This document provides an overview and instructions for Module 1 of a course on managing individual behavior. Students are asked to complete a case assignment analyzing a personal experience of feeling extremely motivated using Kolb's model of experiential learning. The assignment involves writing a 4-6 page paper with sections on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students are provided grading criteria and expectations for completing the assignment, which is due at the end of the module. Additionally, students are asked to complete a self-assessment personality test and develop a personal management profile and action plan for a student learning project.
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Managing people assignment 21 INSTRUCTIONS.docThe Busines.docxinfantsuk
Managing people assignment 2/1 INSTRUCTIONS.doc
The Business School
2014-15
Module Code:
44202
Module Title:
Managing People
Level:
4
Element:
Essay 2
Weighting:
50%
Module Leader:
Paul Cross
The best way to manage people
How does management theory help a manager practice good organisational leadership? What attributes should an aspiring manager have?
You must support your argument with specific reference to the topics covered in Sessions 5 to 9
Students are advised to use the session 5-9 as guides for areas of interest and headings within the essay as well as a look at the ‘Graduates Attribute Framework’ to see what qualities employers are looking for in graduates. The assignment should also incorporate an appropriate introduction, discussion (which tackles the overall theme of the essay) and conclusion should also be provided.
Through your discussion you should demonstrate learning from the module, in particular from the seminar activities. These questions reflect the topics discussed in the seminars, so attendance at these will be a distinct advantage. You should also utilise knowledge from academic sources to help support your answers. These should be used to help form a critical discussion between what may be considered good or bad practice dependent upon the type of work criteria you are looking at.
Additionally you should demonstrate broad and appropriate reading, critical thinking and discussion skills.
The word limit is 2500 words. Penalties for over-length assignments will be applied – please refer to the module handbook.
Please refer to the module handbook for full submission instructions.
This assignment assesses learning outcomes A,B & C as per the module handbook.
This assignment will be marked using the criteria in the grid overleaf.
Criterion Referencing Grid
CRITERION
70+
60-69
50-59
40-49
Below 40
Addresses the brief given
All elements of the brief are addressed, a sophisticated discussion and clearly articulated response
Most elements of the brief are addressed, a good discussion and response is provided
The basic elements of the brief are addressed, a basic discussion and response are provided
Key elements of the brief are ignored, a very basic discussion and response are provided
Most of the brief is ignored, unsatisfactory / absent discussion and response
Demonstrates learning from the module
A high level of learning from the module is demonstrated
A good level of learning from the module is demonstrated
A satisfactory level of learning from the module is demonstrated
Some learning demonstrated but key ideas are rather confused
Unsatisfactory level of learning from the module
Shows evidence of appropriate reading
Shows considerable evidence of reading beyond basic texts. Imaginative ideas resulting from texts
Some evidence of reading beyond the basic texts
Key texts are identified and appropriately referenced
Some references cited but these are not relevant or referenced correctly
Few / no a ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docxclairbycraft
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Managing people assignment 21 INSTRUCTIONS.docThe Busines.docxinfantsuk
Managing people assignment 2/1 INSTRUCTIONS.doc
The Business School
2014-15
Module Code:
44202
Module Title:
Managing People
Level:
4
Element:
Essay 2
Weighting:
50%
Module Leader:
Paul Cross
The best way to manage people
How does management theory help a manager practice good organisational leadership? What attributes should an aspiring manager have?
You must support your argument with specific reference to the topics covered in Sessions 5 to 9
Students are advised to use the session 5-9 as guides for areas of interest and headings within the essay as well as a look at the ‘Graduates Attribute Framework’ to see what qualities employers are looking for in graduates. The assignment should also incorporate an appropriate introduction, discussion (which tackles the overall theme of the essay) and conclusion should also be provided.
Through your discussion you should demonstrate learning from the module, in particular from the seminar activities. These questions reflect the topics discussed in the seminars, so attendance at these will be a distinct advantage. You should also utilise knowledge from academic sources to help support your answers. These should be used to help form a critical discussion between what may be considered good or bad practice dependent upon the type of work criteria you are looking at.
Additionally you should demonstrate broad and appropriate reading, critical thinking and discussion skills.
The word limit is 2500 words. Penalties for over-length assignments will be applied – please refer to the module handbook.
Please refer to the module handbook for full submission instructions.
This assignment assesses learning outcomes A,B & C as per the module handbook.
This assignment will be marked using the criteria in the grid overleaf.
Criterion Referencing Grid
CRITERION
70+
60-69
50-59
40-49
Below 40
Addresses the brief given
All elements of the brief are addressed, a sophisticated discussion and clearly articulated response
Most elements of the brief are addressed, a good discussion and response is provided
The basic elements of the brief are addressed, a basic discussion and response are provided
Key elements of the brief are ignored, a very basic discussion and response are provided
Most of the brief is ignored, unsatisfactory / absent discussion and response
Demonstrates learning from the module
A high level of learning from the module is demonstrated
A good level of learning from the module is demonstrated
A satisfactory level of learning from the module is demonstrated
Some learning demonstrated but key ideas are rather confused
Unsatisfactory level of learning from the module
Shows evidence of appropriate reading
Shows considerable evidence of reading beyond basic texts. Imaginative ideas resulting from texts
Some evidence of reading beyond the basic texts
Key texts are identified and appropriately referenced
Some references cited but these are not relevant or referenced correctly
Few / no a ...
Personal Reflection Memo The unexamined life is not worth TatianaMajor22
Personal Reflection Memo
“The unexamined life is not worth living.”
~ Socrates
One of the key skills needed to become a successful professional is developing the ‘entrepreneurial mindset’ - the ability to manage uncertainty and simplify complexity in order to exploit new opportunities. It is a process that requires developing a vision, identifying possibilities that may not be perceived by others and thinking beyond the constraints of immediately available resources. Self-knowledge and knowledge of potential resources are key factors that enable this development. This process is as applicable to your career as it is to starting a company. In this assignment, you will identify where you want to be and how you will get there based on some specific prompts. Your personal reflection memo is a way to tap into and formulate for yourself a long-term vision statement, the "external" opportunities that exist, your "internal" (personal) strengths, and a strategy for yourself and your life over the next two to three years. In addition, I request you to share one "failure" from your past and what you learned from it about yourself.
Deliverables: The assignment should consist of a 2-4 page write-up (in bullet points or prose) that summarizes EACH ofthe areas discussed below:
1. Vision and Opportunity
a. What are your goals (career and/or educational) after you leave WSU?
b. How do you define success in life?
c. How has this class and the tools you have learnt influenced the way you view strategy and business in general? How have the insights gleaned from these tools shaped your view and aspirations for your own life?
STRENGTHS
· What achievements are you most proud of?
· What would those closest to you say are your strengths?
WEAKNESSES
· What would those closest to you say are your weaknesses?
· Give an example of one “failure” you experienced in your life so far. What did you learn about yourself from that experience?
OPPORTUNITIES
· What are some need/problems that you can help solve that aligns with the vision you have identified above?
THREATS
· What external obstacles would keep you from achieving your goals?
· Is demand for the activities your find most fulfilling changing?
2. Personal SWOT analysis
3. Values
At this point, you’re probably making important decisions about your future— deciding where to focus your time and effort. If you’re able to pursue activities and interests that are in line with your values and what’s important to you at a core level, you will be less stressed. Go through this list of values and identify the ones most important to you.
After identifying your values from those above, consider all the values you have listed as most important to you. Please identity the top 3 of values (out of these) that you think are most important for you as an anchor or lodestar for your professional career. Then for each of these values, please write about:
1. Why or in what ways is this value important to you in you ...
OMM618 Human Resources Management (MFG1320A) Professor Randy .docxhopeaustin33688
OMM618: Human Resources Management (MFG1320A)
Professor: Randy H.
Greetings all!
Please cite every sentence in which you use information from sources.
1. Use "" for quotes and citations with page or paragraph location information
2. Use block formatting for quotes of 40 or more words (please do avoid lengthy quotes)
3. Cite sentences in which you use information from sources even as you put those ideas into your own words
4. Please use the APA manual or APA.org as a resource for how to construct citations and references
Please do review, if you have not done so already, the Academic Research link available at the Student Responsibilities and Policies link.
In short, please do not use newsprint, popular press, other non-academic sources to justify views for initial posts, responses to peers, or papers.
Please locate and use journal articles, published books, and websites with .edu and .gov trailers. If you have questions about the quality of a source, if you see citations and references, you are probably using a good source. If you are using articles free of such attribution, please do not use.
Please let me know if you have questions or concerns about quality of sources we should be using for masters-level work.
Please note that at each Discussion 1 and Discussion 2 throughout the course, the initial instructions include discussion forum grading rubric links. Please consider reviewing these rubrics as I use these elements to cue my feedback.
For each Assignment throughout the course, you will find grading rubric links. Please review these rubrics as well. I use these elements to cue my feedback.
Please remember to review my Faculty Expectations and weekly Instructor Guidance for additional information on what I look for in discussion and paper assignments.
Please let me know if any of this information is not helpful, begs clarity.
Thanks!
Greetings all!
I wish for my feedback to work for each of you. While I think I'm being clear in what I write, some of you may differ in how you make sense of what I write!... :)
So, please know I use rubrics embedded in the course and highlight scoring by using bold for related earnings. At the bottom of each rubric for discussion assignments, I will address strengths and opportunities. Reviewing those opportunities should be helpful for increasing performance and scores, as appropriate. If what I write in feedback is not helping, please do not hesitate to let me know as I want to ensure the feedback I produce is useful for you.
For papers, please know I will be using the following APA formatting criteria for scoring in the APA/writing sections of rubrics for written assignments:
1. Please integrate textbook (and, if appropriate, video) into assignment (see the Instructor’s Guidance)
2. Please write in a circle, offer a thesis and purpose with subsequent elements in the introduction, key elements, and summarize thesis and purpose
3. Please cite every sentence in which you.
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
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Calculus Quiz 2 (Derivatives)Covers Units 9-13. This is a 10 quest.docxclairbycraft
Calculus Quiz 2 (Derivatives)
Covers Units 9-13. This is a 10 question, 10 point quiz consisting of multiple choice and calculated numeric answers.
You should complete the homework over these units before beginning the quiz.
You should complete the by
Thursday, November 12.
YOU MAY ATTEMPT THE QUIZ up to 3 timesIF YOU WISH to improve your score.
.
Calculus IDirections (10 pts. each) Answer each of the followin.docxclairbycraft
Calculus I
Directions: (10 pts. each) Answer each of the following questions below. In order to receive ANY credit for a question, you must SHOW YOUR WORK using proper notation and clear and concise logic. You're graded on both the accuracy of your answers AND your explanations that sufficiently support your answers. Unless otherwise stated, you're to give the EXAXCT VALUES of answers instead of decimal approximations. In order to receive ANY credit for any applied/word problem (i.e. Problems #29 - ), you MUST declare a variable (unless the variable(s) have already been declared in the problem) and set up and solve an appropriate mathematical expression that can be used to answer the question. Proper units must also be included in answers to applied problems. NO CREDIT WILL BE GIVEN FOR EITHER GUESSING OR CHECKING POSSIBLE ANSWERS WITHOUT SOLVING THE PROBLEM. YOU CANNOT USE CALCULUS TO SOLVE THESE PROBLEMS.
