Unit V Annotated Bibliography
Renica Jones
HLS 6320
Columbia Southern University
12/6/22
Part A
Question 1
Following Bolat et al. (2022), Strict guidelines are imposed by international humanitarian law on the selection of weapons and tactics. There are international conventions and laws prohibiting the deployment of weapons of mass distraction because these weapons must not inflict indiscriminate harm to civilians. They must not be prone to inflicting unnecessary damage or suffering on combatants. Mass destruction weapons do not abide by these regulations.
Question 2
Threats from terrorist groups and criminal states looking to use WMD, or weapons of mass destruction, are becoming increasingly frequent, and the United States is constantly at risk. Albedwawi claims that (nuclear, radiological, chemical, biological, or explosives) are one sort of weapon of mass destruction.
Question 3
Every type and category of WMD has a specific treaty governing it. The Biological Weapons Convention (BWC), whose objective was to ban biological weapons entirely, and United Nations Security Council Resolution 1540, which intended to stop the spread of WMD, particularly to non-state actors, are two examples of these treaties. The Chemical Weapons Convention (CWC) is another agreement to outlaw chemical weapons entirely. Finally, the Treaty on the Prohibition of Nuclear Weapons (TPNW), whose aim is to outlaw nuclear weapons completely, is mentioned in Kmentt's novel as signed in 2021.
Question 4
Each of the United States and the UN has a specific role to play in upholding international law and the provisions of each Treaty. The UN body's principal tribunal settles cases by states by international law. Furthermore, it offers legal advice on matters referred to by authorized UN bodies and specialized organizations. They also advance peace and security throughout the world. Human rights respect delivering aid to the needy: support sustainable development and climate action. The ability to fully implement international law ultimately rests with the United Nations Security Council. Fines, maintaining the peace, or formal reprimands are some ways they can do this.
Question 5
Kent (2021) contends that several challenges exist in enforcing international WMD laws and regulations. Among these concerns are the risks posed by poverty, illness, and environmental degradation. The conflict between states poses a threat. to state-wide human rights violations and violent threats. The threat of terrorism. Every international law and Treaty has undergone several revisions to improve its effectiveness and inclusiveness in providing member states with security.
Question 6
It is possible to compel non-member states of the UN to abide by international law and convention in several ways. First, the Security Council of the United Nations can officially denounce, impose sanctions, or otherwise enforce international law.
PART B
Albedwawi, S. A. A. M. (2022). Weapons of Mass Destruction .
John DohertyHello Class,Define the nature and varieties .docxchristiandean12115
John Doherty
Hello Class,
Define the nature and varieties of the primary internal Federal Regulatory efforts that govern Weapons of Mass Destruction.
For this week’s forum we are looking at the Federal Regulatory efforts that govern Weapons of Mass Destruction. It is extremely important to have law against Weapons of Mass Destruction. The world learned a lot when the United States dropped two atomic bombs on Japan. The world discovered that Weapons of Mass Destruction were to powerful and had to be regulated. To help regulate Weapons of Mass Destruction there have been a few treaties signed by nations to limit the development of Weapons of Mass Destruction. In 1972 the Biological Weapons Convention treaty was signed. According to Graham (2008), “This treaty bans the development, production, and acquisition of biological and toxin weapons and the delivery systems specifically designed for their dispersal.” The problem with the Biological Weapons Convention treaty though is the fact that some of the things used for these weapons are also used for good. This makes biological weapons very difficult to detect and shutdown. According to Graham (2008), “Moreover, the treaty is not supported at the international level by an overarching strategy for preventing biological weapons proliferation and terrorism.” Another very important treaty is the Nuclear Nonproliferation Treaty. According to Graham (2008), “The number of states that are armed with nuclear weapons or are seeking to develop them is increasing.” With terrorist groups trying their best to obtain Weapons of Mass Destruction and other countries doing their best on building their own Weapons of Mass Destruction the United States needs to make sure that they are preventing this along with the help of their allies. According to Graham (2008), “The United States should work internationally toward strengthening the nonproliferation regime, reaffirming the vision of a world free of nuclear weapons…” The biggest thing it to charge heavy fines and penalties when a nation violates the Nuclear Nonproliferation Treaty (Graham 2008). By having severe penalties when a nation breaks the Nuclear Nonproliferation Treaty it will help eliminate threat and keep nations in check. According to Graham (2008), “strengthening the International Atomic Energy Agency, to include identifying the limitations to its safeguarding capabilities, and providing the agency with the resources and authorities needed to meet its current and expanding mandate.” Strengthening the International Atomic Energy Agency is extremely important because it will give them more power to protect the Nuclear Nonproliferation Treaty.
References
Graham, B. (2008, December). World at Risk - American Biological Safety Association. Retrieved November 9, 2016, from https://www.absa.org/leg/WorldAtRisk.
Mark Metzger
This week, we start our study in the introduction to learning about Regulatory Issues in
Weapons of Mass Destruction. Through .
Michael TyndallI believe that the most probable threat from .docxARIV4
Michael Tyndall
I believe that the most probable threat from a foreign terrorist organization (FTO) would be the use of biological agents. "A few kilos of an effectively disseminated BW agent can potentially cause tens to hundreds of thousands of casualties" (Cole, 2010, 73). Many of the biological agents available for FTOs to use require little to no experience handling the agent. If FTOs were to successfully conduct a biological attack, it could cause mass panic within the community, uncertainty, and economic disruption. I believe that it is not because of a lack of trying that a Foreign Terrorist Organization (FTO) has not successfully carried out a biological attack within the country but the technological challenges the organizations face. The effects of a biological attack may not be immediately noticed. Local health care facilities or emergency rooms might be the first to realize there is a biological attack. A biological weapon will definitely be a force multiplier in the psychological on the targeted societies.
The pursuit of WMD by FTO and states that sponsor terrorism pose a great threat to our national security and global security. The Chemical Weapons Convention (CWC) is a treaty that bans chemical weapons and calls for their destruction within a certain timeline. The goal of the treat is to "eliminate an entire category of weapons of mass destruction by prohibiting the development, production, acquisition, stockpiling, retention, transfer or use of chemical weapons" (OPCW 2016). The treaty also explains that states can posses a small quantity for research, medical or defensive use. FTO could easily exploit fragile or failed states and acquire the materials and resources needed to create a WMD to use in a terrorist attack.
Federal government agencies such as the Department of Homeland Security, the National Response Framework (NFR) and The National Incident Management System (NIMS) gives guidance for response and organization of agencies conducting the emergency management. I believe that it is going to take actual events for us to further refine our preparedness. We will never be 100 percent prepared but we need to be more prepared than we are now.
Michael
Cole, Benjamin. (2010). Changing Face of Terrorism, The: How Real is the Threat from Biological, Chemical and Nuclear Weapons? (1). London, US: I.B.Tauris, 2010. ProQuest ebrary. Web. (accessed 28 Dec 2016).
Organization for the Prohibition of Chemical Weapons. (2016). Chemical Weapons Convention. https://www.opcw.org/chemical-weapons-convention/. (accessed 28 Dec 2016) .
Michael Moratz
The future of WMD threats manifests themselves in the past threats. Large stockpiles of nuclear weapons remain and the list of nuclear capable states is expanding although slowly. Despite previous treaties and agreements Russian President Putin announced, “to upgrade his nuclear arsenal (Holehouse, 2015)” and to “this year put 40 new nuclear-armed intercontinental ballis ...
