Directions: Questions 1-3 must be answered in 175 words or more! Please reference the book for the first question.
Book Reference: Cozby, P., & Bates, S. (2014). Methods in Behavioral Research (12th ed.). New York, NY: McGraw Hill Education.
1. Question: Why should a researcher be concerned about generalizing to other subject populations and experimenters? What are some of the research generalization problems that can occur and how can these be solved?
2. Generalizability refers to the extent to which we can apply the findings of our research to the target population we are interested in.
Question: But what I'm wondering is WHY we NEED to generalize in the first place? What is the relationship between sampling and generalization? Why is a representative sample important if we want to generalize? What makes UP a representative sample?
3. A problem that can arise from generalization would be the results obtained from different cultures the reason for this is each culture has their own beliefs and views when it comes to their particular culture. Some other issues stems from the fact most of the participants are college student, which puts a restriction on the population aspect of the research, most are first and second year student, they are either all man or all female, few will use a even ratio of both male and female (Cozby & Bates, 2015).
Question: Think back to earlier weeks in our class. What type of validity is related to generalization? Why is this type of validity important? What are more reasons we should be concerned about generalizing our studies?.
4. Name three things you have learned about research methods that you never knew before and/or that made an impact on you.
5. Thirdly, after taking this class, why do you think it is important for students to know something about research and statistics as applied to psychology? Finally, what is one question you have that remains unanswered?
1
Assignment 2: New Supervisor Training on Performance Evaluations
Due in Week 6 and worth 300 points
Now that the position has been created, you’ve taken the opportunity to create a PowerPoint presentation
to train new supervisors on how to conduct performance evaluations.
Whether you use an annual evaluation, real-time feedback, or quarterly evaluations, it is important that
new supervisors understand:
• the rationale for a performance evaluation in general,
• the rationale for the specific one in use,
• the instrument used, and
• the process for the evaluation.
The PowerPoint presentation should be a minimum of 10 slides with graphics and Notes Pages.
NOTE: One of the positions the new supervisors will be conducting performance evaluations on is
the job in your description from Week 3. Find creative ways to incorporate your work from that
assignment into this one.
Your assignment must follow these formatting requirements:
• You must include the Notes Pages. This is where you explain in detail the t ...
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
This document discusses professional development for schools implementing Bring Your Own Device programs. It provides details on the professional development infrastructure and expectations at Rangitoto College, including PD coordinators who deliver whole-school and one-on-one training. Six key capabilities of effective PD for BYOD are outlined: having a clear purpose, strong foundations, time for reflection, preparing for the future, showcasing early adopters, and keeping the focus on teaching and learning outcomes. Effective and ineffective PD strategies are also listed.
Interdisciplinary Healthcare Plan Presentation.docx4934bk
The document summarizes an interdisciplinary healthcare plan presentation for implementing a clinical decision support system at United Healthcare. Key points include:
1. The plan aims to address issues like documentation, information exchange, and care coordination that negatively impact patient outcomes through better interdisciplinary collaboration and use of evidence-based practices.
2. An interdisciplinary team led by a project manager would implement the clinical decision support system using Kurt Lewin's three-stage change model and transformational leadership strategies.
3. Knowledge management would be used as the team collaboration strategy to facilitate adoption of the new system.
4. An estimated $55,000 in financial resources would be required for hardware/software and staff training.
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
This document discusses professional development for schools implementing Bring Your Own Device programs. It provides details on the professional development infrastructure and expectations at Rangitoto College, including PD coordinators who deliver whole-school and one-on-one training. Six key capabilities of effective PD for BYOD are outlined: having a clear purpose, strong foundations, time for reflection, preparing for the future, showcasing early adopters, and keeping the focus on teaching and learning outcomes. Effective and ineffective PD strategies are also listed.
Interdisciplinary Healthcare Plan Presentation.docx4934bk
The document summarizes an interdisciplinary healthcare plan presentation for implementing a clinical decision support system at United Healthcare. Key points include:
1. The plan aims to address issues like documentation, information exchange, and care coordination that negatively impact patient outcomes through better interdisciplinary collaboration and use of evidence-based practices.
2. An interdisciplinary team led by a project manager would implement the clinical decision support system using Kurt Lewin's three-stage change model and transformational leadership strategies.
3. Knowledge management would be used as the team collaboration strategy to facilitate adoption of the new system.
4. An estimated $55,000 in financial resources would be required for hardware/software and staff training.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document outlines the requirements for a presentation on a personal learning theory as part of an interview for a consultant position. Students must:
1) Describe their target audience and discuss learning theories applicable to that group.
2) Explain their personal learning theory and how it describes how people learn.
3) Outline a strategy for applying their theory to help their target audience learn.
The presentation should be 6-8 slides covering these criteria plus a title slide. It will be graded on answering the criteria, organization, language and writing skills.
What It Takes To Be The Best It Trainer?Aravinth NSP
The document discusses the various responsibilities and expectations of an effective info-tech trainer. It outlines the vision of imparting quality education while ensuring students gain technical competency and are employable. It emphasizes the importance of soft skills training, laboratory work, evaluation methods, publications, industrial interaction and ensuring students meet industry requirements to achieve placement goals. The trainer is encouraged to continuously improve and add value through consultation, research, and innovative teaching practices.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
For this assessment you will create an 8-12 slide PowerPoint present.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be pr.
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
The document discusses the importance of developing a student portfolio and career portfolio. A student portfolio allows students to plan for their future, evaluate their progress, identify learning experiences, demonstrate their skills and accomplishments, and record ongoing work. A career portfolio is used after graduation for job interviews, internships, or graduate school applications to demonstrate work examples and support points made during interviews. The document also discusses the differences between a resume and portfolio, examples of what to include in a dietetics internship portfolio, and the five step portfolio development process of reflection, assessment, planning, implementation, and evaluation.
School of Nursing FNP MSN5300 Advanced Nursing Inquiry and.docxlillie234567
School of Nursing FNP
MSN5300 Advanced Nursing Inquiry
and Evidence-Based Practice
Purpose
· The purpose of this assignment is to create a presentation on critical appraisal of quantitative research article to evaluate its trustworthiness and its value to nursing.
Course Outcomes
· Apply the research process to improve evidence based clinical practice and contribute to knowledge development.
· Explain to a variety of audiences the evidence based for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.
Program Learning Outcomes
· Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare settings.
· Relate information and communication technologies to document and improve health outcomes.
· Employ collaborative interprofessional strategies for improving client and population health outcomes.
· Relate knowledge of illness and disease management to providing evidence-based care to clients, communities, and vulnerable populations in an evolving healthcare delivery system.
Due Date: Submit to the Moodle by Saturday of the end Week 14 at 11:59 p.m. ET.
Points: This assignment is worth a total of 100 points.
Requirements
· To complete this assignment, you will need to access the Miami Regional University virtual library database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.
· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.
· APA format and effective writing is required for this assignment.
· Create your presentation using the version of Microsoft PowerPoint. You can tell that the document is saved as a MS PowerPoint document because it will end in” pptx”.
·
Follow the directions and grading criteria closely. Any questions about this presentation may be posted under the Q & A Forum.
· The length of the project report is to be
no greater than 20 slides, excluding the title and reference slide.
· This presentation will be submitted through Turnitin, a Turnitin similarity score of 20% or less is expected.
·
A minimum of 6 current scholarly references that are 5 years old or less.
· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.
.
Assessment Task 3 What are the functions of management (Individu.docxgalerussel59292
Assessment Task 3: What are the functions of management? (Individual)
· Due 7 Jun by 23:59
· Points 40
· Submitting a file upload
Course code and name: BUSM4176 Introduction to Management
Assignment name: ePortfolio & Reflective Report
Weight: 40%
Assignment due date: Friday of week 13 at 23:59
Length: 1500 words (+/- 10%; excluding references)
Guidelines: How do I complete this assignment?
Learning Objectives Assessed:
CLO1: Evaluate leadership and management research and justify the application of management theory in contemporary contexts.
CLO2: Research management theory on and explain how this theory applies to contemporary and socially responsible practices.
CLO3: Effectively collaborate with others to locate appropriate resources to organise information and generate management solutions.
CLO4: Critically reflect on the relationship between management theory and management research evidence and communicate your knowledge of responsible management practices.
Assignment task: What do I need to do?
1. Design and create an e-portfolio which clearly and creatively communicates your understanding of the work skills you will need in the future and the marketplace where these may be situated. Your e-Portfolio should include:
· an orientation/landing page for your e-portfolio website
· at least 3 artefacts / evidence-based examples corresponding to three modules of course
· a copy of the badge from the Emotional Intelligence micro credential using the following instructions: Claiming Your Badge And Copying The URL For Submission.pdf
Actions
· the URL for your LinkedIn profile
· Instructions on how to create an ePortfolio are here: ePortfolios
2. Write a report summarising (1) your understanding of management theory presented in the course combined with (2) self-reflection illustrated by your e-portfolio. Include:
· a link to your e-portfolio, Emotional intelligence Micro credential badge and LinkedIn profile
· clearly explain how you would function as a manager and why
· suggest strategies for how you could demonstrate empathy to people that you manage
· demonstrate awareness of possible factors that might prevent you from managing effectively
· comment on artefacts in your e-portfolio which illustrate 'what does it mean for me to be work-life ready?'
1.
Rationale: Why is this important?
The contemporary workplace requires managers and leaders who are strong communicators, effective networkers, and reflective learners. When you apply for jobs while studying, or at the completion of your studies, you will need to talk about the skills you have, highlight your strengths, and demonstrate awareness of growth areas.
Managers need to organise and manage information, to lead and motivate others while developing positive relationships. Reflective managers and leaders also understand their strengths and actively look for opportunities to develop their sk.
This document discusses training and development. It defines training as seeking to improve an individual's job skills and abilities through relatively permanent changes, while development focuses more on preparing employees for future roles and improving personal skills.
The document outlines differences between training and development, including that training has a shorter term perspective focused on specific job skills, while development has a longer term perspective aimed at personal growth. It also discusses the training process, including need analysis, objective setting, method design, implementation, and evaluation. Adult learning styles and barriers to learning are addressed. The roles of trainers as facilitators, presenters, and coaches are examined.
This document provides an evaluation for a training program for provider's assistants at Cottrell Home Day Care. It outlines the evaluation methods that will be used, including feedback questionnaires, tests, and observations to assess how well trainees retain the information. Sample evaluation forms are provided in the appendices. The evaluation aims to improve training quality and ensure employees are properly prepared for their roles in caring for children.
or this assessment you will create an 8-12 slide PowerPoint pr.docxaman341480
or this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.DEMONSTRATION OF PROFICIENCY
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
PROFESSIONAL CONTEXT
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.SCENARIO
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and .
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
LEFT BEHIND: HOW DO I SECURE A JOB INTERVIEW? kemitalabi
Today, you will learn to make yourselves marketable! That includes building a better resume and writing an engaging cover letter that will secure a job interview, which in turn will allow you to have a more successful future. This tutorial will start with resume, then cover letter and end with interview and some great resources.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
The document provides an overview of the training design process, including needs assessment. It discusses conducting needs assessment through organizational analysis, person analysis, and task analysis. Organizational analysis involves determining how training supports organizational goals. Person analysis identifies employee readiness for training and any gaps between current and expected performance. Task analysis describes the tasks, knowledge, skills, and abilities required for a job. The document also discusses learning theories such as reinforcement theory and social learning theory that influence training design and effectiveness.
1. A corporations distribution of additional shares of its own s.docxcuddietheresa
1.
A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
.