Finally, write ONLY FINAL ANSWERS ON THESE PAGES; you must show your work both according to homework guidelines and on YOUR OWN PAPER.
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
Multiply or divide as indicated. Write your answer in factored form.
1) x22 - 9x + 14 · xx22 -- 1618x x ++ 4877 1)
2)
x
-
12
x
+
32
Simplify the complex rational expression.
4
x
2
-
4
x
-
32
-
1
x
-
8
2)
1 + 1 x + 4
Find the difference quotient for the function and simplify it.
3) g(x) = 6x2 + 14x - 1 3)
Find the domain and range of the function. Write your answers using interval notation.
4)
g(z)
=
16
-
z
2
4)
Find a formula for the function graphed.
5) 5)
Determine if the function is even, odd, or neither. You must use algebra to justify your answer; otherwise, no full credit will be given. NO CREDIT is given for an answer without a mathematical explanation.
6) f(x) = x -+7 9 6)
State the domain of the composition.
7)
(
g
H
h)(x) with g(x)
=
x
+
5
and h(x)
=
8
x
+
7
7)
Compute
f(x
+
h)
-
f(x)
h
(h
J
0) for the given function
.
8) f(x) = 4x - 8 8)
9)
f(x)
=
5
x
2
+
6
x
9)
10)
f(x)
=
1
9
x
10)
Solve the equation by multiplying both sides by the LCD.
11) 32x - x 3+ 1 = 1 11)
12)
Solve the equation.
x
+
6
+
2
-
x
=
4
12)
13)
(
4
x
-
2
)
/
3
2
+
6
=
15
13)
14)
3
x
+
4
=
x
-
1
14)
Find the real solutions of the equation by factoring.
15) x3 + 8x2 - x - 8 = 0 15)
Solve the equation by making an appropriate substitution.
16) (x2 - 2x)2 - 11(x2 - 2x) + 24 = 0 16)
Solve the logarithmic equation.
17) log2(x + 7) + log2(x - 7) = 2 17)
Solve the exponential equation. Express the solution set in terms of natural logarithms.
18) 4x + 4 = 52x + 5 18)
Solve the inequality and express the solution in interval notation.
19) 7Ax - 1A L 2 19)
Solve the inequality. Write your answer using interval notation.
20) x 18- 5 > x 15+ 1 20)
Write the equation as f(x) = a(x - h)2 + k. Identify the vertex, range, and axis of symmetry of the function.
21) f(x) = x2 + 5x + 2 21)
23) log
F.
Cadence Publishes Comprehensive Book onMixed-Signal Method.docxclairbycraft
Cadence Publishes Comprehensive Book on
Mixed-Signal Methodology; The "Mixed-Signal
Methodology Guide" Provides Expert Direction
on How to Address Design, Verification and
Implementation Challenges of Modern Mixed-
Signal Designs
Publication info: M2 Presswire ; Coventry [Coventry]14 Aug 2012.
ProQuest document link
ABSTRACT
SAN JOSE, Calif. -- Cadence Design Systems, Inc. (NASDAQ: CDNS), a leader in global electronic design innovation,
today announced availability of the critically acclaimed and much anticipated comprehensive design methodology
book for chip designers and CAD engineers that focuses on current and future advanced mixed-signal design
challenges and solutions. The "Mixed-Signal Methodology Guide" provides an overview of the design, verification
and implementation methodologies required for advanced mixed-signal designs. The book brings together top
mixed-signal design experts from across the industry -- including authors from Boeing, Cadence(R), ClioSoft and
Qualcomm -- to address the complex problems facing the mixed-signal design community.
"Modern mixed-signal design require new methodologies to improve productivity, reduce design time and achieve
silicon success," said Hao Fang, engineering director at LSI. "The Mixed-Signal Methodology Guide is a thorough
reference book on advanced verification and implementation methodologies. It will be particularly useful to mixed-
signal verification engineers for its coverage of analog behavioral modeling, and assertion and metric driven
verification methodology as applied to analog and mixed-signal design."
FULL TEXT
M2 PRESSWIRE-August 14, 2012-Cadence Publishes Comprehensive Book on Mixed-Signal Methodology; The
"Mixed-Signal Methodology Guide" Provides Expert Direction on How to Address Design, Verification and
Implementation Challenges of Modern Mixed-Signal Designs
(C)2012 M2 COMMUNICATIONS http://www.m2.com
August 13, 2012
SAN JOSE, Calif. -- Cadence Design Systems, Inc. (NASDAQ: CDNS), a leader in global electronic design innovation,
today announced availability of the critically acclaimed and much anticipated comprehensive design methodology
book for chip designers and CAD engineers that focuses on current and future advanced mixed-signal design
challenges and solutions. The "Mixed-Signal Methodology Guide" provides an overview of the design, verification
and implementation methodologies required for advanced mixed-signal designs. The book brings together top
mixed-signal design experts from across the industry -- including authors from Boeing, Cadence(R), ClioSoft and
Qualcomm -- to address the complex problems facing the mixed-signal design community.
The growing complexity of today's mixed-signal designs requires major changes in design methodology to both
increase productivity and deliver high quality products on time. This wide-ranging compendium examines in depth
such topics as AMS behavioral modeling, mixed-signal me.
Calculate the energy in the form of heat (in kJ) required to change .docxclairbycraft
Calculate the energy in the form of heat (in kJ) required to change 75.0 g of liquid water at 27.0 °C to ice at –20.0 °C. Assume that no energy in the form of heat is transferred to the environment. (Heat of fusion = 333 J/g; heat of vaporization = 2256 J/g; specific heat capacities: ice = 2.06 J/g×K, liquid water = 4.184 J/g×K)
.
CAHIIM Competencies Assessed Subdomain VI.D. Human Resources Ma.docxclairbycraft
CAHIIM Competencies Assessed:
Subdomain VI.D. Human Resources Management
Create and implement staff orientation and training programs (Blooms 6)
Instructions:
You are an HIM Supervisor at a hospital and you have been asked to create a new staff training on data compliance rules. Assume that the new staff has a wide variety of background, with some new staff knowing nothing about data compliance at all. The training should be basic and introductory.
Create an outline for your training.
Requirements:
Include an introduction and summary within your outline
Length of outline should be 3-4 pages
It should be an annotated outline. This means that it should include citations within the outline and a reference page.
Your training should include the topics of HIPAA and The Joint Commission and other data compliance topics that affect hospital staff
.
C8-1 CASE STUDY 8 CARLSON COMPANIES STORAGE SOLUT.docxclairbycraft
C8-1
CASE STUDY 8
CARLSON COMPANIES STORAGE SOLUTIONS
Carlson Companies (www.carlson.com) is one of the largest privately held
companies in the United States, with more than 171,000 employees in more
than 150 countries. Carlson enterprises include a presence in marketing,
business and leisure travel, and hospitality industries. Its Carlson Hotels
Worldwide division owns and operates approximately 1,075 hotels located in
more than 70 countries. Radisson, Park Plaza, and Country Inn & Suites by
Carlson are some of its hotel brands. The hotel loyalty program is named
Club Carlson. The Carlson Restaurants Worldwide includes T.G.I. Friday’s
and the Pick Up Stix chains. The company registered approximately $38
billion in sales in 2011.
Carlson’s Information Technology (IT) division, Carlson Shared Services,
acts as a service provider to its internal clients and consequently must
support a spectrum of user applications and services. The IT division uses a
centralized data processing model to meet business operational
requirements. The central computing environment has traditionally included
an IBM mainframe and over 50 networked Hewlett-Packard and Sun servers
[KRAN04, CLAR02, HIGG02]. The mainframe supports a wide range of
applications, including Oracle financial database, e-mail, Microsoft Exchange,
Web, PeopleSoft, and a data warehouse application.
C8-2
In 2002, the IT division established six goals for assuring that IT
services continued to meet the needs of a growing company with heavy
reliance on data and applications:
1. Implement an enterprise data warehouse.
2. Build a global network.
3. Move to enterprise-wide architecture.
4. Establish six-sigma quality for Carlson clients.
5. Facilitate outsourcing and exchange.
6. Leverage existing technology and resources.
The key to meeting these goals was to implement a storage area
network (SAN) with a consolidated, centralized database to support
mainframe and server applications. Carlson needed a SAN and data center
approach that provided a reliable, highly scalable facility to accommodate
the increasing demands of its users.
Storage Requirements
Prior to implementing the SAN and data center approach, the central DP
shop included separate disc storage for each server, plus that of the
mainframe. This dispersed data storage scheme had the advantage of
responsiveness; that is, the access time from a server to its data was
minimal. However, the data management cost was high. There had to be
backup procedures for the storage on each server, as well as management
controls to reconcile data distributed throughout the system. The mainframe
included an efficient disaster recovery plan to preserve data in the event of
major system crashes or other incidents and to get data back online with
little or no disruption to the users. No comparable plan existed for the many
servers.
C8-3
As Ca.
Caffeine intake in children in the United States and 10-ytre.docxclairbycraft
Caffeine intake in children in the United States and 10-y
trends: 2001–20101–4
Namanjeet Ahluwalia, Kirsten Herrick, Alanna Moshfegh, and Michael Rybak
ABSTRACT
Background: Because of the increasing concern of the potential
adverse effects of caffeine intake in children, recent estimates of
caffeine consumption in a representative sample of children are
needed.
Objectives: We provide estimates of caffeine intake in children in
absolute amounts (mg) and in relation to body weight (mg/kg) to
examine the association of caffeine consumption with sociodemo-
graphic factors and describe trends in caffeine intake in children in
the United States.
Design: We analyzed caffeine intake in 3280 children aged 2–19 y
who participated in a 24-h dietary recall as part of the NHANES,
which is a nationally representative survey of the US population
with a cross-sectional design, in 2009–2010. Trends over time be-
tween 2001 and 2010 were examined in 2–19-y-old children (n =
18,530). Analyses were conducted for all children and repeated for
caffeine consumers.
Results: In 2009–2010, 71% of US children consumed caffeine on
a given day. Median caffeine intakes for 2–5-, 6–11-, and 12–19-y
olds were 1.3, 4.5, and 13.6 mg, respectively, and 4.7, 9.1, and 40.6
mg, respectively, in caffeine consumers. Non-Hispanic black chil-
dren had lower caffeine intake than that of non-Hispanic white
counterparts. Caffeine intake correlated positively with age; this
association was independent of body weight. On a given day,
10% of 12–19-y-olds exceeded the suggested maximum caffeine
intake of 2.5 mg/kg by Health Canada. A significant linear trend
of decline in caffeine intake (in mg or mg/kg) was noted overall for
children aged 2–19 y during 2001–2010. Specifically, caffeine in-
take declined by 3.0 and 4.6 mg in 2–5- and 6–11-y-old caffeine
consumers, respectively; no change was noted in 12–19-y-olds.
Conclusion: A majority of US children including preschoolers con-
sumed caffeine. Caffeine intake was highest in 12–19-y-olds and
remained stable over the 10-y study period in this age group. Am J
Clin Nutr 2014;100:1124–32.
