S2 2016 mgmt 2004 environmental issues in business d

S2 2016 | MGMT 2004 | Environmental Issues in Business
Dr. Subas Dhakal
Essay Writing and Referencing A Quick Guide
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What gets you hired?
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1st- Know Your Audience!
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1st Know Your Audience
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Most of us are not very good writers (including myself). So
expressing an opinion in a coherent and structured way is how
we cope with it:
Identify or define an issue i.e. set the scene, clarify your
position, and prepare your readers - provide a preview of what
is coming their way next in the first paraUse peer reviewed
evidence to back up your main points (with proper referencing)
to demonstrate credibility and ethical POVRecap what you did
i.e. restate your purpose and position (in a past tense) first thing
in the last para. Don’t introduce any new ideas, and only
recommend something based on the points you have raised.
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READ THE INSTRUCTIONS CAREFULLY
Writing Tips!
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Instructions in the Unit Outline
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Assignment Tips Title: an effective way to get readers/markers
interestedStructure: intro (~10%), body (~80%), con (~10%) +
ref (~10-15)Body para – 1 idea i.e. topic sentence with a few
examples from the literature
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Marking Rubric
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Personal TipsDetermine the scope i.e. what it will
include/excludeDon’t be too vague and broad e.g. specify the
Think of a catchy title i.e. there are 2 benefits of having a title
Tie in your body paras with your argument/viewpoint/stanceUse
Critical thinking/reflection enhances your argument –
theoretical frameworks, three sectors, three changesDon’t do it
for me, I encourage you to develop an expertise in the topic and
use it to your advantage for internships or interviewsUsing
terms such as climate change, sustainability, rebound effect,
systems perspective haphazardly i.e. without embedding in your
main ideas doesn’t helpDon’t procrastinate, start today!
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Why Proper Referencing matters?
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Why Referencing matters?
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Vs.A reference list is a list of all the sources that you referred
to in the essay, whereas a bibliography list contains additional
readings not necessarily referred to in your essay but you read it
and think might be useful to read furtherThe reference list is

arranged alphabetically at the end of your assignment and
generally don’t count towards the word limit (unless it is
specified as such)
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Paraphrasing Vs. Summarising
Both paraphrasing and summarising involve putting information
from source material into your own words
When paraphrasing, do not add your own opinion or use the
original wording. The purpose of paraphrasing is to express the
ideas of others in your own words or phrasing so that it flows
better with your own writing.
Summarising also involves putting the main idea(s) into your
own words, including only the main point(s). Summaries are
significantly shorter than the original and take a broad overview
of the source material.
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DON’T USE Blogs, Websites and Social Media
http://en.wikipedia.org/wiki/Small_business
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Don’t pay for your home work!
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Implementing a Startegic Plan
Due: by 11:59pm EST on Sunday at the end of Unit 8
This is where we put all of our knowledge from this mod
together. This is the final part of the
strategic plan: implementation!
Using the report (elementary, high school, or university)
selected to complete Phase 1 and the
issues identified in Phase 2 of the Final Project, please write a
paper that includes the following:
I. How would you address the issues previously identified?
II. Who would you involve in implementing the actions to

address the issues?
III. How would you involve these people?
IV. How would you determine the effectiveness of your plan?
What data will you collect and analyze
to determine whether or not your plan was successful?
While there is no minimum or maximum number of pages for
the paper, please be certain that
you have written enough to meet the criteria listed in the rubric.
The paper must use APA
formatting, including double spacing, a running head, cover
page, and page for references. If you
would like to include tables and figures in the paper, please feel
free to do so; however, this is
not expected. Please be certain to use APA formatting for all
tables and figures.
Students: Be sure to read the criteria in the rubric on the next
page, by which your project
will be evaluated, before you write, and again after you write.
EDU515 – Measurement and Metrics
Unit 8 Final Project Phase #3

