READING 1
When attempting to reinforce a new culture of collaboration it is important to consider that there will always be individuals who are reluctant. This reluctance often stems from those employees that feel the need to be recognized and standout from their peers. These employees often discourage collaboration because they are unwilling to share their knowledge and often put their own needs before the company’s. As was discussed in earlier weeks these employees lack congruence and do not allow the organization to take full advantage of it’s intellectual capital.
To counter such a problem it may be beneficial for management to form teams. By establishing teams and assigning team-based tasks individuals who refrain from collaboration would be put in a setting in which they would be required to share their knowledge and experience. It would seem as though these individuals would be unlikely to withhold their knowledge and experience while participating in team tasks because their nature is still one of competiveness and they would likely still strive to be successful.
According to Katzenbach (2008) establishing a culture of teamwork and collaboration should begin before new recruits are hired. Human resource personnel should not only go through the standard matching process of seeking out recruits based on competency and experience but should pay special attention to examples of how the recruit performed in team settings or how they have demonstrated an ability to share knowledge and assist others. Katzenbach (2008) also states that it is important for organizations to have recruiters who value collaborative individuals and are collaborative people themselves.
Establishing a culture of teamwork and collaboration also requires a strong mentoring process (DuFour, 2004). A junior employee who is mentored learns early the importance of teamwork and collaboration as their success early on is often determined by the guidance they receive by their mentors. Increasing the number of mentors reinforces the idea of the importance of sharing knowledge through collaboration. Just as in the previous examples organizations should seek to recruit and retain experienced managers that recognize the importance of mentorship and collaboration. Establishing a mentor program with a senior member of the organization who does not fully accept the role will likely have the opposite affect and may demonstrate a culture of individualism rather than collaboration. For this reason DuFour (2004) suggests mentors should be accepted only on a volunteer basis.
Structuring the organizations reward system to benefit members of teams rather than individuals can also help to establish a collaborative culture. Many believe that individuals should not be rewarded in team-based settings because it decreases the collaborative effort and puts the emphasis back on the individual. By rewarding the team the employees receive reinforcement that ...
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
In any organization if they want to get best production and retain their employees, they have to
provide best organization culture to their employees. That culture should be satisfied by the employees to retain
them. The purpose of the present study is to analyze the organization culture factors influencing the job
satisfaction.
DBA 7553, Human Resource Management 1 Course Learn.docxpoulterbarbara
DBA 7553, Human Resource Management 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Analyze equal opportunity and the legal environment.
2.1 Explain the role that human resources has in upholding the legal responsibilities of an
organization.
2.2 Differentiate between the management of diversity and affirmative action.
3. Examine the elements of diversity in organizations.
3.1 Articulate the challenges that may occur when managing a diverse work group.
3.2 Research how the management of diversity can be improved.
Course/Unit
Learning Outcomes
Learning Activity
2.1 Unit IV Research Paper
2.2 Unit IV Research Paper
3.1
Unit Lesson
Unit Research Paper
3.2
Unit Lesson
Unit IV Research Paper
Reading Assignment
There is no reading assignment in this unit.
Unit Lesson
Today’s workplace is part of a global village. Overall, the labor force is more diverse each year. This diversity
includes the areas of ethnicity, race, religion, age, ability, gender, and sexual orientation. Therefore, well-
informed strategic human resource management must be ever aware of the changing nature of the world
around them in order to help lead their organization forward in embracing diversity. Having a sufficient mix of
diverse dimensions in any organization will serve to strengthen the foundation and overall health of that
group.
It can often be the case that human resource management must be aware of resistance to change and
stereotyping. Change with regard to anything can be difficult in the workplace. However, with regard to
diversity and the possibility of various new dimensions, it is important to remember that strategic human
resource management must plan ahead and focus on building this diverse dimension carefully. With regard to
stereotyping, this would be an assumption that what may hold for a group will automatically hold for an
individual of that group. Human resource management must look ahead to help avoid the pitfall of
stereotyping. Being aware and being communicative about new diversity dimensions in the workplace can lay
the groundwork for an effective embrace by employees.
