(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
(This is provided as an example of the paper layout and spacMoseStaton39
This document provides an outline and instructions for a business report on improving the hiring process at Maryland Technology Consultants (MTC). The report should include: an introduction explaining the context and purpose of the report; an analysis of how improving hiring supports MTC's business strategy and competitive advantage; objectives and metrics for strategic goals; how decision-making roles would use information from the new system; and a process analysis of the current and improved hiring processes. The report should follow APA style guidelines and include references.
(Student Name)Date of EncounterPreceptorClinical SiteClMoseStaton39
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFINMoseStaton39
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorCliniMoseStaton39
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of EncounterMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterPMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TMoseStaton39
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assiMoseStaton39
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
(This is provided as an example of the paper layout and spacMoseStaton39
This document provides an outline and instructions for a business report on improving the hiring process at Maryland Technology Consultants (MTC). The report should include: an introduction explaining the context and purpose of the report; an analysis of how improving hiring supports MTC's business strategy and competitive advantage; objectives and metrics for strategic goals; how decision-making roles would use information from the new system; and a process analysis of the current and improved hiring processes. The report should follow APA style guidelines and include references.
(Student Name)Date of EncounterPreceptorClinical SiteClMoseStaton39
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFINMoseStaton39
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorCliniMoseStaton39
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of EncounterMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterPMoseStaton39
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(Monica)Gender rarely shapes individual experience in isolation buMoseStaton39
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flippMoseStaton39
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
Marci is a 22-year-old college student who was arrested five months ago for a DUI. She has a history of regular alcohol and marijuana use since high school. Her family has a history of substance use disorders and mental health issues. While Marci's grades have declined due to her substance use, she does not feel she has a problem with alcohol or marijuana. She is concerned about legal and academic consequences but does not want to change her substance use behaviors.
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,MoseStaton39
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
(Harry)Dante’s Inferno is the first of the three-part epic poem, DMoseStaton39
(Harry)Dante’s Inferno is the first of the three-part epic poem, Divine Comedy, written by Dante Alighieri. The Inferno depicts Dante’s journey through Hell, accompanied and guided by the ancient Roman poet Virgil. In his poem, Dante describes Hell’s topography consisting of nine circles, each representing the seriousness of the sin committed by its offenders, these sins are categorized (by the Catholic Church), grouped, and commonly known as the nine deadly sins. Each level of Hell represent places of torment where the first level is home to less serious offenders, and increase in severity in each circle. As they go deeper into each level, our characters, Dante and Virgil encounter offenders within each ring of hell who have committed more serious offenses and the sins are more egregious. We find that the lowest part of hell houses the betrayers, and punishment here is more severe. Punishment in the poem is handed out in a poetic justice fashion Dante calls contrapasso. In this last (deepest) level or ring of Hell the betrayers of Julius Caesar: Brutus and Cassius are prime tenants, along with Judas, who had betrayed Jesus.
As I read this poem, I can agree with how Hell was organized, and as it sits currently, those guilty of child sexual abuse could reside along with those who are being tortured in the second circle: Lust. But Dante seemed to portray these sins as less severe. But personally, I think that those guilty of committing child sexual abuse should be in the ninth circle of Hell, along with those committing treachery because what is child sexual abuse if not treachery! It is treacherous against the innocent children, who fall betrayed by those who they must respect and obey (adults or those older then they), it is an act of treason to the victim who may have trusted the person committing such a heinous act. But after much contemplation, I still cannot agree with this placement. Child sexual abuse and child sexual assault is, in a very real way, equal to those types of betrayals. The innocence of a child makes those crimes so bad that I feel so uncomfortable writing about. As defined on their website, child sexual abuse includes: any sexual act between an adult and a minor, or between two minors, when one exerts power over the other, forcing, coercing or persuading a child to engage in any type of sexual act, non-contact acts such as exhibitionism, exposure to pornography, voyeurism, and communicating in a sexual manner by phone or Internet. In Dante’s world, those guilty of child sexual assault are far more wicked than those guilty of other sexual sins, and even worse than those guilty of aberrant sexual behavior (as it was understood at the time). Therefore, these sinners would have their very own special place below the ninth circle.
For sinners tormented in the tenth circle, the torture must be as gruesome as the act committed by the sinners. For someone who has committed such a abominable act as is child sexual abuse, assault, ...
(Lucious)Many steps in the systems development process may cause aMoseStaton39
(Lucious)Many steps in the systems development process may cause a project to balloon out of control, affecting the scope's size, where the budget and timeline remain the same. Unfortunately, this is a widespread problem known as scope creep during an IS development. Scope creep is an unexpected demand that moves a project past its predetermined limits. Projects are always documented with a planning outline, which covers in-depth details on boundaries, schedules, major deliverables, time, and budget. Unfortunately, individuals involved in the project may intentionally or unintentionally cause a project to not meet its goals due to the unpredictable nature of adding tasks to a project in progress. Project managers can ensure that the scope is clear by referring to the project planning outline, where all the boundaries and parameters of the project stipulate all deliverables. Spending extra time finalizing the plan can dial in a clear and detailed scope for everyone involved in the project. A project manager needs to engage directly with the clients by speaking with them and thoroughly walking them through all the parameters and deliverables. Closely collaborating with clients throughout the various stages of the project can prevent hiccups that may occur. If issues arise during project development, it is always best to be transparent with the client about every problem. Being able to work through solutions with clients will ease the anxieties as strategies are planned. To ensure deliverables are to the client's expectations, necessary features should be identified as critical for delivering a usable end product. For example, managing a scope creep can be difficult if not handled correctly. However, managing change in a project development does not have to be a battle of wills. Knowing how to address change can be beneficial. It can be outlined in the project planning document with parameters that will deliver the best product for the client without derailing the project. (Joseph S. Valacich, 2015)
REFERENCES
Joseph S. Valacich, J. F. (2015). Essentials of Systems Analysis and Design Sixth Edition. Pearson Education, Inc.
i1v2e5y5pubs
W21153
NEDBANK GROUP: LEADERSHIP AND ADAPTIVE SPACE FOR
DIGITAL INNOVATION
Caren Scheepers, Jill Bogie, and Michael Arena wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names
and other identifying information to protect confidentiality.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business Sch ...
(Eric)Technology always seems simple when it works and it is when MoseStaton39
The document summarizes the history of Versare, a company that manufactures portable room partitions. It describes how Versare was initially dependent on a large distributor for 95% of its sales. Over time, the relationship with the distributor became increasingly contentious as the distributor demanded price cuts and changes to Versare's products. By 2005, Versare's profitability had declined significantly due to its reliance on the problematic distributor relationship.
(ELI)At the time when I first had to take a sociology class in higMoseStaton39
(ELI)At the time when I first had to take a sociology class in high school, I was staunchly anti-feminism, as I felt it was unnecessary in first world countries and primarily focused on encouraging immodesty and considering women to be worth more than men. At that time, my only education on feminism or feminist issues had come from my parents during homeschooling. I clearly remember getting into a heated debate with a classmate whom I considered "the feminist equivalent of a vegan," (referring to the stereotypical joke, "How do you know if someone is a vegan? Don't worry, they'll tell you,") and I told her I simply could not see any situations in real life where women aren't being represented without a real reason. She introduced me to the term Bechdel Test, and encouraged me to spend a few weeks watching my usual shows, but counting how many times the female characters spoke to each other about anything other than men.
As my understanding of feminism and of the world around me has evolved, I have seen an increase in media that passes the Bechdel Test, but have also been surprised to find it is significantly less common than I expected. Additionally, the Bechdel Test only looks at named female characters who discuss something other than men. It does not look at factors of race, sexuality, topics of conversation, or visual presentation. Some argue that although media increasingly passes the test, the quality of that media is lacking and therefore the value of the Bechdel Test does not hold up (How does the Bechdel Test measure up in evaluating film representations of women, 2021). More detailed studies show that women remain underrepresented in media, both behind and before the camera (Smith et. al, 2016). The female characters that are portrayed in trend towards being young and traditionally attractive, reinforcing the "ideal" image as the standard and further raising the standard for the average woman. Additionally, women of color and women belonging to other racial or social minority groups are even less visible, impacting the expectations that society has of women based on how they are shown, and influencing what women consider "normal" in themselves.
How does the Bechdel Test measure up in evaluating film representations of women? (2021, April 19). UWIRE Text, 1.
Smith, S., Choueiti, M., & Pieper, K. (2016). Inclusion or invisibility? Comprehensive Annenberg Report on diversity in entertainment. Media, Diversity & Social Change Initiative. USC Annenberg School for Communication and Journalism.
...
(Executive Summary)MedStar Health Inc, a leader in the healthcMoseStaton39
(Executive Summary)
MedStar Health Inc, a leader in the healthcare industry regionally and nation-wide, is a constant target of the malicious attempts of cyber criminals. Over the past 6 years MedStar Health Inc. has faced several instances of data breach most notably, the 2016 breach that compromised 370 computer systems and halted its operations. As the organization continues to digitize and broaden the use of electronic medical records across its facilities, the threat of cyber-attack remains even more pervasive. The purpose of this report is to provide an overview of MedStar Health Inc cybersecurity vulnerabilities, examine the overall causes and impact of the breaches and explore solutions to meet the organization’s cybersecurity challenges.
With a focal point on MedStar Health breaches, a literature-based study was conducted, and various news articles, academic journals and company publications were analyzed. It was found that the 2016 and 2020 data breaches were attacks on the organization’s internet servers. The 2020 hack compromised the records of 668 patients, whereas the 2016 hack was a result of a ransomware infection that compromised 7500 individuals’ records and halted the organizations’ operations. The cost of the virus infection was greater than the $19,000 ransom requested due to additional recovery and remediation costs. It was also revealed that the 2019 breach was due to human error.
To best combat the efforts of cyber criminals, it is recommended that MedStar Health Inc. place greater emphasis on cyber awareness training for employees/professionals, implementing multiple factor authentications and a strong password and identity management system to reinforce its IT infrastructure against future hacks. Failure to effectuate these measures pose significant risk to MedStar Health Inc., its affiliates and patients that extend beyond ransom payments, fines, imprisonment, lawsuits and costs incurred for subsequent identity theft protection services. The damage caused by data security breaches may prove fatal for patients, the company’s most valued asset, compromising public perception and the company’s mission to provide the highest quality of medical care and build long-term relationships with the patients they serve.)
Actual Technical Report
MedStar Medical Vs. Cybercrime
In the health sector, experts "see persistent cyber-attacks as the single greatest threat to the protection of healthcare data" (Moffith & Steffen, 2017). To the world at large, this is not the most absurd news or revelation. Healthcare data embodies some of the most marketable information, and for the black market this is Eldorado – the fictional tale of the city of gold. Healthcare organizations are tasked with fighting the uphill battle of providing quality medical care to their number one stakeholder – patients – while also ensuring that their valuable information is kept safe and secure. Despite their efforts, healthcare organizations sometimes fail in ...
(Diquan)Analog Transmission of Digital DataBefore describing theMoseStaton39
(Diquan)Analog Transmission of Digital Data
Before describing the analog transmission of digital data there are a few terms that we should be familiar with, modem, encoding and carrier wave. A modem is modulator, demodulator device that converts digital to analog and analog to digital. Encoding is the conversion of data to a format required and in this case the conversion of digital data to analog data. Carrier wave is a basic wave of constant frequency transmitted through a circuit.
To transmit digital data in an analog format first you must be connected to a modem which encodes the data and converts the digital data into analog data. It does this by populating the analog signal with a carrier wave and modulating the characteristics of the carrier wave which allows for the analog data to be encoded to digital data and digital data to be decoded to analog.
Digital Transmission of Analog Data
An example of the digital transmission of analog data would be Voice over IP (VOIP) or a more modern and relatable example would be a Zoom meeting. This is done through a couple different technologies a Codec and Pulse-code modulation (PCM). Codec stands for Code, Decode and it is a device or software that converts analog signal into digital form and vice versa. PCM on the other hand converts analog to digital by sampling the analog signal at regular intervals, measuring the amplitude of each sample, and then encoding or quantizing the amplitude as binary data. Through this sampling analog data such as your voice is encoded into digital data via the technologies previously mentioned.
Reference:
Samoilenko, S. (n.d.). Physical Layer: Data and Data Transmission.
...
(Christopher)With packet-switched networks its services allow multMoseStaton39
This document provides guidelines and a rubric for students to submit progress on their Historical Analysis Essay assignment. The essay is analyzing a historical event and its impact on American society. For this progress check, students are asked to submit portions of their essay body describing the causes, course, and consequences of the event as well as evidence supporting their analysis. They also communicate their essay's message tailored to the intended audience. The rubric evaluates these elements and provides criteria for receiving exemplary, proficient, needs improvement, or not evident scores.
(Chelsey)Das Bett, Katharina Grosse, 2004, Acrylic on various objeMoseStaton39
Voyage Airlines is a mock airline founded in 2011 with hubs on the west coast of the US and in the Caribbean. Its mission is to inspire excellence and dedication. The airline focuses on safety as its top priority and revenue generation. It analyzes customer location data to locate hubs in popular tourist areas. The airline sees higher passenger volumes in the summer and around Christmas. It adjusts flight numbers seasonally between hubs based on demand. The primary focus is achieving excellence in customer service as outlined in its mission statement.
(1) See page 20 for a discussion of non-IFRS measures.(2MoseStaton39
This document provides a summary of CWB Financial Group's annual report for 2020. It includes a 5-year financial summary, performance dashboard, messages from the President/CEO and Board Chair, and discusses the company's strategy and priorities. Key points include:
- Revenue grew to $897 million in 2020, with net income of $249 million.
- Total loans increased 6% to $30 billion and total assets grew 8% to $33.9 billion.
- The company is focused on transforming its business through initiatives like enhancing digital capabilities and transitioning to an AIRB capital methodology.
