PPA 568 Quiz Chapters 3 and 42NAME 1. How is the postm.docx
•Download as DOCX, PDF•
0 likes•3 views
PPA 568: Quiz Chapters 3 and 4 2 NAME: 1. How is the "postmodern world" different from the modern world? ANSWER: 2. What is meant by "melting pot?" Does it apply to the modern or postmodern world? ANSWER: 3. Why is it important to think about the postmodern world in this class? ANSWER: 4. Which of these is true? a. The rules for our private lives are the same for everyone around the world. b. In our public lives we don't need any shared values and beliefs in order to live together. c. In a democratic society, shared values and beliefs are developed through broad participation of the many diverse parts of the society. d. a and c e. a and b 5. ANSWER: a. Give an example of what this means: “Work-life comingling promotes possible conflict between public duty and personal interests.” Be sure to identify the public duty and personal interest. ANSWER: 6. Why (give the reason) is the relativity of values a challenge to ethical behavior? ANSWER: 7. Why(give the reason) are standardized policies and programs at odds with diverse and vocal publics? ANSWER: 8. Which one of these is true? a. Since the early experts in Public Administration sought to separate politics from administration, we should try to eliminate all politics from public administration today. b. Because of the diversity of roles and interests, politics will continue to be a part of public administration. c. It is not really possible to craft policies, procedures, organizational arrangements, training, and sanctions to encourage ethical conduct and reinforce its importance. ANSWER: 9. Give an example of an ethical issue that can arise in agency-political party transactions. (Be sure to give an example, not just the word "corruption" or "inefficiency" or "abuse." Tell who the players are and what the conflict is and name the agency or ministries involved. Do this for Questions 10, 11 and 12 as well.) ANSWER: 10. Give an example of an ethical issue that can arise in agency-agency transactions. (Name the agency or ministries involved) ANSWER: 11. Give an example of an ethical issue that can arise in agency-branch of government transactions. (Name the agency or ministry involved) ANSWER: 12. Give an example of an ethical issue that can arise in agency-interest group transactions. ANSWER: 13. Give an example of a conflict between an administrator's citizen role and public administration role. ANSWER: 14. Which of these is NOT true? a. In a diverse world if everybody is treated the same, everyone will be treated fairly. b. The citizenry must not be ignored. c. The citizenry must not be yielded to reluctantly under the pressure of interest groups. d. If members of a population are varied in their needs, tastes and preferences, then administrators need to provide an array of services, not just a standardized service program. ANSWER: 15. Give an example of the consumption costs of citizenship? ANSWER: 16. Give an example of the participation costs of citizenship being too high. ANS.
Report
Share
Report
Share
Recommended
(2)PPA 568 Quiz Chapters 5 and 6NAME CHAPTER FIVE (P.docx
(
2
)PPA 568: Quiz Chapters 5 and 6
NAME:
CHAPTER FIVE: (Put your answers on this form, starting after the blue word ANSWER.)
1. Give an example of a role conflict where it is inside role vs. outside role. Do not use the example in the book.
ANSWER:
2. Give an example of a role conflict where it is inside role vs. inside role. Do not use the example in the book. ANSWER:
3. How does the Institute of Public Administration of Canada define "Conflict of Interest?"
ANSWER:
4. Give an example of a conflict of authority.
ANSWER:
IMAGINE THAT YOU ARE HEAD OF THE MINISTRY OF HEALTH. Think of temptations you might have in dealing with conflict of interest. Make each example relate to your duties as head of that agency.
5. Give an example of influence peddling that might occur in this position.
ANSWER:
6. Give an example of bribery that might occur in this position.
ANSWER:
7. Give an example of information peddling that might occur in this position.
ANSWER:
8. Give an example of a financial transaction being a conflict of interest that might occur in this position.
ANSWER:
9. Give an example of gifts and entertainment creating a conflict of interest that might occur in this position.
ANSWER:
10. Give an example of outside employment creating a conflict of interest that might occur in this position.
ANSWER:
11. Give an example of future employment creating a conflict of interest that might occur in this position.
ANSWER:
12. When does dealing with relatives create a conflict of interest?
ANSWER:
13. What word is often used to describe this particular conflict?
ANSWER:
CHAPTER SIX:
14. What are two weaknesses of ethics laws?
ANSWER:
15. What are two weaknesses of ethics codes?
ANSWER:
16. What is the "Friedrich-Finer Debate?" What is the recommended outcome of that debate?
ANSWER:
17. Why is Trevino important to this debate?
ANSWER:
18. What are two advantages of having internal controls?
ANSWER:
19. What is the disadvantage of having internal controls?
ANSWER:
20. What are two disadvantages of having external controls?
ANSWER:
21. What is the advantage of having external controls?
ANSWER:
22. In the Fair City Police Department case, what were the internal controls?
ANSWER:
23. In the Fair City Police Department, what were the external controls?
ANSWER:
24. In the Die Free case, what are the internal controls?
ANSWER:
25. In the Die Free case, what are the external controls?
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 24 March 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 24 March 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). ...
Chapters One and Two Quiz--PPA 5682NAME1. The conceptu.docx
Chapters One and Two Quiz--PPA 568
2
NAME:
1. The conceptual focus of the text is the role of the public administrator in an organizational setting. What is the integrating ethical concept of Cooper's text?
ANSWER:
2. What is the central ethical process that is described?
ANSWER:
3. Why does the text say it is critical to study ethics if one is to be a public administrator?
ANSWER:
4. Give an example of making an ethical decision that is NORMATIVE.
ANSWER:
5. Give an example of making an ethical decision that is DEONTOLOGICAL
ANSWER:
6. Give an example of making an ethical decision that is TELEOLOGICAL.
ANSWER:
7. What is the word used to define “packaged expectations and obligations?”
ANSWER:
8. Give an example of one that is present in your world right now.
ANSWER:
9. What is the word used to define “accepting and carrying out packaged expectations and obligations?”
ANSWER:
10. Give an example of a dilemma likely to arise for the public administrator when considering these two entities in questions 8 and 10.
ANSWER:
11. According to Cooper which is superior, law or judgment?
ANSWER:
12. Why?
ANSWER:
13. What is the difference between ethics and morality?
ANSWER:
14. What does Cooper mean when he says ethics is “one step removed from action?
ANSWER:
15. When considering a problem-solving approach, the text reminds us that "uncertainties abound” when dealing with ethical issues. What is an example of this?
ANSWER:
16. What does Becker mean by “the hierarchy of credibility?”
ANSWER:
17. What does it mean when the text insists that "ethical problems are dynamic?"
ANSWER:
18. In the reference to the novel Chesapeake, Paxmore explains why he thinks Wilson and Teddy Roosevelt would have responded differently than Nixon regarding Watergate. In your own words, tell why they would have.
ANSWER:
19. Paxmore also says Nixon’s team was “deficient in education.” Explain what he means in your own words.
ANSWER:
20. Suppose someone in another department told you that the Director of HR is hiring her cousins
and not putting the job out for bid. You feel that doing this violates department and agency policy, so you have, in effect perceived an ethical issue. Suppose you were the Chief Administrator of this HR Director. What might you do first in following the model in the book?
ANSWER:
21. In this situation above, what would be one of the principles that might be violated?
ANSWER:
22. Aiken lists four levels of ethical reflection.
A. The expressive level involves what?
ANSWER:
B. An example of the moral rules level is:
ANSWER:
C. The ethical analysis level involves what?
ANSWER:
D. What level asks "Why should I be principled?" or "What are my real values and principles?"
ANSWER:
E. Which is the recommended level? Why?
ANSWER:
23. What is a descriptive decision making model?
ANSWER:
24. What is a prescriptive descriptive decision making model?
ANSWER:
25. Of these two terms, what is the model descr ...
Chapters One and Two Quiz--PPA 5681NAME1. The conceptu.docx
Chapters One and Two Quiz--PPA 568
1
NAME:
1. The conceptual focus of the text is the role of the public administrator in an organizational setting. What is the integrating ethical concept of Cooper's text?
ANSWER:
2. What is the central ethical process that is described?
ANSWER:
3. Why does the text say it is critical to study ethics if one is to be a public administrator?
ANSWER:
4. Give an example of making an ethical decision that is NORMATIVE.
ANSWER:
5. Give an example of making an ethical decision that is DEONTOLOGICAL
ANSWER:
6. Give an example of making an ethical decision that is TELEOLOGICAL.
ANSWER:
7. What is the word used to define “packaged expectations and obligations?”
ANSWER:
8. Give an example of one that is present in your world right now.
ANSWER:
9. What is the word used to define “accepting and carrying out packaged expectations and obligations?”
ANSWER:
10. Give an example of a dilemma likely to arise for the public administrator when considering these two entities in questions 8 and 10.
ANSWER:
11. According to Cooper which is superior, law or judgment?
ANSWER:
12. Why?
ANSWER:
13. What is the difference between ethics and morality?
ANSWER:
14. What does Cooper mean when he says ethics is “one step removed from action?
ANSWER:
15. When considering a problem-solving approach, the text reminds us that "uncertainties abound” when dealing with ethical issues. What is an example of this?
ANSWER:
16. What does Becker mean by “the hierarchy of credibility?”
ANSWER:
17. What does it mean when the text insists that "ethical problems are dynamic?"
ANSWER:
18. In the reference to the novel Chesapeake, Paxmore explains why he thinks Wilson and Teddy Roosevelt would have responded differently than Nixon regarding Watergate. In your own words, tell why they would have.
ANSWER:
19. Paxmore also says Nixon’s team was “deficient in education.” Explain what he means in your own words.
ANSWER:
20. Suppose someone in another department told you that the Director of HR is hiring her cousins
and not putting the job out for bid. You feel that doing this violates department and agency policy, so you have, in effect perceived an ethical issue. Suppose you were the Chief Administrator of this HR Director. What might you do first in following the model in the book?
ANSWER:
21. In this situation above, what would be one of the principles that might be violated?
ANSWER:
22. Aiken lists four levels of ethical reflection.
A. The expressive level involves what?
ANSWER:
B. An example of the moral rules level is:
ANSWER:
C. The ethical analysis level involves what?
ANSWER:
D. What level asks "Why should I be principled?" or "What are my real values and principles?"
ANSWER:
E. Which is the recommended level? Why?
ANSWER:
23. What is a descriptive decision making model?
ANSWER:
24. What is a prescriptive descriptive decision making model?
ANSWER:
25. Of these two terms, what is the model descr ...
Freedom to Live Chapter Four1NAME1. What did Hartman mea.docx
Freedom to Live: Chapter Four
1
NAME:
1. What did Hartman mean when he said that, “I’m quite sure that virtual1y the same human values emphasized in the Bible have been set forth in the “Bibles” of the world’s other religions and by other great prophets and religious leaders throughout history?”
ANSWER
2. According to Hartman, “Instead of living in tunnels of fear,” what must we do?
ANSWER
3. How does that apply to today’s world?
ANSWER
Hartman says, “For me, Jesus is that person who for the first time in human history articulated the nature of man’s infinity in God.” What did he mean by that?
ANSWER
What did Hartman mean when he said we must not repeat the error of the middle ages? ANSWER
4. What does he mean when he says the language of the bible is metaphorical?
ANSWER
5. Show how the “two great commandments” can influence a responsible public administrator.
ANSWER
6. How can the parable of the vineyard influence a responsible public administrator?
ANSWER
How can the parable of the talents influence a responsible public administrator? ANSWER
How can the feeding of the thousands as described in The Robe show how a responsible public administrator can affect others?
ANSWER
7. The story of the woman at the well suggests some things a responsible public servant should keep in mind. Share two things you think it suggests the responsible public servant to keep in mind.
ANSWER
8. What is the moral that every single parable illustrates in one way or another, according to Hartman?
ANSWER
9. Pick one of the presentations from the last class and show how what you learned connects with this chapter.
ANSWER
10. Pick another of the presentations and show how what you learned from it connects with Chapter 3.
ANSWER
PPA 568: Quiz Chapter 8
1
NAME:
1. What are three components of individual autonomy? Why are all three essential? (page 231)
ANSWER:
2. How are Fitzgerald, Coplin, and Ellsberg similar?
ANSWER:
What does “ambiguity of effectiveness” mean?
ANSWER:
3. Why is ambiguity of effectiveness an important consideration in motivating one to report abusive administrators?
ANSWER:
4. What are three possible negative consequences of whistle-blowing?
ANSWER:
5. Do these create regret in most whistleblowers that they did speak out?
ANSWER:
6. What is the significance of Boisjoly in the Challenger space scandal?
ANSWER:
7. Enhancing moral development results in several benefits, including these. What is an example of each of these?
a. Alternatives to whistle-blowing
ANSWER:
b. Trusted dissent channels Comment by KT Connor:
ANSWER:
c. Collaborative communication and problem-solving channels
ANSWER:
8. Give 3 main pressures which discourage bringing issues to light.
ANSWER:
9. What does “autonomy” mean?
ANSWER:
10. What does Agentic Shift mean?
ANSWER:
11. Why is it important in maintaining autonomy.
ANSWER:
12. Why is self awareness so important to ethical autonomy?
ANSWER:
13. Why is role evaluation so important?
ANSWER:
14. What are the three questi ...
ETHICS IN PUBLIC ADMINISTRATIONCHAPTERS FIVE AND SIX.docx
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS FIVE AND SIX
CHAPTER FIVE
CONFLICTS OF
RESPONSIBILITY
Chapter Three describes the nature of roles
in modern and postmodern society.