As our society becomes more diverse, so must our organizations. In fact, many companies now understand
the power of diversity as a competitive advantage. Having a diverse set of employee perspectives can create
a stronger product or service. Embracing multi-cultural marketing can broadly expand a company’s sales.
When organizations embrace diversity in their workforce and in their operations (internally in the company
UNIT IV STUDY GUIDE
Equal Opportunity and the Legal Environment,
and Elements of Diversity in Organizations, Part II
DBA 7553, Human Resource Management 2
UNIT x STUDY GUIDE
Title
and externally with customers and vendors), a powerful foundation can be built. Efficient strategic human
resource management can help develop and .
Employee development: More Than Just a 'Train' of ThoughtNicole Reaves
This is a white paper that is focused on the comprehensive and systemic view of how I see employee development and how it differs from simply employee training. Emphasis is made on the importance of understanding employees are invested in a holistic approach to career development and desire opportunities for education, learning, development, and training to leverage the full strength of their knowledge, skills, and competencies to advantageous performance based outcomes for organizations.
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
In any organization if they want to get best production and retain their employees, they have to
provide best organization culture to their employees. That culture should be satisfied by the employees to retain
them. The purpose of the present study is to analyze the organization culture factors influencing the job
satisfaction.
DBA 7553, Human Resource Management 1 Course Learn.docxpoulterbarbara
DBA 7553, Human Resource Management 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Analyze equal opportunity and the legal environment.
2.1 Explain the role that human resources has in upholding the legal responsibilities of an
organization.
2.2 Differentiate between the management of diversity and affirmative action.
3. Examine the elements of diversity in organizations.
3.1 Articulate the challenges that may occur when managing a diverse work group.
3.2 Research how the management of diversity can be improved.
Course/Unit
Learning Outcomes
Learning Activity
2.1 Unit IV Research Paper
2.2 Unit IV Research Paper
3.1
Unit Lesson
Unit Research Paper
3.2
Unit Lesson
Unit IV Research Paper
Reading Assignment
There is no reading assignment in this unit.
Unit Lesson
Today’s workplace is part of a global village. Overall, the labor force is more diverse each year. This diversity
includes the areas of ethnicity, race, religion, age, ability, gender, and sexual orientation. Therefore, well-
informed strategic human resource management must be ever aware of the changing nature of the world
around them in order to help lead their organization forward in embracing diversity. Having a sufficient mix of
diverse dimensions in any organization will serve to strengthen the foundation and overall health of that
group.
It can often be the case that human resource management must be aware of resistance to change and
stereotyping. Change with regard to anything can be difficult in the workplace. However, with regard to
diversity and the possibility of various new dimensions, it is important to remember that strategic human
resource management must plan ahead and focus on building this diverse dimension carefully. With regard to
stereotyping, this would be an assumption that what may hold for a group will automatically hold for an
individual of that group. Human resource management must look ahead to help avoid the pitfall of
stereotyping. Being aware and being communicative about new diversity dimensions in the workplace can lay
the groundwork for an effective embrace by employees.
As our society becomes more diverse, so must our organizations. In fact, many companies now understand
the power of diversity as a competitive advantage. Having a diverse set of employee perspectives can create
a stronger product or service. Embracing multi-cultural marketing can broadly expand a company’s sales.
When organizations embrace diversity in their workforce and in their operations (internally in the company
UNIT IV STUDY GUIDE
Equal Opportunity and the Legal Environment,
and Elements of Diversity in Organizations, Part II
DBA 7553, Human Resource Management 2
UNIT x STUDY GUIDE
Title
and externally with customers and vendors), a powerful foundation can be built. Efficient strategic human
resource management can help develop and .
