thinking this way may mean spending more
time up front than you’re used to. However, you save the time that you might otherwise spend
floundering around for what to say and how to say it. Moreover, if you plan first, your results are
so much better—immediately—that you won’t begrudge the thinking time.
But why does even a “simple” e-mail merit such thought?
Perhaps you’ve wished you could un-click Send after delivering one of these:
• a carelessly written message to a superior or colleague that is forwarded right up the
company ladder
• an embarrassing private e-mail to a friend that was widely circulated
• a badly executed cover letter that showed up on the Internet as a laughable
example
• a message meant for one person that mistakenly reached a whole group, or someone
who particularly should not have seen it, like a competitor
The consequences can be dire. Remem ...
The document discusses the basics of effective interpersonal communication. It covers key topics such as the four facets of communication including sender, receiver, information, and behavior. It also discusses shared symbols and how the intended meaning can differ from the received meaning. The document explores why and how people communicate, choosing the appropriate communication medium, barriers to communication, sharing ideas, getting good information, listening skills, and asking questions.
The document discusses the basics of effective interpersonal communication. It defines communication and identifies its four key facets: sender, receiver, information, and behavior. It also discusses barriers to communication such as unclear processes and personal limitations. Additionally, the document presents models and best practices for communication skills like giving feedback, sharing ideas, listening actively, and choosing an appropriate communication medium. Body language and its influence on message delivery is also addressed.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
The document discusses the importance of writing skills for participation in society. It is necessary to learn to write in order to communicate important information through messages and online searches. Education also requires strong writing abilities. The process of writing involves planning, drafting, editing by reflecting and revising, and a final revision. There are different types of texts that serve different goals, such as recounting personal experiences, telling stories, giving descriptions or instructions, and arguing or persuading. Writing differs from speaking in that it is permanent, allows for more planning and reflection, follows grammatical rules, and can be edited before being shared.
This document provides an overview of the design thinking process, focusing on the Empathize, Define, and Ideate modes.
The Empathize mode involves understanding users through observation and engagement to gain insights about their needs, behaviors, and perspectives. In the Define mode, insights are synthesized to craft a problem statement called a point of view that frames the design challenge. Finally, the Ideate mode is about generating a wide range of solution concepts by combining user understanding with imagination.
Professional ethics are important for employees to focus solely on their work and contribute fully to their organization's success. This involves putting one's heart and soul into the job without distraction. It is also important for employees to think of themselves as an integral part of the organization and strive to help it function successfully. Professional ethics are needed to maintain a productive work environment.
The document provides guidance on how to write a good research paper. It recommends identifying a clear problem and idea, stating contributions upfront, using examples to convey the idea, providing evidence to support claims, acknowledging related work, collaborating with others, and responding openly to feedback in order to improve the paper. The goal is to effectively communicate the main idea from the author's mind to the reader's mind.
This document provides an overview of effective interpersonal communication skills. It discusses the basics of communication including definitions, components of communication like sender, receiver and message, and barriers. It also covers topics like choosing the appropriate communication medium, sharing ideas, getting information from others, and listening skills. The overall goal is to help anyone improve their verbal and non-verbal communication abilities for workplace success.
Mind mapping your way to a better careerElsa von Licy
The document discusses the benefits of mind mapping for career development and learning. It explains that mind mapping uses visual representations and colors to integrate the brain's learning skills in a way that enhances creativity, memory, and clarity of thought. The mind mapping process involves starting with a central topic and branching out related ideas. It can be used to take more effective notes, structure meetings and presentations, and manage various aspects of life. Overall, mind mapping reflects the natural architecture of the brain to allow for rapid exploration of ideas while maintaining focus on a central issue.
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The document provides guidance on effective business writing and presentations. It discusses writing concisely, clearly, accurately and briefly. It emphasizes the importance of planning, considering the audience, and revising for reader friendliness. Effective communication requires understanding the reader's perspective rather than assuming they have the same expertise as the writer.
This document summarizes a presentation on mastering workplace performance. The presentation covers:
- The principles of productivity and how to combine personal working styles with company culture for success.
- Setting the stage for more productive days by knowing personal needs and how to plan.
- Engaging others to improve their productivity through managing meetings, expectations, and results.
- Effective time management techniques, including 5 tools and techniques to get more done faster with less effort.
- Assessing progress and enhancing structure through tracking resource management for measurable results.
- Building an accountability program by identifying a workplace performance goal and planning for implementation.
Order #155610887 (status writer assigned) no title. just follow tssuser562afc1
The document provides instructions for a 5-page memorandum addressing the mayor of Rawson on a policy issue. It includes 5 files attached with guidelines and source materials. The memorandum is due October 2nd at 4:00 PM and must be in APA format, double spaced, with 1375 words and use a minimum of 7 sources. It should follow the instructions and guidelines provided in the attached files to write the memorandum as a policy brief for the mayor.
PROBLEM Suppose a manager for X Corporation is having a hard time.docxbriancrawford30935
PROBLEM: Suppose a manager for X Corporation is having a hard time keeping employees. The company is striving to be an industry leader in consumer products and packaging, appealing to the millennial consumer, across the globe. As a UD intern, you suggest X Corporation implements an assessment of ability and/or personality to screen applicants better. Your manager sets your to work, exploring different ability assessments tied in with the job application process.
For this one-page paper, you will explore the hiring practice of multinational corporation Procter and Gamble (which we will say is a competitor to X Corporation!)
1. Go to the website: http://us.pgcareers.com/ Explore opportunities. What internship or co-op might be appropriate for you? Select a specific opportunity.
2. Then, explore their hiring process: http://pgcareers.com/apply/our-hiring-process/
3. What are their assessments?
4.Take the reasoning practice test. Make sure you time yourself, and truly test yourself. How did you do? What are your strengths and weaknesses?
4. Explore ways in which you can improve your score. What options are available on the internet?
5. (Consider actually applying to an internship at P&G. If you do an complete any assessments, please share your results.)
6. Do you think these are fair assessments of one's ability to work at that environment? Why? Why not? Prepare a one-page report for your "supervisor" where you share your results, and persuade him/her to/not to implement an applicant screening process.
Again, this should be a ONE PAGE paper, single spaced, with sources cited and electronically linked.
20% of your grade will be howprofessionallyyou present your paper, with visual interest.
Department of Philosophy
Florida Atlantic University
Rev. 7-17
1
Essay Writing for this Course
Classes in the Humanities all plan, in some way, to help you develop your writing skills. Many careers you might pursue are heavily
dependent upon your ability to argue your point of view.
We all know everyone has a point of view and has the right to express that view in a socially recognizable manner, and many important
issues on which we have an opinion require far more than 140 characters to be expressed effectively. That is why we still study the
essay form of writing in Humanities courses. The essay is a form of writing that reaches back to 1580, when French philosopher
Michele de Montaigne first published his Essays on topics such as “Of the Custom of Wearing Clothes,” “Of Cannibals,” and “Of the
Inconvenience of Greatness.” Montaigne’s object was to express himself to people he would never meet through his writing. When
you can express yourself in a way that any person who might pick up your paper will easily understand you, writing can make you
influential among colleagues and fellow members of your community.
We all ‘know how to write,’ but there is a mile of difference between being able to write a 5-sentence profile de.
This document provides a summary of the chapters in a book about the silent language of leaders and how body language can help or hurt leadership. It discusses how small gestures can have a big impact on audiences and perceptions. The chapters will cover topics like using body language in negotiations, leading change, encouraging collaboration both in-person and virtually, differences between male and female leadership styles, communicating cross-culturally, and how future generations of workers and technology will shape leadership. The goal is to help leaders understand how body language influences interactions and perceptions so they can communicate more effectively.
This document provides a summary of the chapters in a book about the silent language of leaders and how body language can help or hurt leadership. The chapters discuss topics such as reading body language, negotiating skills, leading change, encouraging collaboration, communicating virtually and in-person, differences between male and female leadership styles, working with global teams, international body language norms, and the future of leadership as new generations enter the workforce. The book argues that understanding body language will be an increasingly important skill for effective leadership.
Introduction Ideally, program andor policy interventio.docxMargenePurnell14
Introduction Ideally, program and/or policy interventions must seek to address an identified challenge/gap in a given sector/segment of society (McDavid & Hawthorn, 2013). To enable stakeholders make informed decisions on what program/policy choices to make there is the need for information and such information can be gathered through a process known as evaluation – the outcome of an evaluation process creates/provides information and this information influences policy choices and/or programmatic interventions (McDavid & Hawthorn, 2013). In this post, I briefly describe the Mentoring Gang Involved-Youth Project with is being implemented by Roca Inc, a Massachusetts-based nonprofit working with young male adults from Boston, Chelsea, and Springfield Massachusetts. I also explain the type of evaluation employed in evaluating the Project and the kind of data used for the evaluation and I indicate whether comparisons were used. Description of the project According to the Justice Center: Council of State Governments (2012), the Mentoring-gang Involved-Youth Project, targets young male adults between the ages of 17 and 24 who are suffering from substance abuse and are in detention. The primary objective of the Project is to reduce incarceration rates and enhance the ability of participants to retain employment (Roca, 2016). Under the Project, it is recognized that participants lack healthy relationships that will help them say away from criminal and/or antisocial behavior hence under the program three types of mentoring support are offered (Justice Center: Council of State Governments, 2012). The Justice Center: Council of State Governments (2012) informs its readers that mentoring support, under the Project, extends to supporting participants get jobs and remain employed. The project proceeds under the philosophy that keeping participants occurred by positive activities steers them away from antisocial criminal behavior (Justice Center: Council of State Governments, 2012). Some of the mentors under the Project have served jail time and successfully reintegrated into the community and are deemed to be role models hence using them to mentor participants is seen as offering participants with real life examples of persons who were just like them and have managed to emancipate themselves from the hands of criminal/antisocial conduct and are living better lives. Cognitive-restructuring is the objective of the Project and it seeks to achieve this through skills development and behavioral change for/of participants (Roca, 2016). Where this Project successfully restructures the cognitive behavior of participants and they acquire skills and get employment, their economic situation will change and this will translate into economic development. According to Roca (2016) the Project runs for four years - the first two years focus on inculcating into participants behavioral change whilst the remaining period focuses on sustaining the positive ch.