Chapter Four discusses objective and
subjective responsibility.
We have many roles, each of which consists
of many sets of obligations and interests.
Therefore, conflicts can be frequent, even
between the roles of citizen and
administrator.
CONFLICTS OF AUTHORITY
Conflict between objective responsibilities
imposed by two or more sources of authority
The law
Superiors
Politicians
The public
THE MAJOR, THE CAPTAIN,
AND CORPORAL MONTAGUE
What are the facts: law, superior’s orders, impact
on subordinates?
What are the Principles: personal values, beliefs?
What alternatives do most justice to both
objective and subjective responsibility
May need to subordinate orders to law, principle
May not be one easy answer
May be painful but the pain is understood
ROLE CONFLICTS: INSIDE VS.
OUTSIDE
Politics and Toilets
Public health officer
Duty to citizens
Duty to Director
Leader in National Public Health Association
Champion of high standards
Writer of Guidelines
Raising Salaries or Raising Hell?
Loyalty to staff vs. solidarity with management
Responsiveness to staff vs. authority of
management
Union interests vs. department interests
ROLE CONFLICTS: INSIDE VS.
INSIDE
CONSEQUENCES OF ROLE
CONFLICTS
Moral deterioration: frustration and
inability to make decisions
Sense of responsibility reduced: pressure
and chance determine decisions
Withdrawal: resignation, leave of absence,
retirement
Avoid responsibility: avoid conflict and
difficult decisions
Develop problem-solving ability:
alternatives that satisfy desires and
requirements without violating codes
“MORAL CREATIVITY”
Understand facts of situation
Understand roles, values, codes
Consider all possible alternatives
Project consequences on roles and
codes
Anticipate self-satisfaction level
Justify chosen alternative in terms of
principles and consequences
THAT MODEL AGAIN
CONFLICTS OF INTEREST
Public role vs. self interest
Broader than just economic interest
Broader than what is or isn’t legal
“Situation in which a public employee has a
private or personal interest
sufficient to influence or appear to influence
the objective exercise of his official duties.”
Institute of Public Administration of Canada
TYPES OF CONFLICT OF
INTEREST
Bribery
Influence Peddling
Information Peddling
Financial Transactions
Gifts and Entertainment
Outside employment
Future employment
Dealings with relatives
MAINTAINING THE PUBLIC
TRUST
National Academy of Public Administration (after
Watergate):
The officials in this political scandal did not understand
that
“their obligations to the public as a whole
entail an addit ...
ETHICS IN PUBLIC ADMINISTRATIONCHAPTERS SEVEN AND EIGHT.docx
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS SEVEN AND EIGHT
CHAPTER SEVEN:
Two Faces of Irresponsibility
Using a public organization’s information and
access to key people for personal gain
Bending the direction of policies and programs
away from their mandated objectives
A conflict among internal and external controls
reflects faulty design and is conducive to
unethical conduct.
CONFLICTS AMONG INTERNAL
AND EXTERNAL CONTROLS
Sexual orientation and law enforcement.
What are the facts?
What principles were at risk?
What is the cause of the problem?
What are some solutions?
Natural Death
What are the facts?
What external controls were in conflict?
What internal controls were in conflict?
What three things were wrong with the Natural
Death Act itself?
COMPONENTS OF
RESPONSIBLE CONDUCT
Individual Attributes
Give examples
Organizational culture
Give examples
Organizational Structure
Give examples
Societal expectations
Give examples
COMPONENTS OF
RESPONSIBLE CONDUCT
INDIVIDUAL ATTRIBUTES
Need to recognize certain conditions
Moral ambiguity
Self interest and altruism
Contextual forces that condition priorities
Values reordered as situations change
Paradoxes of procedures
Give order and yet can become ends
Moral Qualities
AMERICAN REGIME VALUES
The Constitution –3 main values (p.171)
Name them
Cooper’s list beyond the Constitution
Name 4
ORGANIZATIONAL STRUCTURE
Objective responsibility is enhanced
through clear accountability
Subjective responsibility is
enhanced at every level through the
constitutional nature of the
organization.
Heightening both focuses efforts
toward achieving goals.
ORGANIZATIONAL CULTURE
Informal set of myths, rituals, values and
norms that exist alongside the formal
structure
Culture may subvert the best efforts of
leaders desiring to build an ethical
organization
Individuals who are ethical are hired and
trained
Accountabilities may be clear
Culture can still subvert
Discourage ethical behavior
Encourage unethical behavior
MEASURING ETHICAL
CULTURE
Kinds of Values
Intrinsic
Intrinsic thinking about ethics focuses on the personal
ethics: on personal conscience, an individual's sense of
responsibility, and personal integrity.
Extrinsic
The extrinsic dimension focuses on practical ethics. It
involves seeing oneself as responsible for the common
welfare, as willing to do what is required to carry out
good deeds, and as feeling an obligation to do good.
Systemic
Systemic thinking about ethics is all about moral code. It
speaks of respect for rules, compliance with regulations,
and clarity of ethical principles.
VALUE SCIENCE
Axiology
Robert S. Hartman
Nazi Germany
“The engineering of good.”
Axiometrics
Wayne Carpenter
Philosophy student
Helicopter decision simulator
SOCIETAL EXPECTATIONS
Expressed through
Particip ...
Cooper, Terry L.. The Responsible Administrator An Approach .docx
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. T.
The Three Ethical PerspectivesCourtney Vasques 462017 10.docx
The Three Ethical Perspectives
Courtney Vasques
4/6/2017 10:59:42 AM
Identify the basic themes, topics, and concepts that make up the discipline of ethics. Explain the themes or ideas that unite the different ethical theories.
The basic themes, topics, and concepts that make up the discipline of ethics are morality and virtue. Morality is “a particular system of values and principles of conduct, especially one held by a specified person or society” (Merriam-Webster). Virtue is a behavior showing high moral standards. A virtuous person will have the golden mean. The golden mean is “The middle, or mean, between two extremes” (Mosser, 2013). It is a choice in any ethical dilemma that every person needs to chose what is morally right from morally wrong. Every moral dilemma has a standard of value, which starts the process of evaluation. A themes or idea that unites the different ethical theories is relativism.
Limiting smoking in public places, such as public buildings, restaurants, or city parks
“Public health officials have long argued the bans are meant to eliminate dangers from secondhand, or “sidestream smoke,” reduce the environmental impact of cigarette butts and to keep young, impressionable children from picking up on bad habits” (Clune, 2013). Health is the number one reason why smoking has been banned in public places. The utilitarianism premise of promoting the greatest good for greatest amount of people goes hand in hand with the smoking ban in public areas. Tobacco use in public affects everybody's health that is in the area which goes completely against the greater good and utilitarianism.
Clune, S. (2013, July 08). The Real Reason Behind Public Smoking Bans. Retrieved April 06, 2017, from http://www.pbs.org/newshour/rundown/the-real-reasons-behind-public-smoking-bans/
Morality [Def. 2]. (n.d.). In Merriam-Webster Online, Retrieved April 6, 2017, from http://www.merriam-webster.com/dictionary/morality.
Mosser, K. (2013). Ethics and Social Responsibility. (2nd). San Diego, CA: Bridgepoint Education, Inc
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS SEVEN AND EIGHT
CHAPTER SEVEN:
Two Faces of Irresponsibility
Using a public organization’s information and
access to key people for personal gain
Bending the direction of policies and programs
away from their mandated objectives
A conflict among internal and external controls
reflects faulty design and is conducive to
unethical conduct.
CONFLICTS AMONG INTERNAL
AND EXTERNAL CONTROLS
Sexual orientation and law enforcement.
What are the facts?
What principles were at risk?
What is the cause of the problem?
What are some solutions?
Natural Death
What are the facts?
What external controls were in conflict?
What internal controls were in conflict?
What three things were wrong with the Natural
Death Act itself?
COMPONENTS OF
RESPONSIBLE CONDUCT
Individual Attributes
Give examples
Organizational culture
Give examples
Organi ...
Recommended
(2)PPA 568 Quiz Chapters 5 and 6NAME CHAPTER FIVE (P.docx
(
2
)PPA 568: Quiz Chapters 5 and 6
NAME:
CHAPTER FIVE: (Put your answers on this form, starting after the blue word ANSWER.)
1. Give an example of a role conflict where it is inside role vs. outside role. Do not use the example in the book.
ANSWER:
2. Give an example of a role conflict where it is inside role vs. inside role. Do not use the example in the book. ANSWER:
3. How does the Institute of Public Administration of Canada define "Conflict of Interest?"
ANSWER:
4. Give an example of a conflict of authority.
ANSWER:
IMAGINE THAT YOU ARE HEAD OF THE MINISTRY OF HEALTH. Think of temptations you might have in dealing with conflict of interest. Make each example relate to your duties as head of that agency.
5. Give an example of influence peddling that might occur in this position.
ANSWER:
6. Give an example of bribery that might occur in this position.
ANSWER:
7. Give an example of information peddling that might occur in this position.
ANSWER:
8. Give an example of a financial transaction being a conflict of interest that might occur in this position.
ANSWER:
9. Give an example of gifts and entertainment creating a conflict of interest that might occur in this position.
ANSWER:
10. Give an example of outside employment creating a conflict of interest that might occur in this position.
ANSWER:
11. Give an example of future employment creating a conflict of interest that might occur in this position.
ANSWER:
12. When does dealing with relatives create a conflict of interest?
ANSWER:
13. What word is often used to describe this particular conflict?
ANSWER:
CHAPTER SIX:
14. What are two weaknesses of ethics laws?
ANSWER:
15. What are two weaknesses of ethics codes?
ANSWER:
16. What is the "Friedrich-Finer Debate?" What is the recommended outcome of that debate?
ANSWER:
17. Why is Trevino important to this debate?
ANSWER:
18. What are two advantages of having internal controls?
ANSWER:
19. What is the disadvantage of having internal controls?
ANSWER:
20. What are two disadvantages of having external controls?
ANSWER:
21. What is the advantage of having external controls?
ANSWER:
22. In the Fair City Police Department case, what were the internal controls?
ANSWER:
23. In the Fair City Police Department, what were the external controls?
ANSWER:
24. In the Die Free case, what are the internal controls?
ANSWER:
25. In the Die Free case, what are the external controls?
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 24 March 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 24 March 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). ...
Chapters One and Two Quiz--PPA 5682NAME1. The conceptu.docx
Chapters One and Two Quiz--PPA 568
2
NAME:
1. The conceptual focus of the text is the role of the public administrator in an organizational setting. What is the integrating ethical concept of Cooper's text?
ANSWER:
2. What is the central ethical process that is described?
ANSWER:
3. Why does the text say it is critical to study ethics if one is to be a public administrator?
ANSWER:
4. Give an example of making an ethical decision that is NORMATIVE.
ANSWER:
5. Give an example of making an ethical decision that is DEONTOLOGICAL
ANSWER:
6. Give an example of making an ethical decision that is TELEOLOGICAL.
ANSWER:
7. What is the word used to define “packaged expectations and obligations?”
ANSWER:
8. Give an example of one that is present in your world right now.
ANSWER:
9. What is the word used to define “accepting and carrying out packaged expectations and obligations?”
ANSWER:
10. Give an example of a dilemma likely to arise for the public administrator when considering these two entities in questions 8 and 10.
ANSWER:
11. According to Cooper which is superior, law or judgment?
ANSWER:
12. Why?
ANSWER:
13. What is the difference between ethics and morality?
ANSWER:
14. What does Cooper mean when he says ethics is “one step removed from action?
ANSWER:
15. When considering a problem-solving approach, the text reminds us that "uncertainties abound” when dealing with ethical issues. What is an example of this?
ANSWER:
16. What does Becker mean by “the hierarchy of credibility?”
ANSWER:
17. What does it mean when the text insists that "ethical problems are dynamic?"
ANSWER:
18. In the reference to the novel Chesapeake, Paxmore explains why he thinks Wilson and Teddy Roosevelt would have responded differently than Nixon regarding Watergate. In your own words, tell why they would have.
ANSWER:
19. Paxmore also says Nixon’s team was “deficient in education.” Explain what he means in your own words.
ANSWER:
20. Suppose someone in another department told you that the Director of HR is hiring her cousins
and not putting the job out for bid. You feel that doing this violates department and agency policy, so you have, in effect perceived an ethical issue. Suppose you were the Chief Administrator of this HR Director. What might you do first in following the model in the book?