- CWB was recognized as one of Canada's best workplaces and aims to be an employer of choice
(Adams) While a database may seem like the solution to all data stMoseStaton39
(Adams) While a database may seem like the solution to all data storage problems, there are a few disadvantages you need to account for. The first one that comes to mind is the complexity. While anyone with the bare minimum technical experience can navigate a file system, you need someone trained to work on and navigate a database. The added level of complexity will require you to pay for training or likely hire someone with more technical experience, which would cost more. The other big disadvantage of a database is the single point of failure. It is certainly a best and wise practice to keep backups of your database, if you forget or lose those as well all of your data is gone. That one file being corrupted could lead to a disaster where losing a single file in a file system would only result in losing a single piece of data.
The file system comes with its own disadvantages though. The biggest disadvantage of a file system vs a database is losing the ability to query. The book defines a database query as a: specific request for data manipulation issued by the user (Coronel & Morris, 2018). Being able to query all data across the database can return valuable information at nearly the snap of a finger that could have taken days to sort through your file system. Another disadvantage is the potential for your file system to get messy and unorganized leading to data inconsistency. In a database you have each entity represented one time in a neat manner that protects data integrity. In a file system, you could mistakenly create a new entity when you need to update one or you could mistakenly update an old one when you were meant to create a new one. Either of the above mistakes you make in a database would lead to bad data, that you wouldn’t otherwise create in a database. Finally, relying on the file system can become unwieldy. If you end up creating thousands of entries, it is difficult to go through them all. With a database, you are able to continue adding data and merely query what you need.
Reference:
Coronel, C., & Morris, S. (2018). Database Principles: Fundamentals of Design, Implementation, and Management. Cengage.
...
(Adam)In an example like the Odebrecht case study from the book, iMoseStaton39
(Adam)In an example like the Odebrecht case study from the book, it is easy to find the fault of the firm as they were the ones conducting the business side of all the shady dealings. Their practice of using bribes and kickbacks is an obvious ethical problem. The amount of money they were throwing around to be awarded contracts would have been obvious to plenty of people in the organization and the misconduct went on for years before they were caught. While they likely had an anti-corruption plan, when people ignore or don’t follow it the plan is useless.
The other guilty parties are not as obvious and don’t get the same blame for their part in the scandal. The governments, organizations, and non-profits that accepted the bribes and/or kickbacks also have ethical questions. The book stated that Odebrecht paid nearly $100 million in bribes in Venezuela and some quick searching has shown zero convictions from anyone in that country (Pinto, 2019). The parties accepting the payments are just as ethically dubious as the parties offering the money.
It shouldn’t be difficult to establish corporate policies that create an ethical workplace, but it seems like there is always a corruption story somewhere in the world on the news. Most companies that deal with contracting have something on their external web page and/or an internal training that employees are mandated to take, but that isn’t enough. I think since the people who make these decisions and handle this type of money are almost always going to be near the top of the organization, it is going to come to the old cliché of “it starts at the top”. Hiring ethical executives who are accountable for the people directly beneath them is probably the best method to maintain integrity.
The idea of rewards and punishments is complicated when it comes to corruption. Punishments are easy, there should be a zero-tolerance policy. On top of the zero-tolerance policy I would explain that the organization would be looking at legal action against the individual. Regarding rewards, I think you could justify a payment to whistleblowers. At the same time, I don’t know if you should go too far because the employee would be doing something they are supposed to do anyway.
References:
Pinto, J. K. (2019). Project Management: Achieving Competitive Advantage. Pearson.
1 | I n t r o d u c t i o n t o C u r r i c u l u m f o r E a r l y C h i l d h o o d E d u c a t i o n
El Camino College
Childhood Education Department
CDEV 115 Introduction to Curriculum
Introduction to Curriculum
for
Early Childhood Educators
An Open Educational Resources Publication by College of the Canyons
2 | I n t r o d u c t i o n t o C u r r i c u l u m f o r E a r l y C h i l d h o o d E d u c a t i o n
Introduction to Curriculum for Early Childhood
Education
An Open Educational Resources Publication by College of the
Canyons
Created by Jennifer Paris, Kristin Beeve, and Clint Spri ...
(Alex)There are four phases of the systems development life cycle MoseStaton39
(Alex)There are four phases of the systems development life cycle (SDLC). The four phases are planning and selection, analysis, design, and implementation. (Valacich, George, & Hoffer, 2015) While the different phases are generally sequential in nature, a system may move from a later phase to an earlier phase as problems or issues arise during the SDLC. The analysis, design, and implementation phase have different fundamental purposes. In the planning phase, the need for a system is established and general expectations are laid out. The analysis phase has the primary purpose of exploring these expectations and requirements in more detail. The analysis phase is where the systems analyst conducts interviews with users, management, and other stakeholders to thoroughly determine the requirements, while also researching the current capabilities of the previous system, if there was one. The analyst generates rough solutions for the problem set, presents them to management, and enters the design phase once a potential solution is accepted by the customer. The design phase is where the system starts to take shape. Using the research conducted during the analysis phase, a logical design is developed. The logical design is essentially the steps and processes that the system should go through, independent of the hardware or software of the system. It is the blueprint that the physical design is based off of. With the physical design in hand, the implementation phase begins. “Construction” begins on the process with coders writing programs, testers testing the solution, and the implementation team installs the system onto new or existing hardware. This phase also includes training to users, evaluation of user experiences with the system, and ongoing support. This phase continues until the system no longer meets the needs of the organization, starting the cycle all over again. While these phases make up three fourths of the SDLC, the fundamental purposes are different in that they each correlate to different steps in the overall design process.
REFERENCES
Valacich, J. S., George, J. F., & Hoffer, J. A. (2015). Essentials of Systems Analysis and Design. Hoboken, New Jersey: Pearson Education Inc.
...
(2) conditions for language and literacy developmentConditioMoseStaton39
(2) conditions for language and literacy development
Conditions for Learning- Responsibility
Description- Encourage children to be accountable for their own learning
Implications for Educators - Include choice and problem solving in activities.
Conditions for Learning- Engagement
Description- Create a climate of meaningful language use.
Implications for Educators- Encourage children to read along
and engage in conversations.
...
(Monica)Gender rarely shapes individual experience in isolation buMoseStaton39
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flippMoseStaton39
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
Marci is a 22-year-old college student who was arrested five months ago for a DUI. She has a history of regular alcohol and marijuana use since high school. Her family has a history of substance use disorders and mental health issues. While Marci's grades have declined due to her substance use, she does not feel she has a problem with alcohol or marijuana. She is concerned about legal and academic consequences but does not want to change her substance use behaviors.
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,MoseStaton39
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
(Harry)Dante’s Inferno is the first of the three-part epic poem, DMoseStaton39
(Harry)Dante’s Inferno is the first of the three-part epic poem, Divine Comedy, written by Dante Alighieri. The Inferno depicts Dante’s journey through Hell, accompanied and guided by the ancient Roman poet Virgil. In his poem, Dante describes Hell’s topography consisting of nine circles, each representing the seriousness of the sin committed by its offenders, these sins are categorized (by the Catholic Church), grouped, and commonly known as the nine deadly sins. Each level of Hell represent places of torment where the first level is home to less serious offenders, and increase in severity in each circle. As they go deeper into each level, our characters, Dante and Virgil encounter offenders within each ring of hell who have committed more serious offenses and the sins are more egregious. We find that the lowest part of hell houses the betrayers, and punishment here is more severe. Punishment in the poem is handed out in a poetic justice fashion Dante calls contrapasso. In this last (deepest) level or ring of Hell the betrayers of Julius Caesar: Brutus and Cassius are prime tenants, along with Judas, who had betrayed Jesus.
As I read this poem, I can agree with how Hell was organized, and as it sits currently, those guilty of child sexual abuse could reside along with those who are being tortured in the second circle: Lust. But Dante seemed to portray these sins as less severe. But personally, I think that those guilty of committing child sexual abuse should be in the ninth circle of Hell, along with those committing treachery because what is child sexual abuse if not treachery! It is treacherous against the innocent children, who fall betrayed by those who they must respect and obey (adults or those older then they), it is an act of treason to the victim who may have trusted the person committing such a heinous act. But after much contemplation, I still cannot agree with this placement. Child sexual abuse and child sexual assault is, in a very real way, equal to those types of betrayals. The innocence of a child makes those crimes so bad that I feel so uncomfortable writing about. As defined on their website, child sexual abuse includes: any sexual act between an adult and a minor, or between two minors, when one exerts power over the other, forcing, coercing or persuading a child to engage in any type of sexual act, non-contact acts such as exhibitionism, exposure to pornography, voyeurism, and communicating in a sexual manner by phone or Internet. In Dante’s world, those guilty of child sexual assault are far more wicked than those guilty of other sexual sins, and even worse than those guilty of aberrant sexual behavior (as it was understood at the time). Therefore, these sinners would have their very own special place below the ninth circle.
For sinners tormented in the tenth circle, the torture must be as gruesome as the act committed by the sinners. For someone who has committed such a abominable act as is child sexual abuse, assault, ...
(Lucious)Many steps in the systems development process may cause aMoseStaton39
(Lucious)Many steps in the systems development process may cause a project to balloon out of control, affecting the scope's size, where the budget and timeline remain the same. Unfortunately, this is a widespread problem known as scope creep during an IS development. Scope creep is an unexpected demand that moves a project past its predetermined limits. Projects are always documented with a planning outline, which covers in-depth details on boundaries, schedules, major deliverables, time, and budget. Unfortunately, individuals involved in the project may intentionally or unintentionally cause a project to not meet its goals due to the unpredictable nature of adding tasks to a project in progress. Project managers can ensure that the scope is clear by referring to the project planning outline, where all the boundaries and parameters of the project stipulate all deliverables. Spending extra time finalizing the plan can dial in a clear and detailed scope for everyone involved in the project. A project manager needs to engage directly with the clients by speaking with them and thoroughly walking them through all the parameters and deliverables. Closely collaborating with clients throughout the various stages of the project can prevent hiccups that may occur. If issues arise during project development, it is always best to be transparent with the client about every problem. Being able to work through solutions with clients will ease the anxieties as strategies are planned. To ensure deliverables are to the client's expectations, necessary features should be identified as critical for delivering a usable end product. For example, managing a scope creep can be difficult if not handled correctly. However, managing change in a project development does not have to be a battle of wills. Knowing how to address change can be beneficial. It can be outlined in the project planning document with parameters that will deliver the best product for the client without derailing the project. (Joseph S. Valacich, 2015)
REFERENCES
Joseph S. Valacich, J. F. (2015). Essentials of Systems Analysis and Design Sixth Edition. Pearson Education, Inc.
i1v2e5y5pubs
W21153
NEDBANK GROUP: LEADERSHIP AND ADAPTIVE SPACE FOR
DIGITAL INNOVATION
Caren Scheepers, Jill Bogie, and Michael Arena wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names
and other identifying information to protect confidentiality.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business Sch ...
(Eric)Technology always seems simple when it works and it is when MoseStaton39
The document summarizes the history of Versare, a company that manufactures portable room partitions. It describes how Versare was initially dependent on a large distributor for 95% of its sales. Over time, the relationship with the distributor became increasingly contentious as the distributor demanded price cuts and changes to Versare's products. By 2005, Versare's profitability had declined significantly due to its reliance on the problematic distributor relationship.
(ELI)At the time when I first had to take a sociology class in higMoseStaton39
(ELI)At the time when I first had to take a sociology class in high school, I was staunchly anti-feminism, as I felt it was unnecessary in first world countries and primarily focused on encouraging immodesty and considering women to be worth more than men. At that time, my only education on feminism or feminist issues had come from my parents during homeschooling. I clearly remember getting into a heated debate with a classmate whom I considered "the feminist equivalent of a vegan," (referring to the stereotypical joke, "How do you know if someone is a vegan? Don't worry, they'll tell you,") and I told her I simply could not see any situations in real life where women aren't being represented without a real reason. She introduced me to the term Bechdel Test, and encouraged me to spend a few weeks watching my usual shows, but counting how many times the female characters spoke to each other about anything other than men.
As my understanding of feminism and of the world around me has evolved, I have seen an increase in media that passes the Bechdel Test, but have also been surprised to find it is significantly less common than I expected. Additionally, the Bechdel Test only looks at named female characters who discuss something other than men. It does not look at factors of race, sexuality, topics of conversation, or visual presentation. Some argue that although media increasingly passes the test, the quality of that media is lacking and therefore the value of the Bechdel Test does not hold up (How does the Bechdel Test measure up in evaluating film representations of women, 2021). More detailed studies show that women remain underrepresented in media, both behind and before the camera (Smith et. al, 2016). The female characters that are portrayed in trend towards being young and traditionally attractive, reinforcing the "ideal" image as the standard and further raising the standard for the average woman. Additionally, women of color and women belonging to other racial or social minority groups are even less visible, impacting the expectations that society has of women based on how they are shown, and influencing what women consider "normal" in themselves.
How does the Bechdel Test measure up in evaluating film representations of women? (2021, April 19). UWIRE Text, 1.
Smith, S., Choueiti, M., & Pieper, K. (2016). Inclusion or invisibility? Comprehensive Annenberg Report on diversity in entertainment. Media, Diversity & Social Change Initiative. USC Annenberg School for Communication and Journalism.
...
(Executive Summary)MedStar Health Inc, a leader in the healthcMoseStaton39
(Executive Summary)
MedStar Health Inc, a leader in the healthcare industry regionally and nation-wide, is a constant target of the malicious attempts of cyber criminals. Over the past 6 years MedStar Health Inc. has faced several instances of data breach most notably, the 2016 breach that compromised 370 computer systems and halted its operations. As the organization continues to digitize and broaden the use of electronic medical records across its facilities, the threat of cyber-attack remains even more pervasive. The purpose of this report is to provide an overview of MedStar Health Inc cybersecurity vulnerabilities, examine the overall causes and impact of the breaches and explore solutions to meet the organization’s cybersecurity challenges.