INTRO TO PUBLIC ADMINISTRATIONCase Study 11 Who Brought Bern.docxMargenePurnell14
INTRO TO PUBLIC ADMINISTRATION
Case Study 11: Who Brought Bernadine Healy Down? Case Study 11: Who Brought Bernadine Healy Down? Questions for Case study 11 1.Identify and discuss the public service culture present in the case and explain why Wise argue that public service motivation is found more in the government than in private sector. 2.Discuss if the Healy’s motivation for accepting the Red Cross presidency is in line with the public service motives? 3.Discuss what the case study indicates about the modern complexities of professional personnel in the public setting? 4.Does the Wise reading offer some specific answers to contemporary problems of public personnel motivation? If so, how?
.
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This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
15WRITE TO ACCOMPLISH GOALS2Communication is a skilAnastaciaShadelb
15
WRITE TO
ACCOMPLISH GOALS2
Communication is a skill you can learn. It’s like riding a
bicycle or typing. If you’re willing to work at it, you can rap-
idly improve the quality of every part of your life.
—Richard Branson, founder, Virgin Group
Yes, it’s how to get things done, open doors and connect with people and immediate opportunities. But effective writing
does far more than accomplish the goal of the moment: It’s a
powerful tool for achieving your long-range ambitions, a tool
to use consciously.
From e-mails to proposals to blogs to résumés, every mes-
sage offers a chance to build toward your future. The better
your writing, the more you succeed. Writing gives you one of
the best ways to showcase your strengths and demonstrate your
value. In the digital age it’s a key tool for building and sustaining good relationships.
This chapter gives you a framework for planning all your documents and making the
right decisions about content, structure and style.
HOW AND WHY TO PLAN YOUR MESSAGES
Successful writers don’t just plunge into any written communication—first, they plan. And
always, they begin with two questions that guide them through every decision.
Question 1: What’s my goal? What do I want?
Question 2: Who—exactly—is the audience: the person or group I’m writing to?
When you define your goal and consider your reader, it becomes much easier to figure
out the content—the facts, ideas or arguments that will produce the results you want. And
when you systematically determine content, organizing your message becomes a more natu-
ral process. So does choosing the right language and tone.
LEARN HOW TO . . .
• View writing as a strategic tool
• Communicate based on goals
• Frame messages for your
audiences
• Manage differences in
perspective
• Write to groups, gatekeepers
and the universe
Do
no
t c
op
y p
os
t o
r d
ist
rib
ute
16 Part I • How to Communicate in Writing
Whether writing an e-mail, profile, report or speech, professional writers base their approach
on how the factors of goal and audience intersect. Thinking this way may mean spending more
time up front than you’re used to. However, you save the time that you might otherwise spend
floundering around for what to say and how to say it. Moreover, if you plan first, your results are
so much better—immediately—that you won’t begrudge the thinking time.
But why does even a “simple” e-mail merit such thought?
Perhaps you’ve wished you could un-click Send after delivering one of these:
• a carelessly written message to a superior or colleague that is forwarded right up the
company ladder
• an embarrassing private e-mail to a friend that was widely circulated
• a badly executed cover letter that showed up on the Internet as a laughable
example
• a message meant for one person that mistakenly reached a whole group, or someone
who particularly should not have seen it, like a competitor
The consequences can be dire. Remem ...
15WRITE TO ACCOMPLISH GOALS2Communication is a skilKiyokoSlagleis
15
WRITE TO
ACCOMPLISH GOALS2
Communication is a skill you can learn. It’s like riding a
bicycle or typing. If you’re willing to work at it, you can rap-
idly improve the quality of every part of your life.
—Richard Branson, founder, Virgin Group
Yes, it’s how to get things done, open doors and connect with people and immediate opportunities. But effective writing
does far more than accomplish the goal of the moment: It’s a
powerful tool for achieving your long-range ambitions, a tool
to use consciously.
From e-mails to proposals to blogs to résumés, every mes-
sage offers a chance to build toward your future. The better
your writing, the more you succeed. Writing gives you one of
the best ways to showcase your strengths and demonstrate your
value. In the digital age it’s a key tool for building and sustaining good relationships.
This chapter gives you a framework for planning all your documents and making the
right decisions about content, structure and style.
HOW AND WHY TO PLAN YOUR MESSAGES
Successful writers don’t just plunge into any written communication—first, they plan. And
always, they begin with two questions that guide them through every decision.
Question 1: What’s my goal? What do I want?
Question 2: Who—exactly—is the audience: the person or group I’m writing to?
When you define your goal and consider your reader, it becomes much easier to figure
out the content—the facts, ideas or arguments that will produce the results you want. And
when you systematically determine content, organizing your message becomes a more natu-
ral process. So does choosing the right language and tone.
LEARN HOW TO . . .
• View writing as a strategic tool
• Communicate based on goals
• Frame messages for your
audiences
• Manage differences in
perspective
• Write to groups, gatekeepers
and the universe
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16 Part I • How to Communicate in Writing
Whether writing an e-mail, profile, report or speech, professional writers base their approach
on how the factors of goal and audience intersect. Thinking this way may mean spending more
time up front than you’re used to. However, you save the time that you might otherwise spend
floundering around for what to say and how to say it. Moreover, if you plan first, your results are
so much better—immediately—that you won’t begrudge the thinking time.
But why does even a “simple” e-mail merit such thought?
Perhaps you’ve wished you could un-click Send after delivering one of these:
• a carelessly written message to a superior or colleague that is forwarded right up the
company ladder
• an embarrassing private e-mail to a friend that was widely circulated
• a badly executed cover letter that showed up on the Internet as a laughable
example
• a message meant for one person that mistakenly reached a whole group, or someone
who particularly should not have seen it, like a competitor
The consequences can be dire. Remem ...
The document discusses the basics of effective interpersonal communication. It covers key topics such as the four facets of communication including sender, receiver, information, and behavior. It also discusses shared symbols and how the intended meaning can differ from the received meaning. The document explores why and how people communicate, choosing the appropriate communication medium, barriers to communication, sharing ideas, getting good information, listening skills, and asking questions.
The document discusses the basics of effective interpersonal communication. It defines communication and identifies its four key facets: sender, receiver, information, and behavior. It also discusses barriers to communication such as unclear processes and personal limitations. Additionally, the document presents models and best practices for communication skills like giving feedback, sharing ideas, listening actively, and choosing an appropriate communication medium. Body language and its influence on message delivery is also addressed.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
The document discusses the importance of writing skills for participation in society. It is necessary to learn to write in order to communicate important information through messages and online searches. Education also requires strong writing abilities. The process of writing involves planning, drafting, editing by reflecting and revising, and a final revision. There are different types of texts that serve different goals, such as recounting personal experiences, telling stories, giving descriptions or instructions, and arguing or persuading. Writing differs from speaking in that it is permanent, allows for more planning and reflection, follows grammatical rules, and can be edited before being shared.
This document provides an overview of the design thinking process, focusing on the Empathize, Define, and Ideate modes.
The Empathize mode involves understanding users through observation and engagement to gain insights about their needs, behaviors, and perspectives. In the Define mode, insights are synthesized to craft a problem statement called a point of view that frames the design challenge. Finally, the Ideate mode is about generating a wide range of solution concepts by combining user understanding with imagination.
Professional ethics are important for employees to focus solely on their work and contribute fully to their organization's success. This involves putting one's heart and soul into the job without distraction. It is also important for employees to think of themselves as an integral part of the organization and strive to help it function successfully. Professional ethics are needed to maintain a productive work environment.
The document provides guidance on how to write a good research paper. It recommends identifying a clear problem and idea, stating contributions upfront, using examples to convey the idea, providing evidence to support claims, acknowledging related work, collaborating with others, and responding openly to feedback in order to improve the paper. The goal is to effectively communicate the main idea from the author's mind to the reader's mind.
This document provides an overview of effective interpersonal communication skills. It discusses the basics of communication including definitions, components of communication like sender, receiver and message, and barriers. It also covers topics like choosing the appropriate communication medium, sharing ideas, getting information from others, and listening skills. The overall goal is to help anyone improve their verbal and non-verbal communication abilities for workplace success.
Mind mapping your way to a better careerElsa von Licy
The document discusses the benefits of mind mapping for career development and learning. It explains that mind mapping uses visual representations and colors to integrate the brain's learning skills in a way that enhances creativity, memory, and clarity of thought. The mind mapping process involves starting with a central topic and branching out related ideas. It can be used to take more effective notes, structure meetings and presentations, and manage various aspects of life. Overall, mind mapping reflects the natural architecture of the brain to allow for rapid exploration of ideas while maintaining focus on a central issue.