INTRODUCTION
Caffeine is a commonly consumed stimulant present naturally
in or added to foods and beverages. Caffeine consumption in
children has received considerable interest because of the con-
cern of adverse health effects. Caffeine intake of 100–400 mg has
been associated with nervousness, jitteriness, and fidgetiness
(1, 2). Because of the continued brain development involving
myelination and pruning processes, children may be particularly
sensitive to caffeine (3, 4). There has been some evidence that
has linked caffeine intake in children to sleep dysfunction, el-
evated blood pressure, impairments in mineral absorption and
bone health, and increased alcohol use or dependence (1, 5–7).
In addition, the routine use of caffeinated sugar-sweetened
beverages may contribute to weight gain and dental cavities (8).
Caffeine toxicity in children has also.
Cabbage patch hip dance move, The running man hip hop dance move, th.docxclairbycraft
Cabbage patch hip dance move, The running man hip hop dance move, the humpty dance hip hop move and the butterfly hip hop dance move. Describe each using the attachment in the assignment which provides certain words and descriptions. each style of dance ( cabbage patch, running man, the humpty dance, butterfly) has to have description or analysis using B.A.S.T.E See the attachment
use the attachment to describe each hip hop dance move
.
CA4Leading TeamsAre we a teamHi, my name is Jenny .docxclairbycraft
CA4:
Leading Teams
Are we a team?
Hi, my name is Jenny McConnell. I am the newly appointed CIO of a medium-sized technology company. Our company recruits top graduates from schools of business and engineering. Talent, intellect, creativity – it’s all there. If you lined up this crowd for a group photo, credentials in hand, the “wow” factor would be there.
Our company is spread over a dozen states, mostly in the Northwest. The talent pool is amazing across the board, both in IT and in the rest of the company. But when the CEO hired me, he said that we are performing nowhere near our potential. On the surface, the company is doing fine. But we should be a
Fortune 500
organization. With this much talent, we should be growing at a much faster rate. The CEO also said that I was inheriting “a super team with disappointing performance.” His task for me was to pull the IT stars into a cohesive team that would meet company needs for new IT systems and services much faster and more effectively.
Without making our superstars feel that they were being critiqued and second-guessed, or indicating “there’s a real problem here,” I wanted to gather as much information and feedback as possible from the 14 team members (regional CIOs and department heads) who report to me. I held one-on-one meetings in order to give a voice to each person, allowing each individual to provide an honest assessment of the team as well as areas for improvement and a vision for the future of team efforts.
I was surprised by the consistency of remarks and opinions. For example, a picture emerged of the previous CIO, who was obviously awed by the talent level of the team members. Comments such as “Bob pretty much let us do what we wanted” and “Bob would start the meeting and then just fade into the background, as if he found us intimidating” were typical. The more disturbing comment, “Bob always agree with
me
,” was expressed by most of the team members at some point in our conversation. It was as if the regional heads believed that the CIO wanted them to succeed by doing as they thought best for themselves.
I queried members about the level of cooperation during meetings and uncovered areas of concern, including the complaint that others at the table were constantly checking their iPads and smartphones during meetings. One department head told me, “You could turn off the sound while watching one of our meetings, and just by the body language and level of attention, tell who is aligned with whom and who wishes the speaker would just shup up. It would be comical if it weren’t so distressing.”
Such remarks were indicative of a lack of trust and respect and a breakdown of genuine communication. One team member told me, “I recently encountered a problem that a department head from another region had successfully solved, but the information was never shared, so here I am reinventing the wheel and wasting valuable time.” It was apparent that these so-called high performers were .
C7-1 CASE STUDY 7 DATA CENTER CONSOLIDATION AT GUARDI.docxclairbycraft
C7-1
CASE STUDY 7
DATA CENTER CONSOLIDATION AT GUARDIAN
LIFE
As one of the largest mutual life insurance firms in the United States,
Guardian Life (www.guardianlife.com) has more than 5000 employees and
over 3000 financial representatives in 80 agencies. Guardian and its
subsidiaries provide almost three million people with life and disability
income insurance, retirement services, and investment products such as
mutual funds, securities, variable life insurance, and variable annuities. The
company also supplies employee benefits programs to six million
participants, including life, health, and dental insurance, as well as qualified
pension plans. In addition to regional home offices in New York City;
Bethlehem, Pennsylvania; Spokane, Washington; and Appleton, Wisconsin,
the company has 55 remote sales offices and 80 remote agency offices.
Like other insurance companies, Guardian Life is an information
intensive organization where data processing and communications network
infrastructure have consistently been important contributors to its success.
Guardian Life’s IT organization has earned numerous accolades including
multiple CIO100 awards from CIO magazine [PRNE11]. According to Dennis
Callahan, Executive Vice President and Chief Information Officer for,
Guardian Life, "A strong partnership between IT and the businesses enables
http://www.guardianlife.com/
C7-2
Guardian to deliver cost-effective technology services that facilitate world-
class customer service, product innovation, and operational efficiency.”
Ensuring alignment between business and IT is important to Guardian Life
and provides a consistent theme for many of the insurance companies IT
projects including its data center consolidation initiatives [CIOZ12].
Data center consolidation has been an ongoing concern at Guardian for
more than a decade. Guardian’s IT governance structure is team-oriented
and the company’s data center consolidation initiatives are overseen by it
Infrastructure team. The Infrastructure team is primarily co-located in New
York, and Bethlehem, Pennsylvania but it has key support teams in Spokane,
Washington, Appleton, Wisconsin, and Pittsfield, Massachusetts.
Guardian Life began taking a serious look at data center consolidation in
2000, but in the aftermath of the September 11, 2001 terrorist attack,
Guardian also became more concerned with business continuity issues.
Guardian had four significant data centers, at its four home offices, but the
primary data center was in New York City. After 9/11, Guardian wanted
make infrastructure changes to ensure business continuity across its existing
data centers and made plans to add two more data centers to the mix.
Guardian performed an assessment of its data centers to provide a basis
for planning on the location of data processing resources. One surprising
outcome of this assessment had to do with utilization. The.
C9-1 CASE STUDY 9 ST. LUKES HEALTH CARE SYSTEM Hospitals have been .docxclairbycraft
C9-1 CASE STUDY 9 ST. LUKE'S HEALTH CARE SYSTEM Hospitals have been some of the earliest adopters of wireless local area networks (WLANs). The clinician user population is typically mobile and spread out across a number of buildings, with a need to enter and access data in real time. St. Luke's Episcopal Health System in Houston, Texas (www.stlukestexas.com) is a good example of a hospital that has made effective use wireless technologies to streamline clinical work processes. Their wireless network is distributed throughout several hospital buildings and is used in many different applications. The majority of the St. Luke’s staff uses wireless devices to access data in real-time, 24 hours a day. Examples include the following: • Diagnosing patients and charting their progress: Doctors and nurses use wireless laptops and tablet PCs to track and chart patient care data. • Prescriptions: Medications are dispensed from a cart that is wheeled from room to room. Clinician uses a wireless scanner to scan the patient's ID bracelet. If a prescription order has been changed or cancelled, the clinician will know immediately because the mobile device displays current patient data. C9-2 • Critical care units: These areas use the WLAN because running hard wires would mean moving ceiling panels. The dust and microbes that such work stirs up would pose a threat to patients. • Case management: The case managers in the Utilization Management Department use the WLAN to document patient reviews, insurance calls/authorization information, and denial information. The wireless session enables real time access to information that ensures the correct level of care for a patient and/or timely discharge. • Blood management: Blood management is a complex process that involves monitoring both patients and blood products during all stages of a treatment process. To ensure that blood products and patients are matched correctly, St. Luke’s uses a wireless bar code scanning process that involves scanning both patient and blood product bar codes during the infusion process. This enables clinicians to confirm patient and blood product identification before proceeding with treatment. • Nutrition and diet: Dietary service representatives collect patient menus at each nursing unit and enter them as they go. This allows more menus to be submitted before the cutoff time, giving more patients more choice. The dietitian can also see current patient information, such as supplement or tube feeding data, and view what the patient actually received for a certain meal. • Mobile x-ray and neurologic units: St. Luke’s has implemented the wireless network infrastructure necessary to enable doctors and clinicians to use mobile x-ray and neurologic scanning units. This makes it possible to take x-rays or to perform neurological studies in patient rooms. This minimizes the need to schedule patients for neurology or radiology lab visits. The mobile units also enable equipment to be brought to t.
C9-1 CASE STUDY 9 ST. LUKES HEALTH CARE SYSTEM .docxclairbycraft
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with treatment.
• Nutrition and diet: Dietary service representatives collect patient
menus at each nursing unit and enter them as they go. This allows more
menus to be submitted before the cutoff time, giving more patients
more choice. The dietitian can also see current patient information, such
as supplement or tube feeding data, and view what the patient actually
received for a certain meal.
• Mobile x-ray and neurologic units: St. Luke’s has implemented the
wireless network infrastructure necessary to enable doctors and
clinicians to use mobile x-ray and neurologic scanning units. This makes
it possible to take x-rays or to perform neurological studies in patient
rooms. This min.
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Personal Reflection Memo The unexamined life is not worth TatianaMajor22
Personal Reflection Memo
“The unexamined life is not worth living.”
~ Socrates
One of the key skills needed to become a successful professional is developing the ‘entrepreneurial mindset’ - the ability to manage uncertainty and simplify complexity in order to exploit new opportunities. It is a process that requires developing a vision, identifying possibilities that may not be perceived by others and thinking beyond the constraints of immediately available resources. Self-knowledge and knowledge of potential resources are key factors that enable this development. This process is as applicable to your career as it is to starting a company. In this assignment, you will identify where you want to be and how you will get there based on some specific prompts. Your personal reflection memo is a way to tap into and formulate for yourself a long-term vision statement, the "external" opportunities that exist, your "internal" (personal) strengths, and a strategy for yourself and your life over the next two to three years. In addition, I request you to share one "failure" from your past and what you learned from it about yourself.
Deliverables: The assignment should consist of a 2-4 page write-up (in bullet points or prose) that summarizes EACH ofthe areas discussed below:
1. Vision and Opportunity
a. What are your goals (career and/or educational) after you leave WSU?
b. How do you define success in life?
c. How has this class and the tools you have learnt influenced the way you view strategy and business in general? How have the insights gleaned from these tools shaped your view and aspirations for your own life?
STRENGTHS
· What achievements are you most proud of?
· What would those closest to you say are your strengths?
WEAKNESSES
· What would those closest to you say are your weaknesses?
· Give an example of one “failure” you experienced in your life so far. What did you learn about yourself from that experience?
OPPORTUNITIES
· What are some need/problems that you can help solve that aligns with the vision you have identified above?
THREATS
· What external obstacles would keep you from achieving your goals?
· Is demand for the activities your find most fulfilling changing?
2. Personal SWOT analysis
3. Values
At this point, you’re probably making important decisions about your future— deciding where to focus your time and effort. If you’re able to pursue activities and interests that are in line with your values and what’s important to you at a core level, you will be less stressed. Go through this list of values and identify the ones most important to you.
After identifying your values from those above, consider all the values you have listed as most important to you. Please identity the top 3 of values (out of these) that you think are most important for you as an anchor or lodestar for your professional career. Then for each of these values, please write about:
1. Why or in what ways is this value important to you in you ...
OMM618 Human Resources Management (MFG1320A) Professor Randy .docxhopeaustin33688
OMM618: Human Resources Management (MFG1320A)
Professor: Randy H.
Greetings all!
Please cite every sentence in which you use information from sources.