With a focal point on MedStar Health breaches, a literature-based study was conducted, and various news articles, academic journals and company publications were analyzed. It was found that the 2016 and 2020 data breaches were attacks on the organization’s internet servers. The 2020 hack compromised the records of 668 patients, whereas the 2016 hack was a result of a ransomware infection that compromised 7500 individuals’ records and halted the organizations’ operations. The cost of the virus infection was greater than the $19,000 ransom requested due to additional recovery and remediation costs. It was also revealed that the 2019 breach was due to human error.
To best combat the efforts of cyber criminals, it is recommended that MedStar Health Inc. place greater emphasis on cyber awareness training for employees/professionals, implementing multiple factor authentications and a strong password and identity management system to reinforce its IT infrastructure against future hacks. Failure to effectuate these measures pose significant risk to MedStar Health Inc., its affiliates and patients that extend beyond ransom payments, fines, imprisonment, lawsuits and costs incurred for subsequent identity theft protection services. The damage caused by data security breaches may prove fatal for patients, the company’s most valued asset, compromising public perception and the company’s mission to provide the highest quality of medical care and build long-term relationships with the patients they serve.)
Actual Technical Report
MedStar Medical Vs. Cybercrime
In the health sector, experts "see persistent cyber-attacks as the single greatest threat to the protection of healthcare data" (Moffith & Steffen, 2017). To the world at large, this is not the most absurd news or revelation. Healthcare data embodies some of the most marketable information, and for the black market this is Eldorado – the fictional tale of the city of gold. Healthcare organizations are tasked with fighting the uphill battle of providing quality medical care to their number one stakeholder – patients – while also ensuring that their valuable information is kept safe and secure. Despite their efforts, healthcare organizations sometimes fail in ...
(Diquan)Analog Transmission of Digital DataBefore describing theMoseStaton39
(Diquan)Analog Transmission of Digital Data
Before describing the analog transmission of digital data there are a few terms that we should be familiar with, modem, encoding and carrier wave. A modem is modulator, demodulator device that converts digital to analog and analog to digital. Encoding is the conversion of data to a format required and in this case the conversion of digital data to analog data. Carrier wave is a basic wave of constant frequency transmitted through a circuit.
To transmit digital data in an analog format first you must be connected to a modem which encodes the data and converts the digital data into analog data. It does this by populating the analog signal with a carrier wave and modulating the characteristics of the carrier wave which allows for the analog data to be encoded to digital data and digital data to be decoded to analog.
Digital Transmission of Analog Data
An example of the digital transmission of analog data would be Voice over IP (VOIP) or a more modern and relatable example would be a Zoom meeting. This is done through a couple different technologies a Codec and Pulse-code modulation (PCM). Codec stands for Code, Decode and it is a device or software that converts analog signal into digital form and vice versa. PCM on the other hand converts analog to digital by sampling the analog signal at regular intervals, measuring the amplitude of each sample, and then encoding or quantizing the amplitude as binary data. Through this sampling analog data such as your voice is encoded into digital data via the technologies previously mentioned.
Reference:
Samoilenko, S. (n.d.). Physical Layer: Data and Data Transmission.
...
(Christopher)With packet-switched networks its services allow multMoseStaton39
This document provides guidelines and a rubric for students to submit progress on their Historical Analysis Essay assignment. The essay is analyzing a historical event and its impact on American society. For this progress check, students are asked to submit portions of their essay body describing the causes, course, and consequences of the event as well as evidence supporting their analysis. They also communicate their essay's message tailored to the intended audience. The rubric evaluates these elements and provides criteria for receiving exemplary, proficient, needs improvement, or not evident scores.
(Chelsey)Das Bett, Katharina Grosse, 2004, Acrylic on various objeMoseStaton39
Voyage Airlines is a mock airline founded in 2011 with hubs on the west coast of the US and in the Caribbean. Its mission is to inspire excellence and dedication. The airline focuses on safety as its top priority and revenue generation. It analyzes customer location data to locate hubs in popular tourist areas. The airline sees higher passenger volumes in the summer and around Christmas. It adjusts flight numbers seasonally between hubs based on demand. The primary focus is achieving excellence in customer service as outlined in its mission statement.
(1) See page 20 for a discussion of non-IFRS measures.(2MoseStaton39
This document provides a summary of CWB Financial Group's annual report for 2020. It includes a 5-year financial summary, performance dashboard, messages from the President/CEO and Board Chair, and discusses the company's strategy and priorities. Key points include:
- Revenue grew to $897 million in 2020, with net income of $249 million.
- Total loans increased 6% to $30 billion and total assets grew 8% to $33.9 billion.
- The company is focused on transforming its business through initiatives like enhancing digital capabilities and transitioning to an AIRB capital methodology.
- CWB was recognized as one of Canada's best workplaces and aims to be an employer of choice
(Adams) While a database may seem like the solution to all data stMoseStaton39
(Adams) While a database may seem like the solution to all data storage problems, there are a few disadvantages you need to account for. The first one that comes to mind is the complexity. While anyone with the bare minimum technical experience can navigate a file system, you need someone trained to work on and navigate a database. The added level of complexity will require you to pay for training or likely hire someone with more technical experience, which would cost more. The other big disadvantage of a database is the single point of failure. It is certainly a best and wise practice to keep backups of your database, if you forget or lose those as well all of your data is gone. That one file being corrupted could lead to a disaster where losing a single file in a file system would only result in losing a single piece of data.
The file system comes with its own disadvantages though. The biggest disadvantage of a file system vs a database is losing the ability to query. The book defines a database query as a: specific request for data manipulation issued by the user (Coronel & Morris, 2018). Being able to query all data across the database can return valuable information at nearly the snap of a finger that could have taken days to sort through your file system. Another disadvantage is the potential for your file system to get messy and unorganized leading to data inconsistency. In a database you have each entity represented one time in a neat manner that protects data integrity. In a file system, you could mistakenly create a new entity when you need to update one or you could mistakenly update an old one when you were meant to create a new one. Either of the above mistakes you make in a database would lead to bad data, that you wouldn’t otherwise create in a database. Finally, relying on the file system can become unwieldy. If you end up creating thousands of entries, it is difficult to go through them all. With a database, you are able to continue adding data and merely query what you need.
Reference:
Coronel, C., & Morris, S. (2018). Database Principles: Fundamentals of Design, Implementation, and Management. Cengage.
...
(Adam)In an example like the Odebrecht case study from the book, iMoseStaton39
(Adam)In an example like the Odebrecht case study from the book, it is easy to find the fault of the firm as they were the ones conducting the business side of all the shady dealings. Their practice of using bribes and kickbacks is an obvious ethical problem. The amount of money they were throwing around to be awarded contracts would have been obvious to plenty of people in the organization and the misconduct went on for years before they were caught. While they likely had an anti-corruption plan, when people ignore or don’t follow it the plan is useless.
The other guilty parties are not as obvious and don’t get the same blame for their part in the scandal. The governments, organizations, and non-profits that accepted the bribes and/or kickbacks also have ethical questions. The book stated that Odebrecht paid nearly $100 million in bribes in Venezuela and some quick searching has shown zero convictions from anyone in that country (Pinto, 2019). The parties accepting the payments are just as ethically dubious as the parties offering the money.
It shouldn’t be difficult to establish corporate policies that create an ethical workplace, but it seems like there is always a corruption story somewhere in the world on the news. Most companies that deal with contracting have something on their external web page and/or an internal training that employees are mandated to take, but that isn’t enough. I think since the people who make these decisions and handle this type of money are almost always going to be near the top of the organization, it is going to come to the old cliché of “it starts at the top”. Hiring ethical executives who are accountable for the people directly beneath them is probably the best method to maintain integrity.
The idea of rewards and punishments is complicated when it comes to corruption. Punishments are easy, there should be a zero-tolerance policy. On top of the zero-tolerance policy I would explain that the organization would be looking at legal action against the individual. Regarding rewards, I think you could justify a payment to whistleblowers. At the same time, I don’t know if you should go too far because the employee would be doing something they are supposed to do anyway.
References:
Pinto, J. K. (2019). Project Management: Achieving Competitive Advantage. Pearson.
1 | I n t r o d u c t i o n t o C u r r i c u l u m f o r E a r l y C h i l d h o o d E d u c a t i o n
El Camino College
Childhood Education Department
CDEV 115 Introduction to Curriculum
Introduction to Curriculum
for
Early Childhood Educators
An Open Educational Resources Publication by College of the Canyons
2 | I n t r o d u c t i o n t o C u r r i c u l u m f o r E a r l y C h i l d h o o d E d u c a t i o n
Introduction to Curriculum for Early Childhood
Education
An Open Educational Resources Publication by College of the
Canyons
Created by Jennifer Paris, Kristin Beeve, and Clint Spri ...
(Alex)There are four phases of the systems development life cycle MoseStaton39
(Alex)There are four phases of the systems development life cycle (SDLC). The four phases are planning and selection, analysis, design, and implementation. (Valacich, George, & Hoffer, 2015) While the different phases are generally sequential in nature, a system may move from a later phase to an earlier phase as problems or issues arise during the SDLC. The analysis, design, and implementation phase have different fundamental purposes. In the planning phase, the need for a system is established and general expectations are laid out. The analysis phase has the primary purpose of exploring these expectations and requirements in more detail. The analysis phase is where the systems analyst conducts interviews with users, management, and other stakeholders to thoroughly determine the requirements, while also researching the current capabilities of the previous system, if there was one. The analyst generates rough solutions for the problem set, presents them to management, and enters the design phase once a potential solution is accepted by the customer. The design phase is where the system starts to take shape. Using the research conducted during the analysis phase, a logical design is developed. The logical design is essentially the steps and processes that the system should go through, independent of the hardware or software of the system. It is the blueprint that the physical design is based off of. With the physical design in hand, the implementation phase begins. “Construction” begins on the process with coders writing programs, testers testing the solution, and the implementation team installs the system onto new or existing hardware. This phase also includes training to users, evaluation of user experiences with the system, and ongoing support. This phase continues until the system no longer meets the needs of the organization, starting the cycle all over again. While these phases make up three fourths of the SDLC, the fundamental purposes are different in that they each correlate to different steps in the overall design process.
REFERENCES
Valacich, J. S., George, J. F., & Hoffer, J. A. (2015). Essentials of Systems Analysis and Design. Hoboken, New Jersey: Pearson Education Inc.
...
(2) conditions for language and literacy developmentConditioMoseStaton39
(2) conditions for language and literacy development
Conditions for Learning- Responsibility
Description- Encourage children to be accountable for their own learning
Implications for Educators - Include choice and problem solving in activities.
Conditions for Learning- Engagement
Description- Create a climate of meaningful language use.
Implications for Educators- Encourage children to read along
and engage in conversations.
...
(2) conditions for language and literacy developmentConditio
# Set the random seedset.seed(1234567)# set sample size a
1. # Set the random seed
set.seed(1234567)
# set sample size and number of simulations
n<-1000; r<-10000
# set true parameters: betas and sd of u
b0<-1; b1<-0.5; su<-2
# initialize b0hat and b1hat to store results later:
b0hat <- numeric(r)
b1hat <- numeric(r)
# Draw a sample of x, fixed over replications:
x <- rnorm(n,4,1)
# repeat r times:
2. for(j in 1:r) {
# Draw a sample of y:
u <- rnorm(n,0,su)
y <- b0 + b1*x + u
# estimate parameters by OLS and store them in the vectors
bhat <- coefficients( lm(y~x) )
b0hat[j] <- bhat["(Intercept)"]
b1hat[j] <- bhat["x"]
}
2
Leadership
Eighth Edition
3
3. To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5
FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
5. Western Michigan University.
Description: Eighth Edition. | Thousand Oaks : SAGE
Publications, [2018] | Revised edition of the author’s
Leadership, 2015. | Includes index.
Identifiers: LCCN 2017049134 | ISBN 9781506362311 (pbk. :
alk. paper)
Subjects: LCSH: Leadership. | Leadership—Case studies.
6
Classification: LCC HM1261 .N67 2018 | DDC 303.3/4—dc23
LC record available at
https://lccn.loc.gov/2017049134
This book is printed on acid-free paper.
Acquisitions Editor: Maggie Stanley
Content Development Editor: Lauren Holmes
Editorial Assistant: Alissa Nance
Production Editor: Bennie Clark Allen
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sally Jaskold
Indexer: Jean Casalegno
6. Cover Designer: Gail Buschman
Marketing Manager: Amy Lammers
7
https://lccn.loc.gov/2017049134
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. About the Contributors
5. 1. Introduction
6. 2. Trait Approach
7. 3. Skills Approach
8. 4. Behavioral Approach
9. 5. Situational Approach
10. 6. Path–Goal Theory
11. 7. Leader–Member Exchange Theory
12. 8. Transformational Leadership
13. 9. Authentic Leadership
14. 10. Servant Leadership
15. 11. Adaptive Leadership
16. 12. Followership
17. 13. Leadership Ethics
18. 14. Team Leadership
19. 15. Gender and Leadership
20. 16. Culture and Leadership
21. Author Index
22. Subject Index
7. 8
Detailed Contents
Preface
Acknowledgments
About the Author
About the Contributors
1. Introduction
Leadership Defined
Ways of Conceptualizing Leadership
Definition and Components
Leadership Described
Trait Versus Process Leadership
Assigned Versus Emergent Leadership
Leadership and Power
Leadership and Coercion
Leadership and Management
Plan of the Book
Summary
References
2. Trait Approach
Description
Intelligence
Self-Confidence
Determination
Integrity
Sociability
Five-Factor Personality Model and Leadership
8. Strengths and Leadership
Emotional Intelligence
How Does the Trait Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 2.1 Choosing a New Director of Research
Case 2.2 A Remarkable Turnaround
Case 2.3 Recruiting for the Bank
Leadership Instrument
Leadership Trait Questionnaire (LTQ)
Summary
References
9
3. Skills Approach
Description
Three-Skill Approach
Technical Skills
Human Skills
Conceptual Skills
Summary of the Three-Skill Approach
Skills Model
Competencies
Individual Attributes
Leadership Outcomes
9. Career Experiences
Environmental Influences
Summary of the Skills Model
How Does the Skills Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 3.1 A Strained Research Team
Case 3.2 A Shift for Lieutenant Colonel Adams
Case 3.3 Andy’s Recipe
Leadership Instrument
Skills Inventory
Summary
References
4. Behavioral Approach
Description
The Ohio State Studies
The University of Michigan Studies
Blake and Mouton’s Managerial (Leadership) Grid
Authority–Compliance (9,1)
Country-Club Management (1,9)
Impoverished Management (1,1)
Middle-of-the-Road Management (5,5)
Team Management (9,9)
Paternalism/Maternalism
Opportunism
10. How Does the Behavioral Approach Work?
Strengths
Criticisms
Application
10
Case Studies
Case 4.1 A Drill Sergeant at First
Case 4.2 Eating Lunch Standing Up
Case 4.3 We Are Family
Leadership Instrument
Leadership Behavior Questionnaire
Summary
References
5. Situational Approach
Description
Leadership Style
Development Level
How Does the Situational Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 5.1 Marathon Runners at Different Levels
Case 5.2 Why Aren’t They Listening?