Humanitarianism & War on Terror
INR 3403| Jessy Abouarab
The first use in English of the term 'terrorism' occurred during the French Revolution's Reign of Terror, when the Jacobins, who ruled the revolutionary state, employed violence, including mass executions by guillotine, to compel obedience to the state and intimidate regime enemies.
The association of the term only with state violence and intimidation lasted until the mid-19th century, That’s when it began to be associated with non-governmental groups
What is Terrorism?
The use of terror is not a new phenomenon,
a means to achieve political ends
but as we know it has recently acquired a new intensity.
In many cases, terrorists deliberately choose targets as a means of pressurizing governments of the state against certain actions. So its usually a political message.
2
anarchism
Anarchism, often in league with rising nationalism and anti-monarchism, was the most prominent ideology linked with terrorism.
Near the end of the 19th century, anarchist groups or individuals committed assassinations of a Russian Tsar and contestably a U.S. President.
In the 20th century terrorism continued to be associated with a vast array of anarchist, socialist, fascist and nationalist groups, many of them engaged in 'third world' anti-colonial struggles.
Insert a picture illustrating a season in your country.
3
What changed on September the 11th?
On 9/11, America..
Realized that al Qaeda was more than a criminal threat and enterprise.
That the network of Al Qaeda and the Taliban posed a dangerous threat and amassed a capability to attack the US on its own soil.
That counter-terrorism and anti-terrorism efforts required a comprehensive use of all US resources – it was not a law enforcement problem alone.
The Global war on Terrorism
The United States, its allies, and the world recognized that the threat posed by al Qaeda, the acts perpetrated against the US, were acts of war…
NATO invoked Article V of the treaty; the collective defense provision.
ANZUS collective defense provisions invoked.
OAS offers assistance..
Rio Treaty
On October 7 – the United States uses military force against those who attacked it.
A coalition of more than 40 countries joined the US in Operation Enduring Freedom (OEF).
OEF remains active as elements of the Taliban and al Qaeda network attempt to destroy the Karzai government and attack US forces in Afghanistan.
problems identified with terrorism
Definition:
How widely should the offence be defined?
What do they mean by Political Message
Are the motives and intentions behind the attack relevant?
What is the Relationship between terrorism and Use of force by state?
What is the Relationship between terrorism and Human rights?
Insert a picture of an animal and or plant found in your country.
The first major concern is that of definition.
how widely should the offence be defined?
for instance should attacks against property as well as attacks upon perso ...
This document summarizes the first edition of the First Committee Monitor, which provides transparency and accessibility to the work of the UN General Assembly First Committee on Disarmament and International Security. It is compiled by Reaching Critical Will in collaboration with several NGOs. The summary includes an editorial on the past, present and future of nuclear weapons, sections on various issues related to nuclear disarmament being discussed in the First Committee, and information about Reaching Critical Will and its resources.
MHS 5201, Weapons of Mass Destruction 1 Course Learni.docxaryan532920
MHS 5201, Weapons of Mass Destruction 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Evaluate the evolution of terrorism from the Cold War Era through today.
1.1 Identify the seminal events that shaped domestic terrorism legislation both before and after the
terrorist attacks of September 11, 2001.
1.2 Evaluate the key factors leading to the growing danger of chemical and biological terrorism.
2. Relate modern-day terrorism to complex terrorism and social networks.
2.1 Define terrorism and the concept of new terrorism.
6. Consider the political, philosophical, and religious perspectives of the various actors in the war on
terror.
6.1 Explain the opportunities and limitations for weapons of mass destruction (WMD) terrorism
globally.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Chapter 1.1, Article Review
1.2 Chapter 1.2, Article Review
2.1 Article Review
6.1 Article Review
Reading Assignment
Unit I: Introduction, pp. 1-4
Chapter 1.1: Definitions, Trends, and the Concept of “New Terrorism”, pp. 5-37
Chapter 1.2: The Nature of the Post-09/11 WMD Terrorism Threat, pp. 38-70, 73-83
Unit Lesson
One of the most acute threats to the United States is a terrorist attack using weapons of mass destruction
(WMD). Nonstate facilitators have emerged as a growing WMD proliferation threat in recent years. There are
large quantities of these weapons spread throughout the world in Europe, Asia, Africa, South America, and
the Middle East. Since the disintegration of the Soviet Union in the 1980s, the increased risks of terrorism
have been brought to other nations due to the unknown whereabouts regarding chemical, biological, and
radiological weaponry. Terrorist groups throughout the world have been attempting to acquire WMD in an
effort to cause loss of life, chaos, and disrupt governments in the free world. Terrorist attacks have become
more frequent and are likely to continue due to the funding provided by other communist or terror-related
groups. The rise of new terrorism occurred with the death of Osama Bin Laden and the increase of smaller
cells with acquired weapons, monies, and travel ability. The new form of terrorism is transnational, has very
limited borders, and appears to be more violent than older forms of terrorism under Osama Bin Laden.
UNIT I STUDY GUIDE
Conceptual Frameworks
MHS 5201, Weapons of Mass Destruction 2
UNIT x STUDY GUIDE
Title
In 2003, the United States and its international partners succeeded in interdicting a shipment of WMD-
related material destined for Libya’s nuclear program. As facts emerged regarding this shipment and its origin,
the U.S. government gained insight into an emerging WMD terrorism risk. Pakistani Nuclear Scientist A. Q.
Khan developed a transnational nuclear proliferation network reaching from Southeast Asia to Europe and
making sensitive technology and WMD- ...
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...Syed Fakhar Ul Hassan
The article explains three (The Security Model, The Domestic Politics Model and The Norms Model) models to understand the actions and behavior of states in international political arena. The invention of nuclear weapons altered the world politics, practices, and global norms and set new ones.
The Legal Mechanisms With Which to Cope With a Nuclear AttackBen Cook Jr.
Amidst the sabre-rattling on the Korean Peninsula, the Russian provocations throughout the globe, and fledgling nuclear programs sprouting in developing nations, the world is once again on the precipice of nuclear war. What exactly are our legal protections and obligations in the event of a nuclear strike? This paper attempts to analyze current international law and postulates what elements would be necessary (or prudent) in future treaties.
This document discusses military power and the use of force. It examines elements of power including military capability, economic size, population, and technology. It also analyzes trends in global military spending, the changing role of military power, and proliferation of weapons including nuclear, chemical, and precision guided munitions. The document also covers topics like deterrence, compellence, coercive diplomacy, and unilateral military intervention.
John DohertyHello Class,Define the nature and varieties .docxchristiandean12115
John Doherty
Hello Class,
Define the nature and varieties of the primary internal Federal Regulatory efforts that govern Weapons of Mass Destruction.