Employee development: More Than Just a 'Train' of ThoughtNicole Reaves
This is a white paper that is focused on the comprehensive and systemic view of how I see employee development and how it differs from simply employee training. Emphasis is made on the importance of understanding employees are invested in a holistic approach to career development and desire opportunities for education, learning, development, and training to leverage the full strength of their knowledge, skills, and competencies to advantageous performance based outcomes for organizations.
Engaged employees provide immeasurable benefits to your organization. It begins at the organizational then managerial, finally employee levels of the organization.
BBVA's Participative Management Style Guide translated by me and disseminated internally within BBVA's management hierarchy. Features role plays and examples. Well worth a look!
SOUTHERN CROSS UNIVERSITYSouthern Cross Business SchoolASSIGNM.docxrafbolet0
SOUTHERN CROSS UNIVERSITY
Southern Cross Business School
ASSIGNMENT COVER SHEET
For use with online submission of assignments for
MNG03217 – Leading and Managing people only
Please complete all of the following details and then make this sheet the first page of each file of your assignment – do not send it as a separate document.
Your assignments must be submitted as either Word documents, text documents with .rtf extension or as .pdf documents. If you wish tosubmit in any other file format please discuss this with your lecturer well before theassignment submission date.
Unit Name:
Leading and Managing People
Unit Code:
MNG03217
Student Name:
Student ID:
Local Tutor’s name:
Dr Brian Morris
Assignment No.:
2
Assignment Title:
Final Compilation
Due date:
31/07/2015
Date submitted:
31/07/2015
Declaration:
By including this form as part of the assignment document, it is declared that each member of the team has read and understood the Rules Relating to Awards (Rule 3 Section 18 – Academic Misconduct Including Plagiarism) as contained in the SCU Policy Library. Each member understands the penalties that apply for plagiarism and agree to be bound by these rules. The work the team is submitting electronically is entirely the work of members of the team.
Assignment 2: Part 1 (Chapter 10 - Leadership 2.0: Virtual Leadership)
.How would you lead this team of international employees and friends?
Through the adaption of principles of project management - in order to be able to establish a leadership role amongst the group it is first necessary to outline the mission/vision that is aimed to be achieved from the creation of the group. From this point, it is then ideal to establish and delegate tasks and role (i.e. as leader, I would establish myself as project manager) so everyone is clear of what they are responsible for and what is expected of them.
2. Is building “community” important in a virtual world? If so, what would you do to promote a sense of community among these team members?
In order to promote a sense of community among team members I would take the time to get to know each member of my team on a more personal level (i.e. their interests, motivations, what they aim to get out of working in the group) and advise that I am here for support and questions via mobile, Skype etc. as well as designating regular monthly times to undertake team meetings online and introduce everyone to each other as an icebreaker and face to face meetings where possible.
Response
Lynette, I certainly agree with you that communication is key, and certainly in your response to the first question that providing communication channels is vital when leading a team.
One of the very successful factors that I have witnessed as being part of a team is clear communication of the team goal and communication of individual responsibilities within the team in ensuring the goal is successfully achieved. We can certainly provide communication channels to promote.
Companies can tap their natural advantage when they
focus on changing a few important behaviors, enlist
informal leaders, and harness the power of employees’ emotions.
what creates employee engagment ? What are the factor for causing disengagment underperformance and finally attrition. This burning issue is addressed by Dr Wilfred Monteiro HRD guru to India's leading business houses
Motivation is the reason that drives all of our actions. An individual expects that if they behave a certain way or perform certain tasks, they will achieve their desired outcome. In the workplace, this outcome, as long as it’s positive, is the driver that can impact if and how the tasks given to employees are performed. The key to reaching the highest possible results lies in being able to identify the factors that drive each individual in a workforce. In this SlideShare we discuss 9 main components that contribute to employees motivation.