1. Like the modernists, postmodern writers focused on subjective e.docxcuddietheresa
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
characteristic of or belonging to the superficial world
none of the above
2. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. (1 point)
insult
twists; intricate designs
leapt; frolicked
sharp; pounding
3. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison. (1 point)
beginning
watchfulness; caution
leapt; frolicked
intermittently; unsteadily
4. Stokesie’s married, with two babies chalked up on his fuselage already, but as far as I can tell that’s the only difference. (1 point)
central body portion of an airplane
evil; spiteful
handicaps; obstructions
none of the above
Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
Essay
Note: Your teacher will grade your response to ensure that you receive proper credit for your answer. Your response should include the following to receive the points in parentheses:
Respond in 3–5 complete sentences. (5 pts)
8. Rewrite the paragraph above, correcting any fragments and run-on sentences. Be sure to use correct punctuation. (5 points)
True or False
9. The Beat Generation was a group of writers who fought to maintain traditionalism in America. (1 point)
true
false
10. Satire is used to make serious situations appear humorous using irony. (1 point)
true
false
11. Absurdism is the attempt to show the absurdity of t.
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Similar to Directions Questions 1-3 must be answered in 175 words or more! P.docx
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document outlines the requirements for a presentation on a personal learning theory as part of an interview for a consultant position. Students must:
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2) Explain their personal learning theory and how it describes how people learn.
3) Outline a strategy for applying their theory to help their target audience learn.
The presentation should be 6-8 slides covering these criteria plus a title slide. It will be graded on answering the criteria, organization, language and writing skills.
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For this assessment you will create an 8-12 slide PowerPoint present.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be pr.
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
The document discusses the importance of developing a student portfolio and career portfolio. A student portfolio allows students to plan for their future, evaluate their progress, identify learning experiences, demonstrate their skills and accomplishments, and record ongoing work. A career portfolio is used after graduation for job interviews, internships, or graduate school applications to demonstrate work examples and support points made during interviews. The document also discusses the differences between a resume and portfolio, examples of what to include in a dietetics internship portfolio, and the five step portfolio development process of reflection, assessment, planning, implementation, and evaluation.
School of Nursing FNP MSN5300 Advanced Nursing Inquiry and.docxlillie234567
School of Nursing FNP
MSN5300 Advanced Nursing Inquiry
and Evidence-Based Practice
Purpose
· The purpose of this assignment is to create a presentation on critical appraisal of quantitative research article to evaluate its trustworthiness and its value to nursing.
Course Outcomes
· Apply the research process to improve evidence based clinical practice and contribute to knowledge development.
· Explain to a variety of audiences the evidence based for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.
Program Learning Outcomes
· Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare settings.
· Relate information and communication technologies to document and improve health outcomes.
· Employ collaborative interprofessional strategies for improving client and population health outcomes.
· Relate knowledge of illness and disease management to providing evidence-based care to clients, communities, and vulnerable populations in an evolving healthcare delivery system.
Due Date: Submit to the Moodle by Saturday of the end Week 14 at 11:59 p.m. ET.
Points: This assignment is worth a total of 100 points.
Requirements
· To complete this assignment, you will need to access the Miami Regional University virtual library database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.
· This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.
· APA format and effective writing is required for this assignment.
· Create your presentation using the version of Microsoft PowerPoint. You can tell that the document is saved as a MS PowerPoint document because it will end in” pptx”.
·
Follow the directions and grading criteria closely. Any questions about this presentation may be posted under the Q & A Forum.
· The length of the project report is to be
no greater than 20 slides, excluding the title and reference slide.
· This presentation will be submitted through Turnitin, a Turnitin similarity score of 20% or less is expected.
·
A minimum of 6 current scholarly references that are 5 years old or less.
· The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.
.
Assessment Task 3 What are the functions of management (Individu.docxgalerussel59292
Assessment Task 3: What are the functions of management? (Individual)
· Due 7 Jun by 23:59
· Points 40
· Submitting a file upload
Course code and name: BUSM4176 Introduction to Management
Assignment name: ePortfolio & Reflective Report
Weight: 40%
Assignment due date: Friday of week 13 at 23:59
Length: 1500 words (+/- 10%; excluding references)
Guidelines: How do I complete this assignment?
Learning Objectives Assessed:
CLO1: Evaluate leadership and management research and justify the application of management theory in contemporary contexts.
CLO2: Research management theory on and explain how this theory applies to contemporary and socially responsible practices.
CLO3: Effectively collaborate with others to locate appropriate resources to organise information and generate management solutions.
CLO4: Critically reflect on the relationship between management theory and management research evidence and communicate your knowledge of responsible management practices.
Assignment task: What do I need to do?
1. Design and create an e-portfolio which clearly and creatively communicates your understanding of the work skills you will need in the future and the marketplace where these may be situated. Your e-Portfolio should include:
· an orientation/landing page for your e-portfolio website
· at least 3 artefacts / evidence-based examples corresponding to three modules of course
· a copy of the badge from the Emotional Intelligence micro credential using the following instructions: Claiming Your Badge And Copying The URL For Submission.pdf
Actions
· the URL for your LinkedIn profile
· Instructions on how to create an ePortfolio are here: ePortfolios
2. Write a report summarising (1) your understanding of management theory presented in the course combined with (2) self-reflection illustrated by your e-portfolio. Include:
· a link to your e-portfolio, Emotional intelligence Micro credential badge and LinkedIn profile
· clearly explain how you would function as a manager and why
· suggest strategies for how you could demonstrate empathy to people that you manage
· demonstrate awareness of possible factors that might prevent you from managing effectively
· comment on artefacts in your e-portfolio which illustrate 'what does it mean for me to be work-life ready?'
1.
Rationale: Why is this important?
The contemporary workplace requires managers and leaders who are strong communicators, effective networkers, and reflective learners. When you apply for jobs while studying, or at the completion of your studies, you will need to talk about the skills you have, highlight your strengths, and demonstrate awareness of growth areas.
Managers need to organise and manage information, to lead and motivate others while developing positive relationships. Reflective managers and leaders also understand their strengths and actively look for opportunities to develop their sk.
This document discusses training and development. It defines training as seeking to improve an individual's job skills and abilities through relatively permanent changes, while development focuses more on preparing employees for future roles and improving personal skills.
The document outlines differences between training and development, including that training has a shorter term perspective focused on specific job skills, while development has a longer term perspective aimed at personal growth. It also discusses the training process, including need analysis, objective setting, method design, implementation, and evaluation. Adult learning styles and barriers to learning are addressed. The roles of trainers as facilitators, presenters, and coaches are examined.
This document provides an evaluation for a training program for provider's assistants at Cottrell Home Day Care. It outlines the evaluation methods that will be used, including feedback questionnaires, tests, and observations to assess how well trainees retain the information. Sample evaluation forms are provided in the appendices. The evaluation aims to improve training quality and ensure employees are properly prepared for their roles in caring for children.
or this assessment you will create an 8-12 slide PowerPoint pr.docxaman341480
or this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.DEMONSTRATION OF PROFICIENCY
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
PROFESSIONAL CONTEXT
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.SCENARIO
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and .
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
LEFT BEHIND: HOW DO I SECURE A JOB INTERVIEW? kemitalabi
Today, you will learn to make yourselves marketable! That includes building a better resume and writing an engaging cover letter that will secure a job interview, which in turn will allow you to have a more successful future. This tutorial will start with resume, then cover letter and end with interview and some great resources.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
The document provides an overview of the training design process, including needs assessment. It discusses conducting needs assessment through organizational analysis, person analysis, and task analysis. Organizational analysis involves determining how training supports organizational goals. Person analysis identifies employee readiness for training and any gaps between current and expected performance. Task analysis describes the tasks, knowledge, skills, and abilities required for a job. The document also discusses learning theories such as reinforcement theory and social learning theory that influence training design and effectiveness.
Similar to Directions Questions 1-3 must be answered in 175 words or more! P.docx (20)
1. A corporations distribution of additional shares of its own s.docxcuddietheresa
1.
A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
.
1. Like the modernists, postmodern writers focused on subjective e.docxcuddietheresa
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
characteristic of or belonging to the superficial world
none of the above
2. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. (1 point)
insult
twists; intricate designs
leapt; frolicked
sharp; pounding
3. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison. (1 point)
beginning
watchfulness; caution
leapt; frolicked
intermittently; unsteadily
4. Stokesie’s married, with two babies chalked up on his fuselage already, but as far as I can tell that’s the only difference. (1 point)
central body portion of an airplane
evil; spiteful
handicaps; obstructions
none of the above
Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
Essay
Note: Your teacher will grade your response to ensure that you receive proper credit for your answer. Your response should include the following to receive the points in parentheses:
Respond in 3–5 complete sentences. (5 pts)
8. Rewrite the paragraph above, correcting any fragments and run-on sentences. Be sure to use correct punctuation. (5 points)
True or False
9. The Beat Generation was a group of writers who fought to maintain traditionalism in America. (1 point)
true
false
10. Satire is used to make serious situations appear humorous using irony. (1 point)
true
false
11. Absurdism is the attempt to show the absurdity of t.
1. As the degree of freedom increase indefinitely, the t distribu.docxcuddietheresa
1.
As the degree of freedom increase indefinitely, the t distribution approaches the normal distribution. (Points : 1)
[removed] [removed] [removed] [removed]
.
1-Explain how the topography of the United states can affect the wea.docxcuddietheresa
1-Explain how the topography of the United states can affect the weather.
2-
Explain why or why not the bodies of water that are in close proximity to the Commonwealth (P.A.) can affect our weather.
3-
Explain how sometimes it can we warmer in Alaska in December than here in PA?
4-
Explain how the temperature can range 30 degrees in Pittsburgh to 55 Philadelphia during the month of January.
5
Explain how the temperature can range from 75 degrees in Pittsburgh to 45 in Philadelphia during the month of May.
6-
Explain how Texas can sometimes be colder than PA during the winter.
7
.
Explain how Florida can sometimes be cooler than PA during the summer.
.
1. An exporter faced with exposure to a depreciating currency can.docxcuddietheresa
1.
An exporter faced with exposure to a depreciating currency can reduce transaction exposure with a strategy of: (Points : 1)
[removed] [removed] [removed] [removed]
.
1. According to the central limit theorem, a population which is .docxcuddietheresa
1.
According to the central limit theorem, a population which is skewed to begin with will still be skewed when it is re-formed as a distribution of sample means. (Points : 1)
.
1. Which of the following is not a class of essential nutrient.docxcuddietheresa
1. Which of the following is not a class of essential nutrient?
a. Dietary supplements
b. Carbohydrates
c. Lipids
d. Minerals
2. Which of the following statements about the nutrient composition of the American diet is true?
a. It contains too little protein
b. It contains too little carbohydrate
c. It contains too little fat
d. It contains too many calories
3. A kcalorie is a measure of
a. Heat energy
b. Fat in food
c. Nutrients in food
d. Sugar and fat in food
4. Which of the following nutrients can directly supply energy for human use?
a. Lipids and oils
b. Fiber
c. Vitamins
d. Minerals
5. Gram for gram, which provides the most energy?
a. Carbohydrates
b. Proteins
c. Alcohol
d. Fats
6. Which of the following yield greater than 4 kcalories per gram?
a. Plant fats
b. Plant carbohydrates
c. Plant proteins
d. Animal proteins
7. Which of the following contain no calories?
a. Alcohol
b. Proteins
c. Carbohydrates
d. Vitamins
8. Which one of the following is a carbohydrate?
a. apples
b. chicken
c. potatoes
d. both a and c
9. Which of the following is a protein?
a. apples
b. chicken
c. potatoes
d. both a and c
10. Which of the following is a lipid?
a. oils
b. fat
c. cholesterol
d. all the above
11. Fats:
a. Regulate body temperature b. protect organs
c. produce energy d. All of the Above
12. Water is _____ of a person's total body weight.
a. 40% b. 65%-75%
c. 10% - 20% d. None of the above
13. When looking at the ingredient label of a bottled spaghetti sauce, you see that olive oil is the second ingredient. This means that
a. Olive oil is the second ingredient by alphabetical listing
b. Olive oil is just one of the ingredients present in the sauce
c. Olive oil is the second ingredient by weight
d. Olive oil is the second ingredient by amount present in the sauce
14. How many kcalories are provided by a 2-oz brownie with icing? Its nutrient composition is 1g of protein, 5g of fat, and 15g of carbohydrates
a. 89
b. 109
c. 84
d. 159
15. Which of the following provides the most kcalories?
a. 5g carbohydrate
b. 3g fat
c. 4g protein
d. 2g alcohol
16. One-half of a mashed potato with milk contains 2g of protein, 1g of fat, and 14g of carbohydrate. What percentage of the total kcalorie content is provided by carbohydrates
a. 19%
b. 72%
c. 82%
d. 77%
17. True or False: A nutrition facts label can list 0 grams of fat even if the food does in fact contain some fat.
.
