The document discusses problematic behaviors that undermine the learning process in undergraduate classes, such as students not preparing for class or participating in group projects. It provides examples of uncivil behaviors like arguing aggressively during discussions, using cell phones excessively, and expressing negative attitudes. The interviews describe experiences with student incivility, such as side conversations, disengagement, challenging authority, and disrespecting others' opinions. Strategies for handling incivility mentioned are preventing issues, redirecting discussions, addressing problems individually, and contacting administrators if needed.
Running Head TRANSFORMATIONAL LEADERSHIP .docxtodd521
Running Head: TRANSFORMATIONAL LEADERSHIP 1
TRANSFORMATIONAL LEADERSHIP 3
Transformational leadership
Student’s name
Institution affiliation
Date of submission
Have chosen Independent learning activity and the project to deal with is under the topic of the leadership where I will concentrate in research topic of comparing transformational leadership in successful and less successful companies at service industry dealing with fast food such as Star bucks. Many firms are considering investing in transformational leadership because it assumed to be one leadership that promotes innovation, advocates for strategic change in the leadership and creates a conducive working environment for employees.
There is four main characteristics that informed my choice to deal with a topic that lies within this style of leadership. Main of the reason is three main characteristics of this leadership style that I found to be very important which include; individualized consideration where a leader pays attention to others and helps subordinates in exploiting their talents and becoming more responsible in the organization. Another characteristic is an intellectual simulation where a leader encourages their followers to creativity and creativity. Inspirational motivation is another factor that introduces a leader as someone capable of encouraging followers to suitable behaviour. Lastly, is the aspect of idealized influence where a leader has the idealized traits and behaviours which are able to command honour and respect from the followers (McCleskey, 2014).
After having a clear focus of the leadership theory to focus on, the other thing was to consider the main research topic considers drawing a comparison between successful and less successful companies or services firms in services industry that offers fast food such as Starbucks. To help carry out this comparison, four research questions are important and are the one that I intend to use which are; studying the characteristics of idealized influence in successful and less successful companies at service industry, studying the characteristics of intellectual stimulation in successful and less successful companies at service industry, studying the characteristics of inspirational motivation in successful and less successful companies at molding industry, studying the characteristics of individualized consideration in successful and less successful companies at service industry and lastly, ranking transformational leadership factors in successful and less successful companies at service industry.
In summary, after out the research and finish the project, it is my expectation that the following hypothesis statement will hold true; leaders in successful companies possess more traits of transformational leadership than an unsuccessful one.
Referen.
Character Education Interview Assignment InstructionsYou wil.docxbissacr
Character Education Interview Assignment Instructions
You will select either a teacher or a parent to interview about his/her school experiences regarding character education. Note: you may not interview yourself. You must explain the requirements of your assignment and ask permission to take notes as you will then record the participant’s answers. Any direct quote that you include must have quotation marks around the words and be cited correctly as a personal interview response. You are responsible for locating this person. The School of Education Field Office will not assist you in locating a parent or teacher. In addition, school districts are not responsible for assisting you in locating a parent or teach to complete this assignment.
List each question and then give the response underneath the question in a double-spaced typed format. Responses must be rich and detailed. It is appropriate to use first-person language throughout all 4 parts of this assignment.
Part 1: Demographics
1) First and Last Name of person you are interviewing:
2) The person’s role:
3) Age level of children/students:
4) Date of the Interview: MM/DD/YYYY
Part 2: Questionnaire Interview for Parent of a Child(ren)
1) As a parent, what goals do you have for your child?
2) Do you, or have you, given any thought to the moral development of your child?
3) What values do you try to teach?
4) What family traditions do you try to maintain, and what is the importance of these traditions to you?
5) When do you have discussions about values?
6) What are your concerns or worries about your child’s moral development?
7) How do you feel about our society, media, and moral development?
8) How do you feel about character education programs in schools?
9) What words of advice would you give teachers for teaching character education or integrating character in the classroom/curriculum?
Part 2: Questionnaire Interview for Teacher
1) Tell me about character education in your classroom/school/district.
2) In your opinion, is character education a new initiative of schools?
3) Do you believe character education should be left up to the family or church?
4) What has been the reaction of parents and community members to character education programs?
5) Please tell me a little bit about any resistance you have found to character education.
6) Which types of programs or activities do you believe are most successful in promoting a sustained character education program?
7) Which type of activities or programs do you feel are least successful?
8) Are there any noticeable changes in student behavior or morale since you have started integrating character education?
9) What words of wisdom, advice, or caution do you have regarding character education or integrating character into your classroom/curriculum?
Part 3: Integrating Character Education in your Classroom: Summary of Research-Based Strategies
On the basis of the information collected in the interview and the inf.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
Running Head TRANSFORMATIONAL LEADERSHIP .docxtodd521
Running Head: TRANSFORMATIONAL LEADERSHIP 1
TRANSFORMATIONAL LEADERSHIP 3
Transformational leadership
Student’s name
Institution affiliation
Date of submission
Have chosen Independent learning activity and the project to deal with is under the topic of the leadership where I will concentrate in research topic of comparing transformational leadership in successful and less successful companies at service industry dealing with fast food such as Star bucks. Many firms are considering investing in transformational leadership because it assumed to be one leadership that promotes innovation, advocates for strategic change in the leadership and creates a conducive working environment for employees.
There is four main characteristics that informed my choice to deal with a topic that lies within this style of leadership. Main of the reason is three main characteristics of this leadership style that I found to be very important which include; individualized consideration where a leader pays attention to others and helps subordinates in exploiting their talents and becoming more responsible in the organization. Another characteristic is an intellectual simulation where a leader encourages their followers to creativity and creativity. Inspirational motivation is another factor that introduces a leader as someone capable of encouraging followers to suitable behaviour. Lastly, is the aspect of idealized influence where a leader has the idealized traits and behaviours which are able to command honour and respect from the followers (McCleskey, 2014).
After having a clear focus of the leadership theory to focus on, the other thing was to consider the main research topic considers drawing a comparison between successful and less successful companies or services firms in services industry that offers fast food such as Starbucks. To help carry out this comparison, four research questions are important and are the one that I intend to use which are; studying the characteristics of idealized influence in successful and less successful companies at service industry, studying the characteristics of intellectual stimulation in successful and less successful companies at service industry, studying the characteristics of inspirational motivation in successful and less successful companies at molding industry, studying the characteristics of individualized consideration in successful and less successful companies at service industry and lastly, ranking transformational leadership factors in successful and less successful companies at service industry.
In summary, after out the research and finish the project, it is my expectation that the following hypothesis statement will hold true; leaders in successful companies possess more traits of transformational leadership than an unsuccessful one.
Referen.