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The document provides guidance on effective business writing and presentations. It discusses writing concisely, clearly, accurately and briefly. It emphasizes the importance of planning, considering the audience, and revising for reader friendliness. Effective communication requires understanding the reader's perspective rather than assuming they have the same expertise as the writer.
This document summarizes a presentation on mastering workplace performance. The presentation covers:
- The principles of productivity and how to combine personal working styles with company culture for success.
- Setting the stage for more productive days by knowing personal needs and how to plan.
- Engaging others to improve their productivity through managing meetings, expectations, and results.
- Effective time management techniques, including 5 tools and techniques to get more done faster with less effort.
- Assessing progress and enhancing structure through tracking resource management for measurable results.
- Building an accountability program by identifying a workplace performance goal and planning for implementation.
Order #155610887 (status writer assigned) no title. just follow tssuser562afc1
The document provides instructions for a 5-page memorandum addressing the mayor of Rawson on a policy issue. It includes 5 files attached with guidelines and source materials. The memorandum is due October 2nd at 4:00 PM and must be in APA format, double spaced, with 1375 words and use a minimum of 7 sources. It should follow the instructions and guidelines provided in the attached files to write the memorandum as a policy brief for the mayor.
PROBLEM Suppose a manager for X Corporation is having a hard time.docxbriancrawford30935
PROBLEM: Suppose a manager for X Corporation is having a hard time keeping employees. The company is striving to be an industry leader in consumer products and packaging, appealing to the millennial consumer, across the globe. As a UD intern, you suggest X Corporation implements an assessment of ability and/or personality to screen applicants better. Your manager sets your to work, exploring different ability assessments tied in with the job application process.
For this one-page paper, you will explore the hiring practice of multinational corporation Procter and Gamble (which we will say is a competitor to X Corporation!)
1. Go to the website: http://us.pgcareers.com/ Explore opportunities. What internship or co-op might be appropriate for you? Select a specific opportunity.
2. Then, explore their hiring process: http://pgcareers.com/apply/our-hiring-process/
3. What are their assessments?
4.Take the reasoning practice test. Make sure you time yourself, and truly test yourself. How did you do? What are your strengths and weaknesses?
4. Explore ways in which you can improve your score. What options are available on the internet?
5. (Consider actually applying to an internship at P&G. If you do an complete any assessments, please share your results.)
6. Do you think these are fair assessments of one's ability to work at that environment? Why? Why not? Prepare a one-page report for your "supervisor" where you share your results, and persuade him/her to/not to implement an applicant screening process.
Again, this should be a ONE PAGE paper, single spaced, with sources cited and electronically linked.
20% of your grade will be howprofessionallyyou present your paper, with visual interest.
Department of Philosophy
Florida Atlantic University
Rev. 7-17
1
Essay Writing for this Course
Classes in the Humanities all plan, in some way, to help you develop your writing skills. Many careers you might pursue are heavily
dependent upon your ability to argue your point of view.
We all know everyone has a point of view and has the right to express that view in a socially recognizable manner, and many important
issues on which we have an opinion require far more than 140 characters to be expressed effectively. That is why we still study the
essay form of writing in Humanities courses. The essay is a form of writing that reaches back to 1580, when French philosopher
Michele de Montaigne first published his Essays on topics such as “Of the Custom of Wearing Clothes,” “Of Cannibals,” and “Of the
Inconvenience of Greatness.” Montaigne’s object was to express himself to people he would never meet through his writing. When
you can express yourself in a way that any person who might pick up your paper will easily understand you, writing can make you
influential among colleagues and fellow members of your community.
We all ‘know how to write,’ but there is a mile of difference between being able to write a 5-sentence profile de.
This document provides a summary of the chapters in a book about the silent language of leaders and how body language can help or hurt leadership. It discusses how small gestures can have a big impact on audiences and perceptions. The chapters will cover topics like using body language in negotiations, leading change, encouraging collaboration both in-person and virtually, differences between male and female leadership styles, communicating cross-culturally, and how future generations of workers and technology will shape leadership. The goal is to help leaders understand how body language influences interactions and perceptions so they can communicate more effectively.
This document provides a summary of the chapters in a book about the silent language of leaders and how body language can help or hurt leadership. The chapters discuss topics such as reading body language, negotiating skills, leading change, encouraging collaboration, communicating virtually and in-person, differences between male and female leadership styles, working with global teams, international body language norms, and the future of leadership as new generations enter the workforce. The book argues that understanding body language will be an increasingly important skill for effective leadership.
Similar to CSS 220 Module 9 HomeworkDeliverable · Submit a separ (20)
Introduction Ideally, program andor policy interventio.docxMargenePurnell14
Introduction Ideally, program and/or policy interventions must seek to address an identified challenge/gap in a given sector/segment of society (McDavid & Hawthorn, 2013). To enable stakeholders make informed decisions on what program/policy choices to make there is the need for information and such information can be gathered through a process known as evaluation – the outcome of an evaluation process creates/provides information and this information influences policy choices and/or programmatic interventions (McDavid & Hawthorn, 2013). In this post, I briefly describe the Mentoring Gang Involved-Youth Project with is being implemented by Roca Inc, a Massachusetts-based nonprofit working with young male adults from Boston, Chelsea, and Springfield Massachusetts. I also explain the type of evaluation employed in evaluating the Project and the kind of data used for the evaluation and I indicate whether comparisons were used. Description of the project According to the Justice Center: Council of State Governments (2012), the Mentoring-gang Involved-Youth Project, targets young male adults between the ages of 17 and 24 who are suffering from substance abuse and are in detention. The primary objective of the Project is to reduce incarceration rates and enhance the ability of participants to retain employment (Roca, 2016). Under the Project, it is recognized that participants lack healthy relationships that will help them say away from criminal and/or antisocial behavior hence under the program three types of mentoring support are offered (Justice Center: Council of State Governments, 2012). The Justice Center: Council of State Governments (2012) informs its readers that mentoring support, under the Project, extends to supporting participants get jobs and remain employed. The project proceeds under the philosophy that keeping participants occurred by positive activities steers them away from antisocial criminal behavior (Justice Center: Council of State Governments, 2012). Some of the mentors under the Project have served jail time and successfully reintegrated into the community and are deemed to be role models hence using them to mentor participants is seen as offering participants with real life examples of persons who were just like them and have managed to emancipate themselves from the hands of criminal/antisocial conduct and are living better lives. Cognitive-restructuring is the objective of the Project and it seeks to achieve this through skills development and behavioral change for/of participants (Roca, 2016). Where this Project successfully restructures the cognitive behavior of participants and they acquire skills and get employment, their economic situation will change and this will translate into economic development. According to Roca (2016) the Project runs for four years - the first two years focus on inculcating into participants behavioral change whilst the remaining period focuses on sustaining the positive ch.
INTRO TO PUBLIC ADMINISTRATIONCase Study 11 Who Brought Bern.docxMargenePurnell14
INTRO TO PUBLIC ADMINISTRATION
Case Study 11: Who Brought Bernadine Healy Down? Case Study 11: Who Brought Bernadine Healy Down? Questions for Case study 11 1.Identify and discuss the public service culture present in the case and explain why Wise argue that public service motivation is found more in the government than in private sector. 2.Discuss if the Healy’s motivation for accepting the Red Cross presidency is in line with the public service motives? 3.Discuss what the case study indicates about the modern complexities of professional personnel in the public setting? 4.Does the Wise reading offer some specific answers to contemporary problems of public personnel motivation? If so, how?
.
Introduction
GDD’s Results
Candidate’s Results
GDD/ Candidates Comparison
Recommendation
Purpose:
In the first assignment, students are given a scenario about Global Delivery Direct (GDD), a Norfolk, England medium-sized global delivery company that was started in 1968 by four college friends. . The purpose of this exercise is to see if you can identify the GDD leader in the potential candidates that will be hired to lead the new boutique services department.
Outcome Met by Completing This Assignment
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
Background:
Andrew Rockfish and the other owners have been looking for a competitive edge in the North American market that will translate well to the other divisions. A recent meeting of the owners resulted in the decision to target business organizations with custom services. The decision stems from recent feedback from customers that revealed that for GDD to anticipate the needs of their clients, suppliers and service vendors, the company needed to decrease the turnaround time in delivery and mailing of small packages and letters. Rockfish has decided to offer “boutique” services to its business customers. Catering to businesses will allow GDD to provide personal services that Fed Ex and UPS cannot offer. Customizing the services will allow GDD to increase prices while creating a new niche in the market. It was decided that the initial roll out of this idea would start in the US where an imminent threat from competition lies. Rockfish was on board with this idea and began a campaign among the rest of the company to find ideas that would help to encourage the new ‘Business First” strategic plan.
In response, a sales manager from the mid-west sales team brought this idea from their brainstorming session for Rockfish’s consideration. The sales manager proposed creating several mobile packing stores to bring customer service to businesses directly. GDD would not just pick up and deliver but they would also package. This model could be viewed as an UPS store on wheels. The team got the idea from a local delivery service that started a similar business as a Mail Store on Wheels and it seemed to be doing well. The mail company has five “Mail on Wheels” trucks and focuses on taking small business, not individuals away from the three local UPS and Kinko stores. After a financial review of the company, Rockfish decided to buy the business.
