ORIGINAL PAPER
The Meaning of ‘‘Place’’ to Older Adults
Jeanne Sokolec1
Published online: 16 July 2015
� Springer Science+Business Media New York 2015
Abstract Social workers are well-equipped to work with
older adults and their families. The life course perspective
provides a framework for seeing older adulthood as a stage
of life in the continuum of life as well as a stage with its
own characteristics and tasks. All the roles within social
work practice can be adapted to this population. In addi-
tion, social workers working with older adults and their
families must be cognizant of the specific issues that are
associated with aging and older adulthood. The issue of
loss on many levels is a frequent topic. One area of loss
that is not frequently addressed is the loss associated with
where one lives. The word place can have several mean-
ings. One meaning has to do with where one lives. The
second meaning of loss is about one’s status and role—
place-in-society. For older adults both meanings become
important issues as they and their families navigate the
decisions that have to be made. While residence is based on
the level of independence and competence of the older
adult, the issue of place-as-status is a constant frustration
for older adults. Issues of leaving one’s place and losing
status in the eyes of others evoke a myriad of feelings
depending on the particular older adult. But given that as
one ages there are naturally some physical and mental
acuity losses, every older adult is subject to feelings of
sadness, depression, hopelessness, and even anger. These
feelings are natural responses to loss. Among the roles of
social workers working with older adults is one of helping
a mourning process move to a healthy acceptance of one’s
aging and planning rather than devolving into major
depression.
Keywords Older adults � Aging � Ageing issues � Social
worker role
Introduction
The literature on older adulthood consistently reports that
there is a shortage of professionals to work with the older
adult population (Hartford Foundation 2011; National
Association of State Mental Health Program Directors
2014; Eldercare Alliance Network 2015). Among these
professionals are social workers and especially those who
provide services on a direct practice basis. Social workers
are educated about the tasks and issues of the life stages
across the life course. Until more recently older adulthood
was treated as the end stage where individuals reflected on
their lives while waiting to die. Similar to other life phases,
older adults are not a homogenous group in many factors.
One of these factors is their state of health. It is unrealistic
to think that older adults will not have a variety of ailments
but the nature and severity of these ailments are dependent
on a host of factors and experiences earlier in their lives or
acquired as they age. Thanks to the few geriatric social
workers and researchers we .
Social Interaction, Loneliness and Quality of Life in Healthcare and Older Ad...Innovations2Solutions
The purpose of this report is to increase understanding of loneliness and social interaction to improve the quality of life of patients, older adults and carers, so they can progress and the organisations near them can perform better.
Ageing is an important physiological phenomenon faced by all living individuals that is multifactorial and complex. The causation is still a matter of controversy. There is a lack of consensus regarding the appropriate age of ageing, though most of the countries uses chronological ages.
This presentation is regarding active ageing that builds up framework that will help the elderly mass to live a disease free active life with active participation and security in life.
This presentation also describes the different challenges faced by the elderly population for active ageing.
Government of India has been working for the aged population and there has been a number of policies and programmes that are solely dedicated to the elderly masses that has been also described here.
To understand how we impact our communities and how our communitie.docxedwardmarivel
To understand how we impact our communities and how our communities impact us, we don't have to look no further than the concept of socialization. Socialization is the process whereby we as individuals acquire cultural and social skills essential for us to survive in society - language, knowledge, traditions, ways of doing, thinking and making, views about the world, religion, philosophies - all these we learn 2 ways: formally and informally. At home we learn from our parents & relatives, in school from our teachers and from our classmates, in the community - in church, in market places, in sports clubs, in restaurants - generally in places or sites where human interaction happens. When we interact, we talk to each other, we learn from each other. Just as we observe others, they also observe us and we together experience the interaction. How we react in it, what we learn from it leads us to create meaning, new ideas and information that we add to our knowledge database, our experience. This shapes us - our ways, our personalities. Formally we can learn from a rigid set of instructions like in classrooms or on training programs as companies provide their employees. Informally, we always get socialized every day, as long as we interact with others or learn about our world. We even get socialized through the media - TV, radio, internet - we get to know ourselves, our world and discover who we are and who we are not via this. This is because society is a social agency where socialization happens and we as individuals are social agents.
Drawing from the notion of social agency, it means that as an individual, I impact people around me be they immediate (i.e. my family, friends) or secondary (people in my church, people in my school). Public Health as a social concern from an individual viewpoint is something that a person chooses to pay attention to, for the purpose of managing risk for the self and for his family/community. If for example I have an outgoing personality, and I am genetically predisposed to have the allergies on the onset of Spring due to Pollen and I suffer from it, I would more than likely take up an advocacy to help children and others who suffer the same, especially if I am in that particular stage of life - the late adult stage where I am seeking to care for others, to leave a legacy. I would probably band together with others who have the same concerns and create awareness programs in the community or to move certain things to happen - i.e. free clinics to help sufferers, creation of Smartphone Apps that measure pollen concentration in the air, etc. Essentially, individual factors are those attributes that one has that can likely impact his or her social agent actions with regards to a particular concern (i.e. Public Health) to the self and to the community. If the attributes point to an introverted, uncaring teen - then concerns of advocating helping others should not be expected. Expect instead a likely demand from elders ...
Social Interaction, Loneliness and Quality of Life in Healthcare and Older Ad...Innovations2Solutions
The purpose of this report is to increase understanding of loneliness and social interaction to improve the quality of life of patients, older adults and carers, so they can progress and the organisations near them can perform better.
Ageing is an important physiological phenomenon faced by all living individuals that is multifactorial and complex. The causation is still a matter of controversy. There is a lack of consensus regarding the appropriate age of ageing, though most of the countries uses chronological ages.
This presentation is regarding active ageing that builds up framework that will help the elderly mass to live a disease free active life with active participation and security in life.
This presentation also describes the different challenges faced by the elderly population for active ageing.
Government of India has been working for the aged population and there has been a number of policies and programmes that are solely dedicated to the elderly masses that has been also described here.
To understand how we impact our communities and how our communitie.docxedwardmarivel
To understand how we impact our communities and how our communities impact us, we don't have to look no further than the concept of socialization. Socialization is the process whereby we as individuals acquire cultural and social skills essential for us to survive in society - language, knowledge, traditions, ways of doing, thinking and making, views about the world, religion, philosophies - all these we learn 2 ways: formally and informally. At home we learn from our parents & relatives, in school from our teachers and from our classmates, in the community - in church, in market places, in sports clubs, in restaurants - generally in places or sites where human interaction happens. When we interact, we talk to each other, we learn from each other. Just as we observe others, they also observe us and we together experience the interaction. How we react in it, what we learn from it leads us to create meaning, new ideas and information that we add to our knowledge database, our experience. This shapes us - our ways, our personalities. Formally we can learn from a rigid set of instructions like in classrooms or on training programs as companies provide their employees. Informally, we always get socialized every day, as long as we interact with others or learn about our world. We even get socialized through the media - TV, radio, internet - we get to know ourselves, our world and discover who we are and who we are not via this. This is because society is a social agency where socialization happens and we as individuals are social agents.
Drawing from the notion of social agency, it means that as an individual, I impact people around me be they immediate (i.e. my family, friends) or secondary (people in my church, people in my school). Public Health as a social concern from an individual viewpoint is something that a person chooses to pay attention to, for the purpose of managing risk for the self and for his family/community. If for example I have an outgoing personality, and I am genetically predisposed to have the allergies on the onset of Spring due to Pollen and I suffer from it, I would more than likely take up an advocacy to help children and others who suffer the same, especially if I am in that particular stage of life - the late adult stage where I am seeking to care for others, to leave a legacy. I would probably band together with others who have the same concerns and create awareness programs in the community or to move certain things to happen - i.e. free clinics to help sufferers, creation of Smartphone Apps that measure pollen concentration in the air, etc. Essentially, individual factors are those attributes that one has that can likely impact his or her social agent actions with regards to a particular concern (i.e. Public Health) to the self and to the community. If the attributes point to an introverted, uncaring teen - then concerns of advocating helping others should not be expected. Expect instead a likely demand from elders ...
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
Paper on Tone What is Flannery O’Connor really discussing in A.docxaman341480
Paper on Tone:
What is Flannery O’Connor really discussing in “A Good Man is Hard to Find”? How might it be comparable or contrasted by the message of Joyce Carol Oates in “Where Are You Going, Where Have You Been”? What are your thoughts on the victims in the story? Were they innocent? What did they say or do to make them worthy of their ultimate fates?
have to be mla and five pages
.
P
A
P
E
R
S
December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
Project failure rates are certainly cause for concern, but consider that more
and more organizations are adopting a project-based model of organization,
called PBO, and it is not surprising to find that addressing failures and learning
from them has become increasingly important (Eden, Ackermann, & Williams,
2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry &
Deguire, 2007).
Failures occur despite the fact that we have significantly improved the
process of planning, executing, and controlling projects. Two contributions
would include the Project Management Institute’s (PMI’s) A Guide to the
Project Management Body of Knowledge (PMBOK® Guide) (2004) and the
literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune &
White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud,
& Shivers-Blackwell, 2006).