Case 5.3 Getting the Message Across
11. Leadership Instrument
Situational Leadership® Questionnaire: Sample Items
Summary
References
6. Path–Goal Theory
Description
Leader Behaviors
Directive Leadership
Supportive Leadership
Participative Leadership
Achievement-Oriented Leadership
Follower Characteristics
Task Characteristics
How Does Path–Goal Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 6.1 Three Shifts, Three Supervisors
Case 6.2 Direction for Some, Support for Others
Case 6.3 Playing in the Orchestra
Leadership Instrument
11
Path–Goal Leadership Questionnaire
Summary
12. References
7. Leader–Member Exchange Theory
Description
Early Studies
Later Studies
Leadership Making
How Does LMX Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 7.1 His Team Gets the Best Assignments
Case 7.2 Working Hard at Being Fair
Case 7.3 Taking on Additional Responsibilities
Leadership Instrument
LMX 7 Questionnaire
Summary
References
8. Transformational Leadership
Description
Transformational Leadership Defined
Transformational Leadership and Charisma
A Model of Transformational Leadership
Transformational Leadership Factors
Transactional Leadership Factors
Nonleadership Factor
13. Other Transformational Perspectives
Bennis and Nanus
Kouzes and Posner
How Does the Transformational Leadership Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 8.1 The Vision Failed
Case 8.2 An Exploration in Leadership
Case 8.3 Her Vision of a Model Research Center
Leadership Instrument
Sample Items From the Multifactor Leadership Questionnaire
(MLQ)
Form 5X-Short
12
Summary
References
9. Authentic Leadership
Description
Authentic Leadership Defined
Approaches to Authentic Leadership
Practical Approach
Theoretical Approach
How Does Authentic Leadership Work?
14. Strengths
Criticisms
Application
Case Studies
Case 9.1 Am I Really a Leader?
Case 9.2 A Leader Under Fire
Case 9.3 The Reluctant First Lady
Leadership Instrument
Authentic Leadership Self-Assessment Questionnaire
Summary
References
10. Servant Leadership
Description
Servant Leadership Defined
Historical Basis of Servant Leadership
Ten Characteristics of a Servant Leader
Building a Theory About Servant Leadership
Model of Servant Leadership
Antecedent Conditions
Servant Leader Behaviors
Outcomes
Summary of the Model of Servant Leadership
How Does Servant Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 10.1 Everyone Loves Mrs. Noble
15. Case 10.2 Doctor to the Poor
Case 10.3 Servant Leadership Takes Flight
Leadership Instrument
Servant Leadership Questionnaire
Summary
13
References
11. Adaptive Leadership
Description
Adaptive Leadership Defined
A Model of Adaptive Leadership
Situational Challenges
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Leader Behaviors
Adaptive Work
How Does Adaptive Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 11.1 Silence, Stigma, and Mental Illness
Case 11.2 Taming Bacchus
Case 11.3 Redskins No More
16. Leadership Instrument
Adaptive Leadership Questionnaire
Summary
References
12. Followership
Description
Followership Defined
Role-Based and Relational-Based Perspectives
Typologies of Followership
The Zaleznik Typology
The Kelley Typology
The Chaleff Typology
The Kellerman Typology
Theoretical Approaches to Followership
Reversing the Lens
The Leadership Co-Created Process
New Perspectives on Followership
Perspective 1: Followers Get the Job Done
Perspective 2: Followers Work in the Best Interest of the
Organization’s Mission
Perspective 3: Followers Challenge Leaders
Perspective 4: Followers Support the Leader
Perspective 5: Followers Learn From Leaders
14
Followership and Destructive Leaders
1. Our Need for Reassuring Authority Figures
17. 2. Our Need for Security and Certainty
3. Our Need to Feel Chosen or Special
4. Our Need for Membership in the Human Community
5. Our Fear of Ostracism, Isolation, and Social Death
6. Our Fear of Powerlessness to Challenge a Bad Leader
How Does Followership Work?
Strengths
Criticisms
Application
Case Studies
Case 12.1 Bluebird Care
Case 12.2 Olympic Rowers
Case 12.3 Penn State Sexual Abuse Scandal
Leadership Instrument
Followership Questionnaire
Summary
References
13. Leadership Ethics
Description
Ethics Defined
Level 1. Preconventional Morality
Level 2. Conventional Morality
Level 3. Postconventional Morality
Ethical Theories
Centrality of Ethics to Leadership
Heifetz’s Perspective on Ethical Leadership
Burns’s Perspective on Ethical Leadership
The Dark Side of Leadership
Principles of Ethical Leadership
18. Ethical Leaders Respect Others
Ethical Leaders Serve Others
Ethical Leaders Are Just
Ethical Leaders Are Honest
Ethical Leaders Build Community
Strengths
Criticisms
Application
Case Studies
Case 13.1 Choosing a Research Assistant
Case 13.2 How Safe Is Safe?
15
Case 13.3 Reexamining a Proposal
Leadership Instrument
Ethical Leadership Style Questionnaire (Short Form)
Summary
References
14. Team Leadership
Description
Team Leadership Model
Team Effectiveness
Leadership Decisions
Leadership Actions
How Does the Team Leadership Model Work?
Strengths
19. Criticisms
Application
Case Studies
Case 14.1 Can This Virtual Team Work?
Case 14.2 Team Crisis Within the Gates
Case 14.3 Starts With a Bang, Ends With a Whimper
Leadership Instrument
Team Excellence and Collaborative Team Leader Questionnaire
Summary
References
15. Gender and Leadership
Description
The Glass Ceiling Turned Labyrinth
Evidence of the Leadership Labyrinth
Understanding the Labyrinth
Gender Differences in Leadership Styles and Effectiveness
Navigating the Labyrinth
Strengths
Criticisms
Application
Case Studies
Case 15.1 The “Glass Ceiling”
Case 15.2 Lack of Inclusion and Credibility
Case 15.3 Pregnancy as a Barrier to Job Status
Leadership Instrument
The Gender–Leader Implicit Association Test
20. Summary
References
16. Culture and Leadership
16
Description
Culture Defined
Related Concepts
Ethnocentrism
Prejudice
Dimensions of Culture
Uncertainty Avoidance
Power Distance
Institutional Collectivism
In-Group Collectivism
Gender Egalitarianism
Assertiveness
Future Orientation
Performance Orientation
Humane Orientation
Clusters of World Cultures
Characteristics of Clusters
Anglo
Confucian Asia
Eastern Europe
Germanic Europe
Latin America
Latin Europe
21. Middle East
Nordic Europe
Southern Asia
Sub-Saharan Africa
Leadership Behavior and Culture Clusters
Eastern Europe Leadership Profile
Latin America Leadership Profile
Latin Europe Leadership Profile
Confucian Asia Leadership Profile
Nordic Europe Leadership Profile
Anglo Leadership Profile
Sub-Saharan Africa Leadership Profile
Southern Asia Leadership Profile
Germanic Europe Leadership Profile
Middle East Leadership Profile
Universally Desirable and Undesirable Leadership Attributes
Strengths
Criticisms
Application
17
Case Studies
Case 16.1 A Challenging Workplace
Case 16.2 A Special Kind of Financing
Case 16.3 Whose Latino Center Is It?
Leadership Instrument
Dimensions of Culture Questionnaire
Summary
References
22. Author Index
Subject Index
18
Preface
This eighth edition of Leadership: Theory and Practice is
written with the objective of
bridging the gap between the often-simplistic popular
approaches to leadership and the
more abstract theoretical approaches. Like the previous
editions, this edition reviews and
analyzes a selected number of leadership theories, giving
special attention to how each
theoretical approach can be applied in real-world organizations.
In essence, my purpose is
to explore how leadership theory can inform and direct the way
leadership is practiced.
19
New to This Edition
First and foremost, this edition includes a new chapter on
followership, which examines the
nature of followership, its underpinnings, and how it works. The
chapter presents a
definition, a model, and the latest research and applications of
this emerging approach to
leadership. It also examines the relationship between
23. followership and destructive, or toxic,
leadership. In addition, the strengths and weaknesses of
followership are examined, and a
questionnaire to help readers assess their own follower style is
provided. Three case studies
illustrating followership, including one that addresses the Penn
State sexual abuse scandal
and another that looks at the 1936 U.S. Olympic rowing team,
are presented at the end of
the chapter.
In addition to the discussion of destructive leadership in
Chapter 12, this edition includes
an expanded discussion of the dark side of leadership and
psuedotransformational
leadership and the negative uses and abuses of leadership in
several of the chapters. Readers
will also find that the ethics chapter features a new self-
assessment instrument, the Ethical
Leadership Style Questionnaire (ELSQ), which assesses a
leader’s style of ethical leadership
and will help leaders understand their decision-making
preferences when confronting
ethical dilemmas.
This edition retains many special features from previous
editions but has been updated to
include new research findings, figures and tables, and everyday
applications for many
leadership topics including leader–member exchange theory,
transformational and
authentic leadership, team leadership, the labyrinth of women’s
leadership, and historical
definitions of leadership. The format of this edition parallels the
format used in earlier
editions. As with previous editions, the overall goal of
24. Leadership: Theory and Practice is to
advance our understanding of the many different approaches to
leadership and ways to
practice it more effectively.
20
Special Features
Although this text presents and analyzes a wide range of
leadership research, every attempt
has been made to present the material in a clear, concise, and
interesting manner. Reviewers
of the book have consistently commented that clarity is one of
its major strengths. In
addition to the writing style, several other features of the book
help make it user-friendly.
Each chapter follows the same format: It is structured to include
first theory and then
practice.
Every chapter contains a discussion of the strengths and
criticisms of the approach
under consideration, and assists the reader in determining the
relative merits of each
approach.
Each chapter includes an application section that discusses the
practical aspects of the
approach and how it could be used in today’s organizational
settings.
Three case studies are provided in each chapter to il lustrate
common leadership issues
and dilemmas. Thought-provoking questions follow each case
study, helping readers
25. to interpret the case.
A questionnaire is provided in each of the chapters to help the
reader apply the
approach to his or her own leadership style or setting.
Figures and tables illustrate the content of the theory and make
the ideas more
meaningful.
Through these special features, every effort has been made to
make this text substantive,
understandable, and practical.
21
Audience
This book provides both an in-depth presentation of leadership
theory and a discussion of
how it applies to real-life situations. Thus, it is intended for
undergraduate and graduate
classes in management, leadership studies, business, educational
leadership, public
administration, nursing and allied health, social work, criminal
justice, industrial and
organizational psychology, communication, religion,
agricultural education, political and
military science, and training and development. It is particularly
well suited as a
supplementary text for core organizational behavior courses or
as an overview text within
MBA curricula. This book would also be useful as a text in
student activities, continuing
education, in-service training, and other leadership-development
programs.
26. 22
Digital Resources
23
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Interactive eBook
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30. 26
Acknowledgments
Many people directly or indirectly contributed to the
development of the eighth edition of
Leadership: Theory and Practice. First, I would like to
acknowledge my editor, Maggie
Stanley, and her talented team at SAGE Publications (Lauren
Holmes and Alissa Nance),
who have contributed in so many different ways to the quality
and success of this book. For
their very capable work during the production phase, I w ould
like to thank the copy editor,
Melinda Masson, and the project editor, Bennie Clark Allen. In
her own unique way, each
of these people made valuable contributions to the eighth
edition.