1. Use "" for quotes and citations with page or paragraph location information
2. Use block formatting for quotes of 40 or more words (please do avoid lengthy quotes)
3. Cite sentences in which you use information from sources even as you put those ideas into your own words
4. Please use the APA manual or APA.org as a resource for how to construct citations and references
Please do review, if you have not done so already, the Academic Research link available at the Student Responsibilities and Policies link.
In short, please do not use newsprint, popular press, other non-academic sources to justify views for initial posts, responses to peers, or papers.
Please locate and use journal articles, published books, and websites with .edu and .gov trailers. If you have questions about the quality of a source, if you see citations and references, you are probably using a good source. If you are using articles free of such attribution, please do not use.
Please let me know if you have questions or concerns about quality of sources we should be using for masters-level work.
Please note that at each Discussion 1 and Discussion 2 throughout the course, the initial instructions include discussion forum grading rubric links. Please consider reviewing these rubrics as I use these elements to cue my feedback.
For each Assignment throughout the course, you will find grading rubric links. Please review these rubrics as well. I use these elements to cue my feedback.
Please remember to review my Faculty Expectations and weekly Instructor Guidance for additional information on what I look for in discussion and paper assignments.
Please let me know if any of this information is not helpful, begs clarity.
Thanks!
Greetings all!
I wish for my feedback to work for each of you. While I think I'm being clear in what I write, some of you may differ in how you make sense of what I write!... :)
So, please know I use rubrics embedded in the course and highlight scoring by using bold for related earnings. At the bottom of each rubric for discussion assignments, I will address strengths and opportunities. Reviewing those opportunities should be helpful for increasing performance and scores, as appropriate. If what I write in feedback is not helping, please do not hesitate to let me know as I want to ensure the feedback I produce is useful for you.
For papers, please know I will be using the following APA formatting criteria for scoring in the APA/writing sections of rubrics for written assignments:
1. Please integrate textbook (and, if appropriate, video) into assignment (see the Instructor’s Guidance)
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BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
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Calculus Quiz 2 (Derivatives)Covers Units 9-13. This is a 10 quest.docxclairbycraft
Calculus Quiz 2 (Derivatives)
Covers Units 9-13. This is a 10 question, 10 point quiz consisting of multiple choice and calculated numeric answers.
You should complete the homework over these units before beginning the quiz.
You should complete the by
Thursday, November 12.
YOU MAY ATTEMPT THE QUIZ up to 3 timesIF YOU WISH to improve your score.
.
Calculus IDirections (10 pts. each) Answer each of the followin.docxclairbycraft
Calculus I
Directions: (10 pts. each) Answer each of the following questions below. In order to receive ANY credit for a question, you must SHOW YOUR WORK using proper notation and clear and concise logic. You're graded on both the accuracy of your answers AND your explanations that sufficiently support your answers. Unless otherwise stated, you're to give the EXAXCT VALUES of answers instead of decimal approximations. In order to receive ANY credit for any applied/word problem (i.e. Problems #29 - ), you MUST declare a variable (unless the variable(s) have already been declared in the problem) and set up and solve an appropriate mathematical expression that can be used to answer the question. Proper units must also be included in answers to applied problems. NO CREDIT WILL BE GIVEN FOR EITHER GUESSING OR CHECKING POSSIBLE ANSWERS WITHOUT SOLVING THE PROBLEM. YOU CANNOT USE CALCULUS TO SOLVE THESE PROBLEMS.
Finally, write ONLY FINAL ANSWERS ON THESE PAGES; you must show your work both according to homework guidelines and on YOUR OWN PAPER.
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
Multiply or divide as indicated. Write your answer in factored form.
1) x22 - 9x + 14 · xx22 -- 1618x x ++ 4877 1)
2)
x
-
12
x
+
32
Simplify the complex rational expression.
4
x
2
-
4
x
-
32
-
1
x
-
8
2)
1 + 1 x + 4
Find the difference quotient for the function and simplify it.
3) g(x) = 6x2 + 14x - 1 3)
Find the domain and range of the function. Write your answers using interval notation.
4)
g(z)
=
16
-
z
2
4)
Find a formula for the function graphed.
5) 5)
Determine if the function is even, odd, or neither. You must use algebra to justify your answer; otherwise, no full credit will be given. NO CREDIT is given for an answer without a mathematical explanation.
6) f(x) = x -+7 9 6)
State the domain of the composition.
7)
(
g
H
h)(x) with g(x)
=
x
+
5
and h(x)
=
8
x
+
7
7)
Compute
f(x
+
h)
-
f(x)
h
(h
J
0) for the given function
.
8) f(x) = 4x - 8 8)
9)
f(x)
=
5
x
2
+
6
x
9)
10)
f(x)
=
1
9
x
10)
Solve the equation by multiplying both sides by the LCD.
11) 32x - x 3+ 1 = 1 11)
12)
Solve the equation.
x
+
6
+
2
-
x
=
4
12)
13)
(
4
x
-
2
)
/
3
2
+
6
=
15
13)
14)
3
x
+
4
=
x
-
1
14)
Find the real solutions of the equation by factoring.
15) x3 + 8x2 - x - 8 = 0 15)
Solve the equation by making an appropriate substitution.
16) (x2 - 2x)2 - 11(x2 - 2x) + 24 = 0 16)
Solve the logarithmic equation.
17) log2(x + 7) + log2(x - 7) = 2 17)
Solve the exponential equation. Express the solution set in terms of natural logarithms.
18) 4x + 4 = 52x + 5 18)
Solve the inequality and express the solution in interval notation.
19) 7Ax - 1A L 2 19)
Solve the inequality. Write your answer using interval notation.
20) x 18- 5 > x 15+ 1 20)
Write the equation as f(x) = a(x - h)2 + k. Identify the vertex, range, and axis of symmetry of the function.
21) f(x) = x2 + 5x + 2 21)
23) log
F.
Cadence Publishes Comprehensive Book onMixed-Signal Method.docxclairbycraft
Cadence Publishes Comprehensive Book on
Mixed-Signal Methodology; The "Mixed-Signal
Methodology Guide" Provides Expert Direction
on How to Address Design, Verification and
Implementation Challenges of Modern Mixed-
Signal Designs
Publication info: M2 Presswire ; Coventry [Coventry]14 Aug 2012.
ProQuest document link
ABSTRACT
SAN JOSE, Calif. -- Cadence Design Systems, Inc. (NASDAQ: CDNS), a leader in global electronic design innovation,
today announced availability of the critically acclaimed and much anticipated comprehensive design methodology
book for chip designers and CAD engineers that focuses on current and future advanced mixed-signal design
challenges and solutions. The "Mixed-Signal Methodology Guide" provides an overview of the design, verification
and implementation methodologies required for advanced mixed-signal designs. The book brings together top
mixed-signal design experts from across the industry -- including authors from Boeing, Cadence(R), ClioSoft and
Qualcomm -- to address the complex problems facing the mixed-signal design community.
"Modern mixed-signal design require new methodologies to improve productivity, reduce design time and achieve
silicon success," said Hao Fang, engineering director at LSI. "The Mixed-Signal Methodology Guide is a thorough
reference book on advanced verification and implementation methodologies. It will be particularly useful to mixed-
signal verification engineers for its coverage of analog behavioral modeling, and assertion and metric driven
verification methodology as applied to analog and mixed-signal design."
FULL TEXT
M2 PRESSWIRE-August 14, 2012-Cadence Publishes Comprehensive Book on Mixed-Signal Methodology; The
"Mixed-Signal Methodology Guide" Provides Expert Direction on How to Address Design, Verification and
Implementation Challenges of Modern Mixed-Signal Designs
(C)2012 M2 COMMUNICATIONS http://www.m2.com
August 13, 2012
SAN JOSE, Calif. -- Cadence Design Systems, Inc. (NASDAQ: CDNS), a leader in global electronic design innovation,
today announced availability of the critically acclaimed and much anticipated comprehensive design methodology
book for chip designers and CAD engineers that focuses on current and future advanced mixed-signal design
challenges and solutions. The "Mixed-Signal Methodology Guide" provides an overview of the design, verification
and implementation methodologies required for advanced mixed-signal designs. The book brings together top
mixed-signal design experts from across the industry -- including authors from Boeing, Cadence(R), ClioSoft and
Qualcomm -- to address the complex problems facing the mixed-signal design community.
The growing complexity of today's mixed-signal designs requires major changes in design methodology to both
increase productivity and deliver high quality products on time. This wide-ranging compendium examines in depth
such topics as AMS behavioral modeling, mixed-signal me.
Calculate the energy in the form of heat (in kJ) required to change .docxclairbycraft
Calculate the energy in the form of heat (in kJ) required to change 75.0 g of liquid water at 27.0 °C to ice at –20.0 °C. Assume that no energy in the form of heat is transferred to the environment. (Heat of fusion = 333 J/g; heat of vaporization = 2256 J/g; specific heat capacities: ice = 2.06 J/g×K, liquid water = 4.184 J/g×K)
.
CAHIIM Competencies Assessed Subdomain VI.D. Human Resources Ma.docxclairbycraft
CAHIIM Competencies Assessed:
Subdomain VI.D. Human Resources Management
Create and implement staff orientation and training programs (Blooms 6)
Instructions:
You are an HIM Supervisor at a hospital and you have been asked to create a new staff training on data compliance rules. Assume that the new staff has a wide variety of background, with some new staff knowing nothing about data compliance at all. The training should be basic and introductory.
Create an outline for your training.
Requirements:
Include an introduction and summary within your outline
Length of outline should be 3-4 pages
It should be an annotated outline. This means that it should include citations within the outline and a reference page.
Your training should include the topics of HIPAA and The Joint Commission and other data compliance topics that affect hospital staff
.
C8-1 CASE STUDY 8 CARLSON COMPANIES STORAGE SOLUT.docxclairbycraft
C8-1
CASE STUDY 8
CARLSON COMPANIES STORAGE SOLUTIONS
Carlson Companies (www.carlson.com) is one of the largest privately held
companies in the United States, with more than 171,000 employees in more
than 150 countries. Carlson enterprises include a presence in marketing,
business and leisure travel, and hospitality industries. Its Carlson Hotels
Worldwide division owns and operates approximately 1,075 hotels located in
more than 70 countries. Radisson, Park Plaza, and Country Inn & Suites by
Carlson are some of its hotel brands. The hotel loyalty program is named
Club Carlson. The Carlson Restaurants Worldwide includes T.G.I. Friday’s
and the Pick Up Stix chains. The company registered approximately $38
billion in sales in 2011.
Carlson’s Information Technology (IT) division, Carlson Shared Services,
acts as a service provider to its internal clients and consequently must
support a spectrum of user applications and services. The IT division uses a
centralized data processing model to meet business operational
requirements. The central computing environment has traditionally included
an IBM mainframe and over 50 networked Hewlett-Packard and Sun servers
[KRAN04, CLAR02, HIGG02]. The mainframe supports a wide range of
applications, including Oracle financial database, e-mail, Microsoft Exchange,
Web, PeopleSoft, and a data warehouse application.