1. The process by which one group takes on the cultural and other .docxcuddietheresa
1. The process by which one group takes on the cultural and other traits of a larger group is called _______. (1 point)
assimilation
pluralism
culture
integration
2. Chinatown in San Francisco and Little Havana in Miami are examples of _______. (1 point)
assimilation
pluralism
culture
integration
3. The Salad Bowl analogy of U.S. society states that (1 point)
ethnic groups living in the United States retain unique features, but also contribute to American culture as a whole.
all ethnic groups’ cultures have melted overtime into one distinct culture.
ethnic groups are entirely separated in U.S. society and have no influence upon one another.
immigrants must abandon their traditions to be successful in U.S. society.
4. A form of government in which a king or queen acts as head of state while parliament makes legislation is called a ________. (1 point)
monarchy
democracy
democratic parliament
constitutional monarchy
5. Based on the text, what was the African diaspora? (1 point)
the transporting of Africans to the New World for slave labor
the dispersion of Africans during and after the trans-Atlantic slave trade
the multiculturalism of African American colonies in the New World
the assimilation of African culture into that of the United States
6. Which is the term for a completely structured language that develops from a blending of native languages and introduced languages? (1 point)
Pidgin
Creole
Esperanto
Dialect
7. Which movement was initiated in the 1960s by Quebecer Réne Lévesque? (1 point)
a movement to give indigenous people their own province
a movement to make French the official language of Canada
an initiative to put an end to all immigration into Canada
a movement to make Quebec an independent sovereignty
8. Which U.S. city is best known for celebrating the tradition of Mardi Gras? (1 point)
San Francisco
New York City
New Orleans
Miami
9. Which country is responsible for laying Canada’s cultural foundation? (1 point)
Great Britain
France
The United States
Germany
10. Which group makes up the largest segment of the Mexican population? (1 point)
Spanish
Indigenous peoples
Mestizos
Aztecs
.
1. Milestone InvestingCompare and contrast the interests of .docxcuddietheresa
1. Milestone Investing
Compare and contrast the interests of entrepreneurs and investors to the concept of milestone investing? Is there the potential for conflict of interest? How can conflict be resolved? Respond to two of your classmates’ postings.
2. NVCA
Explore the website of the National Venture Capital Association. Briefly review the membership list and the focus of the venture funding association. Discuss the economic importance of venture backed companies to the U.S. Economy. Provide examples. Respond to two of your classmates’ postings.
.
1. All dogs are warm-blooded. All warm-blooded creatures are mamm.docxcuddietheresa
1.
All dogs are warm-blooded. All warm-blooded creatures are mammals. Hence, all dogs are mammals.
True or False: The sentence, “Hence, all dogs are mammals,” is a premise in this argument. (Points : 1)
.
1-3 Final Project Milestone #1 ProposalThroughout this course.docxcuddietheresa
1-3 Final Project Milestone #1: Proposal
Throughout this course you will be asked to make wiki posts about a company in which you are a stakeholder. Before you can make your first post (due next week), you must submit a proposal to your instructor below.
This 1–2 page proposal must:
Identify the company you have selected
Give a brief synopsis of the company, summarizing its purpose and goals
State your rationale and reason for selecting this company
Describe your role as a stakeholder in this company
Describe at least three other stakeholders and their relationship to the company you have selected
Conclusion: what you hope to gain/understand as you research about this company
After the handshake is agreed upon, I will give the comany that I have chosen. Paper must be:
1-2 page APA.
Pass Turnitin
Received on or before the deadline.
.
1-Please explain Ethical Universalism. Should organizations be socia.docxcuddietheresa
1-Please explain Ethical Universalism. Should organizations be socially responsible to their stakeholders?
2
What factors go into putting together a Strong Management Team?
3-
Please discuss how Benchmarking by adopting Best Practices of other companies and enacting Continuous Improvement aids in Organizational Performance.
4-
How does an organization develop an High Performance Culture?
.
1-an explanation of why the Marbury v. Madison case is a landmar.docxcuddietheresa
1-an explanation of why the
Marbury v. Madison
case is a landmark decision. Then briefly describe the Supreme Court case you reviewed and explain the significance of the
Marbury v. Madison
decision on the outcomes of the case. Be specific.
Note: Put the name of the Supreme Court case you reviewed in the first line of your post. You will be asked to respond to a colleague who selected a different Supreme Court case than you did.
Powers of the Supreme Court
There are a number of Supreme Court cases that have significantly impacted law and public policy. As you progress through the course, you will review many of these cases. For this Discussion, you are asked to consider the significance of the
Marbury v. Madison
case.
In the presidential election of 1800, Thomas Jefferson defeated the incumbent president, John Adams, a Federalist. Before John Adams left office, he appointed judges and justices of the peace for the District of Columbia who also were Federalists. All of the appointments for the new judges and justices of the peace were approved in a mass Senate hearing. However, four of the justices of the peace did not receive their commissions before John Adams’ presidency was over. One of these justices of the peace, William Marbury, petitioned the Supreme Court to force James Madison, the new Secretary of State under Jefferson, to deliver his commission. Marbury cited the Judiciary Act of 1789 which gave the Supreme Court the power to take such an action. In the end, Chief Justice John Marshall of the Supreme Court declared that the Judiciary Act of 1789 was unconstitutional and then denied Marbury’s petition.
This decision was the first time in history that the Supreme Court deemed a legislative act to be unconstitutional. As a direct result of the case, the concept of judicial review was established and the checks and balances of the U.S. Government were further defined.
2-a brief explanation of the Supreme Court’s role in policy making. Then describe two strengths and two limitations of the Supreme Court’s role in policy making.
Role of the Supreme Court in Policy Making
While the U.S. Supreme Court is extremely powerful, theoretically, it is not able to create law or public policy in the way that Congress or the President does. However, the Supreme Court is able to review public policies or laws that are disputed and determine their constitutionality. Supreme Court justices must determine which cases or disputes to hear and then determine if the laws or policies in such cases are constitutional. If they rule that the laws or policies are unconstitutional, they make recommendations about how the laws or policies should be changed or adapted. In this way, the Supreme Court engages in policy making.
To prepare for this Discussion:
Review the Preface and Introduction in the course text,
Landmark Supreme Court Cases: The Most Influential Decisions of the Supreme Court of the United States.
Consider the history of the Supreme Court a.
1-Discuss research that supports the hypothesis that a person’s ac.docxcuddietheresa
1-Discuss research that supports the hypothesis that a person’s action in the environment affects depth perception.
2-Name and discuss two characteristics of optic flow.
3-What is optic ataxia? Describe the method, results, and implications of the research by Schindler on optic ataxia patients
4-Contrast the three types of dichromatism, in regard to rates, neutral points, color experience, and proposed physiological cause.
5-Name, define, and give an example (in words) of six pictorial depth cues.
Due Sunday by 5PM
.
1-Imagine you are a historian, and the only existing sources of evid.docxcuddietheresa
1-Imagine you are a historian, and the only existing sources of evidence
regarding the conquest are documents from Indigenous sources. What can we
conclude by analyzing the Florentine Codex, the Annals of Tlatelolco, as well
as the excerpts from Oaxaca and Yucatan that best describes the conquest
from the perspective of the Indigenous population?
2-In 1844, U. S. President James K. Polk ran on a Democratic platform that
supported manifest destiny. Manifest Destiny is the idea that Americans were
predestined to occupy the entire North American continent. The last act of
Polk's predecessor, John Tyler, had been to annex the Republic of Texas in
1845. Polk wanted to lay claim to California, New Mexico, and land near the
disputed southern border of Texas. Mexico, however, was not so eager to let
go of these territories. What ensued later is referred in the historical records as
the Mexican American War. Examine the causes that precipitated the
Mexican American War, as well as the end result of this conflict.
.
1-How does relative humidity affect the comfort of people Can you e.docxcuddietheresa
1-How does relative humidity affect the comfort of people? Can you explain the physiological reasons for this?
2-The diurnal (daily) relationship between temperature and humidity is such that the lowest humidity should occur in the afternoon hours. It is during these times, however, when it often seems to be most humid and uncomfortable. What could be the reason for this
perceived
inconsistency?
3- When dew forms on outdoor objects, can it be assumed that the atmosphere is saturated? If so, why is there often no fog accompanying the dew?
4-
Can you think of any agents or circumstances that may cause the mixing ratio in a room to change?
.
1-1) In general, what is the effect of one party being mistaken abou.docxcuddietheresa
1-1) In general, what is the effect of one party being mistaken about the subject matter of
a contract?
a. The mistaken party can rescind the contract.
b. Either party can rescind the contract, and the mistaken party can recover damages.
c. Neither party can rescind the contract or recover damages.
d. Either party can rescind the contract and/or recover damages.
e. Either party can rescind the contract.
2-5) In Wilson v. Western National Life Insurance Company, involving the party who lied
allegedly regarding prior drug abuse in order to obtain life insurance, what was
the holding of the court when the party later died from a drug overdose?
Unit 3 Examination
a. The life insurance company had to pay the proceeds because if the plaintiff’s medical
records had been consulted, the drug abuse would have been discovered.
b. The life insurance did not have to pay the proceeds only because the deceased’s wife
was unaware of the misrepresentation.
c. The life insurance had to pay the proceeds because the deceased’s wife actually paid
the premiums.
d. The life insurance company had to pay the proceeds because the plaintiff was not
using drugs during the time the application for insurance was made.
e. The life insurance company did not have to pay the proceeds because of the concealment
of the drug abuse.
3-8) Frank had a bicycle that he advertised for sale, honestly believing it to be a 1999
model even though it was actually a 1996 model. There were significant improvements
in the frame material, not readily apparent, made between 1996 and 1999 to
this model bicycle. The buyer believed Frank’s statement that it was a 1999 model,
and was excited to be getting a model incorporating the improvements. After discovering
that the bike was actually a 1996 model, the buyer could avoid the contract on
the basis of:
a. unilateral mistake.
b. fraud.
c. mutual mistake.
d. B and C.
e. none of the above.
Unit 3 Examination
Business Law
4-9) The owner of a gym tells Ruppert that if he joins the gym for a year and hires a personal
trainer, his body will be more attractive to women and his life will change forever.
Ruppert joins and hires a personal trainer, but otherwise his life remains the
same. The statements of the gym owner could be described as:
a. statements of fact.
b. statements of opinions.
c. predictions about the future.
d. both B and C.
e. A, B and C.
5-10) Which of the following is the false statement?
a. A legal right arising from a breach of contract may be assigned.
b. The same right can be assigned more than once.
c. You must get everyone’s consent to make a novation.
d. Purely mechanical duties are not delegable.
e. There is a guarantor in a delegation.
