Running head: RESEARCH PROJECT 1
16
RESEARCH PROJECT
Ongoing Research Project
Michael
University
Research 8250
Professor X
I. Background
There are currently four generations working side by side in today’s workforce, yet very soon, there will be a fifth adding to the mix as the oldest generation ages out of the workforce and enters retirement (Zemke, Raines, & Filipczak, 2000). The Silent Generation have all but retired, but some still occupy positions in the workplace and still have significant influence through voting, media, and “heritage” or “emeritus” positions in high-placed institutions such as universities or executive boards. They were born around 1925 through 1945. The Baby Boomers are those said to be born between 1946 and 1964, many are still working and due to retirement age increases and the downfalls of the economy. This generation is can be found amongst Americans leadership at many city, state, and federal levels. The Baby Boomers, despite being rowdy and experimental in their youth, settled into a self-centered and materialistic approach to life in the 1980s, with a clear majority turning to Reagan, Reaganite neoliberal policies and even to religion through “born again” Christianity. Generation X is often referred to as the MTV Generation; they were born between 1965 and 1980. Many grew up during the Vietnam War and the rise of the AIDS virus. They are characterized by their hedonistic approach to life, their rejection of traditional values put forth by their conservative parents, and a cynicism for the established norms of society. Next is Generation Y, or the Millennials, which was born between 1981 and 1995. This generation saw the Persian Gulf War unfold before their very eyes on national television, and soon followed the OJ Simpson trial, as well as Former President Clinton’s impeachment. This so-called Millennial generation is among the most maligned in history, having been dismissed as narcissists and mindless, materialistic and venal workaholics (Barton, Koslow, Fromm, & Egan, 2012; Bergman, Fearrington, Davenport, & Bergman, 2011; Donatone, 2013; Twenge, 2013). This generation has simultaneously grown up with the Internet and yet still carries memories of the world before the digital sphere took over; this generation has nonetheless been denigrated in the popular press to the point where few take people of this generation seriously, even as they “age” into the dominant workforce generation. The newest generation that will be going to work soon is Generation Z, who were born toward the end of the 1990’s to 2010. This generation witnessed the 9/11 attacks from elementary school and endured OIF/OEF each day of their lives, with many seeing parents sent off to the Middle East and shipped home in body bags or with extreme disabilities. They have always known of Homeland Security’s threat levels to include increased airport security. They are soon to be the target demographic of colleges, m ...
This document is a Sociology Internal Assessment based on the high rate of unemployment in relation to youth groups. I also have uploaded a copy of my Entrepreneurship IA for your perusal if needed.
You can contact me at: erica5dacas@gmail.com
Learning Preferences of Millennials in a Knowledge-Based Env.docxsmile790243
Learning Preferences of Millennials in a Knowledge-Based
Environment
Giora Hadar
University of Groningen (RuG), The Netherlands
[email protected]
Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in
large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge
numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including
tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many
air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This
group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because
knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of
technology but also that of intergenerational communications in both the training and operational environments of a highly
technical workplace.
Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications
1. Introduction
Intergenerational knowledge transfer, especially in a highly technical environment, has not been thoroughly
studied by the academic community. This research was undertaken to further understanding of the impact of
generational differences on learning and knowledge transfer in such an environment to add fundamental
knowledge and create actionable knowledge for complex organizations. By improving understanding of the
preferences of younger workers for knowledge transfer approaches, this study has the potential to add new
knowledge to knowledge management (KM) and related fields and give organizations insights into how to design
knowledge transfer and learning programs for their younger workers.
2. Addressing the problem of knowledge loss
Between now and 2021, the FAA risks significant institutional knowledge loss as senior employees retire, a
situation particularly acute for air traffic controllers. By October 2015, FAA expects approximately one-third of
controllers to reach mandatory retirement age, as depicted in Figure 1 (FAA 2012). As these controllers retire,
the agency must quickly hire, train, and integrate new hires into ATC facilities. The need to pass operational
knowledge from veteran controllers to the new hires is critical to maintaining the safety of the U.S. airspace.
Transferring knowledge from one generation to another can be difficult since younger people acquire knowledge
and skills differently from older people and have different attitudes on authority, job stability, and learning.
Research has shown that knowledge sharing requires trust, which can be compromised when worldviews differ.
Further compounding those issues a ...
This document is a Sociology Internal Assessment based on the high rate of unemployment in relation to youth groups. I also have uploaded a copy of my Entrepreneurship IA for your perusal if needed.
You can contact me at: erica5dacas@gmail.com
Learning Preferences of Millennials in a Knowledge-Based Env.docxsmile790243
Learning Preferences of Millennials in a Knowledge-Based
Environment
Giora Hadar
University of Groningen (RuG), The Netherlands
[email protected]
Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in
large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge
numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including
tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many
air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This
group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because
knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of
technology but also that of intergenerational communications in both the training and operational environments of a highly
technical workplace.
Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications
1. Introduction
Intergenerational knowledge transfer, especially in a highly technical environment, has not been thoroughly
studied by the academic community. This research was undertaken to further understanding of the impact of
generational differences on learning and knowledge transfer in such an environment to add fundamental
knowledge and create actionable knowledge for complex organizations. By improving understanding of the
preferences of younger workers for knowledge transfer approaches, this study has the potential to add new
knowledge to knowledge management (KM) and related fields and give organizations insights into how to design
knowledge transfer and learning programs for their younger workers.
2. Addressing the problem of knowledge loss
Between now and 2021, the FAA risks significant institutional knowledge loss as senior employees retire, a
situation particularly acute for air traffic controllers. By October 2015, FAA expects approximately one-third of
controllers to reach mandatory retirement age, as depicted in Figure 1 (FAA 2012). As these controllers retire,
the agency must quickly hire, train, and integrate new hires into ATC facilities. The need to pass operational
knowledge from veteran controllers to the new hires is critical to maintaining the safety of the U.S. airspace.
Transferring knowledge from one generation to another can be difficult since younger people acquire knowledge
and skills differently from older people and have different attitudes on authority, job stability, and learning.
Research has shown that knowledge sharing requires trust, which can be compromised when worldviews differ.
Further compounding those issues a ...
Leadership in the age of Participation Trophies appears ever more challenging for those entering or existing in the leadership space, especially in the public sector. Observations from the field present a challenging picture of applying yesterday’s solutions to today’s problems.