C8-2
In 2002, the IT division established six goals for assuring that IT
services continued to meet the needs of a growing company with heavy
reliance on data and applications:
1. Implement an enterprise data warehouse.
2. Build a global network.
3. Move to enterprise-wide architecture.
4. Establish six-sigma quality for Carlson clients.
5. Facilitate outsourcing and exchange.
6. Leverage existing technology and resources.
The key to meeting these goals was to implement a storage area
network (SAN) with a consolidated, centralized database to support
mainframe and server applications. Carlson needed a SAN and data center
approach that provided a reliable, highly scalable facility to accommodate
the increasing demands of its users.
Storage Requirements
Prior to implementing the SAN and data center approach, the central DP
shop included separate disc storage for each server, plus that of the
mainframe. This dispersed data storage scheme had the advantage of
responsiveness; that is, the access time from a server to its data was
minimal. However, the data management cost was high. There had to be
backup procedures for the storage on each server, as well as management
controls to reconcile data distributed throughout the system. The mainframe
included an efficient disaster recovery plan to preserve data in the event of
major system crashes or other incidents and to get data back online with
little or no disruption to the users. No comparable plan existed for the many
servers.
C8-3
As Ca.
Caffeine intake in children in the United States and 10-ytre.docxclairbycraft
Caffeine intake in children in the United States and 10-y
trends: 2001–20101–4
Namanjeet Ahluwalia, Kirsten Herrick, Alanna Moshfegh, and Michael Rybak
ABSTRACT
Background: Because of the increasing concern of the potential
adverse effects of caffeine intake in children, recent estimates of
caffeine consumption in a representative sample of children are
needed.
Objectives: We provide estimates of caffeine intake in children in
absolute amounts (mg) and in relation to body weight (mg/kg) to
examine the association of caffeine consumption with sociodemo-
graphic factors and describe trends in caffeine intake in children in
the United States.
Design: We analyzed caffeine intake in 3280 children aged 2–19 y
who participated in a 24-h dietary recall as part of the NHANES,
which is a nationally representative survey of the US population
with a cross-sectional design, in 2009–2010. Trends over time be-
tween 2001 and 2010 were examined in 2–19-y-old children (n =
18,530). Analyses were conducted for all children and repeated for
caffeine consumers.
Results: In 2009–2010, 71% of US children consumed caffeine on
a given day. Median caffeine intakes for 2–5-, 6–11-, and 12–19-y
olds were 1.3, 4.5, and 13.6 mg, respectively, and 4.7, 9.1, and 40.6
mg, respectively, in caffeine consumers. Non-Hispanic black chil-
dren had lower caffeine intake than that of non-Hispanic white
counterparts. Caffeine intake correlated positively with age; this
association was independent of body weight. On a given day,
10% of 12–19-y-olds exceeded the suggested maximum caffeine
intake of 2.5 mg/kg by Health Canada. A significant linear trend
of decline in caffeine intake (in mg or mg/kg) was noted overall for
children aged 2–19 y during 2001–2010. Specifically, caffeine in-
take declined by 3.0 and 4.6 mg in 2–5- and 6–11-y-old caffeine
consumers, respectively; no change was noted in 12–19-y-olds.
Conclusion: A majority of US children including preschoolers con-
sumed caffeine. Caffeine intake was highest in 12–19-y-olds and
remained stable over the 10-y study period in this age group. Am J
Clin Nutr 2014;100:1124–32.
INTRODUCTION
Caffeine is a commonly consumed stimulant present naturally
in or added to foods and beverages. Caffeine consumption in
children has received considerable interest because of the con-
cern of adverse health effects. Caffeine intake of 100–400 mg has
been associated with nervousness, jitteriness, and fidgetiness
(1, 2). Because of the continued brain development involving
myelination and pruning processes, children may be particularly
sensitive to caffeine (3, 4). There has been some evidence that
has linked caffeine intake in children to sleep dysfunction, el-
evated blood pressure, impairments in mineral absorption and
bone health, and increased alcohol use or dependence (1, 5–7).
In addition, the routine use of caffeinated sugar-sweetened
beverages may contribute to weight gain and dental cavities (8).
Caffeine toxicity in children has also.
Cabbage patch hip dance move, The running man hip hop dance move, th.docxclairbycraft
Cabbage patch hip dance move, The running man hip hop dance move, the humpty dance hip hop move and the butterfly hip hop dance move. Describe each using the attachment in the assignment which provides certain words and descriptions. each style of dance ( cabbage patch, running man, the humpty dance, butterfly) has to have description or analysis using B.A.S.T.E See the attachment
use the attachment to describe each hip hop dance move
.
CA4Leading TeamsAre we a teamHi, my name is Jenny .docxclairbycraft
CA4:
Leading Teams
Are we a team?
Hi, my name is Jenny McConnell. I am the newly appointed CIO of a medium-sized technology company. Our company recruits top graduates from schools of business and engineering. Talent, intellect, creativity – it’s all there. If you lined up this crowd for a group photo, credentials in hand, the “wow” factor would be there.
Our company is spread over a dozen states, mostly in the Northwest. The talent pool is amazing across the board, both in IT and in the rest of the company. But when the CEO hired me, he said that we are performing nowhere near our potential. On the surface, the company is doing fine. But we should be a
Fortune 500
organization. With this much talent, we should be growing at a much faster rate. The CEO also said that I was inheriting “a super team with disappointing performance.” His task for me was to pull the IT stars into a cohesive team that would meet company needs for new IT systems and services much faster and more effectively.
Without making our superstars feel that they were being critiqued and second-guessed, or indicating “there’s a real problem here,” I wanted to gather as much information and feedback as possible from the 14 team members (regional CIOs and department heads) who report to me. I held one-on-one meetings in order to give a voice to each person, allowing each individual to provide an honest assessment of the team as well as areas for improvement and a vision for the future of team efforts.
I was surprised by the consistency of remarks and opinions. For example, a picture emerged of the previous CIO, who was obviously awed by the talent level of the team members. Comments such as “Bob pretty much let us do what we wanted” and “Bob would start the meeting and then just fade into the background, as if he found us intimidating” were typical. The more disturbing comment, “Bob always agree with
me
,” was expressed by most of the team members at some point in our conversation. It was as if the regional heads believed that the CIO wanted them to succeed by doing as they thought best for themselves.
I queried members about the level of cooperation during meetings and uncovered areas of concern, including the complaint that others at the table were constantly checking their iPads and smartphones during meetings. One department head told me, “You could turn off the sound while watching one of our meetings, and just by the body language and level of attention, tell who is aligned with whom and who wishes the speaker would just shup up. It would be comical if it weren’t so distressing.”
Such remarks were indicative of a lack of trust and respect and a breakdown of genuine communication. One team member told me, “I recently encountered a problem that a department head from another region had successfully solved, but the information was never shared, so here I am reinventing the wheel and wasting valuable time.” It was apparent that these so-called high performers were .
C7-1 CASE STUDY 7 DATA CENTER CONSOLIDATION AT GUARDI.docxclairbycraft
C7-1
CASE STUDY 7
DATA CENTER CONSOLIDATION AT GUARDIAN
LIFE
As one of the largest mutual life insurance firms in the United States,
Guardian Life (www.guardianlife.com) has more than 5000 employees and
over 3000 financial representatives in 80 agencies. Guardian and its
subsidiaries provide almost three million people with life and disability
income insurance, retirement services, and investment products such as
mutual funds, securities, variable life insurance, and variable annuities. The
company also supplies employee benefits programs to six million
participants, including life, health, and dental insurance, as well as qualified
pension plans. In addition to regional home offices in New York City;
Bethlehem, Pennsylvania; Spokane, Washington; and Appleton, Wisconsin,
the company has 55 remote sales offices and 80 remote agency offices.
Like other insurance companies, Guardian Life is an information
intensive organization where data processing and communications network
infrastructure have consistently been important contributors to its success.
Guardian Life’s IT organization has earned numerous accolades including
multiple CIO100 awards from CIO magazine [PRNE11]. According to Dennis
Callahan, Executive Vice President and Chief Information Officer for,
Guardian Life, "A strong partnership between IT and the businesses enables
http://www.guardianlife.com/
C7-2
Guardian to deliver cost-effective technology services that facilitate world-
class customer service, product innovation, and operational efficiency.”
Ensuring alignment between business and IT is important to Guardian Life
and provides a consistent theme for many of the insurance companies IT
projects including its data center consolidation initiatives [CIOZ12].
Data center consolidation has been an ongoing concern at Guardian for
more than a decade. Guardian’s IT governance structure is team-oriented
and the company’s data center consolidation initiatives are overseen by it
Infrastructure team. The Infrastructure team is primarily co-located in New
York, and Bethlehem, Pennsylvania but it has key support teams in Spokane,
Washington, Appleton, Wisconsin, and Pittsfield, Massachusetts.
Guardian Life began taking a serious look at data center consolidation in
2000, but in the aftermath of the September 11, 2001 terrorist attack,
Guardian also became more concerned with business continuity issues.
Guardian had four significant data centers, at its four home offices, but the
primary data center was in New York City. After 9/11, Guardian wanted
make infrastructure changes to ensure business continuity across its existing
data centers and made plans to add two more data centers to the mix.
Guardian performed an assessment of its data centers to provide a basis
for planning on the location of data processing resources. One surprising
outcome of this assessment had to do with utilization. The.
C9-1 CASE STUDY 9 ST. LUKES HEALTH CARE SYSTEM Hospitals have been .docxclairbycraft
C9-1 CASE STUDY 9 ST. LUKE'S HEALTH CARE SYSTEM Hospitals have been some of the earliest adopters of wireless local area networks (WLANs). The clinician user population is typically mobile and spread out across a number of buildings, with a need to enter and access data in real time. St. Luke's Episcopal Health System in Houston, Texas (www.stlukestexas.com) is a good example of a hospital that has made effective use wireless technologies to streamline clinical work processes. Their wireless network is distributed throughout several hospital buildings and is used in many different applications. The majority of the St. Luke’s staff uses wireless devices to access data in real-time, 24 hours a day. Examples include the following: • Diagnosing patients and charting their progress: Doctors and nurses use wireless laptops and tablet PCs to track and chart patient care data. • Prescriptions: Medications are dispensed from a cart that is wheeled from room to room. Clinician uses a wireless scanner to scan the patient's ID bracelet. If a prescription order has been changed or cancelled, the clinician will know immediately because the mobile device displays current patient data. C9-2 • Critical care units: These areas use the WLAN because running hard wires would mean moving ceiling panels. The dust and microbes that such work stirs up would pose a threat to patients. • Case management: The case managers in the Utilization Management Department use the WLAN to document patient reviews, insurance calls/authorization information, and denial information. The wireless session enables real time access to information that ensures the correct level of care for a patient and/or timely discharge. • Blood management: Blood management is a complex process that involves monitoring both patients and blood products during all stages of a treatment process. To ensure that blood products and patients are matched correctly, St. Luke’s uses a wireless bar code scanning process that involves scanning both patient and blood product bar codes during the infusion process. This enables clinicians to confirm patient and blood product identification before proceeding with treatment. • Nutrition and diet: Dietary service representatives collect patient menus at each nursing unit and enter them as they go. This allows more menus to be submitted before the cutoff time, giving more patients more choice. The dietitian can also see current patient information, such as supplement or tube feeding data, and view what the patient actually received for a certain meal. • Mobile x-ray and neurologic units: St. Luke’s has implemented the wireless network infrastructure necessary to enable doctors and clinicians to use mobile x-ray and neurologic scanning units. This makes it possible to take x-rays or to perform neurological studies in patient rooms. This minimizes the need to schedule patients for neurology or radiology lab visits. The mobile units also enable equipment to be brought to t.