Ob unit-v- Osmania University Syllabus- BBA-1st YearBalasri Kamarapu
: ORGANIZATIONAL CULTURE, CONFLICT AND EFFECTIVENESS :
Concept of Organizational Culture, Distinction between organizational culture and organizational
climate, Factors influencing organizational culture, Morale- concept and types of morale.
Managing conflict, Organizational Effectiveness - Indicators of organizational
effectiveness, Achieving organizational effectiveness. Organizational Power and Politics.
ORGANIZATIONAL BEHAVIOUR- UNIT-5-BBA-OSMANIA UNIVERSITY, Organizational Culture , Factors influencing organizational culture, Morale, Types of Morale, Organizational Effectiveness, Indicators of organizational effectiveness, Achieving Organizational effectiveness, Managing conflict, Causes of conflict , How to manage conflicts in an organisation , Managing conflict with the boss , Managing conflict with peers/colleagues , Managing conflicts with the subordinates .
Are you affirming or sabotaging your employees ? Are you defining them as able or not able to fulfill what is required to reach company goals? What does that say about your leadership?
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
Engaged employees provide immeasurable benefits to your organization. It begins at the organizational then managerial, finally employee levels of the organization.
BBVA's Participative Management Style Guide translated by me and disseminated internally within BBVA's management hierarchy. Features role plays and examples. Well worth a look!
SOUTHERN CROSS UNIVERSITYSouthern Cross Business SchoolASSIGNM.docxrafbolet0
SOUTHERN CROSS UNIVERSITY
Southern Cross Business School
ASSIGNMENT COVER SHEET
For use with online submission of assignments for
MNG03217 – Leading and Managing people only
Please complete all of the following details and then make this sheet the first page of each file of your assignment – do not send it as a separate document.
Your assignments must be submitted as either Word documents, text documents with .rtf extension or as .pdf documents. If you wish tosubmit in any other file format please discuss this with your lecturer well before theassignment submission date.
Unit Name:
Leading and Managing People
Unit Code:
MNG03217
Student Name:
Student ID:
Local Tutor’s name:
Dr Brian Morris
Assignment No.:
2
Assignment Title:
Final Compilation
Due date:
31/07/2015
Date submitted:
31/07/2015
Declaration:
By including this form as part of the assignment document, it is declared that each member of the team has read and understood the Rules Relating to Awards (Rule 3 Section 18 – Academic Misconduct Including Plagiarism) as contained in the SCU Policy Library. Each member understands the penalties that apply for plagiarism and agree to be bound by these rules. The work the team is submitting electronically is entirely the work of members of the team.
Assignment 2: Part 1 (Chapter 10 - Leadership 2.0: Virtual Leadership)
.How would you lead this team of international employees and friends?
Through the adaption of principles of project management - in order to be able to establish a leadership role amongst the group it is first necessary to outline the mission/vision that is aimed to be achieved from the creation of the group. From this point, it is then ideal to establish and delegate tasks and role (i.e. as leader, I would establish myself as project manager) so everyone is clear of what they are responsible for and what is expected of them.
2. Is building “community” important in a virtual world? If so, what would you do to promote a sense of community among these team members?
In order to promote a sense of community among team members I would take the time to get to know each member of my team on a more personal level (i.e. their interests, motivations, what they aim to get out of working in the group) and advise that I am here for support and questions via mobile, Skype etc. as well as designating regular monthly times to undertake team meetings online and introduce everyone to each other as an icebreaker and face to face meetings where possible.
Response
Lynette, I certainly agree with you that communication is key, and certainly in your response to the first question that providing communication channels is vital when leading a team.
One of the very successful factors that I have witnessed as being part of a team is clear communication of the team goal and communication of individual responsibilities within the team in ensuring the goal is successfully achieved. We can certainly provide communication channels to promote.