The fact is that the oldest of the "millennials" are now almost 40 and have had the same things in life happen to them that every generation before them had (bankruptcy, divorce, disease etc.)
What's followed in the form of Gen Z however are a new crop of hard working, fair minded, worldly young people who aren't seeking what the generations before them once did.
Preparing to lead the next generation of young professionals, especially in the public sector, will take less of the hard‐line “command and control” methods of the past and more authenticity, personal strength and servant‐centered leadership along with the "soft" skills like empathy, self‐awareness, kindness, and self‐esteem.
1Running Head MULTI-GENERATIONAL WORKPLACE9MULTI-GENERATINO.docxaulasnilda
1
Running Head: MULTI-GENERATIONAL WORKPLACE
9
MULTI-GENERATINOAL WORKPLACE
Dr. Atchison
Today’s workforce is a diverse pool of people from multiple generations who bring distinct perspectives, work attitudes and work behaviors to the workforce. A leading challenge for employers has become how to manage a multigenerational workforce effectively. The collaboration, cooperation and creation of a company that is based on the coexistence of four generations, foster a high work performance environment, implement policies and procedures that support the vision of the organization, while creating an environment that values and respect cultural differences and diversity.
Multi-generation
Traditionalists (1925/1949) “silent” respect the chain of command. This generation is loyal and expect a long-term relationship with the company; can be great mentors for the company. And the Boomers (1946/1964) have experience and knowledge. This generation prefer leadership style and ensure to make a difference. Their communication preference is, face to face, personal interaction, personal calls and e-mail. Something interesting about this group is that they do not want to retire, which is challenging companies to learn how to manage this generation.
Generation X (1961/1981) seek work-life balance. This generation is flexible, independent, and a generation of entrepreneurs. They value freedom and responsibility in the workplace, have a disdain for structured work hours and being micromanaged. Communication preference for this generation is, via e-mails, conference calls, and text messages. And the Millennials (1982/2000)are the most diverse and most educated generation. Their work-life balance has to be part of their work, this generation desires flexibility. This generation is optimistic, multitask, and tech-savvy. Millennials communicate with the whole world through social networks, text messages, blogs, and e-mail (McNamara, n.d.).
Will there be challenges managing a multigenerational workforce? Yes there will be, however a company that creates a culture for managing a multigenerational workforce will be successful. Some of the challenges may be, recruiting, training, how to overcome communication styles, generational stereotypes and cultural differences. These challenges can be overcome by the company establishing policies and procedures that addresses company expectations in the workforce and creating a diverse culture that foster a culture for all generations.
A multigenerational workforce is one of the most important assets for a company. The experience and knowledge of some and the desire to be innovative and the enthusiasm of others will contribute to the value and progress of an organization. Workforces that are multigenerational, when managed properly will have the competitive advantage, be a high performing organization and employ high work performers, by leveraging the talents and skill sets to obtain maximum job performance ...
It is officially no longer a secret that the tech industry is dominated by White males. The admissions of Google et al in the past couple of months have proven that there is safety in numbers, and not in a good way.
In this Whitepaper we discuss the data, look beyond the facts, and review the initiatives across the industry as a whole which is attempting to redress the balance, in both the short and long term.
Free to download and keep today with no sign-up required. We’d love to hear your feedback; drop us a comment below, or you can tweet us via @techcompatible.
Frontiers in Psychology www.frontiersin.org 1 August 2019 .docxshericehewat
Frontiers in Psychology | www.frontiersin.org 1 August 2019 | Volume 10 | Article 1953
ORIGINAL RESEARCH
published: 23 August 2019
doi: 10.3389/fpsyg.2019.01953
Edited by:
Melinde Coetzee,
University of South Africa, South Africa
Reviewed by:
Kgope P. Moalusi,
University of South Africa, South Africa
Mark Bussin,
University of Johannesburg,
South Africa
Nasima Mohamed Hoosen Carrim,
University of Pretoria, South Africa
*Correspondence:
Víctor L. De Nicolás
[email protected]
Specialty section:
This article was submitted to
Organizational Psychology,
a section of the journal
Frontiers in Psychology
Received: 29 April 2019
Accepted: 08 August 2019
Published: 23 August 2019
Citation:
Sobrino-De Toro I,
Labrador-Fernández J and
De Nicolás VL (2019) Generational
Diversity in the Workplace:
Psychological Empowerment and
Flexibility in Spanish Companies.
Front. Psychol. 10:1953.
doi: 10.3389/fpsyg.2019.01953
Generational Diversity in the
Workplace: Psychological
Empowerment and Flexibility in
Spanish Companies
Ignacio Sobrino-De Toro1, Jesús Labrador-Fernández2 and Víctor L. De Nicolás1*
1 Facultad de Ciencias Económicas y Empresariales, ICADE, Universidad Pontificia Comillas, Madrid, Spain, 2 Facultad de
Ciencias Humanas y Sociales, CHS, Universidad Pontificia Comillas, Madrid, Spain
Intergenerational diversity is a universal fact in sustainability and today’s work environment.
Current studies seek to find differences that exist between these generational groups that
coexist, cooperate, and sometimes compete in business organizations. Sixteen focus
groups have taken place, four for each generation to find the differences that may exist
depending on that group membership. Specifically, the psychological empowerment and
psychological flexibility variables have been analyzed, which have already shown their
relevance to improve performance. Results show differences between the older generations
(BB and Gen X) and the younger ones (Gen Y and Gen Z).
Keywords: psychological flexibility, psychological empowerment, generation, millennial, diversity
INTRODUCTION
The development of the Internet and data analysis (Geczy et al., 2014), the abundance of
information (Southwell, 2005), the globalization (Mark, 1996), the growing interest in diversity
(Guajardo, 2014), the increased consumer power (Kucuk, 2008), or what is known as the
sharing economy (Belk, 2018), all represent deep changes which are affecting people and
organizations to a great extent. This environment is now defined as VUCA (Whiteman, 1998),
an acronym of Volatility, Uncertainty, Complexity, and Ambiguity.
Companies are responding to this new environment in very different ways. One of the
most common is the intensification of work, which is understood both as the hours worked
as well as the intensity of the work. This intensification is reaching the acceptable limits
(Brown, 2012) and at the same time has resulted in pressure ...