6-11) When there has been an assignment of rights under a contract, who has a duty to
notify the obligor of the assignment?
a. The assignor.
b. The assignee.
c. Both the assignor and the assignee.
d. Neither the assignor nor the assi.
1- How did the United States become involved in the politics of Sout.docxcuddietheresa
1- How did the United States become involved in the politics of Southeast Asia? Describe two key decisions that escalated American involvement and determine their impact. How did a lack of political clarity in declaring the war’s objectives affect the military’s ability to fight?
2-
• Describe how students mobilized to protest in the 1960s. Why did student activism become so visible at this time?
200 words minimum.
.
1- I need someone who read the book (V for Vendetta) and saw the mov.docxcuddietheresa
1- I need someone who read the book (V for Vendetta) and saw the movie V.
2- The essay will be about the difference between Evey in the book and Evey in the movie.
3- The thesis will be
( Evey has big part in the story of V, but there is a big different in her character between the movie and the book ).
.
1- Define arbitration.2- Who is responsible for paying an arbitr.docxcuddietheresa
1- Define arbitration.
2- Who is responsible for paying an arbitrator’s fee?
3- When are punitive damages awarded?
4- What is the best for business necessity?
5- Do entities today use "constructive discharge" as a way to get rid of people so that they do not have to adhere to the WARN act?
.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Article: https://pecb.com/article
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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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
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Digital Artefact 1 - Tiny Home Environmental Design
Directions Questions 1-3 must be answered in 175 words or more! P.docx
1. Directions: Questions 1-3 must be answered in 175 words or
more! Please reference the book for the first question.
Book Reference: Cozby, P., & Bates, S. (2014). Methods in
Behavioral Research (12th ed.). New York, NY: McGraw Hill
Education.
1. Question: Why should a researcher be concerned about
generalizing to other subject populations and experimenters?
What are some of the research generalization problems that can
occur and how can these be solved?
2. Generalizability refers to the extent to which we can apply
the findings of our research to the target population we are
interested in.
Question: But what I'm wondering is WHY we NEED to
generalize in the first place? What is the relationship between
sampling and generalization? Why is a representative sample
important if we want to generalize? What makes UP a
representative sample?
3. A problem that can arise from generalization would be the
results obtained from different cultures the reason for this is
each culture has their own beliefs and views when it comes to
their particular culture. Some other issues stems from the fact
most of the participants are college student, which puts a
restriction on the population aspect of the research, most are
first and second year student, they are either all man or all
female, few will use a even ratio of both male and female
(Cozby & Bates, 2015).
Question: Think back to earlier weeks in our class. What type of
validity is related to generalization? Why is this type of validity
important? What are more reasons we should be concerned
about generalizing our studies?.
4. Name three things you have learned about research methods
2. that you never knew before and/or that made an impact on you.
5. Thirdly, after taking this class, why do you think it is
important for students to know something about research and
statistics as applied to psychology? Finally, what is one
question you have that remains unanswered?
1
Assignment 2: New Supervisor Training on Performance
Evaluations
Due in Week 6 and worth 300 points
Now that the position has been created, you’ve taken the
opportunity to create a PowerPoint presentation
to train new supervisors on how to conduct performance
evaluations.
Whether you use an annual evaluation, real-time feedback, or
quarterly evaluations, it is important that
new supervisors understand:
• the rationale for a performance evaluation in general,
• the rationale for the specific one in use,
• the instrument used, and
• the process for the evaluation.
The PowerPoint presentation should be a minimum of 10 slides
with graphics and Notes Pages.
3. NOTE: One of the positions the new supervisors will be
conducting performance evaluations on is
the job in your description from Week 3. Find creative ways to
incorporate your work from that
assignment into this one.
Your assignment must follow these formatting requirements:
• You must include the Notes Pages. This is where you explain
in detail the thoughts you
want to convey in each slide, only in more depth.
• Visually appealing: graphics (required) should be appropriate
for the environment and
audience. Text should be visible from 18 feet away (generally
considered 18 pt. font or
larger).
Points: 300 Assignment 2: New Supervisor Training on
Performance Evaluations
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
4. 90-100% A
1. New supervisors
understand the rationale
for a performance
evaluation in general
Weight: 15%
Did not submit or
incompletely
discussed the
rationale for a
performance
evaluation in
general, in such a
way that new
supervisors can
understand.
Partially discussed
the rationale for a
performance
evaluation in
general, in such a
way that new
supervisors can
understand.
Satisfactorily
discussed the
rationale for a
performance
evaluation in
general, in such a
way that new
5. supervisors can
understand.
Thoroughly
discussed the
rationale for a
performance
evaluation in
general, in such a
way that new
supervisors can
understand.
2. PowerPoint
presentation discusses
type of evaluation used
so that new supervisors
understand
Weight: 15%
Did not submit or
PowerPoint
presentation
incompletely
discusses type of
evaluation used so
that new
supervisors
understand.
PowerPoint
presentation
partially discusses
type of evaluation
6. used so that new
supervisors
understand.
PowerPoint
presentation
satisfactorily
discusses type of
evaluation used so
that new
supervisors
understand.
.
PowerPoint
presentation
thoroughly
discusses type of
evaluation used so
that new
supervisors
understand.
3. PowerPoint
presentation discusses
the rationale for the
specific performance
Did not submit or
incompletely
discusses the
rationale for the
specific
7. PowerPoint
presentation
partially discusses
the rationale for the
specific
PowerPoint
presentation
discusses the
rationale for the
specific
PowerPoint
presentation
thoroughly
discusses the
rationale for the
2
evaluation in use
Weight: 15%
performance
evaluation in use.
performance
evaluation in use.
performance
evaluation in use.
8. specific
performance
evaluation in use.
4. PowerPoint
presentation discusses
the instrument used so
that new supervisors
understand
Weight: 15%
Did not submit or
incompletely
discusses the
instrument used so
that new
supervisors
understand.
PowerPoint
presentation
partially discusses
the instrument used
so that new
supervisors
understand.
PowerPoint
presentation
satisfactorily
discusses the
instrument used so
that new
9. supervisors
understand.
PowerPoint
presentation
thoroughly
discusses the
instrument used so
that new
supervisors
understand.
.
5. PowerPoint
presentation explains the
process for the
evaluation so that new
supervisors understand
Weight: 15%
Did not submit or
incompletely
explains the
process for the
evaluation so that
new supervisors
understand.
PowerPoint
presentation
partially explains
10. the process for the
evaluation so that
new supervisors
understand.
PowerPoint
presentation
satisfactorily
explains the
process for the
evaluation so that
new supervisors
understand.
PowerPoint
presentation
thoroughly explains
the process for the
evaluation so that
new supervisors
understand.
6. PowerPoint is a
minimum of 10 slides
long
Weight: 5%
Did not submit. PowerPoint did not
meet standards.
PowerPoint meets
standards.
PowerPoint
11. exceeds 10 slides
and the slides are
an informative and
thoughtful addition.
7. Notes Pages are used
Weight: 5%
Did not submit. PowerPoint did not
meet standards.
PowerPoint meets
standards.
PowerPoint uses
Notes Pages to
their fullest
advantage.
8. PowerPoint is visually
appealing
Weight: 5%
Did not submit. PowerPoint did not
meet standards.
PowerPoint meets
standards.
PowerPoint is not
only visually
appealing but the
visual design
strengthens
12. understanding of
audience.
9. Clarity, writing
mechanics, and
formatting requirements
Weight: 10%
More than 6 errors
present
5-6 errors present 3-4 errors present 0-2 errors present
Running head: Job DESCRIPTION
1
Job DESCRIPTION 4
Job Description
Larry Ratliff
HRM 500
Strayer University
July 19, 2019
Dr. Thomas
13. Job overview
Training and Development Specialists Administer, deliver and
create teaching program for organization and businesses. To
achieve their responsibilities, they need to develop training
program and determined what is needed in the training facility.
The role of Training Specialist is to help, organize and manage
program which train workers and advance their knowledge and
skills. The training specialists will offer training using group
discussions and Open learning classes. The training will be
done in form of web-based program, video, and self-guided
instructional manual.
Responsibilities and duties
1. Design and generate teaching manuals, course materials, and
online learning modules.
2. Evaluate training program required through consultations
with workers, through surveys, or discussions with managers
3. Monitor, evaluate, and update modules training program to
ensure they are successful.
4. Give training to students using various instructional
techniques
5. Carry out administrative tasks like planning classes,
coordinating registration, and monitoring costs.
6. Review training materials and curriculum and choose the
appropriate materials.
7. Testing courses and activities in the open learning program to
ensure they run correctly.
Qualifications
Education
Training and Development Specialists should have bachelor’s
degree in education, social science, education and
organizational psychology or human resource. In addition, the
applicant must have strong background in computer science or
14. information technology.
Work experience
Applicant must have 10 years’ experience in teaching, training
and development, or instructional design. Increasingly, one
must have experience in information technology.
Licenses, Certifications, and Registrations
Suitable candidate must be a registered member of American
Society for Training and Development or International Society
for Performance Improvement.
Personality and Interests
Applicant must show interest in assisting and encouragement
students according to the company code framework. Helping
interest indicate motivation on counselling, assisting, teaching
and serving learners.
Skills
1. Analytical skills to evaluate training programs, training
material, methods and select the best in each situation
2. Instructional and teaching techniques and skills to address
concerns of particular group of students
3. Interpersonal skills to help in work together with trainees,
mentors and subject-matter experts
4. Speaking skills, ability to communicate info clearly and
facilitate couching.
Laws considered when creating the job description
The design and formulation of the job description depends
on many factors such as company culture, existing federal and
state labor laws, and employment laws. Job descriptions are
established guideline for workers performance and they are used
for appraisal time. They are important communication tools
because they help employees perform ethical tasks. First, job
description is a company formal or informal documents based
on organizational culture and what works for the workforce
(Diana, 2017). Regardless of formality, the document should
give accurate information about job description, expected skills
and responsibilities. Job description involves of important job
functions, explanation of duties or responsibilities physical
15. demands, critical skills, conservational factors, and roles of
ADA among other federal laws which govern occupation such as
Occupation Safety Health Act (OSHA Act). The salary paid to
workers is governed by the “Fair Labor Standard Act (FLSA)”
(JAN, 2019). Federal laws groups workers into exempted
overtime employees and non-exempted employees. The
exempted workers are excluded from overtime regulations,
minimum wage, and other rights provided by the FLSA (JAN,
2019). Workers who fall with the non-exempted positions are
paid federal minimum wage for period worked and paid
overtime of “not less than one and a half times their hourly rate
for hours worked past 40 each week” (Diana, 2017).
References
Diana, M. (2017, March 1). Preparing Useful and Legally
Compliant Job Descriptions. Retrieved July 18, 2019, from
https://www.njbia.org/wp-content/uploads/2017/03/Preparing-
Job-Descriptions.pdf
JAN. (2019). Accommodation and Compliance: Job
Descriptions. Retrieved July 18, 2019, from
https://askjan.org/topics/jobdesc.cfm
Running head:
JOB DESCRIPTION
1
17. Larry Ratliff
HRM 500
Strayer University
July 19, 2019
Dr. Thomas
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298
Chapter 10
Foreign Investment:
Researching Risk
“The outcome of any serious research can only be to
make two questions grow where only one grew before.”
21. —Thorstein Veblen
Chapter ObjeCtives
this chapter will:
• Look at the forces and opportunities that
support foreign investment by
multinational corporations
• Discuss the role political risk plays in
counterbalancing the benefits or
opportunities of investing abroad
• Describe the various ways host governments control
foreign investment
• Present management techniques that can be
used to reduce political risk when
investing abroad
Why invest aBroad?