For this week’s forum we are looking at the Federal Regulatory efforts that govern Weapons of Mass Destruction. It is extremely important to have law against Weapons of Mass Destruction. The world learned a lot when the United States dropped two atomic bombs on Japan. The world discovered that Weapons of Mass Destruction were to powerful and had to be regulated. To help regulate Weapons of Mass Destruction there have been a few treaties signed by nations to limit the development of Weapons of Mass Destruction. In 1972 the Biological Weapons Convention treaty was signed. According to Graham (2008), “This treaty bans the development, production, and acquisition of biological and toxin weapons and the delivery systems specifically designed for their dispersal.” The problem with the Biological Weapons Convention treaty though is the fact that some of the things used for these weapons are also used for good. This makes biological weapons very difficult to detect and shutdown. According to Graham (2008), “Moreover, the treaty is not supported at the international level by an overarching strategy for preventing biological weapons proliferation and terrorism.” Another very important treaty is the Nuclear Nonproliferation Treaty. According to Graham (2008), “The number of states that are armed with nuclear weapons or are seeking to develop them is increasing.” With terrorist groups trying their best to obtain Weapons of Mass Destruction and other countries doing their best on building their own Weapons of Mass Destruction the United States needs to make sure that they are preventing this along with the help of their allies. According to Graham (2008), “The United States should work internationally toward strengthening the nonproliferation regime, reaffirming the vision of a world free of nuclear weapons…” The biggest thing it to charge heavy fines and penalties when a nation violates the Nuclear Nonproliferation Treaty (Graham 2008). By having severe penalties when a nation breaks the Nuclear Nonproliferation Treaty it will help eliminate threat and keep nations in check. According to Graham (2008), “strengthening the International Atomic Energy Agency, to include identifying the limitations to its safeguarding capabilities, and providing the agency with the resources and authorities needed to meet its current and expanding mandate.” Strengthening the International Atomic Energy Agency is extremely important because it will give them more power to protect the Nuclear Nonproliferation Treaty.
References
Graham, B. (2008, December). World at Risk - American Biological Safety Association. Retrieved November 9, 2016, from https://www.absa.org/leg/WorldAtRisk.
Mark Metzger
This week, we start our study in the introduction to learning about Regulatory Issues in
Weapons of Mass Destruction. Through .
Michael TyndallI believe that the most probable threat from .docxARIV4
Michael Tyndall
I believe that the most probable threat from a foreign terrorist organization (FTO) would be the use of biological agents. "A few kilos of an effectively disseminated BW agent can potentially cause tens to hundreds of thousands of casualties" (Cole, 2010, 73). Many of the biological agents available for FTOs to use require little to no experience handling the agent. If FTOs were to successfully conduct a biological attack, it could cause mass panic within the community, uncertainty, and economic disruption. I believe that it is not because of a lack of trying that a Foreign Terrorist Organization (FTO) has not successfully carried out a biological attack within the country but the technological challenges the organizations face. The effects of a biological attack may not be immediately noticed. Local health care facilities or emergency rooms might be the first to realize there is a biological attack. A biological weapon will definitely be a force multiplier in the psychological on the targeted societies.
The pursuit of WMD by FTO and states that sponsor terrorism pose a great threat to our national security and global security. The Chemical Weapons Convention (CWC) is a treaty that bans chemical weapons and calls for their destruction within a certain timeline. The goal of the treat is to "eliminate an entire category of weapons of mass destruction by prohibiting the development, production, acquisition, stockpiling, retention, transfer or use of chemical weapons" (OPCW 2016). The treaty also explains that states can posses a small quantity for research, medical or defensive use. FTO could easily exploit fragile or failed states and acquire the materials and resources needed to create a WMD to use in a terrorist attack.
Federal government agencies such as the Department of Homeland Security, the National Response Framework (NFR) and The National Incident Management System (NIMS) gives guidance for response and organization of agencies conducting the emergency management. I believe that it is going to take actual events for us to further refine our preparedness. We will never be 100 percent prepared but we need to be more prepared than we are now.
Michael
Cole, Benjamin. (2010). Changing Face of Terrorism, The: How Real is the Threat from Biological, Chemical and Nuclear Weapons? (1). London, US: I.B.Tauris, 2010. ProQuest ebrary. Web. (accessed 28 Dec 2016).
Organization for the Prohibition of Chemical Weapons. (2016). Chemical Weapons Convention. https://www.opcw.org/chemical-weapons-convention/. (accessed 28 Dec 2016) .
Michael Moratz
The future of WMD threats manifests themselves in the past threats. Large stockpiles of nuclear weapons remain and the list of nuclear capable states is expanding although slowly. Despite previous treaties and agreements Russian President Putin announced, “to upgrade his nuclear arsenal (Holehouse, 2015)” and to “this year put 40 new nuclear-armed intercontinental ballis ...
Humanitarianism & War on Terror
INR 3403| Jessy Abouarab
The first use in English of the term 'terrorism' occurred during the French Revolution's Reign of Terror, when the Jacobins, who ruled the revolutionary state, employed violence, including mass executions by guillotine, to compel obedience to the state and intimidate regime enemies.
The association of the term only with state violence and intimidation lasted until the mid-19th century, That’s when it began to be associated with non-governmental groups
What is Terrorism?
The use of terror is not a new phenomenon,
a means to achieve political ends
but as we know it has recently acquired a new intensity.
In many cases, terrorists deliberately choose targets as a means of pressurizing governments of the state against certain actions. So its usually a political message.
2
anarchism
Anarchism, often in league with rising nationalism and anti-monarchism, was the most prominent ideology linked with terrorism.
Near the end of the 19th century, anarchist groups or individuals committed assassinations of a Russian Tsar and contestably a U.S. President.
In the 20th century terrorism continued to be associated with a vast array of anarchist, socialist, fascist and nationalist groups, many of them engaged in 'third world' anti-colonial struggles.
Insert a picture illustrating a season in your country.
3
What changed on September the 11th?
On 9/11, America..
Realized that al Qaeda was more than a criminal threat and enterprise.
That the network of Al Qaeda and the Taliban posed a dangerous threat and amassed a capability to attack the US on its own soil.
That counter-terrorism and anti-terrorism efforts required a comprehensive use of all US resources – it was not a law enforcement problem alone.
The Global war on Terrorism
The United States, its allies, and the world recognized that the threat posed by al Qaeda, the acts perpetrated against the US, were acts of war…
NATO invoked Article V of the treaty; the collective defense provision.
ANZUS collective defense provisions invoked.
OAS offers assistance..
Rio Treaty
On October 7 – the United States uses military force against those who attacked it.
A coalition of more than 40 countries joined the US in Operation Enduring Freedom (OEF).
OEF remains active as elements of the Taliban and al Qaeda network attempt to destroy the Karzai government and attack US forces in Afghanistan.
problems identified with terrorism
Definition:
How widely should the offence be defined?
What do they mean by Political Message
Are the motives and intentions behind the attack relevant?
What is the Relationship between terrorism and Use of force by state?
What is the Relationship between terrorism and Human rights?
Insert a picture of an animal and or plant found in your country.
The first major concern is that of definition.
how widely should the offence be defined?
for instance should attacks against property as well as attacks upon perso ...
This document summarizes the first edition of the First Committee Monitor, which provides transparency and accessibility to the work of the UN General Assembly First Committee on Disarmament and International Security. It is compiled by Reaching Critical Will in collaboration with several NGOs. The summary includes an editorial on the past, present and future of nuclear weapons, sections on various issues related to nuclear disarmament being discussed in the First Committee, and information about Reaching Critical Will and its resources.
MHS 5201, Weapons of Mass Destruction 1 Course Learni.docxaryan532920
MHS 5201, Weapons of Mass Destruction 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Evaluate the evolution of terrorism from the Cold War Era through today.
1.1 Identify the seminal events that shaped domestic terrorism legislation both before and after the
terrorist attacks of September 11, 2001.
1.2 Evaluate the key factors leading to the growing danger of chemical and biological terrorism.
2. Relate modern-day terrorism to complex terrorism and social networks.
2.1 Define terrorism and the concept of new terrorism.
6. Consider the political, philosophical, and religious perspectives of the various actors in the war on
terror.