I would like to thank the following reviewers for their valuable
contributions to the
development of this manuscript:
Sandra Arumugam-Osburn, St. Louis Community College-Forest
Park
Rob Elkington, University of Ontario Institute of Technology
Abimbola Farinde, Columbia Southern University
Belinda S. Han, Utah Valley University
Deborah A. Johnson-Blake, Liberty University
Benjamin Kutsyuruba, Queen’s University
Chenwei Liao, Michigan State University
Heather J. Mashburn, Appalachian State University
Comfort Okpala, North Carolina A&T State University
Ric Rohm, Southeastern University
31. Patricia Dillon Sobczak, Virginia Commonwealth University
Victor S. Sohmen, Drexel University
Brigitte Steinheider, University of Oklahoma-Tulsa
Robert Waris, University of Missouri–Kansas City
Sandi Zeljko, Lake-Sumter State College
Mary Zonsius, Rush University
I would like to thank the following reviewers for their valuable
contributions to the
development of the seventh edition manuscript:
Hamid Akbari, Winona State University
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Julie Bjorkman, Benedictine University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
27
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
Denise Danna, LSUHSC School of Nursing
S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
Brad Gatlin, John Brown University
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Decker B. Hains, Western Michigan University
32. Amanda Hasty, University of Colorado–Denver
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
Jeanea M. Lambeth, Pittsburg State University
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona State University–Tempe
Keeok Park, University of La Verne
Richard Parkman, University of Plymouth
Lori M. Pindar, Clemson University
Chaminda S. Prelis, University of Dubuque
Casey Rae, George Fox University
Noel Ronan, Waterford Institute of Technology
Louis Rubino, California State University, Northridge
Shadia Sachedina, Baruch College (School of Public Affairs )
Harriet L. Schwartz, Carlow University
Kelli K. Smith, University of Nebraska-Lincoln
David Swenson, The College of St. Scholastica
Danny L. Talbot, Washington State University
Robert L. Taylor, University of Louisville
Precious Taylor-Clifton, Cambridge College
John Tummons, University of Missouri
Kristi Tyran, Western Washington University
Tamara Von George, Granite State College
Natalie Walker, Seminole State College
William Welch, Bowie State University
28
David E. Williams, Texas Tech University
33. Tony Wohlers, Cameron University
Sharon A. Wulf, Worcester Polytechnic Institute School of
Business
Alec Zama, Grand View University
Xia Zhao, California State University, Dominguez Hills
In addition, I would like to thank, for their exceptional work on
the leadership profile tool
and the ancillaries, Isolde Anderson (Hope College), John Baker
(Western Kentucky
University), Kari Keating (University of Illinois at Urbana-
Champaign), Kathryn Woods
(Austin Peay State University), Eric Buschlen (Central
Michigan University), Lou Sabina
(Stetson University), and Neda Dallal.
A very special acknowledgment goes to Laurel Northouse for
her insightful critiques and
ongoing support. In addition, I am especially grateful to Marie
Lee for her exceptional
editing and guidance throughout this project. For his review of
and comments on the
followership chapter, I am indebted to Ronald Riggio
(Claremont McKenna University). I
would like to thank Sarah Chace (Marian University) for her
contributions to the adaptive
leadership chapter, Leah Omilion-Hodges (Western Michigan
University) for her
contributions to the leader–member exchange chapter, Isolde
Anderson (Hope College) for
her comprehensive literature reviews, Robin Curtiss for her
contributions to a case study on
followership, and Rudy Leon for her editorial assistance.
Finally, I would like to thank the many undergraduate and
graduate students whom I have
34. taught through the years. Their ongoing feedback has helped
clarify my thinking about
leadership and encouraged me to make plain the practical
implications of leadership
theories.
29
About the Author
Peter G. Northouse, PhD,
is Professor Emeritus of Communication in the School of
Communication at
Western Michigan University. Leadership: Theory and Practice
is the best-selling
academic textbook on leadership in the world and has been
translated into 13
languages. In addition to authoring publications in professional
journals, he is the
author of Introduction to Leadership: Concepts and Practice
(now in its fourth edition)
and co-author of Leadership Case Studies in Education (now in
its second edition) and
Health Communication: Strategies for Health Professionals
(now in its third edition).
His scholarly and curricular interests include models of
leadership, leadership
assessment, ethical leadership, and leadership and group
dynamics. For more than 30
years, he has taught undergraduate and graduate courses in
leadership, interpersonal
communication, and organizational communication on both the
undergraduate and
graduate levels. Currently, he is a consultant and lecturer on
35. trends in leadership
research, leadership development, and leadership education. He
holds a doctorate in
speech communication from the University of Denver, and
master’s and bachelor’s
degrees in communication education from Michigan State
University.
30
About the Contributors
Crystal L. Hoyt
completed her doctorate in social psychology at the University
of California, Santa
Barbara, and is a professor of leadership studies and psychology
at the University of
Richmond. Her primary research interests include female and
minority leaders,
stereotyping and discrimination, stigma, and cognitive biases.
In her primary area of
research, she explores the role of beliefs, such as self-efficacy,
implicit theories, and
political ideologies, in the experiences and perceptions of
women and minorities in
leadership or STEM (science, technology, engineering, and
mathematics) fields, or of
those who are overweight. In a more applied fashion, she
examines factors, such as
role models, that may buffer individuals from the deleterious
effects of stereotypes
and discrimination. Her research appears in journals such as
Psychological Science,
Journal of Experimental and Social Psychology, Personality and
36. Social Psychology
Bulletin, and The Leadership Quarterly. She has published over
50 journal articles and
book chapters, and she has co-edited three books.
Susan E. Kogler Hill
(PhD, University of Denver, 1974) is Professor Emeritus and
former chair of the
School of Communication at Cleveland State University. Her
research and
consulting have been in the areas of interpersonal and
organizational communication.
She specializes in group leadership, teamwork, empowerment,
and mentoring. She is
author of a text titled Improving Interpersonal Competence. In
addition, she has
written book chapters and published articles in many
professional journals.
Stefanie Simon
is an assistant professor in the Department of Psychology at
Siena College. She
earned her PhD in social psychology from Tulane University
and was the Robert A.
Oden Jr. Postdoctoral Fellow for Innovation in the Liberal Arts
at Carleton College
before joining the faculty at Siena. Her research centers on the
psychology of
diversity, with a focus on prejudice, discrimination, and
leadership. In her work, she
focuses on the perspective of the target of prejudice and
discrimination, as well as the
perspective of the perpetrator of prejudice and discrimination.
She is particularly
interested in how leaders of diverse groups can promote positive
intergroup relations
37. and reduce inequality in society.
31
1 Introduction
Leadership is a highly sought-after and highly valued
commodity. In the 20 years since the
first edition of this book was published, the public has become
increasingly captivated by
the idea of leadership. People continue to ask themselves and
others what makes good
leaders. As individuals, they seek more information on how to
become effective leaders. As
a result, bookstore shelves are filled with popular books about
leaders and advice on how to
be a leader. Many people believe that leadership is a way to
improve their personal, social,
and professional lives. Corporations seek those with leadership
ability because they believe
they bring special assets to their organizations and, ultimately,
improve the bottom line.
Academic institutions throughout the country have responded by
providing programs in
leadership studies.
In addition, leadership has gained the attention of researchers
worldwide. Leadership
research is increasing dramatically, and findings underscore that
there is a wide variety of
different theoretical approaches to explain the complexities of
the leadership process (e.g.,
Bass, 2008; Bryman, 1992; Bryman, Collinson, Grint, Jackson,
& Uhl-Bien, 2011; Day &
38. Antonakis, 2012; Dinh et al., 2014; Gardner, 1990; Hickman,
2016; Mumford, 2006;
Rost, 1991). Some researchers conceptualize leadership as a
trait or as a behavior, whereas
others view leadership from an information-processing
perspective or relational standpoint.
Leadership has been studied using both qualitative and
quantitative methods in many
contexts, including small groups, therapeutic groups, and large
organizations. Collectively,
the research findings on leadership from all of these areas
provide a picture of a process that
is far more sophisticated and complex than the often-simplistic
view presented in some of
the popular books on leadership.
This book treats leadership as a complex process having
multiple dimensions. Based on the
research literature, this text provides an in-depth description
and application of many
different approaches to leadership. Our emphasis is on how
theory can inform the practice
of leadership. In this book, we describe each theory and then
explain how the theory can be
used in real situations.
32
Leadership Defined
There are many ways to finish the sentence “Leadership is . . .”
In fact, as Stogdill (1974, p.
7) pointed out in a review of leadership research, there are
almost as many different
39. definitions of leadership as there are people who have tried to
define it. It is much like the
words democracy, love, and peace. Although each of us
intuitively knows what we mean by
such words, the words can have different meanings for different
people. As Box 1.1 shows,
scholars and practitioners have attempted to define leadership
for more than a century
without universal consensus.
Box 1.1 The Evolution of Leadership Definitions
While many have a gut-level grasp of what leadership is,
putting a definition to the term has proved to be a
challenging endeavor for scholars and practitioners alike. More
than a century has lapsed since leadership
became a topic of academic introspection, and definitions have
evolved continuously during that period.
These definitions have been influenced by many factors from
world affairs and politics to the perspectives of
the discipline in which the topic is being studied. In a seminal
work, Rost (1991) analyzed materials written
from 1900 to 1990, finding more than 200 different definitions
for leadership. His analysis provides a
succinct history of how leadership has been defined through the
last century:
33
1900–1929
Definitions of leadership appearing in the first three decades of
the 20th century emphasized control and
centralization of power with a common theme of domination.
For example, at a conference on leadership in
40. 1927, leadership was defined as “the ability to impress the will
of the leader on those led and induce
obedience, respect, loyalty, and cooperation” (Moore, 1927, p.
124).
34
1930s
In the 1930s, traits became the focus of defining leadership,
with an emerging view of leadership as
influence rather than domination. Leadership was also identified
as the interaction of an individual’s specific
personality traits with those of a group; it was noted that while
the attitudes and activities of the many may
be changed by the one, the many may also influence a leader.
35
1940s
The group approach came into the forefront in the 1940s with
leadership being defined as the behavior of
an individual while involved in directing group activities
(Hemphill, 1949). At the same time, leadership by
persuasion was distinguished from “drivership” or leadership by
coercion (Copeland, 1942).
36
1950s
Three themes dominated leadership definitions during the
41. 1950s:
continuance of group theory, which framed leadership as what
leaders do in groups;
leadership as a relationship that develops shared goals, which
defined leadership based on
behavior of the leader; and
effectiveness, in which leadership was defined by the ability to
influence overall group effectiveness.
37
1960s
Although a tumultuous time for world affairs, the 1960s saw
harmony amongst leadership scholars. The
prevailing definition of leadership as behavior that influences
people toward shared goals was underscored by
Seeman (1960), who described leadership as “acts by persons
which influence other persons in a shared
direction” (p. 53).
38
1970s
In the 1970s, the group focus gave way to the organizational
behavior approach, where leadership became
viewed as “initiating and maintaining groups or organizations to
accomplish group or organizational goals”
(Rost, 1991, p. 59). Burns’s (1978) definition, however, was the
most important concept of leadership to
emerge: “Leadership is the reciprocal process of mobilizing by
persons with certain motives and values,
42. various economic, political, and other resources, in a context of
competition and conflict, in order to realize
goals independently or mutually held by both leaders and
followers” (p. 425).
39
1980s
The 1980s exploded with scholarly and popular works on the
nature of leadership, bringing the topic to the
apex of the academic and public consciousness. As a result, the
number of definitions for leadership became
a prolific stew with several persevering themes:
Do as the leader wishes. Leadership definitions still
predominantly delivered the message that
leadership is getting followers to do what the leader wants done.
Influence. Probably the most often used word in leadership
definitions of the 1980s, influence was
examined from every angle. In an effort to distinguish
leadership from management, however,
scholars insisted that leadership is noncoercive influence.
Traits. Spurred by the national best seller In Search of
Excellence (Peters & Waterman, 1982), the
leadership-as-excellence movement brought leader traits back to
the spotlight. As a result, many
people’s understanding of leadership is based on a trait
orientation.
Transformation. Burns (1978) is credited for initiating a
movement defining leadership as a
transformational process, stating that leadership occurs “when
one or more persons engage with
others in such a way that leaders and followers raise one
another to higher levels of motivation and
43. morality” (p. 83).
40
From the 1990s Into the 21st Century
Debate continues as to whether leadership and management are
separate processes, but emerging research
emphasizes the process of leadership, whereby an individual
influences a group of individuals to achieve a
common goal, rather than developing new ways of defining
leadership. Among these emerging leadership
approaches are
authentic leadership, in which the authenticity of leaders and
their leadership is emphasized;
spiritual leadership, which focuses on leadership that utilizes
values and sense of calling and
membership to motivate followers;
servant leadership, which puts the leader in the role of servant,
who utilizes “caring principles” to
focus on followers’ needs to help these followers become more
autonomous, knowledgeable, and
like servants themselves;
adaptive leadership, in which leaders encourage followers to
adapt by confronting and solving
problems, challenges, and changes;
followership, which puts a spotlight on followers and the rol e
followers play in the leadership
process; and
discursive leadership, which posits that leadership is created not
so much through leader traits,
skills, and behaviors, but through communication practices that
are negotiated between leader and
follower (Aritz, Walker, Cardon, & Zhang, 2017; Fairhurst,
44. 2007).
After decades of dissonance, leadership scholars agree on one
thing: They can’t come up with a common
definition for leadership. Because of such factors as growing
global influences and generational differences,
leadership will continue to have different meanings for different
people. The bottom line is that leadership
is a complex concept for which a determined definition may
long be in flux.
Source: Adapted from Leadership for the Twenty-First Century,
by J. C. Rost, 1991, New York, NY: Praeger.
41
Ways of Conceptualizing Leadership
In the past 60 years, as many as 65 different classification
systems have been developed to
define the dimensions of leadership (Fleishman et al., 1991).
One such classification
system, directly related to our discussion, is the scheme
proposed by Bass (2008, pp. 11–
20). He suggested that some definitions view leadership as the
focus of group processes. From
this perspective, the leader is at the center of group change and
activity and embodies the
will of the group. Another set of definitions conceptualizes
leadership from a personality
perspective, which suggests that leadership is a combination of
special traits or characteristics
that some individuals possess. These traits enable those
individuals to induce others to
45. accomplish tasks. Other approaches to leadership define it as an
act or a behavior—the
things leaders do to bring about change in a group.
In addition, some define leadership in terms of the power
relationship that exists between
leaders and followers. From this viewpoint, leaders have power
that they wield to effect
change in others. Others view leadership as a transformational
process that moves followers
to accomplish more than is usually expected of them. Finally,
some scholars address
leadership from a skills perspective. This viewpoint stresses the
capabilities (knowledge and
skills) that make effective leadership possible.
