Name:
HRT 4760 Assignment 04
Communication
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Communication), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout a.
NameHRT 4760 Assignment 08Body LanguageThis is one of a p.docxhallettfaustina
Name:
HRT 4760 Assignment 08
Body Language
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Body Language), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout a.
NameHRT 4760 Assignment 14Selling SkillsThis is one of a .docxgemaherd
Name:
HRT 4760 Assignment 14
Selling Skills
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Selling Skills), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout.
NameHRT 4760 Assignment 14Selling SkillsThis is one of a .docxroushhsiu
Name:
HRT 4760 Assignment 14
Selling Skills
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Selling Skills), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
3
Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
Final Version, Due Oct 5th, Description A 3-5 page professiona.docxMARRY7
Final Version, Due Oct 5th,
Description: A 3-5 page professionally-written proposal to a former boss with a plan to address a business-related problem. Proposals take many forms, but generally they describe a problem/identify a need/opportunity; recommend a solution/response; and provide a plan for implementation. (Some suggest several potential solutions/responses and recommend one over the others.)
While many proposals are formal documents authored by consulting companies and used to persuade other organizations to retain their services, less formal proposals, particularly those made by one employee to another inside an organization, abound daily. There are many activities that we may propose others in our organization do in response to a perceived need or problem. For example:
· You could propose your company adopt new technology or conduct research on the customer base.
· Perhaps you believe they should explore the capacity for growth in a certain market sector.
· Perhaps you would like to propose they develop a new product.
· You could propose an employee policy regarding absences/leave or suggest alternatives to scheduling, hiring or training.
· You might have suggestions to curb theft.
· You may have ideas on how to make a process more effective or efficient.
There are limitless problems you may encounter. But there are some very specific and important approaches to formulating your proposal so that it is persuasive and taken seriously by decision-makers. Toward that end, include the following in your proposal.
Make sure your Proposal Contains the following:
A. Current Situation. Introduce the problem to your boss(es). Explain/describe what motivated you to consider the phenomena to be problematic. Provide enough background information to enable a reader who is unfamiliar with the situation to understand the issue, including the negative consequences that this problem incurs. Consider who, what, where, and when to determine if you have provided adequate description of the problem.
B. Goals. Clearly explain the goals of your proposal. This will entail describing the positive consequences from addressing the situation. Frame them in terms of your audience’s goals, not your own. (E.g. If your boss doesn’t care about making computer repair service calls shorter but wants to reduce call-backs from 15% to 3%, then frame the recommendations mainly in these terms, even if your recommendations will improve both time-to-repair and reduce call-backs.)
C. Proposed Methodology (“Implementation Plan”; “Schedule of Events”). Describe how you would improve the problem through a set of recommended steps to lead the organization to meeting their goals. (Remember to frame the recommendations in terms of your audience’s (i.e. bosses’) goals, not yours. See above.) Consider who, what, when, and where for these recommended steps and describe why these changes should be made. Account for Equipment, Facilities, Financial and Other Costs (e.g. disrup ...
FIN 3660 Module 2 AssignmentChapters 4, 5, 6 Name _______.docxssuser454af01
FIN 3660 Module 2 Assignment
Chapters 4, 5, 6 Name: ____________________
Please be sure to cite sources for your answers, even if they come from the textbook or PowerPoints. All answers should be in your own words.
1. Briefly explain and describe a need for five variations of term life insurance.
2. Explain who should consider term insurance contracts and why. What are some criticisms of term life insurance?
3. a. List and explain seven general features of whole life insurance policies.
b. What are the key functions of whole life insurance policies?
4. Describe the two types of joint life insurance policies and what they are commonly used for.
5. Briefly discuss the origin and key features of the universal life insurance contract.
6. Describe both the death benefit options commonly available with universal life insurance.
7. Describe the cash-accumulation method of policy comparison, and explain its strengths
and weaknesses.
[Create a name for your Healthcare Organization]
Job title
The formal title of the position
Reports to
The title of the position that the job incumbent reports to
Salary Range
The salary range for the position. (Optional)
Job Description Summary
Provide a brief description of the main points of the job description, which may include key responsibilities, functions, and duties; education and experience requirements; and any other pertinent information (i.e. scheduling requirements, travel, etc.).
Duties and responsibilities
The duties and responsibilities section is the foundation of the Job Description. It conveys the complexity, scope, and level of responsibility of a job. It is important to accurately, concisely, and completely describe the duties and responsibilities of a job. List the primary job duties and responsibilities using headings and then give examples of the types of activities under each heading. Using headings and giving examples of the types of activities to be done allows you to develop a flexible job description that encourages employee to ‘work outside the box’ and within reason, discourages “that’s not my job”.
· Identify primary duties and responsibilities for the position
· List the primary duties and responsibilities in order of importance
· Begin each statement with an action verb (view a list of action verbs on Page 3)
· Use the present tense of verbs
· Use gender neutral language such as “s/he” or “the incumbent”
· Use generic language such a photocopy instead of Xerox
· Where appropriate use qualifiers to clarify the task – where, when, why or how often – for example instead of “greet visitor to the office” use “greet visitors to the office in a professional and friendly manner”
· Avoid words that are open to interpretation – for example instead of “handle incoming mail” use “sort and distribute incoming mail”
Think of the job in terms of its key accountabilities, or main responsibilities/functions. Typically, a job will have 3-4 major key accou ...
Michael HricikENG 162This assignment will be about 2-3 double-sp.docxARIV4
Michael Hricik
ENG 162
This assignment will be about 2-3 double-spaced
typed pages
Customer Service Evaluation
I am going to have you evaluate customer service at your current place of employment, or you can focus on a previous place of employment. You are looking at the service mainly as an employee, though you can also look at the service as a student or customer as well. You can focus a specific department or area at your place of employment, or you can look at the company/institution as a whole. For instance, I have worked at WCCC for twenty years. One area of the college that I feel is especially effective is the Continuing Education Division. I have taken about eight classes, my children have taken numerous classes, and so has my wife. I also have had quite a few past and current students take non-credit classes. I am looking at this as both an employee and as a customer. The overall variety of classes offered is quite varied. The instructors are usually excellent (I took an Intro to Acting course, and I really enjoyed it). The courses are usually offered at convenient times and places. Moreover, the staff in the Continuing Education Division is accessible and informed.
Conversely, I previously worked at department store in Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it was lacking in several areas. It had old-fashioned cash registers, which were not always accurate. At times, the merchandise selection was lacking and changed little from season to season. In addition, the prices seemed to be too high, though there were sales at times. It did have quite a few loyal customers, but it was no longer able to compete with other similar stores.
So, as I have stated above, you can choose one area or department where you work, or have currently work. On the other hand, you can focus on the organization as a whole. What I would like you to do is evaluate a total of four different points of criteria. Some common areas are: response to customer needs, level of organization, the effectiveness of the management of the department or area, the knowledge of the employees, the ability to solve problems, the level of resources of the department, the teamwork of employees, etc.
As an insider, I would like you to rate how well the area, department, or the organization does.
This is what you will need to do:
1. Use an effective title to express your “attitude” or opinion. Something like UPS Isn’t Always on Time or
The Olive Garden is Cooking
2. In your introduction, indicate the name of the place or organization that you intend to evaluate. You can state how long you have worked there, or how long you had been there. Indicate the position or position that you held. State the department, area, or name of the organization that you intend to evaluate. Finally, state your overall opinion or thoughts on the organization as a whole. Keep in mind that you can rate certain points very highly, and you can rate ...
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.00170.000.000.45319.00186.001.800.85380.00174.001.800.35350.00180.000.000.30300.00180.000.000.70400.00180.000.001.90350.00190.000.000.25350.00180.000.000.10319.00186.00-1.800.15380.00186.00-1.803.90350.00180.003.000.00380.00174.00-1.800.55350.00180.000.000.00350.00180.00-3.000.05319.00174.00-1.800.40319.00174.001.804.30380.00186.001.800.00350.00180.000.00
13.9Size (Square feet) Rent ($)65519756631581718142966513507151633903180770816327851528955180052512066301421731187069418586851782675175075014406101212531117675012706751503725159582017956609985351080628133743410757751574707155670213008721400578120047014507701590784152587215756751478768145079717506001150660185092516506501275550110066513989161600850135075015509001300690160057413008001500775140087316508141575739160082014256651270
13.10MovieOpening Weekend Gross ($mil)YouTube Trailer Views (millions)The Mummy32.24657.897It Comes At Night6.00110.785Megan Leavey3.76810.099Captain Underpants: The First Epic Movie23.8528.725Wonder Woman103.25184.205Pirates of the Caribbean: Dead Men Tell No Tales62.98334.990Baywatch18.50421.764Everything, Everything11.7275.550Diary of a Wimpy Kid: The Long Haul7.1263.836Alien: Covenant36.16145.615Snatched19.5427.791King Arthur: Legend of the Sword15.37128.187Lowriders2.4044.496Guardians of the Galaxy Vol. 2146.51057.324How to Be a Latin Lover12.2527.394The Circle9.03411.145Sleight1.70211.175Born in China4.7900.508Free Fire0.9941.061Unforgettable4.7855.387The Promise4.0966.354Phoenix Forgotten1.8167.714The Fate of the Furious98.78730.870The Case for Christ3.9680.280Going in Style11.9322.645Smurfs: The Lost Village13.2108.124The Boss Baby50.19952.292The Zookeeper's Wife3.2893.886Ghost in the Shell18.67631.055CHIPS7.7237.081Life12.50213.550Power Rangers40.30059.296Beauty and the Beast174.75180.077The Belko Experiment4.1375.546Kong: Skull Island61.02535.309The Shack16.1722.532Logan88.41244.196Before I Fall4.6904.989Get Out33.3776.630Rock Dog3.7050.942Collide1.5132.258The Great Wall18.47011.327Fist Fight12.2028.966A Cure for Wellness4.35715.177John Wick: Chapter 230.43613.714The LEGO Batman Movie53.00331.231Fifty Shades Darker46.60752.612Rings13.00316.235The Space Between Us3.7766.884A Dog's Purpose18.22311.698Gold3.4712.827Resident Evil: The Final Chapter13.60223.075Split40.01112.60620th Century Women1.3850.826xXx: Return of Xander Cage20.13027.536The Founder3.4047.273The Resurrection of Gavin Stone1.2073.323Monster Trucks10.9514.267Sleepless8.3443.790Patriots Day11.6147.597The Bye Bye Man13.50112.912Live By Night5.1067.067Silence1.9855.020Hidden Figures22.8007.739Underworld: Blood Wars13.68916.795A Monster Calls2.0807.643
MGMT 101
DISSCISSON QUESTIONS- 200 WORDS EACH AND BE SURE TO PUT THE REFRENCES UNDER EACH ANSWER.
W1: Roles, Responsibilities and General Duties of Supervisors
Contains unread posts
Hello Students,
Please review this video, Positional Power vs. Personal Power, and let's get prepared to ...
NameHRT 4760 Assignment 08Body LanguageThis is one of a p.docxhallettfaustina
Name:
HRT 4760 Assignment 08
Body Language
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Body Language), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout a.
NameHRT 4760 Assignment 14Selling SkillsThis is one of a .docxgemaherd
Name:
HRT 4760 Assignment 14
Selling Skills
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Selling Skills), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout.
NameHRT 4760 Assignment 14Selling SkillsThis is one of a .docxroushhsiu
Name:
HRT 4760 Assignment 14
Selling Skills
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of others. Your answers to this assignment will all focus on the particular service element that appears in the above template title (Selling Skills), which also corresponds to those listed in your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for you to observe and, by answering a set of questions provided in each assignment, critically analyze. While the question templates all ask for you to answer the same questions, each assignment’s set of questions focuses on a different Service Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The templates all look the same. Won't I just be writing a lot of repetitive answers?" Answer: The answer is, “No.” While there will be some repetition, each assignment has a separate title. Your answers to the particular assignment will all focus on the particular service element that appears in the template title, which corresponds to your textbook and your Power Point slides. For example, your first assignment is about Timeliness (and only about timeliness). Your second assignment is about Incremental Flow (and only about incremental flow). Your third assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the Chapter Power Point Slides, and view the streaming chapter lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class. To receive credit, each of you needs to do your own individual write-up for each assignment, make your own individual submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use and refer to the same establishment throughout the assignment. So, if you are using Starbuck’s for this assignment, use this Starbuck’s for each of the questions in this assignment. (The examples in this assignment use different establishments to give you a variety of perspectives, but you should use the same establishment.)
· For subsequent assignments, you may change establishments or you may continue referring to the same establishment throughout ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
3
Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
Final Version, Due Oct 5th, Description A 3-5 page professiona.docxMARRY7
Final Version, Due Oct 5th,
Description: A 3-5 page professionally-written proposal to a former boss with a plan to address a business-related problem. Proposals take many forms, but generally they describe a problem/identify a need/opportunity; recommend a solution/response; and provide a plan for implementation. (Some suggest several potential solutions/responses and recommend one over the others.)
While many proposals are formal documents authored by consulting companies and used to persuade other organizations to retain their services, less formal proposals, particularly those made by one employee to another inside an organization, abound daily. There are many activities that we may propose others in our organization do in response to a perceived need or problem. For example:
· You could propose your company adopt new technology or conduct research on the customer base.
· Perhaps you believe they should explore the capacity for growth in a certain market sector.
· Perhaps you would like to propose they develop a new product.
· You could propose an employee policy regarding absences/leave or suggest alternatives to scheduling, hiring or training.
· You might have suggestions to curb theft.
· You may have ideas on how to make a process more effective or efficient.
There are limitless problems you may encounter. But there are some very specific and important approaches to formulating your proposal so that it is persuasive and taken seriously by decision-makers. Toward that end, include the following in your proposal.
Make sure your Proposal Contains the following:
A. Current Situation. Introduce the problem to your boss(es). Explain/describe what motivated you to consider the phenomena to be problematic. Provide enough background information to enable a reader who is unfamiliar with the situation to understand the issue, including the negative consequences that this problem incurs. Consider who, what, where, and when to determine if you have provided adequate description of the problem.
B. Goals. Clearly explain the goals of your proposal. This will entail describing the positive consequences from addressing the situation. Frame them in terms of your audience’s goals, not your own. (E.g. If your boss doesn’t care about making computer repair service calls shorter but wants to reduce call-backs from 15% to 3%, then frame the recommendations mainly in these terms, even if your recommendations will improve both time-to-repair and reduce call-backs.)
C. Proposed Methodology (“Implementation Plan”; “Schedule of Events”). Describe how you would improve the problem through a set of recommended steps to lead the organization to meeting their goals. (Remember to frame the recommendations in terms of your audience’s (i.e. bosses’) goals, not yours. See above.) Consider who, what, when, and where for these recommended steps and describe why these changes should be made. Account for Equipment, Facilities, Financial and Other Costs (e.g. disrup ...
FIN 3660 Module 2 AssignmentChapters 4, 5, 6 Name _______.docxssuser454af01
FIN 3660 Module 2 Assignment
Chapters 4, 5, 6 Name: ____________________
Please be sure to cite sources for your answers, even if they come from the textbook or PowerPoints. All answers should be in your own words.
1. Briefly explain and describe a need for five variations of term life insurance.
2. Explain who should consider term insurance contracts and why. What are some criticisms of term life insurance?
3. a. List and explain seven general features of whole life insurance policies.
b. What are the key functions of whole life insurance policies?
4. Describe the two types of joint life insurance policies and what they are commonly used for.
5. Briefly discuss the origin and key features of the universal life insurance contract.
6. Describe both the death benefit options commonly available with universal life insurance.
7. Describe the cash-accumulation method of policy comparison, and explain its strengths
and weaknesses.
[Create a name for your Healthcare Organization]
Job title
The formal title of the position
Reports to
The title of the position that the job incumbent reports to
Salary Range
The salary range for the position. (Optional)
Job Description Summary
Provide a brief description of the main points of the job description, which may include key responsibilities, functions, and duties; education and experience requirements; and any other pertinent information (i.e. scheduling requirements, travel, etc.).
Duties and responsibilities
The duties and responsibilities section is the foundation of the Job Description. It conveys the complexity, scope, and level of responsibility of a job. It is important to accurately, concisely, and completely describe the duties and responsibilities of a job. List the primary job duties and responsibilities using headings and then give examples of the types of activities under each heading. Using headings and giving examples of the types of activities to be done allows you to develop a flexible job description that encourages employee to ‘work outside the box’ and within reason, discourages “that’s not my job”.
· Identify primary duties and responsibilities for the position
· List the primary duties and responsibilities in order of importance
· Begin each statement with an action verb (view a list of action verbs on Page 3)
· Use the present tense of verbs
· Use gender neutral language such as “s/he” or “the incumbent”
· Use generic language such a photocopy instead of Xerox
· Where appropriate use qualifiers to clarify the task – where, when, why or how often – for example instead of “greet visitor to the office” use “greet visitors to the office in a professional and friendly manner”
· Avoid words that are open to interpretation – for example instead of “handle incoming mail” use “sort and distribute incoming mail”
Think of the job in terms of its key accountabilities, or main responsibilities/functions. Typically, a job will have 3-4 major key accou ...