Companies can tap their natural advantage when they
focus on changing a few important behaviors, enlist
informal leaders, and harness the power of employees’ emotions.
what creates employee engagment ? What are the factor for causing disengagment underperformance and finally attrition. This burning issue is addressed by Dr Wilfred Monteiro HRD guru to India's leading business houses
Motivation is the reason that drives all of our actions. An individual expects that if they behave a certain way or perform certain tasks, they will achieve their desired outcome. In the workplace, this outcome, as long as it’s positive, is the driver that can impact if and how the tasks given to employees are performed. The key to reaching the highest possible results lies in being able to identify the factors that drive each individual in a workforce. In this SlideShare we discuss 9 main components that contribute to employees motivation.
Ob unit-v- Osmania University Syllabus- BBA-1st YearBalasri Kamarapu
: ORGANIZATIONAL CULTURE, CONFLICT AND EFFECTIVENESS :
Concept of Organizational Culture, Distinction between organizational culture and organizational
climate, Factors influencing organizational culture, Morale- concept and types of morale.
Managing conflict, Organizational Effectiveness - Indicators of organizational
effectiveness, Achieving organizational effectiveness. Organizational Power and Politics.
ORGANIZATIONAL BEHAVIOUR- UNIT-5-BBA-OSMANIA UNIVERSITY, Organizational Culture , Factors influencing organizational culture, Morale, Types of Morale, Organizational Effectiveness, Indicators of organizational effectiveness, Achieving Organizational effectiveness, Managing conflict, Causes of conflict , How to manage conflicts in an organisation , Managing conflict with the boss , Managing conflict with peers/colleagues , Managing conflicts with the subordinates .
Are you affirming or sabotaging your employees ? Are you defining them as able or not able to fulfill what is required to reach company goals? What does that say about your leadership?
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
(Prefer mailing. Call in emergency )
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
Recognize Strengths and Appreciate Differences
Personality Dimensions® is the latest evolution in presenting Personality Temperament Theory. It builds on research conducted in Canada over a period or two decades, and the foundations established by the work of Carl Jung, David Keirsey, Linda Berens, as well as a history of Temperament that spans 25 centuries.
The Personality Dimensions® system utilizes a convenient card sort and short questionnaire to reveal personality preferences. In addition to being the first Temperament assessment to incorporate the Introversion/Extraversion dichotomy, Personality Dimensions® also uses four colours along with short descriptors and symbols to represent the Temperament preferences: Inquiring Green, Organized Gold, Authentic Blue, Resourceful Orange. These combined aspects create a common language of understanding with a high level of retention.Know your Personality Dimensions to...
·
· Express yourself appropriately
· Appreciate yourself & others
· Negotiate more effectively
· Narrow gaps and differences
· Identify potential problems early
· Elevate morale and enthusiasm
· Optimize team performance
· Support and encourage others
· Organize efficient teams
· Yield higher productivity
· Influence others positively
Analyzing Personality Demensions:
Introverts:
· Tend to get their energy by spending some time alone.
· Prefer to think things through in their head before sharing their ideas with the larger group. They will often listen to other ideas, conversations and reactions, taking it all in, digesting it and then share their thoughts and ideas with the larger group. By the time they share an idea it has been given a lot of consideration -- they are not just thinking out loud.
· Learn best when they have the time for quiet reflection and are able to work on their own.
· May actually find that the standard brainstorming process shuts down their creative juices as it does not allow them the time they need to internally process information before building on it or reacting to it.
· Often prefer to keep their thoughts and feelings to themselves until they are totally comfortable with the people they will be sharing them with.
· Have a tendency to think through the consequences of a situation before acting.
· Preferred mode of problem solving is to have some quiet time alone to think, reflect on the situation and formulate a solution. They often become energized by this process.
· Project a sense of quiet and calmness. Their body language and tone of voice tends to be softer.
· Tend to have a small circle of people who they call true friends. These are people with whom they are comfortable and are willing to share their thoughts and feelings with.
What causes an Introvert stress at work
Introverts tend to like things to be quieter than Extraverts. A noisy work environment can cause real stress for an Introvert.
They can find it exhausting to work with Extraverts. If an Introvert has to work in situations ...