To help us understand how projects fail, it may be useful to classify the
approaches represented by the PMBOK® Guide, Capability Maturity Model
Integration (CMMI), Earned Value Management (EVM), Critical Chain
Project Management (CCPM), and CSFs as the Rational Expectation view
of project management. They assume that project leaders follow a rational
and consistent approach to project management and strive to achieve spe-
cific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a
view that emphasizes what “should” be done. Argyris (1999) referred to this
as the “espoused” theory of individuals and organizations.
There is, however, another view, and it focuses on the way in which indi-
viduals within an organization actually behave and make decisions.
Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974,
1981), it can be classified as the “behavioral” view of project management. It
emphasizes what individuals and groups “actually” do and how managers
make decisions involving values and risk preferences (Bazerman, 1994).
Argyris (1999) called this the “theory-in-practice.”
This article focuses on the behavioral view of project management and
how an understanding of systematic biases—those common to the human
decision-making process—can prove useful in diagnosing project failure. By
studying these systematic biases, we can learn how decision makers respond
to ambiguity, complexity, and uncertainty, as well as how their own particu-
lar psychological processes influence project decision making (Schwenk,
1984). From this behavioral view we can learn more about why management
approves an overly ambitious scope, why communications between teams is
limited, why a manager might ignore signs that the project is going badly, or
why a manager discourages the participation of a wider constituency in the
project management process.
The article begins with a framework for analyzing project outcomes,
introduces the systematic biases commonly associated with d.
PAPER TOPIC You may choose any biological, chemical or physic.docxaman341480
PAPER TOPIC
: You may choose any biological, chemical or physical agent (physical agent being a source of ionizing or non-ionizing radiation) which presents an environmental hazard, directly or indirectly, to humans. You must describe what the agent is, the nature of the risk (e.g., exposure effects), how it moves through the environment before reaching a target host (e.g., soil, groundwater, food chain, human), and how it moves (and possibly changes) within the body following entry. Include hazard source(s) and recommendations for control measures.
Length: 6 - 8 typed (double spaced) pages, excluding references. References must be from peer-reviewed sources in science literature. The references are to be cited within the body of the paper (numerically sequenced) and listed by its number on a separate reference page (see your text chapters for examples).
TEXTBOOK: Essentials of Environmental Health: 3 rd Edition; by Robert Friis. Publisher: Jones & Bartlett; Year Published: 2018
.
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
Paper to include Name of the Culture,(Italian)Country of Or.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxaman341480
PAPER EXPECTATIONS
Follow the instructions.
Make your ideas concise.
Use as few words as you can to make your statements. This will allow you more room to develop your great ideas!
Avoid repetition and redundancy
of both ideas and words. This is the issue that I usually subtract the most points for, so take care.
For example, when you edit your papers, make sure that you don’t say “Cool Herc is widely accepted as the originator of hip hop”, and then two sentences later, “As Cool Herc is the originator of hip hop…”. See how these two are the same idea? If the reader already has the information, repeating it just takes up space. Another thing to avoid is using the same word multiple times in quick succession. For example: “I found it exciting to listen to the this music. Eri B. has an exciting tone to his voice. When I hear how he flows when he strings words together, I feel excited.” See how ‘excitement’ occurs three times in three sentences? Here’s another more subtle example: “He used the turntable as a way to switch songs seamlessly, using the scratch method to cover up the different beats that were used in each song.” In this example, the word ‘use’ occurs three times in the same sentence! Because it’s a less emotional word, it might be harder to catch, but it’s just as problematic.
I like to see ‘I’ statements.
I find that turning the focus on yourself (especially when we are dealing with sensitive issues and incorporating personal experience, as I encourage) is a great way to avoid generalizing groups and ideas. If your statement is clearly from your perspective, then I as a reader can empathize with your position. If you use lots of ‘we as a generalized group of people act and feel this specific way’, it makes me wonder what research you’ve done, what data points you have, and how many people you have interviewed in order to have that knowledge.
Going off of the previous expectation:
BE SPECIFIC!
If you do make a generalized statement about a situation, back it up with details. Show the research. Reference or quote the authors who initially made the observations and put their work into context. If you tell me that Cool Herc is largely agreed to be the originator of hip hop, tell me why and give examples.
For example, something with detail and context would be: “Although Jamaican soundsystem culture is at the roots of hip hop, Cool Herc was the first to create tracks sourced from James Brown, using the funkier, harder beats that we’ve come to associate with hip hop today.” See how this gives specific details and context on either end of the statement that Cool Herc was the first person to make hip hop?
Make sure you include proper internal references, and construct your bibliography following MLA format
. In your paper, I like to see at least (Author, Date of Publication). For example: “Cool Herc is widely agreed to be the originator of hip hop(Babin 2020).” This tells me you got the information from the .
Paper Title (use style paper title)Note Sub-titles are not.docxaman341480
Paper Title* (use style: paper title)
*Note: Sub-titles are not captured in Xplore and should not be used
line 1: 1st Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 4th Given Name Surname
line 2: dept. name of organization(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 2nd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 5th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 3rd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 6th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
Abstract—This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special Characters, Footnotes, or Math in Paper Title or Abstract. (Abstract)
Keywords—component, formatting, style, styling, insert (key words)
I. Introduction (Heading 1)
This template, modified in MS Word 2007 and saved as a “Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow.
II. Ease of Use
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your paper size. This template has been tailored for output on the A4 paper size. If you are using US letter-sized paper, please close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do n.
Paper requirementsMust be eight to ten pages in length (exclud.docxaman341480
Paper requirements
Must be eight to ten pages in length (excluding the title page, references page, exhibits, etc.) and formatted according to APA style as outlined in the Writing Center.
Must include a cover page:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a clearly stated thesis or topic.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style as outlined in the Writing Center.
Must use at least five scholarly sources, in addition to the text.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
.
Paper is due March 15th. Needed it by March 14th for reviewT.docxaman341480
Paper is due March 15th. Needed it by March 14th for review
The goal of this assignment is to discuss the S.S.I of A.D.D.R.E.S.S.I.N.G.
S is for your socioeconomic status
S is for your sexual orientation
I is for your indigenous heritage
Instructions: You will write a 2-3 page paper discussing sociologically how the three variables above impact society and other social institutions on a micro/macro level. This paper will ask you to hone into your own personal experiences to see how these identities play a role in your life and your own identities, but also ask you to discuss them thinking about society collectively.
Format: APA
.
Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docxaman341480
Paper deadline
[10 pts] Due Saturday 03/21 Turn in the following document, submitted by email, keeping the format below, including:
Title
Author’s name
Abstract
Copy your proposal paragraph here. [You will add your main quantitative results to this paragraph in a later assignment]
I. Introduction
First paragraph: motivation and question:
· Present data or references showing why your question is important. 10 sentences.
Second paragraph: literature review (3 references at the very minimum):
· One connecting sentence to start the paragraph + 5 sentences by article +one sentence of conclusion regarding what we learn overall from the literature.
Description of what you are doing: theoretical model used, method, country, period:
· One connecting sentence + 4 sentences.
Quantitative results:[You will add your main quantitative results to this paragraph in a later assignment]
II. Methodology
a. [To be completed in a later assignment]
b. Calibration
i. Data description
Paragraph describing the data set. It must include important details, such as the provenance, the exact name of the data set, the frequency, and period covered.
ii. Parameters and model economy
Paragraph describing the table that you are filling below, which describes the ratios of the economy that you are studying (consumption/GDP, Investment/GDP, government expenditure/GDP, wage income/GDP). (Use program (7) Data treatment)
If you study two countries, make two tables.
Table 1: Actual versus model economy
Country
C/Y
I/Y
G/Y
wN/Y
Actual economy
Reference list
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Appendix
Your Mathematica code:
Data treatment, submitted as a separate file named: Your name_data1.nb
Contemporary
Project Management
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, unde.
Paper C Topic Selection (Individual) and Research of an existin.docxaman341480
Paper C: Topic Selection (Individual) and Research of an existing or emerging technology and its related ethical issues.
For the first part of this assignment, select a topic for individual research.
Select a digital ethical issue for your research that is caused by the existing or emerging technology.
Following is a link to some suggested topical ideas you may want to consider as a candidate for this assignment.
Be sure to keep in mind that
the technology aspects of this assignment are different from those of Paper A (Application of decision making frameworks to IT-related ethical issues) or Paper B, which dealt with aspects of ethical issues and a subsequent organizational policy.
Recommended Source:
https://www.scu.edu/ethics/ethics-resources/ethics-articles/
The above link will help you to find articles on ethics in many fields and disciplines
,
please remember that
the emphasis on this paper is on
digital technology
and the ethical issue(s) with its use
Topic Title
– Begin with a topic title that describes what you will research.
Explain the reason for your topic selection
briefly in a
paragraph of at least 150 words
. In addition, please determine
three critically important questions
you would like to address regarding your topic, in your individual research paper.
Include a written description (100 words) for each question that includes why that question is critically important.
The objective in developing and posing these questions is
to stage your research and guide your preparation of the final Research Paper
, so that one or more ethical principles are applied and explained as a result of your research. This process helps you
establish a thesis for your research
.
Lastly,
provide at least three proposed reference sources, at least two of which must be from the UMGC library database (or an equivalent academic database)
, which you plan to use to address (i.e., research) the three questions.