Evaluation Rubric for Final Project Phase 3: Implementing a
Strategic Plan
CRITERIA Novice Proficient Exemplary
Addressing
Significant
Issues
(20 points)
Unclear or missing analysis of
issues tied to the action plan and/or
less than 3 course readings and
resources. Action plan somewhat
demonstrates an understanding of
the importance of developing a
strategic plan that addresses the
needs of all stakeholders, with a
focus on improving the
organization to meet the needs of

the students. Issues were not linked
to the data provided in the plan.
0-13 points
Clear analysis of issues tied to
the action plan and to 3 course
readings and resources. Action
plan demonstrates a clear
understanding of the importance
of developing a strategic plan
that addresses the needs of all
stakeholders, with a focus on
improving the organization to
meet the needs of the students.
Issues are linked to the data
provided in the plan.
14-17 points
Clear, consistent, and thorough

analysis of issues tied to the action
plan and to more than 3 course
readings and resources. Action plan
demonstrates a thorough and
detailed understanding of the
importance of developing a strategic
plan that addresses the needs of all
improving the organization to meet
the needs of the students. Issues are
clearly and effectively linked to the
data provided in the plan.
18-20 points
Stakeholders
Involved in
Action Plan
(20 points)
Unclear or missing focus on

developing partnerships with all
relevant stakeholders in creating a
vision, mission and goals, and
engaging these stakeholders to
assist in the development of a
strategic plan.
0-13 points
Mostly clear focus on
relevant stakeholders in creating
a vision, mission and goals, and
strategic plan.
14-17 points
Clear, consistent, and convincing
focus on developing partnerships
with all relevant stakeholders in

creating a vision, mission and goals,
and engaging these stakeholders to
strategic plan.
18-20 points
Plan for
Stakeholder
Involvement
(20 points)
Outline of necessary steps for
involving stakeholders in the
creation and implementation of the
action plan is unclear, illogical, or
missing. Details for leader
involvement in the change process
are missing or unclear.
0-13 points
Provided outline of necessary

steps for involving stakeholders
in the creation and
implementation of the action
plan. Some details for the
involvement of the leader in the
change process are provided.
14-17 points
Provided detailed and clear outline
of necessary steps for involving
stakeholders in the creation and
implementation of the action plan.
Detailed involvement of the leader
in the change process.
18-20 points
Plan
Effectiveness/
Types of
Data

Collection
(30 points)
Did not provide details on the
importance of data collection and
analysis to determine what changes
need to be made to the practices in
the organization or details were
unclear. Criterion of the action plan
was not directly tied to at least one
data point/assessment measure to
determine whether or not that
action step was effective.
0-20 points
Provided some details on the
importance of data collection
and analysis to determine what
changes need to be made to the
practices in the organization.

Some criterion of the action plan
is directly tied to at least one
data point/assessment measure
to determine whether or not that
21-26 points
Provided clear and detailed
emphasis on the importance of data
collection and analysis to determine
what changes need to be made to the
practices in the organization. Each
criterion of the action plan is directly
tied to at least one data
point/assessment measure to
determine whether or not that action
step was effective.
27-30 points
Professional

Writing and
Format
(10 points)
Errors impede professional
presentation; guidelines not
followed.
0-6 points
Few errors that do not impede
professional presentation.
7-8 points
Writing and format is clear,
professional, APA compliant, and
error free.
9-10 points
Total Points for Assignment 100 Points

Implementing a Startegic Plan
Due: by 11:59pm EST on Sunday at the end of Unit 8
This is where we put all of our knowledge from this mod
together. This is the final part of the
strategic plan: implementation!
Using the report (elementary, high school, or university)
selected to complete Phase 1 and the
issues identified in Phase 2 of the Final Project, please write a
paper that includes the following:
I. How would you address the issues previously identified?
II. Who would you involve in implementing the actions to
address the issues?
III. How would you involve these people?
IV. How would you determine the effectiveness of your plan?
What data will you collect and analyze
to determine whether or not your plan was successful?
While there is no minimum or maximum number of pages for
the paper, please be certain that

you have written enough to meet the criteria listed in the rubric.
The paper must use APA
formatting, including double spacing, a running head, cover
page, and page for references. If you
would like to include tables and figures in the paper, please feel
free to do so; however, this is
not expected. Please be certain to use APA formatting for all
tables and figures.
Students: Be sure to read the criteria in the rubric on the next
page, by which your project
will be evaluated, before you write, and again after you write.
EDU515 – Measurement and Metrics
Unit 8 Final Project Phase #3
Evaluation Rubric for Final Project Phase 3: Implementing a
Strategic Plan
CRITERIA Novice Proficient Exemplary
Addressing
Significant