Michael HricikENG 162This assignment will be about 2-3 double-sp.docxARIV4
Michael Hricik
ENG 162
This assignment will be about 2-3 double-spaced
typed pages
Customer Service Evaluation
I am going to have you evaluate customer service at your current place of employment, or you can focus on a previous place of employment. You are looking at the service mainly as an employee, though you can also look at the service as a student or customer as well. You can focus a specific department or area at your place of employment, or you can look at the company/institution as a whole. For instance, I have worked at WCCC for twenty years. One area of the college that I feel is especially effective is the Continuing Education Division. I have taken about eight classes, my children have taken numerous classes, and so has my wife. I also have had quite a few past and current students take non-credit classes. I am looking at this as both an employee and as a customer. The overall variety of classes offered is quite varied. The instructors are usually excellent (I took an Intro to Acting course, and I really enjoyed it). The courses are usually offered at convenient times and places. Moreover, the staff in the Continuing Education Division is accessible and informed.
Conversely, I previously worked at department store in Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it was lacking in several areas. It had old-fashioned cash registers, which were not always accurate. At times, the merchandise selection was lacking and changed little from season to season. In addition, the prices seemed to be too high, though there were sales at times. It did have quite a few loyal customers, but it was no longer able to compete with other similar stores.
So, as I have stated above, you can choose one area or department where you work, or have currently work. On the other hand, you can focus on the organization as a whole. What I would like you to do is evaluate a total of four different points of criteria. Some common areas are: response to customer needs, level of organization, the effectiveness of the management of the department or area, the knowledge of the employees, the ability to solve problems, the level of resources of the department, the teamwork of employees, etc.
As an insider, I would like you to rate how well the area, department, or the organization does.
This is what you will need to do:
1. Use an effective title to express your “attitude” or opinion. Something like UPS Isn’t Always on Time or
The Olive Garden is Cooking
2. In your introduction, indicate the name of the place or organization that you intend to evaluate. You can state how long you have worked there, or how long you had been there. Indicate the position or position that you held. State the department, area, or name of the organization that you intend to evaluate. Finally, state your overall opinion or thoughts on the organization as a whole. Keep in mind that you can rate certain points very highly, and you can rate ...
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.00170.000.000.45319.00186.001.800.85380.00174.001.800.35350.00180.000.000.30300.00180.000.000.70400.00180.000.001.90350.00190.000.000.25350.00180.000.000.10319.00186.00-1.800.15380.00186.00-1.803.90350.00180.003.000.00380.00174.00-1.800.55350.00180.000.000.00350.00180.00-3.000.05319.00174.00-1.800.40319.00174.001.804.30380.00186.001.800.00350.00180.000.00
13.9Size (Square feet) Rent ($)65519756631581718142966513507151633903180770816327851528955180052512066301421731187069418586851782675175075014406101212531117675012706751503725159582017956609985351080628133743410757751574707155670213008721400578120047014507701590784152587215756751478768145079717506001150660185092516506501275550110066513989161600850135075015509001300690160057413008001500775140087316508141575739160082014256651270
13.10MovieOpening Weekend Gross ($mil)YouTube Trailer Views (millions)The Mummy32.24657.897It Comes At Night6.00110.785Megan Leavey3.76810.099Captain Underpants: The First Epic Movie23.8528.725Wonder Woman103.25184.205Pirates of the Caribbean: Dead Men Tell No Tales62.98334.990Baywatch18.50421.764Everything, Everything11.7275.550Diary of a Wimpy Kid: The Long Haul7.1263.836Alien: Covenant36.16145.615Snatched19.5427.791King Arthur: Legend of the Sword15.37128.187Lowriders2.4044.496Guardians of the Galaxy Vol. 2146.51057.324How to Be a Latin Lover12.2527.394The Circle9.03411.145Sleight1.70211.175Born in China4.7900.508Free Fire0.9941.061Unforgettable4.7855.387The Promise4.0966.354Phoenix Forgotten1.8167.714The Fate of the Furious98.78730.870The Case for Christ3.9680.280Going in Style11.9322.645Smurfs: The Lost Village13.2108.124The Boss Baby50.19952.292The Zookeeper's Wife3.2893.886Ghost in the Shell18.67631.055CHIPS7.7237.081Life12.50213.550Power Rangers40.30059.296Beauty and the Beast174.75180.077The Belko Experiment4.1375.546Kong: Skull Island61.02535.309The Shack16.1722.532Logan88.41244.196Before I Fall4.6904.989Get Out33.3776.630Rock Dog3.7050.942Collide1.5132.258The Great Wall18.47011.327Fist Fight12.2028.966A Cure for Wellness4.35715.177John Wick: Chapter 230.43613.714The LEGO Batman Movie53.00331.231Fifty Shades Darker46.60752.612Rings13.00316.235The Space Between Us3.7766.884A Dog's Purpose18.22311.698Gold3.4712.827Resident Evil: The Final Chapter13.60223.075Split40.01112.60620th Century Women1.3850.826xXx: Return of Xander Cage20.13027.536The Founder3.4047.273The Resurrection of Gavin Stone1.2073.323Monster Trucks10.9514.267Sleepless8.3443.790Patriots Day11.6147.597The Bye Bye Man13.50112.912Live By Night5.1067.067Silence1.9855.020Hidden Figures22.8007.739Underworld: Blood Wars13.68916.795A Monster Calls2.0807.643
MGMT 101
DISSCISSON QUESTIONS- 200 WORDS EACH AND BE SURE TO PUT THE REFRENCES UNDER EACH ANSWER.
W1: Roles, Responsibilities and General Duties of Supervisors
Contains unread posts
Hello Students,
Please review this video, Positional Power vs. Personal Power, and let's get prepared to ...
13.7TearViscosityPressurePlate Gap0.00350.00180.000.000.00350.00170.000.000.45319.00186.001.800.85380.00174.001.800.35350.00180.000.000.30300.00180.000.000.70400.00180.000.001.90350.00190.000.000.25350.00180.000.000.10319.00186.00-1.800.15380.00186.00-1.803.90350.00180.003.000.00380.00174.00-1.800.55350.00180.000.000.00350.00180.00-3.000.05319.00174.00-1.800.40319.00174.001.804.30380.00186.001.800.00350.00180.000.00
13.9Size (Square feet) Rent ($)65519756631581718142966513507151633903180770816327851528955180052512066301421731187069418586851782675175075014406101212531117675012706751503725159582017956609985351080628133743410757751574707155670213008721400578120047014507701590784152587215756751478768145079717506001150660185092516506501275550110066513989161600850135075015509001300690160057413008001500775140087316508141575739160082014256651270
13.10MovieOpening Weekend Gross ($mil)YouTube Trailer Views (millions)The Mummy32.24657.897It Comes At Night6.00110.785Megan Leavey3.76810.099Captain Underpants: The First Epic Movie23.8528.725Wonder Woman103.25184.205Pirates of the Caribbean: Dead Men Tell No Tales62.98334.990Baywatch18.50421.764Everything, Everything11.7275.550Diary of a Wimpy Kid: The Long Haul7.1263.836Alien: Covenant36.16145.615Snatched19.5427.791King Arthur: Legend of the Sword15.37128.187Lowriders2.4044.496Guardians of the Galaxy Vol. 2146.51057.324How to Be a Latin Lover12.2527.394The Circle9.03411.145Sleight1.70211.175Born in China4.7900.508Free Fire0.9941.061Unforgettable4.7855.387The Promise4.0966.354Phoenix Forgotten1.8167.714The Fate of the Furious98.78730.870The Case for Christ3.9680.280Going in Style11.9322.645Smurfs: The Lost Village13.2108.124The Boss Baby50.19952.292The Zookeeper's Wife3.2893.886Ghost in the Shell18.67631.055CHIPS7.7237.081Life12.50213.550Power Rangers40.30059.296Beauty and the Beast174.75180.077The Belko Experiment4.1375.546Kong: Skull Island61.02535.309The Shack16.1722.532Logan88.41244.196Before I Fall4.6904.989Get Out33.3776.630Rock Dog3.7050.942Collide1.5132.258The Great Wall18.47011.327Fist Fight12.2028.966A Cure for Wellness4.35715.177John Wick: Chapter 230.43613.714The LEGO Batman Movie53.00331.231Fifty Shades Darker46.60752.612Rings13.00316.235The Space Between Us3.7766.884A Dog's Purpose18.22311.698Gold3.4712.827Resident Evil: The Final Chapter13.60223.075Split40.01112.60620th Century Women1.3850.826xXx: Return of Xander Cage20.13027.536The Founder3.4047.273The Resurrection of Gavin Stone1.2073.323Monster Trucks10.9514.267Sleepless8.3443.790Patriots Day11.6147.597The Bye Bye Man13.50112.912Live By Night5.1067.067Silence1.9855.020Hidden Figures22.8007.739Underworld: Blood Wars13.68916.795A Monster Calls2.0807.643
MGMT 101
DISSCISSON QUESTIONS- 200 WORDS EACH AND BE SURE TO PUT THE REFRENCES UNDER EACH ANSWER.
W1: Roles, Responsibilities and General Duties of Supervisors
Contains unread posts
Hello Students,
Please review this video, Positional Power vs. Personal Power, and let's get prepared to ...
This document provides guidance on creating an effective elevator pitch. An elevator pitch is a short, memorable sales pitch about yourself that can be delivered in the length of an elevator ride (30 seconds to 1 minute). It should include an essential truth statement about your passions or goals, an example from your experience using the STAR method (Situation, Task, Action, Result), and a call to action or question for the listener. The document reviews each component and provides a template for an elevator pitch. It emphasizes keeping the pitch concise, engaging, and tailored to the specific listener or company.
First Reading and Writing Assignment Read the chapter ei.docxAKHIL969626
First Reading and Writing Assignment:
Read the chapter either on Caesar, Cicero, or Cleopatra (in the Antony chapter) by Plutarch. You will find
the chapters by putting in for your search on the internet Lives of the Noble Grecians and Romans by
Plutarch. The website should pop right up as one of the first search results. The web address is
ebooks.adelaide.edu.au/Plutarch/lives/. Once you click on and get into the site, click on Table of
Contents in the upper left hand corner of the web page and then scroll down the list of chapters to the
one of the three you want to read and click on it.
After you read the chapter, go to Learn/Canvas and click on the first file that we used for the class that
has the Practice Quiz and the lecture outlines for Prehistory/Ancient Near East. After the practice quiz,
you will find the page with the questions on the readings. Answer question one if you read the chapter
on either Caesar or Cleopatra, just changing the name from Caesar to Cleopatra if you read about her.
Answer question two if you read about Cicero.
Your answer should address all the parts of the question and be about a half (no shorter) to a page in
length (can go longer). You can either type or handwrite your answer, but use a pen, not a pencil, if you
handwrite your answer. Double space if you type your answer. Use at least two short quotes from the
chapter to support your answer with at least one of the quotes coming from later rather than near the
beginning of the chapter. After your first quote, put the web address in parentheses after the quote; but
you need not keep doing this for any other quote unless it is a quote from a different source than the
chapter.
The written assignment is due on Wed., March 15, and should be turned in as a hard copy in class on
that date.
Hibernia Institute Pty Ltd
Trading as Hibernia Institute Sydney
ABN: 74 127 456 017
RTO No: 31680 CRICOS Provider Code: 03232D
Unit Code and Name
BSBMGT502 Manage people performance
Assessment No & Type
Assessment 1_Project_Individual
Student Name,
Student ID
Assessor Name
Submission Date
STUDENT DECLARATION
Please tick to indicate that you/group understand the following statements:
I/We declare that:
This assignment is my own original work, except where I have appropriately cited the original source (Appropriate citation of original work will vary from discipline to discipline).
This assignment has not previously been submitted for assessment in this or any other subject.
For the purposes of assessment, I/We give the assessor of this assignment the permission to: Reproduce this assignment and provide a copy to another member of staff; and Take steps to authenticate the assignment, including communicating a copy of this assignment to a checking service (which may retain a copy of the assignment on its database for future plagiarism checking).
Signature: ____________________________________ Date: _______________________
Vo ...
BUS 335 Inspiring Innovation/tutorialrank.comjonhson105
For more course tutorials visit
www.tutorialrank.com
" Please respond to the following:
Think about a time when you were part of a staffing process. Describe the situation using as many details as possible. Then, recommend three (3) areas in which the staffing process could have been improved. Justify your answer.
The document discusses a scenario where the reader assumes the role of a practice manager at ABC Clinic. As the practice manager, the reader has gathered patient experience data and other health data. The reader plans to propose publishing some of this clinic data at the next staff meeting. The document provides guidance for the reader to prepare for this meeting by suggesting which data sets to propose publishing and using internally, listing questions that may come from staff, and describing how to share the published data. The reader is also instructed to include references when responding.
This document contains an assessment with specifications for a job position. It includes:
1) A consultation with an HR specialist to establish job requirements and ensure work is allocated appropriately.
2) A work plan template outlining the employee's weekly tasks, timeline, and key performance indicators.
3) A risk analysis identifying potential risks like costs exceeding budget, poor quality work, and data security breaches. Mitigation strategies are proposed.
4) A list of training steps for the employee including orientation, apprenticeship, and evaluation.
5) A description of how performance will be continuously reviewed against goals using feedback.
Management consulting case interview workshopSupportGCI
This document provides an overview of a management consulting case interview workshop. It discusses what a case interview is, the typical structure of a case interview, tips for analyzing cases, and frameworks that are commonly used. A case interview aims to simulate real-life business problem solving and is intended to evaluate how applicants structure problems, analyze data, and formulate recommendations. The interview is usually structured into sections for an overview, clarifying questions, structuring an analysis framework, problem solving, and providing a recommendation. The document provides guidance on effectively communicating throughout the process and practicing common quantitative and qualitative case techniques.
For more course tutorials visit
www.newtonhelp.com
" Please respond to the following:
Think about a time when you were part of a staffing process. Describe the situation using as many details as possible.
The document provides tips for writing effective resumes and cover letters, and preparing for interviews. It discusses highlighting achievements and skills in resumes, researching companies for cover letters and interviews, and having examples prepared to answer behavioral questions in interviews. Resumes should focus on skills and accomplishments rather than just job descriptions. Cover letters should convey interest in the company and position while interviews require researching the employer and practicing common questions.
Question 1 1. When making a strategic decision, the leader consi.docxIRESH3
Question 1
1. When making a strategic decision, the leader considers:
whether a particular choice will have a high or low strategic impact on the business and whether execution of the decision will be right or wrong.
how the choice fits into the hierarchy of wants.
whether a particular choice will have a high or low strategic impact on the business and whether execution of the decision will be easy or difficult.
how the choice fits into the hierarchy of needs.
10 points
Question 2
1. Organizations that want to encourage innovation:
communicate a sense of urgency.
avoid the use of lateral thinking.
provide assistance to workers who lose their jobs.
hire people who display the characteristics of creative individuals.
10 points
Question 3
1. Employees resist change because:
it violates creative intuition.
it violates the reciprocal relationship between employees and the organization.
they believe that change will add something of value to their job.
they have full information about future events.
10 points
Question 4
1. Self-reference means that:
each individual is working in his own direction.
each element in a system will serve the mission of the whole system.
every department can develop its own vision, independent of the company vision.
people who do not have a clear vision of the future have little chance of success.
10 points
Question 5
1. The manager of a successful mail order clothing company decided to implement teams, but the idea failed. According to the model for making strategic decisions, this idea was:
high impact, hard to execute.
low impact, easy to execute.
low impact, hard to execute.
high impact, easy to execute.
10 points
Question 6
1. Whereas vision continues to grow and change, the mission:
also continues to grow and change.
persists in the face of changing technologies.
changes with economic conditions.
reflects environmental shifts.
10 points
Question 7
1. ______________is the general plan of action that describes resource allocation and other activities for dealing with the environment and helping the organization attain its goals.
Charismatic leadership
Strategy
Vision
Mission
10 points
Question 8
1. _____________means the ability to anticipate and envision the future and maintain flexibility.
Mission
Transactional leadership
Strategic leadership
Vision
10 points
Question 9
1. _________ is a set of systematic techniques for changing mental concepts and generating new ones.
Lateral thinking
Idea incubator
Creativity
Idea champion
10 points
Question 10
1. Which of the following is a tool to implement change?
Supervision
Volunteering
Participation/Involvement
Commitment
There is no essay on this one, just 1 to 10 multiple choices and the article critique below. Thank you!
Unit VIII Article Critique
Utilize the research databases at the CSU Online Library and select two peer-reviewed, scholarly articles. The first article ...
Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations .Not adhering to these guidelines will cause a delay in processing.
**Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay eligible for 3 credits with a3,000 to 4,000 word count.
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that
section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective process.
Sample: ...
Directions for response to discussion post students will respSONU61709
The document provides instructions for students responding to discussion posts for several courses. It outlines formatting requirements including using APA style with a minimum word count and citing academic sources. For responses, students are told to respond kindly to peers and can ask questions, share insights, offer alternative perspectives or expand on ideas using evidence from readings.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, subjects, credits, and marks. It also includes notes about answering all questions and word counts for longer questions. The document then provides 6 sample questions related to research methodology, with multiple parts to each question.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
GarrettCommunication Strategy Worksheet Stage One Planni.docxbudbarber38650
Garrett
Communication Strategy Worksheet
Stage One: Planning a Message
Audience
Describe them.