Angels In America Essay. How Angels in America Comes to Life on Broadway Van...Britney Gilbert
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Running Head PREMISE1Generation Z.docxtoltonkendal
Running Head: PREMISE 1
Generation Z
University
PSYC 8115
Professor
June 11, 2017
Short Background
The generational cohort is one of the categorical terms used to describe broad swaths of individuals (Rumbaut, 2004). There are currently four generations working side by side in today’s workforce, yet very soon, there will be a fifth adding to the mix as the oldest generation ages out of the workforce and enters retirement (Zemke, Raines, & Filipczak, 2000). The newest generation that will be going to work soon is Generation Z, who were born toward the end of the 1990’s to 2010. This generation witnessed the 9/11 attacks from elementary school and endured OIF/OEF each day of their lives, with many seeing parents sent off to the Middle East and shipped home in body bags or with extreme disabilities. They have always known of Homeland Security’s threat levels to include increased airport security. These youths have watched the mistakes their predecessors have made on social media websites, and are less inclined to post graphic photos of themselves (Fedele, 2016). This next generation of our youth is soon to be the target demographic of colleges, militaries, private industries, and commerce.
Problem Statement or the Problem with my Problem Statement
I need advice as to what exactly I am going to measure, I want to know how organizations will bring the next generation into the fold, how will they target, solicit, and entice them to come work for their organization. What would be attractive to Generation Z? I am leaning on a quantitative research method that will deploy a questionnaire to the generation before they graduate high school and join the working class. Any assistance would greatly be appreciated!
References:
Rumbaut, R. G. (2004). Ages, life stages, and generational cohorts: Decomposing the immigrant first and second generations in the United States. International imigration review, 38(3), 1160-1205.
Fedele, R. (2016). Generation Next. Australian Nursing & Midwifery. Journal. Vol. 23. No. 7. pp 16.
Zemke, R., Raines, C., & Filipczak, B. (2000). Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York, N.Y.: American Management Association,
Instructor Feed Back
I am returning this without a grade. Give it more thought and submit a proper Premise.
Week 3, Main Discussion Post:
Why are you specifically interested in this topic?
When conducting research for my previous classes, many of the classroom references are a decade old and often older. I wanted a topic that was important now or will be in the next five years. There are few scholarly articles about Generation Z and how they will integrate into the workforce. The mere thought of writing such a lengthy project such as a dissertation is overwhelming, but if nothing come from the work then that is a massive waste of my time and all those involved. I want my work to benefit others and that would make t ...
Ready, Set, Present (Generational Differences in Today’s Workplace PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Nowhere in history have we seen 4 generations in today’s workplace. Generational Differences in today’s workplace PowerPoint Presentation Content slides include topics such as: In the first 92 slides you will learn the advantages of generational diversity in the workplace, and identify the impacts of generational differences. This presentation details the 4 generations in our workplace today covering: Social, Political, and Economic Influences, Familial Structure and Influence, Education, Values, Work Ethic, Preferred Leadership Approach, Communication Style, Motivational Buttons, How They Interact with Others, Preferred Approach to Feedback, View toward the Company, Work Vs. Personal Life, Desired Rewards, Financial Behaviors, Relationship with Technology, and Expectations. In addition, you will receive 47 slides covering: future trends and statistics for the four generations; implication for recruiting and supervising the youngest generation - Millennials. It also contrasts the pros and cons of each generation and 6 important tips to more effectively communicate with each generation plus much more.
Discussion 1There are a variety of ways that a cyber-attack cVinaOconner450
Discussion 1:
There are a variety of ways that a cyber-attack can cause economic damage. In many cases, attackers try to “penetrate” systems in order to steal technology or other sensitive information. When do you think an attack can be classified as cyber terrorism?
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Discussion 2:
Define Recovery strategy. Discuss IT Recovery Strategy with an example. You need to cite at least ONE article in your initial post. (APA 7 Citation)
Behavioral Sciences and the Law
Behav. Sci. Law 23: 21–38 (2005)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bsl.623
Diversity in Context: How
Organizational Culture Shapes
Reactions to Workers with
Disabilities and Others Who Are
Demographically Different
Sandra E. Spataro*
Successfully integrating workers with disabilities into their
organizations is both a challenge and an opportunity facing
managers today. Despite laws and business practices pro-
hibiting discrimination against those with disabilities,
people with disabilities are consistently underutilized in
organizations. This article applies theories of demo-
graphic diversity in organizations to assert that a richer
understanding of organizational cultures and their impli-
cations for workers with disabilities may shed light on the
question of how and why workers with disabilities may be
excluded from mainstream work experiences and career
progression. The article briefly reviews business argu-
ments that support integration of workers with disabilities
into organizations based on their contribution to the over-
all diversity within the organization, and reviews compli-
cations in the research on diversity to date that leave
important questions of the potential gains or detriments
from increasing this diversity unanswered. The article
then goes on to introduce organizational culture as an
underinvestigated but likely potent tool in explaining how
and when workers who are demographically different, in
general, and with disabilities, specifically, may be success-
fully integrated into an organization’s work force. The
article introduces three types of organizational culture:
culture of differentiation, culture of unity, and culture of
integration. Each is explained in terms of its content and
its implications for managing diversity. A discussion of the
implications of culture as a primary tool for managing
the integration of workers with disabilities concludes the
paper. Copyright # 2005 John Wiley & Sons, Ltd.
Copyright # 2005 John Wiley & Sons, Ltd.
*Correspondence to: Sandra E. Spataro, Assistant Professor of Organizational Behaviour, Yale School of
Management, P.O. Box 208200, New Haven, CT 06520, U.S.A. E-mail: [email protected]
INTRODUCTION
The U.S. workforce is becoming increasingly diverse (Triandis, Kurowski, &
Gelfa ...
This white paper:Examines the positive characteristics Millennials bring to an organization.Explores what this generation feels is important in a job and what they expect from their employers.Offers HR and talent development professionals some practical tips on how to keep this generation engaged.Provides examples of what leading-edge organizations are doing to leverage this generation’s strengths and to integrate them into a multi-generational workforce.
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Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
More Related Content
Similar to Running head RESEARCH PROJECT116RESEARCH PROJECT.docx
Leadership in the age of Participation Trophies appears ever more challenging for those entering or existing in the leadership space, especially in the public sector. Observations from the field present a challenging picture of applying yesterday’s solutions to today’s problems.
The fact is that the oldest of the "millennials" are now almost 40 and have had the same things in life happen to them that every generation before them had (bankruptcy, divorce, disease etc.)
What's followed in the form of Gen Z however are a new crop of hard working, fair minded, worldly young people who aren't seeking what the generations before them once did.