Issues
(20 points)
Unclear or missing analysis of
issues tied to the action plan and/or
less than 3 course readings and
resources. Action plan somewhat
demonstrates an understanding of
the importance of developing a
strategic plan that addresses the
needs of all stakeholders, with a
focus on improving the
organization to meet the needs of
the students. Issues were not linked
to the data provided in the plan.
0-13 points
Clear analysis of issues tied to
the action plan and to 3 course
readings and resources. Action

plan demonstrates a clear
understanding of the importance
of developing a strategic plan
that addresses the needs of all
improving the organization to
meet the needs of the students.
Issues are linked to the data
provided in the plan.
14-17 points
Clear, consistent, and thorough
analysis of issues tied to the action
plan and to more than 3 course
readings and resources. Action plan
demonstrates a thorough and
detailed understanding of the
importance of developing a strategic

plan that addresses the needs of all
improving the organization to meet
the needs of the students. Issues are
clearly and effectively linked to the
data provided in the plan.
18-20 points
Stakeholders
Involved in
Action Plan
(20 points)
Unclear or missing focus on
relevant stakeholders in creating a
vision, mission and goals, and
strategic plan.

0-13 points
Mostly clear focus on
relevant stakeholders in creating
a vision, mission and goals, and
strategic plan.
14-17 points
Clear, consistent, and convincing
focus on developing partnerships
with all relevant stakeholders in
creating a vision, mission and goals,
and engaging these stakeholders to
strategic plan.
18-20 points
Plan for

Stakeholder
Involvement
(20 points)
Outline of necessary steps for
involving stakeholders in the
creation and implementation of the
action plan is unclear, illogical, or
missing. Details for leader
involvement in the change process
are missing or unclear.
0-13 points
Provided outline of necessary
steps for involving stakeholders
in the creation and
implementation of the action
plan. Some details for the
involvement of the leader in the
change process are provided.

14-17 points
Provided detailed and clear outline
of necessary steps for involving
stakeholders in the creation and
implementation of the action plan.
Detailed involvement of the leader
in the change process.
18-20 points
Plan
Effectiveness/
Types of
Data
Collection
(30 points)
Did not provide details on the
importance of data collection and
analysis to determine what changes
need to be made to the practices in

the organization or details were
unclear. Criterion of the action plan
was not directly tied to at least one
data point/assessment measure to
determine whether or not that
0-20 points
Provided some details on the
importance of data collection
and analysis to determine what
changes need to be made to the
practices in the organization.
Some criterion of the action plan
is directly tied to at least one
data point/assessment measure
to determine whether or not that
21-26 points

Provided clear and detailed
emphasis on the importance of data
collection and analysis to determine
what changes need to be made to the
practices in the organization. Each
criterion of the action plan is directly
tied to at least one data
point/assessment measure to
determine whether or not that action
step was effective.
27-30 points
Professional
Writing and
Format
(10 points)
Errors impede professional
presentation; guidelines not
followed.

0-6 points
Few errors that do not impede
professional presentation.
7-8 points
Writing and format is clear,
professional, APA compliant, and
error free.
9-10 points
Total Points for Assignment 100 Points
Running Header: THE INNER WORKINGS OF LAKEVIEW
ELEMENTARY 7
The Inner workings of Lakeview Elementary
University
EDU 515

Significant Issues Impacting the Organization
Most education systems face challenges in ensuring that
performance objectives are attained. With the increasing
multicultural learning environments, the adoption of global -
scale techniques to guarantee students emerge successful in
school has been effected. For instance, Means, Padilla, and
Gallagher (2010) point out to the utilization of continuous-
improvement viewpoints stressing on setting of goals,
measurement, and feedback loops. Whereas the Lakeview
Elementary School has implemented a series of policies with
their primary objective being the educational development of
the students, there still exist challenges that are threatening
performance. The school has a strong base of sound core values
and ethical codes which acknowledge the fundamentality of
education in the community as a whole. Despite all these
efforts, there still exist some barriers to academic excellence.
With increasing enrollments, the school faces changing needs of
students. In fact, the report presents a negative picture of the
status of the school’s performance indicators (KISA Overview
2010). The student performance on the Connecticut Mastery
Test (CMT) is on the decline.
One of the major issues impacting the Lakeview Elementary
School as presented on its profile and analysis is the mode of
teaching. As Means, Padilla, and Gallagher (2010) argued,
schools have been collecting data over a significant period.
However, there has been a problem of how to utilize this data to
promote school improvement. The enactment of the No Child
Left Behind (NCLB) Act 2001 was perhaps a starting point
towards increasing student achievements across all
socioeconomic border lines and improving low-performing