ANSWER:
21. In this situation above, what would be one of the principles that might be violated?
ANSWER:
22. Aiken lists four levels of ethical reflection.
A. The expressive level involves what?
ANSWER:
B. An example of the moral rules level is:
ANSWER:
C. The ethical analysis level involves what?
ANSWER:
D. What level asks "Why should I be principled?" or "What are my real values and principles?"
ANSWER:
E. Which is the recommended level? Why?
ANSWER:
23. What is a descriptive decision making model?
ANSWER:
24. What is a prescriptive descriptive decision making model?
ANSWER:
25. Of these two terms, what is the model descr ...
Chapters One and Two Quiz--PPA 5681NAME1. The conceptu.docx
Chapters One and Two Quiz--PPA 568
1
NAME:
1. The conceptual focus of the text is the role of the public administrator in an organizational setting. What is the integrating ethical concept of Cooper's text?
ANSWER:
2. What is the central ethical process that is described?
ANSWER:
3. Why does the text say it is critical to study ethics if one is to be a public administrator?
ANSWER:
4. Give an example of making an ethical decision that is NORMATIVE.
ANSWER:
5. Give an example of making an ethical decision that is DEONTOLOGICAL
ANSWER:
6. Give an example of making an ethical decision that is TELEOLOGICAL.
ANSWER:
7. What is the word used to define “packaged expectations and obligations?”
ANSWER:
8. Give an example of one that is present in your world right now.
ANSWER:
9. What is the word used to define “accepting and carrying out packaged expectations and obligations?”
ANSWER:
10. Give an example of a dilemma likely to arise for the public administrator when considering these two entities in questions 8 and 10.
ANSWER:
11. According to Cooper which is superior, law or judgment?
ANSWER:
12. Why?
ANSWER:
13. What is the difference between ethics and morality?
ANSWER:
14. What does Cooper mean when he says ethics is “one step removed from action?
ANSWER:
15. When considering a problem-solving approach, the text reminds us that "uncertainties abound” when dealing with ethical issues. What is an example of this?
ANSWER:
16. What does Becker mean by “the hierarchy of credibility?”
ANSWER:
17. What does it mean when the text insists that "ethical problems are dynamic?"
ANSWER:
18. In the reference to the novel Chesapeake, Paxmore explains why he thinks Wilson and Teddy Roosevelt would have responded differently than Nixon regarding Watergate. In your own words, tell why they would have.
ANSWER:
19. Paxmore also says Nixon’s team was “deficient in education.” Explain what he means in your own words.
ANSWER:
20. Suppose someone in another department told you that the Director of HR is hiring her cousins
and not putting the job out for bid. You feel that doing this violates department and agency policy, so you have, in effect perceived an ethical issue. Suppose you were the Chief Administrator of this HR Director. What might you do first in following the model in the book?
ANSWER:
21. In this situation above, what would be one of the principles that might be violated?
ANSWER:
22. Aiken lists four levels of ethical reflection.
A. The expressive level involves what?
ANSWER:
B. An example of the moral rules level is:
ANSWER:
C. The ethical analysis level involves what?
ANSWER:
D. What level asks "Why should I be principled?" or "What are my real values and principles?"
ANSWER:
E. Which is the recommended level? Why?
ANSWER:
23. What is a descriptive decision making model?
ANSWER:
24. What is a prescriptive descriptive decision making model?
ANSWER:
25. Of these two terms, what is the model descr ...
Freedom to Live Chapter Four1NAME1. What did Hartman mea.docx
Freedom to Live: Chapter Four
1
NAME:
1. What did Hartman mean when he said that, “I’m quite sure that virtual1y the same human values emphasized in the Bible have been set forth in the “Bibles” of the world’s other religions and by other great prophets and religious leaders throughout history?”
ANSWER
2. According to Hartman, “Instead of living in tunnels of fear,” what must we do?
ANSWER
3. How does that apply to today’s world?
ANSWER
Hartman says, “For me, Jesus is that person who for the first time in human history articulated the nature of man’s infinity in God.” What did he mean by that?
ANSWER
What did Hartman mean when he said we must not repeat the error of the middle ages? ANSWER
4. What does he mean when he says the language of the bible is metaphorical?
ANSWER
5. Show how the “two great commandments” can influence a responsible public administrator.
ANSWER
6. How can the parable of the vineyard influence a responsible public administrator?
ANSWER
How can the parable of the talents influence a responsible public administrator? ANSWER
How can the feeding of the thousands as described in The Robe show how a responsible public administrator can affect others?
ANSWER
7. The story of the woman at the well suggests some things a responsible public servant should keep in mind. Share two things you think it suggests the responsible public servant to keep in mind.
ANSWER
8. What is the moral that every single parable illustrates in one way or another, according to Hartman?
ANSWER
9. Pick one of the presentations from the last class and show how what you learned connects with this chapter.
ANSWER
10. Pick another of the presentations and show how what you learned from it connects with Chapter 3.
ANSWER
PPA 568: Quiz Chapter 8
1
NAME:
1. What are three components of individual autonomy? Why are all three essential? (page 231)
ANSWER:
2. How are Fitzgerald, Coplin, and Ellsberg similar?
ANSWER:
What does “ambiguity of effectiveness” mean?
ANSWER:
3. Why is ambiguity of effectiveness an important consideration in motivating one to report abusive administrators?
ANSWER:
4. What are three possible negative consequences of whistle-blowing?
ANSWER:
5. Do these create regret in most whistleblowers that they did speak out?
ANSWER:
6. What is the significance of Boisjoly in the Challenger space scandal?
ANSWER:
7. Enhancing moral development results in several benefits, including these. What is an example of each of these?
a. Alternatives to whistle-blowing
ANSWER:
b. Trusted dissent channels Comment by KT Connor:
ANSWER:
c. Collaborative communication and problem-solving channels
ANSWER:
8. Give 3 main pressures which discourage bringing issues to light.
ANSWER:
9. What does “autonomy” mean?
ANSWER:
10. What does Agentic Shift mean?
ANSWER:
11. Why is it important in maintaining autonomy.
ANSWER:
12. Why is self awareness so important to ethical autonomy?
ANSWER:
13. Why is role evaluation so important?
ANSWER:
14. What are the three questi ...
ETHICS IN PUBLIC ADMINISTRATIONCHAPTERS FIVE AND SIX.docx
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS FIVE AND SIX
CHAPTER FIVE
CONFLICTS OF
RESPONSIBILITY
Chapter Three describes the nature of roles
in modern and postmodern society.
Chapter Four discusses objective and
subjective responsibility.
We have many roles, each of which consists
of many sets of obligations and interests.
Therefore, conflicts can be frequent, even
between the roles of citizen and
administrator.
CONFLICTS OF AUTHORITY
Conflict between objective responsibilities
imposed by two or more sources of authority
The law
Superiors
Politicians
The public
THE MAJOR, THE CAPTAIN,
AND CORPORAL MONTAGUE
What are the facts: law, superior’s orders, impact
on subordinates?
What are the Principles: personal values, beliefs?
What alternatives do most justice to both
objective and subjective responsibility
May need to subordinate orders to law, principle
May not be one easy answer
May be painful but the pain is understood
ROLE CONFLICTS: INSIDE VS.
OUTSIDE
Politics and Toilets
Public health officer
Duty to citizens
Duty to Director
Leader in National Public Health Association
Champion of high standards
Writer of Guidelines
Raising Salaries or Raising Hell?
Loyalty to staff vs. solidarity with management
Responsiveness to staff vs. authority of
management
Union interests vs. department interests
ROLE CONFLICTS: INSIDE VS.
INSIDE
CONSEQUENCES OF ROLE
CONFLICTS
Moral deterioration: frustration and
inability to make decisions
Sense of responsibility reduced: pressure
and chance determine decisions
Withdrawal: resignation, leave of absence,
retirement
Avoid responsibility: avoid conflict and
difficult decisions
Develop problem-solving ability:
alternatives that satisfy desires and
requirements without violating codes
“MORAL CREATIVITY”
Understand facts of situation
Understand roles, values, codes
Consider all possible alternatives
Project consequences on roles and
codes
Anticipate self-satisfaction level
Justify chosen alternative in terms of
principles and consequences
THAT MODEL AGAIN
CONFLICTS OF INTEREST
Public role vs. self interest
Broader than just economic interest
Broader than what is or isn’t legal
“Situation in which a public employee has a
private or personal interest
sufficient to influence or appear to influence
the objective exercise of his official duties.”
Institute of Public Administration of Canada
TYPES OF CONFLICT OF
INTEREST
Bribery
Influence Peddling
Information Peddling
Financial Transactions
Gifts and Entertainment
Outside employment
Future employment
Dealings with relatives
MAINTAINING THE PUBLIC
TRUST
National Academy of Public Administration (after
Watergate):
The officials in this political scandal did not understand
that
“their obligations to the public as a whole
entail an addit ...
ETHICS IN PUBLIC ADMINISTRATIONCHAPTERS SEVEN AND EIGHT.docx
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS SEVEN AND EIGHT
CHAPTER SEVEN:
Two Faces of Irresponsibility
Using a public organization’s information and
access to key people for personal gain
Bending the direction of policies and programs
away from their mandated objectives
A conflict among internal and external controls
reflects faulty design and is conducive to
unethical conduct.
CONFLICTS AMONG INTERNAL
AND EXTERNAL CONTROLS
Sexual orientation and law enforcement.
What are the facts?
What principles were at risk?
What is the cause of the problem?
What are some solutions?
Natural Death
What are the facts?
What external controls were in conflict?
What internal controls were in conflict?
What three things were wrong with the Natural
Death Act itself?
COMPONENTS OF
RESPONSIBLE CONDUCT
Individual Attributes
Give examples
Organizational culture
Give examples
Organizational Structure
Give examples
Societal expectations
Give examples
COMPONENTS OF
RESPONSIBLE CONDUCT
INDIVIDUAL ATTRIBUTES
Need to recognize certain conditions
Moral ambiguity
Self interest and altruism
Contextual forces that condition priorities
Values reordered as situations change
Paradoxes of procedures
Give order and yet can become ends
Moral Qualities
AMERICAN REGIME VALUES
The Constitution –3 main values (p.171)
Name them
Cooper’s list beyond the Constitution
Name 4
ORGANIZATIONAL STRUCTURE
Objective responsibility is enhanced
through clear accountability
Subjective responsibility is
enhanced at every level through the
constitutional nature of the
organization.
Heightening both focuses efforts
toward achieving goals.
ORGANIZATIONAL CULTURE
Informal set of myths, rituals, values and
norms that exist alongside the formal
structure
Culture may subvert the best efforts of
leaders desiring to build an ethical
organization
Individuals who are ethical are hired and
trained
Accountabilities may be clear
Culture can still subvert
Discourage ethical behavior
Encourage unethical behavior
MEASURING ETHICAL
CULTURE
Kinds of Values
Intrinsic
Intrinsic thinking about ethics focuses on the personal
ethics: on personal conscience, an individual's sense of
responsibility, and personal integrity.
Extrinsic
The extrinsic dimension focuses on practical ethics. It
involves seeing oneself as responsible for the common
welfare, as willing to do what is required to carry out
good deeds, and as feeling an obligation to do good.
Systemic
Systemic thinking about ethics is all about moral code. It
speaks of respect for rules, compliance with regulations,
and clarity of ethical principles.
VALUE SCIENCE
Axiology
Robert S. Hartman
Nazi Germany
“The engineering of good.”
Axiometrics
Wayne Carpenter
Philosophy student
Helicopter decision simulator
SOCIETAL EXPECTATIONS
Expressed through
Particip ...
Cooper, Terry L.. The Responsible Administrator An Approach .docx
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 2 April 2017.
Copyright © 2012. Jossey-Bass. All rights reserved.
Cooper, Terry L.. T.
The Three Ethical PerspectivesCourtney Vasques 462017 10.docx
The Three Ethical Perspectives
Courtney Vasques
4/6/2017 10:59:42 AM
Identify the basic themes, topics, and concepts that make up the discipline of ethics. Explain the themes or ideas that unite the different ethical theories.
The basic themes, topics, and concepts that make up the discipline of ethics are morality and virtue. Morality is “a particular system of values and principles of conduct, especially one held by a specified person or society” (Merriam-Webster). Virtue is a behavior showing high moral standards. A virtuous person will have the golden mean. The golden mean is “The middle, or mean, between two extremes” (Mosser, 2013). It is a choice in any ethical dilemma that every person needs to chose what is morally right from morally wrong. Every moral dilemma has a standard of value, which starts the process of evaluation. A themes or idea that unites the different ethical theories is relativism.
Limiting smoking in public places, such as public buildings, restaurants, or city parks
“Public health officials have long argued the bans are meant to eliminate dangers from secondhand, or “sidestream smoke,” reduce the environmental impact of cigarette butts and to keep young, impressionable children from picking up on bad habits” (Clune, 2013). Health is the number one reason why smoking has been banned in public places. The utilitarianism premise of promoting the greatest good for greatest amount of people goes hand in hand with the smoking ban in public areas. Tobacco use in public affects everybody's health that is in the area which goes completely against the greater good and utilitarianism.