Character Education Interview Assignment InstructionsYou wil.docxbissacr
Character Education Interview Assignment Instructions
You will select either a teacher or a parent to interview about his/her school experiences regarding character education. Note: you may not interview yourself. You must explain the requirements of your assignment and ask permission to take notes as you will then record the participant’s answers. Any direct quote that you include must have quotation marks around the words and be cited correctly as a personal interview response. You are responsible for locating this person. The School of Education Field Office will not assist you in locating a parent or teacher. In addition, school districts are not responsible for assisting you in locating a parent or teach to complete this assignment.
List each question and then give the response underneath the question in a double-spaced typed format. Responses must be rich and detailed. It is appropriate to use first-person language throughout all 4 parts of this assignment.
Part 1: Demographics
1) First and Last Name of person you are interviewing:
2) The person’s role:
3) Age level of children/students:
4) Date of the Interview: MM/DD/YYYY
Part 2: Questionnaire Interview for Parent of a Child(ren)
1) As a parent, what goals do you have for your child?
2) Do you, or have you, given any thought to the moral development of your child?
3) What values do you try to teach?
4) What family traditions do you try to maintain, and what is the importance of these traditions to you?
5) When do you have discussions about values?
6) What are your concerns or worries about your child’s moral development?
7) How do you feel about our society, media, and moral development?
8) How do you feel about character education programs in schools?
9) What words of advice would you give teachers for teaching character education or integrating character in the classroom/curriculum?
Part 2: Questionnaire Interview for Teacher
1) Tell me about character education in your classroom/school/district.
2) In your opinion, is character education a new initiative of schools?
3) Do you believe character education should be left up to the family or church?
4) What has been the reaction of parents and community members to character education programs?
5) Please tell me a little bit about any resistance you have found to character education.
6) Which types of programs or activities do you believe are most successful in promoting a sustained character education program?
7) Which type of activities or programs do you feel are least successful?
8) Are there any noticeable changes in student behavior or morale since you have started integrating character education?
9) What words of wisdom, advice, or caution do you have regarding character education or integrating character into your classroom/curriculum?
Part 3: Integrating Character Education in your Classroom: Summary of Research-Based Strategies
On the basis of the information collected in the interview and the inf.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
Assignment User FrustrationThe quality of the user experience i.docxlynettearnold46882
Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment Upstream Approaches to Canadian Population HealthAlt.docxlynettearnold46882
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
for this Assignment, review your Learning Resources. Search the Internet and scholarly research for examples of Canadian “upstream interventions” that can be put forth as examples of either effective or ineffective efforts to improve population health.
The Assignment (2–4 pages):
Provide a description of an existing intervention in Canada, intended to improve health inequities. Include an explanation of the inequity and how the intervention targets upstream determinants of health.
Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
Explain whether or not the intervention was/is successful and what lessons public health practitioners can learn from that experience that might improve population health in the United States.
Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
.
More Related Content
Similar to Discuss how the South put in specific measures to prevent the Free.docx
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
Assignment User FrustrationThe quality of the user experience i.docxlynettearnold46882
Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment Upstream Approaches to Canadian Population HealthAlt.docxlynettearnold46882
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
for this Assignment, review your Learning Resources. Search the Internet and scholarly research for examples of Canadian “upstream interventions” that can be put forth as examples of either effective or ineffective efforts to improve population health.
The Assignment (2–4 pages):
Provide a description of an existing intervention in Canada, intended to improve health inequities. Include an explanation of the inequity and how the intervention targets upstream determinants of health.
Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
Explain whether or not the intervention was/is successful and what lessons public health practitioners can learn from that experience that might improve population health in the United States.
Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
.
Assignment Type up an essay on one of two prompts and submit the .docxlynettearnold46882
Assignment:
Type up an essay on one of two prompts and submit the final draft online.
Choose
only
one
topic:
1.
Symbols are important in Fahrenheit 451. Identify 3 symbols and analyze their references and meanings throughout the novel.
2.
Illustrate how each of Montag's three mentors - a new mentor for each part of the novel - help to spur Montag's ideological progression.
This is the final draft of your individual research paper essay.
1.
Essay must be 7-8 pages typed, not including the works cited page.
2.
Essay must follow MLA format.
3.
Research must include a minimum of 8 sources, 4 of which must be from Library Databases: Proquest, CQ Researcher, Infotrac, Opposing Viewpoints, etc.
4.
Essay must have a complete Works Cited page that cross references correctly to all in-text citations.
Note:
Please submit your document with YOUR last name first. (Example:
Schilf-Research-Paper-Final-Draft.pdf
)
Format:
Follow the BASIC OUTLINE TEMPLATE ( i have already done this part and attached pictures)
A.
Introduction
: Type up an Introduction with an opening strategy (OS) that grabs the readers attention using a story based example (PE, OPE, HYPO, CS, or HYPO/COMBO) that also supports your chosen topic. End the Intro with the Thesis Statement. (Limit 1 to 2 paragraphs)
B.
Body
: Present the analysis position through 3 topic points. Type up the topic sentence and bullet point the evidence (in this case, only quotes from the primary source material). A minimum of 3 quotes for support are needed for each topic point. Ideally, you provide 4 or 5 supporting quotes
C.
Quoting
: Avoid long quotes. Instead, be concise with quoting. You want quotes that are short, dynamic, and memorable. You will still need to set up quotes with a signal phrase that sets up the context of the quote.
D.
Analysis
: Never assume that the quote itself is self-explanatory. You must respond to each quote with your Original Voice (ROV) to illustrate, explain, compare, contrast, identify, analyze, etc. Do not simply restate the quote in your own words. Your response needs to go deeper.
F.
Conclusion
: Type up a Conclusion that revisits the opening strategy story based example. (Limit to 1 paragraph)
G.
Format
: Essay must follow MLA format with a Works Cited page that cross references correctly to all in-text citations.
H.
Length
: Essay should be 3 to 4 pages typed.
Note:
Please submit your document with YOUR last name first. (Example:
Schilf-Fahrenheit-451-Final-Essay.pdf
)
.
Assignment Type:
Individual Project
Deliverable Length:
8–10 slides
Points Possible:
150
Management utilities can be vendor-specific or vendor-neutral. There are many utilities that are
available to provide a proactive approach to monitoring each node of the cluster.
Submit a PowerPoint presentation of 8–10 slides that includes the following:
• Identify 1 vendor-specific server-monitoring utility.
• Identify 1 vendor-neutral monitoring utility.
• In your presentation, list advantages and disadvantages of using one or the other.
Your answer should clearly identify what notification and management interfaces each utility has
available (i.e., e-mail enabled, management console, Web-based)
.