schools’ results. The usefulness of data, nevertheless, exceeds
mere NCLB reporting demands; advances in technology have
caused schools to implement data-driven decision making
procedures to resolve student achievement issues in
multidimensional ways. Hence, it is vital for schools to
investigate the underlying factors influencing students’
academic performance as a way of enhancing their learning
abilities. After all, the Lakeview Elementary School has set out
the mission to base its decisions on what is in the best interest
of the students. In order to attain its objectives, teachers have to
model their teaching in accordance with the multicultural
classroom. There are students with different social, economic,
and political backgrounds. Such factors can influence the
capability of students to understand course content. Even if the
teachers are highly qualified or are from different backgrounds
to match the students’ characteristics, if they do not utilize the
right teaching methods learning would be in vain. Additionally,
with the multicultural environment, there is evidence that the
learning materials and methods may not be as effective to
address the diverse needs of individual students. Also, there are
cognitive challenges that exist within the student population as
there is the mention of groups of learners with a range of
disabilities. Learning disabilities may influence how much
students comprehend course content hence causing low
performance. Therefore, for Lakeview Elementary School to
improve performance in line with its values of ensuring equity,
diversity, human growth and change, and ensure dignity and
respect, it must seek ways to reconcile the shortcomings
highlighted.
The other issue of concern as noted in the Lakeview Elementary
School’s profile report and analysis is the students’
backgrounds. The social, economic, and political conditions
from where the students come significantly affect their
performance in school (Mandinach & Gummer 2013). The home
environment particularly receives much attention as the family
is considered the basic socialization unit and the center of the

learner’s lives. Whatever goes on in the family has
psychological implications on the individuals’ intellectual
abilities. To reinforce this sentiment, Mandinach and Gummer
(2013) argued that parental styles impact the emotional state of
a student such that their attitude towards education is shaped
within the family. With the associated factors of absenteeism
and rates of expulsion, one can imagine that issues at home such
as domestic violence or child abuse could play a big role in the
performance of a student. The discipline of students goes hand
in hand with their performance levels and maintaining this
discipline is a partnership between teachers and parents. Also,
absenteeism can be caused by poor financial backgrounds
meaning that the economic condition of the family is influential
of the students’ performances. Other factors relating to the
students’ background are the prevalence of juvenile
delinquency, drug abuse, peer pressure, and aggressive
behaviors. These factors if not addressed can be hurting to the
individual student and the institution as a whole.
Significance of the Issues
The issues stated above, the teaching modes and the students’
backgrounds are significant to in many ways. Above all, these
factors are indicative of the transformation of schools into
multicultural environments characterized by diversity of needs.
Schools can only function well when they take into
consideration the fact that learning is a multidimensional
endeavor. While the primary objective is to impart academic
knowledge, there are other equally important aims such as
holistic individual development and the production of socially
responsible people. Additionally, schools ought to realize that
the learning environment is no longer a homogenous setting;
rather, it is a heterogeneous atmosphere which requires varied
approaches for better outcomes (Park, Dally, & Guerra 2013).
By the time there is the mention of considering the mode of
teaching, there is the recognition of the presence of various
levels of student learning abilities. It, therefore, becomes
essential that schools enforce policies which would ensure that

respective needs of students are catered for. Every school has
no other objective key to its core values, visions and missions
other than academic improvement. For this to be realized,
developing the right approaches which match the students’
capacities would be a crucial way to start. Such can be through
provision of diverse learning resources conscious of varied
levels of academic abilities of the learners.
Other than that, understanding the students’ backgrounds is
useful in the incorporation of various stakeholders in the quest
to achieving academic excellence. Such concerns about the
economic background of students, their political values, and
social principles play a major role in their learning process. The
multicultural feature of the school environment demands that
the learning and teaching resources have to be accommodative
of an assortment of cultures. Attitudes towards subjects vary
with cultures; hence school administrations should consider
formulating standardized materials for learning. More so, the
students’ background is significant because it helps in
reconciling issues which may arise due to ideological
differences. Schools have been known to have racial or ethnic
concerns which sometimes generate school violence (Mandinach
& Gummer 2013). The administrations, thus, can devise ways to
promote cultural integration when there is accurate data on the
student population. Culture shock and assimilation issues are
part of the learning process as some students have to learn the
language of instruction. Thus, measures to resolve such
differences can be vital for the school’s efforts to unify diverse
cultures towards achieving specific desired performance
objectives. So to speak, teaching models and student
backgrounds’ are significant in influencing structuring of
policies which are intended to improve academic performance.
Data for drafting a Strategic Plan
The usefulness of data in an educational system cannot be
overstated. According to Mandinach and Gummer (2013), data
is important as it presents the image of the status of the school’s
performance. The school’s administration is able to observe the