The mail business was started by a young entrepreneur, Adrian Cheng, who ran the business with the philosophy that “customers always get the best of our time and service”. Personal service, friendliness, and as much time as it takes to make the customer happy, was part of the mission statement. Employees were casually dressed and had no deadlines except those given by the customer. Cheng had about 45 employees and ran both.
IntroductionDefine the individual client or community populati.docxMargenePurnell14
Introduction
Define the individual client or community population.
This should be about 1-2 paragraphs that identify the client (or the organization).
In this section, for an A paper
, you will address the following elements:
Introduces the client or community population for whom the treatment or service plan is being developed,
Include cultural or diversity issues; also
Include the role of the social worker in supporting the client or population.
Include at least one reference that defines the importance of cultural sensitivity and the role of the social worker working with a client or organization.
Identified Issue/Situation
Describe the situation to be addressed that was identified by the client or the organization
In this section, for an A paper
, you will address the following elements:
Define the identifying issue, situation, or problem in a way that reflects client or community agency,
Discuss the cultural or diversity issues inherent in the client or community situation, and Reflects the interaction between the social worker and the client or community.
Include supporting literature from the course text or other related source.
Problem Statement
How did the client or the organization state the problem?
This should correspond to the Problem statement on the ASI Treatment Plan Template
Goals/Objectives to be Achieved
This should correspond to the Goals section of the ASI Treatment Plan Template.
In this section, for an A paper
, you will address the following elements:
Creates clearly defined objectives and goals with measurable outcomes that reflect the interaction between the social worker and the client or community.
Include literature that discusses how to define objectives and goals with measurable outcomes.
State the goals in measurable terms.
For example, “The client states a desire to quit smoking.” Or “The client states a desire to exercise more often.”
Measurable Goals
For example, the client who wants to quit smoking.
Measurable goals might be: To obtain a prescription for a nicotine patch by XXX date; to go for 3 days without a cigarette starting on XXX DATE; to call a hypnotherapist and find out about how to use hypnotherapy for changing cravings to smoke.”
Each goal should have a target completion date.
Interventions
Describe what the counselor will do to assist the client with achieving the defined goals.
Participation in Treatment Planning Process
What actions will the client (or organization) do to be involved in the plan of action?
Participation of Others in Goals and Plans
Who will the client (or organization) use to support their goals?
Indicators of Successful Completion
How will the client and counselor (or organization and manager) know that successful completion has occurred?
Parallels between Individual Treatment Plans
and Organizational Plans
Describe how an organizational plan would be the same or different from an individual treatment plan.
This is to .
Introduction to Public SpeakingWeek 6 AssignmentIn.docxMargenePurnell14
Introduction to Public Speaking
Week 6 Assignment
Informative Speech
It’s time to take what you've learned from all of your prior presentations and add an element of research to create your Informative Speech. You have to be cautious when choosing an Informative topic, as it’s easy to confuse the Informative Speech and a Persuasive Speech as the same thing. However an Informative Speech JUST provides information. The most basic informative speech is the kind that teaches us (much in the way the Demonstration Speech taught us) something detailed about a topic with which we are already familiar. For instance, we know George Washington was our first President, but a lot of people don't know much about his life prior to the military or serving in office. That would make for an interesting Informative Speech.
With an informative Speech, you’ll want to establish credibility by referencing and citing your materials. For example: "In the July 13, 2007 edition of the New York Times, John Smith said that George Washington suffered from depression as a young boy." It is critical that you discuss where you found your information in order to maintain your credibility.
A few parameters:
1. Your speech should be 5-10 minutes in length.
2. Feel free to incorporate visual aids. This is not mandatory, but it makes for a better presentation, as we learned last week.
3. Cite a minimum of two different sources for your materials. Do NOT use Wikipedia as a source. Please copy and paste these sources into the ‘comments’ area when submitting or submit as a paper. I will evaluate your sources.
4. Be sure to have a good introduction, a body that contains at least three main points (with appropriate supporting evidence) and a conclusion that appropriately wraps everything up.
As always, you may draft your speech word for word, but be very careful not to simply read from your paper! We want eye contact and emotion! Good luck with this assignment and have fun!
.
Introduction about topic Intelligence phaseWhat is the .docxMargenePurnell14
Introduction about topic
Intelligence phase
:
What is the problem (opportunity)
Classify the problem (opportunity)
structurt ,unstructuer ,semi structur
i think our search structure
Decompose the problem (opportunity).
The effects of noise on student performance
The effects of temprutur on student performance
The effects of light on student performance
.
Introduction A short summary is provided on the case subject and.docxMargenePurnell14
Introduction
A short summary is provided on the case subject and discuss Effat University ICT infrastructure sustainability in 3 pillars (Planet, People, and Profit).
Analysis
(due April 16)
Study the ICT infrastructure of Effat University and provide an analysis of its performance in terms of Green Measures of Performance (Green MoPs).
.
Introduction Illiteracy is the inability to read and write a.docxMargenePurnell14
Introduction
Illiteracy is the inability to read and write at an adequate level of proficiency that is critical for communication. Illiterate adults are unable to use printed and written information to function in the society so as to achieve one’s goals and also to develop one’s potential.
According to an international nonprofit ProLiteracy in 2003, there are 36 million adults in the United States alone. This potential includes a broad range of information-processing skills that one can use daily in school and at the community as a whole. Adult illiteracy has become a societal problem because illiterate people can never fully utilize writing and reading skills to make use of their fully potential in the world. The thesis statement of adult illiteracy involves reasons why it identified as a societal problem; the solutions proposed to solve this problem and the statistical information of adult literacy as the global societal problem.
Different types of society exist. These types of illiteracy are technological illiteracy, mathematical illiteracy, visual illiteracy, school illiteracy, community illiteracy and personal illiteracy. All these types of illiteracy are caused by various reasons. These reasons are summarized in the following discussion.
Causes of Adult Illiteracy
People are usually mistaken about illiteracy. School illiteracy is overvalued to the extent that many adults have started to believe the act of reading and writing are the only important things in school. It is this type of reasoning that make many adults less interested in wanting to gain more knowledge and see things beyond the negative images. This has become one of the main reasons why adult illiteracy has increased in the world over the last few years.
Another reason for adult illiteracy is the misuse of groups. Some people tend to agree with the argument that can make one believe that he or she is weak as a reader and he or she won’t be able to achieve literacy even after finishing school. This type of thinking lowers someone’s self-esteem and self-confidence meaning that the person will not bother to seek literacy help. People’s reading attitude are influential in literacy behaviors. According to McKenna in 2001, reading attitudes are influenced by factors such as a person’s social experiences with reading, one’s personal experiences, the cultural norms about reading, cultural norms and the learner’s preferences about reading. Attitude is associated with unwillingness to read. Every learning experience that a child has in school will at some point determine how that child will determine to learn. The learners who have had negative experiences in school will come to view school and learning in total as a bad experience that. This disengagement spreads over to adults. An adult learner who has negative perceptions about school would not want to be associated with it. These learners never get interested in educational process because they don’t see it as valuabl.
Intro to Quality Management Week 3Air Bag Recall.docxMargenePurnell14
Intro to Quality Management Week 3
Air Bag Recall
Assignment
Review the article “Blow Out” from this week’s reading assignment. This article pertains to the recall of air bag products. Assume you are the manager for a large automotive company that will be using air bags in your products. What risk assessment tools will you use in order to ensure that the product being installed into your vehicles meets safety standards in order to avoid a recall? Use your course materials and outside research to generate a solid analysis on why these methods would be helpful. Your analysis should be supported by research.
Directions for obtaining the file: Login to the Grantham University library by clicking on the Resources tab from the main page. You will then log into EBSCOHost. Once you have accessed the database, simply copy and paste the title of the article and press enter to search and you should now have the file accessible to review.
The requirements below must be met for your paper to be accepted and graded:
•Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
•Use font size 12 and 1” margins.
•Include cover page and reference page.
•At least 80% of your paper must be original content/writing.
•No more than 20% of your content/information may come from references.
•Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
•Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Article
Section:
Features
Business: Cars
Keywords: Safety; Automotive industry; Driving; Accidents; Brain; Congress; Design; Regulations; Vehicles; Weight; Fariello; Cars
Air bags are meant to save lives. Now a massive recall shows how they sometimes can turn deadly
Forensic Investigator Sal Fariello, whose job is to deconstruct car crashes, has witnessed a catalog of carnage caused by air bags over the past two decades. In his collection, there is a photo of a woman who has been horribly scarred by an inflating air bag. There's an X-ray of a driver's broken wrists snapped in the "fling zone" of an air bag that mashed both arms from a 10-and-2 position into the car's roof. He can cite numerous drivers who suffered torn aortas or lacerated brain stems, all the result of being "punched" by an air bag inflating at 200 m.p.h. (322 km/h). "What's sitting in the front of the steering wheel is an explosive device," explains Fariello, the author of Airbag Injuries: Causation & Federal Regulation. "Nasty, unexpected events can occur."
None have been nastier than the injuries and deaths caused by exploding inflators in air bags made by automotive supplier Takata Corp., based in Tokyo. Its air bags have .
Intro to Quality Management Week 3Air Bag RecallAssignment.docxMargenePurnell14
Intro to Quality Management Week 3
Air Bag Recall
Assignment
Review the article “Blow Out” from this week’s reading assignment. This article pertains to the recall of air bag products. Assume you are the manager for a large automotive company that will be using air bags in your products. What risk assessment tools will you use in order to ensure that the product being installed into your vehicles meets safety standards in order to avoid a recall? Use your course materials and outside research to generate a solid analysis on why these methods would be helpful. Your analysis should be supported by research.