Preparing to lead the next generation of young professionals, especially in the public sector, will take less of the hard‐line “command and control” methods of the past and more authenticity, personal strength and servant‐centered leadership along with the "soft" skills like empathy, self‐awareness, kindness, and self‐esteem.
1Running Head MULTI-GENERATIONAL WORKPLACE9MULTI-GENERATINO.docxaulasnilda
1
Running Head: MULTI-GENERATIONAL WORKPLACE
9
MULTI-GENERATINOAL WORKPLACE
Dr. Atchison
Today’s workforce is a diverse pool of people from multiple generations who bring distinct perspectives, work attitudes and work behaviors to the workforce. A leading challenge for employers has become how to manage a multigenerational workforce effectively. The collaboration, cooperation and creation of a company that is based on the coexistence of four generations, foster a high work performance environment, implement policies and procedures that support the vision of the organization, while creating an environment that values and respect cultural differences and diversity.
Multi-generation
Traditionalists (1925/1949) “silent” respect the chain of command. This generation is loyal and expect a long-term relationship with the company; can be great mentors for the company. And the Boomers (1946/1964) have experience and knowledge. This generation prefer leadership style and ensure to make a difference. Their communication preference is, face to face, personal interaction, personal calls and e-mail. Something interesting about this group is that they do not want to retire, which is challenging companies to learn how to manage this generation.
Generation X (1961/1981) seek work-life balance. This generation is flexible, independent, and a generation of entrepreneurs. They value freedom and responsibility in the workplace, have a disdain for structured work hours and being micromanaged. Communication preference for this generation is, via e-mails, conference calls, and text messages. And the Millennials (1982/2000)are the most diverse and most educated generation. Their work-life balance has to be part of their work, this generation desires flexibility. This generation is optimistic, multitask, and tech-savvy. Millennials communicate with the whole world through social networks, text messages, blogs, and e-mail (McNamara, n.d.).
Will there be challenges managing a multigenerational workforce? Yes there will be, however a company that creates a culture for managing a multigenerational workforce will be successful. Some of the challenges may be, recruiting, training, how to overcome communication styles, generational stereotypes and cultural differences. These challenges can be overcome by the company establishing policies and procedures that addresses company expectations in the workforce and creating a diverse culture that foster a culture for all generations.
A multigenerational workforce is one of the most important assets for a company. The experience and knowledge of some and the desire to be innovative and the enthusiasm of others will contribute to the value and progress of an organization. Workforces that are multigenerational, when managed properly will have the competitive advantage, be a high performing organization and employ high work performers, by leveraging the talents and skill sets to obtain maximum job performance ...
It is officially no longer a secret that the tech industry is dominated by White males. The admissions of Google et al in the past couple of months have proven that there is safety in numbers, and not in a good way.
In this Whitepaper we discuss the data, look beyond the facts, and review the initiatives across the industry as a whole which is attempting to redress the balance, in both the short and long term.
Free to download and keep today with no sign-up required. We’d love to hear your feedback; drop us a comment below, or you can tweet us via @techcompatible.
Frontiers in Psychology www.frontiersin.org 1 August 2019 .docxshericehewat
Frontiers in Psychology | www.frontiersin.org 1 August 2019 | Volume 10 | Article 1953
ORIGINAL RESEARCH
published: 23 August 2019
doi: 10.3389/fpsyg.2019.01953
Edited by:
Melinde Coetzee,
University of South Africa, South Africa
Reviewed by:
Kgope P. Moalusi,
University of South Africa, South Africa
Mark Bussin,
University of Johannesburg,
South Africa
Nasima Mohamed Hoosen Carrim,
University of Pretoria, South Africa
*Correspondence:
Víctor L. De Nicolás
[email protected]
Specialty section:
This article was submitted to
Organizational Psychology,
a section of the journal
Frontiers in Psychology
Received: 29 April 2019
Accepted: 08 August 2019
Published: 23 August 2019
Citation:
Sobrino-De Toro I,
Labrador-Fernández J and
De Nicolás VL (2019) Generational
Diversity in the Workplace:
Psychological Empowerment and
Flexibility in Spanish Companies.
Front. Psychol. 10:1953.
doi: 10.3389/fpsyg.2019.01953
Generational Diversity in the
Workplace: Psychological
Empowerment and Flexibility in
Spanish Companies
Ignacio Sobrino-De Toro1, Jesús Labrador-Fernández2 and Víctor L. De Nicolás1*
1 Facultad de Ciencias Económicas y Empresariales, ICADE, Universidad Pontificia Comillas, Madrid, Spain, 2 Facultad de
Ciencias Humanas y Sociales, CHS, Universidad Pontificia Comillas, Madrid, Spain
Intergenerational diversity is a universal fact in sustainability and today’s work environment.
Current studies seek to find differences that exist between these generational groups that
coexist, cooperate, and sometimes compete in business organizations. Sixteen focus
groups have taken place, four for each generation to find the differences that may exist
depending on that group membership. Specifically, the psychological empowerment and
psychological flexibility variables have been analyzed, which have already shown their
relevance to improve performance. Results show differences between the older generations
(BB and Gen X) and the younger ones (Gen Y and Gen Z).
Keywords: psychological flexibility, psychological empowerment, generation, millennial, diversity
INTRODUCTION
The development of the Internet and data analysis (Geczy et al., 2014), the abundance of
information (Southwell, 2005), the globalization (Mark, 1996), the growing interest in diversity
(Guajardo, 2014), the increased consumer power (Kucuk, 2008), or what is known as the
sharing economy (Belk, 2018), all represent deep changes which are affecting people and
organizations to a great extent. This environment is now defined as VUCA (Whiteman, 1998),
an acronym of Volatility, Uncertainty, Complexity, and Ambiguity.
Companies are responding to this new environment in very different ways. One of the
most common is the intensification of work, which is understood both as the hours worked
as well as the intensity of the work. This intensification is reaching the acceptable limits
(Brown, 2012) and at the same time has resulted in pressure ...