Clune, S. (2013, July 08). The Real Reason Behind Public Smoking Bans. Retrieved April 06, 2017, from http://www.pbs.org/newshour/rundown/the-real-reasons-behind-public-smoking-bans/
Morality [Def. 2]. (n.d.). In Merriam-Webster Online, Retrieved April 6, 2017, from http://www.merriam-webster.com/dictionary/morality.
Mosser, K. (2013). Ethics and Social Responsibility. (2nd). San Diego, CA: Bridgepoint Education, Inc
ETHICS IN PUBLIC ADMINISTRATION:
CHAPTERS SEVEN AND EIGHT
CHAPTER SEVEN:
Two Faces of Irresponsibility
Using a public organization’s information and
access to key people for personal gain
Bending the direction of policies and programs
away from their mandated objectives
A conflict among internal and external controls
reflects faulty design and is conducive to
unethical conduct.
CONFLICTS AMONG INTERNAL
AND EXTERNAL CONTROLS
Sexual orientation and law enforcement.
What are the facts?
What principles were at risk?
What is the cause of the problem?
What are some solutions?
Natural Death
What are the facts?
What external controls were in conflict?
What internal controls were in conflict?
What three things were wrong with the Natural
Death Act itself?
COMPONENTS OF
RESPONSIBLE CONDUCT
Individual Attributes
Give examples
Organizational culture
Give examples
Organi ...
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES .docx
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES
Department of Physiology: Physiology II Assignment I
Clinical Pharmacy Program: Level 4 (2016 – 2017: Semester II)
1. Write a small assignment (not less than 4 pages) on the given topics:
2. The assignment should cover the following points:
Suitable diagrams.
Details of the topics
Flow charts if any.
Mechanisms in details.
3. Source of information could be books, scientific journal, internet websites
4. The assignment should have topics in the following order :
Title 1: Glomerular Filtration Rate (GFR) and
factors affecting it
Title 2: Counter current mechanism of urine
formation
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Structure of the filtration membrane.
Functional anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Physiology
Definition of GFR with normal values and
values in different stages of renal failure.
Determinants of GFR.
Factors affecting GFR.
Physiology
Role of different nephron regions in urine
formation.
Counter current mechanism of urine formation.
Formation of dilute and concentrated urine.
Application
Factors decreasing the GFR rate.
Kidney specific factors increasing renal
vulnerability to nephrotoxins.
Application
Common therapeutic agents causing
nephrotoxicity.
Tubulopathies.
References References
Title 3: Diuretics Title 2: Regulation of acid base balance
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Functional anatomy
Structure of the nephron.
Physiology
Renal tubule transport mechanisms.
Mechanism of action of diuretics. (Thiazide,
loop, osmotic, potassium sparing and
carbonic anhydrase inhibitors)
Physiology
Important renal buffers
Secretion of H+ ions & reabsorption of HCO3-
ions by the kidney.
Renal correction of acid base imbalance.
Application
Clinical applications of diuretics.
Application
Clinical causes of acid base disorders.
Drug induced acid base balance.
References References
5. The cover page should have the topic name, name of the student, academic number and name of the
supervisor. ( A sample cover page is provided which can be used as same or can be modified but without
changing the information needed)
6. The paper should be submitted as:
Computer generated (Typed on computer) on A4 sheet with page border.
Font face : Calibri
Text Alignment : Justify
Font Size : 12
Line Spacing: Multiple at 1.15
7. A rubric for evaluating the assignment is attached. The assignment will be evaluated by two examiners
based on the rubrics and the average of the points is considered as final scores. Point to mark conversion is
provided for the student’s reference. Copies of rubrics should be attached to the sub ...
PLSI 200 Intro American Politics and Gove.docx
PLSI
200:
Intro
American
Politics
and
Government
Prof.
Jason
A.
McDaniel
FINAL
EXAMINATION
Exam
Due:
Wednesday,
December
17
by
1:00
pm
(Late
exams
will
be
penalized)
∑ Exam
format:
double-‐spaced,
11
or
12
pt
font,
page
numbered.
∑ Clearly
indicate
the
question
number
for
each
of
your
essays
∑ Submit
a
document
file
to
turnitin.com
(one
file
containing
both
essays)
∑ Submit
a
hardcopy
in
person
to
one
of
the
following
locations:
HSS
268
(Wednesday
Dec
17
between
11:00am
–
1:00pm)
Poli
Sci
Dept
HSS
263
(Monday
–
Wednesday
9:00am
–
5:00pm)
Part
I:
Write
one
(1)
essay
from
your
choice
among
the
following
three
questions.
Suggested
length:
3-‐5
pages
1. Although
presidents
have
limited
constitutional
authority,
many
of
them
effectively
use
informal
powers
to
realize
major
accomplishments.
Write
an
essay
in
which
you
discuss
the
factors
that
constrain
presidential
power
and
those
that
enhance
it.
Do
you
think
the
nature
of
presidential
power
makes
the
American
Presidency
too
weak
or
too
strong?
2. The
goal
of
being
re-‐elected
explains
much
of
the
behavior
of
individual
members
of
Congress.
Explain
the
types
of
behavior
that
members
of
Congress
engage
in
to
further
their
re-‐election
goal.
How
does
the
election-‐motivated
behavior
of
individual
members
affect
Congress
as
a
whole,
and
its
role
as
an
institution
of
Madisonian
Democracy?
3. What
factors
influence
the
decisions
that
Supreme
Court
Justices
make?
Based
on
your
depiction
of
the
judicial
decision-‐making
process,
do
you
think
the
Supreme
Court
can
be
an
effective
institution
of
democracy
and
agent
of
social
change
in
a
Madisonian
Democratic
system?
Part
II:
Write
one
(1)
essay
from
your
choice
among
the
following
three
questions.
Suggested
length:
3-‐5
pages
4. Political
scientists
who
study
public
opinion
argue
that
there
are
two
basic
types
of
opinions
that
Americans
have
about
politics
and
public
affairs.
What
are
the
two
basic
types
of
opinions?
What
factors
influence
the
formation
of
each
of
these
types
o.
Expository Essay Essay With Citations
Assignment Writing Service
http://HelpWriting.net/Expository-Essay-Essay-With-Citations
Stealth Reporter D100 Aw Lowepro Bag
Paper Writing Service
http://HelpWriting.net/Stealth-Reporter-D100-Aw-Lowepro-Bag 👈
Journal Article Methods NSE Communication Lab
Essay Writing Service
http://HelpWriting.net/Journal-Article-Methods-NSE-Communicati 👈
Fall Of Rome Essay.pdf
The Fall Of Rome (300 Words) - PHDessay.com. Reasons For The Fall Of Rome Essay. The Causes of The Fall of the Roman Empire Essay. Rome republic to empire essay in 2021 | Essay writing tips, Essay ....
Fall Of Rome Essay
The Fall Of Rome (300 Words) - PHDessay.com. Reasons For The Fall Of Rome Essay. The Causes of The Fall of the Roman Empire Essay. Rome republic to empire essay in 2021 | Essay writing tips, Essay ....
Body Image And The Media Essays
The Impact of Social Media on Women`s Body Image Free Essay Example. ⇉The Effect of Social Media on Body Image and Eating Disorders Essay .... Body Image Essay | Essay on Body Image for Students and Children in .... Essay of body image - The Media and Body Image | Teen Ink. Body Images: The Unrealistic Standards the Media Portrays – Holy Family .... Calaméo - Essay on Body Image: Tips and Guidelines to Make It Great. How the media affects body image essay Storyateverycorner.com.. Argumentative Essay on Body Image | English - Year 11 SACE | Thinkswap. Body Image And The Media Thesis Statement - Images Poster. Anatomy in the Media Essay Example | Topics and Well Written Essays .... Argumentative Essay body image and social media.edited.docx - Running .... The Media and Its Effect on Body Image Part I. Womens body image in the media essay introduction.
My Favorite Meal Pizza Essay
Custom Writing Service
http://HelpWriting.net/My-Favorite-Meal-Pizza-Essay
Lawley unitec clean interviewing
Slides of Clean Interviewing workshop given at UNITEC, Aukland, 3 Feb 2017.
Workshop description
James Lawley will show how the wording of interview questions can unintentionally and unknowingly bias answers, how ‘leading’ questions cast doubt on the authenticity of the data collected, and how you can avoid this by asking ‘clean’ questions.
The aim of this workshop is to learn and integrate the principles of Clean Interviewing, and to develop your ability to design and frame clean questions during practice interviews. You will learn how to interview using Clean Language so your interviewees are given maximum opportunity to provide reliable information, ‘uncontaminated’ by an interviewer’s framing, presuppositions and metaphors.
You will also learn a new process for validating the ‘cleanness’ of an interview thereby increasing the robustness of your methodology.
Essay About Service. Online assignment writing service.
Paper Writing Service
http://HelpWriting.net/Essay-About-Service
Work Cited Essay
011 What Is Works Cited Page Essay ~ Thatsnotus. Mla Format For A Work Cited Page - Formă Blog. How To Properly Make A Work Cited Page | Thesis Statement. MLA Works Cited Page | What to Include and How to Format. The Works Cited List - Ready, Set, Cite (MLA 8th / 9th) - Research .... List of Sources MLA Style: Works Cited – The RoughWriter's Guide. MLA FORMAT: WORKS CITED PAGE – The Visual Communication Guy. How To Write Works Cited Page : Mla guidelines specify that both styles .... Works Cited Page. How to Quote and Cite a Poem in an Essay Using MLA Format. 011 Essay Example Mla Page Works Cited Format Of ~ Thatsnotus. How to work cite an essay from a book - sanjran.web.fc2.com. MLA Works Cited | English 103 – Vennette. Sample Works Cited Page - Ms. Pinckney's Website | Works cited, Mla .... MLA Style Works Cited List: Citing Journal Articles. 021 Essay Example Work Cited Mla Citation Of Apa Style Referencing .... 020 Essay Example Citing Book In An Mla Works Cited ~ Thatsnotus.
Thesis Identifying Activity
A short interactive presentation to help students develop thesis statements.
Writing An Informative Essay. Online assignment writing service.
Professional Writing Service
http://HelpWriting.net/Writing-An-Informative-Essay 👈
RESPONDwrite one responses to the two colleagues in one of the.docx
RESPOND
write one
responses to the two
colleagues in one of the following ways:
Provide an alternative suggestion of how program evaluation can be used.
Provide support or an alternative perspective on the elements of program evaluation.
·
RE: Discussion - Week 1 1st person
COLLAPSE
As a State Correctional employee, we often use evaluations to analyze in-service training, policy reviews, programs and services, etc. It may seem as if we are over evaluating; however, this helps to ensure our services are effective.
Westat (2010) says the two reasons program evaluation exists, as written for the National Science Foundation, is to “improve a project” and “document what has been achieved” (p. 3).
The most consistent with my interest is program improvement. For instance, we had four different in-service courses with the same course information. An evaluation was passed out to the students at the end of the course to provide their opinion of the course. The comments prompted the instructors to redesign four courses into one. Evaluations are essential tool in Corrections because it allows us to
document our achievements, which will result in data to support our reentry programs.
References:
Westat, J. F. (Ed.). (2010). The 2010 user-friendly handbook for project evaluation. Retrieved
from https://www.westat.com/sites/westat.com/files/2010UFHB.pdf
2-person
initial post WK1D1
COLLAPSE
In my work with community corrections, I have not conducted any type of program evaluation; however, I understand program evaluation is designed to answer some key questions about a program’s effectiveness to the stakeholders (community, participants and staff). The overarching idea behind program evaluation is to ascertain if those who should benefit from the program are actually benefiting and if those performing the services to the community are skilled at providing the services. Another important aspect of program evaluation is to determine whether the allocated resources for the services are sufficient for addressing the needs of the population (The Program Manager’s Guide to Evaluation, 2010).
In looking at this week’s resources, Langbein (2012) identifies some distinct differences between program and project (p.3). A program is described as “ongoing services or activities” (Langbein, 2012, p. 3) while projects are intended to be one-time activities that has long-lasting sustainable impact on communities (p. 3). Thus, program evaluations should help determine the extent of a program’s success or lack thereof (what works and what does not work) as well as provide insight on navigating areas where unexpected circumstances occur (Westat, 2010). In short, program evaluations provide managers and administrators the data needed to prove or disprove the value of a program which ultimately impacts the design, management and funding of a project (p. 4).
In my current job capacity, I have observed a program that had been .
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
More Related Content
Similar to PPA 568 Quiz Chapters 3 and 42NAME 1. How is the postm.docx
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES .docx
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES
Department of Physiology: Physiology II Assignment I
Clinical Pharmacy Program: Level 4 (2016 – 2017: Semester II)
1. Write a small assignment (not less than 4 pages) on the given topics:
2. The assignment should cover the following points:
Suitable diagrams.
Details of the topics
Flow charts if any.
Mechanisms in details.