Assignment Type Individual discussion Board; 450 – 550 word.docxlynettearnold46882
Assignment Type
: Individual d
iscussion Board;
450 – 550 words
Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organizations’ headquarters. Using the USA as the headquarters, pick two other countries that might be part of a international internet retail organization and research and discuss the differences that leaders would have to navigate in approach and adapting to different standards of behavior and culture within the countries.
Grading criteria: students are graded on the quality and originality of their posts and responses, not the quantity. Responses should indicate the dilemma that leaders will face in working in cultures where values and leadership styles vary widely from those of the US. Examples may include the use of payments for access, the difficulty that women might experience in dealing with a patriarchal country or other theoretically sound differences in leadership
.
Assignment Two UNIT 2Student Name _______________________.docxlynettearnold46882
Assignment Two UNIT 2
Student Name: ______________________________________________
(Your NAME must be exactly as it is on the roll in e campus and in WEBCOM2)
Your Section Number _____________ (you must enter your section number)
The Unit 2 Assignment 2: Unit Two in the Textbook. ONLINE HUMA 1315send this to professor through WEBCOM 2
DIRECTIONS: The assignment is in WORD. Save the document to your computer and write your answers in the spaces given. You may change the spacing as needed. You are also asked to just write what your thoughts are and what you think such as your own opinion for some answers for some questions.
NOTE: Turn in assignments using WEBCOM2 Internal Messages found under MENU in the top left corner of the site. You may either attach your Word file or copy and paste your entire submission in the message box. Be thorough in your answers. You should use the Textbook, Essential Humanitiesthird edition and/or the Study Guide. The Study Guide is not mandatory; however, it is there for your enrichment. The Study Guide is in WEBCOM 2 in the tab labeled Student Resources. You may also want to use additional information for any assignments from the Internet. If you do, please remember to cite your source at the end of your answer. If you add additional information from the Internet, this is great, but you must cite sources. This applies to photos as well. (Remember that SLO and ULO are for evaluator and for this course to be certified and you do not have to do anything with them. However, they show that the assignments are aligned with the text, WEBCOM 2 and with the test questions.)
When completing your assignment questions, you should use the text for your answers. You may also want to look at the WEBCOM 2 website and the PowerPoints related to the great artists and individuals mentioned in Unit II, and the colored timeline. The timeline shows historical periods. These are available in the Student Resources’ tab. Do not worry about timeline dates being exact. Different sources give different dates depending upon who wrote the timeline. Dates also overlap with time periods, so dates are sometimes given as “approximate dates”. Subject in a question means what it is about. Answer all the following questions:
1. Explain what makes Giotto an important artist and why many historians consider him important in history?
Why is Giotto considered a “transitional” artist? (SLO2: ULO 2.3)
(EXPLAIN WHAT MAKES HIS WORK SIGNIFICANT IN YOUR TWO ANSWERS FOR #1)
2. Distinguish what subject matter the artist, Johannes Vermeer painted during the Baroque Period in Holland? Refer to textbook appendix for visuals.(SLO 1: ULO 1:3; SLO 2, ULO 2.2) You should also write about what you think about his paintings.
EXPLAIN WHAT HIS PAINTING WERE ABOUT SUCH AS WHAT WAS IN HIS PAINTINGS?
3. Pieter Brueghel’s work is unique for his time. Examine the cultural heritage of the people in his paintings. Refer to textbook appendix for visual.
Assignment Two Select a college or university and provide th.docxlynettearnold46882
Assignment Two
Select a college or university and provide the information listed below for the university.
History of the Institution
Mission Statement
Accreditation Status of the Institution
Institutions Goals and Objectives
.
Assignment Two
Objectives
• Understand how the AVL tree works
• Give you further practice with C and data structures
Admin
Marks 10 marks, excluding bonus marks. Marking is based on the correctness and
efficiency of your code. Your code must be well commented.
Group? This assignment is completed individually.
Due Time 23:59:59 pm on Sunday 31 March 2019. 23:59:59 pm on Wed 3 April 2019
Late Submissions Late submissions will not be accepted!
In this assignment, you will implement AVL tree and a set of functions associated with AVL
tree. For simplicity, we make the following assumptions:
1. Each item of an AVL tree contains an integer key and an integer value.
2. No AVL tree contains duplicate items. Two items (k1, v1) and (k2, v2) are duplicates
iff k1=k2 and v1=v2 hold.
3. An AVL tree may contains multiple items with the same key and the number of
duplicate keys is a constant.
A template file named MyAVLTree.c is provided. MyAVLTree.c contains the type definitions of
AVL tree and AVL tree node as well as some basic functions. You can add your own helper
functions and auxiliary data structures for better performance in terms of time complexity.
You need to implement the following functions:
1. AVLTree *CreateAVLTree(const char *filename). This function creates an AVL tree by
reading all the items from a text file or from the standard input (keyboard)
depending on the argument filename. If filename is “stdin”, this function will read all
the items from the standard input. Otherwise, it will read all the items from a text
file with filename as its full path name. (2 marks)
An input text file contains zero or more items where each item is of the form (key,
value). Any characters such as white space between two adjacent items are ignored.
For example, the following sample file contains 10 items:
(2, 50) (4, 30) (9, 30) (10, 400) (-5, -40)
(7, 20) (19, 200) (20, 50) (-18, -200) (-2, 29)
Similarly, when reading from the standard input, each input line may have zero or
more items, separated by one or more white space characters. An empty line
indicates the end of input.
In case of an error in the input, this function will print the error and your program
terminates.
You may assume that the input does not contain duplicate items and thus this
function does not need to check for duplicate items.
The time complexity of this function cannot be higher than O(n logn), where n is the
size of the resulting AVL tree. If your time complexity is higher, you will get 0 mark
for this function. You may assume that each call to a C built-in function takes O(1)
time.
2. AVLTree *CloneAVLTree(AVLTree *T). This function creates an identical copy (clone)
of the input AVL tree T, and returns a pointer to the clone tree. (1 mark)
The time complexity of this function cannot be higher than O(n), where n is the size
of T. If your time complexity is high.
Assignment Topic Exploration and Analysis (Proposal)In Week 6 o.docxlynettearnold46882
Assignment: Topic Exploration and Analysis (Proposal)
In Week 6 of this course, you will submit an 8-page research paper (Final Project) in which you are required to:
Analyze an important social change movement of the
pre-modern era
(pre-1945).
Analyze an important social change movement of the
modern era
(post 1945).
Compare and contrast both movements.
Analyze and explain the leadership structure of both movements. Who led these social change efforts? Was it an individual or a collective effort? What prompted individuals to become leaders of the movements?
Analyze how the movements parallel or complement each other.
Evaluate the success of these movements in promoting social change.