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Running Head PREMISE1Generation Z.docxtoltonkendal
Running Head: PREMISE 1
Generation Z
University
PSYC 8115
Professor
June 11, 2017
Short Background
The generational cohort is one of the categorical terms used to describe broad swaths of individuals (Rumbaut, 2004). There are currently four generations working side by side in today’s workforce, yet very soon, there will be a fifth adding to the mix as the oldest generation ages out of the workforce and enters retirement (Zemke, Raines, & Filipczak, 2000). The newest generation that will be going to work soon is Generation Z, who were born toward the end of the 1990’s to 2010. This generation witnessed the 9/11 attacks from elementary school and endured OIF/OEF each day of their lives, with many seeing parents sent off to the Middle East and shipped home in body bags or with extreme disabilities. They have always known of Homeland Security’s threat levels to include increased airport security. These youths have watched the mistakes their predecessors have made on social media websites, and are less inclined to post graphic photos of themselves (Fedele, 2016). This next generation of our youth is soon to be the target demographic of colleges, militaries, private industries, and commerce.
Problem Statement or the Problem with my Problem Statement
I need advice as to what exactly I am going to measure, I want to know how organizations will bring the next generation into the fold, how will they target, solicit, and entice them to come work for their organization. What would be attractive to Generation Z? I am leaning on a quantitative research method that will deploy a questionnaire to the generation before they graduate high school and join the working class. Any assistance would greatly be appreciated!
References:
Rumbaut, R. G. (2004). Ages, life stages, and generational cohorts: Decomposing the immigrant first and second generations in the United States. International imigration review, 38(3), 1160-1205.
Fedele, R. (2016). Generation Next. Australian Nursing & Midwifery. Journal. Vol. 23. No. 7. pp 16.
Zemke, R., Raines, C., & Filipczak, B. (2000). Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York, N.Y.: American Management Association,
Instructor Feed Back
I am returning this without a grade. Give it more thought and submit a proper Premise.
Week 3, Main Discussion Post:
Why are you specifically interested in this topic?
When conducting research for my previous classes, many of the classroom references are a decade old and often older. I wanted a topic that was important now or will be in the next five years. There are few scholarly articles about Generation Z and how they will integrate into the workforce. The mere thought of writing such a lengthy project such as a dissertation is overwhelming, but if nothing come from the work then that is a massive waste of my time and all those involved. I want my work to benefit others and that would make t ...
Ready, Set, Present (Generational Differences in Today’s Workplace PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Nowhere in history have we seen 4 generations in today’s workplace. Generational Differences in today’s workplace PowerPoint Presentation Content slides include topics such as: In the first 92 slides you will learn the advantages of generational diversity in the workplace, and identify the impacts of generational differences. This presentation details the 4 generations in our workplace today covering: Social, Political, and Economic Influences, Familial Structure and Influence, Education, Values, Work Ethic, Preferred Leadership Approach, Communication Style, Motivational Buttons, How They Interact with Others, Preferred Approach to Feedback, View toward the Company, Work Vs. Personal Life, Desired Rewards, Financial Behaviors, Relationship with Technology, and Expectations. In addition, you will receive 47 slides covering: future trends and statistics for the four generations; implication for recruiting and supervising the youngest generation - Millennials. It also contrasts the pros and cons of each generation and 6 important tips to more effectively communicate with each generation plus much more.
Discussion 1There are a variety of ways that a cyber-attack cVinaOconner450
Discussion 1:
There are a variety of ways that a cyber-attack can cause economic damage. In many cases, attackers try to “penetrate” systems in order to steal technology or other sensitive information. When do you think an attack can be classified as cyber terrorism?
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Discussion 2:
Define Recovery strategy. Discuss IT Recovery Strategy with an example. You need to cite at least ONE article in your initial post. (APA 7 Citation)
Behavioral Sciences and the Law
Behav. Sci. Law 23: 21–38 (2005)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bsl.623
Diversity in Context: How
Organizational Culture Shapes
Reactions to Workers with
Disabilities and Others Who Are
Demographically Different
Sandra E. Spataro*
Successfully integrating workers with disabilities into their
organizations is both a challenge and an opportunity facing
managers today. Despite laws and business practices pro-
hibiting discrimination against those with disabilities,
people with disabilities are consistently underutilized in
organizations. This article applies theories of demo-
graphic diversity in organizations to assert that a richer
understanding of organizational cultures and their impli-
cations for workers with disabilities may shed light on the
question of how and why workers with disabilities may be
excluded from mainstream work experiences and career
progression. The article briefly reviews business argu-
ments that support integration of workers with disabilities
into organizations based on their contribution to the over-
all diversity within the organization, and reviews compli-
cations in the research on diversity to date that leave
important questions of the potential gains or detriments
from increasing this diversity unanswered. The article
then goes on to introduce organizational culture as an
underinvestigated but likely potent tool in explaining how
and when workers who are demographically different, in
general, and with disabilities, specifically, may be success-
fully integrated into an organization’s work force. The
article introduces three types of organizational culture:
culture of differentiation, culture of unity, and culture of
integration. Each is explained in terms of its content and
its implications for managing diversity. A discussion of the
implications of culture as a primary tool for managing
the integration of workers with disabilities concludes the
paper. Copyright # 2005 John Wiley & Sons, Ltd.
Copyright # 2005 John Wiley & Sons, Ltd.
*Correspondence to: Sandra E. Spataro, Assistant Professor of Organizational Behaviour, Yale School of
Management, P.O. Box 208200, New Haven, CT 06520, U.S.A. E-mail: [email protected]
INTRODUCTION
The U.S. workforce is becoming increasingly diverse (Triandis, Kurowski, &
Gelfa ...
This white paper:Examines the positive characteristics Millennials bring to an organization.Explores what this generation feels is important in a job and what they expect from their employers.Offers HR and talent development professionals some practical tips on how to keep this generation engaged.Provides examples of what leading-edge organizations are doing to leverage this generation’s strengths and to integrate them into a multi-generational workforce.