Directions for obtaining the file: Login to the Grantham University library by clicking on the Resources tab from the main page. You will then log into EBSCOHost. Once you have accessed the database, simply copy and paste the title of the article and press enter to search and you should now have the file accessible to review.
The requirements below must be met for your paper to be accepted and graded:
•Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
•Use font size 12 and 1” margins.
•Include cover page and reference page.
•At least 80% of your paper must be original content/writing.
•No more than 20% of your content/information may come from references.
•Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
•Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Article
Section:
Features
Business: Cars
Keywords: Safety; Automotive industry; Driving; Accidents; Brain; Congress; Design; Regulations; Vehicles; Weight; Fariello; Cars
Air bags are meant to save lives. Now a massive recall shows how they sometimes can turn deadly
Forensic Investigator Sal Fariello, whose job is to deconstruct car crashes, has witnessed a catalog of carnage caused by air bags over the past two decades. In his collection, there is a photo of a woman who has been horribly scarred by an inflating air bag. There's an X-ray of a driver's broken wrists snapped in the "fling zone" of an air bag that mashed both arms from a 10-and-2 position into the car's roof. He can cite numerous drivers who suffered torn aortas or lacerated brain stems, all the result of being "punched" by an air bag inflating at 200 m.p.h. (322 km/h). "What's sitting in the front of the steering wheel is an explosive device," explains Fariello, the author of Airbag Injuries: Causation & Federal Regulation. "Nasty, unexpected events can occur."
None have been nastier than the injuries and deaths caused by exploding inflators in air bags made by automotive supplier Takata Corp., based in Tokyo. Its air bags have been blamed for killing five motorists in.
INTERVIEW WITH AMERICAN INDIAN COMMUNITY PRACTITIONERSResourcesD.docxMargenePurnell14
INTERVIEW WITH AMERICAN INDIAN COMMUNITY PRACTITIONERS
Resources
Discussion Participation Scoring Guide
.
Interview With American Indian Community Practitioners
Interview with Betty Laverdure
LAUNCH INTERVIEW
|
Transcript
Interviews With American Indian Community Practitioners
Interview with Denise Levy
LAUNCH INTERVIEW
|
Transcript
Values, communication, beliefs, economics, clothing, assumptions, and interpretation are all part of cultural dynamics. Understanding this, review the interviews with American Indian community practitioners. Listen for their expectations toward culturally appropriate ways in which to communicate and work with tribal communities.
Provide a synopsis of the interviews and address the following questions.
How do cultural dynamics impact collaboration?
What are the cultural dynamics at play?
How will you use the information to better understand working with American Indian communities?
.
Interview Each team member should interview an educator about his.docxMargenePurnell14
Interview:
Each team member should interview an educator about his or her philosophy of education.
Consider
the following questions regarding the challenges facing education today:
Where do they think education is headed in the future?
How have their own life experiences shaped their current philosophy regarding education?
Ask 6 questions including the two above.
.
IntroductionRisk management is critical to protect organization.docxMargenePurnell14
Introduction
:
Risk management is critical to protect organizational assets and to ensure compliance with laws and regulations. Many individuals and departments in organizations are involved in risk management; this is especially true when creating a risk management plan.
You, as an employee of YieldMore, are asked to create a risk management plan for the organization.
Scenario
:
In order to help protect the company and ensure it maintains compliance with laws and regulations, senior management at YieldMore has decided to develop a formal risk management plan.
As an employee of YieldMore, your team has been given the task of creating a risk management plan for the organization.
Tasks
:
You will initiate a kick-off meeting to discuss YieldMore’s risk management plan with your team.
Review the responsibilities associated with your assigned role.
Explain the specific responsibilities of your assigned role within the project.
Explain your role and the roles of the other team members to senior management.
.
Interview two different individuals regarding their positions in soc.docxMargenePurnell14
Interview two different individuals regarding their positions in society. Analyze their responses regarding:
Identify each person’s class, race, and gender.
What role has class, race, and gender played in their lives? How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives. Why did you choose this particular perspective? How does it explain each person’s life and life choices?
What are some the benefits and limitations to using interview as a research methodology?
Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society.
Please post your completed paper in the
M5: Assignment 1 Dropbox
.
Assignment 1 Grading Criteria
Maximum Points
Described each person’s class, race, and gender.
40
Evaluated the role of social stratification.
.
Internet ExerciseVisit the homepage of Microsoft at www.micros.docxMargenePurnell14
Internet Exercise
Visit the homepage of Microsoft at www.microsoft.com. Access the annual report for 2012. Find the footnotes to the statements and read the disclosures in the note titled Contingencies. Regarding the events described, do you think Microsoft is providing adequate disclosure to its stockholders?
.
Interpersonal Violence Against Women, The Role of Men by Martin Schw.docxMargenePurnell14
Interpersonal Violence Against Women, The Role of Men by Martin Schwartz and Walter DeKeseredy.
Respond to questions 1-3 at the end of the reading.
1- How is ininate partner violence a "male" issue?
2- how dose a patriarchal society perpetuate violence against women?
3- what type of programming and interventions are necessary to stop violence against women?
.
Internet of Vehicles-ProjectIntroduction - what you plan t.docxMargenePurnell14
Internet of Vehicles-Project
Introduction - what you plan to accomplish and why, include an overview of the situation or
organization and what the situation/problem is that you intend to improve - usually 1-2 pages) Cite and support all content appropriately
o
Methodology is a research paper about Action Research, 2-3 pages (include reasons and justification for approach), minimum of five (5) professional references
Reserved for hifsa shaukat
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Interview an ELL instructor from a Title I school about how assessme.docxMargenePurnell14
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
How can informal as well as formal assessment results factor into placement?
What role do parents and teachers have in placement?
What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
How are changes among individual ELL proficiency levels over the course of the school year accounted for?
How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources from your readings and the GCU Library to support your reasoning.
.
INTERNATIONAL JOURNAL OF INFORMATION SECURITY SCIENCE Walid.docxMargenePurnell14
This document provides an overview of standards for information security risk management, highlighting challenges in implementing assessments and drivers for adopting standards. It analyzes frameworks including ISO 27001, ISO 27002, ISO 27005, ITIL, COBIT, Risk IT, Basel II, PCI DSS, and OCTAVE. While these frameworks provide guidance, there is no single best solution, and organizations face challenges selecting and properly implementing a framework given their unique needs and resources. The document concludes more research is needed to guide selection of the most appropriate framework.
International Finance Please respond to the followingBased on.docxMargenePurnell14
"International Finance"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
The IMF and World Bank are the world’s two leading lending institutions, but much of their monetary assistance disappears once it enters the banking systems of developing countries. Cite concrete evidence that supports the assertion that much assistance to developing countries is simply stolen by officials. Determine other main factors that account for the misuse of these funds.
.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
CSS 220 Module 9 HomeworkDeliverable · Submit a separ
1. CSS 220 Module 9 Homework
Deliverable:
· Submit a separate Python file for each problem below.
· Submit an answer to the question in problem 2.
1. Complete the following Python program to compute the sum
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 recursively:
def sum(x):
# don’t forget your base case
# recursively compute and return
print(sum(10))
2. Revise the Fibonacci program from class so that it asks the
user for which Fibonacci number he or she wants. Then use this
value to instead in the program. Try out your program to
compute the 10th, 20th, 30th and 40th Fibonacci numbers. Why
does it take so much longer to computer the higher Fibonacci
numbers?
3. We can determine how many digits a positive integer has by
repeatedly dividing by 10 (without keeping the remainder) until
the number is less than 10, consisting of only 1 digit. We add 1
to this value for each time we divided by 10. Here is the
recursive algorithm:
1. If n < 10 return 1.
2. Otherwise, return 1 + the number of digits in n/10 (ignoring
2. the fractional part).
Implement this recursive algorithm in Python and test it using
three separate calls with the values 15, 105, and 15105. (HINT:
Remember that if n is an integer (data type), n/10 will be an
integer without the fractional part.)
UV1102
March 4, 2009
This technical note was written by Elizabeth A. Powell,
Assistant Professor of Business Administration. Copyrig
2007 by the University of Virginia Darden School Foundation,
Charlottesville, VA. All rights reserved. To order
copies, send an e-mail to [email protected] No part of this
publication may be reproduced, stored
in a retrieval system, used in a spreadsheet, or transmitted in
any form or by any means—electronic, mechanical,
photocopying, recording, or otherwise—without the permission
of the Darden School Foundation.
3. WRITING TO REFLECT:
MINDFUL LEADERSHIP IN THE FACE OF CHANGE
Most of us know that writing is a technology invented several
millennia ago to aid memory,
but few consider how much writing—especially reflective
writing—can aid creative and critical
thinking, particularly when leading organizational change. As
Andrew Robinson has pointed out:
Writing is among the greatest inventions in human history,
perhaps the greatest
invention, since it made history possible. Yet it is a skill most
writers take for
granted.… As adults we seldom stop to think about the mental-
cum-physical
process that turns our thoughts into symbols on a piece of
paper.1
For anyone who is about to embark on organizational change,
has the responsibility to lead it, or
needs to help others make sense of it, reflective writing can
enhance and deepen your leadership
4. practice.