C9-1 CASE STUDY 9 ST. LUKES HEALTH CARE SYSTEM .docxclairbycraft
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with treatment.
• Nutrition and diet: Dietary service representatives collect patient
menus at each nursing unit and enter them as they go. This allows more
menus to be submitted before the cutoff time, giving more patients
more choice. The dietitian can also see current patient information, such
as supplement or tube feeding data, and view what the patient actually
received for a certain meal.
• Mobile x-ray and neurologic units: St. Luke’s has implemented the
wireless network infrastructure necessary to enable doctors and
clinicians to use mobile x-ray and neurologic scanning units. This makes
it possible to take x-rays or to perform neurological studies in patient
rooms. This min.
C361 TASK 2 2
C361 TASK 2 2
C361 Task 2
WGU
Evidence-Based Practice and Applied Nursing Research
C361
Eve Butler
July 28, 2019
Running head: C361 TASK 2 2
C361 Task 2
A.1 Healthcare problem
Worldwide estimates have shown that greater than 1.4 million patients have acquired nosocomial infections. Adherence to hand hygiene policies are shown to be the most effective way to help prevent these healthcare-associated infections; sadly research shows that healthcare workers have suboptimal compliance with their facilities hand hygiene policies due to lack of education and compliance monitoring. Patients in our healthcare settings are under the assumption that we are doing our best to promote their healing when in fact 7% of them will be subjected to a nosocomial infection with that rate climbing to 10% in developing countries (Finco et al., 2018).
A.2 Significance of the problem
The cost of care that is associated with nosocomial infections is estimated to be over ten billion dollars putting a burden on both patients and health organizations alike. It is estimated that 38% of all infections are caused by cross-contamination due to noncompliance with hand hygiene policies. These infections lead to approximately 99,000 deaths a year in the United States alone (Sickbert-Bennett et al., 2016).
A.3 Current healthcare practices related to the problem
Most healthcare facilities have an educational program that simply teaches how to achieve proper hand hygiene and use the WHO five moments of hand hygiene as their standard. However, this does not educate the healthcare workers on why it is important, nor does it address the far-reaching consequences for noncompliance. Along with the lack of foundational education, most facilities do not monitor for compliance.
A.4 How the problem affects the organization and patients’ cultural background
Inadequate hand hygiene leading to nosocomial infections can affect the organization's cultural background by leading to dissatisfaction in the workplace as staff becomes frustrated by their feelings of inadequacy and helplessness in dealing with patients getting sicker instead of better. The staff may also be feeling stress in the burden of caring for sicker patients. The patient's cultural background may be affected as they may be feeling despair or depression at their inability to get better, and some may feel it is punishment according to their cultural or religious beliefs.
B. Two research evidence sources and two non-research evidence sources considered
In searching for my research evidence sources, I start with the Western Governors University Library online. Once in the library, a boolean phrase was used, which allowed me to search for research articles that contain more than one topic in the same paper. Phrases I used in this search were “nosocomial infections,” “hand hygiene compliance,” and “ hand hygiene education.” With these phrases, thousands of articles were available to peruse.
One of the res.
C6-1 CASE STUDY 6 CHEVRON’S INFRASTRUCTURE EVOLUT.docxclairbycraft
C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging
http://www.chevron.com/
C6-2
technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of systems that are spread out over
large areas such as an entire manufacturing, fabrication, power generation,
or refining facility. The key components of SCADA systems include:
Programmable logic units (PLCs) that and remote terminal units (RTUs)
connected to sensors that convert sensor signals to digital data and
send it to the supervisory system
A supervisory computer system that acquires data about the process
and sends control commands to the process
A human-machine interface (HMI) that presents process to the human
operators that monitor and control the process.
Process meters and process analysis instruments
Communication infrastructure connecting.
C125C126 FORMAL LAB REPORTFORMAL LAB REPORT, GeneralA f.docxclairbycraft
C125/C126 FORMAL LAB REPORT
FORMAL LAB REPORT, General
A formal lab report is required in conjunction with some of the experiments in each chemistry course. It is your chance to demonstrate to your professor or TA how well you understand the experiment and the chemical principles involved. A formal report is different than a term paper. It should be written in a scientific style, which is not the same style used for English or philosophy papers.
The keys to effective technical writing are organization, brevity, clarity, and an appreciation of the needs of the reader. You must write clearly and be thorough, but concise. Do not ramble. The best way to avoid rambling is to first prepare an outline of the report and stick to it. Always use complete sentences. Bulleted lists are okay in a lab notebook but are unacceptable in a formal report. Formal reports must be typed. Use 1.5 line spacing, 1-inch margins, 12 pt font and 8.5x11 inch paper. Only use third person, past tense. Also, proofread well.
The general structure of a formal lab report follows that of a scientific paper. It is:
Title and Author (s)
Introduction
Experimental Information
Data and Calculation
Results and Discussion
Conclusion
References
Results and discussion sections are combined into one single section. Different instructors may have specific formats that they want you to follow. You should always defer to the instructions given to you by your course. Presented here are general guidelines for writing formal lab reports and scientific papers.
Before writing your first report, visit the library and examine several journal articles. Pay close attention to the style of the prose and the contents of each particular section. Several common journals to investigate are:
The Journal of the American Chemical Society
The Journal of Physical Chemistry
Analytical Chemistry
Biochemistry
Initialed and dated laboratory notebook pages of the experiment must be submitted. While report sheets may be a joint effort, formal reports must be individually written. A schedule of reports and dates on which they are due is given in the course laboratory schedule. We highly recommend that reports be completed prior to the day of submission to allow time to proofread, and thus avoiding loss of points due to last minute problems. Lost data or the inability to print reports is not acceptable excuses for incomplete or missing reports. You will be informed when notebook pages will be collected before the report is due.
FORMAL LAB REPORT - Title and Author(s)
State the title of the experiment, your name, the date and your laboratory section number, if applicable. Also state the name of your lab partner(s). This information should be at the top of the first page.
FORMAL LAB REPORT – Introduction
The Introduction states the purpose of the study and introduces the reader with new ideas and topics. It also provides any background necessary to acquaint the read.
C10-1 CASE STUDY 10 CHOICE HOTELS INTERNATIONAL .docxclairbycraft
C10-1
CASE STUDY 10
CHOICE HOTELS INTERNATIONAL
Within the hospitality industry, there has traditionally been a division
between networks that serve guest functions and those that serve
operations and administration, both with respect to data transmission and
voice transmission. In recent years, most hotel and motel chains have
moved in the direction of consolidating multiple functions on networks that
used to be dedicated to one use. Tighter integration of voice and data and of
guest and operations/administration networking is a fast-growing trend.
Choice Hotels International (www.choice.com) is a good example of this
trend.
Choice Hotels International (NYSE: CHH) is one of the largest and most
successful lodging companies in the world. It franchises more than 6,100
hotels, representing more than 490,000 rooms, in the United States and
more than 30 countries and territories. The company's best known brands
include Comfort Inn, Comfort Suites, Quality, Sleep Inn, Clarion, Cambria
Suites, MainStay Suites, Suburban Extended Stay Hotel, Econo Lodge and
Rodeway Inn.
In-House Networking Functions
Choice supports two distinct networking functions. A central Web site
enables customers to reserve rooms at any Choice franchise
http://www.choice.com/
C10-2
accommodation. The central reservation system, known as Profit Manager,
automatically finds the most appropriate hotel based on location, price
range, or standard. Individual hotels also take bookings, so there needs to
be a way for hotels and the central system to remain synchronized.
Choice networks also support its franchisees. Choice is in fact a
relatively small company in terms of personnel (about 2000 employees) and
does not own or operate any hotels. All of the establishments under its brand
names are independently owned and pay Choice licensing fees and a royalty
on all sales. In return, they receive a variety of services, including
marketing, quality control, and inventory management. Many of these
services are offered via network, such as allowing managers to order
supplies online and check booking status. This support network is similar to a
corporate intranet but has a higher reliability requirement. The 6100 hotel
managers are, in effect, Choice's customers, not employees. Thus, the
standards for reliability and performance of the network are high.
In the late 1990s, Choice began to focus on providing a state-of-the-art
global reservation system. At this point, the synchronization of local and
online reservations was done manually. Each hotel provided Choice with a
fixed block of inventory to sell over the central reservation system, with an
average of 30% of capacity. Once that 30% was sold, Profit Manager listed
the hotel as fully booked, even though there might be plenty of rooms
available from the other 70%. The reverse problem also occurred: If the
local reservation system had so.
C11-1 CASE STUDY 11 CLOUD COMPUTING (IN)SECURITY .docxclairbycraft
C11-1
CASE STUDY 11
CLOUD COMPUTING (IN)SECURITY
Cloud computing is reshaping enterprise network architectures and
infrastructures. It refers to applications delivered as services over the
Internet as well as the hardware and systems software in data centers that
provide those services. The services themselves have long been referred to
as Software as a Service (SaaS) which had its roots in Software-Oriented
Architecture (SOA) concepts that began shaping enterprise network
roadmaps in the early 2000s. IaaS (Infrastructure as a Service) and PaaS
(Platform as a Service) are other types of cloud computing services that are
available to business customers.
Cloud computing fosters the notion of computing as a utility that can be
consumed by businesses on demand in a manner that is similar to other
services (e.g. electricity, municipal water) from traditional utilities. It has the
potential to reshape much of the IT industry by giving businesses the option
of running business software applications fully on-premises, fully in “the
cloud” or some combination of these two extremes. These are choices that
businesses have not had until recently and many companies are still coming
to grips with this new computing landscape.
Security is important to any computing infrastructure. Companies go to
great lengths to secure on-premises computing systems, so it is not
surprising that security looms as a major consideration when augmenting or
replacing on-premises systems with cloud services. Allaying security
C11-2
concerns is frequently a prerequisite for further discussions about migrating
part or all of an organization’s computing architecture to the cloud.
Availability is another major concern: “How will we operate if we can’t access
the Internet? What if our customers can’t access the cloud to place orders?”
are common questions [AMBR10].
Generally speaking, such questions only arise when businesses
contemplating moving core transaction processing, such as ERP systems,
and other mission critical applications to the cloud. Companies have
traditionally demonstrated less concern about migrating high maintenance
applications such as e-mail and payroll to cloud service providers even
though such applications hold sensitive information.
Security Issues and Concerns
Auditability is a concern for many organizations, especially those who must
comply with Sarbanes-Oxley and/or Health and Human Services Health
Insurance Portability and Accountability Act (HIPAA) regulations [IBM11].
The auditability of their data must be ensured whether it is stored on-
premises or moved to the cloud.
Before moving critical infrastructure to the cloud, businesses should do
diligence on security threats both from outside and inside the cloud
[BADG11]. Many of the security issues associated with protecting clouds
from outside threats are similar to those that have traditionally faced
.
C1-1 CASE STUDY 1 UNIFIED COMMUNICATIONS AT BOEING .docxclairbycraft
C1-1
CASE STUDY 1
UNIFIED COMMUNICATIONS AT BOEING
The Boeing Company (http://www.boeing.com/), headquartered in Chicago,
Illinois, is the world’s largest manufacturer of military aircraft and
commercial jetliners. Boeing has more than 159,000 employees working in
70 different countries who require effective communication to develop and
build some of the world’s most complex products using components from
more than 22,000 global suppliers.