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Similar to Running head RESEARCH PROJECT116RESEARCH PROJECT.docx (20)
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Running head RESEARCH PROJECT116RESEARCH PROJECT.docx
1. Running head: RESEARCH PROJECT 1
16
RESEARCH PROJECT
Ongoing Research Project
Michael
University
Research 8250
Professor X
I. Background
There are currently four generations working side by side in
today’s workforce, yet very soon, there will be a fifth adding to
2. the mix as the oldest generation ages out of the workforce and
enters retirement (Zemke, Raines, & Filipczak, 2000). The
Silent Generation have all but retired, but some still occupy
positions in the workplace and still have significant influence
through voting, media, and “heritage” or “emeritus” positions in
high-placed institutions such as universities or executive
boards. They were born around 1925 through 1945. The Baby
Boomers are those said to be born between 1946 and 1964,
many are still working and due to retirement age increases and
the downfalls of the economy. This generation is can be found
amongst Americans leadership at many city, state, and federal
levels. The Baby Boomers, despite being rowdy and
experimental in their youth, settled into a self-centered and
materialistic approach to life in the 1980s, with a clear majority
turning to Reagan, Reaganite neoliberal policies and even to
religion through “born again” Christianity. Generation X is
often referred to as the MTV Generation; they were born
between 1965 and 1980. Many grew up during the Vietnam War
and the rise of the AIDS virus. They are characterized by their
hedonistic approach to life, their rejection of traditional values
put forth by their conservative parents, and a cynicism for the
established norms of society. Next is Generation Y, or the
Millennials, which was born between 1981 and 1995. This
generation saw the Persian Gulf War unfold before their very
eyes on national television, and soon followed the OJ Simpson
trial, as well as Former President Clinton’s impeachment. This
so-called Millennial generation is among the most maligned in
history, having been dismissed as narcissists and mindless,
materialistic and venal workaholics (Barton, Koslow, Fromm, &
Egan, 2012; Bergman, Fearrington, Davenport, & Bergman,
2011; Donatone, 2013; Twenge, 2013). This generation has
simultaneously grown up with the Internet and yet still carries
memories of the world before the digital sphere took over; this
generation has nonetheless been denigrated in the popular press
to the point where few take people of this generation seriously,
even as they “age” into the dominant workforce generation. The
3. newest generation that will be going to work soon is Generation
Z, who were born toward the end of the 1990’s to 2010. This
generation witnessed the 9/11 attacks from elementary school
and endured OIF/OEF each day of their lives, with many seeing
parents sent off to the Middle East and shipped home in body
bags or with extreme disabilities. They have always known of
Homeland Security’s threat levels to include increased airport
security. They are soon to be the target demographic of
colleges, militaries, private industries, and commerce. However,
are these institutions ready for this generation?
According to Jeongeun, Jiyun, Jaquette and Bastedo (2014),
there has been a shift in the labor market in the last one decade.
Following the technological evolution, most organizations
focused on the mechanization of labor in disregard of the human
capital requirements. The trend led to the over-reliance on the
mechanized systems, which also affect the efficacy of the entire
human capital. The adoption has also created challenges in the
realization of integrated, diversified, and motivated human
capital resources. The current global diversity has led to the
recruitment of employees from different social, cultural, and
political forums (Fedele, 2016). Integration of the generation Z
development might help the organizations in again gain a
cohesive and reliable workforce (Zemke, Raines, & Filipczak,
2000).
II. Problem Statement
The technological evolution has led to high mechanization of
employees. In this regard, the human capital has lost its ability
to interrelate and remain cohesive. The decline of innovation is
one of the obvious consequences of inappropriate labor market
entry and overshadowing of the human interactions and
subjectivity. Because different generations have experienced
technological saturation differently, this leads to meaningful
generational differences that must be addressed in the
workforce and for which managers and others must be ready.
III. Purpose of the Study
The study will use a quantitative methodology to analyze the
4. factors that lead to ineffective human capital and to then
integrate them with human capital approaches to the future /
emerging generation Z. By combining useful human capital
approaches with known information about generational cohorts
and their characteristics, the study seeks to help to outline
meaningful takeaways with respect to generational cohorts and
their motivation, especially as related to technology. This
particular method of inquiry will include surveys and non-
intrusive observations that follow ethical and other protocols
for human subject observation. The investigated aspects will
include the cultural limits, motivation level, age difference, and
remuneration across skills. The study will provide insights on
the best possible approach to empower human capital while
maintaining a contemporary approach to understanding
mechanization and its impacts on the workplace, along with the
differential ways in which it may affect the different
generations of workers.
Literature Review
The following are articles that I found using the Walden
University library PsycARTICLES database and a set of
carefully-chosen keywords to help delineate the highest quality
peer-reviewed sources. I strongly believe that each of these
articles will support my ongoing research project. The research
question being asked is as follows:
R1. How does motivation change across generational cohorts
before and after technology in the workplace has been
introduced?
Key Words: Motivation, Generation, Employee
Article 1
Motivation at Work: Which matters more, generations or
managerial level (Deal, et al (2013).
The purpose of this study was to investigate whether
generations differ in level of work motivation and whether
differences in work motivation are better explained by
managerial level than by generation. Data were collected from
3,440 working participants by using an online survey. Results
5. indicate that managerial level better explains work motivation
than does generational cohort. Although Gen Xers, Late
Boomers, and Early Boomers did differ in external and
introjected work motivation, there was substantially more
variance in work motivation explained by managerial level.
Individuals at lower managerial levels had higher levels of
external motivation than did those at higher managerial levels,
whereas individuals at higher managerial levels had higher
levels of intrinsic, identified, and introjected motivation.
Understanding that work motivation appears to be more related
to managerial level than it is to generation advances our
knowledge of both generational differences and motivation at
work. This knowledge assists practitioners by providing
evidence that organizations should look to factors of level more
than generation when acting to understand and improve
employee motivation. Our study shows that in the current
managerial working population, work motivation is related to
managerial level more than it is to generation. This finding may
be surprising to those who assume that the different generations
constitute fundamentally different cultures.
Article 2
Age as a moderator of attitude towards technology in the
workplace: work motivation and overall job satisfaction (Eliasa,
Smith, & Barneya, 2012).
Given the prevalence of technology in the workplace, an
understanding of employees' attitudes towards technology is
essential. It is also important if these attitudes can be drilled
down into educational level or generational cohort. Such
attitudes have been linked to such important issues as the
successful implementation of new technologies in the
workplace, employee intent to use technology, and the actual
usage of technology by employees. As a result of the rapidly
aging workforce, and because age has been linked to computer
use and comfort, it is important to examine the relationship that
may exist between age and attitudes towards technology. This
study examines age as a moderator of 612 employees' attitudes
6. towards technology in relation to work motivation (intrinsic and
extrinsic) and overall job satisfaction. Further, given the
technological socialisation of the Generation X (Gen X) versus
the Baby Boomers, our sample comprised these two
demographics. Hierarchical moderated multiple regression
indicates age moderates the relationship between attitude
towards technology and intrinsic motivation, extrinsic
motivation, and to a lesser extent, overall job satisfaction. In
each instance, older employees exhibit the strongest
relationships with the outcome variables when possessing a high
attitude towards technology. In contrast, older employees
exhibit the weakest relationships when possessing a low attitude
towards technology. These results are supportive of the
moderating effect of age on attitude towards technology.