Purpose
Why?
Focus
Narrow your possibilities.
Emotion
What emotion is the audience’s take away?
Format
Written: letter, email, memo, etc.? Verbal: face-to-face, phone, etc.?
Approach
Direct or Indirect
Introduction
Purpose statement/preview statement/scope/attention getting statement
Body
List the points you need to make, then group/rank them in paragraph order.
Conclusion
Close it how.
Visuals
More than narration. Brain is 30% to visual processing.
I want the job. Thesis statement & set up points 1, 2, 3.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
I request an interview. You may reach me at….
Basic Application Letter Construct
5 Paragraph Letter Format
While there are multiple ways to approach writing an application letter, we focus on this construct and I expect your work to be in the 5 paragraph construct.
You need an introduction that states you want the job. You need a body that describes how you have the ‘things’ they require and conclude with asking for an interview and offering your contact information. The next three slides offer more details on the sections.
1
Introduction –
State you’re apply for the job
If possible state some-kind-of connection to the organization
State a summary sentence (thesis)
Spark interest. Create curiosity.
Audience-centered attitude
Application Letter Construct
The introduction of an application letter is as important as all other first impressions. Remember, they are feeling you as they read, so create the experience through your words that you want them to have.
In the intro,
Be direct (remember that means telling upfront what you want – your purpose). State the job and your interest. Saying what you want in an assertive manner demonstrates confidence.
If you have a connection with that organization, talk about that, but be every-so-brief.
State a summary sentence – All communications need a thesis statement. And in that thesis statement inform the reader regarding specific focus – preview the 3 items you will detail in the body.
Create curiosity. Build their interest in you in the way you language.
Remember, once again, I tell you – be audience-centered. It’s about your contribution, not you.
Oh, and, this paragraph is NOT to be the longest one on the page. Typically it the second smallest with the conclusion being the smallest.
2
Application Letter Construct
Body
Choose your points by studying the advertisement and selecting the top three requirements. Write to how you have these three.
Be thinking:
How do I set myself apart?
The key to getting called for an interview is in the connection you make in your letter. The winning strategy is to understand your potential employer’s top 3 qualification requirements and write to those items. Here’s how.
Study their .
Natural Selection and Patterns of Evolution WorksheetComplet.docxgemaherd
This document provides a worksheet with questions about natural selection and patterns of evolution. The worksheet asks students to write short answers in 100 to 200 words for each question. The questions cover direct evidence that supports the theory of natural selection such as examples; whether humans are subject to the same pressures of natural selection as other organisms and why; examples of convergent evolution, divergent evolution, adaptive radiation and co-evolution and implications one example may have for future humans; and how a new species evolves from a pre-existing species including factors affecting speciation.
Navigate to the Pearson Assessment website. Identify an assessme.docxgemaherd
This document discusses selecting an assessment from the Pearson Assessment website for diagnostic purposes. It asks the reader to identify a specific assessment, the diagnosis it is intended for, and attributes to consider when matching a client to the test.
Need a reply 1Amy Simons is an aunt to my mum. Amy passed on.docxgemaherd
Need a reply 1
Amy Simons is an aunt to my mum. Amy passed on May 31, 2020, while surrounded by all her family members after a long fight with colon cancer; she was 48.
On December 21, 1972, Amy Simons was born in Redbone, Alabama, to the late Hadley and Pauline Simons. According to the story I was told by my mum, Amy was a wonderful and selfless person. She was the third child of four after Christine Simons, Reuben Simons, and her older sister to Raphael. The majority of her childhood and teenage years were in Alabama before relocating to New York for her college education at New York University. During her term in the school, she met Joshua, whom they bore their first child Fredrick in 1990. She deferred for one year before resuming and completing her Human Resource Management degree. They got married in 1991, after which they relocated back to Huntsville, Alabama. They opened a bakery in 1993 and were well known by the local community. She gave birth to her second child Diana in 1995; during this period, she began complaining about stomach discomfort. The medical assessment resulted in her having an operation that corrected the issue. In 1999, the Simons family relocated out to Redstone, Alabama, where they resided until Joshua's premature death in 2016.
After his death, she developed complications that were unidentified by numerous physicians. However, after consulting an oncologist in 2018, she was diagnosed with colon cancer. She underwent various sessions of chemotherapy and radiation therapy that extended her life. The affected parts of her colon were surgically removed, allowing her to recover without issue. However, cancer reemerged more aggressively; she died in hospital due to complications caused by the COVID-19 virus. Though her final months were trying and difficult, she maintained a positive attitude recognized by most community members who knew her. The notion was also shared by her doctors, who stated that she never complained and was always optimistic. Similar notions are expressed by the local law enforcement agents who were her close friends. Her baking skills further made her more popular, with the local police department being her primary market.
Amy was a driven and steadfast mother and member of the Redstone community. Her actions were focused on ensuring her children had all their requirements before focusing on others. Her role as the local “mum” made the locals cherish her personality. Her baking skills intrigued and captivated people from various counties and states. With her demise, she leaves behind two children and five grandchildren. Fredrick Simons is aged 31 years, with three children: Jackeline Simons, Chloe Simons, and Ryan Simons. Her daughter Diana aged 26, is married to Geoffrey Green with two children Brenda Green and Brian Green.
Amy’s main objective was to make her children and community happy; therefore, in memory of her desire, her bakery will host a commemo.
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First Reading and Writing Assignment:
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Contents in the upper left hand corner of the web page and then scroll down the list of chapters to the
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After you read the chapter, go to Learn/Canvas and click on the first file that we used for the class that
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Answer question two if you read about Cicero.
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RTO No: 31680 CRICOS Provider Code: 03232D
Unit Code and Name
BSBMGT502 Manage people performance
Assessment No & Type
Assessment 1_Project_Individual
Student Name,
Student ID
Assessor Name
Submission Date
STUDENT DECLARATION
Please tick to indicate that you/group understand the following statements:
I/We declare that:
This assignment is my own original work, except where I have appropriately cited the original source (Appropriate citation of original work will vary from discipline to discipline).
This assignment has not previously been submitted for assessment in this or any other subject.
For the purposes of assessment, I/We give the assessor of this assignment the permission to: Reproduce this assignment and provide a copy to another member of staff; and Take steps to authenticate the assignment, including communicating a copy of this assignment to a checking service (which may retain a copy of the assignment on its database for future plagiarism checking).
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BUS 335 Inspiring Innovation/tutorialrank.comjonhson105
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Question 1
1. When making a strategic decision, the leader considers:
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how the choice fits into the hierarchy of wants.
whether a particular choice will have a high or low strategic impact on the business and whether execution of the decision will be easy or difficult.
how the choice fits into the hierarchy of needs.
10 points
Question 2
1. Organizations that want to encourage innovation:
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avoid the use of lateral thinking.
provide assistance to workers who lose their jobs.
hire people who display the characteristics of creative individuals.
10 points
Question 3
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they believe that change will add something of value to their job.
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10 points
Question 4
1. Self-reference means that:
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each element in a system will serve the mission of the whole system.
every department can develop its own vision, independent of the company vision.
people who do not have a clear vision of the future have little chance of success.
10 points
Question 5
1. The manager of a successful mail order clothing company decided to implement teams, but the idea failed. According to the model for making strategic decisions, this idea was:
high impact, hard to execute.
low impact, easy to execute.
low impact, hard to execute.
high impact, easy to execute.
10 points
Question 6
1. Whereas vision continues to grow and change, the mission:
also continues to grow and change.
persists in the face of changing technologies.
changes with economic conditions.
reflects environmental shifts.
10 points
Question 7
1. ______________is the general plan of action that describes resource allocation and other activities for dealing with the environment and helping the organization attain its goals.
Charismatic leadership
Strategy
Vision
Mission
10 points
Question 8
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Mission
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Strategic leadership
Vision
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Question 9
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Lateral thinking
Idea incubator
Creativity
Idea champion
10 points
Question 10
1. Which of the following is a tool to implement change?
Supervision
Volunteering
Participation/Involvement
Commitment
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Experiential Learning Essay Template
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Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations .Not adhering to these guidelines will cause a delay in processing.
**Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay eligible for 3 credits with a3,000 to 4,000 word count.
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
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GarrettCommunication Strategy Worksheet Stage One Planni.docxbudbarber38650
Garrett
Communication Strategy Worksheet
Stage One: Planning a Message
Audience
Describe them.
Purpose
Why?
Focus
Narrow your possibilities.
Emotion
What emotion is the audience’s take away?
Format
Written: letter, email, memo, etc.? Verbal: face-to-face, phone, etc.?
Approach
Direct or Indirect
Introduction
Purpose statement/preview statement/scope/attention getting statement
Body
List the points you need to make, then group/rank them in paragraph order.
Conclusion
Close it how.
Visuals
More than narration. Brain is 30% to visual processing.
I want the job. Thesis statement & set up points 1, 2, 3.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
I request an interview. You may reach me at….
Basic Application Letter Construct
5 Paragraph Letter Format
While there are multiple ways to approach writing an application letter, we focus on this construct and I expect your work to be in the 5 paragraph construct.
You need an introduction that states you want the job. You need a body that describes how you have the ‘things’ they require and conclude with asking for an interview and offering your contact information. The next three slides offer more details on the sections.
1
Introduction –
State you’re apply for the job
If possible state some-kind-of connection to the organization
State a summary sentence (thesis)
Spark interest. Create curiosity.
Audience-centered attitude
Application Letter Construct
The introduction of an application letter is as important as all other first impressions. Remember, they are feeling you as they read, so create the experience through your words that you want them to have.
In the intro,
Be direct (remember that means telling upfront what you want – your purpose). State the job and your interest. Saying what you want in an assertive manner demonstrates confidence.
If you have a connection with that organization, talk about that, but be every-so-brief.
State a summary sentence – All communications need a thesis statement. And in that thesis statement inform the reader regarding specific focus – preview the 3 items you will detail in the body.
Create curiosity. Build their interest in you in the way you language.
Remember, once again, I tell you – be audience-centered. It’s about your contribution, not you.
Oh, and, this paragraph is NOT to be the longest one on the page. Typically it the second smallest with the conclusion being the smallest.
2
Application Letter Construct
Body
Choose your points by studying the advertisement and selecting the top three requirements. Write to how you have these three.
Be thinking:
How do I set myself apart?
The key to getting called for an interview is in the connection you make in your letter. The winning strategy is to understand your potential employer’s top 3 qualification requirements and write to those items. Here’s how.
Study their .
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Need a reply 1Amy Simons is an aunt to my mum. Amy passed on.docxgemaherd
Need a reply 1
Amy Simons is an aunt to my mum. Amy passed on May 31, 2020, while surrounded by all her family members after a long fight with colon cancer; she was 48.
On December 21, 1972, Amy Simons was born in Redbone, Alabama, to the late Hadley and Pauline Simons. According to the story I was told by my mum, Amy was a wonderful and selfless person. She was the third child of four after Christine Simons, Reuben Simons, and her older sister to Raphael. The majority of her childhood and teenage years were in Alabama before relocating to New York for her college education at New York University. During her term in the school, she met Joshua, whom they bore their first child Fredrick in 1990. She deferred for one year before resuming and completing her Human Resource Management degree. They got married in 1991, after which they relocated back to Huntsville, Alabama. They opened a bakery in 1993 and were well known by the local community. She gave birth to her second child Diana in 1995; during this period, she began complaining about stomach discomfort. The medical assessment resulted in her having an operation that corrected the issue. In 1999, the Simons family relocated out to Redstone, Alabama, where they resided until Joshua's premature death in 2016.
After his death, she developed complications that were unidentified by numerous physicians. However, after consulting an oncologist in 2018, she was diagnosed with colon cancer. She underwent various sessions of chemotherapy and radiation therapy that extended her life. The affected parts of her colon were surgically removed, allowing her to recover without issue. However, cancer reemerged more aggressively; she died in hospital due to complications caused by the COVID-19 virus. Though her final months were trying and difficult, she maintained a positive attitude recognized by most community members who knew her. The notion was also shared by her doctors, who stated that she never complained and was always optimistic. Similar notions are expressed by the local law enforcement agents who were her close friends. Her baking skills further made her more popular, with the local police department being her primary market.
Amy was a driven and steadfast mother and member of the Redstone community. Her actions were focused on ensuring her children had all their requirements before focusing on others. Her role as the local “mum” made the locals cherish her personality. Her baking skills intrigued and captivated people from various counties and states. With her demise, she leaves behind two children and five grandchildren. Fredrick Simons is aged 31 years, with three children: Jackeline Simons, Chloe Simons, and Ryan Simons. Her daughter Diana aged 26, is married to Geoffrey Green with two children Brenda Green and Brian Green.
Amy’s main objective was to make her children and community happy; therefore, in memory of her desire, her bakery will host a commemo.
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Need a PowerPoint 12 pages on the following nursing theory Peaceful end of life by Cornelia Ruland and Shirley Moore. APA format with reference.
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What need to be cover on PowerPoint.
Content
Covers primary elements of theory
Contains definitions of person, environment, health, and nursing
Discusses how the theory is used in nursing practice
Accurate and current information
Includes diagram or graphic of theory
Shows evidence of critical thinking
Organization
Well organized with introduction, body, & conclusion
Good transitions
Introduction includes attention-getter
Logical progression and connections
Conclusion includes summary and closure
Delivery
Clear, precise and appropriate word usage
Articulate and expressive
Level appropriate for audience
Maintains audience interest/responds to cues from listeners
Free of distracting mannerisms
Avoids reading from notes or over-reliance on written material
Enthusiasm
Creativity
Reference List
Uses a variety of appropriate references
Books, journals, websites, etc.
Correct APA format
Graphic Representation
Includes principle elements
of the theory
Clear
.
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Need 5 papers along with reference page
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MUST follow below rules.
1. APA format
2. 4 References must be scholarly peer-reviewed articles
3. The purpose of the research paper is to associate controls (administrative, technical,
and physical) with your assigned physical security goal.
4. Find and review other information that associates with your topic area
5. Apply research from articles on chosen topic area to create research paper
.
Need 6 pages with APA format and referencesThere are several e.docxgemaherd
Need 6 pages with APA format and references
There are several emerging concepts that are using Big Data and Blockchain Technology. Please search the internet and highlight 5 emerging concepts that are exploring the use of Blockchain and Big Dat a
.
need a research paper about leadership in 10 pages with 10 reference.docxgemaherd
This 10 page research paper on leadership in organizations discusses 3 reasons why leadership is important and reviews literature on the topic without an introduction or reference page. The paper covers the background and significance of studying leadership, a literature review on leadership, the research design and methods used, preliminary conclusions, and implications.
Need a QUALITATIVE Journal, The topic is up to you as long as yo.docxgemaherd
Need a QUALITATIVE Journal, The topic is up to you as long as you choose a
peer-reviewed, academic
research piece.
Please use APA formatting and include the following information:
Introduction/Background: Provide context for the research article. What led the author(s) to write the piece? What key concepts were explored? Were there weaknesses in prior research that led the author to the current hypothesis or research question?
Methodology: Describe how the data was gathered and analyzed. What research questions or hypotheses were the researcher trying to explore? What statistical analysis was used?
Study Findings and Results: What were the major findings from the study? Were there any limitations?
Conclusions: Evaluate the article in terms of significance, research methods, readability and the implications of the results. Does the piece lead into further study? Are there different methods you would have chosen based on what you read? What are the strengths and weaknesses of the article in terms of statistical analysis and application? (This is where a large part of the rubric is covered.)
References
.
Need a one response for each discussion post in 50 to 75 words.docxgemaherd
Need a one response for each discussion post in 50 to 75 words
Discussion post 1
Payback Period: The payback period refers to the amount of time it takes to recover the cost of an investment. Simply put, the payback period is the length of time an investment reaches a break-even point. The desirability of an investment is directly related to its payback period. Shorter paybacks mean more attractive investments. The payback period is the cost of the investment divided by the annual cash flow. The shorter the payback, the more desirable the investment. Conversely, the longer the payback, the less desirable it is.
Net Present Value: Net Present Value (NPV) is the value of all future cash flows (positive and negative) over the entire life of an investment discounted to the present. NPV analysis is a form of intrinsic valuation and is used extensively across finance and accounting for determining the value of a business, investment security, capital project, new venture, cost reduction program, and anything that involves cash flow.
Internal Rate of Return: Internal rate of return (IRR) is the discount rate that makes the net present value of all cash flows (both positive and negative) equal to zero for a specific project or investment.
IRR: What Is It Used For?
The internal rate of return is used to evaluate projects or investments. The IRR estimates a project’s breakeven discount rate or rate of return, which indicates the project’s potential for profitability.
Based on IRR, a company will decide to either accept or reject a project. If the IRR of a new project exceeds a company’s required rate of return, that project will most likely be accepted. If IRR falls below the required rate of return, the project should be rejected.
IRR Formula?