This week, as part of the Final Project writing process, you will complete a Topic Exploration and Analysis (Proposal). In this proposal, you will select your research topics (the two social change movements), create a beginning outline of what you plan to cover in the Final Project, provide a short summary of your initial research findings, and provide an initial bibliography.
In preparation:
Review the Final Project Guidelines document, located in this week’s Learning Resources.
Select and begin to research a social change movement pertinent to the
pre-modern era
(pre-1945). For ideas, look at content contained in Weeks 1–3 of this course. Pay particular attention to the selection of readings in the course text for each of these weeks.
Select and begin to research one of the following social change movements pertinent to the
modern era
(post 1945):
African American civil rights movement
Chicano movement
American Indian or ”Red Power” movement
Women’s rights movement
LGBTQ (lesbian, gay, bisexual, transgender, and queer) rights movement
Disability rights movement
Maintain a listing of scholarly resources that you locate and are using. The Walden Library provides a rich selection of material. Keep in mind that websites are generally not considered sources of scholarly material.
Note:
In your initial research this week, look at the historical background of each issue, the leadership structure in each movement, examples of specific changes that resulted related to each movement, and challenges the movement faced or is still facing. Consider the impact, successes, and failures of each movement.
The Assignment
Write a 1- to 2-page essay that includes:
Identification of the two social movements you will address in your Final Project
A brief outline of what you plan to cover in the paper
A short summary of your initial research findings
A bibliography of resources you used
.
Assignment To consider three sources about the Fall of Rome and w.docxlynettearnold46882
Assignment:
To consider three sources about the Fall of Rome and write an analytical essay.
Purpose:
To demonstrate proficiency in integrating historical sources and producing a well-informed analytical essay.
Part 1:
Research
Examine three sources:
1.
The textbook explanation concerning the decline and fall of Rome (chapter 7).
2.
The class presentation lecture on the Roman Empire.
3.
An article on the subject (“Friends, Romans, Countrymen” – see the Reading & Study link).
Write a 1,000–1,300-word essay concerning the decline and fall of the Roman Empire.
The paper should have a clear thesis statement, located at the end of the introduction.
The paper should cover the following:
1.
The various viewpoints given in the three sources (focus on the viewpoints you agree with)
2.
The variables involved (social, economic, military, etc.).
3.
Lessons the United States (our people and our government) can learn from Rome’s decline and fall.
4.
Similarities between the actions and attitudes of ancient Rome in their decline and fall and our American society today
Be careful that you use only the three sources provided. Use of other sources will be penalized.Textbook:
Perry, M., Chase, M., Jacob, J. R., Jacob, M. C., & Von Laue, T. H. (2013).
Western civilization: Ideas, politics, and society
(10th ed.). Boston: Wadsworth, Cengage Learning. ISBN: 9781111831707.
Williams, S., & Friell, G. (1994). Friends, romans or countrymen? barbarians in the empire.
History Today,
44
(7), 34.
http://bb7.liberty.edu/bbcswebdav/pid-22815357-dt-content-rid-159718173_1/xid-159718173_1
.
Assignment topic Rapid Influenza Testing in Children and Adult.docxlynettearnold46882
Assignment topic : Rapid Influenza Testing in Children and Adults.
When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the
validity
and
reliability
of different assessment tools and diagnostic tests. You will explore issues such as
sensitivity,
specificity,
and
positive
and
negative predictive values
. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
Assignment
(3–4 pages, not including title and reference pages)
:
For the Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
For the Child :
Include the following:
· An explanation of the health issues and risks that are relevant to the child you were assigned.
· Describe additional information you would need in order to further assess his or her weight-related health.
· Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this infor.
Assignment Topic 1Choose a contemporary painting, sculpture, o.docxlynettearnold46882
Assignment Topic 1
Choose a contemporary painting, sculpture, or piece of art that captures your interest. This should be a piece created between the end of World War II (about 1945) and today. You may choose one of the illustrations or color inserts in the textbook, or try a virtual museum (check the links in this week's My Humanities Kit).
Before you begin writing your post, view the “Closer Look” art critiques from the unit My Humanities Kit resources. Consider what features are discussed in the piece you select. Aim for an evaluation that notes small details in a work, considers the purpose of various elements, and perhaps investigates the artist’s life.
In the post, begin by introducing the piece of contemporary art created between 1945 and present. What is the title? Who created it and when? What is the style? How would you describe it to someone who had not seen it? Finally, explain why viewing this work is a valuable experience. Connect the Unit 5 reading material in your response; include APA formatting.
Student 1
Hello Class and Professor,
For my piece of Art I have chosen Andy Warhol’s painting “Diamond Dust Shoes 1980”. I not only love the colors that are presented in the piece but the meaning to me signifies how many shoes women fill in our daily lives such as a mother, a friend, a lover, a daughter and etc. I fell a since of gratitude when I look at this colorful piece.
Andy Warhol was born in 1928; he left a huge legacy behind when he passed away in 1987 (Janaro & Altshuler, 2012, p. 142). From drawings, paintings and prints to videography, publishing and performance, he produced more than art -- he was essentially his own brand. From haunting black and white self-portraits to Polaroid snapshots of celebrities, many of the photos in the collection later became the inspiration for Warhol's most well-known Pop Art pieces (Janaro & Altshuler, 2012, p. 142).
Warhol's focus on consumer goods and pop-culture icons, as well as his own taste for money and fame, suggest a life in celebration of the very aspects of American culture that his work criticized (A & E Television Networks, 1996-2013). When looking at this piece of work you have a sense of what life is everyday!
Please look at the link provided below to take a look at this peice of Art. (The last reference below)
Margaret
A & E Television Networks, L. (1996-2013). bio.true story. Retrieved from Andy Warhol Biography: http://www.biography.com/people/andy-warhol-9523875?page=2
Student 2
Hello Class and Professor,
For some reason many of the illustrations in our text I cannot view. So I decided to search for contemporary art photos. There were quite a few interesting images but I found a sculpture or performance piece by Rook Floro that really caught my eye. Oddly, there is no title; at least I have not been able to locate one. Parts of this three-dimensional art look like it has some kind of wiry texture. The piece seems to be an imitation of human emotion. .
Assignment TitleAssessment Item 03 Case Study Analysis – Engagi.docxlynettearnold46882
Assignment Title
Assessment Item 03: Case Study Analysis – Engaging and Motivating staff
Length
3000-3500 wordsLearning outcomes
1. Knowledge - Describe and critically discuss key principles and theories of Human Resource Management.
2. Problem Solving Skills - Critically evaluate and synthesize relevant information to solve real world issues associated with Human Resource Management.