Therefore, the article seems to include that attitude, rather than
age, has a strong effect on how people react to technology.
Finally, implications and directions for future research are
discussed.
Article 3
Within-individual increases in innovative behavior and
creative, persuasion, and change self-efficacy over time: A
social-cognitive theory perspective (Ng, & Lucianetti, 2016).
Studies of innovative behavior (the generation, dissemination,
and implementation of new ideas) have generally overlooked the
agency perspective on this important type of performance
behavior. Guided by social– cognitive theory, we propose a
moderated mediation relationship to explain why and how
employees become motivated to make things happen through
their innovative endeavors. First, we propose that within-
individual increases in organizational trust and perceived
respect by colleagues promote within-individual increases in
creative, persuasion, and change self-efficacy over time.
Second, we propose that within-individual increases in self-
efficacy beliefs promote within-individual increases an idea
7. generation, dissemination, and implementation over time.
Finally, we propose that psychological collectivism (a between-
individual variable) is a moderator, and that a higher level of
psychological collectivism weakens the positive relationship
between within-individual increases in self-efficacy beliefs and
within-individual increases in innovative behavior. Repeated
measures were collected from 267 employees in Italy at three
different time points.
Article 4
The Relationship between Cohabitation and Marital Quality and
Stability: Change across Cohorts. (Dush, Cohan, & Amato,
2003).
This author is hesitant to draw conclusions between single and
married cohorts, and their workplace productivity, more
specifically, if divorce effects workplace productivity. If so, is
one generation at a higher risk of divorce then another? It
should be noted that this is a significant gap in research that
could be explored. Dush, Cohan, & Amato (2003) studied two
generational cohorts, the Baby Boomers and Generation X, and
the effects of cohabitation on marital stability. They recognized
that many heterosexual males who lived together for prolonged
periods often resulted is future strained marriages, many of
which resulted in divorce (Dush, Cohan, & Amato, 2003).
Generation X was found to have 151% increased odds of
divorce compared to the Baby Boomers ((Dush, Cohan, &
Amato, 2003).
Article 5
The effects of military assignments and duties on the marital
status of Navy officers (Doctoral dissertation, Monterey,
California. Naval Postgraduate School).
Studies show that married male workers earn more than single
male workers, and male worker’s in general earn more than
female workers (Karacaoglu, 2003). Married officers in the U.S.
military earn higher scores on evaluations than their single
counterparts (Karacaoglu, 2003). This same article suggests
8. that those with children often earn more than single people, but
there was no conclusion suggesting that parents were more
productive, just that they earn more, and thus several variables
could affect this outcome. Research suggested from the authors
of this dissertation proclaim that the specific job duties of
employees have an overwhelming effect on marriage and in turn
increased or decreased productivity (Karacaoglu, 2003).
Introduction
The article “Motivation at work: Which matters more,
generation or managerial level?” (Deal et al., 2013) seeks to
investigate whether generational cohort affects motivation.
Using a survey methodology (n=3440), the authors ultimately
found that while there were differences among motivation in
different generations, hierarchy within the organization had a
greater impact on motivation than generational identity. The
conclusion of the authors was that people at lower levels of
managerial hierarchy had lower levels of motivation, and the
implications of this finding are discussed in the article. The
article’s findings seem to defy the generational stereotypes and
misconceptions that so often dominate discourse on this topic or
inform the public’s general understanding of generational
cohorts and their engagement with different forms of
technology.
Critique of the Literature Review
The literature review for this study was of a very high
quality. The authors broke up the literature review into several
sections, including self-determination theory, motivation, and
generational cohorts and the different theories about how they
affect people. Since the main issue of the study was to evaluate
the relationship between generational identity and motivation, it
was critical to outline the academic conversation and various
beliefs about these main areas of inquiry and belief. The authors
did an excellent job of articulating the history of this
conversation, even though this meant they drew on some articles
9. that were older than five years old at the time of publication.
However, this feature managed to enhance the study because it
allowed for a fuller view of the topic. Since generational
cohorts is a topic that varies significantly over time, with
different generations seeing the very concept differently, it is
important to consider the history of the research on this topic as
well as the different ways that it has evolved over time.
Furthermore, the literature review does an excellent job of
establishing an important framework for the study. The
qualitative concepts of motivation and other issues could be lost
in endless arguments about their relative definitions and merits,
but the grounding in this high-quality literature review
eliminates this possibility. It is a very unbiased and exhaustive
approach to the topic, with a thorough discussion that seems to
have left no stone unturned. Moreover, the literature review
itself is grounded in explaining the hypotheses of the study and
the ways that the authors sought to answer their questions
through their study. The authors provide a three-page, single-
spaced references section, which speaks to the truly exhaustive
nature of the literature review and the interdisciplinary efforts
in which they were engaged in its production. For those reasons,
this is a very high quality literature review whose standard
should be emulated by other scholars. The literature review
more than justifies the assumptions with which the authors
began the study and provides a robust theoretical underpinning
for the study.
Critique of the Methods/Research Design
The authors’ methodology involved a very clear
explanation, including an overview with an introduction to the
methodology that outlined the four main hypotheses of the study
as well as a more detailed outline of the methods. The authors
specified the participants and procedures, including the basic
demographic characteristics (n=3440; 1723 men and 1717
women; all were from the United States; average age of 46.1
years; 81% Caucasian). Although these methods are clearly
outlined, the fact that the survey only went to people related to
10. or part of the Center for Creative Leadership points to a certain
potential for sample bias. The fact that the overwhelming
majority of participants was Caucasian and middle-aged means
that this is not a very diverse group, and that perhaps the
findings are not as universally applicable as the authors would
have wanted. The fact that the study was conducted only in the
United States also points to the specter of potential sample bias.
Therefore, the prospect of sample bias may have unfortunately
impeded the generalizability of the results of the study.