performance trend of the past, the present, and be able to
predict how it could be in future. With a clear understanding of
where the school stands in performance, teachers will
implement relevant policies and programs to ensure that
students achieve their learning objectives. In that sense,
therefore, data is critical in making instructional decisions
among the teachers. A clear analysis of the student
characteristics will prove vital in tailoring teaching objectives
to accommodate the learning abilities of each student. So, data
can be utilized in identifying the gaps which exist in the
classroom so that proper interventions can be enforced. In
simple terms, utilization of school data is equivalent to the
nursing evidence-based practice, where decisions lie within
clear knowledge of the situation. The outcome of proper
documentation and analysis of data, of course, is the
improvement of student academic performance. Data ensures
that there is no alienation of any group or individual learner due
to irrelevant teaching methods or learning materials. For
Lakeview Elementary School, the missing data on the learners’
and teachers’ perspectives on the causes of poor performance
should be collected using qualitative design questionnaires.
This data will then be incorporated in the demographics and
behavioral information so that there can be unification of the
solutions for performance improvements.
References
Lakeview Community Schools - K.I.S.A Overview. Knowledge-
of-instruction-students-an.lakeviewcs.esu7.org. Retrieved 6
September 2016, from http://knowledge-of-instruction-students-
an.lakeviewcs.esu7.org/modules/groups/integrated_home.phtml?

&gid=2142319&SID 2016
Mandinach, Ellen B., and Edith S. Gummer. "A systemic view
of implementing data literacy in educator preparation."
Educational Researcher 42.1 (2013): 30-37.
Means, B., Padilla, C., & Gallagher, L. Use of Education Data
at the Local Level: From Accountability to Instructional
Improvement. US Department of Education. 2010
Park, Vicki, Alan J. Daly, and Alison Wishard Guerra.
"Strategic Framing How Leaders Craft the Meaning of Data Use
for Equity and Learning." Educational Policy 27.4 (2013): 645-
675.
What are the risks and opportunities associated with the
changing climate for businesses? Focus on one specific country
of your choice to answer the question？这个是题目
ASSESSMENT 2: MAJOR ASSIGNMENT
Students will prepare a formal academic paper in an essay
format of 2500 words which must address one of the seven (7)
research topics provided by week 3 (on Blackboard under the
Assessment tab). The requirements for this essay will also be
discussed in the class in details. The major assignment has to
include both a descriptive and an analytical component. In other
words, you need to be able to present credible information on
the topic that you select in an organised and structured way as
well as provide a critical analysis (not just a summary of the
relevant literature). ‘Credible information’ means that your
information derives from scholarly i.e., peer-reviewed
references. ‘Critical analysis’ in this instance means
identifying,defining and discussing discipline related concepts
and problems raised in your lectures and readings and applying
them to the credible information you have collected. Your major

assignment needs to be fully referenced and written to academic
standards. The assessment criteria (rubric) for the major
assignment is available on Blackboard. Your essay needs to
demonstrate the evidence of having read and absorbed
ATLEAST FIVE (5) scholarly academic journal articles (you
can include other authenticated reference sources e.g.,Books,
Australian Bureau of Statistics, as needed, but these do not
count towards the minimum required number of scholarly
articles). Nor will online reports by academics (Working papers,
Discussion papers, commissioned reports of all kinds) or by
organisations or institutions, including NGOs and Government
departments, be counted as scholarly. You must AVOID web-
based materials taken from sites such as Wikipedia,
Investopedia, Tutor.net, individual blogs, and etcetera.
Penalties
Students submitting their essay with fewer than five (5)
academic journal articles could be penalised at the rate of 2.5%
deduction of 40 marks per missing source. For instance, if your
essay has ‘0’ scholarly references, then a maximum of upto 5
marks could be deducted. Assignments which do not meet the
word count i.e. 2500words ±10% could be penalised at the rate
of 10% deduction of 40 marks per 250 words above or below the
limit. For example, if the length of your essay is either 2000 or
3000 words, then a maximum of upto 4 marks could be deducted

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