Every firm that considers investing abroad must weigh the
potential advantages against
the potential risks. To do that, in-house analysis must identify
and evaluate key factors.
There are several reasons to consider initially why firms should
invest abroad, and a few
general factors can be linked to the overall level of risk a
particular host country holds
for an MNC making a foreign direct investment. These factors
include the attitude of
the host country’s government, the political system in place, the
level of public discon-
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Why Invest Abroad? 299
tent or satisfaction, the unification or fragmentation of the local
society on cultural and
25. religious lines, the kind of internal and external pressures faced
by the government, and
the history of the country in the past few decades. In the pages
that follow, we address
each of these concerns in turn.
A recent publication by the Economist ranked the countries of
the world according
to the friendliness of the business environment. The rankings
reflect the opportuni-
ties for, and the hindrances to, the conduct of business, as
measured by the countries’
rankings in ten categories, including market potential, tax and
labor market policies,
infrastructure, skills, and the political environment.1 The top
twenty countries are listed
in Table 10.1.
bigger MarketS
Many international firms decide to invest overseas to tap larger
foreign markets. To keep
growing, a firm must increase its sales, which may not be
possible in the domestic market.
Domestic markets, however large, are limited to a particular
size and rate of growth and
are the target of competition from other domestic firms with
similar products and mar-
keting capabilities. In such situations, a move overseas is a
logical step for a company
wanting to tap a larger market. Apart from the fact that the
existence of a new, larger
customer base would boost sales, overseas markets often confer
additional advantages
to the firm. For example, these markets may not have products
that are similar to or of
the same quality as those of the firm going overseas, and the
26. competition from overseas
markets may not be as strong as domestic competition.
Table 10.1 Most Business-Friendly Environments
1. Singapore
2. Switzerland
3. Finland
4. Canada/Hong Kong (tied)
6. Australia/Denmark (tied)
8. New Zealand/Sweden (tied)
10. Netherlands
11. Norway/Taiwan (tied)
13. United States
14. Germany
15. Chile
16. Belgium
17. Ireland
18. Qatar
19. France
20. Austria
Source: Economist, “Business Environment Rankings,” 61.
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300 Chapter 10 • Foreign Investment: Researching
Risk
hoSt-NatioN deMaNdS
Occasionally firms must invest overseas to tap international
markets because host-country
government restrictions require that the firm’s products be
manufactured locally. Such
restrictions are generally imposed to boost the local economy
and general domestic
production and employment. Thus, the MNC that wants to tap
an overseas market has
to invest in overseas plants that are run by domestic managers,
in local subordinates, or
through some other arrangement.
30. ecoNoMieS of Scale
A firm might want to invest in an overseas market because it is
cheaper to manufacture
goods locally rather than manufacturing them at home and
exporting them. When the lo-
cal market is large and the demand is consistent enough to
justify investment in the plant
and equipment needed to set up a manufacturing operation,
production economies can
occur through other factors. For example, the labor costs may
be lower in the overseas
location, the sources of raw materials may be closer to the plant
in the overseas location,
and the costs of shipping and marketing the products may be
lower than those of home-
based operations. Another important factor is the location of the
firm. An overseas plant
location may also be better suited to serve a third-country
market.
coMpetitive MotiveS
Often firms operate in head-on competition with other domestic
and international firms.
This type of competition is particularly severe in oligopolistic
industries, where only
a few large firms dominate the market. In such an environment,
the moves of one firm
are quickly duplicated and challenged by the others. Thus, if
one firm moves abroad, its
competitors make similar moves. One obvious motive for the
move is to keep pace with
the first firm in new markets and overall level of sales. The
other motive is the need to
match the overseas strategy of competitors, because if that is
not done, the competition
could acquire additional strength from its overseas operation,
31. which could be leveraged in
the domestic market, too. Competition often occurs between
firms of different countries
that dominate parts of the same industry (e.g., Caterpillar
Company of the United States
and Komatsu of Japan dominate the earth-moving machinery
industry). If one company
invades the home-country market of another, it is very likely
that the competitor will be
motivated to retaliate by accessing its competition’s domestic
market. For example, in
the 1990s, Kodak decided to enter the Japanese market to
counter Fuji’s market share
gains in the United States.
techNology aNd Quality coNtrol
Many firms feel that if they license their technology to a
company in the overseas location,
their technology might be leaked to competitors. In fact, many
companies, especially in
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Why Invest Abroad? 301
the high-technology area, hold on to their know-how so closely
that they do not license
it as a matter of policy. The practice of retaining information
within the company is often
referred to as internalization. Some companies feel that
licensing their technology may
result in the licensee producing a product of inferior quality,
which may be damaging to
the product image. To obviate such possibilities, companies
prefer to set up their own
overseas manufacturing operations. Having their own operations
also provides some
companies with greater assurance of regular supply, better
maintenance, and after-sales
services for their products, which are crucial to retaining
customer loyalty in a highly
competitive international environment.
35. raW MaterialS
Many firms rely on raw materials imported from abroad, a
reliance that can stem from
both availability and cost considerations. The raw materials may
not be available in the
home country, or, alternatively, it may be more economical to
access raw materials from
overseas than domestically if the price differences exceed the
additional transportation
costs. If a firm decides to rely on overseas raw materials, it
often becomes dependent
on a regular supply at predictable and relatively stable prices.
Long-term contracts with
overseas suppliers are one way of achieving predictable and
stable prices. In some cases,
however, companies are unwilling to take the risk of the
supplier’s reneging on the con-
tract so they decide to invest in extractive mining and other
such raw materials sourcing
operations overseas. Sometimes such investments are motivated
by the consideration
that the necessary technology is not available in the source
country and therefore must
be provided by the corporation interested in extracting the
materials. Often permission
from the governments of the countries where raw materials are
available is centered on
the type of technology the overseas corporation is able to bring
to use in the extractive
processes.
forWard iNtegratioN
Many companies wish to eliminate middlemen from their
operations and forward
integrate the different stages involved in the manufacture of
36. their products and their
sales to the consumer. For example, a firm may produce a soft-
drink concentrate and
sell it to a local bottler overseas who bottles and sells it in
foreign markets. The profits
from the revenues generated from the sales of the soft drink are
shared by the company
producing the soft drink concentrate and the local bottler. If the
company selling the
concentrate had its own bottling plant in the foreign country, it
would be able to control
the entire operation and eliminate sharing its profits with the
intermediary agent. This
motivation may prompt the company manufacturing the
concentrate to set up its own
bottling operation overseas.
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302 Chapter 10 • Foreign Investment: Researching
Risk
techNology acQuiSitioN
Multinational corporations often invest in other countries to
gain access to new tech-
nologies that are not developed in the home country. Access to
new technology is often
sought by the outright acquisition of new firms possessing such
knowledge. These new
technologies are generally intended for integration with the
entire global corporate strat-
egy of the MNC that acquires them. Often, the company that
acquires a new technology
through an overseas acquisition sets up an overseas facility,
which enhances the existing
operations by adding the managerial, financial, and
technological strengths of the parent
company.
assessing politiCal risk
Political risk for multinational corporations includes adverse
actions that may be taken
40. by host-country governments against the firms. These actions
can include changes in the
operating conditions of foreign enterprises that arise out of the
political process, either
directly through war, insurrection, or political violence, or
through changes in govern-
ment that affect the behavior, ownership, physical assets,
personnel, or operations of the
firm.
Political risk does not necessarily arise out of an upheaval in
the political climate of
the host country. Perceptions often change within the same
government, and, as a result,
decisions detrimental to the interests of the firm can be made.
Moreover, because policies
can and do change, some degree of political risk is present in
nearly all countries.
Factors responsible for political risk can be grouped into two
categories: inherent and
circumstantial. Inherent factors are conditions that are present
constantly around the world
that generate a certain danger of adverse action by host
governments from the point of
view of the multinational corporation (e.g., terrorism).
Circumstantial factors are those
conditions that can arise out of particular events in different
countries.
iNhereNt cauSeS of political riSk
Different Economic Objectives
The motivations and goals of a US MNC are often at variance
with those of the host
government (see Table 10.2). A primary example is in the area
of balance of payments
41. considerations. A host country that is facing difficulties with its
balance of payments
might seek to conserve its resources by maximizing the inflows
and minimizing the out-
flows. It may also try to optimize the use of the available
foreign exchange resources by
placing restrictions on repatriation of profits, dividends, and
royalties by a multinational
corporation to its home country. The host government could
also place restrictions on
the time lag permitted for import and export payments, thus
interfering with the MNC’s
internal leading and lagging strategy, which is devised to
manage its finances and avoid
exchange- and interest-rate risks.
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Assessing Political Risk 303
In a leading and lagging strategy, firms decide which payables
to pay early and which
payables to pay late based on factors such as exchange rates, net
receipts from their
centralized cash management system, and the size or power of
the company owed. Ad-
ditionally, the leading and lagging can also pertain to the timing
of collections of accounts
receivable, for similar reasons.
Monetary and Fiscal Policies
The monetary and fiscal policies of a host government may be
at variance with an MNC’s
desires. For example, a host country that is faced with
impending inflationary conditions
might want to raise the interest rates on bank lending, which
may be detrimental to the
interests of an MNC, whose costs of funds, and therefore of
production, would go up
correspondingly. The banks may also be directed to maintain
quantitative ceilings on
lending to prevent excessive increases in the money supply of
45. the host country. The MNC,
on the other hand, keen to retain its financing sources according
to its own requirements,
might attempt to circumvent these ceilings, further incurring the
displeasure of the host
government and raising a risk of further punitive action.
Similarly, fiscal policies followed by host governments may not
be in the MNC’s
interests. The interest of the host government is invariably to
maximize revenues, while
that of the MNC is to minimize its tax liability. Increasing taxes
is a major inherent risk
that an MNC faces while operating overseas. Moreover, some
countries levy a heavier
tax on the repatriated portions of an MNC’s profits, which is
often in addition to the
Table 10.2 Conflicting Objectives Between Developing
Countries and Multinational
Corporations
Developing countries Multinational corporations
Promote local ownership Maintain global controls and
efficiency
Increase local ownership and control Minimize costs of
technology and capital
Reduce duration of contracts and change
payment
Receive reasonable returns for risk
characteristics
Separate technology from private investment Provide
46. technology as part of long-term
production and market development
Eliminate restrictive business clauses in technol-
ogy and investment agreements
Maintain ability to affect the use of capital,
technology, and associated products
Minimize proprietary rights of suppliers Protect rights for profit
from private investments
Reduce contract security Use contracts to create stable business
environ-
ment and to develop trust
Encourage technology and R&D transfer to host
country
Maintain control of technology and R&D paid for
by the company
Develop suitable products for host country Gain global
economies of scale to lower costs of
products
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304 Chapter 10 • Foreign Investment: Researching
Risk
normal corporate taxes paid by a local company. Sometimes
under these regimes, sepa-
rate exchange rates are specified for different transactions. The
goal of the host country
might be to defend a particular level of the exchange rate that it
deems appropriate in the
pursuit of its best economic interest. For the MNC, however,
this might mean that there
is an artificial distortion in the amount of funds it is able to
repatriate, which adversely
affects its overall profitability.
50. Economic Development and Industrial Policies
The industrial and economic development policies of a host
country can often pose a risk
for an MNC. For example, countries may want to promote
certain backward geographical
regions where infrastructural facilities are low and might
therefore require the expan-
sion of MNCs to such regions even though investment there may
not be economically
feasible. Many host countries want to promote domestic
industry and, particularly, small
and medium-size enterprises. To do so, host countries tend to
provide subsidies or other
fiscal incentives or reserve the production of certain goods for
such industries. Another
promotion mechanism is the purchase policy of the government.