The literature review was very strong, but the methodology of a
self-reported survey and basic statistical analysis was not as
innovative or strong as the promising and exhaustive literature
review was. There was no triangulation of the self-reported data
with another methodology, such as observation or laboratory
testing. This is concerning, especially given the ways that the
authors seem to come to their own conclusions, as well as
disappointing, given the quality of the literature review. Self-
reported data is notoriously unreliable, and the very limited
sample set in this study further emphasizes the ways in which
the study could be interpreted as classist or otherwise limited to
the concerns of male, upper-middle class Caucasians. Further,
from the perspective of generational cohort studies, the
overwhelming emphasis on middle-aged Caucasians diminishes
the contributions that this work can make to the overall
literature. At the same time,
Critique of the Results
The results are presented both as numerical data sets as
well as with a narrative. The authors clearly explain the
justification for their conclusions as well as the intermediate
steps they took in analyzing the statistical data. This allows the
reader to judge for themselves and to potentially re-analyze the
data within their own research. The data set is of major use
because other researchers could pick up from it and reach
different conclusions. For this reason, the study is of very high
quality and represents a contribution.
Another useful thing about this article is how the authors
11. have drilled down each finding into its relationship with the
hypotheses they had postulated. They focused on all four of
their hypotheses, including the ones that were not supported by
the findings. This transparency is instructive and something that
other scholars should strive for. Although they only did simple
ANOVA tests of the data, the authors nonetheless presented
their data in an unbiased way and were unafraid to admit when
their results were not as predicted. This is admirable, especially
in today’s “publish or perish” world in which careers could be
ruined by simply admitting someone is wrong.
Thus, this is an exemplary results section. The authors may
not have gotten the results they wanted, but they nonetheless
presented them in an unbiased and very effective manner. Even
novices to the field will gain knowledge by reading this section,
and it provides useful data that many people will benefit from
reading and analyzing as they conduct future studies. For
nascent scholars seeking to find inspiration in existing works,
this article’s results are promising and reassuring because they
show how someone can take less-than-desirable results and
nonetheless craft a useful piece of scholarship that adds to the
intellectual conversation about any topic of interest.
Critique of the Discussion
The discussion of the results could have been taken further
by the authors. The authors organize the discussion around four
“interesting” findings and several potential explanations. As a
discussion section, this is exemplary and gives novice scholars
something to aspire to. However, the authors could have gone
into greater depth or analysis of the implications. Although they
do a good job of explaining their findings as well as the
limitations thereof, this section is not as in-depth as the
literature review and could have gone further in outlining
avenues for future research and analysis. The authors missed
opportunities to outline further studies or ways that their
hypotheses could be modified for future work.
The authors do account for the study’s limitations at length,
which is to their credit (Deal et al., 2013, pp. 12-13). They note
12. that there was self-selection and thus some kind of sample bias,
as well as the fact that they could not mitigate for a control
population that might be motivated but not working. The biggest
limitation that they note, almost as an aside, was the lack of the
Millennial generation cohort. This is a very significant
limitation since the Millennials are a dominant generation in the
workforce right now. As they begin to dominate culturally and
economically, the Millennials’ unique features as a generational
cohort will mandate greater study, so their exclusion from the
study is truly unfortunate.
The discussion concludes with suggestions for future research,
which are useful and orienting for those interested in
investigating the topic. At the same time, however, they are
rather perfunctory and do not go into detail, but rather seem to
be an attempt to fill in the gaps of limitations in the present
study. These suggestions are intuitive and would have already
been obvious to the reader of the study, so they add very little
to the study itself or to the literature. This is disappointing,
since the reader of the study is already keenly aware through the
exemplary sections of the article that the authors are talented
and could do far better than what this section offers.
Overall Evaluation
This is overall a very useful contribution to the literature
on motivation and management, but the study has some very
significant limitations. The literature review is exhaustive and
provides an extensive reference / starting point for those who
are interested in the topic, but the methodology of the study
relies far too heavily on self-reported information and data. The
study answers some interesting questions, but the exclusion of a
major demographic or generational cohort means that its
relevance is very limited in the contemporary world. The study
is a useful contribution, as should be emphasized again, but at
the same time, its methodology is very limited in terms of what
it can offer in the long-term to those who seek to investigate the
relationship between motivation and generational cohort or
generational identity. Furthermore, the limited sample means
13. that it simply reinforces knowledge about white men, which is
decreasingly relevant in today’s pluralistic, increasingly diverse
world.
Discussion
The preliminary results from this literature review reveal that
there is something of a schizophrenic approach to generational
studies in the workplace. Although the ascent of one generation
and the descent of another is by definition a current and
ongoing problem in business, if not even a metric by which a
business should consider itself successful (after all, few
businesses survive for the long-term), few studies have
considered how to balance the needs of ascending and
descending generations in the workforce. The stereotypical,
almost clichéd line about technology is that the younger the
generation, the better they are with technology. Yet this is a
very simplistic view and as these studies have shown, other
variables may significantly impact motivation, technological
engagement, and other features.
Because there is currently very little information about the
youngest generation, Generation Z, in the workplace, there is
also a problem related to how little research exists as they begin
to enter the workforce in earnest. Although seemingly endless
think pieces have been written decrying the Millennials,
Generation X, and even the Baby Boomers as the worst
generation in human history, little has been written so far about
this generation. However, the elders have complained about the
youth going back to Socrates’ generation, so it seems inevitable
that these articles will begin to proliferate as this generation
enters the workforce in droves. Perhaps it is the most common
rite of passage for a generation to be maligned as to its
profligacy and laziness through the medium of essays and
articles, so Generation Z is simply awaiting its moment in the
“trending articles” box in the news organization of one’s
choice.
There are no hard or fast rules for generational cohorts and
technology, because each sector, each firm, and each region
14. (e.g., American south vs. the West Coast) are so vastly
different. Arguably, the identity claim to a generational cohort
is significantly different from that of a region, nation, or
professional identity; perhaps a larger issue could be how long
it takes for someone to absorb a new form of technology into
their daily life and how it might affect their motivation at work.
Further, perhaps there are regional or educational variations
among this group. Perhaps, for example, there are major
variations between the American South or the Northeast, and so
on, or perhaps motivation is highest among people with a higher
level of education; perhaps only one generation of the five
currently working has a strong interest in and engagement with
technology.
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Sampling
Frankfort-Nachmias and Nachmias (2008) go into fine detail
on simple random sampling, and how to assist with studies that
have difficulty with being able to ascertain exact numbers
17. within a population.
Inappropriate Sampling Strategies
Accidental Sampling
Cluster sampling is
Probability sampling is
Systematic sampling is
Stratified Sampling
Minimax Sampling
Quota Sampling
Best Sampling Strategy
G*Power Analysis & Sample Size
References
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