You can use the following formula to calculate IRR:
0 (NPV) = P0 + P1/(1+IRR) + P2/(1+IRR)2 + P3/(1+IRR)3 + . . . +Pn/(1+IRR)n
Profitability Index Definition: Profitability index method measures the present value of benefits for every dollar investment. In other words, it involves the ratio that is created by comparing the ratio of the present value of future cash flows from a project to the initial investment in the project. The Profitability Index Method is often times compared similarly to the Net Present Value Method for their close proximity. One should use caution when utilizing both the NPV and profitability index methods in tandem. Often times, it has been found that both methods can rank projects in a different way. One project could possibly be ranked number 1 for one of the methods while it ranks dead last in the other. Use digression when using both in tandem.
There is relationship between profitability index and net present value method. If profitability index >1, the NPV is positive. If profitability index <1, NPV is negative. The profitability index is a relative measure of an investment’s value while NPV is an absolute measure.
Discussion Post 2
The payback period depicts the dur.
Need 20 -25 pages Identify the key problems and issues in .docxgemaherd
Need 20 -25 pages
Identify the key problems and issues in the case study.
Problems :
1. McD placed itself in the middle with overall-cost leadership and broad differentiation to please everyone. They lost focus on existing business.
2. Bussiness/Marketing strategy unable to provide well-perceived customer experience, did not engage customer’s expectationa and feedback
.
Need a research paper with ANY ONE of the below topicsT.docxgemaherd
Need a research paper with
ANY ONE
of the below topics:
The Research Report, select one of the following research areas:
i) Cyber Security and INTRANET Cloud Computing
ii) Cyber Security and EXTRANET Cloud Computing
iii) Cyber Security and Machine Learning
iv) Cyber Security and Artificial Intelligence
v) Cyber Security and Internet of Things (IoT)
vi) Cyber Security and Robotics
vii) Cyber Security and Medical Technology
Please see the attached document on the instructions that have to be followed for this research paper.
.
Necesito un essay en espanolTema Explique algunas de las inst.docxgemaherd
Necesito un essay en espanol
Tema: Explique algunas de las instituciones sociales de mayor importancia y sus funciones para el desarrollo del individúo y la comunidad.
Instrucciones: Minimo de una pagina, con Introduccion, desarrollo y concluciones. Estilo APA, Lo necesito para el jueves 09/24/2020 a las 6:00 pm.
.
Need 400 wordsBy October of 2017, Yahoo estimated that 3 billion.docxgemaherd
Need 400 words
By October of 2017, Yahoo estimated that 3 billion user accounts were compromised. Users' passwords in clear text, payment card data and bank information were not stolen. Yet, it remains one of the largest data breaches.
What that teach us as a security professional and as regular user ?
.
Need 1500 words Dissertationresearch method on the impact of C.docxgemaherd
Need 1500 words Dissertation/research method on the impact of Cryptocurrencies in the UAE. The format will be:
1)
Background
2)
Research Question, Aim and Objectives
3)
Potential impact of the dissertation
4)
Theoretical Context
5)
References
I have uploaded sample past papers, so please check them to understand the format of the essay. I have also uploaded some dissertation on cryptocurrencies in the Uae to help you out.
.
Need 250 words Initial Post and two replies of 100 words each. Will .docxgemaherd
Need 250 words Initial Post and two replies of 100 words each. Will post the replies later when they become available.
The Importance of Infrastructure
Based on your readings this week, in 200 to 300 words, describe two difficulties that an international logistician could experience in moving goods from a country with a developed infrastructure (transportation, communication, and utilities) to a country with a deficient infrastructure. Be sure to respond to at least two of your classmates’ posts.
.
Nazi GermanyBrenda Thomas LaShuntae JacksonThe R.docxgemaherd
Nazi Germany
Brenda Thomas
LaShuntae Jackson
The Rise of Nazi Germany
Hitler’s Expanding Axis
The United States’ Intervention
The Collapse of Nazi Germany
Key Points
The Rise of Nazi Germany
Hitler (Chancellor) January 30, 1933
Created A Secret Police Force
No Election
No Labor Unions
No Strikes
Cont. Hitler’ Expanding Axis
1. The Battle of Great Britain
German bombers attack Great Britain: The Blitz
b.In July and August 1940, the German Air Force launched day and night bombing raids against military targets across Southeast England. The air raids killed some 43,000 civilians, wounded thousands more, and left 2 million homeless.
Hitler’s Expanding Axis
Cont. Hitler’s Expanding Axis
2. Invades The Soviet Union
a. In April 1941 invading Nazi armies overwhelmed Yugoslavia and Greece. With Hungary Romania and Bulgaria under Nazi control, Hitler ruled nearly all of Europe.
b. On July 22, 1941 without warning massive German armies invaded their supposed alley, the Soviet Union, in “Operation Barbarossa.” Hitler's decision to attack the Soviet Union was the defining moment of the European war, for the German eventually would be worn down and thrown back by the Soviets.
Cont. Hitler’ Expanding Axis
3. The Attack on Pearl Harbor
American battleships were sunk disabled along with eleven other ships, japanese bombers also destroyed 180 American warplanes.
The raid which lasted less than two hours, killed more than 2,400 American servicemen and civilians and wounded nearly 1,200 more.The surprise Japanese attack on the U.S. fleet at Pearl Harbor on December 7, 1941 which prompted the immediate American entry into the war.
The United States’ Intervention
1. The Manhattan Project
Dr. J. Robert Oppenheimer led the team of almost 200,000 people which consisted of distinguished scientists scattered among several secret facilities across the country to develop an atomic bomb before the German did.
This was a top secret effort set up by the President June 1940 called the National Defense Research Committee to coordinate military research.
Cont. The United States’ Intervention
2. The Lend Lease Bill
Introduced in Congress on January 10,1941.
Allowed the President to lend or lease military equipment to any country whose defense of the United States.
Cont. The United States’ Intervention
3. The Tripartite Pact
September 27, 1940 the Tokyo government signed a pact with Germany and Italy.
Each pledged to declare war on any nation that attacked any of them.
Cont. The United States’ Intervention
4. The Atlantic Charter 1941
Joint statement crafted by Franklin D. Roosevelt and British prime minister Winston Churchill listed the war goals of the allied powers.
The Collapse of Nazi Germany
Soviet troops enter Berlin.
Germany surrenders.
Hitler married his mistress, she poisoned herself, and he killed himself two days later.
May 2, Berlin fell. Five days later, on May 7 the ch.
Need a paper with atleast 1000 - 1200 words.you can find the del.docxgemaherd
Need a paper with atleast 1000 - 1200 words.
you can find the deliverables in the "Final Research Assignment Doc".
References in the "References Doc".
And attached an additional DOC for the "challenges of IoT security".
Note: I need this paper by Friday(10/09/2020) Evening before 9pm EST.
.
Necesito un Essay en español, alguien puede ayudarmeTema ¿Cuál.docxgemaherd
El documento solicita ayuda para escribir un ensayo en español de al menos una página sobre los temas que se pueden analizar dentro de la sociología en relación con la preferencia sexual, siguiendo el formato APA y necesitado para el miércoles.
Nature GeNetics VOLUME 46 NUMBER 10 OCTOBER 2014 1 0 8 9.docxgemaherd
Nature GeNetics VOLUME 46 | NUMBER 10 | OCTOBER 2014 1 0 8 9
A suite of forces and factors, including mutation, recombination,
selection, population history and gene duplication influence patterns
of intraspecific genetic variation. Distinguishing which factors have
shaped sequence variation across a genome requires extensive whole-
genome sequencing of multiple individuals, which has only recently
become tractable1. Most large-scale whole-genome resequencing
studies have focused on model and domesticated species1–5. However,
extensive sequencing of natural populations holds great promise for
advancing understanding of evolutionary biology, including identify-
ing functional variation and the molecular bases of adaptation. Recent
work in a number of species has identified genomic regions that show
signatures of positive selection, suggesting that such regions contain
loci that control adaptive traits4,6–8. Relatively few studies, however,
have combined genome-wide scans with phenotypic data to determine
whether computationally identified selected regions influence adap-
tive phenotypic variation5,9–13. Genome-wide studies of large natural
populations combined with phenotypic measurements are necessary
to determine which factors shape patterns of genetic variation within
species and, therefore, enhance understanding of adaptation.
With large geographic ranges spanning wide environmental gradi-
ents and a long history of research showing local adaptation14, forest
trees are ideal for examining the processes shaping genetic variation
in natural populations. Forest trees cover approximately 30% of ter-
restrial land area15, provide direct feedback to global climate15 and
are often foundation species that organize entire biotic communities
and biogeochemical systems16,17. Clearly, biotic and abiotic interac-
tions have influenced population sizes and distributions of forest
trees, leaving diagnostic signatures in the genomes of present-day
populations14,18,19. A deeper understanding of the evolutionary and
ecological forces that shaped these patterns will offer insights and
options for ecosystem management, applied tree improvement and
accelerated domestication efforts20.
Black cottonwood, Populus trichocarpa Torr. & Gray, is a dominant
riparian tree that has become a model for the advancement of genome-
level insights in forest trees21. The sequencing of 16 P. trichocarpa
genomes revealed widespread patterns of linkage disequilibrium (LD)
and population structure22 and extensive genecological studies have
revealed a high degree of adaptive phenotypic variation in growth,
vegetative phenology and physiological traits such as water-use effi-
ciency and photosynthesis23–25, suggesting that local adaptation is
prevalent. To date, candidate gene–association analyses have revealed
loci with significant effects on phenotypic traits26,27. However, thus
far there have been no publications describing whole-genome asso-
.
Nature VS NurtureResearch writing 310Joi Tucker.docxgemaherd
Nature VS Nurture
Research writing 310
Joi Tucker
Wilmington University
Nature VS Nurture
Abstract
Nature vs Nurture is one of the oldest arguments known to the Psychology genre. For those who do not know; simply put, the underlying question is, can behaviors be inherited? Initially, upon answering the question without any regard to the actual research and experiments done in this field a conclusion was drawn that Nature outweighs Nurture and that the behaviors of men are innate in that they are inherited genes that have influence over our behaviors. Upon further investigation and deeper insight, it is of my belief that the behaviors of men are based not solely on the behavior of their parents and their genetic makeup but also, by socioeconomic, traditional, educational, religious, and many other external factors. This paper will demonstrate the multiple schools of thought and their perspective on behaviorism, specifically when it comes to the argument of Nature vs Nurture. These perspectives will be used in order to justify the position that was previously stated, that the behaviors of men are influenced not only by their biology but also by their upbringing and multiple external factors.
Nature versus Nurture is one of the oldest debates within Psychology. It is concerned with the extent to which aspects of behavior are a product of either inherited (i.e., genetic) or acquired (i.e., learned) characteristics. Previous to delving into this topic I took the stance that Nature outweighed Nurture and that human behaviors were innate in that they were solely influenced by one’s genetic makeup. After vigorous research on the topic an attempt to take the stance that aspects of behavior are a product of inherited characteristics. Most people no matter what their upbringing and socioeconomical positions are prone to specific types of behaviors due to their genetic makeup. Within this argumentative essay, the attempt to write about Nature vs Nurture taking the perspective that human behaviors are derived from a combination of the two. The plan is to investigate multiple schools of thought in regards to the topic in order to prove the theory which was previously stated; human behaviors are a product of both genetic and environmental influences.
Within the world of biology, it is widely known that physical characteristics as well as one’s vulnerability to certain illnesses are because of one’s genetic makeup. It is of no surprise that one may share the color their mother’s eyes while inheriting their father’s diabetes. If you are a male, you may be prone to balding in your early 30’s just as your father did and women whose mother suffered from Breast Cancer have a higher likelihood of acquiring the same illness. Understanding how genetics works and now knowing how its functioning contributes to physical attributes as well as biological ailments, the question of whethe.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
NameHRT 4760 Assignment 04CommunicationThis is one of a p.docx
1. Name:
HRT 4760 Assignment 04
Communication
This is one of a package of 15 different assignments that
comprise the Elements of Service, which you will study this
term. For this assignment, you will observe elements of service
in almost any particular service establishment. A few examples
of service establishments would include, but not be limited to
these: Hotel, resort, private club, restaurant, airline, cruise line,
grocery store, doctor’s office, coffee house, and scores of
others. Your answers to this assignment will all focus on the
particular service element that appears in the above template
title (Communication), which also corresponds to those listed in
your textbook and Power Point slides.
Here is a list of the 15 Service Elements that I am asking for
you to observe and, by answering a set of questions provided in
each assignment, critically analyze. While the question
templates all ask for you to answer the same questions, each
assignment’s set of questions focuses on a different Service
Element (15 in all):
01 Timeliness
02 Incremental Flow
03 Anticipation
04 Communication
05 Customer Feedback
06 Accommodation
07 Supervision and Organization
08 Body Language
09 Attitude: Tone of Voice
10 Tact
11 Attentiveness
2. 12 Naming Names
13 Guidance
14 Selling Skills
15 Gracious Problem Solving
Here are a few tips for successfully completing the assignment:
· The most frequently asked question by students: "The
templates all look the same. Won't I just be writing a lot of
repetitive answers?" Answer: The answer is, “No.” While there
will be some repetition, each assignment has a separate title.
Your answers to the particular assignment will all focus on the
particular service element that appears in the template title,
which corresponds to your textbook and your Power Point
slides. For example, your first assignment is about Timeliness
(and only about timeliness). Your second assignment is about
Incremental Flow (and only about incremental flow). Your third
assignment is about Anticipation (and only about anticipation).
· To prepare for this assignment: Read the text, review the
Chapter Power Point Slides, and view the streaming chapter
lecture.
· Enter your name in the block provided above.
· This is an individual and not a group-project-oriented class.
To receive credit, each of you needs to do your own individual
write-up for each assignment, make your own individual
submittal, and learn and experience the 15 elements of service.
· Because many of the questions in this assignment build, use
and refer to the same establishment throughout the assignment.
So, if you are using Starbuck’s for this assignment, use this
Starbuck’s for each of the questions in this assignment. (The
examples in this assignment use different establishments to give
you a variety of perspectives, but you should use the same
establishment.)
· For subsequent assignments, you may change establishments
or you may continue referring to the same establishment
throughout all of these Service Element assignments. Whichever
works better for you is okay. If you plan to use this course to
3. give yourself practice for applying this package of Service
Elements to one organization (perhaps where you work), then I
strongly suggest that you use the same organization for all of
your Service Element assignments. The consistency of using
one organization will aid you in learning and application.
· When making observations, realize that you can get a far
better and more accurate understanding of your subject
organization by visiting and observing multiple times before
reporting your observations. Visiting and observing at different
times and days helps to provide a clearer picture of how the
establishment performs overall.
· This assignment, like everything that you do for this course,
has a set deadline (both time and date). The deadline is listed in
the syllabus. While you can turn in any assignment early or on
time, you cannot turn in anything late. No credit will be given
for assignments turned in late.
· Make this and all assignment submittals through Blackboard.
Do not submit any assignment by email attachment, as it will
not receive credit.
· If you are unsure how to submit an assignment correctly using
Blackboard, refer to and follow the directions provided in the
syllabus.
· Begin your answer immediately after each question. Don’t
worry about skipping lines or other formatting.
· Answer each question completely. Don’t worry about the
length of your answer as long as you answer completely. Use
correct sentence structure (complete sentences) and not word
blurbs (bullets).
Your 11 Questions Begin Here (remember to answer these 11
questions focusing on the particular service element that
appears in the template title):
I. Category. If you were looking up this service establishment
on Google, what words would you use in your search?
4. (Examples: Restaurant, Grocery Store, Private Club, Hotel, Dry
Cleaners, Doctor’s Office, etc.)
Category. Begin Your Answer Here:
II. Name of service establishment.
Examples: Ben & Jerry’s Ice Cream Shop, Hilton Waterfront,
Sawgrass Country Club, CVS Pharmacy, Trader Joes, The
Fairmont Hotel, Watson Real Estate, Smith & Wollensky
Steakhouse, Lowe’s Home Improvement, Target, Starbuck’s,
Delta Airlines Reservations, Dr. Larry Porter’s Dental Office,
etc. As is evident from the examples, almost any type of service
establishment can be observed using this system.
Name. Begin Your Answer Here:
III. Location.
Examples: Rancho Cucamonga, Chicago, Claremont, West L.A.,
Malibu, Charlotte, etc. I don’t need the street address or phone.
Location. Begin Your Answer Here:
IV. Describe the situation in which you observed this element of
service. Examples: While I was at the front desk checking in,
while I was waiting to see the doctor, while I was waiting for
the check to be closed at the restaurant, when I couldn’t find the
aisle for coffee, etc. Notice that some examples take less
description than others. Provide enough description so that a
reader will be able to envision what it was that you were doing
(the contextual situation) when you made the observation.
Situation. Begin Your Answer Here (Three or four sentences):
V. Definition. Assume that no definition exists for this service
element. Based on the category, name, location, situation, your
expectations, and other experiences, how would you define this
5. element of service in your own words (do not use wording from
any of the examples or slides)? If a definition of this element
does exist at this location (and this will not be the case often),
then write how the establishment could effectively define this
element.