In many host countries, especially less-developed countries, the
government is the largest
buyer of goods and services. Exclusion from government
contracts, therefore, affects the
sales of an MNC’s products significantly. Also, in many of the
core and sensitive industries
(e.g., defense and infrastructure-oriented industries), MNC
participation may be prohibited.
The risk arises from the possibility that some industries in
which an MNC is active might
be declared core industries or sensitive industries, and MNC
operations may be expropri-
ated or forcibly sold to local parties. The rationale behind the
exclusion of MNCs from key
industries is apparently apprehension in the minds of host
governments that MNC control of
key industries might endanger national security and hamper the
51. ability of the government
to conduct an independent foreign policy. Such policies are
similar to what Vladimir Lenin
referred to as the commanding heights of the economy. The
commanding heights were key
industries required to effectively control an economy. In the
early 1900s, such industries
included railroads, steel, and heavy industry. Based on many of
the current barriers to foreign
control, the modern-day commanding heights of the economy
would appear to be banking,
telecommunications, broadcasting, and other such service sector
industries.
Colonial Heritage
Many host countries are former colonies that have gained their
independence. The colo-
nial era was marked by complete political domination by
foreign powers and economic
domination by foreign companies. Most of the foreign
companies in that era used their
privileged, often monopolistic positions to exploit local
resources, markets, and labor to
maximize their profits. As a result, they were seen to be a drain
on the economies of the
colonies, leaving a sense of distrust of MNCs in the minds of
host-country governments,
who fear that MNCs may still exploit their economies. As a
result, they are extra careful in
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Assessing Political Risk 305
scrutinizing proposals for foreign direct investment by
multinationals and monitor MNCs’
activities closely. These concerns also explain to some extent
why such stringent controls
are placed on MNCs’ activities. This fundamental apprehension
does not permit MNCs
to operate freely and creates a constant risk of adverse action by
55. host governments.
Sociocultural Differences
To a degree, political risk arises out of the sociocultural
differences between a host country
and an MNC. Social codes of conduct in certain countries
contrast sharply with those of
the MNCs. While in a host country, an MNC’s executives face
the risk of offending local
sensibilities over crucial sociocultural issues. Moreover, some
basic behavioral trends
and norms followed by an MNC as a part of its usual way of
functioning may prove
offensive to the government or the clientele. For example,
Western companies often
have female executives representing them in meetings and
negotiations, which might
offend host officials or clients in Middle Eastern countries
because women there are not
expected to play such roles. Even relatively simple things, such
as greetings, gift-giving,
and hospitality, can become serious issues if they offend a key
government official or a
client in a host country. An MNC must always do its homework
and adapt itself to local
culture if it wants to avoid political risk.
circuMStaNtial cauSeS of political riSk
Change of Government
A change of government is a major political risk faced by
MNCs. In many countries po-
litical opponents have economic policy positions different from
those of the government
in office, and a new government is often keen to reverse the
56. policies of its predecessors.
Thus, an MNC that has excellent relations with a host
government may find its assets
under the threat of expropriation because of a change in
government. In addition to having
a different economic policy, a new host government may be
hostile toward an MNC if the
company is perceived as a supporter of the new government’s
political opponents.
Political risk is particularly high in countries that are in the
midst of a transition from
one type of political system to another, such as from a capitalist
to a socialist society. In
the past, in many countries that shifted from capitalist to
socialist systems, entire assets
of MNCs were expropriated, some with compensation, but some
without.
Political Difficulties of Host Governments
In many countries where economic and social conditions are
fairly unstable, it is often
difficult for a government to manage the resulting public
discontent. Many governments,
in an attempt to shift blame for economic ills, target MNCs as
the cause of those problems.
The politicians in power often play on the inherent mistrust that
the general public has
of these foreign, wealthy, and powerful firms.
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306 Chapter 10 • Foreign Investment: Researching
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Political Action by Other Groups
MNCs also face the risk of adverse political activity from
opposition parties seeking an issue
about which to criticize the government. A host government’s
support for an MNC provides
opposition parties with an ideal issue to manipulate nationalist
60. feelings by propagating the
line that the country is exploited by the MNC and that this
exploitation is supported by the
incumbent party. Sociopolitical activists and environmental
groups are another source of
political risk. Many MNCs have large investments in factories
and extractive industries,
which easily attract attention. Therefore, many consumer, labor,
and environmental groups
can attack the safety and pollution standards of MNCs, even
though those standards may
be better than those of domestic corporations in the same
industry. Moreover, such attacks
are likely to evoke a more active response from host
governments, such as penalizing the
MNC more heavily than a domestic industry for similar
offenses.
Bilateral Relations Between the Host and Home Governments
The attitude of a host government toward an MNC is dependent
on the bilateral relations
between the host government and the MNC’s home government.
If the MNC’s home
government comes into conflict with the host government, it is
likely that the latter will
take direct or indirect action against the MNC. In several
instances, when hostilities have
broken out between two countries, the assets of MNCs have
been confiscated without
compensation. Even when the conflict falls short of outright
war, adverse action against
MNCs can result. For example, if one country faces a ban on
some of its exports to an
MNC’s home country, it may retaliate by blocking the
repatriation of the MNC’s profits.
Occasionally, action has been taken against MNCs to settle
61. political scores. For example,
if an MNC’s home country takes an opposing stance at
international forums or indirectly
supports the host country’s enemies, the host country can
retaliate by taking action against
the MNC within its jurisdiction.
Local Vested Interests
MNCs also face the possibility of adverse action from the
lobbying efforts of local
vested interests (otherwise known as protectionist pressures).
As a rule, MNCs have
considerable competitive power because they enjoy many
advantages. They introduce a
dynamic competitive force into local economies that upsets the
entrenched positions of
local businesspeople by capturing market share and reducing
local firms’ ability to skim
off the market by charging higher prices for their products.
Moreover, by introducing
new products of superior quality at relatively competitive
prices, an MNC is often able to
expose the weaknesses of local businesses and force them to
improve their own economic
and operating efficiencies to regain their competitiveness in the
marketplace.
While some local businesses respond to the MNC challenge in
this way, many do not.
These businesses try to fight the MNC’s intrusion by pressuring
the government to impose
restrictions on the MNC in order to increase its costs and reduce
its ability to compete.
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Types of Host-Nation Control 307
In some cases, local vested interests lobby the government to
prohibit the MNC’s entry
into the country or attempt to have regulations introduced that
prohibit the MNC from
65. doing certain kinds of business. The local interest groups are
thus a serious political risk
in many countries. In the wake of the recent financial crisis,
these pressures escalated in
many markets given the economic uncertainty and the dearth of
jobs.
Social Unrest and Disorder
Fundamental and deep-rooted tensions in some countries
fragment the local social order.
Either on their own or at the manipulation of political interests,
these tensions can oc-
casionally erupt into riots and other acts of public violence. In
such situations, the law
enforcement machinery of local governments may be inadequate
to protect public property
against destruction and looting. MNC assets have sometimes
become the targets of arson-
ists and looters, especially if they are instigated by vested
interests. As recent political
uprisings in Syria and in Greece illustrate, political protest
comes in many forms, both
violent and nonviolent, but in either case, the rules of
engagement for a multinational
corporation could change very quickly.
types oF host-nation Control
Host governments impose different types of controls on the
activities of MNCs, ranging
from limits on the repatriation of profits to labor controls.
liMitS oN repatriatioN of profitS
Many host governments place limits and conditions on the
repatriation of profits, divi-
dends, royalties, technical know-how fees, and other such
revenue. Some governments
66. impose an absolute ceiling on the amount of dividends that can
be repatriated each year, and
in some cases, these ceilings are subject to additional conditions
that stipulate a maximum
percentage of profits that can be repatriated. Moreover,
corporations may also be asked
to meet certain financial standards, such as debt-equity ratios,
before being permitted any
repatriation of profits or dividends. Other countries have a
hierarchal approval process.
Remittances of small amounts of profits are allowed freely, but
higher amounts need the
approval of the authorities, which could be the central bank or
the government itself.
Certain countries facing severe balance of payments problems
place time restrictions
on the repatriation of dividends and profits: corporations have
to retain their entire earn-
ings in the host country for a certain time period, which can
vary from a few months to
several years. In countries faced with a shortage of foreign
exchange, a time constraint
can appear without a specific regulation to this effect. This
constraint occurs when each
request for repatriation must be approved by the central bank
and only a limited number
of requests can be approved each year. As a result, requests are
rated sequentially, and
repatriation must wait, sometimes several years in countries in
the midst of a serious and
prolonged balance of payments crisis.
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308 Chapter 10 • Foreign Investment: Researching
Risk
curbiNg traNSfer priciNg
Many host governments are alert to the practice of transfer
pricing by MNCs. To eliminate
the outflow of profits through this mechanism, they establish
70. regulations that reduce the
MNC’s ability to move funds by manipulating the company
pricing structure. Normally,
such regulations enable host-country authorities to disregard the
internal prices charged
by the parent to the subsidiary and to assess the company using
an independent calcula-
tion that is based on standard international prices for that
commodity instead of the price
shown on the books of the company. These regulations enable
the host government to
assess an MNC’s tax and tariff liabilities independently and
reduce the advantages that
an MNC tries to achieve through transfer pricing.
price coNtrolS
Some host governments still have highly controlled economies.
One of the important
features of such an economy is the presence of price controls.
An MNC entering such a
country may be forced to sell its goods at the controlled prices,
even though they may
be well below the planned prices. In some instances, host
governments require specific
margins over costs. Additional controls may also be imposed,
usually in situations of
shortages, impending inflation, or potential or active social
discontent over prices.
oWNerShip reStrictioNS
Many governments restrict foreign ownership of MNCs to a
certain percentage, which
means that the remaining portion must be owned by local
partners or offered as a public
issue in the local stock market. In such situations, the company
often cannot exercise total
71. control over operations, and limits are placed on the amount of
profits it can repatriate.
When total ownership is in the hands of the company, a very
high dividend can be declared
to transfer profits and capital out of the country. If the company
is partly owned by local
partners, this manipulation is not possible because local
shareholders can question com-
pany policies. Moreover, the company cannot declare an unduly
high dividend because
the same level of dividend would have to be paid to local
shareholders. In addition, once
ownership is diluted, an MNC faces a takeover threat, because
local interests can hold
enough shares to acquire the local subsidiary and oust the
management.
joiNt veNtureS
Some countries require that MNCs come into the country only
as a partner in a joint
venture with a local company. The motive of the host
government is to secure monitoring
and control leverage over the MNC through its local joint-
venture partner and to pro-
mote domestic industrial capabilities by associating local
companies with international
corporations. These joint ventures can sometimes work to an
MNC’s detriment, because
a suitable joint-venture partner may not be available or the one
chosen may not perform
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Types of Host-Nation Control 309
its share of obligations. Additionally, joint-venture partners
may have differing goals,
which hinders the success of the combined effort. Moreover,
some MNCs are wary of
joint ventures with local companies because they fear the
leakage of closely held advanced
technical knowledge.