3. Source of information could be books, scientific journal, internet websites
4. The assignment should have topics in the following order :
Title 1: Glomerular Filtration Rate (GFR) and
factors affecting it
Title 2: Counter current mechanism of urine
formation
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Structure of the filtration membrane.
Functional anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Physiology
Definition of GFR with normal values and
values in different stages of renal failure.
Determinants of GFR.
Factors affecting GFR.
Physiology
Role of different nephron regions in urine
formation.
Counter current mechanism of urine formation.
Formation of dilute and concentrated urine.
Application
Factors decreasing the GFR rate.
Kidney specific factors increasing renal
vulnerability to nephrotoxins.
Application
Common therapeutic agents causing
nephrotoxicity.
Tubulopathies.
References References
Title 3: Diuretics Title 2: Regulation of acid base balance
Functional Anatomy
Functional anatomy of the renal system.
Structure of the nephron.
Functional anatomy
Structure of the nephron.
Physiology
Renal tubule transport mechanisms.
Mechanism of action of diuretics. (Thiazide,
loop, osmotic, potassium sparing and
carbonic anhydrase inhibitors)
Physiology
Important renal buffers
Secretion of H+ ions & reabsorption of HCO3-
ions by the kidney.
Renal correction of acid base imbalance.
Application
Clinical applications of diuretics.
Application
Clinical causes of acid base disorders.
Drug induced acid base balance.
References References
5. The cover page should have the topic name, name of the student, academic number and name of the
supervisor. ( A sample cover page is provided which can be used as same or can be modified but without
changing the information needed)
6. The paper should be submitted as:
Computer generated (Typed on computer) on A4 sheet with page border.
Font face : Calibri
Text Alignment : Justify
Font Size : 12
Line Spacing: Multiple at 1.15
7. A rubric for evaluating the assignment is attached. The assignment will be evaluated by two examiners
based on the rubrics and the average of the points is considered as final scores. Point to mark conversion is
provided for the student’s reference. Copies of rubrics should be attached to the sub ...
PLSI 200 Intro American Politics and Gove.docx
PLSI
200:
Intro
American
Politics
and
Government
Prof.
Jason
A.
McDaniel
FINAL
EXAMINATION
Exam
Due:
Wednesday,
December
17
by
1:00
pm
(Late
exams
will
be
penalized)
∑ Exam
format:
double-‐spaced,
11
or
12
pt
font,
page
numbered.
∑ Clearly
indicate
the
question
number
for
each
of
your
essays
∑ Submit
a
document
file
to
turnitin.com
(one
file
containing
both
essays)
∑ Submit
a
hardcopy
in
person
to
one
of
the
following
locations:
HSS
268
(Wednesday
Dec
17
between
11:00am
–
1:00pm)
Poli
Sci
Dept
HSS
263
(Monday
–
Wednesday
9:00am
–
5:00pm)
Part
I:
Write
one
(1)
essay
from
your
choice
among
the
following
three
questions.
Suggested
length:
3-‐5
pages
1. Although
presidents
have
limited
constitutional
authority,
many
of
them
effectively
use
informal
powers
to
realize
major
accomplishments.
Write
an
essay
in
which
you
discuss
the
factors
that
constrain
presidential
power
and
those
that
enhance
it.
Do
you
think
the
nature
of
presidential
power
makes
the
American
Presidency
too
weak
or
too
strong?
2. The
goal
of
being
re-‐elected
explains
much
of
the
behavior
of
individual
members
of
Congress.
Explain
the
types
of
behavior
that
members
of
Congress
engage
in
to
further
their
re-‐election
goal.
How
does
the
election-‐motivated
behavior
of
individual
members
affect
Congress
as
a
whole,
and
its
role
as
an
institution
of
Madisonian
Democracy?
3. What
factors
influence
the
decisions
that
Supreme
Court
Justices
make?
Based
on
your
depiction
of
the
judicial
decision-‐making
process,
do
you
think
the
Supreme
Court
can
be
an
effective
institution
of
democracy
and
agent
of
social
change
in
a
Madisonian
Democratic
system?
Part
II:
Write
one
(1)
essay
from
your
choice
among
the
following
three
questions.
Suggested
length:
3-‐5
pages
4. Political
scientists
who
study
public
opinion
argue
that
there
are
two
basic
types
of
opinions
that
Americans
have
about
politics
and
public
affairs.
What
are
the
two
basic
types
of
opinions?
What
factors
influence
the
formation
of
each
of
these
types
o.
Expository Essay Essay With Citations
Assignment Writing Service
http://HelpWriting.net/Expository-Essay-Essay-With-Citations
Stealth Reporter D100 Aw Lowepro Bag
Paper Writing Service
http://HelpWriting.net/Stealth-Reporter-D100-Aw-Lowepro-Bag 👈
Journal Article Methods NSE Communication Lab
Essay Writing Service
http://HelpWriting.net/Journal-Article-Methods-NSE-Communicati 👈
Fall Of Rome Essay.pdf
The Fall Of Rome (300 Words) - PHDessay.com. Reasons For The Fall Of Rome Essay. The Causes of The Fall of the Roman Empire Essay. Rome republic to empire essay in 2021 | Essay writing tips, Essay ....
Fall Of Rome Essay
The Fall Of Rome (300 Words) - PHDessay.com. Reasons For The Fall Of Rome Essay. The Causes of The Fall of the Roman Empire Essay. Rome republic to empire essay in 2021 | Essay writing tips, Essay ....
Body Image And The Media Essays
The Impact of Social Media on Women`s Body Image Free Essay Example. ⇉The Effect of Social Media on Body Image and Eating Disorders Essay .... Body Image Essay | Essay on Body Image for Students and Children in .... Essay of body image - The Media and Body Image | Teen Ink. Body Images: The Unrealistic Standards the Media Portrays – Holy Family .... Calaméo - Essay on Body Image: Tips and Guidelines to Make It Great. How the media affects body image essay Storyateverycorner.com.. Argumentative Essay on Body Image | English - Year 11 SACE | Thinkswap. Body Image And The Media Thesis Statement - Images Poster. Anatomy in the Media Essay Example | Topics and Well Written Essays .... Argumentative Essay body image and social media.edited.docx - Running .... The Media and Its Effect on Body Image Part I. Womens body image in the media essay introduction.
My Favorite Meal Pizza Essay
Custom Writing Service
http://HelpWriting.net/My-Favorite-Meal-Pizza-Essay
Lawley unitec clean interviewing
Slides of Clean Interviewing workshop given at UNITEC, Aukland, 3 Feb 2017.
Workshop description
James Lawley will show how the wording of interview questions can unintentionally and unknowingly bias answers, how ‘leading’ questions cast doubt on the authenticity of the data collected, and how you can avoid this by asking ‘clean’ questions.
The aim of this workshop is to learn and integrate the principles of Clean Interviewing, and to develop your ability to design and frame clean questions during practice interviews. You will learn how to interview using Clean Language so your interviewees are given maximum opportunity to provide reliable information, ‘uncontaminated’ by an interviewer’s framing, presuppositions and metaphors.
You will also learn a new process for validating the ‘cleanness’ of an interview thereby increasing the robustness of your methodology.
Essay About Service. Online assignment writing service.
Paper Writing Service
http://HelpWriting.net/Essay-About-Service
Work Cited Essay
011 What Is Works Cited Page Essay ~ Thatsnotus. Mla Format For A Work Cited Page - Formă Blog. How To Properly Make A Work Cited Page | Thesis Statement. MLA Works Cited Page | What to Include and How to Format. The Works Cited List - Ready, Set, Cite (MLA 8th / 9th) - Research .... List of Sources MLA Style: Works Cited – The RoughWriter's Guide. MLA FORMAT: WORKS CITED PAGE – The Visual Communication Guy. How To Write Works Cited Page : Mla guidelines specify that both styles .... Works Cited Page. How to Quote and Cite a Poem in an Essay Using MLA Format. 011 Essay Example Mla Page Works Cited Format Of ~ Thatsnotus. How to work cite an essay from a book - sanjran.web.fc2.com. MLA Works Cited | English 103 – Vennette. Sample Works Cited Page - Ms. Pinckney's Website | Works cited, Mla .... MLA Style Works Cited List: Citing Journal Articles. 021 Essay Example Work Cited Mla Citation Of Apa Style Referencing .... 020 Essay Example Citing Book In An Mla Works Cited ~ Thatsnotus.
Thesis Identifying Activity
A short interactive presentation to help students develop thesis statements.
Writing An Informative Essay. Online assignment writing service.
Professional Writing Service
http://HelpWriting.net/Writing-An-Informative-Essay 👈
RESPONDwrite one responses to the two colleagues in one of the.docx
RESPOND
write one
responses to the two
colleagues in one of the following ways:
Provide an alternative suggestion of how program evaluation can be used.
Provide support or an alternative perspective on the elements of program evaluation.
·
RE: Discussion - Week 1 1st person
COLLAPSE
As a State Correctional employee, we often use evaluations to analyze in-service training, policy reviews, programs and services, etc. It may seem as if we are over evaluating; however, this helps to ensure our services are effective.
Westat (2010) says the two reasons program evaluation exists, as written for the National Science Foundation, is to “improve a project” and “document what has been achieved” (p. 3).
The most consistent with my interest is program improvement. For instance, we had four different in-service courses with the same course information. An evaluation was passed out to the students at the end of the course to provide their opinion of the course. The comments prompted the instructors to redesign four courses into one. Evaluations are essential tool in Corrections because it allows us to
document our achievements, which will result in data to support our reentry programs.
References:
Westat, J. F. (Ed.). (2010). The 2010 user-friendly handbook for project evaluation. Retrieved
from https://www.westat.com/sites/westat.com/files/2010UFHB.pdf
2-person
initial post WK1D1
COLLAPSE
In my work with community corrections, I have not conducted any type of program evaluation; however, I understand program evaluation is designed to answer some key questions about a program’s effectiveness to the stakeholders (community, participants and staff). The overarching idea behind program evaluation is to ascertain if those who should benefit from the program are actually benefiting and if those performing the services to the community are skilled at providing the services. Another important aspect of program evaluation is to determine whether the allocated resources for the services are sufficient for addressing the needs of the population (The Program Manager’s Guide to Evaluation, 2010).
In looking at this week’s resources, Langbein (2012) identifies some distinct differences between program and project (p.3). A program is described as “ongoing services or activities” (Langbein, 2012, p. 3) while projects are intended to be one-time activities that has long-lasting sustainable impact on communities (p. 3). Thus, program evaluations should help determine the extent of a program’s success or lack thereof (what works and what does not work) as well as provide insight on navigating areas where unexpected circumstances occur (Westat, 2010). In short, program evaluations provide managers and administrators the data needed to prove or disprove the value of a program which ultimately impacts the design, management and funding of a project (p. 4).
In my current job capacity, I have observed a program that had been .
Similar to PPA 568 Quiz Chapters 3 and 42NAME 1. How is the postm.docx (20)
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES .docx
IBN SINA NATIONAL COLLEGE FOR MEDICAL STUDIES .docx
Essay About Service. Online assignment writing service.
Essay About Service. Online assignment writing service.
Andrew kim's research power point outburst of stress
Andrew kim's research power point outburst of stress
Andrew kim's research power point outburst of stress
Andrew kim's research power point outburst of stress
Writing An Informative Essay. Online assignment writing service.
Writing An Informative Essay. Online assignment writing service.
Andrew Kims Research Power Point Outburst Of Stress
Andrew Kims Research Power Point Outburst Of Stress
Andrew kim's research power point outburst of stress
Andrew kim's research power point outburst of stress
RESPONDwrite one responses to the two colleagues in one of the.docx
RESPONDwrite one responses to the two colleagues in one of the.docx
More from harrisonhoward80223
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
© Dr. Curtis Odom. All Rights Reserved. [.docx
©
Dr.
Curtis
Odom.
All
Rights
Reserved.
[email protected]
ORGB3201
Final
Exam
Cast
Study
Questions
–
MediSys
Corporation
I. Your
Role:
You
are
a
new
Organizational
Behavior
Consultant
who
has
been
hired
by
this
client
to
improve
in
house
relationships
and
productivity.
II. In
answering
the
questions
below,
you
will
show
how
skilled
you
are
in
observing,
analyzing
and
suggesting
workplace
improvements.
Focus
not
only
on
the
what
for
each
question,
but
also
on
the
why
for
each
aspect
of
your
diagnosis,
and
on
the
how
for
each
step
of
your
action
plan.
Good
Luck!
III. Diagnosis:
1. How
well
is
the
IntensCare
team
performing?
2. How
much
teamwork
do
you
think
there
was
prior
to
the
formal
introduction
of
teams?
3. What
forces
are
affecting
the
IntensCare
team's
behavior,
culture,
and
outcome?
4. What
is
at
stake
here
for
the
company?
5. How
would
you
assess
the
situation
at
MediSys
in
terms
of
meeting
its
initial
goals
for
teams?
6. How
would
you
assess
the
situation
at
MediSys
in
terms
of
achieving
its
competitive
goals?