Example definition: The time that it takes the product or service
to get to each customer.
Definition. Begin Your Answer Here (Two or three sentences):
VI. Benchmark (what?). Benchmarks are also sometimes
referred to as service standards – our aim and ideal way of
performing this service. Referring back to your definition (so
stay within this context), past experience, and reasonable
expectations what is it that this establishment should ideally do
to perform this element correctly? Think for a moment. If you
were in charge of the employee training at this organization,
what is it that your employees should, ideally, always do in
performing this service standard element of service correctly?
The best benchmarks provide objective measures (counts and
times), to help ensure that all staff members better understand
the level of service desired by the establishment. A count might
be how many times something will occur. A time might be how
long a particular service element may take or at what point in
service contact an item should occur.
Example benchmark: The seater greets and makes first contact
with arriving guests within 30 seconds. (Notice that the
Benchmark relates back to the Definition.)
Benchmark. Begin Your Answer Here (Two or three sentences):
VII. Actual (how?). Overall, and not using any specific
example, during your time there, how was this particular service
element actually performed (in summary form)? What did you
observe? Provide an answer that describes both how the service
element was performed (overall) and whether or not it met your
6. expectations (based on your definition and benchmark above).
Be sure to tie it contextually to your definition and benchmark.
Example actual: Usually customers were greeted within the 30-
second benchmark. When Frosty’s Ale House was particularly
busy, customers had to wait for a greeting for as long as 2-3
minutes. This occurred primarily because the seater also has
responsibility for bussing and table set up. (Notice that the
Actual relates back to the Benchmark.)
Actual. Begin Your Answer Here (Three or four sentences):
VIII. Strength(s). Despite whether you were left (overall) with a
positive or negative impression of this service establishment,
think about one or two particular incidents during your time
there that were enjoyable relative to the benchmark of this
service element and describe it (them) in detail. Be sure to
include details such as date, time, service person’s name, and
details. In formulating your answer, imagine yourself as a secret
shopper. The idea is for you to capture enough detail, so that if
you were reporting details to a manager, he or she could go
back to that person and thank them for their effort.
Example strength: On July 23, at approximately 8:30 PM, I
arrived at the establishment. Macy, the seater, not only greeted
me immediately upon arrival, she also opened the door and
warmly welcomed me into the restaurant with a smile.
Strength. Begin Your Answer Here (Three or four sentences):
IX. Weakness(es). Despite whether you were left (overall) with
a positive or negative impression of this service establishment,
think about one or two particular incidents during your time
there that were underperformed relative to the benchmark of
this service element and describe them in detail. Be sure to
include details such as date, time, service person’s name, and
details. In formulating your answer, imagine yourself as a secret
shopper. The idea is for you to capture enough detail, so that if
7. you were reporting details to a manager, he or she could go
back to that person and counsel him or her on what was
observed compared to what was expected. When counseled
properly, these service failures can become learning
opportunities for improvement in service and growth
opportunities for the service providers. Even if you are
observing at a Four Seasons Resort, there is always room for
incremental improvement in service. If you write that there
were no weaknesses, then that means that you weren’t observing
closely enough and you will lose points.
Example weakness: On February 22, at approximately 11:45
AM, I arrived and there was no one at the host/check-in station.
I waited for 3 minutes and 45 seconds before Willard came back
to get menus and seat me. There was no welcome – just a “sorry
for the delay, we have to bus and re-set tables now, as well as
seat. I don’t know how they expect us to do all of this.”
Weakness. Begin Your Answer Here (Three or four sentences):
X. Armchair. Now that you have experienced the actual
encounter (refer back to your summary in VII), revisit your
benchmark. If you were in charge of the employee training at
this organization, what details would add to your benchmark to
help make service even better and more consistent? Think for a
moment. Even if service in this element met your benchmark
and expectations, what details would you modify in terms of
expected times and or counts that would help ensure an even
higher level of service? Refine and improve the details of your
benchmark in this question. This is good practice for you for the
future. Discuss.
Armchair. Begin Your Answer Here (One or two paragraphs):
XI. Effect. As a result of your experience with this element, are
you pleased, okay, unhappy, or somewhere in between? What is
the likely effect this element of service will have on you
8. returning to this establishment and or what you will tell others
about your experience? Discuss.
Effect. Begin Your Answer Here (One or two paragraphs):
Now, look back over your answers and ensure that you have
provided thoughtful, insightful, and detailed observations. Run
spell and grammar check, do an additional save, make sure that
you are happy with the document and ready to upload the entire
completed assignment template (including the front-end
instructions and tips), and then upload. Now you can relax a bit.
Learning how to do this type of observation and detailed
analysis will help make you a more perceptive, effective, and
successful leader.
2
Contents
Companion Website
Introduction
How is meaning made?
How is power made and maintained?
What does today’s culture industry look like?
How do interactive media utilize and structure
our participation?
9. What is the role of professional communicators in
the exercise of power?
Engaging with critical debate about media
production, content and
participation
Engaging with academic debate
Journal articles and academic publication
1 Meaning, Representation and Power
Defining meaning
The power to influence meaning making
What is the relation between power and social
elites?
Where does power come from?
What is the relationship between being
embedded within a power
relationship and free agency?
The struggle over meaning: introducing hegemony
The more legitimacy dominant groups have, the
less violence they
need to employ
Defining hegemony
The control of meaning: introducing ideology and
discourse
Ideology
Discourse
Representation and power
Control over representation
Mediatization and media rituals
Conclusion
10. Further reading
2 The Industrial Production of Meaning
Controlling who makes meaning and where
meaning is made
Defining different types of culture industry
Privately-owned media
State-licensed media
Public service broadcasting
State-subsidized media
Communist media
Development elites and media
The industrial production of meaning
Masscommunication
The culture industry
Narrowing what we thinkabout
Narrowing what can be said
Thinking dialectically: arguing for a contest of
meanings
The liberal-democratic culture industry
The culture industry in the interactive era
Conclusion
Further reading
3 Power and Media Production
Meaning and power
Becoming hegemonic
How do groups become hegemonic?
Feudalismand earlycapitalism
11. Managerial to global network capitalism
Hegemony and the art of managing discourses
Managing the structures of meaning making
Managing the meaning makers
Regulating meaning-making practices
Adapting and repurposing meanings
Monitoring and responding to shifting meanings
Discursive resistance and weakening hegemonies
Regulating and deregulating the circulation of
cultural content
Generating consent for the regulation of the
circulation of cultural
content
Using the legal system to prosecute pirates and
criminals
Using the political system to adapt the old
rules or create new rules
Negotiations with the new organizations to craft a
new consensus
Shifting hegemonies
A new hegemonic order
New communication technologies
New communication channels undermined mass production
and
communication
The emergence of niche markets and publics
Political leaders and new coalitions
Conclusion
Further reading
12. 4 The Global Information Economy
The emergence of a global information
economy
The information communication technology revolution
The end of the Cold War
The emergence of the Pax Americana as an
informal empire
A globally networked elite
Communicative capitalism
Reorganizing capitalism
Conceptualizing networks
The internet as a distributed network
Networked and flexible organizations and workplaces
Networks in networks: the social web and everyday
life
Flexible and networked capitalism
Building domination
Conclusion
Further reading
5 Media and Communication Professionals
Professional communicators
Controlling who can make meaning
Professional communicators and power relationships
Producing professional communicators
Immaterial and creative labour
Hierarchies of communicative labour
Freedom and autonomy
13. ‘Good’ and ‘bad’ work
Professional ideology and the meaning of labour
Identity and communication work: flexibility,
networking,
entrepreneurialism
Self-promotion
Below-the-line work
Internships
Conclusion
Further reading
6 Making News
The emergence of professional journalism
The sites of news making
Routinizing news making
News is a window on the world
Formulas and frames
Contacts
Induction into newsroom procedures
The presentation of news
Symbiotic relationships in news making
News and public relations
News and power relationships
News making in the interactive era
Data and journalism
Witnesses with smartphones
14. Conclusion
Further reading
7 Politics and Communication Strategists
The rise of communication strategists as political players
Why did a class of political communication
professionals arise?
Undermining the establishment media
What is strategic political communication?
Spin tactics
Managing journalists
Changes to the political process
Strategic communication changes political parties
Strategic communication changes political leaders
Strategic communication makes politics more resource
intensive
Strategic communication makes popular culture central
to political
communication
Strategic communication amplifies the affective and
emotional
dimensionof political communication
Strategic communication undermines deliberative modes
of political
communication
Strategic communication undermines the power of
the presswithin
the political process
Strategic communication turnspolitics into a permanent
campaign
Barack Obama’s publicity machine
Visual communication
15. Managing data, audiences and participation
Online ground game
Using data
Data drives content
Decision making becomes pragmatic, incremental
and continuous
Conclusion
Further reading
8 Producing and Negotiating Identities
Empowering and disempowering identities
What is identity?
Identity is embedded within representation
Identity is social and constructed
Identity is relational and differential
Identity is never accomplished
Making collective identity
From the mass to the individual
Cultural imperialism
Identity politics
Using apology to position national identity within
universal values of
global network capitalism
South Africa’s Truth and Reconciliation
Apology and branding Australia
Using advertising to craft national identity
Acquiring visibility within the universal values of
global network
16. capitalism
Challenging mainstream media portrayals of identity
Resisting the universal values of global network
capitalism
The power of identity within a global
network
Conclusion
Further reading
9 Consumer Culture, Branding and Advertising
What is a brand?
Brands and mass consumption
Brands are social processes
Brands and culture
The creative revolution
Brand value
The labour of branding
Analysts, researchers and communication professionals
Designers
Front-line staff
Cultural producers
Consumers
Brands, social space and participation
Brands at cultural events
Brands and mobile media devices
Ethical brands and everyday life
The ethical consumer
The ‘ethicalization’ of everyday life
17. Conclusion
Further reading
10 Popular Culture
Popular culture and governing everyday life
Popular culture is a symptom of larger social
formations
Popular culture in neoliberal times
Popular culture and government at a distance
Popular culture as livedsocial practices
Ordinary people and popular culture’s promises and
practices
Access to reality
Participation and surveillance
Rules, regulations and personal responsibility
Producing commercially valuable and politicallyuseful
identities
Personal responsibility on talk shows and reality
TV
Performing our identities
Popular culture’s explanation of social relationships
Television drama and making sense of the
global network society
Representing ‘real’ life?
Critical apathy
Comedy news and political participation
Powerful people making fun of themselves
18. Cynical participation
Profitable niche audiences
Conclusion
Further reading
11 Social Media, Interactivity and Participation
Interactivity, participation and power
What are social media?
Users create and circulate content
Commercialization of the web
Media devices and everyday life
Social media and social life
Social media and the active user
Interactive media enable new forms of
participation
Considering the quality of participation
Interactive media are responsive and customized
Customization
Predictions and decisions
Algorithmic culture
Shaping how we experience space
Interactive media watch us
What is surveillance?
Disciplinary and productive forms of surveillance
Participation and public life
Blogging
Social media and political events
19. Mapping out positions on interactivity
Managing participation
Conclusion
Further reading
12 Mobile Media, Urban Space and Everyday
Life
Media and urban space
A new geography of power
Global cities
Relocating industrial areas
Deadzones
Public and private life in media cities
Smartphones
Smartphones and images
Smartphones and communicative enclosure
Wearable and responsive media devices
Publicity and intimacy
Publicity
Intimacy
Work with mobile devices
Mobile device factories
Mobile professionals
Conclusion
Further reading
13 Constructing and Managing Audiences
Producing audiences
How are media organizations funded?
20. How are audiences made and packaged?
How do audiences make value?
From mass to niche
From representational to responsive control
The work of producing audiences
Audiences and work
The work of watching
The work of being watched
Ranking, rating and judging
Audience participation in the work of being
watched
Creating networks of attention and affect
Identifying with the promotional logicof the culture
industry
Articulating cynical distance
The watched audience
The work of being watched is central to
responsive forms of control
Predictingand discriminating
To make predictions about us and our lives
To discriminate between individuals
Conclusion
Further reading
14 Managing Participation
Meaning and power
Decoding and debunking
21. Debunking reinforces dominant power relationships
Meaning and power in the interactive era
Difference between speaking and being heard
Difference between being a participant and
managing participation in
general
Difference between decoding representations and
managing
representation
Difference between being understood and being
visible
Managing participation
Flexible identities
Giving an account of ourselves and recognizing
others
From television to the smartphone
Conclusion
Further reading
References
Index
Media and Society
Media and Society
Production, Content and Participation
Nicholas Carah
24. British Library Cataloguing in Publication data
A catalogue record for this book is available from
the British Library
ISBN 978-1-4462-6768-4
ISBN 978-1-4462-6769-1 (pbk)
Editor: Mila Steele
Assistant editor: James Piper
Production editor: Imogen Roome
Copyeditor: Gemma Marron
Marketingmanager: Michael Ainsley
Cover design: Jen Crisp
Typeset by: C&M Digitals (P) Ltd, Chennai, India
Printed and bound by CPI Group (UK)Ltd,
Croydon, CR0 4YY
Companion Website
This book is supported by a brand new companion
website
(https://study.sagepub.com/carahandlouw). The website
offers a wide range of free
25. learning resources, including:
Additional Case Studies with related
activities/discussion points
Links to key websites, articles and YouTube videos
AnnotatedFurther Readings
SAGE Journal Articles: free access to selected
further readings
https://study.sagepub.com/carahandlouw
Introduction
How is Meaning Made?
For a long time accounts of media and cultural
production have used the encoding
and decoding of meaning as a basicconceptual
schema. This schema places the
many moments in the process of mediated
communication in relation to one
another. Meanings are created or encoded in an
institutional and social context,
transferred by technical means, and received or
decoded in another context. Each
moment in the process has a bearing on the
othermoments, but no moment
dominates the others completely. Media are social
processes of transferring and
circulating meaning. This process matters because it
shapes how we understand the
world and our relationships with others. How we
26. understand the world organizes
how we act in it. The process of sharing
meaning is intrinsic to the exercise of
power. Those who have the material and cultural
resources to control, organize and
regulate the sharing of meaning can shape how
flows of resources and relationships
between people are organized.
In the field of media and communication some
accounts, and even someperiods,
have paid more attention to one moment or another.
Political economy and
production approaches have been charged with
devoting too much attention to the
process of encoding and determining that it shapes
all the othermoments in the
process. Audience and reception approaches have been
said to too easily equate the
audience’s active decoding of meaning with having
power. For the most part though
the media and communication field is interested in
both how meanings are created,
encoded and disseminated and how they are received,
decoded and recirculated. In
this book we buildon this encoding and decoding
heritage by taking as a starting
pointthe proposition that we can only understand
moments in this process when we
consider how they are related to each other. To
understand meaning and power we
have to understand how relationships between people
are shaped within flows of
meaning organized by institutions, practices and
technologies. The book examines
the relationships between powerful groups, the means
27. of communication and the
flow of meaning.
This is a book about meaning, power and
participation. We use meaning to
recognize one another. By making and sharing
meaning we acknowledge the
existence of others, their lives, their desires and
their claims for a place in the
world. Meanings are created via the negotiation
we undertake with each otherto
create social relationships, institutions and shared
ways of life. The process of
maintaining relationships with each otheris embedded in
relations of power. We
relate with each otherbecause we seek to realize
our will, our desires, our ways of
life, in conjunction or competition with others.
The sharing of meaning facilitates
both consensus and conflict. Groups aim to generate
consensus for the social
relationships and institutions they have established,
and they generate conflicts and
contests that might change social relationships or
distribution of resources in ways
that might benefit them.
How is Power Made and Maintained?
Media and culture are central to generating
consent and organizing participation.
For much of the twentieth century, accounts of
28. meaning and power focused on the
industrialization of meaning making. One of the
key institutions of the
industrialized mass society is a culture industry.
The culture industry is composed
of the range of institutions that make
meaning and use it to shape and manage
mass
populations. These institutions include schools,
universities, government policy
making, and importantly for this book, industries
that produce media and popular
culture. We trace the role of the culture industry in
creating national identities and
facilitating the management of industrial economies.
The media and cultural
industries that emerged in the twentieth century
produced content for mass
audiences. This was a result of a range of
social, political, economic and
technological factors. Massmedia like radio,
television and print could only
produce one flow of content to a mass audience.
Everyone in the audience watched
the same television programme at the same time,or
read the same newspaper. This
system suited nation states and industries that
demanded mass publics and markets.
Nation states sought to fashion enormous
populations into coherent collective
identities; industrial factories could only produce a
standardized set of products for
a mass market.
The audience of the industrial-era culture industry
was largely conceptualized as
29. being on the receiving end of a standardized
flow of meanings. There were a variety
of accounts of the audience’s role in this
process. Some critical and dystopian
accounts saw the audience as passive recipients of
meaning who were manipulated
by the powerful groups that controlled cultural
production. The importance of
radio, cinema and otherkinds of mass media
propaganda in the rise of authoritarian
fascist and communist societies seemed to
demonstrate the power of industrial
cultural production to direct enormous populations.