75. Given these possibilities, joint ventures entered into by a
multinational company with a
host government or other entity should have clear goals, time
constraints, and agreement
on the limits of information sharing. All partnership eventually
end, so the risk is to give
up too much crucial information and, in effect, create a new
competitor.
perSoNNel reStrictioNS
Some host governments require that local citizens be placed on
the board of directors
of an MNC’s local subsidiary. In many instances conditions of
an MNC’s entry into a
foreign country stipulate that a certain number of top positions
be filled by local citi-
zens. Quite often this regulation is implemented by making a
reverse condition, such
as limiting the number of expatriate employees or managers a
company can bring into
its operations in the host country. These restrictions are made
even more severe by
stringent approval procedures for the issue of expatriate visas
by home governments,
and very often maximum salaries payable to overseas executives
are subject to ceilings
and higher tax rates.
iMport coNteNt
One of the primary concerns of many host governments is that
MNCs are a drain on the
foreign exchange resources of the country because they generate
profits in local curren-
cies and repatriate them in foreign currencies. To ensure that
this foreign exchange drain
76. is minimized, many host countries place restrictions on the
amount of imports used for
manufacturing products locally. The same objective is often
achieved by specifying that
a certain percentage of local inputs must be used in the MNC’s
product. Some MNCs that
rely largely on imported inputs for the domestic market and,
therefore, cannot meet the
import content requirements must make up the foreign exchange
loss by exporting either
a certain percentage or a certain amount of their production. In
other words, some sort
of balance sheet of the foreign exchange inflows and outflows is
drawn up and the size
of the export obligation is decided on the basis of projected
foreign exchange outflows
of an MNC’s operations. Such restrictions can pose difficult
problems for MNCs whose
strategy is to basically produce and sell in the domestic market
of the host country and
whose products are designed for this purpose.
diScriMiNatioN iN goverNMeNt buSiNeSS
Industrial policies followed by host governments are a major
source of risk for MNCs. Dis-
crimination in allocating government business is a major
restriction on the scope and potential
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310 Chapter 10 • Foreign Investment: Researching
Risk
of MNC business opportunities in countries where the
government plays a powerful economic
role. Government purchases usually are made from domestic
corporations. If such corporations
happen to be the competitors of the MNC, then the former gains
a major competitive edge
through its access to an exclusive market. Moreover,
government purchases are generally
high in volume and result in substantial profits for companies
80. who get that business.
labor coNtrolS
Some countries impose fairly comprehensive labor and social
controls on MNCs. The
stipulation may require that the labor for the firm will be
recruited only through a govern-
ment agency that screens all potential employees, enabling the
government to influence
the production of the company by controlling the supply of
labor. The compensation paid
to employees can be regulated by host governments. Some host
governments stipulate that
the wage rates of local employees be higher than the rates paid
by domestic corporations
to workers performing comparable tasks. The host governments
also sometimes require
additional benefits for local employees, such as health
insurance, various allowances,
and arbitrary levels of bonuses.
assessing the risk
Assessing political risk is a two-stage process. In the first stage
an assessment is made of
the riskiness of the host country as a place to do business. In the
second stage an MNC
considers the risks involved in making a particular investment.
An investment should be
made only if the level of risk at both stages is found to be
acceptable.
aSSeSSiNg couNtry riSk
Country risk is a very broad measure that focuses on the
riskiness of the country as a
whole as a place for MNCs to conduct business. One prime
consideration is the current
81. and anticipated future level of political stability in the country.
A stable country obviously
provides a better investment climate. An assessment of political
conditions is made by
gathering relevant information from several sources: national
and international media,
diplomatic assessments, and professional agencies that
specialize in monitoring develop-
ments in certain countries.
Some of these professionals develop their own ratings for the
different degrees of risk
in various countries with regard to foreign direct investment by
MNCs. These ratings
are developed by assigning weights to different political, social,
and economic factors
that could lead to political instability and disorder. These
weights are then added and
averaged according to a particular formula to arrive at a final
rating of a country’s level
of risk. Because different factors are included and the exercise
of assigning risk weights
is arbitrary, there is a strong element of subjectivity in this
analysis. In general, Western
industrialized countries carry low levels of risk for MNCs.
Risks seem to increase in
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Managing Risk 311
inverse proportion to the income of the countries, with the low-
income countries posing
higher risk. There are, however, important exceptions, because
some middle-income
countries prone to sociopolitical turmoil carry an even greater
risk than some of the
lower-income countries.
aSSeSSiNg iNveStMeNt riSk
One starting point in assessing the risk attached to making
investments is to investigate
85. the attitude and actions of the host government with regard to
similar investments made
by other MNCs. The existence of local lobbies and the influence
they exert on the gov-
ernment is also a useful indicator of investment-specific risk.
Powerful local lobbies in
a particular industry imply higher risk.
Tax structures, industry standards, government discrimination,
ownership and manage-
ment requirements, repatriation conditions, export obligations,
and location constraints
should also be considered.
Managing risk
rejectiNg iNveStMeNt
Many MNCs find that the potential risks in certain countries are
too great in comparison
to the expected returns. Therefore, they reject the potential
investment. Rejection may
also occur when the initial negotiation of terms between the
host country and the MNC
does not result in an agreement. Because the host country is
eager to attract overseas
investment, the MNC rejection may sometimes prompt the host
government to relax
some of the conditions.
loNg-terM agreeMeNtS
Many MNCs find that one way to reduce political risk is to
negotiate long-term com-
mitments from the host government on the regulation of the
firm. Negotiating these
safeguards requires skill and foresight. A balance must be
struck between achieving
the safest possible terms for the company and recognizing the
86. current national policies
of the host government. The limitation of these safeguards,
however, is that there is no
practical way to enforce them in the event that the host
government reneges on its part
of the contractual obligations. However, a government is less
likely to take any adverse
actions if it is bound by a written agreement not to do so, as
compared to a situation in
which it has not given any such assurances.
lobbyiNg
Many MNCs resort to lobbying politicians and officials of host
governments to influence
the direction of policies and decisions that affect them, because
much political risk arises
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312 Chapter 10 • Foreign Investment: Researching
Risk
from the potential actions that can be taken by host
governments. Direct lobbying is done
by establishing a liaison or representative office in the capital
city of the host country. The
representative of the company establishes direct contacts with
local officials and politicians
and lobbies them to maintain favorable policies for the MNC.
At other times, a local liaison
agent is used to lobby local officials, especially in those
countries where the domestic politi-
cal and official structure is complex and not easily understood
by outsiders.
Indirect lobbying, or the use of news media or advertising to
shape public opinion,
is favored by many MNCs in countries where local officials are
averse to dealing di-
rectly with foreigners. Direct lobbying involves the use of
influence buying or bribing
of officials and politicians who are important players in the
90. shaping of official policy
and attitudes of the home government toward MNCs. Although
many multinationals
do not admit offering such bribes, for obvious reasons, it is a
common practice in many
countries.
legal actioN
If threatened, MNCs can resort to legal action, but this approach
is useful only in coun-
tries that have an efficient legal system and independent
judiciary. Recourse to the law
would be warranted when an MNC is of the opinion that a new
decision or regulation of
the host government is illegal under the laws of the country or
violates any initial agree-
ments made with the host government. Legal action, however, is
a last resort, taken only
when there is no other option. Such actions are usually taken
only by those companies
that have decided to divest their investments in the host
countries, because bringing a
legal suit against the host government is likely to bring forth
retaliation.
hoMe-couNtry preSSure
Many MNCs, when faced with an adverse position taken by the
host government, seek
the intervention of their home governments, generally through
diplomatic channels. The
foreign office of the home country generally exerts informal
pressure on the government
of the host country to alter its attitude toward the MNCs. If the
issue is important, this
intervention can take place at very high levels, such as heads of
state. Apart from the
91. general threat of deterioration of bilateral relations, home
governments also occasionally
hold out thinly veiled threats of retaliation against the
corporations of the host country
in the jurisdiction of the home country or threaten to erect trade
or other barriers. This
channel is effective when relations with the MNC’s home
country are particularly im-
portant to the host country.
joiNt veNtureS aNd iNcreaSed ShareholdiNg
Many MNCs decide to invest in host countries as joint-venture
partners with local corporations;
such ventures reduce the political risk. Once a local company is
partnered with an MNC, any
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Managing Risk 313
adverse government decision against the MNC also affects the
local partner. A local partner
would clearly exert a restraining influence on a government
contemplating any such action.
Moreover, the local partner, in all likelihood, would have
significant contacts in the appropriate
quarters of the host government that could be used for intensive
lobbying on the MNC’s behalf.
Moreover, many host governments take a more indulgent
approach to the MNC operating
as a joint venture because it is perceived as sharing its profits
and technical know-how with
a local company, thus mitigating the traditional exploitative
image of MNCs.
Many companies achieve similar objectives by using a slightly
different route. Instead
of taking on a local company as a joint-venture partner, they
increase the level of local
shareholding. In many instances the increase in local
shareholding is instituted at the
behest of the host government, which imposes the increase as a
95. condition for the MNC’s
continued operation in its jurisdiction.
Increased local shareholding increases the benefits for the host
country in many ways.
The amount of profits to be repatriated abroad is immediately
reduced when the local
shareholders receive their dividends and other revenue in local
currency. The foreign ex-
change liability arising out of share appreciation is also reduced
because the basic foreign
shareholding is replaced to some extent by domestic
shareholding. With a large amount of
local shareholding, the policies and operations of the
corporation are more open to public
and government scrutiny and, therefore, control. The possibility
that the MNC can indulge
in financial and business transactions detrimental to the country
is also reduced.
proMotiNg the hoSt couNtry’S goalS
To gain the host country’s acceptance of its operations, an MNC
may, as a strategic move,
attempt to promote the host country’s objectives, for example,
by maximizing foreign ex-
change earnings. MNCs try to contribute to this objective by
promoting exports of either
their own products or the products of other local manufacturers.
The action is strategic in
that it is intended to prevent future problems and does not form
a part of the normal business
operations and objectives of the company. Once export earnings
have been generated by
the MNC for the host country, it becomes fairly difficult for the
host government to justify
adverse action, because the drain on foreign exchange resources
96. is removed.
riSk iNSuraNce
Many governments have agencies that offer insurance coverage
against the political risks
faced by MNCs operating in other countries. In the United
States, the Overseas Private
Investment Corporation (OPIC) guarantees risks faced by MNCs
in developing coun-
tries. OPIC provides coverage against various eventualities that
can adversely affect the
MNC in a host country, such as expropriation, blocking of
repatriation of funds by a host
government, and problems created by the breakdown of law and
order.
The World Bank, in an effort to promote private investment in
developing countries, has
an agency that protects corporations that invest in such
countries from different forms of
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314 Chapter 10 • Foreign Investment: Researching
Risk
political risk. This agency, which began operation in 1988, is
the Multilateral Investment
Guarantee Agency (MIGA). Risk coverage through MIGA is
intended to allay fears of
political risk that prevent many MNCs from investing in
developing countries, even if
the latter are open to overseas investment. This agency is also
discussed in Chapter 6.
coNtiNgeNcy plaNNiNg
Despite whatever measures a company may adopt and however
good its relations with a host
government might be, there always remains a definite element
of political risk of national-
ization, expropriation, or some other unacceptable form of
regulatory imposition or control.
100. To guard against such an eventuality, most MNCs have a
contingency plan, which may or
may not be in the form of a formal document. Some contingency
planning is done when
the investment is first made in the host country. If a country is
considered risky in terms of
possible expropriation, companies try to reduce the value of
their physical investment and
rely more on the supply of expertise and know-how that is paid
for on a short-term basis. A
country also may be considered dangerous because of
technology leakage. In such a situation,
the MNC would probably retain the know-how at its
headquarters and supply intermediate
products to its subsidiary for the final stages of processing or
manufacturing.
suMMary
Investment in international business requires a cost-benefits
analysis of the benefits gained
versus the risks encountered by the investing firm. Influencing
the decision to expand
internationally are the opportunities to tap larger markets, host-
country regulations requir-
ing local production, achieving economies of scale,
competition, implementing quality
controls, raw materials sourcing, forward integration to
eliminate middlemen, and the
acquisition of new types of technologies.