3. Change Management - Analyse the role of Human Resource Management in implementing change within a global context.
4. Global Environment - Identify and critically discuss local, global and international workforce trends and assess the implications for human resource managementLecturer Discretion
Lecturers may, at their discretion, ask students to verbally present their assignment submission or rewrite some selected part/s of their answer in a controlled setting.Task Details
Engaging and motivating employees is at the centre of Strategic Human Resource Management (SHRM) practices. It is therefore important to identify the organisational practices that can be used to foster the cognitive, emotional and behavioural qualities that will positively impact on employees and enhance their motivation.
To understand what motivates people to work is essential to this assignment. The focus of the assignment is to identify the motivational theories, the characteristics of a positive work environment and the HR practices that positively influence affective processes (e.g. motivation, commitment, job satisfaction, wellbeing) and behavioural processes (e.g. effort, reduced turnover and absenteeism).
To complete this assignment successfully students at a minimum should:
· Identify the key motivational theories and discuss which of the theories strongly influences employees’ affective processes and behavioural processes.
· Describe the characteristics of a positive work environment and discuss how HR designs jobs to motivate employees.
· Discuss the synthesis of Hackman and Oldham’s (1976) job characteristics and employees’ psychological states in relation to work outcomes, such as intrinsic work motivation, job satisfaction, and high quality work performance.
International Human Resource Management
· Discuss the possible relationship between Maslow’s general components and job characteristics in view of engaging and motivating employees in organisations.
Your assignment must be formatted with heading.
Harvard referencing style must be used.
References
Gallup Consulting 2010, The state of the global workplace: A worldwide study of employee engagement and wellbeing, viewed 20 February 2015
<http://www.gallup.com/services/176300/state-global-workplace.aspx>
Jackson, S & Schuler, R 1995, Understanding Human Resource Management in the context of organisations and their environments, Annual Review of Psychology, vol. 46, pp. 237-264.
Pfeffer, J & Veiga, F 1999, Putting people first for organisational success, Academy of
Management Executive, vol. 13, no. 2, pp.37-48.
Runni.
Assignment Title Knowledge management cycle process in or.docxlynettearnold46882
Assignment Title:
Knowledge management cycle process in organizations and significance communities of practice
Note:
Each question/concept/ topic must be supported with peer reviewed journal references.
Assignment Structure:
Part A.
1.
Provide brief description about knowledge management processes in organizations. (
1 Mark
)
2. Explain the concept of organizational learning and describe the link between individual and organizational leaning. (
2 Marks
)
3. Describe role of organizational culture in knowledge management. (
2 Marks
)
Part B.
1. Describe the concept of community. Describe its key components. (
1 Mark
)
2. Discuss how communities can be linked to organizational memory in order to foster organizational learning and innovation. (
2 Marks
)
3. Highlight some of the key steps you would need to carry out in order to conduct social network analysis of an organization. What sort of questions could the social network analysis answer? (
2 Marks
)
NO plagiarism/ 700 WORDS
.
Assignment Three Technical Descriptions Due March 2 (1155 PM .docxlynettearnold46882
Assignment Three: Technical Descriptions
Due: March 2 (11:55 PM on Moodle)Peer:Feb 29
For this assignment you will either be creating a technical description or an extended technical definition. Officially, an extended technical definition is a microgenre of a technical description, but there are some differences worth noting. Technical descriptions are “longer explanation[s] . . . of the physical or operational features of an object, mechanism, or process”(Markel 534). While technical descriptions include technical definitions, an extended technical definition is slightly different.
An extended definition includes the three parts of a basic sentence definition, “[1] the term being defined, [2] the category in which the term belongs, and [3] the distinguishing features that differentiate it from its category” (Johnson Sheehan 155). It also expands the definition by adding more details of an object, process, or idea (Markel 534). It is divided by adding some (all) of the following: examples, partition, principle of operation, analogy, negation, and etymology (Markel 538 – 541).
Technical descriptions need a title/indication of the nature/scope of what the description will accomplish; an introduction that answers the questions in table 20.1 on page 545; a body with appropriate detail that discusses each step or section with detail, creativity, and clarity; and a conclusion that usually explains how the steps work together or summarizes the main steps. Look at the guidelines on page 547 for writing tips and additional help.
What you choose to do this on is up to you. You are free to choose any object, place, or process (and the definition of these can be pretty loose—think about my spider example). If you want to choose something that interests you, something you currently work with, something from your future workplace, or something else entirely—go for it. If you want to do something out of the ordinary you can always ask me if it’s okay.
Requirements
· The description/definition should be between 600 to 1000 words.
· It should be typed in a serif font.
· It must focus on clear writing that uses creative and technical writing techniques.
· It should be written for an audience similar to Wikipedia.
· It should follow checklist on page 571 – 572.
Green Hospitality: Green Hospitality:
Saving the EnvironmentSaving the Environment
A student Webzine from the International Council
on Hotel, Restaurant, and Institutional Education
for Future Hospitality & Tourism Professionals
Vol. 17 No. 1 • ISSN: 1095-7898 Spring 2008
HOSTEUR
INTERNATIONAL
CHRIE
The Hospitality &
Tourism Educators
Volume 17, No. 1 | Spring/Summer 2008 Issue2 HOSTEURTM
Sustainability Standards for the Hotel Industry............5
by Andrew Moreo
Destination “Green”land - a Look at the Sustainable
Efforts of the Air Travel Industry......................9
by Katie Fontaine
Green Hotels..................................................
Assignment ThreeUNIT 3 – ON LINE CLASSStudent Name __________.docxlynettearnold46882
Assignment Three
UNIT 3 – ON LINE CLASS
Student Name: ______________________________________________
(Name must be exactly as it is on the e campus roll and the same in WEBCOM 2) Turn in assignment through WEBCOM 2 to Professor on time
Your Section Number _____________ (you must enter your section number)
The Unit 3 Assignment 3: Unit Three in the Textbook.
DIRECTIONS: The assignment is in WORD. Save the document to your computer and write your answers in the spaces given. You may change the spacing as needed.
NOTE: Turn in assignments to me through WEBCOM 2 see the place where you send me the assignment. You may either attach your Word file or copy and paste your entire submission. Be thorough in your answers. You should use the Textbook, Essential Humanitiesthird edition and/or the Study Guide. The Study Guide is not mandatory; however, it is there for your enrichment and it is helpful. The Study Guide is in WEBCOM 2 in the tab labeled Student Resources. You may also want to use additional information for any assignments from the Internet. If you do, please remember to cite your source at the end of your answer. If you add additional information from the Internet, this is great, but then be sure to cite your source at the end of your paragraph. You must cite sources. This applies to photos as well.