More nuanced accounts
developed too; theseviews pointed to the way that
the industrial production of
meaning shaped the cultural world within which
people livedtheir lives. The media
couldn’t tell people what to think, but it could
tell them what to thinkabout. Media
industries played a critical role in creating the
frame through which people viewed
the world and providing the symbolic resources that
people used to fashion their
identities. While the audience actively decided what to
do with the meanings and
symbolic resources they had access to, they had little
inputinto the broad cultural
schema in which they lived. The culture
industry was a key mechanism in
establishing and maintaining this schema. It limited
audience participation to a
representational frame constructed and managed by
powerful interests. These
argumentswere powerful because they articulated how
the media controlled
30. populations even as they were actively involved in
decoding and circulating
meaning.
Over the course of the twentieth century, arguments
developed that accounted for the
active participation of audiences in the reception
and circulation of meaning. Some
of theseaccounts were functionalist and instrumental.
They sought to explain to
states or corporations how the management of
populations depended on more than
just creating and disseminating meanings. They also had to
work to fashion the
social contexts within which individuals
interpreted and decoded meanings. Other
accounts have been much more celebratory: they saw
the audience’s capacity to
interpret meanings as proof that the culture
industry couldn’t exertas much power
over populations as critics claimed. Audiences
were always free to decode and
create meanings offered by the culture industry.
These accounts focused on the
creative capacity of audience members to resist,
rearrange and reappropriate mass-
produced meanings to their own identities, wills and worlds.
With the rise of
interactive media technologies from the 1990s
onwards, thesecelebratory accounts
took on a life of their own. If the ‘problem’ with
the industrial culture industry was
the way it thwarted participation and relegated
31. audiences to the reception and
interpretation of pre-made meanings, then interactive
technologies offered a
solution. The audience could actively participate in
the creation of meaning. This
book considers several important rejoinders to theseclaims.
Conceptual Map
A series of key ideasform a map for the
argumentsin this book. We begin with two
foundational
concepts: meaning and power.
Meanings are the elementary building block of
human communication. Humans use meanings
to express their perceptions, intentions, feelings
and actions. Meanings take shape in language,
images, gestures and rituals. They indicate how we
make sense of ourselves, each otherand the
world we live in. We use meaning to recognize
one another. By making and sharing meaning
we
acknowledge the existence of others, their lives,
their desires and their claims for a place in
the
world. Meanings are created via the negotiation
we undertake with each otherto create social
relationships, institutions and shared ways of life.
Power is the ability to realize your will against
the will of others. Relationships between
people are characterized by struggles over material,
economic,political, symbolic and cultural
resources.
32. Making and maintaining power depends in part on
the capacity to control meaning . In any human
society, relationships can be observed between
powerful groups, the means of communication
and the
flow of meaning.
Three concepts are useful in examining the
relationship between meaning and power:
ideology,
hegemony and discourse .
Ideology is a framework of ideasupon which
people make decisions and act. Critical studies
of
media and communication have oftenexamined ideology in
order to demonstrate how powerful
groups construct frameworks of meaning that cohere
with their interests.
Hegemony is a cultural condition where a
particular way of life and its associatedideas,
identities and meanings are accepted as common sense
by a population. Groups are hegemonic
when their ideasseemnatural, inevitable and common
sense. Groups have to work at achieving
and maintaining their hegemonic status.
Discourse refers to a system of meanings
and ideasthat inform the rules, procedures
and
practices of a society and its institutions.
Discourses affirm somepeople and their
practices, and
discourage others. They mark out someways of life as
acceptable and others as unacceptable.
Exercising power – by producing and managing
33. ideologies, hegemonies and discourses –
depends in
part on the capacity to control the creation of
representations and identities.
Representation is the social process of making
and exchanging meaning. People use media to
construct a view of reality. How people understand
the world organizes how they act in the
world.
Identity is produced by representations, and is
the process of locating ourselves within the
social world and its power relationships. We do
this by drawing on the representations and
discourses available to us.
During the twentieth century, the process of
constructing representations and identities was
organized in a mass culture industry.
The culture industry is composed of the range of
institutions that make meaning and use it to
shape and manage mass populations.
The culture industry employs a class of professional
communicators whose job is to make
and manage meaning.
Over the past generation parts of the culture
industry have become interactive . In addition to
making
and disseminating meanings to mass audiences, the
culture industry relies on the participation of
audiences in the production and circulation of
meaning. Audiences receive, decode, circulate
and
34. create meanings. Audiences are also subject to
mass surveillance . The culture industry invests
significant resources in watching and responding to
audiences. The contemporary culture industry
exercises power by relying on interactive
technologies to watch, organize and control
the
participation of audiences.
What Does Today’s Culture Industry LookLike?
The mass culture industry of the twentieth century
still exists. Every day people all
over the world watch television, listen to
the radio, read news, go to the movies
and
see advertising on billboards as they travel through
the city. Arguments about the
capacity of the culture industry to shape shared
ways of life, and the role that
audiences play as active participants in that
process, still matter. The development of
interactive technologies has dramatically extended
the role the culture industry plays
in organizing everyday life. The emergence of an
interactive culture industry is
embedded within the development of a global,
networked and informational form of
capitalism. Just as the mass societies of the
twentieth century used mass media to
fashion mass collective identities and mass markets, the
networked and flexible
economy of the twenty-first century seeks
35. adaptable identities, niche markets, and
fragmented and asymmetrical flows of content. A
flexible economy based on the
mass customization of goods, services and experiences
is interconnected with a
culture industry that can produce multiple identity-
based audiences on-demand. If
the industrial economy of the twentieth century created
one kind of product for a
mass market, the flexible economy of the twenty-first
century can create many
customized products for many niche markets at
once. A mode of production that can
cater to niche lifestyle groups is interconnected
with the development of a media
system that can simultaneously fashion, target and
manage multiple identities.
The twentieth-century culture industry was criticized
for its disciplinary forms of
representational control, limiting the range of
symbolic and cultural resources
audiences had access to, and thereby containing
the extent to which populations
participated in the creation and circulation of
meaning. The interactive culture
industry appears to dramatically open up the space
within which ordinary people
can make and circulate meaning. Where the
twentieth-century culture industry’s
mode of control could be explained in a
representational sense – captured in
Lasswell’s (1948) formula ‘who says what to whom
in what channel with what
effect’ – the interactive culture industry of
today adds participatory and reflexive
36. modes of exercisingpower to the mix. In this
media system, telling audiences what
to thinkabout is augmented with giving them
constant opportunities to express
themselves within spaces and processes where
the culture industry can track,
channel, harness and respond to those expressions.
Where once the culture industry
might have acted to thwart audience participation
by limiting who can create and
circulate meaning, today’s culture industry works to
stimulate audience participation
in meaning making. What celebratory accounts of
audience participation oftenmiss
is that the culture industry’s method of making
and managing populations has
enlarged to include participatory and responsive
techniques. These forms of control
operate by getting audiences to interact within
communicative enclosures where
their meaning making can be monitored, channelled
and harnessed. Today’s culture
industry is far more permissive and participatory,
but is also more responsive and
deeply embedded into everyday life.
How Do Interactive Media Utilize and Structure
Our
Participation?
Think of the differences between television and
smartphones. Television is
37. emblematic of the mass culture industry, the
smartphone illustrative of the
networked culture industry. Television beams
one stream of images into the homes
of a population. Those populations watch
television each morning and evening.
They make sense of the world via a flow of
images created by professional
communicators who control who gets to speak and
how the world is represented.
Television offers a representational mode of
control; it uses a flow of images to
shape the identities and practices of populations.
With television everyone sees the
same flow of meaning at the same time.Broadcast
television watched by mass
audiences fashions collective identities and ways of life.
The smartphone also
distributes a continuous flow of images to
audiences. This flow of images though is
dynamic. Each audience member sees a different flow of
images dependingon their
identity and place in social networks. The flow
constantlyadapts to their preferences
and practices. It is a mixture of content created
by professional communicators,
cultural intermediaries and peers. Nearly all of
the content we see on our
smartphone flows through networks made and
maintained by the culture industry.
Mostof the content that flows through our
smartphone is either produced by
professional communicators or circulated within
networks where professional
communicators monitor us. Furthermore, we carryour
smartphones with us all day.
38. They passively monitor our movements through the
city, our interactions with
friends, and increasingly our expressions, moods
and bodies. Television was
confined to the home, was oftenswitched off, and
could only distribute meaning (it
couldn’t watch or listen to us). The smartphone
is constantlyattached to our body,
always on, sends and receives meaning, and enables
data collection. The smartphone
offers a far more flexible, responsive and
continuous way of communicating with,
monitoring and managing populations. Where
television was central to the
fashioning of mass collective identity, the smartphone
facilitates the production and
positioning of identities within networks.
Interactive media have been celebratedfor the way
they afford new forms of
participation, and critiqued for the way they dramatically
extend the use of
information and meaning in the management of
populations. Audience participation
is integral to this culture industry, but this doesn’t
mean that audiences have more
power or control. The more audiences participate,
the more they contribute to the
development of networks, flows of meaning and
collections of data that enable the
more reflexive and real-time management of populations.
We examine throughout
the book how news, politics, brands and popular
culture rely on the participation of
39. audiences. We aim to develop an account of
how the interactive culture industry’s
construction of opportunities for audiences to speak
is interrelated with the
enormous investment in technologies that enable it
to watch everyday life.
What is the Role of Professional Communicators
in the
Exercise of Power?
In this book we are particularly interested in the
work of professional
communicators in managing meaning and power. In an
interactive culture industry
the work of professional communicators extends beyond
the production of
meanings as content to include managing the
participation of cultural intermediaries
and audiences in the ongoing circulation of
content. Professional communicators
don’t just create and disseminate meaning; they
manage othermeaning makers, and
they watch and respond to populations in real
time.Professional communicators are
also involved in creating and managing social and
urban spaces within which they
organize audience participation. Rather than just create
meanings and
representations distributed to mass populations,
professional communicators
manage open-ended processes of meaning making in
complex and diffused
networks. Professional communicators need to be highly
40. skilled at using their
communicative, strategic and analytical abilities to
create and maintain social
relationships within structures controlled by the culture
industry. The work of
professional communication involves more than just the
creation of persuasive or
valuable content: it extends to managing space,
populations and complex
communication processes.
Many of the theoretical ideasin this book are
critical ones. Critical theories are
concerned with how the construction of social
relationships is embedded in the
exercise of power. Critical theories offer arguments
about the role media play in
shaping our social world. They account for
individual, institutional, social, cultural,
historical and technological dimensions of media
and communication. These
argumentsare valuable to us as scholars, citizens
and professional communicators.
Understanding how uneven flows of symbolic
resources shape the world we live in
makes us more critically informed citizens. It helps
us to reflect on how we might
be heard in meaningful ways, how we might
participate in communicative activities
that materially shape the world we live in, and
how we might create new kinds of
social relationships. The best professional
communicators have a nuanced
understanding of the place of media in broader
social, cultural and political
processes.Being a leading professional
41. communicator involves more than just
having communicative skills to use technologies to
produce compelling content or
create interactive platforms that harness audience
participation. Professional
communicators also need the critical and analytical ability
to determine how they
contribute to the construction of social relationships
and structures. Critical theories
prompt us to thinkcarefully about human
experience and relationships. Even if you
aren’t especially interested in the consequences of
using meaning to exercise power,
critical theories offer ways of developing a
detailed understanding of the
relationship between meaning and power. This
relationship is the business of
professional communication. Understanding this
relationship can inform a variety
of strategic ends. Critical ideasaren’t ones that
thinkpower is bad or the media are
bad, or that attempt to unmask and reveal how
things really are. Power is important;
it governs how we get things done in the world.
Critical theory doesn’t attempt to
imagine a world without power, but rather to
examine how power is organized.
Critical ideasare ones that pay attention to how power
is exercised and how
meaning shapes relationships between people. Power
isn’t a simple one-way
application of bruteforce; power works through
a combination of disciplinary and
42. participatory mechanisms. Populations are easiest to
manage when they consent to,
and participate in, established power
relationships. The best leaders – regardless of
their political or personal views about media
and power – understand the
relationships between meaning and power.
Engaging With Critical Debate About Media
Production, Content and Participation
The book is organized in threeparts. The first part
outlines key conceptual ideasin
our study of meaning and power, including:
hegemony, discourse, ideology,
representation, rituals and the culture industry. We
also examine the development of
the culture industry in the twentieth century and its
transition to a networked and
interactive culture industry in the past generation.
We conclude this section by
examining the work of professional communicators in
the contemporary culture
industry. In the second part of the book we
examine several modes of production
within the culture industry – news, politics,
identity, branding and popular culture.
Throughout this section we examine the shift from
the production of mass
audiences and identities in the twentieth century to
the management of a network of
flexible identities and audiences in the contemporary
culture industry. In the final
part of the book we consider in detail the forms
of participation and control central
43. to the ongoing development of the interactive
culture industry. In the conclusion we
examine how the contemporary culture industry
assembles a network of
representational, participatory and responsive modes
of control. Meaning is
fundamental to the exercise of power, but not
only because it tells us what to think
about. By taking part in networks of meaning
making we make ourselves a visible
participant in the power relationships the culture
industry manages.
Engaging With Academic Debate
Throughout the book we cite work by scholars in
the field, and we encourage you to
go and read their work to extend your thinking,
consider our pointof view, and
come to a view of your own. This book, like all
academic publication, is not a
stand-alone work. It is situated in a broader
academic debate. Understanding how
academic publication works and how to read journal
articles will help you make
better sense of the ideasand argumentsin this
book.
Journal articles and academic publication
A journal article is a research study or
essay where academicspresent their research
findings and argumentsto a scholarly field. To be
published in a journal an article
44. must be blindpeer-reviewed. This process ensures that
research is appropriately
evaluated by experts in the field before it can be
published. When an academic
submits an article for publication in a journal
the editor anonymizes the submission
and sends it on to two or more experts in
the field. Those experts read the
submission and respond to the editor with their
comments about the article and
recommendation on whether or not it should be
published. The reviewers make two
judgements. The first judgement is about the
rigour of the article’s argument,
method and findings. The article must conform to
the scholarly norms and
principles of the field. The second judgement is
about the contribution of the article
to debate. The article must offer somenew ideasand
insights and help to further
important debates in the field. Journals are a
forum for iterative and ongoing debate.
Consider a journal article as being one part of
a larger conversation. Whatever
journal article you are reading will be responding
to what scholars in the field have
had to say in the past, and in time – if the
article is a good one – future scholars
will
respond in turn. The purpose of academic journals is
to animate a structured
conversation between researchers where they share
their research and argumentsin
a considered and rigorous way.
Journals are the bedrock of any academic field.
45. They are the institutionthrough
which experts construct and manage the production
of ideasthat shape and define
their fields. They are the forum where ideasand
debates are mapped out, critiqued,
presented and debated. Without journals therewould be
no shared mechanisms for
academicsto disagree with each other, challenge each
otherand support each other
in a constructive way. Good journal articles
are those that can articulate a problem
that matters to the field, challenge current
thinking in a productive way, and map out
a rigorous method, findings and argument that suggest
a way forward for those in
the field. Journal articles that have been published
recently give you an insight into
the debates that matter right now in the field.
But that doesn’t mean that olderarticles
aren’t still relevant and important. If you find a
debate or idea in an olderarticle that
is useful and relevant, then use it. The important
thingwith using olderarticles is
that you consider how to contextualize it within
contemporary debates. Lookfor
who has cited, engaged with or extended the debate
sincethe article was published.
On the companion website of this book, we
provide you with a selection of journal
articles we’ve specifically chosen to help you
with your study and research. They’re
free to download and we encourage you to use this
‘reading a journal article’ guide
46. to help improve your essays and take your studies
deeper. Go to
study.sagepub.com/carahandlouw and read on!
How to Read a Journal Article
Not all journal articles are the same, but they do
all tend to have somefundamental elements. If
you
understand what theseelements are, how to find them
and why they matter it will help you to
understand articles, evaluate their quality, read more
efficiently and incorporate their argumentsinto
your own writing.
There are five elements you should aim to identify
in any journal article you read:
a significant question or claim
a position in the academic debate
an explanation of the research method or
approach
a presentation of the findings and argument
a statement of the implications and contributions of
the research study.
Question or claim
The first element to look for when reading a
journal article is the main question the author
poses or the
main claim they are making. This question or claim
effectively sets the frame through which
47. the author
wants the reader to judge their writing. The
editor of the journal, when agreeing to
publish the article,
would have decided that the question or claim is
an important one and that the author clearly
demonstrated it in their writing. You will usually
find this claim in the first section of the
article. Once
you’ve found it, use that claim as the
foundation upon which the article is built.
The author will also
explain why their question or claim is significant
and who or what it matters to. The significance
might
be presented in relation to the academic field, a
policy or governance problem, or events
that matter
to politics, cultural life or an industry.
Position in the academic debate
The presentation of a question or claim is
interrelated with a review of the relevant
academic literature.
In somearticles this will be presented as a clear
literature review section; in otherarticles the
first few
pages of the article will weave together the
author’s claim and question, with an analysis of
relevant
literature. This might not be titled ‘literature review’
but come under several themed subheadings.