Counterbalancing these factors are the political risks MNCs
face from unilateral actions
or expropriation by host-country governments. Political risks
increase when the MNC and
the host country have different economic objectives or
conflicting fiscal and industrial
101. policies. Circumstantial political risks may occur when the host
government changes and
the policies of the preceding government are reversed (in so-
called bureaucratic govern-
ments) or when the current government facing political
difficulties or social unrest must
amend its prior policies to the detriment of the MNC.
Host governments may also impose a variety of national
controls on MNCs’ activities,
including limitation on the repatriation of profits and dividends,
efforts to curb transfer
pricing, implementation of price controls, restrictions on
foreign ownership, local staffing
and management requirements, import content rules, and labor
and social controls.
Assessing political risk involves first assessing the riskiness of
the host country as a
place to conduct operations and then identifying the level of
risk assumed by the MNC
for making a particular investment. Political risk cannot be
eliminated completely, but
management techniques can reduce the level of political risk.
Such techniques include
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Bibliography 315
not investing in particular countries, establishing long-term
agreements with host-country
governments, lobbying, legal action if the host country has a
well-developed legal system,
obtaining political pressure and assistance from the MNC’s
home-country government,
providing for local ownership or joint venturing, promoting
host-government objectives,
developing contingency plans, and purchasing insurance
coverage for political risk.
disCussion Questions
105. 1. Discuss the various factors that cause multinational firms to
invest abroad.
2. What is the role of political risk assessment in shaping an
MNC’s foreign invest-
ment decisions?
3. Is political risk assessment an exact science? Explain.
4. How do host governments try to control the activities of
MNCs within their own
countries?
5. Which of the following businesses are most and least
vulnerable to expropriation?
• Accounting
• Agriculture
• Automobile manufacturing
• Banks
• Heavy equipment manufacturing
• Hotels
• Mining
• Restaurants
• Oil fields
• Personal electronic goods manufacturing
6. Identify techniques that MNCs use to manage country risk.
note
1. Economist, “Business Environment Rankings,” 61.
BiBliography
Austin, James E., and David B. Yoffie. “Political Forecasting as
a Management Tool.” Journal of Forecast-
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Globalization at the Crossroads:
market Competition and the hhi
The level of competition in a given market is often crucial in
determining the strategic actions
of multinational firms. One method of estimating the
competitiveness of a given industry is
known as the Herfindahl-Hirschman Index (HHI), so named
after two economists who inde-
pendently devised the measure. The HHI is an economic
measure that is commonly used by
the Federal Reserve and the Department of Justice to investigate
the level of market competi-
tion within an industry. In a market context, it is defined as the
sum of squares of the market
shares of firms within an industry, where the market shares are
expressed as proportions. The
measure takes into account the relative size distribution of the
firms in a market. An HHI score
can range between 0 and 10,000, increasing as the number of
firms in a market declines and
as disparity in the size between firms rises. A higher score
indicates less competition in the
market, with a 10,000 representing a pure monopoly. A market
is considered to be less con-
centrated (i.e., highly competitive) when the HHI is less than
1,500, moderately concentrated
when it is between 1,500 and 2,500 and highly concentrated
(i.e., less competitive) at scores
above 2,500. The US Department of Justice and Federal Trade
Commission provide general
guidelines related to HHI score increases related to merger
114. p
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Globalization at the Crossroads: Market
Competition and the HHI 317
115. If some of the market participants are unknown, it is often
reasonable to assume that
the remaining, unidentified portion of the market is divided
among numerous firms. Typi-
cally, the highest market share assigned to the unknown players
is assumed to be less
than any of those with an identified share. For example, if the
identified market represents
80 percent of the total, and the smallest share held by any one
business is 5 percent, an
analyst could assume that the remaining 20 percent of the
market is divided among twenty
firms (i.e., 1 percent each), or five firms (i.e., 4 percent each)
or some similar multiple.
Regardless, the assumption usually will have little impact on
the final HHI score.
Figure 10.1 provides an example of the HHI calculation for
three hypothetical industries
of varying concentration. The HHI scores can display a wide
range of values depending
on the level of market competitiveness in a given industry.
Questions for Discussion
1. Explain how the estimation of the HHI would aid a
multinational firm’s strategic
decisions.
2. Develop an HHI for an industry of your choice and interpret
the results.
3. The Herfindahl Index and the Lerner Index are close cousins
of HHI. Research
these two indexes and discuss their importance in assessing risk
in today’s global
116. economy.
4. What other measures are available to the multinational firm
to assess market
competitiveness?
Figure 10.1 Example of HHI Calculations for Three
Hypothetical Industries
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318 Chapter 10 • Foreign Investment: Researching
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caSe Study 10.1
aMalgaMated polyMers inC.
It is Friday afternoon, and James Hyman, an executive with
Amalgamated Polymers
Inc., is reviewing the briefing papers for next Monday’s
investment committee
meeting. After all the hectic preparation and redrafting during
the week that at times
had threatened to spill over into Saturday, Hyman is growing
increasingly tense.
The briefs contain a proposal for Amalgamated Polymers to take
an equity stake
in Gulf Plastics, a medium-sized company producing a wide
variety of plastics in
Mazirban, a small but wealthy Arab country in the Persian Gulf.
The proposal had
been prepared by Hyman after almost six months of preliminary
groundwork, and
on Monday the members of the investment committee, which
comprises the entire
senior management of the company, will take their first look at
it.
There are a number of reasons the proposal makes sense.
Hyman’s company,
Amalgamated Polymers Inc., is a leader in the production of
120. plastics and similar
petrochemical by-products. It is based in Edinburgh, Scotland,
and has plants in
Great Britain, the Netherlands, and Turkey. The company has its
own in-house
R&D facility, which has helped Amalgamated become one of
the important forces
in plastics technology during the past fifteen years. Its patented
product, Amalite, is
in great demand by household goods manufacturers for making
such kitchen items
as storage jars and plastic cutlery. Much of the company’s sales
of Amalite are con-
centrated in Europe and North America, but competition in
these markets is growing,
and there is a need to expand sales in other areas. While
Amalgamated Polymers
has considerable international marketing skills and sales
contacts, it is essentially
handicapped by a limited production capacity. To export to
other markets, especially
in developing countries, would require an expansion of
production capacity in the
existing plants or establishment of new plants. Expanding
capacity in the existing
plants would be difficult and expensive. The Netherlands and
Edinburgh plants face
severe environmental constraints and have come under pressure
from local authori-
ties, and particularly from environmental groups, because of
their pollution-creating
effects. The company has been forced to install very expensive
equipment to reduce
the harmful content of the emissions from its plants. Expanding
capacity would no
doubt give rise to pressures from local governments and other
121. groups to install even
stricter emissions-control equipment. Further, given the high
labor and production
costs in Edinburgh and the Netherlands, it does not make sense
for the company to
increase production at these plants in order to make sales in new
markets, where
prices have to be extremely competitive. Similar problems
confront the company in
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Case Study 10.1 319
connection with opening new plants in Edinburgh and the
Netherlands. High costs,
environmental concerns, and high wages rule out a move to
invest in new plants.
Further, the company is already highly leveraged and does not
want to take on ad-
ditional debt to finance new operations. There is an additional
problem in Turkey.
Ten years ago the company had received a license to establish
and open one plant
under a liberal foreign investment policy adopted by the
government then in power,
but another government has recently taken over and reversed
that policy, and the
chances of getting a license for a second plant are almost zero.
The difficulties of expanding operations at its existing facilities
prompted Amal-
gamated Polymers to look for other options. One option is to
establish a new plant in
a low-cost location that is closer to potential markets. Several
countries have offered
themselves as potential sites for this option. The company has
actively considered
opening a new plant in a developing country because some of
the constraints it faces
in the developed countries are not present. The issue of
overleveraging the firm,
125. however, by taking on excessive debt to finance an entirely new
operation continues
to dog this option. Further, setting up a new plant in a
developing country would
require a time lag that is incompatible with the company’s need
to penetrate quickly
into new markets and take advantage of its technological edge
in certain areas. The
issue of timing is particularly important because competitive
companies also have
major technological research plans and could catch up very
soon, eliminating the
advantage enjoyed by Amalgamated.
These considerations led to the idea of taking an equity
participation in an ongoing
company in a middle-income or low-income country. The
strategy is to infuse new
technical and management capability into the company to make
it internationally
competitive. Once this goal is achieved, its products could be
exported to other, new
markets.
Mazirban offers an ideal opportunity to implement the joint-
venture approach.
The country is a large producer and exporter of crude oil and
natural gas, which
are its main sources of revenue, but, like many other states in
the Persian Gulf, the
government is eager to diversify the economy and invest the
surplus oil revenues
in new industries employing high technology. Petrochemicals
are a natural choice,
because the raw materials, crude oil and natural gas, are
plentiful and available
126. at minimal cost. With the collaboration of major multinational
firms, the govern-
ment has established several petrochemical and oil-refining
complexes. To attract
additional foreign investments, it has established a liberal
investment policy that
places virtually no constraints on overseas parties to joint
ventures in Mazirban.
The only important conditions are that any overseas venture in
Mazirban has to be
established jointly with a local party and that the terms of this
venture have to be
approved by the government.
(continued)
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320 Chapter 10 • Foreign Investment: Researching
Risk
Case Study 8.1 (continued)
Amalgamated Polymers found a potentially ideal partner in Gulf
Plastics Ltd., a
major plastics company owned by members of the ruling family
and based in Ochran,
the main port of Mazirban. Gulf Plastics was established in
2003 and for the past
nine years has concentrated on the manufacture of basic plastic
products, which it
markets primarily within the country. Gulf Plastics was
established with the help of
a Japanese petrochemical company that also helped to run the
company for the first
five years. A few Japanese technicians still hold key positions
in the manufacturing
operations division of the company. Gulf Plastics has been
looking for a technical
and management partner to upgrade its technology and help it
move overseas.
130. Gulf Plastics and Amalgamated Polymers, which have
compatible interests and
strategies, appear to be ideal partners. The terms of the
collaboration would not pres-
ent a problem; they are fairly standard in the petrochemical
industry, and the details
can be taken care of easily. For Amalgamated, the option of a
joint venture with an
ongoing company in plastics manufacturing seems to address all
the fundamental
concerns, at least in principle. To acquire an equity stake
significant enough for the
company to be able to influence the management of the joint
venture, Amalgamated
would not be pressed too hard financially. Further, since it
would supply technology
and management know-how, its contribution could be
capitalized to offset a significant
part of the total equity contribution it would make under the
proposed joint venture.
Because Gulf Plastics already has the basic infrastructure set up
and would be shar-
ing other costs, the total costs of capacity expansion would not
be too high. There
also would be no difficulty in directing some of Gulf’s existing
production capacity
to the targeted markets, because the government of Mazirban is
keen to earn foreign
exchange. The costs would be further reduced because it would
not be necessary, at
least in the initial stages, to expand production capacity by too
much.
Despite all these positives, there are a number of questions that
Hyman thinks
the executive committee will raise on Monday. He will have to
131. spend the weekend
in virtual self-isolation to think of what questions are likely to
be raised and what
responses he should have ready to justify this investment. After
all, it is very impor-
tant to him. If the project is approved, he will be placed in
charge of his company’s
side of the venture, and eventually it would mean a senior
position at the plant
in Mazirban, boosting his career prospects. On the other hand, if
the proposal is
rejected by the committee, six months of work would be wasted,
and he will face
the additional embarrassment of giving the news to the
Mazirban government and
to Gulf Plastics, who are not likely to hide their feelings.
diScuSSioN QueStioN
1. Prepare a list of possible questions that the investment
committee might raise
about the proposal. What should James Hyman’s responses be?
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