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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READING 1When attempting to reinforce a new culture of collabora.docx
1. READING 1
When attempting to reinforce a new culture of collaboration it
is important to consider that there will always be individuals
who are reluctant. This reluctance often stems from those
employees that feel the need to be recognized and standout from
their peers. These employees often discourage collaboration
because they are unwilling to share their knowledge and often
put their own needs before the company’s. As was discussed in
earlier weeks these employees lack congruence and do not allow
the organization to take full advantage of it’s intellectual
capital.
To counter such a problem it may be beneficial for management
to form teams. By establishing teams and assigning team-based
tasks individuals who refrain from collaboration would be put in
a setting in which they would be required to share their
knowledge and experience. It would seem as though these
individuals would be unlikely to withhold their knowledge and
experience while participating in team tasks because their
nature is still one of competiveness and they would likely still
strive to be successful.
According to Katzenbach (2008) establishing a culture
of teamwork and collaboration should begin before new recruits
are hired. Human resource personnel should not only go through
the standard matching process of seeking out recruits based on
competency and experience but should pay special attention to
examples of how the recruit performed in team settings or how
they have demonstrated an ability to share knowledge and assist
others. Katzenbach (2008) also states that it is important for
organizations to have recruiters who value collaborative
individuals and are collaborative people themselves.
Establishing a culture of teamwork and collaboration
2. also requires a strong mentoring process (DuFour, 2004). A
junior employee who is mentored learns early the importance of
teamwork and collaboration as their success early on is often
determined by the guidance they receive by their mentors.
Increasing the number of mentors reinforces the idea of the
importance of sharing knowledge through collaboration. Just as
in the previous examples organizations should seek to recruit
and retain experienced managers that recognize the importance
of mentorship and collaboration. Establishing a mentor program
with a senior member of the organization who does not fully
accept the role will likely have the opposite affect and may
demonstrate a culture of individualism rather than
collaboration. For this reason DuFour (2004) suggests mentors
should be accepted only on a volunteer basis.
Structuring the organizations reward system to benefit
members of teams rather than individuals can also help to
establish a collaborative culture. Many believe that individuals
should not be rewarded in team-based settings because it
decreases the collaborative effort and puts the emphasis back on
the individual. By rewarding the team the employees receive
reinforcement that collaboration and teamwork are required for
success. Not all situations and job types are suitable for team-
based work and in these situations establishing some type of
profit sharing incentive can still function to increase
collaboration. In the case of city employees where profits are
not the goal of the organization other types of team incentives
such as days off or special recognition could be considered.
References
Katzenbach, S. (2008). Enhancing teamwork and collaboration
in your unit. Innovation
Insights, 2. Retrieved from
http://www.psu.edu/president/pia/innovation/insights002.pdf
DuFour, R. (2004). What is a professional learning community.
3. Educational Leadership.
Retrieved from http://staffdev.mpls.k12.mn.us/sites/6db2e0f-
8a2d-4f0b-9e70-
e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf
READING 2
When implementing any changes there will be challenges along
the way and concerning an organization’s culture this can be
one of the toughest to change. But first, what is organizational
culture? It is defined in our text as “the values and assumptions
shared within an organization”. An organization’s culture is the
unseen norm within the company, something that is just known
and employees continue to work and make use of. It is what
makes the company what it is and those that mainly determine
what the culture maybe, are those in the top positions within the
company. Often times the values of managers and bosses are
those that become part of the organizations culture and the
employees’ look to those in these top positions for signs of
whether particular behavior and actions are acceptable. This is
how the culture is created (Time, n.d.).
However, there is a great challenge with changing an
organization’s culture one of the first being, that employees
must understand the need for the cultural change. Without some
sort of explanation as to why the company is steering towards
another culture, many employees may be reluctant to change.