42
Definition and Components
Despite the multitude of ways in which leadership has been
conceptualized, the following
components can be identified as central to the phenomenon: (a)
Leadership is a process, (b)
leadership involves influence, (c) leadership occurs in groups,
and (d) leadership involves
common goals. Based on these components, the following
definition of leadership is used
in this text:
Leadership is a process whereby an individual influences a
group of individuals to achieve a common goal.
Defining leadership as a process means that it is not a trait or
46. characteristic that resides in
the leader, but rather a transactional event that occurs between
the leader and the followers.
Process implies that a leader affects and is affected by
followers. It emphasizes that leadership
is not a linear, one-way event, but rather an interactive event.
When leadership is defined in
this manner, it becomes available to everyone. It is not
restricted to the formally designated
leader in a group.
Leadership involves influence. It is concerned with how the
leader affects followers and the
communication that occurs between leaders and followers
(Ruben & Gigliotti, 2017).
Influence is the sine qua non of leadership. Without influence,
leadership does not exist.
Leadership occurs in groups. Groups are the context in which
leadership takes place.
Leadership involves influencing a group of individuals who
have a common purpose. This
can be a small task group, a community group, or a large group
encompassing an entire
organization. Leadership is about one individual influencing a
group of others to
accomplish common goals. Others (a group) are required for
leadership to occur.
Leadership training programs that teach people to lead
themselves are not considered a part
of leadership within the definition that is set forth in this
discussion.
Leadership includes attention to common goals. Leaders direct
their energies toward
individuals who are trying to achieve something together. By
47. common, we mean that the
leaders and followers have a mutual purpose. Attention to
common goals gives leadership
an ethical overtone because it stresses the need for leaders to
work with followers to achieve
selected goals. Stressing mutuality lessens the possibility that
leaders might act toward
followers in ways that are forced or unethical. It also increases
the possibility that leaders
and followers will work together toward a common good (Rost,
1991).
Throughout this text, the people who engage in leadership will
be called leaders, and those
toward whom leadership is directed will be called followers.
Both leaders and followers are
involved together in the leadership process. Leaders need
followers, and followers need
leaders (Burns, 1978; Heller & Van Til, 1983; Hollander, 1992;
Jago, 1982). An extended
discussion of followership is provided in Chapter 12. Although
leaders and followers are
43
closely linked, it is the leader who often initiates the
relationship, creates the
communication linkages, and carries the burden for maintaining
the relationship.
In our discussion of leaders and followers, attention will be
directed toward follower issues
as well as leader issues. Leaders have an ethical responsibility
to attend to the needs and
48. concerns of followers. As Burns (1978) pointed out, discussions
of leadership sometimes are
viewed as elitist because of the implied power and importance
often ascribed to leaders in
the leader–follower relationship. Leaders are not above or better
than followers. Leaders and
followers must be understood in relation to each other
(Hollander, 1992) and collectively
(Burns, 1978). They are in the leadership relationship
together—and are two sides of the
same coin (Rost, 1991).
44
Leadership Described
In addition to definitional issues, it is important to discuss
several other questions
pertaining to the nature of leadership. In the following section,
we will address questions
such as how leadership as a trait differs from leadership as a
process; how appointed
leadership differs from emergent leadership; and how the
concepts of power, coercion, and
management differ from leadership.
Figure 1.1 The Different Views of Leadership
Source: Adapted from A Force for Change: How Leadership
Differs From
Management (pp. 3–8), by J. P. Kotter, 1990, New York, NY:
Free Press.
45
49. Trait Versus Process Leadership
We have all heard statements such as “He is born to be a leader”
or “She is a natural
leader.” These statements are commonly expressed by people
who take a trait perspective
toward leadership. The trait perspective suggests that certain
individuals have special innate
or inborn characteristics or qualities that make them leaders,
and that it is these qualities
that differentiate them from nonleaders. Some of the personal
qualities used to identify
leaders include unique physical factors (e.g., height),
personality features (e.g.,
extraversion), and other characteristics (e.g., intelligence and
fluency; Bryman, 1992). In
Chapter 2, we will discuss a large body of research that has
examined these personal
qualities.
To describe leadership as a trait is quite different from
describing it as a process (Figure
1.1). The trait viewpoint conceptualizes leadership as a property
or set of properties
possessed in varying degrees by different people (Jago, 1982).
This suggests that it resides in
select people and restricts leadership to those who are believed
to have special, usually
inborn, talents.
The process viewpoint suggests that leadership is a phenomenon
that resides in the context
of the interactions between leaders and followers and makes
50. leadership available to
everyone. As a process, leadership can be observed in leader
behaviors (Jago, 1982), and can
be learned. The process definition of leadership is consistent
with the definition of
leadership that we have set forth in this chapter.
46
Assigned Versus Emergent Leadership
Some people are leaders because of their formal position in an
organization, whereas others
are leaders because of the way other group members respond to
them. These two common
forms of leadership are called assigned leadership and emergent
leadership. Leadership that is
based on occupying a position in an organization is assigned
leadership. Team leaders, plant
managers, department heads, directors, and administrators are
all examples of assigned
leaders.
Yet the person assigned to a leadership position does not always
become the real leader in a
particular setting. When others perceive an individual as the
most influential member of a
group or an organization, regardless of the individual’s title, the
person is exhibiting
emergent leadership. The individual acquires emergent
leadership through other people in
the organization who support and accept that individual’s
behavior. This type of leadership
is not assigned by position; rather, it emerges over a period
51. through communication. Some
of the positive communication behaviors that account for
successful leader emergence
include being verbally involved, being informed, seeking
others’ opinions, initiating new ideas,
and being firm but not rigid (Ellis & Fisher, 1994).
Researchers have found that, in addition to communication
behaviors, personality plays a
role in leadership emergence. For example, Smith and Foti
(1998) found that certain
personality traits were related to leadership emergence in a
sample of 160 male college
students. The individuals who were more dominant, more
intelligent, and more confident
about their own performance (general self-efficacy) were more
likely to be identified as
leaders by other members of their task group. Although it is
uncertain whether these
findings apply to women as well, Smith and Foti suggested that
these three traits could be
used to identify individuals perceived to be emergent leaders.
Leadership emergence may also be affected by gender-biased
perceptions. In a study of 40
mixed-sex college groups, Watson and Hoffman (2004) found
that women who were urged
to persuade their task groups to adopt high-quality decisions
succeeded with the same
frequency as men with identical instructions. Although women
were equally influential
leaders in their groups, they were rated significantly lower than
comparable men were on
leadership. Furthermore, these influential women were also
rated as significantly less likable
than comparably influential men were. These results suggest
52. that there continue to be
barriers to women’s emergence as leaders in some settings.
A unique perspective on leadership emergence is provided by
social identity theory (Hogg,
2001). From this perspective, leadership emergence is the
degree to which a person fits with
the identity of the group as a whole. As groups develop over
time, a group prototype also
develops. Individuals emerge as leaders in the group when they
become most like the group
prototype. Being similar to the prototype makes leaders
attractive to the group and gives
47
them influence with the group.
The leadership approaches we discuss in the subsequent
chapters of this book apply equally
to assigned leadership and emergent leadership. When a person
is engaged in leadership,
that person is a leader, whether leadership was assigned or
emerged. This book focuses on
the leadership process that occurs when any individual is
engaged in influencing other
group members in their efforts to reach a common goal.
48
Leadership and Power
53. The concept of power is related to leadership because it is part
of the influence process.
Power is the capacity or potential to influence. People have
power when they have the
ability to affect others’ beliefs, attitudes, and courses of action.
Judges, doctors, coaches,
and teachers are all examples of people who have the potential
to influence us. When they
do, they are using their power, the resource they draw on to
effect change in us.
Although there are no explicit theories in the research literature
about power and
leadership, power is a concept that people often associate with
leadership. It is common for
people to view leaders (both good and bad) and people in
positions of leadership as
individuals who wield power over others, and as a result, power
is often thought of as
synonymous with leadership. In addition, people are often
intrigued by how leaders use
their power. Understanding how power is used in leadership is
instrumental as well in
understanding the dark side of leadership, where leaders use
their leadership to achieve their
own personal ends and lead in toxic and destructive ways
(Krasikova, Green, & LeBreton,
2013). Studying how famous leaders, such as Hitler or
Alexander the Great, use power to
effect change in others is titillating to many people because it
underscores that power can
indeed effectuate change and maybe if they had power they too
could effectuate change.
In her 2012 book The End of Leadership, Kellerman argues
there has been a shift in
54. leadership power during the last 40 years. Power used to be the
domain of leaders, but that
is diminishing and shifting to followers. Changes in culture
have meant followers demand
more from leaders, and leaders have responded. Access to
technology has empowered
followers, given them access to huge amounts of information,
and made leaders more
transparent. The result is a decline in respect for leaders and
leaders’ legitimate power. In
effect, followers have used information power to level the
playing field. Power is no longer
synonymous with leadership, and in the social contract between
leaders and followers,
leaders wield less power, according to Kellerman. For example,
Posner (2015) examined
volunteer leaders, such as those who sit on boards for nonprofit
organizations, and found
that while these followers did not have positional authority i n
the organization, they were
able to influence leadership. Volunteer leaders engaged more
frequently in leadership
behaviors than did paid leaders.
Table 1.1 Six Bases of Power
Referent
Power
Based on followers’ identification and liking for the leader . A
teacher
who is adored by students has referent power.
Expert
Power
55. Based on followers’ perceptions of the leader’s competence. A
tour
guide who is knowledgeable about a foreign country has expert
49
Power power.
Legitimate
Power
Associated with having status or formal job authority. A judge
who
administers sentences in the courtroom exhibits legitimate
power.
Reward
Power
Derived from having the capacity to provide rewards to others.
A
supervisor who compliments employees who work hard is using
reward power.
Coercive
Power
Derived from having the capacity to penalize or punish others.
A
coach who sits players on the bench for being late to practice is
using
coercive power.
Information
56. Power
Derived from possessing knowledge that others want or need. A
boss
who has information regarding new criteria to decide employee
promotion eligibility has information power.
Source: Adapted from “The Bases of Social Power,” by J. R.
French Jr. and B. Raven, 1962, in D. Cartwright
(Ed.), Group Dynamics: Research and Theory (pp. 259–269),
New York, NY: Harper & Row; and “Social
Influence and Power,” by B. H. Raven, 1965, in I. D. Steiner &
M. Fishbein (Eds.), Current Studies in Social
Psychology (pp. 371–382), New York, NY: Holt, Rinehart, &
Winston.
In college courses today, the most widely cited research on
power is French and Raven’s
(1959) work on the bases of social power. In their work, they
conceptualized power from
the framework of a dyadic relationship that included both the
person influencing and the
person being influenced. French and Raven identified five
common and important bases of
power—referent, expert, legitimate, reward, and coercive—and
Raven (1965) identified a
sixth, information power (Table 1.1). Each of these bases of
power increases a leader’s
capacity to influence the attitudes, values, or behaviors of
others.
In organizations, there are two major kinds of power: position
power and personal power.
Position power is the power a person derives from a particular
office or rank in a formal
organizational system. It is the influence capacity a leader
57. derives from having higher status
than the followers have. Vice presidents and department heads
have more power than staff
personnel do because of the positions they hold in the
organization. Position power
includes legitimate, reward, coercive, and information power
(Table 1.2).
Table 1.2 Types and Bases of
Power
Position Power Personal Power
Legitimate Referent
50
Reward Expert
Coercive
Information
Source: Adapted from A Force for Change: How Leadership
Differs From Management (pp. 3–8), by J. P. Kotter,
1990, New York, NY: Free Press.
Personal power is the influence capacity a leader derives from
being seen by followers as
likable and knowledgeable. When leaders act in ways that ar e
important to followers, it
gives leaders power. For example, some managers have power
because their followers
consider them to be good role models. Others have power
because their followers view
58. them as highly competent or considerate. In both cases, these
managers’ power is ascribed
to them by others, based on how they are seen in their
relationships with others. Personal
power includes referent and expert power (Table 1.2).
In discussions of leadership, it is not unusual for leaders to be
described as wielders of
power, as individuals who dominate others. In these instances,
power is conceptualized as a
tool that leaders use to achieve their own ends. Contrary to this
view of power, Burns
(1978) emphasized power from a relationship standpoint. For
Burns, power is not an entity
that leaders use over others to achieve their own ends; instead,
power occurs in
relationships. It should be used by leaders and followers to
promote their collective goals.
In this text, our discussions of leadership treat power as a
relational concern for both leaders
and followers. We pay attention to how leaders work with
followers to reach common
goals.
51
Leadership and Coercion
Coercive power is one of the specific kinds of power available
to leaders. Coercion involves
the use of force to effect change. To coerce means to influence
others to do something
against their will and may include manipulating penalties and
59. rewards in their work
environment. Coercion often involves the use of threats,
punishment, and negative reward
schedules and is most often seen as a characteristic of the dark
side of leadership. Classic
examples of coercive leaders are Adolf Hitler in Germany, the
Taliban leaders in
Afghanistan, Jim Jones in Guyana, and Philippine president
Rodrigo Duterte, each of
whom used power and restraint to force followers to engage in
extreme behaviors.
It is important to distinguish between coercion and leadership
because it allows us to
separate out from our examples of leadership the behaviors of
individuals such as Hitler, the
Taliban, and Jones. In our discussions of leadership, coercive
people are not used as models
of ideal leadership. Our definition suggests that leadership is
reserved for those who
influence a group of individuals toward a common goal. Leaders
who use coercion are
interested in their own goals and seldom are interested in the
wants and needs of followers.
Using coercion runs counter to working with followers to
achieve a common goal.