The purpose of this section of a journal article
48. is not just to summarize the debate, but to
organize it
and frame it. A good literature review will set
out competing perspectives or clearly
articulate
shortcomings and limitations in the current
scholarly debate. The purpose is to demonstrate
how the
author’s question and claim will respond to
significant debates in the literature. Sometimes
the author
will claim to fill a gap in the current debate
by adding somenow evidence; in othercases
the author
will claim to correct or refute a significant
assumption or claim in the literature by
providing
confounding evidence or demonstrating how new
developments change previous understandings.
The academic literature is always under
construction: journal articles don’t aim to
end the debate with
a final piece of definitive knowledge, but rather
contribute to the ongoing effort to push debate
forward. The engagement with the literature at the
start of a journal article aims to position
the article
in relation to those debates. Sometimes the
literature review will position the study’s
contribution as an
‘applied’ one, othertimes it will be ‘conceptual’.
An applied contribution is where existing
ideasfrom
the literature are taken and applied or tested in
a new context. For example, if research has
49. mainly
been conducted with people in one setting (like a
city), new research might test those ideasby
examining people in a different setting (like a
rural area). A conceptual contribution is
where existing
ideasfrom the literature are reformulated, or new ideas
are proposed, as a way of contending with
new developments in technology, society or culture.
At the end of this section of a journal article
you should have a clear idea of the debate
the author is
engaging with,why that debate matters and how they
intend to contribute to it. As a reader
the
literature not only familiarizes you with a debate
but also offers you somereference points for
your
own research. Often, a good way to target your
reading is to go out and engage with the
authors that
others are engaging with.If you find a journal
article about a topicor issuethat is
relevant to you, then
check out who the author is engaging with and
follow their lead. If you read authors that are
citing
each otherthen you are more likely to find a
coherent conversation to ground your own
thinking and
writing within.
Explanation of research method or approach
50. Oncean author has explained their question and claim,
and why it matters, and then situated it within
current academic debate, they will then set out how
they went about doing their research. This is
where they explain how they will make an original
contribution to the literature.
The media and communication field crosses a broad
range of approaches. Some journals have a
very
systematic way of presenting research
methodologies. These journals tend to come
from more
empirical disciplines that follow a scientific method
like psychology or sociology. A journal
article
might label its methodology section clearly and
offer a sustained and clear explanation of the
methodologicalapproach and oftenalso an evaluation of
its strengths and limitations.
Many journals also come from humanities
traditions.In thesearticles the explanation and
justification
of the methodology may be more implicit, but it
will always be therein someform or another. In
its
most basicform the author will provide a paragraph
that explains how they did what they did and who
has used similar methods to address similar
questions.
A quantitative and scientific methodology might
involve a descriptive or experimental survey
for
instance, where the author would clearly explain
51. and evaluate the validity of the constructs used in
the
survey, the sample size and the analytic procedures.
A discourse analysis might explain the range
of
texts selected for analysis and the analytic procedure
used to make sense of them. An
interview study
might explain the sample of people interviewed,
the range of questions asked, how the
interviews were
analysed and what claims were possible from them.
Sometimes a journal article will be making a
critical and conceptual argument, and therefore
won’t
necessarily have empirical evidence or methodology. In
thesearticles though thereis still a method in
the sense that the author will explain clearly
how the argument is structured and what material it
will
engage with:instead of empirical material like
interview, textual or survey data, it might be
a scholarly
debate or conceptual framework that the author
is framing, critiquing and contributing to.
In the media and communication field thereare no
right and wrong methods, or methods that are
better
than others. What matters is that the author
clearly explains how they did their research and
how that
approach was appropriate for responding to the
question they are posing or making the claim
they are
52. making. You need to understand the methodology in
order to understand the basison which
the author
will go on to make their arguments. You might
also find the methodology useful for developing
your
own research projects and approaches.
Presentation of findings and argument
The first threeelements – the problem, literature review
and methodology – clearly set out what the
article is about, why it matters and how the
research was done. From therethe author
moves on to
present the findings and argument from the research.
This is where the author makes their
contribution
to the literature by presenting original material
and arguments. These sections are sometimes
called
‘results’ and ‘discussion’, othertimes they are
organized under themed subheadings. In more
empirical
articles the results will be presented separately and
then discussed.This is common in journal articles
presenting survey research for instance. In other
articles the results and analysis will be woven
together; this is more common in qualitative and
critical research articles. The structure of this
section
oftenoffers a useful conceptual framework
for your own writing. In the findings and
argument,
scholars usually present concepts that you can use to
53. structure and inform your own arguments,
analysis and research.
Statement of implications and contributions of the
research study
A journal article will conclude with an explanation
of the implications of the research, its
limitations,
and suggestions for further research. The author
will explain what the consequences and significance
of the research findings are to the scholarly debate.
They will then map out what they thinkthe next
stepsin research on this problem should be. You
can use the conclusion as a launching point
for your
own arguments, taking up the questions and
challenges authors arrive at in their journal
articles as a
starting pointfor your own thinking and writing. As
academicsread each other’s journal articles they
look to the implications and suggestions of
previous publications and use them as the basis
for
formulating their next research projects and arguments.
Placing a journal article in broader debate
You should also aim to place a journal article
within the broader academic debate. The first
way to do
this is to go to the journal article’s reference
list and locate otherarticles that extend ideasin
the
54. article which are of use to you. Do this in
conjunction with reading the article. Where
the author makes
a claim that you find compelling or useful
and then cites it in reference to another author,
go to that
author’s work and read it too. The second way to
place the journal article in the larger
debate is to
conduct a search to find out who else has cited
the article sinceit was published. Citation is
when an
article is referenced in another article after it
is published. Academics use citation to
follow how
articles get incorporated into ongoing academic debate
after they have been published. Academic
publishing is reasonably slow, so you may
find that articles don’t accumulate citations
until two or
threeyears after they have been published. Articles by
prominent scholars or articles that are key to
debates in the field will accumulate many
citations.
The easiest way to find citations is to use Google
Scholar. Search for the article you are reading
in
Google Scholar. When you find it you will see
underneath the listing a link that says ‘Cited
by …’
followed by a number. That number is the number
of articles that have cited it sincepublication.
Click
on that link to go through to the list of articles
and search in therefor publications that are
55. relevant to
you. If thereare many hundreds of citations for an
article you can click the ‘search within
existing
articles’ box to search key terms within those
articles citing the original article. If you
pay attention to
how an article is positioned in the broader
academic debate it will help you select a
collection of
articles that are in conversation with one another.
This will help to improve your writing because
you
will have identified and mapped out a shared
conversation between scholars who are already
mapping
out and contributing to a debate that you can
then engage with.
1 Meaning, Representation and Power The
creation and control of meaning making is
critical to the exercise of power.
* How is meaning made and controlled?
* How does representation work as a social
process?
* How is meaning used to exercise power?
56. In this chapter we:
Define meaning and power
Consider how meaning and power are related to
one another
Examine several fundamental accounts of the
relationship between meaning and power:
hegemony,
ideology, discourse and representation
Overview how media representations organize everyday
life.
Defining Meaning
Communication is central to human experience.
When we are born we are
immediately situated in, and gradually socialized into,
language and meaning. The
language we learnto speak, the culture that informs
our view of the world and the
ideaswe are taught precede our arrival in the
world. As we growup we embody
history: clusters or pools of ideas, meanings
and practices that have congealed over
time.We identify theseideasand practices as societies
and cultures. Communication
has an arrayof affective and material roles to play in
how we relate to others, how
we imagine our lives and how we get things done in
the world. In his history of the
idea of communication Durham-Peters (1999: 1) writes,
‘Though humans were
anciently dubbed the “speaking animal” by Aristotle,
only sincethe late nineteenth
century have we defined ourselves in terms of
our ability to communicate with one
57. another.’ In this book, we are particularly
interested in how communication has
become central to the development of society,
culture and politics sincethe early
twentieth century. In western societies, like the United
Kingdom, Ireland, United
States, Canada and Australia, communication has become
bound up with the
production and circulation systems we call ‘the
media’. Before we get to the media
though we must first consider meaning as an
elementary building block of
communication. And we must examine the role of
communication in forming and
maintaining social relationships.
By internalizing meanings, practices and ways of
communicating we become
members of various social groups and cultures.
Meanings are resources that we use
to generate our identities, negotiate with others and
position ourselves within a
social milieu. Meanings are never stable, static
or fixed. As we use, circulate and
share them, we also remake and reposition them.
Our societies and cultures then are
also not static. They are continually being
reinvented and struggled over.Every
individual makes somecontribution to reshaping
meaning as we engage in the
everyday process of communicating with each other. As
we grapple to make sense
of, and shape, our world, we necessarily change
the meaning structures and cultural
practices we are born into. The meanings and practices
that shape us, and that we use
58. to shape our relationships with others and our
world, shift throughout our lives.
Numerous, oftenimperceptibly small, shifts result
in the networks of meanings
changing from generation to generation, place to
place and group to group. Culture
is a dynamic and living process. Meanings change
and growprecisely because the
process of communication – perceiving, receiving
and decoding; imparting,
disseminating and encoding – relies on innumerable
small creative transactions
between active human beings.
All individuals play a role in making, remaking
and circulating meaning. Some
individuals and groups, however, have more power
than others within the
communicative process. The networks of meaning making
we live within are not
arbitrary or random. People are positioned
differently by the power relationships in
which they are embedded. These positions impact
on the access individuals have to
media production and circulation systems. Some
individuals have more symbolic,
cultural and economic resources to control the
production and circulation of
meaning. This is by no means to suggest though
that communication is a linear
hierarchy. Each person who communicates is located in
a network of social
relationships at a particular place and time.They
each have differing capacities to
59. adopt, negotiate or resist the production and
circulation of meanings that constitute
their lives, identities and social worlds.
The making of meaning is embedded within human
relationships. Human
relationships are marked by an uneven allocation of
symbolic and material
resources. Those resources are the basisupon which
someindividuals are able to
exertcontrol over the shape of human societies,
cultural practices and the shaping
of the material world. In this book we refer to
theseprocesses as power
relationships. One way individuals gain and maintain
power is by using meaning to
position themselves relative to others. To do
this they create and control systems of
meaning production and circulation. Just as
meanings are never fixed, so too are
power relationships always in a state of flux.
Meaning is struggled over as people
work at improvingtheir position within networks of
power relationships. Gaining
access to the means of communication, and
even particular meanings, is both
derivative of power and a means of acquiring
power. Those with power have a
greater capacity to make and circulate meaning
because they are able to control
communication institutions and practices. Sites where
meanings are made, and the
channels through which meanings flow, are
significant sites of struggle. Meaning-
production spaces like newsrooms, film and
television studios, parliaments, courts,
60. universities and research institutions are sites of
struggle where people compete for
access and argue over ideas.
To understand why a particular set of meanings
circulates at a certain time and place
we must examine the power relationships between
people. Mapping power and
meaning is complex because each is constantlyshifting
in relation to the other.
There is a continual struggle over power in all
human groups and a constant
realignment of winners and losers. Shifts in
power are accompanied by changes in
the production of meaning. Mapping the mechanics
of meaning production, as with
mapping meaning itself, requires careful
consideration of the time,place and power
relationships in which meanings are embedded.
The Power to Influence Meaning Making
At the outset then we need to examine the
relationship between power and meaning.
Power does not have the tangibility of an object,
yet as human beings we all
intuitively recognize its presence. We implicitly know
in our day-to-day lives how
to act according to the power relationships that
surround us. In our homes,
classrooms, workplaces, and in public spaces
we know that somepeople are able to
exertcontrol over how we act. That control is often
subtle, and we willingly consent
to power via our actions. Like communication,
61. power is omnipresent, yet it can be
overlooked because it seems to be just there.
Power is though a crucial dimension
of the production and circulation of meaning.
When we examine power we pay
attention to how ideasare made and circulated, by
certain people, in particular
settings and moments in time.Power is a
slippery phenomenon with numerous
definitions. For the purposes of this book, power
will be seen as the capacity to get
what you want when interacting with others. Max
Weber (1978) expressed this best
when saying that those with power are able to
realize their own will even against the
resistance of others. Power is also found in
the more subtle capacity to stop
conflicts from emerging by preventing oppositional
agendas from even developing
in the first place (Lukes 1974).
Proposing this definition of power raises threerelated
issues.
Firstly, what is the relationship between power
and social elites?
Secondly, where does power come from?
And, thirdly, what is the relationship between being
embedded within a power
relationship and free agency?
What is the relation between power and social
elites?
Discussions about the relationships between
62. meaning making and the media can
easily end up sounding like a conspiracy theory
in which power elites are seen to
manipulate media content to serve their own
interests. Studies of media ownership
and control, sometimes drawing on the political
economy approach to
communication, have posited conspiratorial
interpretations of media control. These
conspiracies more or less argue that powerful groups
carefully control the
messages and meanings made and circulated in the
media. They see an all-powerful
media being used to generate ‘false
consciousness’. While powerful groups might
use media to create and circulate their preferred
meanings, they can’tguarantee that
the meanings they make will do what they intend.
The process of making and
managing meaning is messy and opportunistic. There
is no conspiracy of elites
sitting in a closed roomengineering social
meanings. The control of meaning
making is not always repressive; it can be
reflexive and adaptable.That is, elites
don’t control meaning making by policing specific
meanings, but oftenby watching
and responding to meaning making in general: by
steering, shaping and
channelling. The control of meaning making can be
nuanced and subtle. Media
production is used by powerful groups to
maintain power. But this does not mean
they can simply use the media to exertdirect
manipulative control over people.
63. The debate about the power elite theory
between the American political scientist
Robert Dahl (1961) and the American sociologist C.
Wright Mills (1959) is useful
when considering the power elite argument. In
his book Who Governs? Dahl put
forward a pluralist position that argued thereis no
unified elite because power is
diffused within a democracy. Whereas Mills
argued in The Power Elite that
ultimately power resided with a small group of
people within a society. Dahl’s
pluralist model sees society as made up of
multitudes of intersecting and cross-
cutting interest groups without a clear elite.Mills’
power elite model sees society as
hierarchically structured, with a small unified
elite commanding the rest of society.
In this book we engage with a third approach, the
hegemonic domination model.
Hegemony refers to the establishment of a
culture – a certain set of ideas,
practices
and values – as common sense. Hegemonic
ideasare ones that people consent to. In
western societies, for instance, liberalism, democracy
and capitalismare dominant
hegemonic ideas. Mostpeople appear to consent
to theseideasand the actions
people take as a consequence of them.
Hegemonic elites are formed out of
alliances
of interest groups. These hegemonic alliances
become powerful, but their
dominance is messy and tentative. It is less
hierarchical than in Mills’
64. conceptualization.
While at first Mills’ and Dahl’s positions may
seemmutually exclusive, it is
possible to see each as validif power is seen to
migrate and mutate. Sites of power
constantlyshift in the course of struggles taking
place. Pluralist theory’s denial that
elites can (and do) emerge seems naive. But
neither is the existence of power elites a
necessary condition of human existence – contexts
can exist where power is diffused
in the way described by pluralist theorists like Dahl
(1961). Similarly, the pluralist
failure to address the fact that elites can and do
intentionally work to manipulate and
control non-elites also seems naive. But the notion
that non-elites are necessarily
powerless and perpetually manipulated seems equally
dubious. It is more helpful to
recognize the existence of elites and aspirant elites,
as well as non-elite groups who
are part of a complex pluralist competition for
(material and cultural) resources and
power. Within this framework the media are
one of the many social sites struggled
over as a means to acquire and buildpower.
The hegemonic dominance model is based on
this mutable and shifting
conceptualization of elites. At certain moments
elites might well congeal and
manage to become the dominant power brokers
within a particular context; only to
65. later have their power challenged and overthrown.
This challenge might come from
another emergent elite or it might come from a
diffused and pluralist network or
alliance of interests. One way to imagine Dahl’s
model is as society having no
centre of power, but rather being composed of
a series of fragmented and
competing interests; this constellation or balance of
interests is susceptible to
change. If society is conceptualized as a fluid
and continually mutating entity it
becomes possible to view elite theory and pluralist
theory as describing different
moments of a shifting continuum. Gramsci’s (1971)
notion of hegemonic struggle
is especially useful when conceptualizing the
interaction between various competing
interest groups. Hegemonic struggle is also helpful
in conceptualizing existing,
emergent and decaying power elites. Hegemonies
have to be built and maintained.
Becoming and remaining powerful is never completely
accomplished, it requires
continuous work: investing resources, managing
relationships with otherwould-be
elites, amassing material resources and creating and
attaining consent for your
ideas. Ruling elites are not conspiracies
somehow manipulating society behind the
scenes: they are instead the outcome of continual
hard hegemonic labour. In present
day societies, creating and maintaining hegemonies
involves managing the interests
of millions of people.
66. Figure 1.1 Pluralism,power elites and hegemonic
dominance
Where does power come from?
There are threecommon explanations of the source
of power.
Firstly, access to material and cultural resources
needed to get your way and
attain the consent of others. This includes the
use or threat of violence.
Secondly, the occupation of social positions that
enhance your capacity to get
your way, have others comply with you and restrain
the capacity of others to
act.