6.1 Explain the opportunities and limitations for weapons of mass destruction (WMD) terrorism
globally.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Chapter 1.1, Article Review
1.2 Chapter 1.2, Article Review
2.1 Article Review
6.1 Article Review
Reading Assignment
Unit I: Introduction, pp. 1-4
Chapter 1.1: Definitions, Trends, and the Concept of “New Terrorism”, pp. 5-37
Chapter 1.2: The Nature of the Post-09/11 WMD Terrorism Threat, pp. 38-70, 73-83
Unit Lesson
One of the most acute threats to the United States is a terrorist attack using weapons of mass destruction
(WMD). Nonstate facilitators have emerged as a growing WMD proliferation threat in recent years. There are
large quantities of these weapons spread throughout the world in Europe, Asia, Africa, South America, and
the Middle East. Since the disintegration of the Soviet Union in the 1980s, the increased risks of terrorism
have been brought to other nations due to the unknown whereabouts regarding chemical, biological, and
radiological weaponry. Terrorist groups throughout the world have been attempting to acquire WMD in an
effort to cause loss of life, chaos, and disrupt governments in the free world. Terrorist attacks have become
more frequent and are likely to continue due to the funding provided by other communist or terror-related
groups. The rise of new terrorism occurred with the death of Osama Bin Laden and the increase of smaller
cells with acquired weapons, monies, and travel ability. The new form of terrorism is transnational, has very
limited borders, and appears to be more violent than older forms of terrorism under Osama Bin Laden.
UNIT I STUDY GUIDE
Conceptual Frameworks
MHS 5201, Weapons of Mass Destruction 2
UNIT x STUDY GUIDE
Title
In 2003, the United States and its international partners succeeded in interdicting a shipment of WMD-
related material destined for Libya’s nuclear program. As facts emerged regarding this shipment and its origin,
the U.S. government gained insight into an emerging WMD terrorism risk. Pakistani Nuclear Scientist A. Q.
Khan developed a transnational nuclear proliferation network reaching from Southeast Asia to Europe and
making sensitive technology and WMD- ...
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...Syed Fakhar Ul Hassan
The article explains three (The Security Model, The Domestic Politics Model and The Norms Model) models to understand the actions and behavior of states in international political arena. The invention of nuclear weapons altered the world politics, practices, and global norms and set new ones.
The Legal Mechanisms With Which to Cope With a Nuclear AttackBen Cook Jr.
Amidst the sabre-rattling on the Korean Peninsula, the Russian provocations throughout the globe, and fledgling nuclear programs sprouting in developing nations, the world is once again on the precipice of nuclear war. What exactly are our legal protections and obligations in the event of a nuclear strike? This paper attempts to analyze current international law and postulates what elements would be necessary (or prudent) in future treaties.
This document discusses military power and the use of force. It examines elements of power including military capability, economic size, population, and technology. It also analyzes trends in global military spending, the changing role of military power, and proliferation of weapons including nuclear, chemical, and precision guided munitions. The document also covers topics like deterrence, compellence, coercive diplomacy, and unilateral military intervention.
The document summarizes a presentation arguing that existing international laws of war can adequately address issues raised by cyber warfare, without needing new treaties. It outlines the current legal framework, including when cyber attacks may constitute use of force or armed attacks. It also discusses challenges like attribution and dual-use networks. The presentation argues against new treaties for cyber warfare, saying adversaries would not comply and existing laws can adapt to technology changes.
The document discusses future weapons technologies and proposed solutions for regulating them. It describes how anti-matter and lethal autonomous robots (LARS) could become new types of powerful weapons. Anti-matter could provide energy equivalent to atomic bombs, while LARS could target autonomously without human oversight. To address concerns over these technologies, some propose a total ban on researching or creating such new weapons systems. However, imposing a complete ban faces obstacles, as powerful nations may not agree to restrictions and treaties have been broken before. Effective monitoring and consequences for noncompliance would need to be established for a ban to potentially work.
Increased Vulnerability To Nuclear Terrorist Actions 20july07martindudziak
This document discusses the increased vulnerability of the continental United States to nuclear terrorism. It outlines three types of potential nuclear terrorist attacks: 1) an atomic bomb, 2) a dirty bomb using conventional explosives to disperse radioactive material, and 3) a passive radiation exposure device to contaminate areas without explosives. It argues that current container scanning methods are ineffective and may unintentionally aid terrorists. A recent assassination using polonium-210 demonstrated how easily radiation can spread, and terrorists could replicate this on a larger scale. The supply chain for nuclear materials is more accessible than assumed, as terrorist groups do not need state-level resources and can learn from incidents like the assassination. Overall, the document warns that the US remains vulnerable to nuclear
WMD Proliferation, Globalization, and International Security.docxambersalomon88660
WMD Proliferation, Globalization, and International Security:
Whither the Nexus and National Security?
Strategic Insights, Volume V, Issue 6 (July 2006)
by James A. Russell
Strategic Insights is a bi-monthly electronic journal produced by the Center for Contemporary
Conflict at the Naval Postgraduate School in Monterey, California. The views expressed here are
those of the author(s) and do not necessarily represent the views of NPS, the Department of
Defense, or the U.S. Government.
For a PDF version of this article, click here.
Introduction
Throughout the 1990s, the United States national security establishment gradually espoused the
idea of a growing threat posed by the proliferation of a variety weapons and weapons
technologies that could cause mass casualties to combatants and noncombatants alike. Nuclear
weapons had long occupied the rhetorical space used by policy makers to describe weapons that
could kill on a mass scale, but gradually the result was that the term “weapons of mass
destruction” was reinvigorated and quickly became an accepted term in the lexicon of national
security policy. The term is believed to have surfaced in the media in the aftermath of the German
bombing of Guernica, the Basque seat of power, in April 1937. It reappeared periodically during
World War II in reference to the indiscriminate killing of civilians by aircraft.[1] Today, the term is
defined in U.S. Code Title 50 as “any weapon or device that is intended, or has the capability, to
cause death or serious bodily injury to a significant number of people through the release,
dissemination, or impact of toxic or poisonous chemicals or their precursors; a disease organism;
radiation or radioactivity."[2] For the purposes of this analysis, the term is defined as weapons
that can inflict mass casualties on combatants and noncombatants using nuclear and radiological
devices, long range missiles, and lethal chemical- and biological agents.[3]
Arguably, the kick-off to the more recent formal shift in emphasis in the U.S. national security
bureaucracy came in September 1993 when President Clinton told the United Nations General
Assembly:
One of our most urgent priorities must be attacking the proliferation of weapons of mass
destruction, whether they are nuclear, chemical or biological; and the ballistic missiles
that can rain them down on populations hundreds of miles away… If we do not stem the
proliferation of the world’s deadliest weapons, no democracy can feel secure.[4]
Following the speech, President Clinton signed Presidential Directive 18, which ordered the
Department of Defense to develop a new approach in addressing the proliferation of weapons of
mass destruction. At the time of the initiative, the United States was particularly concerned with
the prospect of thousands of unsecured nuclear warheads in the former Soviet republics—the
problem of “loose nukes.”
In late 1993, Secretary of Defense Les Aspi.
Preventive War and Humanitarian InterventionJude Metoyer
The document discusses Michael Doyle's proposal for developing a legal framework for preventive war and humanitarian intervention. It summarizes Doyle's three-part proposal: 1) Develop a multilateral framework for sanctioning preventive war, 2) Develop case law and jurisprudence around preventive use of force, and 3) Apply the same legal standards for unilateral intervention that exist for multilateral interventions. The document agrees with the first two parts but argues that Harold Koh makes a stronger case for banning unilateral preventive action, as unilateral action lacks legitimacy and there are better alternatives through multilateral cooperation.