This is because they may not trust something they don’t
4. understand. Another challenge would be that the organization
may have limited resources and making cultural changes would
require time and effort the company may not want to shift
towards from areas; areas that maybe more critical to the
company at that present time. Also, there maybe challenges with
a lack of motivation demonstrated by employees, especially
those that have been with the company longer, because for them
the need to change would seem futile.
Concerning ways in which to reinforce a new culture of
teamwork and collaboration within a city government
organization, the organization can begin by firstly placing
employees into small teams within different departments. These
teams can then begin weekly/daily meetings with “icebreaker”
exercises, where fun facts can be shared amongst employees. Or
the organization can allocate social events on its agenda
throughout the year for employees within different departments
such as pot-lock-lunches, sport events, group hikes or even
special retreats (Heathfield, n.d.). These events not only are
fun, but also help employees to work together and learn more
about each other outside of just the workplace, which can help
with each teams relationship and overall team cohesion.
Another suggestion would be for the organization to go a more
non-traditional route when establishing employee teams, where
a mix of employees of different talents and identified strengths
are placed into teams. This can include employees of different
experience levels as well, where younger team members can
help to provide fresh new innovations to the group, but with
older more experienced members providing added knowledge
from past experiences. This then not only encourages teamwork,
it can spark added creativity within the work. environment.
Lastly, work stations can also be adjusted within the company
to be more group oriented and open, rather than individualized
with cubicles and being more private (Murray, n.d.). This then
encourages groups to continue making use of each other’s idea/
5. input and communication can remain constant.
References
Heathfield, S. (n.d.). How to build a teamwork culture.
Retrieved on Thursday, June 19th 2014 from
http://humanresources.about.com/od/involvementteams/a/team_
culture.htm
McShane, S. and Von Glinow, M. (2013). Organizational
Behavior. New York, New York: McGraw-Hill Irwin
Murray, A. (n.d.) How to change your organization’s culture.
Retrieved on Thursday, June 19th 2014 from
http://guides.wsj.com/management/innovation/how-to-change-
your-organizations-culture/
Time, F. (n.d.).What is organizational culture. Retrieved on
Thursday, June 19th 2014 from
http://smallbusiness.chron.com/organizational-culture-
74302.html
READING 3
Resistance to Change
There are many reasons for resistance to change such as
6. fear of the change, not having been consulted, poor
communication, changes in routine, low trust, misunderstanding
about the need for change, exhaustion or a change in the status
quo (Connelly, 2014).
Most of the time though the resistance is brought on by fear;
fear that the employee will lose their job, fear that they will
lose pay, or even fear that they will lose seniority. Most of the
time these fears can be avoided by proper communication of
why the change is being made, who will be affected, what will
be changed and why, and what the new responsibilities of each
individual are.
There are many ways to spot a resistance in change as well.
Some of these indicators are:
•Aggression and anger
•Unusual flare-ups of emotion
•Employees encouraging and mobilizing resistance
•Staff portraying themselves as innocent victims of
unreasonable expectations
•Insensitive and disagreeable behavior
•Not meeting key performance areas (missing meetings and not
responding to emails, for example)
•Increased absenteeism, late arrival
•Not responding, not listening, seems disinterested
•Active attempts to disrupt or undermine work /
projects (Kimball, 2014)
7. Two of the main types of resistance that may be
portrayed in the case that is presented to us where change in
management duties or structure of responsibilities would be
failure to meet key performance areas such as missing meetings,
not responding to emails promptly, or even not meeting sales
quotas. They may even portray themselves as innocent victims
of unreasonable expectations. They may complain that they are
being sidestepped or have lost value because of the changes, or
that they have been demoted when in reality their duties have
changed.
To avoid these types of resistance the response of top
management should be to make sure that the reason for shifting
of duties and change is in the best interest of the company and
why those changes need to be made. The proper communication
as well as involving the managers in the process of change by
using their ideas to help make the change possible may make
them feel more important and not pushed aside. If attention to
this matter is addressed correctly and in a timely manner you
can avoid other types of resistance that could be much more
hurtful of the company change such as deliberate attempts to
disregard work or purposeful disruptions of the
change (Warrilow, 2009).