Low-tech as it was, writing initially solved a practical problem
by rendering thoughts in a
permanent form, allowing them to be remembered at another
point in time. Later, paper allowed
thoughts to be transmitted not only over time but also across
distances. Today, electronic files and
instant messaging solve the same problems at much higher
storage capacities and accelerated
speeds.
For many of us, however, the proliferation of writing and
media has created a new
problem—information overload—which can muddle our
thinking and responsiveness to change.
Even under normal circumstances, the volume and speed of
information cause the best leaders to
drown in data and decide in a daze; add organizational change
to the picture, and problems
assimilating new information and making quick decisions are
intensified by mixed emotions and
fears about uncertainty.
5. Fortunately, the same technology that can inundate a leader
with information can also help
that leader emerge from confusion. The process of writing, and
particularly reflective writing, has
an extraordinary capacity to aid creative and critical thinking
and deal with complex emotions.
1 Andrew Robinson, The Story of Writing (London: Thames &
Hudson, 1999), 7.
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Keep in mind that writers not only benefit from the products of
writing—messages that can be
archived or transported—but also from its practice.
Experientially, writing slows down thinking,
which can be especially valuable to anyone under the stress of
organizational change. Jumbled
thoughts, images, impressions, and feelings, when ordered on a
page as words, sentences, and
6. paragraphs, begin to make more sense; incrementally, they
become stories that explain cause and
effect, arguments that discover logic in the midst of chaos, and
analyses that provide for clearer
judgment.2
Through the process of writing, thoughts once held in relative
disarray now appear
straightened out on the page. Further, as the writer becomes
reader, thoughts appear at a critical
distance. Toggling back and forth from reader to writer—from
objective to subjective
interpretation—one becomes freer to reflect on and refine
thoughts, stumble upon unexpected
discoveries, invent new ideas and meanings, and solve problems
creatively.3 Taken to yet another
level, reading your own writing opens up the possibility of also
examining how you think in the
context of change, putting you in a better position to make
adjustments as needed. Overall, writing
to reflect can transition a leader’s mind from the whirr and buzz
of daily reactive thinking and
communicating to a mindfulness that welcomes the creativity
and fresh thinking you need to lead
7. change.4
Getting Started with Reflective Writing
Most people who regularly practice reflective writing develop
habits and rituals that keep
them going. At first, finding a time and space that work for you
may seem the biggest challenge.
The good news is that you don’t need a lot of time at one
sitting. Writing in 10- to 15-minute
increments can actually be quite productive. It does help,
however, to give your full attention to
the task, so help yourself concentrate by closing your office
door, turning off your cell phone,
going out to a coffee shop, sitting in the park, or using a little
idle time on the train. If possible,
take your writing time-out at the same time each day. Some
people enjoy writing in the morning
when they feel rejuvenated from a good night’s sleep. Others
prefer to write before going to bed
to clear their minds so they can fall asleep.
Many people prefer to keep a journal rather than use a PDA or
computer. Writing in
8. longhand slows your thinking and stimulates the brain
differently than typing does. If fancy
journals are intimidating, use an ordinary spiral notebook.
Conversely, if a fancy journal inspires
2 For research on the mind-body benefits of reflective writing,
see James W. Pennebaker, Opening Up: The
Healing Power of Expressing Emotions (New York: Guilford,
1997) and Stephen J. Lepore and Joshua M. Smyth,
eds., The Writing Cure: How Expressive Writing Promotes
Health and Emotional Well-Being (Washington, DC:
American Psychological Association, 2002).
3 For more on critical thinking, see Richard Paul and Linda
Elder, Critical Thinking: Tools for Taking Charge of
Your Professional and Personal Life (Upper Saddle River, NJ:
Financial Times/Prentice Hall, 2002).
4 For more on mindfulness, see Jon Kabat-Zinn, Wherever You
Go, There You Are: Mindfulness Meditation in
Everyday Life (New York: Hyperion, 1994).
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you or helps you take the task more seriously, by all means, use
the fancy one.5 If your thinking is
coming in bursts, and unspooling thoughts sequentially seems to
interrupt your flow, try jotting
ideas on index cards or sticky notes first. Spatially arranging
these bits of thought later may help
you transition into prose as you feel ready.
If you’ve never tried reflective writing before, just the thought
of it might give you writer’s
block. “What am I supposed to write about?” “Gee, that page is
awfully blank; how am I going to
fill it up?” “I’m a lousy writer, and it’s hard work. Maybe I
could start this tomorrow.” To counter
these inhibiting thoughts, decide to turn off your internal editor.
Instead, practice free writing, a
technique in which you write nonstop for several minutes
without any interruptions. Just write
whatever you are thinking, even if it is something nonsensical —
such as “I don’t know what to
write, I don’t know what to write, what shall I write?”—until
you break through to another thought.
Concentrate only on the thoughts that come up in the present
10. moment and ignore or suspend that
internal editorial voice that may plant seeds of doubt. This
technique can be good training for more
formal writing, too, because it encourages you to separate the
creative process of drafting from the
critical process of editing.
Applying Reflective Writing to Leading Change
If you need some prompts to get started on writing to reflect
about leading change, here
are some ideas, in no particular order. Pick one, try it, and see
what happens. Adopting an
experimental or playful attitude toward your writing, thinking,
and reflecting will help.
—Someone once said, “when you
see something you don’t
understand, you probably don’t know the whole story.”
Reflective writing can help you
imagine and fill in missing data in your understanding of a
person, situation, or problem.
Ask yourself, what story helps this make sense? Consider
whether others would tell the
11. story differently. What could you do about any gaps you find?
—In the safety of your
journal pages, you can try out and
test new ideas without fear of the social consequences. This can
be liberating and help you
become more imaginative and innovative in a situation in which
you feel stuck. Use a lead-
in such as, “What if?” to get yourself going.
then problem-solve—Journal writing is a great way to
dump anxiety, frustration, and
anger. Not only do you not have to deal with anyone’s
reactions, but the process can be
enormously cleansing, clearing space for more effective
problem solving. It may help to
separate the two tasks. Vent first, take a break, then come back
to write in a more
constructive, problem-solving frame of mind.
—Sometimes
change-oriented conversations
can happen so quickly that they deserve more thought than there
is time for in the moment.
5 For a leather-bound guided journal aimed specifically at
reflective writing for executives, see Peter Drucker and
Joseph Maciariello, The Effective Executive in Action: A
Journal for Getting the Right Things Done (New York:
12. Collins, 2006).
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Use your journal to rehearse and/or review difficult
conversations. When rehearsing, write
out how you would like to open a conversation, thinking about
what you want to say, then
reflecting on how that might be received. Modify your approach
if necessary to fit the
audience or situation. When reviewing, try to recount the actual
words that were used. Then
go back and think about what each party heard when those
words were spoken. What
helped or hindered real communication?
—Your journal may be used to keep notes on
strategic conversations, log key
change indicators, and report on experiments with change. Or
pretend you are keeping field
notes the way a zoologist might observe animal behavior. Later
13. you can analyze your
findings and look for patterns.
—There is hardly an organizational
change that doesn’t challenge
you to also change professionally and/or personally in some
way. Use the journal to set
personal change goals, break them down into daily activities,
and then track your ability to
implement the changes. Don’t malign yourself for missing a
goal. Give yourself a pep talk
instead.
—If you are like many people, ideas
occur to you at almost any time
of the day, often while repeating some physical task—taking a
shower, driving, exercising.
If you are one of those middle-of-the-night geniuses, keep your
journal by your bedside so
you can jot down ideas and get back to sleep.
—Use your journal to collect
questions that you hear when you are
on a “listening tour.” Or pose questions you want to ask others.
Later review them, and
ask, “What seem to be the underlying concerns behind these
questions?” “What do I need
to do in order to answer these questions?” If it’s helpful,
14. attempt some of those answers in
writing.6
—Use different symbol systems to
imagine new ideas. Brainstorm
a list, write a compelling change story, sketch a process-
improvement diagram, draw a
picture of the new product, or try some “back of the envelope”
calculations.
—Analyzing strengths, weakness,
opportunities, and threats can be a
helpful method for making decisions and developing a message
about change. Oftentimes
items fit in more than one column. Use your journal to construct
arguments and decide
which items fit in which columns or think about how you have
to refine your ideas to
differentiate shades of gray. During a change effort, you might
want to do SWOTs at the
different personal, departmental, organizational, and
competitive/market levels to look for
alignment and misalignment among them.
keholders—What’s the
history of the situation? What’s
your diagnosis about what’s going on? How do you sort
symptoms from root causes? How
15. do you know you have the right solution? How would others
define the situation? Where
6 See Michael Marquardt, Leading with Questions: How
Leaders Find the Right
Solution
s by Knowing What to
Ask (San Francisco: Jossey-Bass, 2005).
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are stakeholders’ opinions aligned or at odds? How can you
overcome resistance? What
16. language is most likely to produce the change you seek?
-observation—Use your writing to observe your
own behavior. Examine your
reactions to a key event. What did you say and do? How did
others respond to you? Chances
are you are getting a lot of feedback from other people and your
environment all the time,
but you may benefit from being more mindful of it. Use your
writing as a way to be more
present in the moment during conflict or when coaching others.7
—Before you can persuade others,
sometimes you have to persuade
yourself so you are clear about your objectives and the stakes
involved. Tell yourself a
story that you can believe in or make an argument that compels
you so you can have the
confidence to be a credible spokesperson for change.