Asessing the threat of terrorist use of chemical, biological, radiological an...Chalaris Michail
This document discusses the risk assessment of chemical, biological, radiological, and nuclear (CBRN) threats in South-east European countries. It provides an overview of the types of CBRN weapons, how available they are globally, and the potential threats they pose. The main threats are considered to be chemical and biological weapons. While stockpiles of nuclear weapons are decreasing among major powers, some countries and groups are still trying to acquire them. The document analyzes the European Union's interest in and policies around CBRN non-proliferation over time. It outlines different aspects of the perceived CBRN threat to the EU and South-east European countries from the perspective of international security documents.
Witnessing the series of attacks, debates and laws on cyber terrorisms or attacks viz- a-viz application of self-defense doctrine has become a hot button issue in global arena. Self defense per se an magnetic subjects which fascinates lawmaker and international bodies to play their active role. But as the emanation of a new threat of Cyber attacks and bit of new technologies, the issue of security has reached to its zenith. International laws, domestic laws, regulations, treaties etc. turn out to be vague and handicap to tackle this concept of cyber terrorism.
The document discusses the Treaty on the Prohibition of Nuclear Weapons (TPNW) which bans nuclear weapons. It notes that the TPNW entered into force in 2021 after being ratified by over 50 countries. While most nuclear-armed states oppose the TPNW, over 100 non-nuclear states have signed or ratified it, indicating growing popular and ethical support for prohibiting nuclear arms despite resistance from states that rely on nuclear deterrence. The document argues that rational control of nuclear weapons is not possible and that both popular pressure and ethical imperatives are needed to achieve a world free of these weapons of mass destruction.
Study guide legal committee-topic-area-a rotaract global mun 2015Adrian Dan Pop
Terrorism overall, as well as the issue of measures for combating terrorism in particular,
can be seen from a lot of perspectives, i.e. social, political, economic etc.
Among those perspectives is the legal one. Within the context of the legal committee,
the notion of combating terrorism should be seen from its purely legal perspective, so
as the debate to be efficient and to the point under examination. One of the mandates
of the UNGA is the promotion of the international public law, under Article 13 UN
Charter, which writes that “The General Assembly shall initiate studies and make
recommendations for the purpose of: a. promoting international cooperation in the
political field and encouraging the progressive development of international law and
its codification; […]”. That being said, it is of crucial importance that this committee
addresses the notion of combating terrorism by references to the international humanitarian
law as now lies and the international law of human rights, formed by the existing
conventions specialised or not on terrorism and by customary international law
and any other international law sectors involved with this notion. Additionally, proposals
for codifications or concerted practices that could be considered as able to lead
to custom may be discussed. Purely social, political or other but legal observations do
not concern the Legal Committee and will not be accepted.
BANNUCLEAR WEAPONSNOWThe International Campaign.docxrock73
BAN
NUCLEAR
WEAPONS
NOW
The International Campaign to Abolish Nuclear Weapons (ICAN)
is a global coalition of non-government organizations working for
a nuclear-weapon-free world. We are urging all nations to start
negotiations now on a treaty banning nuclear weapons completely.
“If Gandhi and Martin Luther King Jr were
alive today, they would be part of ICAN.”
MARTIN SHEEN, actor and activist
about ican
Published July 2013
Text and design: Tim Wright
Contact: [email protected]
Nuclear weapons are the only weapons of mass
destruction not yet prohibited
by an international convention,
even though they have the
greatest destructive capacity
of all weapons. A global ban
on nuclear weapons is long
overdue and can be achieved
in the near future with enough
public pressure and political
leadership. A ban would not only
make it illegal for nations to use
or possess nuclear weapons; it
would also help pave the way
to their complete elimination.
Nations committed to reaching
the goal of abolition should
begin negotiating a ban now.
CATASTROPHIC HARM
Many thousands of nuclear
weapons remain in the world,
despite the end of the cold
war. The detonation of just
one nuclear bomb over a
large city could kill more than
a million people. The use
of tens or hundreds could
disrupt the global climate,
causing widespread agricultural
collapse and famine. No matter
the scale of the attack, an
adequate humanitarian response
would not be possible. Given
the catastrophic effects of
nuclear weapons, banning and
eradicating them is the only
responsible course of action.
FULFILLING OBLIGATIONS
International law obliges all
nations to pursue in good faith
and conclude negotiations for
nuclear disarmament. However,
the nuclear-armed nations have
so far failed to present a clear
road map to a nuclear-weapon-
free world. All are investing
heavily in the modernization of
their nuclear forces, with the
apparent intention of retaining
them for many decades to
come. Continued failure on
disarmament is not an option.
So long as nuclear weapons exist,
there is a real danger they will
be used again – by accident or
intent. A ban is urgently needed.
Why a nuclear weapons ban
1
A treaty banning nuclear weapons is a global humanitarian imperative
of the highest order. It is achievable and increasingly urgent.
NUCLEAR NATIONS
Nations with nuclear
weapons of their own
Britain, China, France, India,
Israel, North Korea, Pakistan,
Russia, United States
Nations that host US
nuclear weapons
Belgium, Germany, Italy,
Netherlands, Turkey
Other nations in
nuclear alliances
Albania, Australia, Bulgaria,
Canada, Croatia, Czech
Republic, Denmark, Estonia,
Greece, Hungary, Iceland,
Japan, Latvia, Lithuania,
Luxembourg, Norway, Poland,
Portugal, Romania, Slovakia,
Slovenia, South Korea, Spain
Negotiations on a treaty banning nuclear weapons
should be undertaken by
committed nations even wit ...
International intellectual property law and human securitySpringer
This document discusses the evolving concept of security from focusing solely on state security to encompassing individual/human security and human rights. It examines different approaches to conceptualizing human security, including as a development and rights-based framework. Key aspects of human security discussed include protecting fundamental freedoms and dignity, addressing both rights violations and deprivations, and taking an integrated approach to reducing threats beyond any single issue. The document also analyzes debates around defining human security and balancing expansiveness with policy usefulness.
The Exercise of National Sovereignty by Jofi JosephJofi Joseph
Jofi Joseph assesses the nonproliferation approach of the Bush Administration through the prism of a national sovereignty-focused approach. Jofi published this piece for the Nonproliferation Review in their Winter 2004 issue.
Running head TOURISMTOURISM 2Tourism Name.docxtodd521
Running head: TOURISM
TOURISM 2
Tourism
Name
Institution
Instructor
Course
Date
Introduction
The world is currently experiencing challenges dealing with issues of weapons that have the capability of causing mass destruction. Precisely, weapons of mass destruction can be categorized according to chemical, biological, and radiological material where each can lead to devastating effects. Biological, chemical and radiological material entails industrial agents that be dispersed in air, water or on surfaces that individual meet. All such weapon poses its threat and hence can be used by terrorist to attack U.S.A in numerous ways (Fountain, 2018). Therefore, it is substantial to discuss the difference between biological, chemical, and biological weapons since having awareness is essential in cases of encounter.
For the case of chemical weapon, they utilize not only chemicals but also munitions formulated to inflict death or harm to life. Its symptoms characterize instances of chemical weapon. Symptoms of chemical weapon are observable in the affected region within minutes or hours. To indicate this kind of mass destruction has taken place, colored residue, animal life, dead insect, and foliage are likely to be present (Fountain, 2018). Mainly, numerous types of chemical agents are administered through chemicals weapons. For instances, choking agents has the capability of inflicting injury on the respiratory system through imposing severe irritation to the lungs nose and throats. Primarily, chemicals weapons are dangerous since they can even be triggered through remote-controlled devices.