DIRECTIONS FOR FULL CREDIT: You will need to show how the architectural structure is significant (importance in history and explain its legacy). You should explain how it fits into the historical period and what it reflects about its time and place. Include names of important individuals connected to the construction and especially the name of the architect, if known. Mention the materials used in the construction and include information about how it was built. Also include location. Use full sentences in your answers and be sure to site your answers if you use photos and the internet if you use google. Do not just write in your site that you used google. You must place exact address. Google is too broad of a site for a reference. Thank you
1. List the major time periods in sequential order. The first period is Prehistoric. Then comes Mesopotamia, and then Egypt etc. Under each period, list the minimum of 3 major accomplishments or achievements of that period. See the WEBCOM 2 Resources tab that has the heading timeline and the Textbook Index in front of the textbook for Unit III which lists the periods of time in order
1. Discuss in written statements at least 2 major differences between the Paleolithic Era (Old Stone Age) and the Neolithic Era (New Stone) found during the Prehistoric Period? (Unit 3, Chapter 3). (SLO 3: ULO 3.4).
EXPLAIN ANSWER FULLY USING THE CHART THAT YOU WILL SEE ON A PAGE IN YOUR TEXT
1. Explain how the Sumerian marble statuettes, sculptures, and Queen Puabi’s Harp that were excavated in modern times help us understand how the Sumerian people’s lived and what their beliefs were during the anc.
Assignment title An Evaluation of the Business Strategy at Mc D.docxlynettearnold46882
Assignment title: An Evaluation of the Business Strategy at Mc Donald’s.
Word count: 4242
Student name: Shane Sunil Mohan
Student number: A001753898
Subject name: 9050PROJ
AQF Level: 9
Discipline: Strategic Management
Theme: Critical Evaluation of a Business Strategy
EXECUTIVE SUMMARY
This paper was fundamentally about conducting a research and analyzing the findings on an evaluation of the business strategy at Mc Donald’s. Mc Donald’s establishment is a centralized, international organization which competes in the fast food industry by supplying hamburgers, french fries, and other consumable items using standardization. Substantial expansion and branding as the main driving force. As mentioned previously, operating in an open market in the food chain sector, one of Mc Donald’s major competition would be Wendy’s. These two establishments offer the exact same service which tends to make it difficult for Mc Donald’s to gain market share. With this being said, this report outlines different strategic strategies in which Mc Donald’s can gain competitive advantage against Wendy’s by providing substantial evidence on Mc Donald’s weaknesses and how it can be improved by using the case study method to help assist presenting its findings.
Table of Contents
1.0 Introduction 4
2.0 Literature Review: 5
2.1 Application of the literature to Mc Donald’s 6
2.2 Analysis with respect to Neoclassical microeconomics: 7
2.3 Analysis with respect to Evolutionary economics: 8
3.0 Research Methodology: 9
3.1 Case study method: 9
3.2 Data Collection: 10
3.3 Presentation of findings: 10
3.4 Analyzing the data: 11
4.0 Data Analysis and Reflections 11
4.1 Presentation of data 11
4.2 Reflection on findings and implications: 12
5.0 Conclusion and Recommendations: 14
5.1 Addressing social changes with differentiation strategy: 15
5.2 Recommendation: Improved Promotional Strategy: 16
5.3 Conclusion 16
References 18
1.0 Introduction
With the increase in the trend of globalization and the increasing competition in global markets, companies work day and night to come with effective strategies. Some of the multinational companies are known for the strategies they use and practice. In this paper, two of the companies operating in the United States of America will be discussed and compared along with the suggestion of a competitive strategy for McDonald’s. One of the companies that was researched in this paper name is McDonald's. This company operates internationally while the opposition organization which is Wendy’s also known as a fast food restaurant operates in the United States of America. As far as McDonald's is concerned, McDonald's was established in the year 1940 by Richard and Maurice McDonald, in San Bernardino, California, United States. The organization's business structure depends on three basic axes: representatives, franchisees, and suppliers. This business structure made by the founder of the organization, Ray Kroc, is known as "the three-legged sto.
ASSIGNMENT The student will submit a research project that compares.docxlynettearnold46882
ASSIGNMENT: The student will submit a research project that compares and contrasts two organizations in the same sector (Career Education Corporation and the Apollo Group Inc. or any other that you prefer), including analysis of the following criteria: legal, social, and economic environments; management structure; operational and financial issues; and impact of potential change factors.
1) Student should analyze the basic legal, social, and economic environments of the organization
2) Student should analyze the managerial, operational and financial issues of the organization
3) Student will analyze the impact of potential change factors as they related to the organization.
4) Student should apply appropriate college level writing standard.
the submission should be in APA Format. LENGTH of Paper: 5 Body Pages
.
Assignment Three Case study report – mixed mediaValue 40 .docxlynettearnold46882
Assignment Three: Case study report – mixed media
Value: 40% of the total marks for the unit
Length: 2000 words, or 5-6 minute video, or audio-narrated powerpoint of 10-15 slides, or photo essay supported with 500 words
Due: Week 12
Task description
Attend the event nominated in Assignment 2.
Briefly describe the event – name, date, location and venue, and attendance numbers and demographics.
Describe and critically analyse the positive and negative impacts of the event utilising the principles of sustainability and the triple bottom line approach.
Describe and discuss how the event’s program elements related to the aims and objectives identified in Assignment Two.
Describe and discuss the marketing of the event and how the promoted experience related to the actualisation and attainment of its aims and objectives (include actual audience details – numbers, demographic composition).
Provide recommendations for future activities which clearly identify issues relevant to event management.
The task is a report on the event nominated in Assignment Two that uses the triple bottom line approach to identify and critically analyse - the attainment of the events aims and objectives; the positive and negative economic, environmental, sociocultural impacts of the event; and recommendations which clearly identify issues relevant to the event management.
The evaluation report should use creativity in the approach to the task style.
The assignment may be presented as a 2000 word essay, or a 5-6 minute video, or an audio-narrated powerpoint of 10-15 slides, or a photo essay supported with 500 words. The process for submission of this assessment will depend upon the format chosen and prior negotiation with the tutor is required.
.
Assignment The Nurse Leader as Knowledge WorkerThe term kn.docxlynettearnold46882
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book,
The Landmarks of Tomorrow
(1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959).
The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Discuss how the South put in specific measures to prevent the Free.docx
1. Discuss how the South put in specific measures to prevent the
Freedman from voting. This is also referred to as the
"Mississippi Plan." This system undermined the spirit behind
the 15th Amendment.
Save Link
Assignment Completing a Qualitative Study
View Rubric
Due Date: Mar 08, 2017 23:59:59 Max Points: 255
Details:
This week will allow you to apply what you have been learning
along with the information gathered for your 10 Strategic
Points. You will use "mock" data to complete your study.