17. —To debug your own thinking or the
thinking of others, use your
writing time to poke holes in an argument. Or use the devil’s
advocate to introduce a
healthy bit of skepticism or doubt into your thought process.
Clear yourself of a rigid
mindset by arguing yourself into a new perspective.
—What’s reasonable? In the abstract,
you’d naturally want
everyone to be an ambassador or cheerleader of change. But if
the change is unpleasant
(and most changes are on some level) what do you say? For
example, during layoffs, you
can’t necessarily promise that everyone will keep their jobs, but
you still need to say
something. Perhaps you can let everyone know that you’ll keep
them informed as you learn
of new information, or that you promise to be fair and fight for
18. everyone, given the
constraints in which you will need to operate.
—Identify each party’s
position on an issue. Then
explore through your writing each party’s underlying interests.
See if you can imagine a
way to break a stalemate between positions by inventing new
solutions that might lead to
compromise or a win-win agreement.
—Re-read your entries and highlight phrases
and words that you want to
use or avoid. Distill and synthesize a core message into a sound
bite that you’ll repeat
throughout the change process. Try different framing
techniques. For example, is this
change better represented as a “vision,” a “crisis,” a
“transformation,” or a “natural
19. evolution”?8
—Recall examples and stories from your
experience and extract leadership
lessons. Spend some time generating alternative ways of
expressing ideas. To add interest,
use concrete and vivid language. To make the messaging
credible, think about how you
7 For more on self-observation and feedback, see Doug Silsbee,
Presence-Based Coaching: Cultivating Self-
Generative Leaders through Mind, Body, and Heart (San
Francisco: Jossey-Bass, 2008) and Marshall Goldsmith,
What Got You Here Won’t Get You There: How Successful
People Become Even More Successful (New York:
Hyperion, 2007).
8 For more on framing, see Gail Fairhurst and Robert Sarr, The
Art of Framing: Managing the Language of
Leadership (San Francisco: Jossey-Bass, 1996).
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might set an example or follow up the message with a tangible
action that signals your
sincere commitment to change.9
—Use the journal to list, draw, or write
scenarios about next steps. Use
reflective time to ask questions about your first draft of next
steps—are they solving the
right problem, what’s missing or needs to be taken away, how
about the order? Then think
about the constituencies whose help you need—what will they
21. embrace? What will they
resist?
—You will need to be
your own PR consultant.
Suppose you’ve heard or come up with a persuasive or
motivating message: how can you
develop it into a platform that you will refer to repeatedly?
When and where will you tie
the message into your daily work? Which events might best
communicate and personalize
the message for those who most need to hear it? How can you
keep the message fresh even
if it starts to sound old to you?10
Make the Most of Your Reflective Writing
22. While writing to reflect has many virtues, there are a few
caveats. Socrates said that the
unexamined life is not worth living, but the over-examined life
isn’t worth living either. As you
write, be mindful of what you are doing and why. Recognize
when you have reached a point of
diminishing returns; walk away from your writing if you find
yourself over-analyzing a situation,
fixating on a detail, or obsessing about how you have been
wronged.
Ultimately, as a souvenir from your time spent writing to
reflect, bring the pearls of wisdom
you discover back into the world to help you lead change. Now
that you have some thoughts on
paper, call on “the muse of the second draft” and translate your
personal writing into
23. communications with others: conversations, memos, emails,
presentations, meetings, and so on.
Completing this step will help you realize the real world value
of your investment in writing to
reflect.
Leading change is hard enough. But if you can’t focus because
you are overwhelmed with
information and the tumult of change, you will have a hard time
focusing other people’s attention,
too. So take some time out, write to reflect, and clarify for
yourself and others what you want to
communicate and accomplish.
9 For more on storytelling, see Belle Linda Halpern and Kathy
Lubar, Leadership Presence: Dramatic Techniques
to Reach Out, Motivate, and Inspire (New York: Gotham Books,
24. 2003); Annette Simmons, The Story Factor:
Inspiration, Influence, and Persuasion through the Art of
Storytelling (New York: Basic Books, 2006); and Stephen
Denning, The Leader’s Guide to Storytelling: Mastering the Art
and Discipline of Business Narrative (San Francisco:
Jossey-Bass, 2005).
10 For more on message platform, see Terry Pearce, Leading
Out Loud: Inspiring Change through Authentic
Communication (San Francisco: Jossey-Bass, 2003).
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SMR722
25. How Should
Companies Talk
to Customers
Online?
The words service agents use to engage customers often end
up backfring.
Brent McFerran
Sarah G. Moore
Grant Packard
Reprint #60209 https://mitsmr.com/2D7hXIO
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MIT SLOAN MANAGEMENT REVIEW
26. DIGITAL
MIT SLOAN MANAGEMENT REVIEW
DIGITAL
How Should Companies Talk to Customers
Online?
BRENT MCFERRAN, SARAH G. MOORE, AND GRANT
PACKARD
The words service agents use to engage customers often end up
backfring.
More and more consumers are engaging with customer
service through digital channels, including websites,
email, texts, live chat, and social media. In 2017, only half
of customer experiences with companies involved face-
to-face or voice-based interactions, and digital
interactions are expected to represent two-thirds of
27. customer experiences within the next few years. 1 The
vast majority of customer service interactions around the
world begins in online channels. 2
Despite the convenience and speed of such interactions,
they lack some of the most important aspects of ofine
customer service. In-person interactions are rich in
nonverbal expressions and gestures, which can signal
deep engagement, and an agent’s tone of voice can convey
empathy and focus in phone conversations. Over time,
these interpersonal touches help companies build and
sustain relationships with customers.
But can some of that beneft be captured in the world of
digital customer service? We argue that it can — with the
28. right words. Our focus on words is consistent with a
growing recognition among businesses that language
matters, digitally or otherwise. Apple, for example, has
explicit policies detailing which words can and cannot be
used, and how they should be used when interacting with
customers. 3 The use of customer service scripts is also
commonplace in service contexts, where employees are
encouraged to use specifc words when interacting with
customers. 4
However, we fnd that most companies are taking a
misguided approach in their emails, texts, and social
media communications with customers. They’re using
30. you), which psychologists have linked to critical personal
and social outcomes. 6 Customer service agents use
personal pronouns in nearly every sentence they utter,
whether it’s “We’re happy to help you” or “I think we do
have something in your size.” Our research shows that
simple shifts in employee language can enhance customer
satisfaction and purchase behavior.
The Power of Pronouns
Conventional wisdom says that being customer-oriented
is critical to customer satisfaction. That’s why phrases like
“We’re happy to help you” have become so popular in
service settings. Agents are often taught to lean on the
pronoun “you” and to avoid saying “I,” and our survey of
31. more than 500 customer service managers and employees
shows that they’ve taken those prescriptions to heart. (See
“About the Research.”)
About the Research
Our research looks at language in digital customer service
interactions. To test conventional wisdom and practices
regarding the use of personal pronouns in text-based
exchanges, we surveyed more than 500 customer service
managers or agents and analyzed more than 1,000
customer service emails from 41 of the top 100 global
online retailers. We also conducted controlled
experiments with 2,819 North American adult
participants in an online panel including managers,
32. agents, and general-population consumers, and lab
experiments with undergraduate students.
Our results reveal that service employees not only beli eve
they should, but actually do frequently refer to the
customer as “you” and to the company as “we,” and they
DIGITAL
tend to leave themselves as individuals (“I”) out of the
conversation. What’s more, when we compared service
agent pronoun use with natural English-language base
rates, we found that employees are using far more “we”
and “you” pronouns in service settings than people do in
almost any other context. Customer service language
seems to have evolved into its own kind of discourse.
33. To fnd out if this discourse is optimal, we took a subset
of the customer service responses we had collected, which
showed high use of “we” pronouns, and constructed
alternative responses, replacing “we” with “I.” For
example, “We are happy to help” easily became “I am
happy to help” without changing the basic message. We
also removed references to the customer in some
responses. For example, “How do the shoes ft you?”
became “How do the shoes ft?” We then randomly
assigned individuals to read either the company’s
response or our edited response and assessed their
satisfaction with the company and the agent, as well as
their purchase intentions.
35. For the exclusive use of R. Ramos, 2021.
This document is authorized for use only by Rosendo Ramos in
EMGT 6010 UPDATE-1-1-1-1 taught by STEPHEN
FLAHERTY, Ohio University from Mar 2021 to Sep 2021.
https://mitsmr.com/2D7hXIO
MIT SLOAN MANAGEMENT REVIEW
DIGITAL
Say ‘I’ for Service Success
MIT SLOAN MANAGEMENT REVIEW
DIGITAL
interactions from a large multinational retailer of
entertainment and information products. We matched
these email interactions with customer purchase data.
36. Econometric analyses revealed the same positive results
of using “I” pronouns: A 10% increase in “I” pronoun use
by company agents corresponded to a 0.8% increase in
customer purchase volume after controlling for other
factors. Our analysis suggests that companies could
achieve an incremental sales lift of more than 5%, and
still fall within natural language norms, by increasing
their service agents’ use of “I” pronouns where possible.
Why is “I” a more powerful pronoun in agents’
interactions? After all, saying “I” too much can signal
self-centeredness, 7 and many leaders are, in fact,
criticized for speaking too much about themselves.