A biological weapon is characterized by utilizing biological agents to inflict harm or death to human life, plants, and animals. For instances, bacteria, viruses, toxins, and fungi are commonly imposed in a weapons system. Nevertheless, biological weapons can be dispersed into the targeted region using aerosols that carry materials which are infectious into the respiratory system of living organisms (Petrakis et al., 2017). Notably, sometimes biological weapons have been proven to be less effective in cases where targeted human population is vaccinated against particular agent which causes disease which can be utilized in cases of an attack.
Radiological weapons also referred to as dirty bombs are commonly known to use conventional explosives in spreading radioactive materials characterized to lead to not only short but also long term health problems to a population which has been affected (Petrakis et al., 2017). Eventually, radiological weapons do not need nuclear weapon materials, but they require radioactive substance which has the sufficient potency in achieving the desired effect.
As most of the world continue to experience terror attack, the United States faces a real threat of biological, chemical, and radiological weapons. Mainly, technology advancement accompanied by the presence of the idealistic characteristic of terrorists are mer.
Running head TOURISMTOURISM 2Tourism Name.docxjenkinsmandie
Running head: TOURISM
TOURISM 2
Tourism
Name
Institution
Instructor
Course
Date
Introduction
The world is currently experiencing challenges dealing with issues of weapons that have the capability of causing mass destruction. Precisely, weapons of mass destruction can be categorized according to chemical, biological, and radiological material where each can lead to devastating effects. Biological, chemical and radiological material entails industrial agents that be dispersed in air, water or on surfaces that individual meet. All such weapon poses its threat and hence can be used by terrorist to attack U.S.A in numerous ways (Fountain, 2018). Therefore, it is substantial to discuss the difference between biological, chemical, and biological weapons since having awareness is essential in cases of encounter.
For the case of chemical weapon, they utilize not only chemicals but also munitions formulated to inflict death or harm to life. Its symptoms characterize instances of chemical weapon. Symptoms of chemical weapon are observable in the affected region within minutes or hours. To indicate this kind of mass destruction has taken place, colored residue, animal life, dead insect, and foliage are likely to be present (Fountain, 2018). Mainly, numerous types of chemical agents are administered through chemicals weapons. For instances, choking agents has the capability of inflicting injury on the respiratory system through imposing severe irritation to the lungs nose and throats. Primarily, chemicals weapons are dangerous since they can even be triggered through remote-controlled devices.
A biological weapon is characterized by utilizing biological agents to inflict harm or death to human life, plants, and animals. For instances, bacteria, viruses, toxins, and fungi are commonly imposed in a weapons system. Nevertheless, biological weapons can be dispersed into the targeted region using aerosols that carry materials which are infectious into the respiratory system of living organisms (Petrakis et al., 2017). Notably, sometimes biological weapons have been proven to be less effective in cases where targeted human population is vaccinated against particular agent which causes disease which can be utilized in cases of an attack.
Radiological weapons also referred to as dirty bombs are commonly known to use conventional explosives in spreading radioactive materials characterized to lead to not only short but also long term health problems to a population which has been affected (Petrakis et al., 2017). Eventually, radiological weapons do not need nuclear weapon materials, but they require radioactive substance which has the sufficient potency in achieving the desired effect.
As most of the world continue to experience terror attack, the United States faces a real threat of biological, chemical, and radiological weapons. Mainly, technology advancement accompanied by the presence of the idealistic characteristic of terrorists are mer.
This document discusses public health approaches to addressing small arms violence. It makes three key points:
1) Small arms violence causes hundreds of thousands of deaths and over a million injuries annually, creating a major global public health problem. However, data on its health impacts is limited, especially in low-income and conflict-affected areas.
2) Research is needed on the health effects of small arms, contributing risk factors, and impacts of interventions. Surveillance systems and studies in various settings can help identify trends and priorities.
3) A public health approach views small arms violence as preventable and addresses its root causes, like availability of weapons and human insecurity. Reducing access to firearms can lower both the frequency
You will present information on the AAC Tobii Dynavox I Seri.docxlillie234567
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
The document outlines an implementation plan for adding blood pressure monitoring capabilities to Fitbit's existing apps and website. Key elements of the plan include:
1) Developing extensions to Fitbit's existing apps for iOS, Android, and the website to display and track blood pressure readings over time.
2) Validating the functionality and data integration across all platforms through individual testing, regression testing, and end-to-end cross-platform testing.
3) Conducting ongoing evaluation of customer feedback, bug reports, and usage metrics to continuously improve the new blood pressure feature.
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Team ProjectMBA687What it is…The team project in MBA68.docxlillie234567
Team Project
MBA687
What it is…
The team project in MBA687 gives you, the learner and person who is one course away from an MBA:
The opportunity to demonstrate that you can work as a member of a high-functioning team to complete a complex analysis, synthesis and presentation task.
The opportunity to demonstrate mastery of the knowledge and skills that you have acquired through the MBA program.
Where to find information in the syllabus, 1
Page 6
Group Case Study
Prior to the start of Unit 7, students will be assigned into groups of no more than 4 students per group. Each group will be assigned to complete a case study chosen by the instructor from 20 cases located in Appendix C. The 20 case materials can be found in the required textbook (see Appendix C for relevant page numbers). Group case studies should follow the same requirements as the writing assignments stated above. Group case studies are due in Unit 7. Earlier submissions are encouraged.
Also from Page 6
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
Where to find information in the syllabus, 2
Appendix C (Page 24)
This was the list from which your team selected its case
Pages 43-45
This is the rubric (grading guide) that the instructor will use to evaluate and grade the team’s submission.
General outline for the submission
This submission is much like one that you would present in a workplace situation. Imagine that you are presenting your findings on the case to senior management of your company, or to the board of directors.
For your paper, use the outline found in Table 2, page C-6 of your text.
Strategic Profile and Case Analysis Purpose
Situation Analysis
A. General environmental analysis
B. Industry analysis
C. Competitor analysis
D. Internal analysis
III. Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation
A. Strategic alternatives
B. Alternative evaluation
C. Alternative choice
Strategic Alternative Implementation
A. Action items
B. Action plan
Parts I, II and II
Parts I, II and III are much like the introduction, external analysis and internal analysis that you did for your individual project.
The author provides a list of things that you can consider about the external analysis of the industry in Table 3 (C-7)
The author discusses industry analysis (C-6), competitor analysis (C-7) and industry analysis (C-8). It will be helpful to review these areas, even though you have done your individual projects.
In the following pages, the author suggests many tools that you can use to analyze the company and its industry.
Strategy in the paper, 1
Strategy formulation
This is your team’s recommendations for the company
Recommendations should be either business level strategy alternatives or corporate level strategy alternatives.
Recommendations should be based on and sup.
T he fifteen year-old patient was scheduled for surgery on t.docxlillie234567
T he fifteen year-old patient was
scheduled for surgery on the right
side of his brain to remove a right tem-
poral lobe lesion that was believed to be
causing his epileptic seizures.
The surgery began with the sur-
geon making an incision on the left
side, opening the skull, penetrating the
dura and removing significant portions
of the left amygdala, hippocampus and
other left-side brain tissue before it was
discovered that they were working on
the wrong side.