These proposed reference sources must have external links. (Note: you are likely to find additional and even better references/sources as you continue your research for this Assignment.)
Remember: the emphasis on this paper is on digital technology and the ethical issue(s) with its use! Remember to follow all APA formatting requirements.
For the second part of this assignment, conduct research using the Web for the answers to the questions that you selected for the first part of this assignment. Please ensure that your research for this assignment addresses the
ethical issues of an existing or emerging technology
!
Prepare a minimum 4- 6 page, double-spaced paper and submit it to the Assignments Module as an attached Microsoft Word file. Indicate appropriate APA compliant reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Paper C is due at the end of t.
Paper Ba matrix mapping of a key IT-related organizational (o.docxaman341480
Paper B:
a matrix mapping of a key IT-related organizational (or personal) ethical issue concerning privacy and organizational policy designed to correct the ethical issue.
The first step of this assignment is an opportunity to analyze a key IT-related
organizational (or personal, if you are not in the job force) ethical issue, related to privacy,
subject to relevant laws, regulations, and policies
.
Both of the following sites provide sources, and an excellent backdrop for issues relating to privacy protection and the law.
See EPIC Privacy Issues
at:
http://epic.org/privacy/
See List on left
and/or: EFF Privacy at
https://www.eff.org/issues/privacy
[see list below in center on this page].
This includes sub-topics discussing information privacy, privacy laws, applications and court rulings (case law is usually an extension of the basic law based on the facts from specific cases and real-world court decisions), and key privacy and anonymity issues.
While the sites provide many interesting topics, be sure to focus on our class IT topics.
.
Paper CriteriaTopic selection—A current governmental policy re.docxaman341480
Paper Criteria:
*Topic selection—A current governmental policy related to the state of Texas.
*Content—Address the various sides of the current issue with the student drawing personal conclusions based on their analysis of the issue, and demonstrating an understanding of its complexities.
*Present an informed evaluation of the evidence and the different viewpoints surrounding the topic. Compare and contrast the different viewpoints of the sources cited, taking into account position limits. Analyze and question your sources’ assumptions.
*Paper length—Your paper should contain a minimum of 750 words (not counting headings). (No maximum length). The paper should be typewritten, double-spaced, and based on information from a minimum of three sources (no maximum).
*Writing style—With few or no typographical errors, misspelled words, and grammatical errors. Use proper complete sentence and paragraph structure. Improve your writing style by revising the paper as many times as necessary.
*Citations—Anytime you borrow someone’s ideas, paraphrase or quote them, and cite all sources using an appropriate method approved by the Instructor. Construct a bibliography (e.g., a “work cited” or “End Notes” page) using an appropriate method approved by the Instructor.
.
Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docxaman341480
Paper #4 Prompt
Due Date April 17
Rough Draft (Optional) Due April 10
This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis.
Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men.
Consider the following quote:
“Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419).
Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women?
You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance.
Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on?
Rough Draft MUST BE4 full pages in length
Final Draft MUST BE 5 full pages in length
Font MUST BETimes New Roman, Double Spaced
7
Kat
The Illusions of Individual Identity and Choice
Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.
Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docxaman341480
Page 1 of 2
Summer 2020
AFR 110N Sec. 101, Dr. Govere
Country Project Step 1: Colonial History and Current Political Context
Country Project Step 1 Rubric
Main Tasks Components of the Tasks Total
points
1. Basic
information
about your
country of study
What is the name of the country you are researching? What
was its name prior to colonial rule? (I point)
What is the capital city of the country being researched?
Did the capital city change its name after colonial rule? (I
point)
What is the geographical location (latitude and longitude,
and topography (e.g., tropical, desert, savanna, mountainous
or a combination)? (I point)
3
2. Colonial
history of your
country of study
Which European colonial power ruled this territory and
when? (I point)
What was the nature and type of colonial rule in the country
you are researching? (I point)
How did colonial occupation impact the following?
o local political structures;(3 points)
o social and cultural institutions (e.g., land ownership,
marriage, inheritance, gender relations, etc.); (3
points)
o traditional religions and/or spiritual practices; (3
points)
o the economy (3 points)
What were the two major events during colonial occupation
that catalyzed the process of independence? (3 points)
When (the date) did the country gain independence? Who
became the leader of the country at independence? How is
independence celebrated in contemporary society? (3
points)
20
Page 2 of 2
3. Current
political context
What type of political system was introduced immediately
after independence, and what changes were made in the
TWO decades AFTER independence? (3 points)
Explain how the politics of the country have changed over
the last twenty years. (3 points)
Who is the present leader of your assigned country? (1
point)
What is the current political system in place? Name the
main political parties. (3 points)
When were the last elections held, and what was the
outcome, that is, which political party gained power and
which political party ceded power (if relevant)? (2 points)
How did the contending parties, the populace, the media,
and election observers react to the election results? (2
points)
When is the next election scheduled to be held? (I point)
Assess the state of the political system and the role of the
media in the country you are researching. (3 points)
What is the current relationship between the U.S. and your
assigned country? (2 points)
20
4. Conclusion
Using all the data you have collected and the analyses you
have conducted pertaining to the above questions, write a
conclusion addressing how the current political context in
your country of study has not only been influenced by
colonial rule but also by African regional political
developments and the international political context. (3
points)
3
5. Other
requirements
Referencing: Evidential Proof .
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page | 2
(
BSBMGT516
Facilitate continuous improvement
Learner Guide
)
BSBMGT516
Facilitate continuous improvementTable of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Lead continuous improvement systems and processes11
1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12
Clarification of roles and expectations13
Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14
Long-term or short-term plans factoring in opportunities for team input14
What information could you provide your team with?14
Mentoring and 'buddy' systems to support team members to participate in decision making15
Training and development activities16
Performance plans17
Reward/recognition programs for high performing staff18
Why teams don’t work in the decision-making process?19
Decision-making processes in detail19
Activity 1.121
1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22
The stakeholders23
The continuous improvement process23
Systems24
Policies and procedures24
Scenario 124
Forums24
Scenario 225
Scenario 325
25
Scenario 425
Scenario 525
Scenario 626
Scenario 726
1.3 – Ensure that change and improvement processes meet sustainability requirements27
Addressing environmental resource sustainability initiatives27
Apply the waste management hierarchy in the workplace28
Regulations and Corporate Social Responsibility (CSR)29
Waste management29
Ecological footprint31
Government initiatives31
Productivity stewardship32
Green Office Program35
Green purchasing36
Sustainability reporting36
Supporting sustainable supply chain36
1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37
Effective mentoring37
Types of mentoring37
Skills for mentors38
Mentoring model39
Effective coaching39
Skills for coaches41
Activities 1.2 and 1.343
1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44
Activities 1.4 and 1.550
2. Monitor and adjust performance strategies51
2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52
2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55
Problem-solving chart57
Problem solving flow chart57
Activities 2.1 and 2.260
3. Manage opportunities for further improvement61
3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
Paper on Tone What is Flannery O’Connor really discussing in A.docxaman341480
Paper on Tone:
What is Flannery O’Connor really discussing in “A Good Man is Hard to Find”? How might it be comparable or contrasted by the message of Joyce Carol Oates in “Where Are You Going, Where Have You Been”? What are your thoughts on the victims in the story? Were they innocent? What did they say or do to make them worthy of their ultimate fates?
have to be mla and five pages
.
P
A
P
E
R
S
December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
Project failure rates are certainly cause for concern, but consider that more
and more organizations are adopting a project-based model of organization,
called PBO, and it is not surprising to find that addressing failures and learning
from them has become increasingly important (Eden, Ackermann, & Williams,
2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry &
Deguire, 2007).
Failures occur despite the fact that we have significantly improved the
process of planning, executing, and controlling projects. Two contributions
would include the Project Management Institute’s (PMI’s) A Guide to the
Project Management Body of Knowledge (PMBOK® Guide) (2004) and the
literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune &
White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud,
& Shivers-Blackwell, 2006).
To help us understand how projects fail, it may be useful to classify the
approaches represented by the PMBOK® Guide, Capability Maturity Model
Integration (CMMI), Earned Value Management (EVM), Critical Chain
Project Management (CCPM), and CSFs as the Rational Expectation view
of project management. They assume that project leaders follow a rational
and consistent approach to project management and strive to achieve spe-
cific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a
view that emphasizes what “should” be done. Argyris (1999) referred to this
as the “espoused” theory of individuals and organizations.
There is, however, another view, and it focuses on the way in which indi-
viduals within an organization actually behave and make decisions.
Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974,
1981), it can be classified as the “behavioral” view of project management. It
emphasizes what individuals and groups “actually” do and how managers
make decisions involving values and risk preferences (Bazerman, 1994).
Argyris (1999) called this the “theory-in-practice.”
This article focuses on the behavioral view of project management and
how an understanding of systematic biases—those common to the human
decision-making process—can prove useful in diagnosing project failure. By
studying these systematic biases, we can learn how decision makers respond
to ambiguity, complexity, and uncertainty, as well as how their own particu-
lar psychological processes influence project decision making (Schwenk,
1984). From this behavioral view we can learn more about why management
approves an overly ambitious scope, why communications between teams is
limited, why a manager might ignore signs that the project is going badly, or
why a manager discourages the participation of a wider constituency in the
project management process.