52
Leadership and Management
Leadership is a process that is similar to management in many
ways. Leadership involves
influence, as does management. Leadership entails working with
60. people, which
management entails as well. Leadership is concerned with
effective goal accomplishment,
and so is management. In general, many of the functions of
management are activities that
are consistent with the definition of leadership we set forth at
the beginning of this chapter.
But leadership is also different from management. Whereas the
study of leadership can be
traced back to Aristotle, management emerged around the turn
of the 20th century with
the advent of our industrialized society. Management was
created as a way to reduce chaos
in organizations, to make them run more effectively and
efficiently. The primary functions
of management, as first identified by Fayol (1916), were
planning, organizing, staffing, and
controlling. These functions are still representative of the field
of management today.
In a book that compared the functions of management with the
functions of leadership,
Kotter (1990) argued that they are quite dissimilar (Figure 1.2).
The overriding function of
management is to provide order and consistency to
organizations, whereas the primary
function of leadership is to produce change and movement.
Management is about seeking
order and stability; leadership is about seeking adaptive and
constructive change.
As illustrated in Figure 1.2, the major activities of management
are played out differently
than the activities of leadership. Although they are different in
scope, Kotter (1990, pp. 7–
61. 8) contended that both management and leadership are essential
if an organization is to
prosper. For example, if an organization has strong management
without leadership, the
outcome can be stifling and bureaucratic. Conversely, if an
organization has strong
leadership without management, the outcome can be
meaningless or misdirected change for
change’s sake. To be effective, organizations need to nourish
both competent management
and skilled leadership.
Figure 1.2 Functions of Management and Leadership
53
Source: Adapted from A Force for Change: How Leadership
Differs From
Management (pp. 3–8), by J. P. Kotter, 1990, New York, NY:
Free Press.
Many scholars, in addition to Kotter (1990), argue that
leadership and management are
distinct constructs. For example, Bennis and Nanus (2007)
maintained that there is a
significant difference between the two. To manage means to
accomplish activities and
master routines, whereas to lead means to influence others and
create visions for change.
Bennis and Nanus made the distinction very clear in their
frequently quoted sentence,
“Managers are people who do things right and leaders are
people who do the right thing”
(p. 221).
62. Rost (1991) has also been a proponent of distinguishing
between leadership and
management. He contended that leadership is a multidirectional
influence relationship and
management is a unidirectional authority relationship. Whereas
leadership is concerned
with the process of developing mutual purposes, management is
directed toward
coordinating activities in order to get a job done. Leaders and
followers work together to
create real change, whereas managers and subordinates join
forces to sell goods and services
(Rost, 1991, pp. 149–152).
In a recent study, Simonet and Tett (2012) explored how
leadership and management are
best conceptualized by having 43 experts identify the overlap
and differences between
leadership and management in regard to 63 different
competencies. They found a large
number of competencies (22) descriptive of both leadership and
management (e.g.,
productivity, customer focus, professionalism, and goal setting),
but they also found several
54
unique descriptors for each. Specifically, they found leadership
was distinguished by
motivating intrinsically, creative thinking, strategic planning,
tolerance of ambiguity, and
being able to read people, and management was distinguished
by rule orientation, short-
63. term planning, motivating extrinsically, orderliness, safety
concerns, and timeliness.
Approaching the issue from a narrower viewpoint, Zaleznik
(1977) went so far as to argue
that leaders and managers themselves are distinct, and that they
are basically different types
of people. He contended that managers are reactive and prefer
to work with people to solve
problems but do so with low emotional involvement. They act to
limit choices. Zaleznik
suggested that leaders, on the other hand, are emotionally active
and involved. They seek to
shape ideas instead of responding to them and act to expand the
available options to solve
long-standing problems. Leaders change the way people think
about what is possible.
Although there are clear differences between management and
leadership, the two
constructs overlap. When managers are involved in infl uencing
a group to meet its goals,
they are involved in leadership. When leaders are involved in
planning, organizing, staffing,
and controlling, they are involved in management. Both
processes involve influencing a
group of individuals toward goal attainment. For purposes of
our discussion in this book,
we focus on the leadership process. In our examples and case
studies, we treat the roles of
managers and leaders similarly and do not emphasize the
differences between them.
55
64. Plan of the Book
This book is user-friendly. It is based on substantive theories
but is written to emphasize
practice and application. Each chapter in the book follows the
same format. The first
section of each chapter briefly describes the leadership
approach and discusses various
research studies applicable to the approach. The second section
of each chapter evaluates
the approach, highlighting its strengths and criticisms. Special
attention is given to how the
approach contributes or fails to contribute to an overall
understanding of the leadership
process. The next section uses case studies to prompt discussion
of how the approach can
be applied in ongoing organizations. Finally, each chapter
provides a leadership
questionnaire along with a discussion of how the questionnaire
measures the reader’s
leadership style. Each chapter ends with a summary and
references.
56
Summary
Leadership is a topic with universal appeal; in the popular press
and academic research
literature, much has been written about leadership. Despite the
abundance of writing on
the topic, leadership has presented a major challenge to
practitioners and researchers
65. interested in understanding the nature of leadership. It is a
highly valued phenomenon that
is very complex.
Through the years, leadership has been defined and
conceptualized in many ways. The
component common to nearly all classifications is that
leadership is an influence process
that assists groups of individuals toward goal attainment.
Specifically, in this book
leadership is defined as a process whereby an individual
influences a group of individuals to
achieve a common goal.
Because both leaders and followers are part of the leadership
process, it is important to
address issues that confront followers as well as issues that
confront leaders. Leaders and
followers should be understood in relation to each other.
In prior research, many studies have focused on leadership as a
trait. The trait perspective
suggests that certain people in our society have special inborn
qualities that make them
leaders. This view restricts leadership to those who are believed
to have special
characteristics. In contrast, the approach in this text suggests
that leadership is a process
that can be learned, and that it is available to everyone.
Two common forms of leadership are assigned and emergent.
Assigned leadership is based on
a formal title or position in an organization. Emergent
leadership results from what one does
and how one acquires support from followers. Leadership, as a
process, applies to
66. individuals in both assigned roles and emergent roles.
Related to leadership is the concept of power, the potential to
influence. There are two
major kinds of power: position and personal. Position power,
which is much like assigned
leadership, is the power an individual derives from having a
title in a formal organizational
system. It includes legitimate, reward, information, and
coercive power. Personal power
comes from followers and includes referent and expert power.
Followers give it to leaders
because followers believe leaders have something of value.
Treating power as a shared
resource is important because it de-emphasizes the idea that
leaders are power wielders.
While coercion has been a common power brought to bear by
many individuals in charge,
it should not be viewed as ideal leadership. Our definition of
leadership stresses using
influence to bring individuals toward a common goal, while
coercion involves the use of
threats and punishment to induce change in followers for the
sake of the leaders. Coercion
runs counter to leadership because it does not treat leadership as
a process that emphasizes
57
working with followers to achieve shared objectives.
Leadership and management are different concepts that overlap.
They are different in that
67. management traditionally focuses on the activities of planning,
organizing, staffing, and
controlling, whereas leadership emphasizes the general
influence process. According to
some researchers, management is concerned with creating order
and stability, whereas
leadership is about adaptation and constructive change. Other
researchers go so far as to
argue that managers and leaders are different types of people,
with managers being more
reactive and less emotionally involved and leaders being more
proactive and more
emotionally involved. The overlap between leadership and
management is centered on how
both involve influencing a group of individuals in goal
attainment.
In this book, we discuss leadership as a complex process. Based
on the research literature,
we describe selected approaches to leadership and assess how
they can be used to improve
leadership in real situations.
Sharpen your skills with SAGE edge at
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58
http://edge.sagepub.com/northouse8e
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62
2 Trait Approach
63
73. Description
Of interest to scholars throughout the 20th century, the trait
approach was one of the first
systematic attempts to study leadership. In the early 20th
century, leadership traits were
studied to determine what made certain people great leaders.
The theories that were
developed were called “great man” theories because they
focused on identifying the innate
qualities and characteristics possessed by great social, poli tical,
and military leaders (e.g.,
Catherine the Great, Mohandas Gandhi, Indira Gandhi, Abraham
Lincoln, Joan of Arc,
and Napoleon Bonaparte). It was believed that people were born
with these traits, and that
only the “great” people possessed them. During this time,
research concentrated on
determining the specific traits that clearly differentiated leaders
from followers (Bass, 2008;
Jago, 1982).
In the mid-20th century, the trait approach was challenged by
research that questioned the
universality of leadership traits. In a major review, Stogdill
(1948) suggested that no
consistent set of traits differentiated leaders from nonleaders
across a variety of situations.
An individual with leadership traits who was a leader in one
situation might not be a leader
in another situation. Rather than being a quality that individuals
possess, leadership was
reconceptualized as a relationship between people in a social
situation. Personal factors
74. related to leadership continued to be important, but researchers
contended that these
factors were to be considered as relative to the requirements of
the situation.
The trait approach has generated much interest among
researchers for its explanation of
how traits influence leadership (Bryman, 1992). For example,
Kirkpatrick and Locke
(1991) went so far as to claim that effective leaders are actually
distinct types of people.
Lord, DeVader, and Alliger (1986) found that traits were
strongly associated with
individuals’ perceptions of leadership. More recently, Dinh and
Lord (2012) examined the
relationship between leadership effectiveness and followers’
perception of leadership traits.
The trait approach has earned new interest through the current
emphasis given by many
researchers to visionary and charismatic leadership (see Bass,
2008; Bennis & Nanus, 2007;
Jacquart & Antonakis, 2015; Nadler & Tushman, 2012; Zaccaro,
2007; Zaleznik, 1977).
Charismatic leadership catapulted to the forefront of public
attention with the 2008
election of the United States’ first African American president,
Barack Obama, who is
perceived by many to be charismatic, among many other
attributes. In a study to determine
what distinguishes charismatic leaders from others, Jung and
Sosik (2006) found that
charismatic leaders consistently possess traits of self-
monitoring, engagement in impression
management, motivation to attain social power, and motivation
to attain self-actualization.
75. In short, the trait approach is alive and well. It began with an
emphasis on identifying the
qualities of great persons, shifted to include the impact of
situations on leadership, and,
currently, has shifted back to reemphasize the critical role of
traits in effective leadership.
64
Although the research on traits spanned the entire 20th century,
a good overview of this
approach is found in two surveys completed by Stogdill (1948,
1974). In his first survey,
Stogdill analyzed and synthesized more than 124 trait studies
conducted between 1904 and
1947. In his second study, he analyzed another 163 studies
completed between 1948 and
1970. By taking a closer look at each of these reviews, we can
obtain a clearer picture of
how individuals’ traits contribute to the leadership process.
Stogdill’s first survey identified a group of important leadership
traits that were related to
how individuals in various groups became leaders. His results
showed that an average
individual in a leadership role is different from an average
group member with regard to the
following eight traits: intelligence, alertness, insight,
responsibility, initiative, persistence,
self-confidence, and sociability.
The findings of Stogdill’s first survey also indicated that an
individual does not become a
leader solely because that individual possesses certain traits.
76. Rather, the traits that leaders
possess must be relevant to situations in which the leader is
functioning. As stated earlier,
leaders in one situation may not necessarily be leaders in
another situation. Findings
showed that leadership was not a passive state but resulted from
a working relationship
between the leader and other group members. This research
marked the beginning of a new
approach to leadership research that focused on leadership
behaviors and leadership
situations.
Stogdill’s second survey, published in 1974, analyzed 163 new
studies and compared the
findings of these studies to the findings he had reported in his
first survey. The second
survey was more balanced in its description of the role of traits
and leadership. Whereas the
first survey implied that leadership is determined principally by
situational factors and not
traits, the second survey argued more moderately that both traits
and situational factors
were determinants of leadership. In essence, the second survey
validated the original trait
idea that a leader’s characteristics are indeed a part of
leadership.
Similar to the first survey, Stogdill’s second survey identified
traits that were positively
associated with leadership. The list included the following 10
characteristics:
1. drive for responsibility and task completion;
2. vigor and persistence in pursuit of goals;
3. risk taking and originality in problem solving;
77. 4. drive to exercise initiative in social situations;
5. self-confidence and sense of personal identity;
6. willingness to accept consequences of decision and action;
7. readiness to absorb interpersonal stress;
8. willingness to tolerate frustration and delay;
9. ability to influence other people’s behavior; and
10. capacity to structure social interaction systems to the
purpose at hand.
65
Mann (1959) conducted a similar study that examined more than
1,400 findings regarding
traits and leadership in small groups, but he placed less
emphasis on how situational factors
influenced leadership. Although tentative in his conclusions,
Mann suggested that certain
traits could be used to distinguish leaders from nonleaders. His
results identified leaders as
strong in the following six traits: intelligence, masculinity,
adjustment, dominance,
extraversion, and conservatism.
Lord et al. (1986) reassessed Mann’s (1959) findings using a
more sophisticated procedure
called meta-analysis. Lord et al. found that intelligence,
masculinity, and dominance were
significantly related to how individuals perceived leaders. From
their findings, the authors
argued strongly that traits could be used to make
discriminations consistently across
situations between leaders and nonleaders.
78. Both of these studies were conducted during periods in
American history where male
leadership was prevalent in most aspects of business and
society. In Chapter 15, we explore
more contemporary research regarding the role of gender in
leadership, and we look at
whether traits such as masculinity and dominance still bear out
as important factors in
distinguishing between leaders and nonleaders.
Yet another review argues for the importance of leadership
traits: Kirkpatrick and Locke
(1991, p. 59) contended that “it is unequivocally clear that
leaders are not like other
people.” From a qualitative synthesis of earlier research,
Kirkpatrick and Locke postulated
that leaders differ from nonleaders on six traits: drive,
motivation, integrity, confidence,
cognitive ability, and task knowledge. According to these
writers, individuals can be born
with these traits, they can learn them, or both. It is these six
traits that make up the “right
stuff” for leaders. Kirkpatrick and Locke asserted that
leadership traits make some people
different from others, and this difference should be recognized
as an important part of the
leadership process.