7. Are
people
doing
all
they
can
to
work
together?
Why
or
why
not?
8. How
do
team
members
from
different
functions
coordinate
their
efforts?
IV. Action
Planning:
9. If
you
were
Merz,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
10. If
you
were
OBrien,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
11. If
you
were
Fogel,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
12. If
you
were
Mukerjee,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
yo.
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Twelve
12-2
Learning
Objec5ves
LO.1 Compare and contrast the rational model of
decision making, Simon’s normative model,
and the garbage can model.
LO.2 Discuss eight decision-making biases.
LO.3 Discuss the thrust of evidence-based decision
making and its implementation principles.
LO.4 Explain the model of decision-making styles.
LO.5 Explain the model of intuition and the ethical
decision tree.
12-3
Learning
Objec5ves
(cont.)
LO.6 Summarize the pros and cons of involving
groups in the decision-making process.
LO.7 Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer-aided decision making.
LO.8 Describe the stages of the creative process.
LO.9 Discuss the practical recommendations for
increasing creativity.
12-4
Models
of
Decision
Making
! Decision making
9 iden5fying
and
choosing
alterna5ve
solu5ons
that
lead
to
a
desired
state
of
affairs
12-5
Models
of
Decision
Making
! The Rational Model
9 proposes that managers use a rational four-
step approach to decision making.
12-6
The
Ra5onal
Model
! Identify the Problem or Opportunity
9 Problem – exists when the actual situation and
the desired situation differ
9 Opportunity - represents a situation in which
there are possibilities to do things that lead to
results that exceed goals and expectations
! Generate Alternative
Solution
s
9 For routine decisions alternatives are readily
available through decision rules
12-7
Ra5onal
Model
! Evaluate Alternatives and Select a
.
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1
“Adolescence”
Program Transcript
Instructions:
Post by Day 3 the identity of your adolescent client. Summarize the
developmental crises he or she is facing. Then, explain at least two risk-taking
behaviors in which the adolescent is involved and at least one protective factor
that might be influencing his or her level of functioning. Finally, explain the impact
of these behaviors on the adolescent and his or her family. Justify your response
with references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.
Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.
Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.
[Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
© 2013 Laureate Education, Inc. 2
Jeannette has brought Gabby (now 16) in to see you.
You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.
Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.
When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”
Gabby does admit to having lost her virginity at 14 under circumst.
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1
“Young Adulthood”
Program Transcript
Instructions:
Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.
Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.
[Week 8: Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”
© 2013 Laureate Education, Inc. 2
Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.
Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.
Gabby is feeling anxious and lost and is looking to you for guidance.
[Reeves Family]
General Background:
The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.
The family is Caucasian and of mixed European ethnic descent.
Their faith is Protestant, although Lucas notes that they do not attend church
regularly.
Lucas also sh.
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Individual Project Overview
Project Overview and Timeline
The Individual Project Assignments in this course are designed to provide you with a
practical understanding of project management activities in a health care organization.
In each of these three Assignments you have the option of interviewing an individual
who has managed real-life projects about selected aspects related to project
management, or you may choose to write a scholarly paper in which you draw insights
from published articles describing organizations’ experiences in health care information
technology projects. Either of these experiences will help you develop a first-hand
understanding of project management challenges and strategies within one or more
organizations.
The Individual Project Assignments are woven throughout the course and aligned with
course content. For each experience, the completion of a written Assignment aligned to
one of the following experiences is required:
Interview: Interview an individual with project management experience in an
organization of your choosing about one or more designated topics.
OR
Scholarly Paper: Examine a minimum of three organizations that have published
descriptions about a health care information technology project.
Tips and Guidelines
Interview
As you conduct an interview, note your observations, thoughts, and insights regarding
the individual’s roles and functions and how they are carried out. For each individual
interview, address the questions provided in the Topics and Questions section (in Week
2, Week 5, and Week 7) of this document. Keep in mind, though, that responses to the
questions represent the minimum amount of information required in the paper. You are
encouraged to explore the questions fully with thought-provoking follow-up questions.
Your paper should include the individual’s responses to your questions, and—after
some reflection—your analysis of the interviewee’s responses. Write the first draft of
your paper immediately following the interview so all of the information is fresh in your
mind. As you write, reflect upon the topics covered in this course, and synthesize your
knowledge of those topics with what you discussed during the interview.
© 2013 Laureate Education, Inc. 2
Try to match your Assignment setting to your professional goals. Consider interviewing
someone in your own organization or in an organization where you might want to work
as a nurse informaticist after you graduate.
If you are unable to complete the Individual Project Assignments with a project manager
in a health care organization, search for an individual who has managed a project,
preferably a technology project, in another type of setting. If you are unable to find an
interviewee, you must complete the scholarly paper option.
Scholarly Paper
To prepare for this Assignment option, you will need to find articles or ot.
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Work Breakdown Structure (WBS) Formats
Imagine that you are a project manager tasked with the implementation of a hospital’s
new electronic health record (EHR) system. The system components are broken down
into four major deliverables and a series of granular deliverables that correspond to
each major one. For the Week 6 Discussion, explore the three work breakdown
structure formats below to see how the EHR implementation can be represented
through a WBS.
Tabular WBS:
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
1
Electronic
Health
Record
(EHR)
1.1 Patient
Information
Management
(PIM)
Module
1.1.1 Admission,
Discharge, and
Transfer Module
6/28/14 8/30/15 PIM
Team
1.1.2 Registration
Module
1.1.3 Master
Patient Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information
System
(CIS)
1.2.1 Clinical Alert
System
2/22/15 9/22/15 CIS Team
1.2.2 Clinical Rules
Engine
1.2.3 Consult
Tracking Module
1.2.4 Order
Management
System
1.2.5 Results
Reporting System
1.2.6 Computerized
Provider Order
Entry Module
1.2.7 Patient
Intake/Output
Module
1.3
Laboratory
Module
1.3.1 Anatomic
Pathology
Reporting Module
8/31/14 10/29/14 Lab Team
1.3.2 Microbiology
Reporting Module
1.3.3 Chemistry
Reporting Module
1.4 1.4.1 Adverse 10/30/14 11/6/14 Pharmacy
© 2013 Laureate Education, Inc. 2
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
Pharmacy
Module
Reaction Tracking
System
Team
1.4.2 Electronic
Medication
Administration
Record
1.4.3 Bar Code
Medication
Administration
1.4.4 Pharmacy
Inpatient/Outpatient
Information System
Hierarchal WBS:
Level WBS Code Element Name
1 1 Electronic Health Record
2 1.1 Patient Information Management Module
3 1.1.1 Admission, Discharge, and Transfer Module
3 1.1.2 Registration Module
3 1.1.3 Master Patient Index
3 1.1.4 Patient Scheduling Module
2 1.2 Clinical Information System
3 1.2.1 Clinical Alert System
3 1.2.2 Clinical Rules Engine
3 1.2.3 Consult Tracking Module
3 1.2.4 Order Management System
3 1.2.5 Results Reporting System
3 1.2.6 Computerized Provider Order Entry Module
3 1.2.7 Patient Intake/Output Module
2 1.3 Laboratory Module
3 1.3.1 Anatomic Pathology Reporting Module
3 1.3.2 Microbiology Reporting Module
3 1.3.3 Chemistry Reporting Module
2 1.4 Pharmacy Module
2 1.4.1 Adverse Reaction Tracking System
2 1.4.2 Electronic Medication Administration Record
2 1.4.3 Bar Code Medication Administration
2 1.4.4 Pharmacy Inpatient/Outpatient Information System
© 2013 Laureate Education, Inc. 3
1. Electronic Health
Record
1.1 Patient
Information
Management
Module
1.1.1 Admission,
Discharge, and
Transfer Module
1.1.2 Registration
Module
1.1.3 Master Patient
Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information System
1.2.1 Clini.
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2013 Laureate Education, Inc. 1
Comprehensive Write-up Guide
Week 2 Assignment: Comprehensive Patient Assessment
When completing practicum requirements in clinical settings, you and your Preceptor
might complete several patient assessments in the course of a day or even just a few
hours. This schedule does not always allow for a thorough discussion or reflection on
every patient you have seen. As a future advanced practice nurse, it is important that
you take the time to reflect on a comprehensive patient assessment that includes
everything from patient medical history to evaluations and follow-up care. For this
Assignment, you begin to plan and write a comprehensive assessment paper that
focuses on one female patient from your current practicum setting.
To complete:
Write an 8- to 10-page comprehensive paper that addresses the following:
1. General patient information
a. Age
b. Race/ethnicity
c. Partner status
2. Current health status
a. Chief concern/complaint and history of present illness (include a complete
symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem
focused visit)
b. Last menstrual period or year of menopause
c. DES exposure (if born between 1948 and 1971)
d. Sexual activity status
e. Barrier prevention
f. Sexual preference
g. Satisfaction with sexual relations
3. Contraception method (if any)
4. Patient history
a. Past medical history
• Major medical events (including pediatric events)
• Psychological and mental health
• Surgeries and/or hospitalizations if pertinent
• Medications, including prescriptions, over-the-counter medications, home
and herbal remedies, calcium, and vitamin supplements
• Allergies, including drug, food, and environment
© 2013 Laureate Education, Inc. 2
• Health maintenance/screenings, including results of patient’s last Pap and
mammogram as appropriate, as well as previous vaccinations (HPV,
MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate)
b. Family medical history
c. Gynecologic history
• Nullipara vs. multipara
• History of sexually transmitted infections and sexually transmitted
diseases
• Menarche and menstrual patterns
• Menopause or peri-menopausal symptoms (if applicable)
d. Obstetric history
• Gravida and parity status (TPAL)
• Pregnancy history, including history of preterm or low birth weight, other
pregnancy complications, history of sexually transmitted diseases, and
any pertinent negatives
e. Personal social history (as appropriate to the current problem)
• Cultural background
• Education and economic condition
• Abuse history including assault and forced sex (past and current)
• Occupational health patterns
• Environment
• Current health habits and/or risk factors
• Substance use (must include for every patient)
• Tobacco including frequency and longevity
• Alcohol including results of CAGE unless patient has never used
• Recre.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Friendship, Intimacy, and
Singlehood
Chapter 9
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-2
Friendship, Love, and
Commitment
Friendship is the foundation for love and
commitment
Love reflects the positive factors that draw
people together
Commitment reflects the stable factors that
help maintain relationships for better or worse
These three things are in all relationships to
some degree. It is the degree that defines
relationships
All Closely linked
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-3
Fabric of Friendship
Enjoyment
Acceptance
Trust
Respect
Mutual Assistance
Confiding
Understanding
Spontaneity
Degrees of each… Davis and Todd, 1985
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-4
Love versus Friendship
Fascination
Exclusiveness
Sexual desire
Depth of caring
Potential for enjoyment
Potential for conflict, distress, criticism
Love Has Greater
Than Friendship
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-5
Sternberg’s Love Triangle
Argues three dimensions found in love
Presence or absence of these
dimensions determine type of love
Dimensions:
Commitment—cognitive aspect
Passion—motivational aspect
Intimacy—emotional aspect
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-6
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-7
The Love Triangle:
Commitment
A person’s attachment to another
Process develops over time
Represents desire to be faithful
Can be expressed by moving to a more
advanced stage of a relationship
This part of love is present in long-term
relationships and is responsible for
people staying together through difficulty
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-8
The Love Triangle:
Intimacy
The bonding and emotional closeness or
connectedness
Involves:
sharing feelings
self disclosure
emotional support
Increases as the closeness grows
Gains greater depth as a relationship matures
Is defined differently throughout:
Illness example
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-9
The Love Triangle:
Passion
Develops quickly
Romantic feelings, desires, and arousal
Often involves touching, kissing, and being
affectionate
Passion is wonderful but it can fade quickly
Passion does not give people the sticking
power for raising children
Passion does not get you through illness,
death, or other crises
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-10
Sternberg’s Eight Types of Love
Non-love
Nothing there: “Meh.”
Liking
Intimacy only
Infatuation
Passion only
Empty love
Commitment only
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-11
Sternberg’s Eight Ty.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
Police in America
Chapter Seven
Patrol: The Backbone of Policing
The Central Role of PatrolMajority of police officers assigned to patrolGatekeepers of the CJ System and therefore most important decision makersExperience on patrol formative part of police officer’s careerLeast desirable assignment
The Functions of Patrol
To deter crime
To enhance feelings of public safety
To make officers available for service
The Organization and Delivery of PatrolFactors affecting the delivery of patrol services
Number of sworn officers
Police-population ratio
Assignment to Patrol
Distribution of Patrol Officers
One versus two officer cars
Work styles of officers“Hot Spots”
An area that receives a disproportionate number of calls for police service/ has a high crime rate Types of Patrol:
- Foot patrolAutomobile patrol
- One officer versus two officer cars Staffing Patrol Beats
- On any given night, no officer is available for many patrol beats
- Police patrol is very expensive
Styles of PatrolIndividual Styles
Officer-initiated activity
Includes stopping, questioning, frisking suspicious citizens, stopping vehicles, writing traffic tickets, etc.