However, CEO speeches and corporate earnings reports
37. are not one-on-one interactions, which, as linguists point
out, can see the opposite effect: 8 When two people are
communicating with each other, “I” suggests a personal
focus on the issue at hand. Specifcally, our research on
customer service fnds that saying “I” signals that the
agent is feeling and acting on the customer’s behalf. For
example, telling a customer “I am working on that”
conveys a greater sense of ownership than “We are
working on that,” which can imply a diffusion of
responsibility. Similarly, “I understand the issue” shows
more empathy than “We understand the issue.”
Ultimately, customers need to know that the agents with
whom they are interacting care and are working on their
behalf. Research has consistently shown that customer
38. perceptions of empathy and agency drive satisfaction,
sales, and profts, 9 and our studies show that “I” fosters
these perceptions to a signifcantly greater degree than
“we.”
Using ‘You’ Can Backfre
While “I” is clearly better than “we” when referring to
who is providing service, what about using the word
“you”? Our studies suggest that service managers and
employees believe “you” conveys a customer orientation.
We also found that agents use it more frequently than
natural language would warrant. 10
However, peppering conversations with “you” offers little
beneft, because customers are already the implied focus
39. of these interactions. In fact, adding or removing
references to “you” (the customer) tended to have no
positive effect in our studies. We replicated these results
across a total of nine experiments (more than 1,200
participants total, about 55% female, 45% male) using a
variety of language stimuli covering a range of typical
customer service interactions. In our studies, the use of
“you” to refer to the customer as the recipient of the
agent’s actions — such as “I can look that up for you” —
did nothing to improve satisfaction, purchase intentions,
or customer feelings that the agent was acting with either
empathy or agency.
Say ‘I’ for Service Success
41. negative effect on company and customer outcomes. For
example, we found that saying to a customer, “Sorry your
product was defective,” rather than “Sorry the product
was defective,” resulted in decreased satisfaction and
purchase intentions. This result was driven in part by
perceptions that the employee wasn’t being accountable
DIGITAL
(that is, lacked agency), potentially shifting the
responsibility or blame toward the customer.
In short, the usual prescriptions and practices of referring
to the company as “we” and emphasizing “you,” the
customer, fail to reap the benefts that managers expect.
It’s more effective when agents speak from a personal,
44. 10.
MIT SLOAN MANAGEMENT REVIEW
About the Authors
Brent McFerran is the W.J.
VanDusen Associate Professor of
Marketing at Beedie School of
Business at Simon Fraser University
in Vancouver, British Columbia,
Canada. Sarah G. Moore is an
associate professor of marketing at
the University of Alberta’s Alberta
School of Business in Edmonton,
Alberta, Canada. Grant Packard
(@grantpackard) is an associate
professor of marketing at Lazaridis
School of Business and Economics at
Wilfrid Laurier University in
Waterloo, Ontario, Canada.
References
1. S. Moore, “Gartner Says 25% of
45. Customer Service Operations Will Use
Virtual Customer Assistants by 2020,”
Gartner press release, Feb. 19, 2018.
2. Microsoft, “2017 State of Global
Customer Service Report,” accessed
August 2018.
3. S. Biddle, “How to Be a Genius: This Is
Apple’s Secret Employee Training Manual,”
Gizmodo.com, Aug. 28, 2012.
4. C. Borowski, “What Customers Think
About Call Center Scripts, 2014 Versus
2018,” Software Advice, accessed August
2018.
5. G. Packard, S.G. Moore, and B.
McFerran, “(I’m) Happy to Help (You):
The Impact of Personal Pronoun Use in
Customer-Firm Interactions,” Journal of
Marketing Research 55, no. 4 (August
2018): 541-555.
6. J. Pennebaker, “The Secret Life of
46. Pronouns: What Our Words Say About
Us” (New York: Bloomsbury Press, 2013).
DIGITAL
7. W. Ickes, S. Reidhead, and M. Patterson,
“Machiavellianism and Self-Monitoring:
As Different as ‘Me’ and ‘You,’” Social
Cognition 4, no. 1 (March 1986): 58-74.
8. J. Fahnestock, “Rhetorical Style: The
Uses of Language in Persuasion,” (New
York: Oxford University Press, 2011).
9. J. Singh and D. Sirdeshmukh, “Agency
and Trust Mechanisms in Consumer
Satisfaction and Loyalty Judgments,”
Journal of the Academy of Marketing
Science 28, no. 1 (2000): 150-167; A.
Smith, R. Bolton, and J. Wagner, “A Model
of Customer Satisfaction With Service
Encounters Involving Failure and
Recovery,” Journal of Marketing Research
36, no. 3 (1999): 356-372; and A.
Parasuraman, “Understanding Customer
49. DIGITAL
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51. Talk to Customers Online? The Power of Pronouns About the
Research Using ‘I’ Conveys Empathy and Action Using ‘You’
Can Backfire Say ‘I’ for Service Success About the Authors
References
CSS 220 Module 8 Homework
Kruskal’s algorithm – is a Minimum Spanning Tree
algorithm which finds an edge of the least possible weight that
connects any two trees in the forest.
Prim’s algorithm – The algorithm operates by building the
Minimum Spanning Tree one vertex at a time, from an arbitrary
starting vertex, at each step adding the cheapest possible
connection from the tree to another vertex.
Binary Tree Traversals
In-order Traversal - Left, Root, Right
Pre-order Traversal - Root, Left, Right
Post-order Traversal - Left, Right, Root
52. 1.
Consider the graph given above. Use the nearest neighbor
algorithm to find the Hamiltonian circuit starting at vertex A.
a) List the vertices in the Hamiltonian circuit in the order they
are visited. Do not forget to include the starting vertex at both
ends.
b) Calculate the weight of the circuit.
2.
Consider the graph given above. Use the nearest neighbor
algorithm to find the Hamiltonian circuit starting at vertex O.
a) List the vertices in the Hamiltonian circuit in the order they
are visited. Do not forget to include the starting vertex at both
ends.
53. b) What is the total weight along the Hamiltonian circuit?
3.
Consider the graph given above. Use Kruskal's and Prim’s
algorithms (for Prim start at J) to find the minimum spanning
tree.
a) For each algorithm provide the edges in the order they were
selected.
b) What is the total weight of the spanning tree?
4. Create the binary search tree representation of the following
list: 22,8,41,34,5,20.
Then perform in-order traversal of the tree. What do you get?
5. Perform in-order, pre-order, and post-order traversal on the
tree below. List out the sequence of values for each traver sal.
54. 6. Perform post-order traversal on this arithmetic expression
tree. What is the resulting value?
7. Consider the following graph:
Which one of the following can NOT be the sequence of edges
added to the minimum spanning tree using Kruskal's algorithm?
a. (b,e)(e,f)(a,c)(b,c)(f,g)(c,d)
b. (b,e)(e,f)(a,c)(f,g)(b,c)(c,d)
c. (b,e)(e,f)(b,c)(a,c)(f,g)(c,d)
d. (b,e)(a,c)(e,f)(b,c)(f,g)(c,d)
55. Quiz 8
Quiz
Top of Form
Question 1 (1.5 points)
Saved
A spanning tree for n nodes uses _____ edges.
Question 1 options:
1)
n-1
2)
n
3)
56. n+1
4)
n(n-1)
Question 2 (1.5 points)
Saved
Adding an additional edge to a spanning tree would produce
_____.
Question 2 options:
1)
a loop
2)
a redundant path
3)
a cycle
57. 4)
all of the above
Question 3 (1.5 points)
Saved
A search which starts at the root of the tree and bears left is the
_____ strategy.
Question 3 options:
1)
preorder
2)
postorder
3)
inorder
Question 4 (1.5 points)
Saved
A spanning tree must connect nodes _____.
58. Question 4 options:
1)
from bottom up
2)
with a minimum number of edges
3)
symmetrically
4)
from top down
Question 5 (1.5 points)
Saving...
Consider the cities . The costs of the possible roads between
cities are given below:
c(C,E)=11
c(C,F)=12
c(C,G)=14
60. Saving...
Spanning trees are used in computer networks to assure _____.
Question 6 options:
1)
there are no cycles or loops
2)
all computers are available on the network
3)
a minimum number of links are used
4)
all of the above
Question 7 (1.5 points)
Saved
Which of the following are trees?
Question 7 options:
61. 1)
2)
3)
Submit Quiz5 of 7 questions saved
Bottom of Form
Quiz 7
Which of the following is an Euler path?
Question 1 options:
4, 2, 1, 0, 3
62. 0, 1, 2, 3, 4
4, 3, 0, 2, 1
3, 0, 1, 2, 0, 3, 4
0, 2, 1, 0, 3, 4
Question 2 (1.5 points)
What is the shortest path length you can use to get from point 6
to point 2?
Question 2 options:
1)
4
2)
2
3)
3
63. 4)
5
5)
1
Question 3 (1.5 points)
For the given graph(G), which of the following statements is
true?
Question 3 options:
1)
G is a complete graph
2)
The vertex connectivity of the graph is 2
3)
64. G is not a connected graph
4)
The edge connectivity of the graph is 1
Question 4 (1.5 points)
How many components does this graph have?
Question 4 options:
1)
4
2)
2
3)
0
4)
65. 3
5)
1
Question 5 (1.5 points)
Which of the following will get you from point 3 to point 5?
Question 5 options:
1)
3 to 1 to 5
2)
3 to 2 to 5
3)
3 to 2 to 1 to 4 to 5
4)
66. 3 to 6 to 4 to 5
5)
3 to 4 to 6 to 5
Submit Quiz