The left-side wound was closed,
the right side was opened and the pro-
cedure went ahead on the right, correct
side.
The error in the O.R. was revealed
to the parents shortly after the surgery,
but only as if it was a minor and incon-
sequential gaffe.
The patient recuperated, left the
hospital, returned to his regular activi-
ties and graduated from high school
before his parents could no longer deny
he was not all right. After a thorough
neurological assessment he had to be
placed in an assisted living facility for
brain damaged individuals.
When the full magnitude of the
consequences came to light a lawsuit
was filed which resulted in a $11 mil-
lion judgment which was affirmed by
the Supreme Court of Arkansas.
A circulating nurse has a le-
gal duty to see that surgery
does not take place on the
wrong side of the body.
The preoperative documents
failed to identify on which side
the surgery was to be done.
It was below the standard of
care for the circulating nurse
not to notice that fact and not
to seek out the correct infor-
mation.
SUPREME COURT OF ARKANSAS
December 13, 2012
Operating Room: Surgical Error Blamed, In
Part, On Circulating Nurse’s Negligence.
Surgical Error Blamed, In Part, On
Circulating Nurse’s Negligence
The Court accepted the testimony
of the family’s nursing expert that a
circulating nurse has a fundamental
responsibility as a member of the surgi-
cal team to make sure that surgery is
done on the correct anatomical site,
especially when it is brain surgery.
The circulating nurse is supposed
to understand imposing terms like se-
lective amygdala hippocampectomy
and know the basics of how it is sup-
posed to be done.
Hospital policy called for the sur-
geon, the anesthesiologist, the circulat-
ing nurse and the scrub nurse or tech to
take a “timeout” prior to starting a sur-
gical case for final verification of the
correct anatomical site.
The circulating nurse should have
available three essential documents, the
surgical consent form, the preoperative
history and the O.R. schedule.
The full extent of the error, that is,
a full list of the parts of the brain that
were removed from the healthy side,
should have been documented by the
circulating nurse, and failure to do so
was a factor that adversely affected the
patient’s later medical course, the pa-
tient’s nursing expert said. Proassur-
ance v. Metheny, __ S.W. 3d __, 2012 WL
6204231 (Ark.
The document summarizes a presentation arguing that existing international laws of war can adequately address issues raised by cyber warfare, without needing new treaties. It outlines the current legal framework, including when cyber attacks may constitute use of force or armed attacks. It also discusses challenges like attribution and dual-use networks. The presentation argues against new treaties for cyber warfare, saying adversaries would not comply and existing laws can adapt to technology changes.
The document discusses future weapons technologies and proposed solutions for regulating them. It describes how anti-matter and lethal autonomous robots (LARS) could become new types of powerful weapons. Anti-matter could provide energy equivalent to atomic bombs, while LARS could target autonomously without human oversight. To address concerns over these technologies, some propose a total ban on researching or creating such new weapons systems. However, imposing a complete ban faces obstacles, as powerful nations may not agree to restrictions and treaties have been broken before. Effective monitoring and consequences for noncompliance would need to be established for a ban to potentially work.
Increased Vulnerability To Nuclear Terrorist Actions 20july07martindudziak
This document discusses the increased vulnerability of the continental United States to nuclear terrorism. It outlines three types of potential nuclear terrorist attacks: 1) an atomic bomb, 2) a dirty bomb using conventional explosives to disperse radioactive material, and 3) a passive radiation exposure device to contaminate areas without explosives. It argues that current container scanning methods are ineffective and may unintentionally aid terrorists. A recent assassination using polonium-210 demonstrated how easily radiation can spread, and terrorists could replicate this on a larger scale. The supply chain for nuclear materials is more accessible than assumed, as terrorist groups do not need state-level resources and can learn from incidents like the assassination. Overall, the document warns that the US remains vulnerable to nuclear
WMD Proliferation, Globalization, and International Security.docxambersalomon88660
WMD Proliferation, Globalization, and International Security:
Whither the Nexus and National Security?
Strategic Insights, Volume V, Issue 6 (July 2006)
by James A. Russell
Strategic Insights is a bi-monthly electronic journal produced by the Center for Contemporary
Conflict at the Naval Postgraduate School in Monterey, California. The views expressed here are
those of the author(s) and do not necessarily represent the views of NPS, the Department of
Defense, or the U.S. Government.
For a PDF version of this article, click here.
Introduction
Throughout the 1990s, the United States national security establishment gradually espoused the
idea of a growing threat posed by the proliferation of a variety weapons and weapons
technologies that could cause mass casualties to combatants and noncombatants alike. Nuclear
weapons had long occupied the rhetorical space used by policy makers to describe weapons that
could kill on a mass scale, but gradually the result was that the term “weapons of mass
destruction” was reinvigorated and quickly became an accepted term in the lexicon of national
security policy. The term is believed to have surfaced in the media in the aftermath of the German
bombing of Guernica, the Basque seat of power, in April 1937. It reappeared periodically during
World War II in reference to the indiscriminate killing of civilians by aircraft.[1] Today, the term is
defined in U.S. Code Title 50 as “any weapon or device that is intended, or has the capability, to
cause death or serious bodily injury to a significant number of people through the release,
dissemination, or impact of toxic or poisonous chemicals or their precursors; a disease organism;
radiation or radioactivity."[2] For the purposes of this analysis, the term is defined as weapons
that can inflict mass casualties on combatants and noncombatants using nuclear and radiological
devices, long range missiles, and lethal chemical- and biological agents.[3]
Arguably, the kick-off to the more recent formal shift in emphasis in the U.S. national security
bureaucracy came in September 1993 when President Clinton told the United Nations General
Assembly:
One of our most urgent priorities must be attacking the proliferation of weapons of mass
destruction, whether they are nuclear, chemical or biological; and the ballistic missiles
that can rain them down on populations hundreds of miles away… If we do not stem the
proliferation of the world’s deadliest weapons, no democracy can feel secure.[4]
Following the speech, President Clinton signed Presidential Directive 18, which ordered the
Department of Defense to develop a new approach in addressing the proliferation of weapons of
mass destruction. At the time of the initiative, the United States was particularly concerned with
the prospect of thousands of unsecured nuclear warheads in the former Soviet republics—the
problem of “loose nukes.”
In late 1993, Secretary of Defense Les Aspi.
Preventive War and Humanitarian InterventionJude Metoyer
The document discusses Michael Doyle's proposal for developing a legal framework for preventive war and humanitarian intervention. It summarizes Doyle's three-part proposal: 1) Develop a multilateral framework for sanctioning preventive war, 2) Develop case law and jurisprudence around preventive use of force, and 3) Apply the same legal standards for unilateral intervention that exist for multilateral interventions. The document agrees with the first two parts but argues that Harold Koh makes a stronger case for banning unilateral preventive action, as unilateral action lacks legitimacy and there are better alternatives through multilateral cooperation.
Asessing the threat of terrorist use of chemical, biological, radiological an...Chalaris Michail
This document discusses the risk assessment of chemical, biological, radiological, and nuclear (CBRN) threats in South-east European countries. It provides an overview of the types of CBRN weapons, how available they are globally, and the potential threats they pose. The main threats are considered to be chemical and biological weapons. While stockpiles of nuclear weapons are decreasing among major powers, some countries and groups are still trying to acquire them. The document analyzes the European Union's interest in and policies around CBRN non-proliferation over time. It outlines different aspects of the perceived CBRN threat to the EU and South-east European countries from the perspective of international security documents.