Amount varies between departmentsSupervisor Styles
Also affect an officer’s level of activity
Organizational Styles
James Q. Wilson identified three distinct organizational styles.
The watchman style emphasizes peace-keeping without aggressive law enforcement and few controls over rank-and-file officers.
The legalistic style emphasizes aggressive crime-fighting an attempts to control officer behavior through a rule-bound, “by the book” administrative approach.
The service style emphasizes responsiveness to community expectations and is generally found in suburban police departments where there is relatively little crime.
Patrol SupervisionThe Role of Sergeant: Patrol supervision is usually accomplished by the sergeant on duty. The principle of span of control holds that a supervisor can effectively manage only a limited number of people. The recommended span of control is one sergeant for about every eight officers.
The Communications Center
The Nerve Center of Policing
911 Communications center
Citizen-dominated
Reactive
Incident-based
911 Systems
Processing Calls for Service
Operator-Citizen Interactions
911 Systems
Introduced by AT&T Company in 1968
911 systems contributed to increase in calls for service
To handle this increase, departments assign priorities to incoming calls based on seriousness of problem
Police able to more efficiently manage delayed responses to non-emergency calls
Processing Calls for ServiceCommunication center operators
Obtain information from caller and makes decision about appropriate response
Exercise tremendous discretion
Only ½ of all calls to 911 result in a dispatch
Operators ask questions of callers
Operators assess situation
Operators decide how many and which officers to dispat.
© 2010 by The Johns Hopkins University PressConflicting Va.docx
© 2010 by The Johns Hopkins University Press
Conflicting Values
and Disparate
Epistemologies:
The Ethical Necessity
of Engagement
Mohammed Abouelleil Rashed
Keywords: communication, harm, psychiatry, lan-
guage
I
am delighted for the occasion to respond
to Verhagen’s insightful commentary and
Gupta’s important critique of my paper. In the
process, I hope to further clarify my thesis and the
proposal that stems from it. I start by attending to
Verhagen’s commentary, because in many ways we
are in substantial agreement and, if anything, his
observations help to further elucidate many of the
ideas I propose. After that I turn to Gupta, who
disagrees with me on several important points.
Verhagen’s four levels of analysis of psychiatric
knowledge bring in to focus the fault lines, or
the points in psychiatric practice and theory that
require critical attention if we are not to inadver-
tently bring harm upon patients. It is already at
the junction of the first level (experience of the
patient as incorporated in to a narrative) and the
second level (the clinician’s formulation of the
story), as Verhagen observes, that there is a risk
of losing the uniqueness of the patient’s story, and
with it the values she attaches to her experiences
and current predicament. Diagnostic devices like
‘criterion B’ and ‘cultural congruence’ may have
been introduced to safe guard against patholo-
gizing normality, but as I have demonstrated
throughout section 3 of my paper, that cannot be
guaranteed, and these devices may in fact be part
of the problem.
The problems between the second and third
levels of analysis really start at the second level
when the story is reformulated in to a ‘case’ with
a specific ‘diagnosis.’ Once that is done, clinicians
inevitably appeal to the known explanations for
the diagnosed disorder, whether psychological or
biological. The problem here is that other pos-
sible explanatory frameworks, such as spiritual/
religious, are eliminated as possibilities, partly
because the patient’s story has been redescribed
in the language of disorder thereby losing the
essential characteristics that make it her story.
Redescribing the patient’s experiences hampers
further attempts at meaning seeking (which in-
cludes a search for explanation), especially if that
occurs in a coercive context (I address this again
in my response to Gupta). Finally, it is the fourth
level where the epistemological foundation for
psychiatry stands. The psychiatric commitment to
a positivist/empiricist approach to experience and
214 ■ PPP / Vol. 17, No. 3 / September 2010
belief feeds in to the other two levels; it limits the
availability of alternative explanatory models in
the third and the legitimacy of subjective narrative
in the second.
I am in agreement with Verhagen that psychia-
trists “need to understand how they are related to
their knowledge,” and they also need to be aware
what could go wrong at t.
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 • Journal of Sport Administration & Supervision • Vol. 1, No. 1, April 200952
Examining the Effectiveness of Athlete Celebrity
endorser characteristics and Product Brand
type: the endorser Sexpertise continuum
Christina S. Simmers, Datha Damron-Martinez, & Diana L. Haytko
ABStrAct
This research furthers the theoretical perspectives that athlete endorsers are brands unto
themselves, and that athlete-endorser effectiveness is determined by congruent pairings of the
athlete-endorser brand and the product brand by introducing the Endorser Sexpertise Continuum.
This model categorizes athlete celebrity endorsers on the Endorser Sexpertise Continuum with
anchor points referred to as “acquirable expertise” and “likeability.” As in successful brand
alliances, this model suggests the types of products/brands the athlete celebrities would be most
successful in endorsing, depending on their positioning on the continuum.
Simmers, C. S., Damron-Martinez, D., & Haytko, D. L. (2009). Examining the effectiveness of athlete celebrity endorser
characteristics and product brand type: The Endorser Sexpertise Continuum. Journal of Sport Administration & Supervision 1(1),
52-64. doi:10.3883/v1i1_simmers; published online April, 2009.
introduction
Forbes reported that the 10 richest male and
female athletes made a combined $600 million
in salary, prize money and endorsements,
including men’s professional golfer Tiger
Woods who alone earned nearly $100 million
in sponsorships in 2008 (Badenhausen, 2008;
Thomaselli, 2008). Interestingly, many top
athlete endorsers make considerably more
money as endorsers than as athletes in their
chosen sport. For example from June 2007 to
June 2008, female professional golfer Michelle
Wie earned $12 million in endorsement money
but only $39,000 in prize money. Similarly,
former professional basketball player Michael
Jordan made $45 million in endorsements,
despite not having participated in his sport
for many years (Badenhausen, 2008). Some
athletes endorse a multitude of products (e.g.,
National Football League quarterback Peyton
Manning, Woods, and female racecar driver
Danica Patrick), while others limit themselves
keyWordS:
Sport marketing, brand
management, celebrity
endorser, sponsorship, product
endorsement, celebrity
athlete, athlete spokesperson,
source credibility, source
attractiveness
Dr. Christina S. Simmers is
an assistant professor of marketing
at Missouri State University in
Springfield, Missouri. She holds
an MBA from Nicholls State
University and a PhD in marketing
from Louisiana State University.
Her research interests include
advertising issues, consumer
information processing, consumer
behavior and brand alliances.
Dr. Datha Damron-Martinez
is an assistant professor of
marketing at Truman State
University in Kirksville, Missouri.
She holds an MBA, an MA in
Economics, and a PhD in Business
Administration/Marketing from
New Mexico State .
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2009 John Wiley and Sons Australia
Distribution (place)
Week 8
Part 2
\assap dawgs
*
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS)
A channel of distribution in which there is formal cooperation among members at the manufacturing, wholesaling, and retailing levels
A marketing channel in which all stages occur under a single management structure.
e.g.15 independently owned restaurants enter into an agreement with a produce wholesaler, the total costs go down for everyone thanks to bulk ordering and shipping
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS) Firestone manufactures tires and owns the service centers that sell the tires to customers.
Australia Post owns post boxes situated on street corners, post offices that sell envelopes, stamps, boxes and other goods as well as accept mail, a fleet of delivery vans and bikes, storage and sorting facilities and so on.
© 2009 John Wiley and Sons Australia
VMS - FranchisingFranchises are also a type of VMS in which individual retail outlets are contractually obliged to cooperate closely with the franchisor.
Franchising is a type of business where the right to sell products or rights to use the main elements of a business model are licensed by one party to another.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
licenses the right to use its business model or to sell its products
provides services such as advertising, business know-how and supplier networks
stipulates standards and rules by which the franchise business must operate
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
sometimes promises exclusive rights to a particular geographic area
e.g. 7-11 video
http://franchise.7eleven.com.au/benefits.html
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchisee:
pays the franchiser a fee and/or percentage of sales receipts (e.g. 7-11, $400K-$1m(Inititial) + 50% Gross Sale)
supplies labour and capital
operates the business in accordance with the conditions of the franchise agreement.
© 2009 John Wiley and Sons Australia
VMS - Franchising
Franchising offers franchisers a way to expand relatively rapidly, keep some control of the distribution of their products, and to share risk;
It offers franchisees a way to start a business without needing to formulate an idea, systems or raise a profile and, statistically, gives them a much higher rate of business success (50 per cent compared to 10 per cent for new independent businesses)
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchises operate in the following ways:
a producer licenses distributors to sell its products to retailers: Coca-Cola licenses bottlers to make up its drinks then sell the finished beverage to retail stores.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchis.
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2003 Applied Scholastics International. All Rights Reserved.
Grateful acknowledgement is made to L. Ron Hubbard
Library for permission to reproduce selections from
the copyrighted works of L. Ron Hubbard.
Applied Scholastics provides education services and materials
based on the works of L. Ron Hubbard. Applied Scholastics
and the Applied Scholastics logo and the Effective Education
Publishing Symbol are trademarks and service marks owned
by Association for Better Living and Education International
and are used with its permission.
Printed in the United States of America.
1
It has been discovered that there are three definite barriers
which can block a person’s ability to study and thus his ability to
be educated. These barriers actually produce physical and
mental reactions.
If one knows and understands what these barriers are and
how to handle them, his ability to study and learn will be greatly
increased.
INTRODUCTION
2
Education in the absence of the mass in which the technology
will be involved is very hard on the student.
In this context “mass” refers to the actual physical objects of
a subject; the things of life; as opposed to significance.1
Absence of mass actually makes a student feel squashed,
THE FIRST BARRIER:
ABSENCE OF MASS
1. significance: any thought, decision, concept, idea, purpose or meaning connected with
something, as opposed to its mass.
sort of spinny,
3
makes him feel bent,
4
sort of dead,
bored,
2. physiological: having to do with living things and the ways their parts and organs work.
5
exasperated.
If he is studying how to do something with the mass absent,
this will be the result.
Photographs help and motion pictures would do pretty
good, as they are a sort of promise or hope of the mass, but the
printed page and the spoken word are not a substitute for a
tractor if he’s studying about tractors.
You have to understand this data in its purity—and that is
that educating a person in a mass that they don’t have and which
isn’t available produces physiological2 reactions.
6
It’s just a fact.
You’re trying to teach this fellow all about tractors and
you’re not giving him any tractors. Well, he’s going to wind up
with a face that feels squashed, with headaches and with his
stomach feeling funny. He’s going to feel dizzy from time to
time and very often his eyes are going to hurt.
You could therefore expect the greatest incidence of suicide
or illness in that field of education most devoted to studying
absent masses.
7
This one of studying the something without its mass ever
being around produces the most distinctly recognizable
reactions.
If a child felt sick in the field of study and it were traced back
to this one, the positive remedy would be to supply the mass—
the object or a reasonable substitute—and it would clear it up.
8
There is another series of physiological reactions that exist
which is based on the fact of too steep a study gradient.
By “gradient” we .
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. 29–50. � 29
PURE RAW
Performance, Pedagogy, and
(Re)presentation
Marina Abramovic; interviewed by
Chris Thompson and Katarina Weslien
M
arina Abramovic ; has been pushing the limits of performance for over
three decades. From 1965–70 she studied at the Academy of Fine Arts in
Belgrade, and soon after that at the Academy of Fine Arts in Zagreb,
where she later taught. In 1970 she began working with sound environments, film,
video, and performance. Five years later she met the artist Ulay (Uwe Laysiepen) in
Amsterdam, with whom she worked until 1988. Together they devised perfor-
mances that centered on the limits of human endurance, consciousness, and
perception. Working independently since then, she has exhibited, performed, and
taught internationally, establishing a body of work whose combination of extremity
and intimacy is singular in the history of performance. In 1996 she completed two
important theatre pieces, Biography and Delusional, and the following year her
controversial performance Balkan Baroque won the International Venice Biennale
Award. She received the Niedersächsicher Kunstpreis as well as the New York Dance
and Performance Award for her recent performance/exhibition The House with the
Ocean View at the Sean Kelly Gallery. For her November 2005 exhibition at the
Guggenheim Museum in New York, Marina Abramovic ;: Seven Easy Pieces, she will
re-perform seminal works by Vito Acconci, Joseph Beuys, VALIE EXPORT, Bruce
Nauman, Gina Pane, as well as her own Lips of Thomas, and premiere a new
performance. This interview is based on three conversations with the artist, the first
of which took place in October, 2004 (Amsterdam), and the other two in April,
2005 (New York), around the time of her participation in the “(Re)presenting
Performance” symposium at the Guggenheim Museum.1
�
THE IDEA OF THE COLLECTIVE
THOMPSON: In reading the transcripts from the catalogue for the 1990 “Art
Meets Science and Spirituality in a Changing Economy conference,”2 I was struck
by your notion that that there could be some blend of Buddhism and communism.