The article begins with a framework for analyzing project outcomes,
introduces the systematic biases commonly associated with d.
PAPER TOPIC You may choose any biological, chemical or physic.docxaman341480
PAPER TOPIC
: You may choose any biological, chemical or physical agent (physical agent being a source of ionizing or non-ionizing radiation) which presents an environmental hazard, directly or indirectly, to humans. You must describe what the agent is, the nature of the risk (e.g., exposure effects), how it moves through the environment before reaching a target host (e.g., soil, groundwater, food chain, human), and how it moves (and possibly changes) within the body following entry. Include hazard source(s) and recommendations for control measures.
Length: 6 - 8 typed (double spaced) pages, excluding references. References must be from peer-reviewed sources in science literature. The references are to be cited within the body of the paper (numerically sequenced) and listed by its number on a separate reference page (see your text chapters for examples).
TEXTBOOK: Essentials of Environmental Health: 3 rd Edition; by Robert Friis. Publisher: Jones & Bartlett; Year Published: 2018
.
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
Paper to include Name of the Culture,(Italian)Country of Or.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxaman341480
PAPER EXPECTATIONS
Follow the instructions.
Make your ideas concise.
Use as few words as you can to make your statements. This will allow you more room to develop your great ideas!
Avoid repetition and redundancy
of both ideas and words. This is the issue that I usually subtract the most points for, so take care.
For example, when you edit your papers, make sure that you don’t say “Cool Herc is widely accepted as the originator of hip hop”, and then two sentences later, “As Cool Herc is the originator of hip hop…”. See how these two are the same idea? If the reader already has the information, repeating it just takes up space. Another thing to avoid is using the same word multiple times in quick succession. For example: “I found it exciting to listen to the this music. Eri B. has an exciting tone to his voice. When I hear how he flows when he strings words together, I feel excited.” See how ‘excitement’ occurs three times in three sentences? Here’s another more subtle example: “He used the turntable as a way to switch songs seamlessly, using the scratch method to cover up the different beats that were used in each song.” In this example, the word ‘use’ occurs three times in the same sentence! Because it’s a less emotional word, it might be harder to catch, but it’s just as problematic.
I like to see ‘I’ statements.
I find that turning the focus on yourself (especially when we are dealing with sensitive issues and incorporating personal experience, as I encourage) is a great way to avoid generalizing groups and ideas. If your statement is clearly from your perspective, then I as a reader can empathize with your position. If you use lots of ‘we as a generalized group of people act and feel this specific way’, it makes me wonder what research you’ve done, what data points you have, and how many people you have interviewed in order to have that knowledge.
Going off of the previous expectation:
BE SPECIFIC!
If you do make a generalized statement about a situation, back it up with details. Show the research. Reference or quote the authors who initially made the observations and put their work into context. If you tell me that Cool Herc is largely agreed to be the originator of hip hop, tell me why and give examples.
For example, something with detail and context would be: “Although Jamaican soundsystem culture is at the roots of hip hop, Cool Herc was the first to create tracks sourced from James Brown, using the funkier, harder beats that we’ve come to associate with hip hop today.” See how this gives specific details and context on either end of the statement that Cool Herc was the first person to make hip hop?
Make sure you include proper internal references, and construct your bibliography following MLA format
. In your paper, I like to see at least (Author, Date of Publication). For example: “Cool Herc is widely agreed to be the originator of hip hop(Babin 2020).” This tells me you got the information from the .
Paper Title (use style paper title)Note Sub-titles are not.docxaman341480
Paper Title* (use style: paper title)
*Note: Sub-titles are not captured in Xplore and should not be used
line 1: 1st Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 4th Given Name Surname
line 2: dept. name of organization(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 2nd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 5th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 3rd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 6th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
Abstract—This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special Characters, Footnotes, or Math in Paper Title or Abstract. (Abstract)
Keywords—component, formatting, style, styling, insert (key words)
I. Introduction (Heading 1)
This template, modified in MS Word 2007 and saved as a “Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow.
II. Ease of Use
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your paper size. This template has been tailored for output on the A4 paper size. If you are using US letter-sized paper, please close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do n.
Paper requirementsMust be eight to ten pages in length (exclud.docxaman341480
Paper requirements
Must be eight to ten pages in length (excluding the title page, references page, exhibits, etc.) and formatted according to APA style as outlined in the Writing Center.
Must include a cover page:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a clearly stated thesis or topic.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style as outlined in the Writing Center.
Must use at least five scholarly sources, in addition to the text.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
.
Paper is due March 15th. Needed it by March 14th for reviewT.docxaman341480
Paper is due March 15th. Needed it by March 14th for review
The goal of this assignment is to discuss the S.S.I of A.D.D.R.E.S.S.I.N.G.
S is for your socioeconomic status
S is for your sexual orientation
I is for your indigenous heritage
Instructions: You will write a 2-3 page paper discussing sociologically how the three variables above impact society and other social institutions on a micro/macro level. This paper will ask you to hone into your own personal experiences to see how these identities play a role in your life and your own identities, but also ask you to discuss them thinking about society collectively.
Format: APA
.
Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docxaman341480
Paper deadline
[10 pts] Due Saturday 03/21 Turn in the following document, submitted by email, keeping the format below, including:
Title
Author’s name
Abstract
Copy your proposal paragraph here. [You will add your main quantitative results to this paragraph in a later assignment]
I. Introduction
First paragraph: motivation and question:
· Present data or references showing why your question is important. 10 sentences.
Second paragraph: literature review (3 references at the very minimum):
· One connecting sentence to start the paragraph + 5 sentences by article +one sentence of conclusion regarding what we learn overall from the literature.
Description of what you are doing: theoretical model used, method, country, period:
· One connecting sentence + 4 sentences.
Quantitative results:[You will add your main quantitative results to this paragraph in a later assignment]
II. Methodology
a. [To be completed in a later assignment]
b. Calibration
i. Data description
Paragraph describing the data set. It must include important details, such as the provenance, the exact name of the data set, the frequency, and period covered.
ii. Parameters and model economy
Paragraph describing the table that you are filling below, which describes the ratios of the economy that you are studying (consumption/GDP, Investment/GDP, government expenditure/GDP, wage income/GDP). (Use program (7) Data treatment)
If you study two countries, make two tables.
Table 1: Actual versus model economy
Country
C/Y
I/Y
G/Y
wN/Y
Actual economy
Reference list
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Appendix
Your Mathematica code:
Data treatment, submitted as a separate file named: Your name_data1.nb
Contemporary
Project Management
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, unde.
Paper C Topic Selection (Individual) and Research of an existin.docxaman341480
Paper C: Topic Selection (Individual) and Research of an existing or emerging technology and its related ethical issues.
For the first part of this assignment, select a topic for individual research.
Select a digital ethical issue for your research that is caused by the existing or emerging technology.
Following is a link to some suggested topical ideas you may want to consider as a candidate for this assignment.
Be sure to keep in mind that
the technology aspects of this assignment are different from those of Paper A (Application of decision making frameworks to IT-related ethical issues) or Paper B, which dealt with aspects of ethical issues and a subsequent organizational policy.
Recommended Source:
https://www.scu.edu/ethics/ethics-resources/ethics-articles/
The above link will help you to find articles on ethics in many fields and disciplines
,
please remember that
the emphasis on this paper is on
digital technology
and the ethical issue(s) with its use
Topic Title
– Begin with a topic title that describes what you will research.
Explain the reason for your topic selection
briefly in a
paragraph of at least 150 words
. In addition, please determine
three critically important questions
you would like to address regarding your topic, in your individual research paper.
Include a written description (100 words) for each question that includes why that question is critically important.
The objective in developing and posing these questions is
to stage your research and guide your preparation of the final Research Paper
, so that one or more ethical principles are applied and explained as a result of your research. This process helps you
establish a thesis for your research
.
Lastly,
provide at least three proposed reference sources, at least two of which must be from the UMGC library database (or an equivalent academic database)
, which you plan to use to address (i.e., research) the three questions.
These proposed reference sources must have external links. (Note: you are likely to find additional and even better references/sources as you continue your research for this Assignment.)
Remember: the emphasis on this paper is on digital technology and the ethical issue(s) with its use! Remember to follow all APA formatting requirements.
For the second part of this assignment, conduct research using the Web for the answers to the questions that you selected for the first part of this assignment. Please ensure that your research for this assignment addresses the
ethical issues of an existing or emerging technology
!
Prepare a minimum 4- 6 page, double-spaced paper and submit it to the Assignments Module as an attached Microsoft Word file. Indicate appropriate APA compliant reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Paper C is due at the end of t.
Paper Ba matrix mapping of a key IT-related organizational (o.docxaman341480
Paper B:
a matrix mapping of a key IT-related organizational (or personal) ethical issue concerning privacy and organizational policy designed to correct the ethical issue.
The first step of this assignment is an opportunity to analyze a key IT-related
organizational (or personal, if you are not in the job force) ethical issue, related to privacy,
subject to relevant laws, regulations, and policies
.
Both of the following sites provide sources, and an excellent backdrop for issues relating to privacy protection and the law.
See EPIC Privacy Issues
at:
http://epic.org/privacy/
See List on left
and/or: EFF Privacy at
https://www.eff.org/issues/privacy
[see list below in center on this page].