The company’s workforce is one of the most highly educated in the
world. Most employees hold a college degree and many hold advanced
degrees. Collectively Boeing employees have very broad and deep
knowledge that can be harnessed to solve problems and design next
generation products.
Like many major corporations, Boeing has experienced an uptick in the
number of employees who work remotely or travel the majority of each work
week. Boeing’s engineers number in the thousands and are purposely
scattered worldwide to support the company’s global operations.
Boeing organizes its employees into work and project teams. Given the
company’s size and geographic footprint, many of Boeing work’s teams
include globally dispersed members. Engineers on the same team may be
separated by multiple time zones and thousands of miles. Time zone
differences and distance frequently present teams with communication
challenges when they are faced with time sensitive issues that must be
resolved quickly.
http://www.boeing.com/
C1-2
Additional communication issues are associated with the sheer breadth
and depth of Boeing’s knowledge base. When faced with questions about a
particular part included in one of Boeing’s new airliners, an engineer can be
challenged to identify the right person in the company to contact for
answers.
Collaboration Technologies
Boeing knows that continual innovation is important to its long term success.
It also recognizes that effective communication among its employees,
customers, and suppliers is an important enabler of continual innovation.
Boeing has traditionally relied on a variety of systems to facilitate
collaboration among its employees and business partners. As illustrated in
Figure C1-1a, Web conferencing, audio conferencing, desktop sharing, and
mobile voice and data services have been used by Boeing employees to
facilitate communication among geographically dispersed team members.
Historically, these capabilities have been provided by different third-party
providers who were selected on the basis of their ability to provide high-
quality communication services at competitive rates.
By the mid-2000s, Boeing had begun its migration toward unified
messaging and unified communications. At that time, instant messaging (IM)
was one of the more popular messaging services used Boeing employees. At
Boeing, IM has traditionally been supplemented by Web and audio
conferencing services as well as by de.
C09 07222011 101525 Page 88IT leader who had just been.docxclairbycraft
C09 07/22/2011 10:15:25 Page 88
IT leader who had just been hired and would be focused on developing a long-term IT
strategy for the company.
This chapter shows how to develop a strategy for your IT organization and avoid
getting overwhelmed with day-to-day issues. Many CIOs get caught up in tactical
issues and never take the time to establish a future strategy for the organization. The
process is not new or difficult, but many CIOs fail to devote the time to this area and
end up like Fred.
OVERVIEW
Developing an IT strategy is critical for IT leaders. Unless your organization has
developed an understanding of your future goals and objectives, you will not be
successful in leading it forward. In the same manner that you must first decide where
you want to live and build your dream house before engaging the architect and building
contractors, you need to develop a future strategy in order to successfully build your
IT organization.
This chapter is written for someone who has never developed an IT strategy in the
past or needs to revise an existing strategy to align with the company’s future direction.
We first review the methodology you can use to develop your strategy and then go
through the actual steps necessary to complete the strategy. It is important to note that
this is a collaborative process between the IT organization and its business partners. You
must actively engage them during the process and solicit their input during the
development of the strategy. The IT strategy should be considered a component of
an effective business strategy. Finally, we recommend that your strategy is a living
document that is updated on a regular basis to support the evolving nature of your
business. If you decide to enter a new market, offer new products or services, or change
your business model, the IT strategy must be revised to support the business.
IT STRATEGY METHODOLOGY
The methodology for creating your IT strategy consists of three steps, and development
of your improvement road map encompasses three critical elements, as shown in
Figure 9.1.
The first step is to understand the current state of the IT organization. Key questions
for determining current state include:
& Has the organization been successful in meeting the needs of the business?
& Are the relations between the IT organization and its business partners collaborative?
& Does the business feel that investments in the IT organization are providing the
desired benefits?
It is important to take an objective view of how the organization is operating today
and not assume that things are going great.
88 & Process
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C053GXML 10192012 214425 Page 131cC H A P T E R.docxclairbycraft
C053GXML 10/19/2012 21:44:25 Page 131
c
C H A P T E R
5
Privacy and Cyberspace
Of all the ethical issues associated with the use of cybertechnology, perhaps none has
received more media attention than concern about the loss of personal privacy. In this
chapter, we examine issues involving privacy and cybertechnology by asking the
following questions:
� How are privacy concerns generated by the use of cybertechnology different from
privacy issues raised by earlier technologies?
� What, exactly, is personal privacy, and why is it valued?
� How do computerized techniques used to gather and collect information, such as
Internet “cookies” and radio frequency identification (RFID) technology, raise
concerns for personal privacy?
� How do the transfer and exchange of personal information across and between
databases, carried out in computerized merging and matching operations,
threaten personal privacy?
� How do tools used to “mine” personal data exacerbate existing privacy concerns
involving cybertechnology?
� Can personal information we disclose to friends in social networking services
(SNS), such as Facebook and Twitter, be used in ways that threaten our privacy?
� How do the use of Internet search engines and the availability of online public
records contribute to the problem of protecting “privacy in public”?
� Do privacy-enhancing tools provide Internet users with adequate protection for
their online personal information?
� Are current privacy laws and data protection schemes adequate?
Concerns about privacy can affect many aspects of an individual’s life—from
commerce to healthcare to work to recreation. For example, we speak of consumer
privacy, medical and healthcare privacy, employee and workplace privacy, and so forth.
Unfortunately, we cannot examine all of these categories of privacy in a single chapter. So
we will have to postpone our analysis of certain kinds of privacy issues until later chapters
in the book. For example, we will examine some ways that medical/genetic privacy issues
are aggravated by cybertechnology in our discussion of bioinformatics in Chapter 12, and
131
C053GXML 10/19/2012 21:44:25 Page 132
we will examine some particular employee/workplace privacy issues affected by the use
of cybertechnology in our discussion of workplace surveillance and employee mon-
itoring in Chapter 10. Some cyber-related privacy concerns that conflict with cyberse-
curity issues and national security interests will be examined in Chapter 6, where
privacy-related concerns affecting “cloud computing” are also considered. In our
discussion of emerging and converging technologies in Chapter 12, we examine
some issues that affect a relatively new category of privacy called “location privacy,”
which arise because of the use of embedded chips, RFID technology, and global
positioning systems (GPS).
Although some cyber-related privacy concerns are specific to one or more spheres or
sectors—i.e., employment, healthcare, and so f.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docx
1. MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This
means you will reflect on your own experience in an
organization and then apply the concepts from the module
materials to
think critically
about these experiences and understand them better. The
structure of the course and the assignments follow Kolb’s model
of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it
now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt
extremely motivated. Then, in a 4- to 6-page paper, analyze this
experience according to the Kolb format below. Each subtitle
represents a different section of the paper. You can use the
subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It
is best to write this section after you have written the rest of the
paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience
where you felt extremely motivated. Be objective and focus on
just the facts: who, what, where, when, and how – similar to
how a newspaper article is written -- as if you were composing
a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of
other people involved or affected in the experience. Step back
from the situation, look at the experience from your own
viewpoint,
2. and
the viewpoints of all other parties involved or affected. You
want to look at the circumstances surrounding the experience
from every relevant perspective. Why was the experience
motivating to you? What did others do that increased your
motivation? Was the situation (or would the situation) also be
motivating to others? (Note: Your discussion of theories and
models from your module materials belongs in the following
section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret
the experience at a deeper, more generalizable level. Interpret
and understand the events you have described by drawing on the
concepts, theories, and models in the background material from
this module. What behavior patterns can you identify in
yourself and others that are similar to the ones described in the
material on motivation, values, and/or goals? How do these
concepts and principles explain
why
you were motivated? What general principles of motivation can
you derive from this analysis? Be sure to cite all references to
concepts, ideas, and quotes you use that come from any outside
source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references
to concepts, ideas, and/or quotes that you use from any outside
source.
[This Abstract Conceptualization section is the “heart” of your
paper. Using critical thinking skills, provide a clear, specific
discussion on the logic, theories, and models and how they
apply to your experience.]
Active Experimentation:
Identify ways to respond to the next occurrence of a similar
experience. How are you going to put what you have learned to
use? How will you use this knowledge to motivate yourself and
others? What actions will you take to create a work
3. environment that is motivating?
Conclusion:
Sum up the main points of your analysis and the key learnings
you are taking from it.
Reference List:
List all references that you have cited in the paper using APA
formatting. References include materials from the required
background readings as well as any outside Internet or library
sources you used in researching and writing your paper. If you
have APA questions, refer to the optional listings on the
Background page.
Assignment Expectations
Your paper will be evaluated using the criteria as stated in the
Case rubric. The following is a review of the rubric criteria:
·
Assignment-Driven:
Does the paper fully address all aspects of the assignment? Is
the assignment addressed accurately and precisely using sound
logic? Does the paper meet minimum length requirements?
·
Critical Thinking:
Does the paper demonstrate graduate-level analysis, in which
information derived from multiple sources, expert opinions, and
assumptions has been critically evaluated and synthesized in the
formulation of a logical set of conclusions? Does the paper
address the topic with sufficient depth of discussion and
analysis?
·
Business Writing:
Is the essay logical, well organized and well written? Are the
grammar, spelling, and vocabulary appropriate for graduate-
level work? Are section headings included? Are paraphrasing
and synthesis of concepts the primary means of responding, or
4. is justification/support instead conveyed through excessive use
of direct quotations?
·
Effective Use of Information
: Does the submission demonstrate that the student has read,
understood and can apply the background materials for the
module? If required, has the student demonstrated effective
research, as evidenced by student’s use of relevant and quality
(library?) sources? Do additional sources used provide strong
support for conclusions drawn, and do they help in shaping the
overall paper?
·
Citing Sources:
Does the student demonstrate understanding of APA Style of
referencing, by inclusion of proper citations (for paraphrased
text and direct quotations) as appropriate? Have all sources
(e.g., references used from the Background page, the assignment
readings, and outside research) been included, and are these
properly cited? Have all sources cited in the paper been
included on the References page?
·
Timeliness:
Has the assignment been submitted to TLC (Trident’s learning
management system) on or before the module’s due date?
5. Module Overview
The MBA, the MSHRM, and the MSL are advanced degrees in
which students learn how to apply theory and models to solve
organizational problems. In each program, students are exposed
to business functions in isolation (such as accounting, finance,
and marketing in the MBA; staffing, compensation, and
employment law in the MSHRM; and organizational change,
team building, and mentoring in the MSL). In practice, these
functions do not exist in isolation. However, it is necessary to
study them separately in order to fully grasp the principles of a
discipline. It will not be until your final capstone class that you
will be asked to fully synthesize this knowledge. In the MBA
capstone strategy class, for example, you will be asked to
analyze how the characteristics of a company's market shapes
its strategic choices, and how organizational structure must be
designed to support those choices. You will use financial and
product information to make choices about strategy, production,
and operations. But one cannot run before learning to walk, so
first we will be focusing on building a strong foundation, one
course at a time.
This course focuses on the field of management and human
6. behavior in organizations. It is designed to increase our
understanding of management and human behavior in complex
organizations. Over the next eight weeks, we will study multiple
topics involving individual behavior in organizations;
interpersonal interactions, including teams; different leadership
styles; and how to design organizations for maximum
effectiveness.