General Requirements:
1. Use "Assignments Document" and Mock Interviews to
complete this assignment.
2. This assignment uses a rubric. Please review the rubric prior
to beginning the assignment to become familiar with the
expectations for successful completion.
3. Doctoral learners are required to use APA style for their
writing assignments. The APA Style Guide is located in the
Student Success Center.
4. You are not required to submit this assignment to Turnitin.
Directions:
1. Code the data.
2. Present the results in a table similar to Table 1 in Tables for
Assignment document.
3. Create a codebook in a table similar to Table 2 in Tables for
Assignment document.
Words or Phrases That Appear Frequently
4. Create a table for each theme similar to Table 3 in Tables for
Assignment document.
2. Inductively Developed Themes
5. Write a report of the results. Include an introduction,
discussion of your sample and instruments, data analysis,
results, recommendations, and references.
6. See complete directions in "Assignments Document."
PSY-850-R-MockInterview4.docxPSY-850-R-
MockInterview2.docxPSY-850-R-MockInterview3.docxPSY-
850.R.AssignmentsDocument.docxPSY-850-RS-Tables for
Assignment 7.docxPSY-850-R-MockInterview1.docx
View Rubric
Data coding is present. Coding is done in an exemplary manner
and thorough.
Results of the coding are present. Research report is thorough
with all components listed in assignment directions. Summary
of the results is comprehensive. Data analysis is cogent and
complete.
Recommendations are present and insightful. Sources used to
support are scholarly and current within 5 years.
Synthesis of source information is present and scholarly.
Argument is clear and convincing, presenting a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative. The synthesis and argument in the paper are of
publication caliber.
Thesis and/or main claim are clear and comprehensive; the
essence of the paper is contained within the thesis. The
development indicated by the thesis and/or main claim is
acceptable for publication.
Writer is clearly in command of standard, written, academic
3. English.
The document is correctly formatted to publication standards.
All research presented is scholarly, topic-related, and obtained
from highly respected, professional, original sources. In-text
citations and a reference page are complete and correct. The
documentation of cited sources is free of error. The paper could
readily be accepted for publication.
Tables for Assignment 7
Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the words or phrases here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/Page number of transcript (if that seems to
make sense).
4. As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
Interview 4
1. Describe some student behaviors that you observe in your
undergraduate classes that are problematic. What made them
problematic? Give me an example from last week.
5. Some problematic behaviors are negative attitudes, side
conversations/cell phone use, and negative communication
styles. These are problematic because they disrupt the flow of
the classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress in the classroom for
individuals and group projects.
Last week, I assigned a group project for my classes. My
students were to work together to conduct research for a
presentation, to be given in two weeks. One of the groups
started talking about the project while I was giving instructions,
and then when it came time to work, they had missed some of
the instructions so there was some confusion about the
assignment. They began arguing about who was going to do
what in the assignment, and one of them got up and left the
group, refusing to work with the rest.
The problematic behavior in this situation was the side
conversation, first, followed by the negative communication
style. Both of these issues made it difficult for learning to take
place, and disrupted the collaborative nature and focus of my
classroom.
2. Based on teaching experiences, how would you define
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom for both the teacher and students.
6. 3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
· Arguing or using an aggressive communication style
(interrupting, sarcasm) during classroom discussion. I tend to
see this happen if the discussion takes a controversial turn. The
last time it happened in my class, it was two people arguing
over a presidential candidate. One student called the other a
derogatory term so I had to redirect the conversation back to
topic.
· Cell phone use can be uncivil, especially when it is excessive.
I have students who forget to turn it off and it makes some type
of noise, or students who will text or be playing games
throughout class. This is probably the most common behavior I
have to address, and I usually just ask the student to step
outside and complete their conversation or task, and then join us
when they are done.
· I had a student that was not happy with a grade she received
on her test. She came in at the beginning of class and asked if
she could talk to me, but class was about to start so I asked if
she could come see me during my office hours. She said, “Of
course, I figured that’s what you would say.” Shen then went
and dropped her bag down by her chair, and left the classroom.
She came back about 20 minutes later and sat in her chair,
doodling all through the notes that I was giving the students for
the next test. Because of the negative attitude, she missed out
on an important review for the next test.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
· I had a student in class that was upset with a teacher from
another class, and was talking to the students around him about
the situation. After a couple of negative comments, I walked
over and struck up a conversation with the group to redirect the
7. subject.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in
your classes?
· If I am not engaged in my own activities and participating
actively in the discussion, that can contribute to a culture of
incivility.
· Use of sarcasm or sardonic comments
· Allowing students to control the discussion
· Addressing minor issues publicly -- it can escalate the
situation
· Allowing for discussion to get off topic and away from the
material
7. What strategies do you use to handle incidents of student
incivility in your classes?
· I try to prevent it in the first place. At the beginning of every
class, I distribute a syllabus just kind of giving of overview of
the expectations for classroom/discussion conduct and just some
general guidelines for acceptable and professional behavior in
the classroom.
· I try to direct the conversation and keep it focused on the
content by asking questions during discussions that keep the
9. incivility?
Incivility occurs when the actions of individuals including
actions or speech is rude or unsociable. In the classroom, I
think that this includes the disengagement from learning.
3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
Cells phones are a big problem. Students are either on their
phones the whole class or phones are going off throughout the
class despite reminders to set them to silent. I understand that
there are emergencies and sometimes calls or texts have to
occur, but I ask that students be respectful and attend to their
phones outside of the class. Other common issues are students
with very strong beliefs/convictions that refuse to listen to the
opinions of others. Often these are the same students who are
surfing the web rather than engaging within the class
discussions until it is a topic they are passionate about. I have
also experienced students who do not feel that they have to
abide by the class policies in regards to the discussion forums
and assignment due dates. They feel that they should be able to
submit their work whenever they want and not receive any point
deductions. It is a spirit of entitlement in my opinion.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
Recently I had a student who failed to submit two of the last
assignments. I advised her many times both on the phone and
within the Individual Forum that assignments could only be
accepted until the final day of the course, which she
acknowledged within the forum. The final day of the course
came and she did not submit the assignment and was given a
zero. Several days later she e-mailed me the assignments and
wanted credit for the assignments. I advised her that she was
11. Reserved.
Interview 2
1. Describe some student behaviors that you observe in your
undergraduate classes that are problematic. What made them
problematic? Give me an example from last week.