This includes sub-topics discussing information privacy, privacy laws, applications and court rulings (case law is usually an extension of the basic law based on the facts from specific cases and real-world court decisions), and key privacy and anonymity issues.
While the sites provide many interesting topics, be sure to focus on our class IT topics.
.
Paper CriteriaTopic selection—A current governmental policy re.docxaman341480
Paper Criteria:
*Topic selection—A current governmental policy related to the state of Texas.
*Content—Address the various sides of the current issue with the student drawing personal conclusions based on their analysis of the issue, and demonstrating an understanding of its complexities.
*Present an informed evaluation of the evidence and the different viewpoints surrounding the topic. Compare and contrast the different viewpoints of the sources cited, taking into account position limits. Analyze and question your sources’ assumptions.
*Paper length—Your paper should contain a minimum of 750 words (not counting headings). (No maximum length). The paper should be typewritten, double-spaced, and based on information from a minimum of three sources (no maximum).
*Writing style—With few or no typographical errors, misspelled words, and grammatical errors. Use proper complete sentence and paragraph structure. Improve your writing style by revising the paper as many times as necessary.
*Citations—Anytime you borrow someone’s ideas, paraphrase or quote them, and cite all sources using an appropriate method approved by the Instructor. Construct a bibliography (e.g., a “work cited” or “End Notes” page) using an appropriate method approved by the Instructor.
.
Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docxaman341480
Paper #4 Prompt
Due Date April 17
Rough Draft (Optional) Due April 10
This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis.
Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men.
Consider the following quote:
“Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419).
Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women?
You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance.
Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on?
Rough Draft MUST BE4 full pages in length
Final Draft MUST BE 5 full pages in length
Font MUST BETimes New Roman, Double Spaced
7
Kat
The Illusions of Individual Identity and Choice
Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.
Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docxaman341480
Page 1 of 2
Summer 2020
AFR 110N Sec. 101, Dr. Govere
Country Project Step 1: Colonial History and Current Political Context
Country Project Step 1 Rubric
Main Tasks Components of the Tasks Total
points
1. Basic
information
about your
country of study
What is the name of the country you are researching? What
was its name prior to colonial rule? (I point)
What is the capital city of the country being researched?
Did the capital city change its name after colonial rule? (I
point)
What is the geographical location (latitude and longitude,
and topography (e.g., tropical, desert, savanna, mountainous
or a combination)? (I point)
3
2. Colonial
history of your
country of study
Which European colonial power ruled this territory and
when? (I point)
What was the nature and type of colonial rule in the country
you are researching? (I point)
How did colonial occupation impact the following?
o local political structures;(3 points)
o social and cultural institutions (e.g., land ownership,
marriage, inheritance, gender relations, etc.); (3
points)
o traditional religions and/or spiritual practices; (3
points)
o the economy (3 points)
What were the two major events during colonial occupation
that catalyzed the process of independence? (3 points)
When (the date) did the country gain independence? Who
became the leader of the country at independence? How is
independence celebrated in contemporary society? (3
points)
20
Page 2 of 2
3. Current
political context
What type of political system was introduced immediately
after independence, and what changes were made in the
TWO decades AFTER independence? (3 points)
Explain how the politics of the country have changed over
the last twenty years. (3 points)
Who is the present leader of your assigned country? (1
point)
What is the current political system in place? Name the
main political parties. (3 points)
When were the last elections held, and what was the
outcome, that is, which political party gained power and
which political party ceded power (if relevant)? (2 points)
How did the contending parties, the populace, the media,
and election observers react to the election results? (2
points)
When is the next election scheduled to be held? (I point)
Assess the state of the political system and the role of the
media in the country you are researching. (3 points)
What is the current relationship between the U.S. and your
assigned country? (2 points)
20
4. Conclusion
Using all the data you have collected and the analyses you
have conducted pertaining to the above questions, write a
conclusion addressing how the current political context in
your country of study has not only been influenced by
colonial rule but also by African regional political
developments and the international political context. (3
points)
3
5. Other
requirements
Referencing: Evidential Proof .
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page | 2
(
BSBMGT516
Facilitate continuous improvement
Learner Guide
)
BSBMGT516
Facilitate continuous improvementTable of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Lead continuous improvement systems and processes11
1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12
Clarification of roles and expectations13
Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14
Long-term or short-term plans factoring in opportunities for team input14
What information could you provide your team with?14
Mentoring and 'buddy' systems to support team members to participate in decision making15
Training and development activities16
Performance plans17
Reward/recognition programs for high performing staff18
Why teams don’t work in the decision-making process?19
Decision-making processes in detail19
Activity 1.121
1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22
The stakeholders23
The continuous improvement process23
Systems24
Policies and procedures24
Scenario 124
Forums24
Scenario 225
Scenario 325
25
Scenario 425
Scenario 525
Scenario 626
Scenario 726
1.3 – Ensure that change and improvement processes meet sustainability requirements27
Addressing environmental resource sustainability initiatives27
Apply the waste management hierarchy in the workplace28
Regulations and Corporate Social Responsibility (CSR)29
Waste management29
Ecological footprint31
Government initiatives31
Productivity stewardship32
Green Office Program35
Green purchasing36
Sustainability reporting36
Supporting sustainable supply chain36
1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37
Effective mentoring37
Types of mentoring37
Skills for mentors38
Mentoring model39
Effective coaching39
Skills for coaches41
Activities 1.2 and 1.343
1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44
Activities 1.4 and 1.550
2. Monitor and adjust performance strategies51
2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52
2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55
Problem-solving chart57
Problem solving flow chart57
Activities 2.1 and 2.260
3. Manage opportunities for further improvement61
3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
ORIGINAL PAPERThe Meaning of ‘‘Place’’ to Older Adults.docx
1. ORIGINAL PAPER
The Meaning of ‘‘Place’’ to Older Adults
Jeanne Sokolec1
Published online: 16 July 2015
� Springer Science+Business Media New York 2015
Abstract Social workers are well-equipped to work with
older adults and their families. The life course perspective
provides a framework for seeing older adulthood as a stage
of life in the continuum of life as well as a stage with its
own characteristics and tasks. All the roles within social
work practice can be adapted to this population. In addi-
tion, social workers working with older adults and their
families must be cognizant of the specific issues that are
associated with aging and older adulthood. The issue of
loss on many levels is a frequent topic. One area of loss
that is not frequently addressed is the loss associated with
2. where one lives. The word place can have several mean-
ings. One meaning has to do with where one lives. The
second meaning of loss is about one’s status and role—
place-in-society. For older adults both meanings become
important issues as they and their families navigate the
decisions that have to be made. While residence is based on
the level of independence and competence of the older
adult, the issue of place-as-status is a constant frustration
for older adults. Issues of leaving one’s place and losing
status in the eyes of others evoke a myriad of feelings
depending on the particular older adult. But given that as
one ages there are naturally some physical and mental
acuity losses, every older adult is subject to feelings of
sadness, depression, hopelessness, and even anger. These
feelings are natural responses to loss. Among the roles of
social workers working with older adults is one of helping
a mourning process move to a healthy acceptance of one’s
aging and planning rather than devolving into major
3. depression.
Keywords Older adults � Aging � Ageing issues � Social
worker role
Introduction
The literature on older adulthood consistently reports that
there is a shortage of professionals to work with the older
adult population (Hartford Foundation 2011; National
Association of State Mental Health Program Directors
2014; Eldercare Alliance Network 2015). Among these
professionals are social workers and especially those who
provide services on a direct practice basis. Social workers
are educated about the tasks and issues of the life stages
across the life course. Until more recently older adulthood
was treated as the end stage where individuals reflected on
their lives while waiting to die. Similar to other life phases,
older adults are not a homogenous group in many factors.
One of these factors is their state of health. It is unrealistic
to think that older adults will not have a variety of ailments
but the nature and severity of these ailments are dependent
4. on a host of factors and experiences earlier in their lives or
acquired as they age. Thanks to the few geriatric social
workers and researchers we now know that there is much
more happening during older adulthood than was thought
about previously. Recognizing the variation in functioning
of older adults, social workers are not only working with
diminished older adults but older adults who are healthier
and more active. These clients in turn may, according to
Ruffin and Kaye (2006), bring higher expectations for their
lives to the counseling relationship (p. 529).
& Jeanne Sokolec
[email protected]
1 School of Social Work, Loyola University Chicago, Chicago,
IL 60611, USA
123
Clin Soc Work J (2016) 44:160–169
DOI 10.1007/s10615-015-0545-2
http://orcid.org/0000-0002-0295-6650
http://crossmark.crossref.org/dialog/?doi=10.1007/s10615-015-
0545-2&domain=pdf
5. http://crossmark.crossref.org/dialog/?doi=10.1007/s10615-015-
0545-2&domain=pdf
One major concern for older adults and their families is
where they are going to live as they age. Some older adults
will not have options about their residence because of the
resources they do not have or the level of care that is
needed. However, there are an increasing number of older
adults who have both the resources and the health to make
choices about both how and where they want to live.