Is this an idea you have continued to develop over the past decade?
30 � PAJ 82
ABRAMOVIC:: It’s really not developed or thought about; I come from communist
country, so communism is something that was very close to me. I know the idealism
of communism in the beginning, and I know the failure of communism in the end,
and I know all the problems, and why it could not succeed. It was a very interesting
concept in Burma; at one point, it was a communist government and a very strong
Buddhist country, so in the government there were Buddhist monks. Again it didn’t
work. So all these concepts don’t work because the mentality and the consciousness
of people are not raised to the level that could make it work. The solution is really
that we have to have a completely different relation to the materialistic world, and
not to be attached to.
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2002, The Ripple Effect 1 permission granted to use for educational purposes,
for more information, visit www.the-ripple-effect.org provided credit is given.
Religious Views & Domestic Violence
Christine Hagion Rzepka
Founder & Director, The Ripple Effect
By conservative estimates, a million
Christian women in America are abused by
their husbands (Ingram, 1985), but this is
grossly underestimated (Pagelow &
Johnson, 1988). A survey done in 1993 by
the North American Council for Muslim
Women found that domestic violence
occurred in 10% of the Muslim population
(Alkhateeb, 1999). However, this study
assessed only physical abuse: if verbal and
psychological abuse were added, this
percentage would be greatly increased. One
study in Denver found that 4% of the
victims of domestic violence served in that
community were Jewish (Walker, 1997).
Clearly, the religious community is not
immune from the existence of domestic
violence—and, in some cases, may actually
encourage it through teachings and
traditional beliefs about the roles of men and
women.
While the society struggles to accept
the reality of violence in the family, many
within the religious community, as well as
members of the “clergy… refuse to believe
that abuse exists within their congregations”
(Bussert, 1986, p. 2). This denial further
compounds the sense of isolation and shame
that many victims of domestic violence
endure. Pagelow & Johnson (1988) write:
“Silence within the religious community has
served to keep the lid on the simmering pain
that not only immobilizes victims but
encourages the behavior of the perpetrators”
(p. 9).
Davidson (1978) claims that male-
oriented church doctrines and teachings “about
a woman’s place, duty and nature have added
to the problem (p. 207). This is true not only
of the Judaic and Christian traditions, but of
virtually all religions. According to Gardner
(1977): “All religions preach subordination of
women not just to God, but to men, as an
article of faith…. Moreover, Judeo/Christian
theological writings are explicitly
misogynous.”
ministers are often
the ‘counselors of choice’
for many victims
Christianity & Domestic Violence
In one study on wife abuse, several
wives were abused by their husbands, who
were ministers (Pagelow, 1984). Another
study of 350 battered women found that
28% had sought counsel from the clergy
(Pagelow, 1981b, pp. 277-300). In this
study, the top responses the women received
were a) a reminder of their wifely duty and
instructions to forgive and forget, b) referral
to another resource to limit church
involvement, and c) impractical advice
based on religious doctrine that was not only
insensitive to their needs, but at times,
dangerous. Some were reminded of their
vows “for better or worse,” and were
exhorted pray more. “One, scolded by her
minister for ‘betraying’ her husband by
revealing what had occurred in the privacy
of t.
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
© 2005 Society for the Study of Addiction doi:10.1111/j.1360-0443.2005.01171.x
Addiction,
100
, 1040 – 1050
Blackwell Science, Ltd
Oxford, UK
ADDAddiction
0965-2140© 2005 Society for the Study of Addiction
100
Original Article
Commentary
Commentary
Commentaries
WHEN POPULARITY OUTSTRIPS THE
EVIDENCE: COMMENT ON WEST (2005)
Robert West (2005) has taken the bold step of asserting
that the Transtheoretical Model (TTM) is so flawed that it
should be discarded. Whether one agrees with West’s
conclusion or not, his editorial should stimulate long-
overdue debate about the TTM.
A sharp divide of opinion about the TTM has surfaced
in recent years. On one side the model enjoys substantial
popularity in the form of a voluminous research litera-
ture and a large following among clinicians. On the other
side there is discontent among many scholars (e.g. Sutton
2001) who have closely scrutinized the scientific rigor of
the model. There can be no questioning the popular suc-
cess of the TTM: it is established fact. But the scientific
merit of the model can be questioned, and West has fur-
thered the debate with his provocative editorial. Consis-
tent with West, this commentary will focus on smoking
as the model addiction because smoking has been the pri-
mary focus of the TTM.
The TTM became popular because it brought atten-
tion to the intuitive notion that some smokers are more
ready to quit than others. For this, the originators of the
TTM deserve credit, though as West and others (e.g.
Bandura 1998) have pointed out, the observation that
some smokers are riper for change than others is a con-
firmation of the obvious. As a scientific model, however,
the TTM got off to an inauspicious start. The lynchpin of
the TTM is, of course, the stages of change. Thus it would
seem essential to take great care in formulating how the
stages were to be conceptualized and measured. However,
there has never been a peer-reviewed account of the
developmental research that led to the creation of the
stages of change algorithm. In fact, it is not clear that any
systematic developmental research took place at all, and
the consequences of this omission plague the model to the
present time. Instead, the authors of the TTM essentially
decreed that readiness to quit smoking should be mea-
sured using the stages of change. For the most part, the
addictions research community then adopted the stages
of change, with few questions asked.
There would be little consequence to the omission of
developmental data on the stages of change if the stages
had subsequently been proved to be valid and effective.
However, as West (2005) and others (e.g. Etter & Sutton
2002) point out, this is not the case. The stage of change
algorithm is a magpie collection of questionnaire items
that do not cohere particularly well. Two of the question-
naire items rely on arbitrary timeframes and binary yes-
no response options. One need not be an expert.
¡A Presentar en Español!Prepare To prepare for this activit.docx
¡A Presentar en Español!
Prepare: To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 4. Continue to practice conjugating verbs in the present tense, to ask and answer questions, and to familiarize yourself with the vocabulary by completing several of the assigned practice activities in MySpanishLab.
Reflect: What makes your city unique? What kinds of things do you and your friends enjoy doing on the weekends? Can you convey what you think will happen in the future? When was the last time that you wrote a postcard? What picture would make a perfect postcard for your city or town?
Write: Choose one of the following activities to use for your initial response.
· Activity #1: In Capítulo 4 of your primary text, explore activity 4-20 Qué Será, Será… (p. 148). Use the ir + a + infinitive construction to predict the future for yourself, your friends, your family, famous people, and so forth.
Write five predictions of what will occur in the future for five different subjects (e.g., your children, the president of the United States, you, etc.). Consult page 148 for a model.
· Activity #2: In Capítulo 4 of your primary text, explore activity 4-38 Una Tarjeta Postal (A Postcard) (p. 159). Write a postcard highlighting different things in your city or town. See if you can convince your classmates to visit!
Use the following questions to organize your ideas. Write at least five complete sentences. Consult the model on page 159 of your primary text if needed.
· ¿Qué lugares hay en tu pueblo o ciudad?
· ¿Por qué son importantes o interesantes?
· Normalmente, ¿qué haces allí?
· ¿Adónde vas los fines de semana?
· ¿Qué te gusta de tu pueblo o de tu ciudad?
· Activity #3: In Capítulo 4 of your primary text, explore activity 4-22 En Tu Opinión (p. 150). Complete the following sentences about volunteer work. Be sure to follow up with additional details to give the reader a clear description of your opinion. Refer to the model on page 150.
· Yo (no) soy un/a consejero/a perfecto/a porque…
· Dos trabajos voluntarios que me gustan son …
· Hay muchas residencias de ancianos en los Estados Unidos porque…
· Yo apoyo al candidato __________ porque . . .
· Cuando repartes comidas, puedes . . .
Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5).
Note: You will have a minimum of four posts, in Spanish, in this forum:
· Your initial post (Due by Day 3)
· A question posed to classmate 1 (Due by Day 5)
· A question posed to classmate 2 (Due by Day 5)
· An answer to a question posed by a classmate in response to your initial post (Due by Day 7)
Tips for success:
· Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fu.
You are the Human Resource Director for a 500-.docx
You are the Human Resource Director for a 500-bed hospital. You have learned that the American Professionals Union is attempting to unionize your 1,000 registered nurses. The CEO has asked you to draft a plan—either supporting the nurses in their efforts OR attempting to remain union-free. Draft solid arguments—either pro or con—for presentation and recommendation to the CEO.
Your paper should be a well-organized paper of six to eight pages in length (in addition to a title page identifying your name and the course number), clearly articulated, and to the point. Your paper must reflect APA style and contain at least three references other than the textbook, which may include Internet sources, professional journal articles,
Carrell, M. R., & Heavrin, C. (2010).
Labor relations and collective bargaining: Cases, practice, and law
(9th ed.). Upper Saddle River, NJ: Prentice Hall.
.
More from harrisonhoward80223 (20)
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 IntroductionBackground checks are an important component .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2010 by The Johns Hopkins University PressConflicting Va.docx
© 2010 by The Johns Hopkins University PressConflicting Va.docx
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
¡A Presentar en Español!Prepare To prepare for this activit.docx
¡A Presentar en Español!Prepare To prepare for this activit.docx
You are the Human Resource Director for a 500-.docx
You are the Human Resource Director for a 500-.docx
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
What is the purpose of studying mathematics.pptx
Students often ask about what the purpose is for their learning. This PowerPoint highlights some really important reasons to study Mathematics.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 KanvariaBest Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
PPA 568 Quiz Chapters 3 and 42NAME 1. How is the postm.docx
- 1. PPA 568: Quiz Chapters 3 and 4 2 NAME: 1. How is the "postmodern world" different from the modern world? ANSWER: 2. What is meant by "melting pot?" Does it apply to the modern or postmodern world? ANSWER: 3. Why is it important to think about the postmodern world in this class? ANSWER: 4. Which of these is true? a. The rules for our private lives are the same for everyone around the world. b. In our public lives we don't need any shared values and beliefs in order to live together. c. In a democratic society, shared values and beliefs are developed through broad participation of the many diverse parts of the society. d. a and c e. a and b 5. ANSWER: a. Give an example of what this means: “Work-life comingling promotes possible conflict between public duty and personal interests.” Be sure to identify the public duty and personal interest. ANSWER: 6. Why (give the reason) is the relativity of values a challenge to ethical behavior? ANSWER: 7. Why(give the reason) are standardized policies and programs at odds with diverse and vocal publics?
- 2. ANSWER: 8. Which one of these is true? a. Since the early experts in Public Administration sought to separate politics from administration, we should try to eliminate all politics from public administration today. b. Because of the diversity of roles and interests, politics will continue to be a part of public administration. c. It is not really possible to craft policies, procedures, organizational arrangements, training, and sanctions to encourage ethical conduct and reinforce its importance. ANSWER: 9. Give an example of an ethical issue that can arise in agency- political party transactions. (Be sure to give an example, not just the word "corruption" or "inefficiency" or "abuse." Tell who the players are and what the conflict is and name the agency or ministries involved. Do this for Questions 10, 11 and 12 as well.) ANSWER: 10. Give an example of an ethical issue that can arise in agency- agency transactions. (Name the agency or ministries involved) ANSWER: 11. Give an example of an ethical issue that can arise in agency- branch of government transactions. (Name the agency or ministry involved) ANSWER: 12. Give an example of an ethical issue that can arise in agency- interest group transactions. ANSWER: 13. Give an example of a conflict between an administrator's citizen role and public administration role. ANSWER: 14. Which of these is NOT true? a. In a diverse world if everybody is treated the same, everyone will be treated fairly. b. The citizenry must not be ignored. c. The citizenry must not be yielded to reluctantly under the
- 3. pressure of interest groups. d. If members of a population are varied in their needs, tastes and preferences, then administrators need to provide an array of services, not just a standardized service program. ANSWER: 15. Give an example of the consumption costs of citizenship? ANSWER: 16. Give an example of the participation costs of citizenship being too high. ANSWER: 17. Should the public administrator be a delegate of the citizenry, doing always what the citizens want, or a trustee, determining priorities and direction for the citizenry? Why do you say that? ANSWER: 18. What is an example of a way in which an administrator educates the politician? ANSWER: 19. How is an administrator educated BY the politician? ANSWER: 20. What is an example of a way in which an administrator educates the citizenry? ANSWER: 21. How does the administrator learn from the citizenry? ANSWER: 22. What is objective responsibility? ANSWER: 23. What is subjective responsibility? ANSWER: 24. Name the four groups the administrator has objective responsibility for. ANSWER: 25. What are two things you learned from the case study the class made up this past class? ANSWER:
- 4. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 5. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 6. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 7. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An
- 8. Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken,
- 9. US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017.
- 10. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 11. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 12. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.
- 13. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved. Cooper, Terry L.. The Responsible Administrator : An Approach to Ethics for the Administrative Role (6). Hoboken, US: Jossey-Bass, 2012. ProQuest ebrary. Web. 16 March 2017. Copyright © 2012. Jossey-Bass. All rights reserved.