Table 2.1 Studies of Leadership Traits and Characteristics
Stogdill
(1948)
Mann
(1959)
82. problem solving
Sources: Adapted from “The Bases of Social Power,” by J. R. P.
French Jr. and B. Raven, 1962, in D.
Cartwright (Ed.), Group Dynamics: Research and Theory (pp.
259–269), New York, NY: Harper and Row;
Zaccaro, Kemp, & Bader (2004).
In the 1990s, researchers began to investigate the leadership
traits associated with “social
intelligence,” which is characterized as the ability to understand
one’s own and others’
feelings, behaviors, and thoughts and act appropriately
(Marlowe, 1986). Zaccaro (2002)
defined social intelligence as having such capacities as social
awareness, social acumen, self-
monitoring, and the ability to select and enact the best response
given the contingencies of
the situation and social environment. A number of empirical
studies showed these
capacities to be a key trait for effective leaders. Zaccaro, Kemp,
and Bader (2017) included
such social abilities in the categories of leadership traits they
outlined as important
leadership attributes (Table 2.1).
Table 2.1 provides a summary of the traits and characteristics
that were identified by
researchers from the trait approach. It illustrates clearly the
breadth of traits related to
leadership. Table 2.1 also shows how difficult it is to select
certain traits as definitive
leadership traits; some of the traits appear in several of the
survey studies, whereas others
appear in only one or two studies. Regardless of the lack of
precision in Table 2.1, however,
it represents a general convergence of research regarding which
83. traits are leadership traits.
Table 2.2 Major Leadership
Traits
• Intelligence
• Self-confidence
• Determination
• Integrity
• Sociability
67
What, then, can be said about trait research? What has a century
of research on the trait
approach given us that is useful? The answer is an extended list
of traits that individuals
might hope to possess or wish to cultivate if they want to be
perceived by others as leaders.
Some of the traits that are central to this list include
intelligence, self-confidence,
determination, integrity, and sociability (Table 2.2).
68
Intelligence
Intelligence or intellectual ability is positively related to
84. leadership (Sternberg, 2004). Based
on their analysis of a series of recent studies on intelligence and
various indices of
leadership, Zaccaro et al. (2017) found support for the finding
that leaders tend to have
higher intelligence than nonleaders. Having strong verbal
ability, perceptual ability, and
reasoning appears to make one a better leader (Jacquart &
Antonakis, 2015). Although it is
good to be bright, if the leader’s IQ is very different from that
of the followers, it can have a
counterproductive impact on leadership. Leaders with higher
abilities may have difficulty
communicating with followers because they are preoccupied or
because their ideas are too
advanced for their followers to accept.
In a study of the relationship between intelligence and
perceived leadership in midlevel
leaders from multinational companies, Antonakis, House, and
Simonton (2017) found that
the optimal IQ for perceived leadership appeared to be just
above one standard deviation
above the mean IQ of the group membership. Their study found
a curvilinear relationship
between IQ and perceived leadership—that is, as IQ increased,
so did perceived leadership
to a point, and then the IQ had a negative impact on leadership.
Stated another way, it is
good for leaders to be intelligent, but if their intelligence scores
become too high, the
benefits appear to taper off and can become negative.
An example of a leader for whom intelligence was a key trait
was Steve Jobs, founder and
CEO of Apple who died in 2011. Jobs once said, “I have this
85. really incredible product
inside me and I have to get it out” (Sculley, 2011, p. 27). Thos e
visionary products, first
the Apple II and Macintosh computers and then the iMac, iPod,
iPhone, and iPad,
revolutionized the personal computer and electronic device
industry, changing the way
people play and work.
In the next chapter of this text, which addresses leadership from
a skills perspective,
intelligence is identified as a trait that significantly contributes
to a leader’s acquisition of
complex problem-solving skills and social judgment skills.
Intelligence is described as
having a positive impact on an individual’s capacity for
effective leadership.
69
Self-Confidence
Self-confidence is another trait that helps one to be a leader.
Self-confidence is the ability to
be certain about one’s competencies and skills. It includes a
sense of self-esteem and self-
assurance and the belief that one can make a difference.
Leadership involves influencing
others, and self-confidence allows the leader to feel assured that
his or her attempts to
influence others are appropriate and right.
Again, Steve Jobs is a good example of a self-confident leader.
When Jobs described the
86. devices he wanted to create, many people said they weren’t
possible. But Jobs never
doubted his products would change the world, and despite
resistance, he did things the way
he thought best. “Jobs was one of those CEOs who ran the
company like he wanted to. He
believed he knew more about it than anyone else, and he
probably did,” said a colleague
(Stone, 2011, p. 40).
70
Determination
Many leaders also exhibit determination. Determination is the
desire to get the job done
and includes characteristics such as initiative, persistence,
dominance, and drive. People
with determination are willing to assert themselves, are
proactive, and have the capacity to
persevere in the face of obstacles. Being determined includes
showing dominance at times
and in situations where followers need to be directed.
Dr. Paul Farmer has shown determination in his efforts to
secure health care and eradicate
tuberculosis for the very poor of Haiti and other third world
countries. He began his efforts
as a recent college graduate, traveling and working in Cange,
Haiti. While there, he was
accepted to Harvard Medical School. Knowing that his work in
Haiti was invaluable to his
training, he managed to do both: spending months traveling
back and forth between Haiti
87. and Cambridge, Massachusetts, for school. His first effort in
Cange was to establish a one-
room clinic where he treated “all comers” and trained local
health care workers. Farmer
found that there was more to providing health care than just
dispensing medicine: He
secured donations to build schools, houses, and communal
sanitation and water facilities in
the region. He spearheaded vaccinations of all the children in
the area, dramatically
reducing malnutrition and infant mortality. In order to keep
working in Haiti, he returned
to America and founded Partners In Health, a charitable
foundation that raises money to
fund these efforts. Since its founding, PIH not only has
succeeded in improving the health
of many communities in Haiti but now has projects in Haiti,
Lesotho, Malawi, Peru,
Russia, Rwanda, and the United States, and supports other
projects in Mexico and
Guatemala (Kidder, 2004; Partners In Health, 2017).
71
Integrity
Integrity, another of the important leadership traits, is the
quality of honesty and
trustworthiness. People who adhere to a strong set of principles
and take responsibility for
their actions are exhibiting integrity. Leaders with integrity
inspire confidence in others
because they can be trusted to do what they say they are going
to do. They are loyal,
88. dependable, and not deceptive. Basically, integrity makes a
leader believable and worthy of
our trust.
In our society, integrity has received a great deal of attention in
recent years. For example,
as a result of two situations—the position taken by President
George W. Bush regarding
Iraq’s alleged weapons of mass destruction and the
impeachment proceedings during the
Bill Clinton presidency—people are demanding more honesty of
their public officials.
Similarly, scandals in the corporate world (e.g., Enron and
WorldCom) have led people to
become skeptical of leaders who are not highly ethical. In the
educational arena, new K–12
curricula are being developed to teach character, values, and
ethical leadership. (For
instance, see the Character Counts! program developed by the
Josephson Institute of Ethics
in California at www.charactercounts.org, and the Pillars of
Leadership program taught at
the J. W. Fanning Institute for Leadership Development in
Georgia at
www.fanning.uga.edu.) In short, society is demanding greater
integrity of character in its
leaders.
72
http://www.charactercounts.org
http://www.fanning.uga.edu
Sociability
89. A final trait that is important for leaders is sociability.
Sociability is a leader’s inclination to
seek out pleasant social relationships. Leaders who show
sociability are friendly, outgoing,
courteous, tactful, and diplomatic. They are sensitive to others’
needs and show concern for
their well-being. Social leaders have good interpersonal skills
and create cooperative
relationships with their followers.
An example of a leader with great sociability skills is Michael
Hughes, a university
president. Hughes prefers to walk to all his meetings because it
gets him out on campus
where he greets students, staff, and faculty. He has lunch in the
dorm cafeterias or student
union and will often ask a table of strangers if he can sit with
them. Students rate him as
very approachable, while faculty say he has an open-door
policy. In addition, he takes time
to write personal notes to faculty, staff, and students to
congratulate them on their
successes.
Although our discussion of leadership traits has focused on five
major traits (i.e.,
intelligence, self-confidence, determination, integrity, and
sociability), this list is not all-
inclusive. While other traits indicated in Table 2.1 are
associated with effective leadership,
the five traits we have identified contribute substantially to
one’s capacity to be a leader.
Until recently, most reviews of leadership traits have been
qualitative. In addition, they
have lacked a common organizing framework. However, the
90. research described in the
following section provides a quantitative assessment of
leadership traits that is conceptually
framed around the five-factor model of personality. It describes
how five major personality
traits are related to leadership.
73
Five-Factor Personality Model and Leadership
Over the past 25 years, a consensus has emerged among
researchers regarding the basic
factors that make up what we call personality (Goldberg, 1990;
McCrae & Costa, 1987).
These factors, commonly called the Big Five, are neuroticism,
extraversion (surgency),
openness (intellect), agreeableness, and conscientiousness
(dependability) (Table 2.3).
To assess the links between the Big Five and leadership, Judge,
Bono, Ilies, and Gerhardt
(2002) conducted a major meta-analysis of 78 leadership and
personality studies published
between 1967 and 1998. In general, Judge et al. found a strong
relationship between the
Big Five traits and leadership. It appears that having certain
personality traits is associated
with being an effective leader.
Specifically, in their study, extraversion was the factor most
strongly associated with
leadership. It is the most important trait of effective leaders.
Extraversion was followed, in
91. order, by conscientiousness, openness, and low neuroticism.
The last factor, agreeableness, was
found to be only weakly associated with leadership. In a more
recent study, Sacket and
Walmsley (2014) found that conscientiousness had the highest
correlation with overall job
performance, task performance, organizational citizenship
behavior, and counterproductive
work behavior (negative correlation). It was found to be the
most frequently assessed trait
in job interviews for a variety of occupations.
Table 2.3 Big Five Personality Factors
Neuroticism
The tendency to be depressed, anxious, insecure, vulnerable,
and hostile
Extraversion
The tendency to be sociable and assertive and to have positive
energy
Openness The tendency to be informed, creative, insightful, and
curious
Agreeableness
The tendency to be accepting, conforming, trusting, and
nurturing
Conscientiousness
The tendency to be thorough, organized, controlled,
dependable, and decisive
Source: Goldberg, L. R. (1990). An alternative “description of
personality”: The Big-Five factor structure.
Journal of Personality and Social Psychology, 59, 1216–1229.
92. 74
Strengths and Leadership
Very closely related to the traits approach is the more
contemporary emphasis on strengths
and leadership. The idea behind strengths leadership is that
everyone has talents in which
they excel or thrive and leaders are able to recognize and
capitalize on not only their own
strengths but those of their followers as well. A strength is
defined as an attribute or quality
of an individual that accounts for successful performance.
Strength researchers
(Buckingham & Clifton, 2001; Rath, 2007) suggest that
strengths are the ability to
consistently demonstrate exceptional work.
The seminal research in this area has been undertaken by the
Gallup organization, which
has spent more than 40 years identifying and assessing
individual strengths or “themes of
human talent” and designing and publishing the StrengthsFinder
profile, now called
CliftonStrengths assessment, an online assessment of people’s
talents and potential
strengths. Talents are similar to personality traits—they are
relatively stable, fixed
characteristics that are not easily changed. From talents,
strengths emerge. Strengths are
derived from having certain talents and then further developing
those talents by gaining
additional knowledge, skills, and practice (Rath, 2007).
93. In the strengths perspective, extraordinary individuals are
“distinguished less by their
impressive ‘raw power’ than by their ability to identify their
strengths and then exploit
them” (Gardner, 1997, p. 15). MacKie (2016) suggests that our
leadership capability is
enhanced when we are able to discover our fully utilized
strengths, underutilized strengths,
and weaknesses.
75
Emotional Intelligence
Another way of assessing the impact of traits on leadership is
through the concept of
emotional intelligence, which emerged in the 1990s as an
important area of study in
psychology. It has been widely studied by researchers, and has
captured the attention of
many practitioners (Caruso & Wolfe, 2004; Goleman, 1995,
1998; Mayer & Salovey,
1995, 1997; Mayer, Salovey, & Caruso, 2000; Shankman &
Allen, 2015).
As the two words suggest, emotional intelligence has to do with
our emotions (affective
domain) and thinking (cognitive domain), and the interplay
between the two. Whereas
intelligence is concerned with our ability to learn information
and apply it to life tasks,
emotional intelligence is concerned with our ability to
understand emotions and apply this
94. understanding to life’s tasks. Specifically, emotional
intelligence can be defined as the ability
to perceive and express emotions, to use emotions to facilitate
thinking, to understand and
reason with emotions, and to effectively manage emotions
within oneself and in
relationships with others (Mayer, Salovey, & Caruso, 2000).
There are different ways to measure emotional intelligence. One
scale is the Mayer-Salovey-
Caruso Emotional Intelligence Test (MSCEIT; Mayer, Caruso,
& Salovey, 2000). The
MSCEIT measures emotional intelligence as a set of mental
abilities, including the abilities
to perceive, facilitate, understand, and manage emotion.
Goleman (1995, 1998) takes a broader approach to emotional
intelligence, suggesting that
it consists of a set of personal and social competencies.
Personal competence consists of self-
awareness, confidence, self-regulation, conscientiousness, and
motivation. Social
competence consists of empathy and social skills such as
communication and conflict
management.
Shankman and Allen (2015) developed a practice-oriented
model of emotionally intelligent
leadership, which suggests that leaders must be conscious of
three fundamental facets of
leadership: context, self, and others. In the model, emotionally
intelligent leaders are
defined by 21 capacities to which a leader should pay attention,
including group savvy,
optimism, initiative, and teamwork.