Some problematic behaviors are texting or surfing the Internet
with cell phones during class, and talking to peers while I am
trying to teach. Some students sit at the back of the classroom
and state that they cannot hear. When asked to move up, they do
not want to. Students sometimes do not prepare for class in
terms of reading and/or pre-work. Then, the class does not
progress as intended due to the fact that I have to direct teach
the background information. This puts us behind schedule and
does not let the students process information at the level
needed. Other times I have an activity scheduled and students
balk at the hands-on approach, preferring to “sit and get.” Last
week, I had assigned a case study for students to read and be
prepared to interact with others in their group to develop a
solution. Not all of the students in two of the groups had done
their part of the assignment or weren’t properly prepared, so
this left the entire group without the ability to complete the
classroom activity.
2. Based on teaching experiences, how would you define
incivility?
Incivility includes student or faculty behaviors that impact
the culture and community of the class. Incivility can also
include actions taken by students and/or faculty that interfere
with teaching and learning.
3. What are some behaviors you would describe as uncivil?
12. When was the last time this occurred? What happened?
· Students will text during class when I am trying to lecture or
teach.
· Students will forget to set their cell phones to silent or will
take a phone call during class time, starting the conversation
even before they get out of the room.
· Students will come to class late and then disrupt class by
asking the instructor to get them caught up.
· Students will “surf” the Internet rather than work on the class
assignment.
· This happens on a regular basis in class. I think sometimes
students feel that since they are paying for the classes, they can
do what they want during class time.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
· I had one student in an online class who disagreed with the
content on learning styles. He took one source that disputed the
validity of learning styles as the sole word on the topic. Then,
he was combative in the discussion forums, challenging others
to the point that two students e-mailed me with concerns and
refused to interact with him.
· Sometimes students challenge a grade. When I ask them to
highlight where they feel they have addressed the part of the
grade they challenged, they can’t do so and then still believe
their grade should be changed.
5. How do you feel when students are uncivil?
Primarily, I feel disrespected and hurt. I go to great lengths to
prepare for classes and don’t understand why students don’t
want to engage and learn. When students are uncivil to each
other, I feel the need to step in and focus the conversation and
learning.
14. negative communication styles, and the tendency to argue.
These are problematic because they disrupt the flow of the
classroom, they have a negative effect on the collaborative
piece, and they cause tension and stress.
Last week, I dealt with a negative attitude in one of my online
classes. My students were to exchange papers to provide
feedback on a 10-page paper they were working on. Students
were to provide feedback focused on content and there was a
rubric style feedback form for them to follow. One student
turned her paper in 48 hours late, so I posted in the classroom
asking if there was anyone willing to pick up the paper to
provide feedback.
Two students picked up the paper and they both provided
feedback that was mainly focused on content and writing
choice. The comments they gave were pretty similar -- both
picked up on problems with structure and organization, and
made some suggestions to strengthen a few areas. Both made a
general observation that although the feedback wasn’t supposed
to be based on grammar and mechanics, the paper’s grammar
and mechanical issues were detracting from the readability.
Both suggested careful editing. The feedback given was a good
mix of positive and constructive feedback, and it was delivered
in a professional manner.
The student receiving the feedback was not pleased. She posted
in the discussion board that she felt ridiculed and shamed. She
said she was going to contact her advisor and have the
assignment and the feedback reviewed because it wasn’t fair
and it wasn’t constructive. She also sent personal e-mails to
both of the students that provided the feedback (one of which,
she pointed out a couple of grammatical errors in the feedback
itself) telling them both that they needed to consider other
peoples’ feelings before tearing up and redlining somebody’s
work. She also e-mailed me and told me that she received
15. hurtful response e-mails from both students that were “full of
insults” and “degrading.” As it turned out, the student could not
produce a copy of those e-mails when asked by her advisor, and
subsequently she dropped the program.
2. Based on teaching experiences, how would you define
incivility?
Incivility is any behavior or incident that negatively
affects the positive culture of a classroom, and interferes with
the learning process for groups or individuals. Incivility in any
learning environment can take the focus off the student and
disrupt progress towards the common achievement goals of the
classroom. Additionally, incivility can bring a level of stress
and strife into the classroom.
3. What are some behaviors that you would describe as uncivil?
When was the last time this occurred? What happened?
· Arguing with someone in a discussion forum. I deal with this
once a term or so - the last time was about two weeks ago when
somebody responded to a post by simply saying “I disagree.”
The original poster managed to stay out of it, but before I even
got back in the classroom (and I sign in daily) three people had
responded negatively. I had to step in and redirect the focus.
· Rude comments. For the most part, students I’ve worked with
have been polite and courteous to one another. About six
months ago, I was on a group video conference with a cohort of
students, when one told another student she was “a good
looking woman, and maybe that’s why she is so cocky.”
Fortunately, I didn’t have to deal with that one on my own.
· I had a student that responded to a discussion post from
another student by saying that her post was too hard to read
because all of the errors in her writing. I handled it by e-
16. mailing the individual and asking her to remove her comment
and keep future comments focused on extending the discussion
or reflecting on the material.
4. Can you share one or two examples of student incivility that
you have experienced in classes?
I had a student complain in the discussion board about a writing
tutor associated with the university. He mentioned the tutor’s
name, and complained in detail about the advice that was being
given.
5. How do you feel when students are uncivil?
When students are uncivil in my class, I feel like I have the
responsibility to step in and redirect the conversation because it
affects the culture of my classroom. Relationships,
communication, and that circle of peers is important to the
success of my programs. Uncivil behavior disrupts the culture
of my classroom, and I fear that it will leave individual students
with a negative view of not only my class, but my teaching.
6. What factors or situations contribute to student incivility in
your classes?
· If I am not present in my classroom and participating actively
in the discussion that can contribute to a culture of incivility.
· Use of sarcasm or sardonic comments.
· Allowing students to control the discussion.
· Making evaluative comments on student submissions where
other members of the class can see.
· Allowing for discussion to get off topic and away from the
material.
18. · What remedies might be effective in preventing or reducing
incivility?
They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this PSY-850 class, you will design a “mock” replication of
the Clark and Springer (2007) study on student and faculty
perceptions of incivility in a university nursing program.
However, the doctoral students will investigate student and
faculty perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic
information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in
19. particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is
designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points
document to outline the key components of a research study.
For the Week 2 assignment, you will use the original Clark and
Springer (2007) to identify and construct a 10 key points
document in preparation for the mock study on incivility in
psychology classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.
3. After reading and highlighting the components of the article,
complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
20. Problem Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement
“Its purpose was to consider possible causes of incivility and to
recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.
21. Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.
22. Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.
23. Week 7 Assignment
You will analyze four transcribed interviews by inductively
coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that
theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code
24. Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
25. Task 4: Based on Table 1 and your coded transcript, create a
table based on Tables 2 and 3. Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Table 3
Inductively Developed Themes
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.
26. Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument
you used: the IHE (the interview transcript).
Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations
27. Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late
· Using cell phones
· Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and