And thirdly, using and controlling language to
structure social relations.
All threeexplanations are valuable. Power is
derivative of access to economic and
cultural resources, social positions and the ability to
control language.
To acquire and maintain power, elites and would-
be elites seek to control
institutions that make and manage ideas. Various
institutions are ‘licensed’ to
manufacture and circulate meaning: education institutions,
the media, parliaments
and courts of law. These sites are cultural
resources. Access to them is struggled
67. over and controlled. In any given society,
struggles around thesesites can be
observed. These struggles are most intense when
power relations are fragile or
contested. Powerful groups attempt to control and
limit access by a variety of
means.
A common means of control is via credentials.
Credentials are criteria produced by
institutions to govern access. For instance, to be
a teacher in a school, or an
academic in a university, or a lawyer
admitted to the bar you must have acquired the
appropriate qualifications. During the twentieth century
universities became the key
credentialing mechanism in western society. Not
just anyone can gain access to a
media institutionand become a producer of
meaning. Besides having the
appropriate skills and qualifications, those who
run media institutions also ensure
the meaning makers they employ share the
meanings of that institution. You will not
remain employed at a mainstream western news
organization if you produce stories
that are anarchist, anti-capitalist, fascist or that
encourage terrorism, for example.
The media became an important cultural resource
during the twentieth century for
positioning people: as good or bad, as powerful or
weak, as important or
unimportant, as credible or illegitimate. Media
representations are necessarily
battled over because such discourses serve to
68. legitimate or de-legitimate particular
hierarchies of social positions and the incumbents
of those positions. Given the
importance the media assumed in the process of
making and circulating powerful
ideasfrom the second half of the twentieth century,
media institutions have become
prized possessions for those seeking power.
Owning or controlling a media
institutionempowers the owner to hire and fire the
makers of meaning. Often,
media empower particular people and ideasbased
simply on who and what they pay
attention to. Media can disempower not only by
saying a particular person or idea is
bad, but by simply failing to acknowledge its
existence. Whether the ownershipand
control of media sites does actually confer power
will depend on the individuals
concerned, the context they operate within and
the wider struggles taking place
within that context. Power is, however, not
immutable and the institutions that
produce meaning are dynamic sites. One observation
we can make though is that
already having material and symbolic power is an
advantage in future power
struggles.
What is the relationship between being
embedded
69. within a power relationship and free agency?
This is a question about the relationship
between being controlled and being free.
Essentially, thereare two different conceptions of
power.
In the first, people are passive and have power
exercised over them. They
merely inhabit preordained structures and social
roles. In this view people are
conceptualized as imprisoned within power
relationships and structures,
whether theseare economic,political or cultural.
The second sees humans as active and part of a
process in which power is
struggled over.Here, people have agency. Our
lifeworlds are seen as the
outcome of mutable and creative human activity in
which we make and remake
our own structures.
For our examination of communication, this poses
a question of whether we are
seen to be free to make meaning, or whether
we merely inhabit predetermined sets
of meanings.
The question of predetermined structure versus human
agency needs to be
positioned within the shift in western philosophy
from structuralism to post-
structuralism that developed in the mid-twentieth
century. This is a complex shift,
involving several of the key figures of twentieth-
century thought and philosophy.
70. Meaning is fixed
For Ferdinand de Saussure (1974), a founding theorist
of linguistics, we are
socialized in a prison-house of language. We are
born into a world of subjective
structures and we learntheir pre-existing signsand codes.
The Marxist theorist
Louis Althusser (1971) took Saussure’s notion of
linguistic structures and used
theseto develop his idea of ideological state
apparatuses. Ideological state
apparatuses include family, religion, media and
education. These structures position
us within fixedideologiesor meanings. The way we
understand the world and act is
determined by those meanings. Within the
Althusserian world-view, power derived
from controlling theseideological state apparatuses.
Human agency was given little
scope within this structural and subjectivist view of
human communication.
Meaning can be temporarily fixed
The shift into a post-structural interpretation of
meaning camewith the French
philosopher Michel Foucault (1977, 1979).
Foucault also saw humans as being
constituted within linguistic structures. However,
for Foucault, we are constituted
within discursive practices, and thesepractices are created
by human agency within
institutions. This Foucaultian shift was highly
significant because it opened a space
71. for human agency and struggle that was tied to a
notion of institutionalized
communication. Structures exist, but thesestructures,
institutions and practices are
mutable and changeable because they are the
outcome of struggles between active
human beings. Structures are somethinghumans
maintain through their discourses
and practices. The Foucaultian notion of discursive
practices represented a shift
awayfrom linguistic determinism, that is, awayfrom the
idea that we are born into a
language or system of meanings and ideasthat we
cannot change. His notion of
knowledge as being constituted by active
human practices, within human-made
institutions, placed Foucault’s understanding of
communication within the same
terrain as that of Antonio Gramsci’s (1971) notion
of hegemonic struggle. For both
Foucault and Gramsci, communication is the outcome of
human practices that are
struggled over.There may be communicative structures
which set boundaries or
parameters, but thesedo not predetermine human
action.
Meaning is never fixed
The French philosopher Jacques Derrida (1976)
took this Foucaultian notion one
stagefurther, and explored the struggle over meaning as
a process of trying to
either fix meanings into place or uncouple
meanings. For Derrida thereis a constant
shift in meaning structures as the process of fixing
and uncoupling and re-fixing
72. unfolds. The political theorists Ernesto Laclau and
Chantal Mouffe (1985) took
Derrida’s notion one stagefurther by even questioning
the possibility of ever fixing
meanings into place. At most Laclau and Mouffe
saw ‘fixations’ as partial. Within
this account we shift into an understanding of
communication as a pure semiosis,
where meaning making is understood as purely
about language games. The cultural
studies academic Stuart Hall (1983) noted the
limitations of this extreme post-
structuralist world-view. Essentially, extreme post-
structuralism decontextualizes
meaning making. It ignores power relationships
embedded in identifiable political
and economic contexts, and so losesthe substance and
complexity that a Foucaultian
or Gramscian approach has. The Laclau and Mouffe
position of ‘pure semiosis’ is
ill-equipped to deal with how power relationships
emerge between humans engaged
in struggles over resources and positions. These
struggles involve symbolism and
cultural resources but they are not reducible exclusively
to mere battles over
meaning.
The Gramscian or Foucaultian positions have the
advantage of allowing for both
human agency and structural limitations. When
making meaning we necessarily
operate within pre-existing economic,political and
linguistic structures, and hence
73. within pre-existing power relations. But theseexistent
structures and power
relationships are not immutable or fixed. Rather
they set parameters within which
the next waveof struggle for power and influence
takesplace. These contextual
parameters may advantage certain individuals and
groups engaged in the process,
but it does not imprison anyone into a
predetermined outcome. Ultimately, both
meaning and power relations emerge from a process
of ongoing struggle. Within
this process therewill be those attempting to
freeze certain meanings and structures
if theseadvantage their position. And if they have
sufficient power or influence they
may even be successfulfor a while. But power is
relational and messy, dependent
upon the way humans interact in a particular
location and time.There will always be
gaps and contradictions in any system of control,
and therewill always be those
who wish to circumvent, and will oftensucceed in
circumventing, the mechanisms
of control and meaning closure. Ultimately,
relational shifts cannot be prevented,
hence power shifts are inevitable. Power is
always contextually bound, transitory
and slipping awayfrom those who try to wield it.
Both meanings and power
relations are constantlysliding around, migrating and
mutating, sometimes in sync
with one another and sometimes out of sync.
This constant churn creates gaps for
those who wish to challenge existent power
relations and structures. It is this
74. relational flux that constrains the powerful because the
powerful can never
permanently pin down relationships that benefit
themselves: therewill always be
someothergroup pushing back. Power is
consequently constrained by the
propensity humans have for struggle, and their
capacity to find gaps and
contradictions in any social structure. No structure,
whether it be economic,
political or cultural, is ever a permanent prison.
At most, structures channel human
agency.
The same is true for meaning production. The
processes of meaning making are
bounded by a multiplicity of human-made power
relationships and structures which
may restrict human industry and creativity but which
can never eliminate it. Even if
power relationships and structures do not determine
meanings, they are part of the
contextual framework within which meaning is
made and controlled.
The Struggle Over Meaning: Introducing Hegemony
An important dimensionof human relationships is
the struggle continuously taking
place over power and dominance between
competing individuals and groups. This
competition impacts on both the circulation and
75. production of meaning. All
societies have dominant and dominated groups.
Naturally, dominant groups prefer
to remain dominant. Dominant groups have two
mechanisms for creating and
maintaining power:
using or threatening violence against those
challenging their interests
creating legitimacy for the social arrangements
which grantthem a dominant
position.
The more legitimacy dominant groups have, the
less
violence they need to employ
Ruling groups generally employ a mix of
violence and legitimacy to maintain their
dominance. Legitimacy is preferable to violence.
Power relationships that are
viewed as legitimate are easier to maintain. For
this reason, the processes of
meaning making and circulation are important
instruments for making and
maintaining power. As Gramsci argued, a key
element in building and retaining
dominance is manipulating meaning to gain the
consent of the dominated.
Professional communicators are central to the work of
building hegemony, that is,
building legitimate and common-sense meanings. Professional
communicators are
therefore implicated in power struggles.
76. Meanings are fluid because they are the outcome of a
constant struggle between
professional communicators. Professional
communicators can work for either
dominant or dominated groups. Generally speaking,
dominant groups have an
advantage because they have more resources to employ
professional
communicators and create or acquire the institutions
in which they produce
meaning. Think for example of the election process
for the US President. Those
with resources are disproportionately able to influence
the meaning-making process
with campaign donations, funding independent
advertising campaigns, lobby groups
and thinktanks that make and circulate ideas.
They use their resources to frame the
parameters of the political debate, by making
certain issues a legitimate, and others
an illegitimate, part of the political and media
agenda.
Those able to afford the best consultants, policy
makers, public opinion researchers,
campaigners and communicators increase their chances of
success because they
increase the likelihood of placing their ideasonto the
agenda. This not only gives
them access to law makers, but also frames the
political and social parameters
within which those law makers operate.
Similarly, those who can afford the best
legal teams are more likely to gain favourable
courtrulings, which also impacts on
legal precedence. For instance, the 2010 US Supreme
77. Court Citizens United v.
Federal Election Committee ruling used the First
Amendment right to free speech to
prevent government from restrictingcorporations, unions
and othergroups from
funding political campaigns.
Building hegemony requires a mix of professional
communicators: lobbyists,
policy makers, lawyers, researchers, journalists,
advertisers, political strategists,
data analysts, designers and so on. This mix of
professional communicators is
employed not only to make, but also to influence
and control the social, cultural,
legal and political structures that organize the circulation
of meaning. The capacity
to buy the most skilled professional communicators
does not, however,
predetermine the outcome of meaning making. At
most, it skews meaning
production in favour of those who are socially
dominant or powerful at any pointin
time.Grappling with the nature and extent of this
capacity is the task of any serious
examination of meaning and power.
Defining hegemony
Professional communicators buildhegemony. Hegemony
is the creation and
maintenance of the legitimacy of dominant and
78. powerful groups. Legitimacy is
granted when dominated groups consent to
domination by more powerful groups.
According to Gramsci this involves intellectuals or
professional communicators
engaging in threetasks:
Firstly, professional communicators help to buildconsent
and legitimacy for a
society’s dominant groups. They develop support for
the interests and goals of
powerful groups. They get othergroups to accept as
‘natural’ the leadership,
ideasand moral codes of the powerful groups.
This legitimacy-making work is
at its most obvious in our media and education
systems.
Secondly, professional communicators organize alliances
and compromises.
This work is most visible within parliaments, where
bargains are struck
between different interests, dealsare done and compromises
made.
Thirdly, professional communicators strategically direct
political or coercive
force. For Gramsci, violence underpins all hegemonies.
It may not be
necessary to actually use violence against most
citizens, but the threat of
violence is omnipresent. The simplest example of
this is the enforcement of a
legal code by the police and judicial system. For
most citizens, understanding
the consequences of breaking the law is enough to
deterthem from doing so.
Intellectuals and professional communicators organize
79. and legitimate these
deterrent forces.
At any particular place and time it is possible to
identify the ideasthat make
powerful groups legitimate. Those ideasare
produced and managed by professional
communicators working in a variety of institutional
settings. These dominant
discourses are oftenopaque, but they establish the
parameters within which meaning
in any given time and place is made,
circulated and contested.
Not everyone accepts the dominant discourse. At any
moment therewill be
individuals and groups unconvinced by the ideas
professional communicators
circulate. Hall (1980) argues such ‘oppositional’ people
negotiate or reject the
meanings generated by professional communicators.
There are always professional
communicators working against the dominant ideas. In
any given society we can
find groups expressing oppositional ideas.
Throughout state socialism in the Soviet
Union and Eastern Europe those in power
had to contend with anti-communist
intellectuals and activists. The National Party in
South Africa was challenged by
anti-apartheid activists. European nationalists oppose
migration and
multiculturalism within most European countries. In
many countries anti-
80. globalization activists are readily identifiable. These
activists might communicate
via political parties, acts of violence, rallies,
independent press, art or music. Some
professional communicators consciously work to develop
and circulate
oppositional ideasdesigned to undermine hegemonic
discourses and promote the
interests of dominated or disempowered groups.
Such intellectuals, cultural
producers and professional communicators are engaged in
counter-hegemonic
work.
The struggle over ideasmatters because meaning has
material real-world
consequences (Volosinov 1973). What people
thinkinforms how they act. And, vice
versa, the world created out of the actions of
people affects how we thinkand what
we can say. The meanings we make and circulate
have real-world consequences. By
changing the nature of meaning one can also change
human interactions, social
organizations and the distribution of resources.
Feminist successes in placing
gender issues on the social agenda have,
for example, altered human interactions,
work practices and resource distribution in western
societies. The converse is
equally true: changing material relationships affects
the way that meaning is made.
For example, the significant transfer of wealth in
post-apartheid South Africa
created a new black elite,transforming many
81. from socialist comrades into free
enterprise businesspeople. The struggle to construct
and reconstruct societies,
cultures and economic systems, in part, involves battles
to attach, detach and reattach
meanings. These shifts affect more than just how
we see and talk about the world,
they change the way we live. Our lifeworld is altered.
This in turn impacts on power
relationships. As new power relationships emerge, so
to do new hegemonic
struggles of meaning, resources and power.
Hegemonic work is consequently complex. There
are constant shifts between
competing interests. People are always being
positioned and repositioned within
theseshifting relationships. This produces an infinite
number of positions from
which people make sense of meaning. No
possibility exists of ever producing a
permanently stable set of dominant meanings. Instead,
hegemonic work involves the
never-ending task of dealing with challenges,
oppositional decodings, power shifts
and ever-changing alliances. Meanings are thus only
hegemonic in a temporary
sense. They are under challenge from the moment of
their conception. Despite this,
therewill always be professional communicators trying
to control and stabilize
meaning. This brings us to an important question
then:to what extent can meaning
be controlled?
82. The Control of Meaning: Introducing Ideology and
Discourse
Powerful groups attempt to control meaning. In
someplaces and times those
attempts will be successful. The meanings they
produce and circulate will acquire a
hegemonic dominance. That is, they will come to
be seen as common sense or true.
As we have already argued though, meaning is
not entirely controllable, immutable
or fixed. Humans will actively read, interpret and
decode meanings. Despite the
efforts of dominant groups, their efforts to control
meaning will always be
susceptible to resistance and the possibility that
new meanings will emerge.
Efforts to control meaning are related to
competition over material and cultural
resources. Human society is characterized by scarce
resources. Our life chances are
set by the share of material and cultural
resources we get access to. As long as there
are insufficient resources to satisfy all, struggles
will occur between groups and
individuals. Central to the nature and outcomes of
such struggles are the rules of
engagement, that is, the acceptable terms on
which competition over resources will
be undertaken. In a liberal-democratic capitalist
society, individuals cannot simply
go and forcibly acquire the wealth of others.
There are a myriad of laws and
institutions that govern the ownershipand production
of wealth. From Gramscian
83. and Foucaultian perspectives, theserules of engagement
are set and maintained via
battles over meaning. Powerful groups seek to use
meanings to set rules that are
favourable to them.
Ideology
The concept of ideology offers a framework
for thinking about how the rules and
parameters of social life are established and
maintained. Ideology is a multi-layered
concept that has evolved and grown over the past
two centuries. We commonly use
the term ‘ideology’ to refer to the beliefs of
another person and the values or
principles upon which they make decisions and act. It
is oftenused with a negative
connotation. When one politician calls another an
‘ideologue’ they insinuate that
they are guided by certain beliefs which prevent
them seeing how things really are.
This everyday use captures someaspects of the idea.
Implied here is the notion that
thereare right and true or wrong and distorted
meanings or ways of seeing the
world. And that, when the powerful attempt to
control meanings, what they do is
distort those meanings in order to create a
view of an issuethat suits their interests,
rather than create meanings that represent how things
actually are. This way of
thinking assumes that someone has corrupted an ideal
form of communication and
prevented others from seeing the ‘right’ meanings. It