Anger and flare-ups of temper, or the neglect of duties can also
happen as a type of resistant that would set a poor tone for the
employees who are under the management. This would create
more resistance that the company needs to deal with. As a final
result to resistance the managers who are not complying may
need to be terminated and new managers who are more willing
to comply hired in their place (Warrilow, 2009).
Change can be difficult to many people who have gotten
used to the way things operate. If the company addresses the
issues that may arise before the change is put into place and
8. uses good communication of what the changes are, who and how
employees will be effected and what the end results will be, the
process of the organizational change will be much easier for all
involved and there should be good results in the end.
References
Connelly, M. (2014). Manage Resistance To Change
Proactively. Retrieved 06 19, 2014, from Change-Management-
Coach.com: http://www.change-management-
coach.com/resistance_to_change.html
Kimball, R. (2014). Frustrated By. Retrieved 06 19, 2014, from
Change-Management-Coach.com: http://www.change-
management-coach.com/resistance-to-change.html
Warrilow, S. (2009). Resistance to change. Retrieved 06 19,
2014, from Strategies for Managing Change:
http://www.strategies-for-managing-change.com/resistance-to-
change.html
9. READING 4
There is always a change constantly, these change might be
good or bad depends on the situation and conditions. In a
similar way, the changes in the organization are called as
organization change. According to the Batemen & Snell
“change happens constantly and it is unpredictable. Some
reasons given for this change include emergence of new
markets, new competitors and a shift in the
demographics”(2011). This shows the changes can happen
without predictable; it could be happen due to internal conflicts
or external conflicts. Having changes in a organization keep
interesting and something that employees have to learn
constantly. In the above quotes the author points it out that
10. competitive advantage is dependent on the particular
circumstances at a particular time. There is always some things
in organization that keeps changing over time, which make
employees to seek the new knowledge and keep update with the
technology world.
Many authors have quoted the employees resistances to change
in the organization and the process of changing. According to
the Peccei, “capacity for change is significantly affected by
employee resistance to change”(2011). The case is presenting
shows the two major factors that can affect the resistances in
employees. He also points out that resistances can be changed
depending on the extend to which the employees see the change
to have the beneficial or negative affect on the them or even the
organization. This will the is the involved of the employees
come into the picture in changing process.
Changes can happen at any given point which includes the good
time or bad time for instances, The last quarter sales of the
company would be great and the managers are all hyped up and
motivated the employees to the limits to get maximum work.
All of the sudden, the employees might receive a notice saying
that they are not in charge of the manufacture department
anymore, even though employees’ have given their best. These
changes are hard to digest by the employees’ but it even harder
to make those decision by the management. However if the
organization demands the change, even management has no say
against it except to imply it.
Considering these change can benefit the organization or hurt
the organization. The only way to test is to experiment it,
According to the Bateman & Snell, “sudden increase in tuition
at the middle of the semester and it is effective starting the
beginning of the next semester” (2011). The response to this
quiet obvious. Students will wants to know why the increase
and why so abrupt. Did senior management of the school just
realize the need to increase the tuition? They added that
managers or others initiating a change often forget that others
have not given it a thought. In this case, senior management has
11. inform the personnel involved and allow time for them to think
about the change and prepare for it. There are some basic
considerations that senior management can reflect over and
much of the resistance from lower level employees will be
minimized.
Reference:
Bateman, T. & Snell, S. (2011). Management. 2nd edition. New
Your, NY: McGraw-Hill/Irwin.
Peccei, R., Giangreco, A., & Sebastiano, A. (2011). The role of
organisational commitment in the analysis of resistance to
change. Personnel Review, 40(2), 185-204. Retrieved June 20,
2014 from :
http://search.proquest.com.proxy.davenport.edu/docview/84800
3993?accountid=40195