Housing as an issue is not a new problem that social
workers address with their clients. For older adults housing
issues are more than about addresses. Along with the
physical structure of housing are emotional issues related
to the particular address. Borrowing from other authors,
Gonyea (2006) stated this very well saying that:
…housing is about much more than a physical space
or structure. Rather, a home serves multiple functions
and has a deeper meaning. A home offers individuals
a safe haven and protection from the intrusion of the
6. outside world. One’s home and neighborhood are a
crucial piece of one’s self-identity and evoke a sense
of belonging. For many older adults, a home is a
highly cherished symbol of their independence and
dignity (p. 559).
Geriatric social workers are cognizant of the many
issues older adults have in order to provide the best practice
for their clients. Housing is an example of a common issue
for older adults that involves social work interventions at
micro, mezzo and macro levels. At the micro, direct level,
social workers may be directly involved in locating hous-
ing options and facilitating transitions. As the direct prac-
titioners social workers have to encourage the client to
address whatever underlying feelings the older adult has
about their future. Given their knowledge about the older
adult life stage and the varying needs of older adults, social
workers can be instrumental at the mezzo level in helping
older adult facilities to have appropriate programs. Policies
7. and programs are behind in terms of the increasing num-
bers of older adults needing policies to provide resources
and programs to provide services. Social workers in macro
roles are a key source of knowledge to policymakers and
the departments that implement policy.
In the literature about older adulthood, and even in
public policies, the terms ‘‘aging-in-place, healthy aging
and active aging’’ (World Health Organization 2002; White
Conference on Aging 2015) have become the organizing
principles for thinking about the lives of older adults.
A Policy Brief from the 2015 White House Conference on
Aging committee has stated:
Healthy aging means more than just managing and
preventing disease and chronic conditions. It also
means continuing to live a productive, meaningful
life by having the option to stay in one’s home,
remain engaged in the community, and maintain
social well-being. Older adults may require other
8. services and supports, including social and commu-
nity services, and age-friendly communities, in order
to maximize their independence.
Aging-in-place is generally is meant to promote older
adults continuing to live in their own homes, or at least in
the community, as opposed to some type of care center. A
central component for aging in place is the concept of
choice, which is allowing the older adult to determine their
own living arrangements (Australian Psychological Society
Ltd 1999). Sijuwade (2009) has framed aging as:
…occurring in a societal context, ranging from the
micro scale of the family to the macro scale of the
society. This context includes the attitudes, stereo-
types and age norms, which determine age appro-
priate behavior for the aged (social-image). Further,
the aged have an image of themselves (self-image)
and an image of how they feel, the ‘others’ in the
society perceive them (image of social image). The
9. societal attitudes shape the social behavior towards
the aged. The interactions of the aged in the social
environment result in the self-image of the aged
being reinforced by the social image (p. 1).
The World Health Organization has defined healthy
aging as ‘‘… the process of optimizing opportunities for
health, participation and security in order to enhance
quality of life as people age. It applies to both individuals
and population groups’’ (WHO 2002, p. 11). In this defi-
nition active is not merely physical moving or working but
the more holistic conceptualization of participation. The
Minnesota Department of Health (n.d.) defined healthy
aging as:
… the development and maintenance of optimal
mental, social and physical well-being and function
in older adults. This is most likely to be achieved
when communities are safe, promote health and well-
being, and use health services and community pro-
grams to prevent or minimize disease (p. ii).
10. Taken together these concepts become the framework
for Aging Friendly Cities or the newer phrase used by the
World Health Organization: Age Friendly World (WHO
2014). In strength-based, empowerment based practices the
social worker will as much as possible honor client self-
determination and encourage the older adult to advocate for
themselves by at least stating their preferences. One fear in
promoting client self-determination is that the client will
not choose wisely. Social workers constantly deal with this
dilemma and employ strategies of full disclosure of risks
and benefits of the client’s choices, as well as help the
Clin Soc Work J (2016) 44:160–169 161
123
client through a process of decision making process. Any
work with clients is predicated on assessment of the client,
their history as well as their current functioning. Social
workers are well-versed in biopsychosocial assessment.
11. Geriatrically trained social workers will understand that in
addition to a general assessment the assessment should also
inquire about issues pertinent to older adulthood such as
loss. Loss is an issue for every person; however as one ages
the number of losses one has increases with the deaths of
spouses and partners, other relatives as well as friends. A
common sentiment of those in their late nineties is that all
their friends and even children have passed away. Along
with loss then is a feeling of loneliness which if not
addressed can lead to loss of enthusiasm and even
depression in the sense of giving-up.
Spirituality is a topic that has gained importance in
social work since for many clients spirituality, however
defined, is a source of comfort and strength. On the other
hand, some older adults may feel anger at their current
predicament and diminish their previously held beliefs. In
either case, these issues should be part of any assessment.
One other area that needs to be explicitly addressed is that
12. of risk. NASW in its Standards for Family Caregivers
(2010) lists a variety of risks that need assessment from the
ability of caregivers to adequately understand the older
adult’s situation and provide appropriate care to risk of
abuse and neglect of the older adult. Including the category
of risk there is the recognition that older adults are not
immune from having or developing substance abuse and
alcohol problems.
Anthropologist Margaret Clark in the mid-1960’s, based
on her research, reframed aging ‘‘as a situated phe-
nomenon—an iterative, socially embedded process that
requires adaptation to specific sociocultural contexts’’
(Perkinson and Solimeo 2014, p. 102). The notion that
there is a sociocultural context to aging is not surprising to
social workers and reminds us that any approach to aging
has to be seen in the particular culture in which it is
occurring. It also supports the premise that within a mul-
ticultural setting like the United States, there may be dif-
13. ferent views of what older adulthood should look like from
the environment to the individual.
The Meaning of Place
The word place can have several meanings. One meaning
has to do with where one lives. Tuedio (2002) has asked,
‘‘What is the connection of home to personal identity,
growth, and development (p.1) ? The other meaning is a
‘‘state of mind’’ (Tuedio 2002, p.1) including concern
about one’s status and role—‘‘place in society.’’ For older
adults both meanings become important issues as they and
their families navigate the realm of older adulthood.
Place attachment is a term that is often found in the
environmental psychology literature. In its simplest terms,
‘‘place attachment is an emotional bond between people
and their environment’’ (Anton and Lawrence 2014,
p. 451). Studies on place attachment have found that the
positive effects of this type of attachment include physical,
emotional and social phenomena (Anton and Lawrence
14. 2014). Within place attachment there is the dimension of
place identity. Proshansky et al. (1983) described this
identity ‘‘as a substructure of self-identity consisting of
memories, ideas, feelings, attitudes, values, preferences,
meanings, and conceptions of behavior and experience that
occur in places that satisfy an individual’s biological,
psychological, social, and cultural needs’’ (p. 59). While
this concept is not specific only to older adults, it does have
particular significance for this group given the current
emphasis on aging-in-place.
As people are continuing to age, we are learning that
they are not a homogenous group, nor is there a constant
predictable pattern. In the best of worlds there would be a
robust continuum of care with adequate resources. Real-
istically however, like children, older adults may not
always be able to make an informed choice and what they
would want, which is most often to stay in their own home,
may not be appropriate. While residence is based on the
15. level of independence and competence of the older adult,
the issue of place as status is a constant frustration for
older adults, especially those who remain healthy and
independent well into their 80’s and 90’s. This means that
when talking about the meaning of place that there will be
different concerns depending on individual older adult. For
example, for the older adult who has to move into a level of
care away from their home and community, place as living
space may be the main concern. Three in ten Americans 40
or older would rather not think about getting older at all,
and when prompted to think about it, a majority worry
about losing their independence (Tompson et al. 2013,
p. 2). Chen’s study (2001) interviewed older adults about
how they felt about being old. The participants related their
capability to do things as meaning they were not old. One
widow stated: ‘‘Age is just a number. I don’t like the
number because people usually view the age in a negative
way’’ (What Aging Means section, Para. 1). For the older
16. adult these are psychological issues that come from the
core of their identity. Undoubtedly risk and resilience
factors play an underlying role in the older adult’s attitude
and coping skills. For practitioners these are issues that
have to be discussed in order to develop an integrated care
plan.
Complicating the ageing-in place discussion is the
growth of retirement communities where people can move
162 Clin Soc Work J (2016) 44:160–169
123
in as early as age 55. These communities differ in the levels
of care they provide. Some communities only may have
independent living; others may have independent living
and some assisted care options; and others may offer a full
continuum of care from independent living to nursing care
with specialty floors for those residents who have demen-
tia. At the independent living stage these communities
17. make themselves attractive to potential residents by
offering a range of options from dining choices, social
activities, field trips, and various classes. Anecdotally older
adults who select a retirement community like the sense of
community which perhaps was no longer available in the
previous residence as well as a sense of being cared for
even if they were living as independent persons. Ideally
these facilities have social workers on staff for both
assessment purposes and the on-going monitoring of the
residents’ mental health. A major consideration in the place
issue is cost. Many of these communities require an
entrance fee which could be up to several hundred thou-
sand dollars plus monthly assessments. The costs can make
it prohibitive for those without monetary resources who
would, if they could, select a retirement community option.
It is important to note this is an area where social work
knowledge about housing needs can be translated into
advocacy at the state and federal levels.