Bunn, R. (2013) Intro to Organizational Behavior. Retrieved
from
https://www.youtube.com/watch?v=r2Xv9Am7PWQ
Experiential Approach
I hear and I forget
I see and I remember
I do and I understand
- Confucious
We will be taking an experiential approach to learning this
material. What this means is that you will be asked to reflect on
your own experiences in organizations and use the concepts
from the course to think critically about these experiences and
7. understand them better. The structure of the course and the
assignments follow Kolb’s model of the adult learning process.
According to Kolb’s model, adults do not learn by simply
reading or watching videos. Adult learning begins with a
specific situation/event or
Concrete Experience.
The learner then
Reflects
on that experience from multiple perspectives. Once the
experience is fully understood, the learner applies logic, known
theories, and models in order to understand and interpret the
experience at a deeper, more generalizable level (
Abstract Conceptualization
). Thus, the learner can now see ways to respond to the next
occurrence of a similar experience (
Active Experimentation
).
By using an experiential learning approach, the emphasis is on
improving skills
in management, interpersonal relations, decision-making, and
managing change. By relating management competencies to
personal experience, we will
be learning how to learn and adapt
our knowledge to changing environments.
Advantages of Experiential Learning
·
Develop leadership capabilities to a significant level
·
Easy to transfer knowledge and skills
·
People and consequences are real
·
8. Provides a memorable activity and increases retention of
concepts learned
·
Increases motivation to learn
Watch David Kolb explain why experiential learning is so
powerful:
Hay Group (2012). What is Experiential Learning? Retrieved
from
https://www.youtube.com/watch?v=1ZeAdN4FB5A
9. Here is how it has to be done !!!
Module 1 - Background
Managing Individual Behavior
MANAGING INDIVIDUAL BEHAVIOR
Note: All Background and Module Home materials are required
unless designated as optional or general reference.
Module 1 focuses on the principles of individual behavior so
that you can learn to manage people effectively. We are
concerned here not only with managing subordinates, but also
managing relationships with peers and developing effective
relationships with superiors. It is best if you approach this
module in three distinct sections. Start with values, attitudes,
and perception. The second section will cover motivation and
the third section will cover goal setting and job design as tools
to maintain motivation.
Values, Attitudes, and Perceptions
Often we assume that the way we perceive and experience the
world is the same way other people do. This assumption is false
and can lead to ineffective leader and manager behaviors.
Understanding how attitudes and perceptions influence
individual behavior and performance at work is important to
organizational study. Read how
personality, values, perceptions, and attitudes
affect work behaviors.
Bauer, T., Erdogan, B., Short, J., and Carpenter, M. MGT501
Principles of Management, Ch. 3: Personality, Attitudes, and
10. Work Behaviors Retrieved from
http://scholar.flatworldknowledge.com/books/29741/fwk-
127512-ch02/read
Many people believe that a happy worker is a productive
worker, but research tells us that people can be highly satisfied
with their jobs and still not get much done! Nevertheless,
organizations have reasons to care about employees' satisfaction
with their jobs. The following reading is an excellent
explanation of the job satisfaction model and why it is
important to maintaining a highly productive workforce.
Redmond, B.F. & Bower, C.P. (2015). Job satisfaction. In
Work Attitudes and Job Motivation
. Retrieved from
https://wikispaces.psu.edu/display/PSYCH484/11.+Job+Satisfac
tion
Motivation and Job Design
With a variety of values, perceptions, and attitudes, people are
not motivated by the same things. The following reading
summarizes key theories to help you understand what motivates
you and those around you. Be sure to watch the 4-minute video
at the start of the article.
Motivation and motivation theory (2015). In
Reference for Business: Encyclopedia of Business
(2
nd
ed.) Retrieved from
http://www.referenceforbusiness.com/management/Mar-
No/Motivation-and-Motivation-Theory.html
Learn about the importance of job design in creating and
maintaining a work environment that employees will find
motivating. See the following talk on the Job Characteristics
Model of Motivation:
Theories of Motivation: The Job Characteristics Model (2015).
Retrieved from
https://www.youtube.com/watch?v=LUWsFHQsbh0
11. Goal Setting
Since the 1960s, management scholars have touted the
effectiveness of setting high, but achievable, goals in attaining
high levels of performance from employees. The following
article reviews goal-setting theory and how to put it into
practice.
Locke’s goal-setting theory: Setting meaningful, challenging
goals. (2015). MindTools: Essential Skills for an Excellent
Career. Retrieved from
http://www.mindtools.com/pages/article/newHTE_87.htm
Once we understand the power and potential of goal-setting, it
is easy to overdo it. Here is a cautionary tale from the
Harvard Business Review
:
High goals often improve performance, but they also exacerbate
unethical behavior: In one research exercise, the participants
given the hardest math problems were 84% likelier to cheat than
other participants, on average. The researchers—David T.
Welsh, of the University of Washington, and Lisa D. Ordóñez,
of the University of Arizona—say that demanding tasks deplete
people's self-regulatory resources over time, and that managers
should be aware of the negative organizational consequences of
consecutive rigorous goals.
Source: Stat Watch (2014).
Harvard Business Review
, 92(6), 28
Optional Reading
Early Management Theorists
To gain an understanding of the evolution of management
thinking from an historical perspective, see this excellent
article:
Wertheim, E.G. (2012) Historical Background of Organizational
Behavior. Scribd. Retrieved from
12. http://www.scribd.com/doc/6926402/Historical-Background-of-
Organizational-Behavior
The following paper is an overview of four important areas of
management theory: Frederick Taylor's Scientific Management,
Elton Mayo's Hawthorne Works experiments and the human
relations movement, Max Weber's idealized bureaucracy, and
Henri Fayol's views on administration. It will provide a general
description of each of these management theories together with
observations on the environment in which these theories were
applied and the successes that they achieved.
Kerns, D. (n.d.). An overview of management theory.
http://www.kernsanalysis.com/sjsu/ise250/history.htm
Management by Objectives (MBO)
1000ventures.com’s e-coach site has a thorough discussion on
MBO including hotlinks throughout the discussion for further
information. Also on this site are links to case studies, venture
financing, and managing.
Management by Objectives (MBO). (n.d.) Retrieved from
http://www.1000ventures.com/business_guide/mgmt_mbo_main.
html
Ethical Values in Business
The Society for Business Ethics’ homepage includes the
organization’s mission statement, newsletter, annual meeting,
ethics links, and access to its journal
,
Business Ethics Quarterly
.
Society for Business Ethics (2015) Retrieved from
http://sbeonline.org/
Governing Corporations
Corporate Governance serves as a discussion forum and network
for shareholders and stakeholders who believe active
participation by concerned shareholders in governing
13. corporations will enhance their ability to create wealth. The site
provides news, Internet links, and a small reference library
supported by purchases through Amazon.com.
Corporate Governance (2015) Retrieved from
http://www.corpgov.net/
General References
The following site is full of useful articles and information on
675 different topics, including leadership, motivation,
interpersonal skills supervision, and many more. Be sure to
bookmark this site as it will be useful to you throughout the
course and many others in the MBA, MSHRM, and MSL
curriculum.
Free Management Library (n.d.) Retrieved from
http://managementhelp.org/
Berry's online glossary of business terms (retrieved
from www.bplans.com) is a useful reference.
Berry, T. (n.d.) Business terms glossary. BPlans. Retrieved
from
http://managementhelp.org/
APA Formatting
APA guide
– In-text citations and end referencing. (2015).
Trident University International.
If you need additional guidance on the use of APA Style in the
proper formatting of papers, visit the Purdue OWL
w
ebsite:
https://owl.english.purdue.edu/media/pdf/20090212013008_560.
pdf.
You also may find the following YouTube video helpful:
APA Formatting: The Basics. Retrieved from
https://www.youtube.com/watch?v=pdAfIqRt60c&list=PL8F43A
67F38DE3D5D
14. .
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment
of a relevant set of skills, focusing on your strengths and
identifying any weaknesses that may have been revealed. You
will then be asked to create a plan by which you can "grow"
your strengths and shore up your weaknesses. By the end of the
project, you will have a personal management profile and action
plan.
As we have discussed, your values and attitudes interact with
your personality to create a strong effect on your work life. The
fit between an individual's personality and a company's "style"
is essential to job satisfaction. Someone who is risk-averse, for
example, would probably be unhappy at 3M, a company with a
15. reputation for innovation and risk-taking. Understanding the
impact of your own personality on others helps you build
productive work relationships with peers, subordinates, and
bosses, alike.
Refer to the required and optional readings for this module, and
any other readings which will help you in understanding
personality styles and how they affect organizational
effectiveness. Remember to follow Trident’s guidelines for
masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to
read the description, but in order to fully understand what this
test measures, you should also review “Personality Type
explained”. Then review the pages on career choices, learning
style and communication skills. Incorporate this information in
formulating your responses to the questions below.
You will need to include the actual results in an appendix at the
end of your paper. (Note: This appendix requirement will likely
increase your paper’s Turnitin similarity score; your professor
is aware of this.)
Prepare a 2- to 3-page essay that addresses the following:
How does my personality type affect my career and
effectiveness at my job?
Refer to the required and optional readings for this module, and
any other materials which will help you in understanding
personality styles and how they affect organizational
effectiveness. Bring in
at least
two sources from your module to add depth to your discussion
(citing the materials and including them in your Reference
16. section). Remember to follow Trident’s guidelines for masters-
level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and
include the actual results in an Appendix at the end of your
paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and
weaknesses?
o
How does what you have learned from your module background
materials about your personality type affect your motivation? Is
this limited to a specific type of situation?
o
What
specific steps
can you take to increase your strengths and build up
weaknesses?
SLP Assignment Expectations
Your paper will be evaluated using the criteria as stated in the
SLP rubric. The following is a review of the rubric criteria:
Assignment-Driven
: Does the paper fully address all aspects of the assignment? Is
17. the assignment addressed accurately and precisely using sound
logic? Does the paper meet minimum length requirements?
Critical Thinking
: Does the paper demonstrate graduate-level analysis, in which
information derived from multiple sources, expert opinions, and
assumptions has been critically evaluated and synthesized in the
formulation of a logical set of conclusions? Does the paper
address the topic with sufficient depth of discussion and
analysis?
Business Writing
: Is the essay logical, well organized and well written? Are the
grammar, spelling, and vocabulary appropriate for graduate-
level work? Are section headings included? Are paraphrasing
and synthesis of concepts the primary means of responding, or
is justification/support instead conveyed through excessive use
of direct quotations?
Effective Use of Information
: Does the submission demonstrate that the student has read,
understood and can apply the background materials for the
module? If required, has the student demonstrated effective
research, as evidenced by student’s use of relevant and quality
(library?) sources? Do additional sources used provide strong
support for conclusions drawn, and do they help in shaping the
overall paper?
Citing Sources
: Does the student demonstrate understanding of APA Style of
referencing, by inclusion of proper citations (for paraphrased
text and direct quotations) as appropriate? Have all sources
(e.g., references used from the Background page, the assignment
readings, and outside research) been included, and are these
properly cited? Have all sources cited in the paper been
included on the References page?
Timeliness
: Has the assignment been submitted to TLC (Trident’s learning
management system) on or before the module’s due date?