18. Ageism and Status
Unlike other cultures in the world, older adulthood in the
United States has not traditionally been a revered stage of
life as a societal norm. Milton Fisk (2002) has used the
word ‘‘superfluous’’ to describe what has happened to
certain groups of workers throughout our economic history.
Synonyms for superfluous include not required, redundant,
unnecessary, or non-essential which are terms we generally
associate with things, not people. These terms could be
equally applied to the views of older adults. The proportion
of older people who are employed is an important factor
that is related to perceptions of the social status of older
people in less modern societies (Vauclair et al. 2014).
A number of factors create this age divide. Increasingly
younger people in the United States are more mobile in
comparison to other generations so that adult children and
their parents are often living in different cities. Until 1976
working persons who were 65 years old could be made to
19. retire regardless of their health status and quality level of
their work. The United States is seen as having a focus on
the younger generation and it is only recently that there has
been advertising that has included older adult actors
speaking directly to older adults about a specific product.
The term ageism is now regularly included in the list of
isms in our society meaning that there are prejudicial
feelings or actions based on beliefs about the limitations of
abilities due to age. Institutional ageism manifests in the
policies that do not address the needs of older adults or
treats older adults with demeaning attitudes and disem-
powerment (Grant 2010).
Status is a societal issue in terms of how older adults are
viewed by younger generations. Ridgeway defined status as
an ‘‘… an inherently multi-level form of inequality in that it
involves hierarchies of esteem and influence between
individual actors as well as hierarchies of social esteem
between groups in society’’ (2014, p. 5). This status issue is
embedded in the concept of ageism. Stereotypes about older
20. people suggest extremes, ranging from the incompetent fool
to the compassionate and wise elder (Carstensen and Hartel
2006, p. 22) and Nelson reminded us that until the invention
of the printing press, older adults were respected as the
‘‘sole repository of knowledge’’ (2011, p. 38). Status dif-
ferentials affect both the receiver of the status designation in
terms of their behavior as well as the one who bestows or
reduces the status of the other in terms of their attention to
the other person. Also, as Ridgeway reminded us, this
occurs at both micro and macro levels. At the micro level it
occurs when older adults are not invited to participate in
community activities and at the macro level when policy
agendas do not include concern about older adult issues.
Status as one variable can be confounded by other variables
such as gender, race, ethnicity, and/or economic resources.
Differential treatment in healthcare based on gender, race
and socio-economic status is well documented in the
healthcare disparities literature (Centers for Disease Control
21. and Prevention 2014). For example, older men who have
retired from businesses may receive higher status than an
older woman who has never worked. While not phrased as a
status issue by older adults, practitioners have to help their
clients deal with the hurt feelings of being discounted by
others as having nothing of value to add to society.
Bell and Menec (2015) have looked at the relationship
between independence and social exclusion. They pointed
out that individual independence is seen as a core value in
American culture that operates on at least two levels. Not
only is it a value that individuals wish to have, but inde-
pendence is also an expectation made of capable adults.
While there are reasons for individuals not being inde-
pendent persons, they can be seen as not operating within
the mainstream and can then be excluded. Given this cul-
tural norm and the consequences of not meeting the norm,
it is not surprising that older adults hold on dearly to their
independence even when it can be detrimental to their
22. well-being. The ‘‘fear of dependency and anxiety’’ (p. NP9)
that is created can also lessen one’s self-esteem. The fear of
dependency can also lead to older adults putting on a ‘‘false
face’’ of competence, refusing assistance and opportunities
that can be helpful to them as well as not participating in
Clin Soc Work J (2016) 44:160–169 163
123
social activities ‘‘that are for old people’’ (p. NP12). One
finding of Bell and Menec’s study (2015) indicated that
social exclusion of older adults occurs at both the personal
level through self-exclusion as well as at the community
level through lack of policies, resources and supports
which in part reflect the effect of current perceptions of
older adults (p. NP 16). They concluded that along with
any structural changes that are made, there also needs to be
a cultural change ‘‘with a reimaging of aging and old age’’
(NP 18).
23. The LGBTQ (Lesbian, Gay, Bi-Sexual, Transgender,
Queer) community of older adults provides many examples
of differential treatment that have historical, social and
political aspects often beginning when the individual first
made their orientation known to others. The SAGE Foun-
dation—Services, Advocacy for Gay, Lesbian, Bisexual
and Transgender Elders—has summarized the various
issues within the realm of social isolation:
The primary risk factors for social isolation affect
LGBT older adults in unique and disproportionate
ways. LGBT elders are more likely to live alone and
with thinner support networks. Additionally, the
research shows that LGBT elders face higher dis-
ability rates, struggle with economic insecurity and
higher poverty rates, and many deal with mental
health concerns that come from having survived a
lifetime of discrimination. Location-related barriers,
coupled with stigma and discrimination, can make it
24. difficult for LGBT older people in many parts of the
country to find the LGBT-friendly community sup-
ports they need to age successfully and avoid social
isolation (Social Isolation 2015).
The issues of economic insecurity and poverty are in
part directly related to the issue of same-sex marriage and
the rights that come with marriage. For example, marriage
allows one partner to obtain social security benefits from
the spouse at a certain age or when a spouse dies. One
important value of social security benefits has traditionally
been seen as preventing older adults from falling into
complete poverty. Also related to social isolation for the
LGBTQ community is the issue of affirming services
within the Aging Network under the Older Americans Act.
Given the variation in attitudes towards same-sex relations
across states, it could be hypothesized that since aging
services are provided by state offices and agencies, atti-
tudes among these organizations may reflect their particu-
25. lar state’s attitudes regardless of non-discrimination
policies.
Older immigrants are another group who in addition to
having the usual concerns of getting older may have more
difficulties because of language, cultural customs, docu-
mentation, and monetary resources. How the older
immigrant came to live in the United States is an important
question in a cultural assessment. Immigrants coming to
the United States by choice may have very different feel-
ings and expectations than older immigrants who are
refuges, forced to leave their country of origin. In addition,
the timing of when in their lifetime the older immigrant
came to the United States is important in terms of accessing
public resources. Immigrants from other countries may
have different expectations for the involvement of their
children as caregivers than their more Americanized chil-
dren feel. The social work profession in general needs to
build a workforce that is bilingual in the many languages
26. that are present in the U.S. today.
Issues of leaving one’s place and losing status in the
eyes of others evoke a myriad of feelings depending on the
particular older adult. But given that as one ages there are
naturally some physical and mental acuity losses, every
older adult is subject to feelings of sadness, depression,
hopelessness, and even anger. These feelings are natural
responses to loss. The role of the practitioner is one of
helping a mourning process move to a healthy acceptance
of one’s aging and planning rather than devolving into
major depression.
Place and Status as Locational Issues
While it seems natural to separate place as physical space
from place as status, there is a third conceptualization
which is to frame both physical space and status as a lo-
cational issue in which the two concepts are intertwined.
For example, older adults will reject or resent leaving their
homes because the home represents the narrative story of
27. the older adult’s life. At least when remaining in the family
home in the same community the older adult can maintain
a sense of integrity and status. Tueido (2002) quoted Iris
Marion Young’s view of homemaking:
Creative preservation is the practice of ‘‘renewing’’
our investment in the meaning of things. Though it
functions in support of our ‘‘longing’’ for a ‘‘settled,
safe, affirmative, and bounded identity,’’ creative
preservation also serves to inspire a dynamic culti-
vation of identity, which in turn contributes to pro-
moting an affirmative yet ‘‘fluid and shifting’’ context
for living. Activities of preservation give some
enclosing fabric to this ever-changing subject by
knitting together today and yesterday, integrating
new events and relationships into the narrative of a
life, the biography of a person, a family, and a people
(p. 4.).
Place and identity are inextricably bound to one another.
28. The two are co-produced as people come to identify with
164 Clin Soc Work J (2016) 44:160–169
123
where they live, shape it, however modestly, and are in turn
shaped by their environments, creating distinctive ‘‘envi-
ronmental autobiographies’’ that are the narratives we hold
from the memories of those spaces and places that shaped
us (Gieseking and Mangold 2014).
Becoming Marginalized
In many cases older adults are put into the position of being a
marginalized group. Hohler (2010) described the usage of the
word marginalization by saying that since the 1960’s, the
word has been used as a sociological term referring to
research on people and groups of peoplewho are driven to the
edge of a given society. Hohler went on to say that: ‘‘The
conceptmarginalization implicitly assumes that there are two
parts, the ‘‘marginalizer’’ and the ‘‘marginalized’’ (Hohler
29. 2010, p. 5).’ When talking about older adults we can ask
‘‘Who is the one that ismarginalizing?’’ Certainly individuals
can marginalize other individuals and likewise entire groups
can be marginalized by other groups. Marginalization in
general is problematic because it prevents individuals and
groups from participating fully in the society in which they
live.Marginalization can lead to self-deprecation, loss of self-
efficacy and for some deep depression with poor coping
skills. In addition, the stress which can ensue is applicable to
both individual older adults as well as older adults as a group.
Meyer (2003) reported that ‘‘stress discourse has been con-
cerned with external events or conditions that are taxing to
individuals and exceed their capacity to endure, therefore
having potential to induce mental or somatic illness (p. 675.)
In the case of older adults, the external events or conditions
are related to the place of older adults in society.
On the societal level marginalization prevents members
of the marginalized group from obtaining the resources
31. - Language
5-3
A Model of the Communication Process
5-4
Basic Model of Communication
Source
• Person or organization that has information to share
with another person or group of people
Encoding
• Putting thoughts, ideas, or information into a symbolic
form
Message
• Contains the information or meaning the source hopes
to convey
5-5
32. Graphic
• Pictures
• Drawings
• Charts
Verbal
• Spoken
Word
• Written
Word
• Song
Lyrics
Musical
• Arrange-
ment
• Instrum-
entation
• Voices
Animation
• Action/
Motion
• Pace/
Speed
33. • Shape/
Form
Verbal Graphic Musical
There are many forms of message encoding
Encoding
5-6
Basic Model of Communication
and receiver
-personal channel or mass media
contact between the sender and
receiver
- Direct communication between two
or more persons
-of-mouth (WOM): Informal communication among
consumers about products and services
-of-mouth
discussion
2
5-7
35. up
of consumers who will be used to start spreading the
message
5-9
Basic Model of Communication
thoughts or information
thought
d by the receiver’s field of
experience
attitudes, and values a person brings to the
communication situation
5-10
Basic Model of Communication
36. process
sender and receiver don’t overlap
hearing, or reading the message
communicated back to the sender
5-11
Methods of Obtaining Feedback in the
Response Hierarchy
5-12
Implications of the Traditional
Hierarchy Models
purchasers from unawareness of a product to
readiness to purchase it
y which stage in the hierarchy a potential
buyer is in
38. ovide insight into promotional strategies
marketers might pursue in different situations
differentiation
evels of experience with the product or
service
5-15
The Social Consumer Decision Journey
5-16
Cognitive Response Approach
Cognitive responses
• Thoughts that occur to individuals while reading, viewing,
and/or
hearing a communication
Counterarguments
• Thoughts the recipient has that are opposed to the position
taken in the message
39. • Relate negatively to message acceptance
Support arguments
• Thoughts that affirm the claims made in the message
• Relate positively to message acceptance
5-17
Cognitive Response Approach
Source derogations
• Negative thoughts about the spokesperson or organization
making the
claims
• Leads to a lower message acceptance
Source bolsters
• Positive thoughts about the spokesperson or organization
making the
claims
Ad execution-related thoughts
• Affect attitudes toward the advertisement as well as the brand
Attitude toward the ad
• Represents the receivers feelings of favorability or
unfavorability toward the
ad
40. 5-18
Elaboration Likelihood Model (ELM)
process and respond to persuasive messages
that occurs in response to a persuasive message
hood is a function of:
4
5-19
Counterarguments Support arguments
Source derogation Source bolstering
Thoughts about
the ad itself
Thoughts about
41. the ad itself
Source bolsteringSource derogation
Support argumentsCounterarguments
Affect attitude
toward the ad
Cognitive Response Categories
Product/Message Thoughts
Source-Oriented Thoughts
Ad Execution Thoughts
5-20
Elaboration Likelihood Model (ELM)
Focuses on the way consumers respond to persuasive
messages, based on the amount and nature of elaboration
or processing of information
Peripheral route –
ability and
motivation to process
a message is low;
receiver focuses more
on peripheral cues
than on message
content
42. Central route –
ability and
motivation to process
a message is high and
close attention is paid
to message content
Routes to Attitude Change
5-21
Elaboration Likelihood Model (ELM)
motivation to process a message is high and close
attention is paid to message content
motivation to process a message is low
message content
message
5-22
Implications of the ELM
44. response process
6-3
Decisions Evaluated with the Persuasion Matrix
Receiver/
comprehension
Can the receiver
comprehend the
ad?
Channel/
presentation
Which media will
increase
presentation?
Message/
yielding
What type of
message will
create favorable
attitudes or
feelings?
45. Source/
attention
Who will be
effective in
getting
consumers’
attention?
6-4
Source
message
- Delivers a message and/or endorses
a product or service
- Draws attention to and enhances
the appearance of an ad
6-5
Skill
Knowledge
Expertise
Unbiased
47. communicator and the belief that information from
this source is accurate
2
6-7
Source Credibility
- and low-credibility sources are equally
effective when arguing for a position opposing their
own best interest
increases with the passage of time
6-8
Source Attractiveness
48. similarity, familiarity, and likability
d to seek some
type of relationship with the source
behavior
6-9
Source Attractiveness
ebrity endorsers
6-10
Source Attractiveness
49. Resemblance
between the
source and
recipient of the
message
Similarity
Knowledge of the
source through
repeated or
prolonged
exposure
Familiarity
Affection for the
source resulting
from physical
appearance,
behavior, or other
personal traits
51. ale endorsers
3
6-13
The celebrity’s behavior may pose
a risk to the company
The target audience may not be
receptive to celebrity endorsers
The celebrity may be overexposed,
reducing his or her credibility
The celebrity may overshadow
the product being endorsed
The target audience may not be
receptive to celebrity endorsers
The celebrity may be overexposed,
reducing his or her credibility
52. The celebrity may overshadow
the product being endorsed
Risks of Using Celebrities
6-14
Meaning Movement and
the Endorsement Process
6-15
Source Power
punishments to the receiver
and scrutiny
persuasive influence and acquiesces to his or her
position
punishment
6-16
Perceived control
53. Perceived concern
Perceived scrutiny
Perceived control
Perceived concern
Source Power
Source Power
6-17
Message Factors
• Order of presentation
• Conclusion drawing
• Message sidedness
• Refutation
• Verbal versus visual messages
Message
structure
• Comparative advertising
• Fear appeals
• Humor appeals
54. Message appeals
6-18
Message Structure
- Strongest arguments should
be presented early or late in the message but never
in the middle
effective
ast arguments presented are most
persuasive
4
6-19
Message Structure
55. - Messages with explicit
conclusions are more easily understood and
effective in influencing attitudes
6-20
Message Structure
-sided message: Mentions only positive
attributes or benefits, effective if target audience:
-sided message: Presents both good and bad
points, effective when the target audience:
6-21
56. Message Structure
sides of an issue and then refutes the opposing
viewpoint
- When verbal
information is:
immediate and delayed recall
increase recall
6-22
Recall and Presentation Order
R
e
c
a
ll
Beginning Middle End
6-23
Fear
Appeals
58. • Often used for
brands with small
market share
• Frequently use in
political
advertising
• They can attract
and hold attention
• They are often the
best remembered
• They put the
consumer in a
positive mood
6-24
Message Appeals
rectly
naming competitors in an ad and comparing one or
more attributes
threat and arouse individuals to take steps to
59. remove the threat
-confident and prefers to cope with dangers
5
6-25
Message Appeals
- States that ads using
fear appeals should give the target audience
information on the:
ence
6-26
Figure 6.5 - Relationship between Fear
Levels and Message Acceptance
60. 6-27
Message Appeals
- Humorous ads:
s’ attention
toward the product
the message
y of a commercial to lose effectiveness
when seen or heard repeatedly
6-28
Humor Appeals Advantages and
Disadvantages
Advantages
• Aid with awareness and
attention
• Aid name and simple copy
registration
• Aid retention
61. • Aid persuasion to switch
brands
• Create a positive mood
that enhances persuasion
Disadvantages
• Harm recall and
comprehension
• Harm complex copy
registration
• Do not aid persuasion in
general
• Do not aid source
credibility
• Not very effective in
bringing about sales
6-29
Channel Factors
- Information
received from personal channels is more persuasive
than that received from the mass media
62. Self-paced - Readers process the ad at their own rate and
study it as long as they desire
- Transmission rate is controlled by the
medium
6-30
Self-Paced
Media
Self-Paced
Media
Self versus External Paced Media
• Newspapers
• Magazines
• Direct Mail
• Internet
• Radio
• Television
Externally Paced
Media
vs.
63. 6
6-31
Channel Factors
on a message
fect reactions to the
message
broadcast environment
Web Exercise 3
Focus Text – Chapters 5 & 6
In this exercise, you will identify elements of the
communication process and then analyze the source, message,
and channel factors for Toyota’s Sienna campaign. First, watch
the “Swagger Wagon” video for the Toyota Sienna, which you
can view at
64. https://www.youtube.com/watch?v=pUG3Z8Hxa5I
(If clicking the link above doesn't work, please copy and paste
the URL in a new browser window instead)
This music video is based off a campaign of Sienna
commercials that became viral sensations. After watching the
video and exploring this site, visit the following websites for
additional components of the campaign:
https://www.facebook.com/sienna
http://www.toyota.com/sienna/#!/Welcome
Successful completion of the following questions will require
you to integrate information from the Chapter 5 and 6 readings.
Please provide your answers to the following questions in the
Web Exercise submission area within this folder.
1. Who is the source for the Sienna “Swagger Wagon” ad? Who
are the receivers and audience of this campaign?
2. Source attractiveness encompasses similarity, familiarity, and
likability. How persuasive do you think this campaign is to its
receivers, based on these characteristics?
3. What is the meaning that the company is trying to convey in
the Sienna campaign?
4. What appeal is being used in this campaign? Why do you
think Toyota chose this type of appeal?
5. How can feedback for this entire Sienna campaign be
collected, and how would it determine effectiveness of the
campaign?