Witnessing the series of attacks, debates and laws on cyber terrorisms or attacks viz- a-viz application of self-defense doctrine has become a hot button issue in global arena. Self defense per se an magnetic subjects which fascinates lawmaker and international bodies to play their active role. But as the emanation of a new threat of Cyber attacks and bit of new technologies, the issue of security has reached to its zenith. International laws, domestic laws, regulations, treaties etc. turn out to be vague and handicap to tackle this concept of cyber terrorism.
The document discusses the Treaty on the Prohibition of Nuclear Weapons (TPNW) which bans nuclear weapons. It notes that the TPNW entered into force in 2021 after being ratified by over 50 countries. While most nuclear-armed states oppose the TPNW, over 100 non-nuclear states have signed or ratified it, indicating growing popular and ethical support for prohibiting nuclear arms despite resistance from states that rely on nuclear deterrence. The document argues that rational control of nuclear weapons is not possible and that both popular pressure and ethical imperatives are needed to achieve a world free of these weapons of mass destruction.
Study guide legal committee-topic-area-a rotaract global mun 2015Adrian Dan Pop
Terrorism overall, as well as the issue of measures for combating terrorism in particular,
can be seen from a lot of perspectives, i.e. social, political, economic etc.
Among those perspectives is the legal one. Within the context of the legal committee,
the notion of combating terrorism should be seen from its purely legal perspective, so
as the debate to be efficient and to the point under examination. One of the mandates
of the UNGA is the promotion of the international public law, under Article 13 UN
Charter, which writes that “The General Assembly shall initiate studies and make
recommendations for the purpose of: a. promoting international cooperation in the
political field and encouraging the progressive development of international law and
its codification; […]”. That being said, it is of crucial importance that this committee
addresses the notion of combating terrorism by references to the international humanitarian
law as now lies and the international law of human rights, formed by the existing
conventions specialised or not on terrorism and by customary international law
and any other international law sectors involved with this notion. Additionally, proposals
for codifications or concerted practices that could be considered as able to lead
to custom may be discussed. Purely social, political or other but legal observations do
not concern the Legal Committee and will not be accepted.
BANNUCLEAR WEAPONSNOWThe International Campaign.docxrock73
BAN
NUCLEAR
WEAPONS
NOW
The International Campaign to Abolish Nuclear Weapons (ICAN)
is a global coalition of non-government organizations working for
a nuclear-weapon-free world. We are urging all nations to start
negotiations now on a treaty banning nuclear weapons completely.
“If Gandhi and Martin Luther King Jr were
alive today, they would be part of ICAN.”
MARTIN SHEEN, actor and activist
about ican
Published July 2013
Text and design: Tim Wright
Contact: [email protected]
Nuclear weapons are the only weapons of mass
destruction not yet prohibited
by an international convention,
even though they have the
greatest destructive capacity
of all weapons. A global ban
on nuclear weapons is long
overdue and can be achieved
in the near future with enough
public pressure and political
leadership. A ban would not only
make it illegal for nations to use
or possess nuclear weapons; it
would also help pave the way
to their complete elimination.
Nations committed to reaching
the goal of abolition should
begin negotiating a ban now.
CATASTROPHIC HARM
Many thousands of nuclear
weapons remain in the world,
despite the end of the cold
war. The detonation of just
one nuclear bomb over a
large city could kill more than
a million people. The use
of tens or hundreds could
disrupt the global climate,
causing widespread agricultural
collapse and famine. No matter
the scale of the attack, an
adequate humanitarian response
would not be possible. Given
the catastrophic effects of
nuclear weapons, banning and
eradicating them is the only
responsible course of action.
FULFILLING OBLIGATIONS
International law obliges all
nations to pursue in good faith
and conclude negotiations for
nuclear disarmament. However,
the nuclear-armed nations have
so far failed to present a clear
road map to a nuclear-weapon-
free world. All are investing
heavily in the modernization of
their nuclear forces, with the
apparent intention of retaining
them for many decades to
come. Continued failure on
disarmament is not an option.
So long as nuclear weapons exist,
there is a real danger they will
be used again – by accident or
intent. A ban is urgently needed.
Why a nuclear weapons ban
1
A treaty banning nuclear weapons is a global humanitarian imperative
of the highest order. It is achievable and increasingly urgent.
NUCLEAR NATIONS
Nations with nuclear
weapons of their own
Britain, China, France, India,
Israel, North Korea, Pakistan,
Russia, United States
Nations that host US
nuclear weapons
Belgium, Germany, Italy,
Netherlands, Turkey
Other nations in
nuclear alliances
Albania, Australia, Bulgaria,
Canada, Croatia, Czech
Republic, Denmark, Estonia,
Greece, Hungary, Iceland,
Japan, Latvia, Lithuania,
Luxembourg, Norway, Poland,
Portugal, Romania, Slovakia,
Slovenia, South Korea, Spain
Negotiations on a treaty banning nuclear weapons
should be undertaken by
committed nations even wit ...
International intellectual property law and human securitySpringer
This document discusses the evolving concept of security from focusing solely on state security to encompassing individual/human security and human rights. It examines different approaches to conceptualizing human security, including as a development and rights-based framework. Key aspects of human security discussed include protecting fundamental freedoms and dignity, addressing both rights violations and deprivations, and taking an integrated approach to reducing threats beyond any single issue. The document also analyzes debates around defining human security and balancing expansiveness with policy usefulness.
The Exercise of National Sovereignty by Jofi JosephJofi Joseph
Jofi Joseph assesses the nonproliferation approach of the Bush Administration through the prism of a national sovereignty-focused approach. Jofi published this piece for the Nonproliferation Review in their Winter 2004 issue.
Running head TOURISMTOURISM 2Tourism Name.docxtodd521
Running head: TOURISM
TOURISM 2
Tourism
Name
Institution
Instructor
Course
Date
Introduction
The world is currently experiencing challenges dealing with issues of weapons that have the capability of causing mass destruction. Precisely, weapons of mass destruction can be categorized according to chemical, biological, and radiological material where each can lead to devastating effects. Biological, chemical and radiological material entails industrial agents that be dispersed in air, water or on surfaces that individual meet. All such weapon poses its threat and hence can be used by terrorist to attack U.S.A in numerous ways (Fountain, 2018). Therefore, it is substantial to discuss the difference between biological, chemical, and biological weapons since having awareness is essential in cases of encounter.
For the case of chemical weapon, they utilize not only chemicals but also munitions formulated to inflict death or harm to life. Its symptoms characterize instances of chemical weapon. Symptoms of chemical weapon are observable in the affected region within minutes or hours. To indicate this kind of mass destruction has taken place, colored residue, animal life, dead insect, and foliage are likely to be present (Fountain, 2018). Mainly, numerous types of chemical agents are administered through chemicals weapons. For instances, choking agents has the capability of inflicting injury on the respiratory system through imposing severe irritation to the lungs nose and throats. Primarily, chemicals weapons are dangerous since they can even be triggered through remote-controlled devices.
A biological weapon is characterized by utilizing biological agents to inflict harm or death to human life, plants, and animals. For instances, bacteria, viruses, toxins, and fungi are commonly imposed in a weapons system. Nevertheless, biological weapons can be dispersed into the targeted region using aerosols that carry materials which are infectious into the respiratory system of living organisms (Petrakis et al., 2017). Notably, sometimes biological weapons have been proven to be less effective in cases where targeted human population is vaccinated against particular agent which causes disease which can be utilized in cases of an attack.
Radiological weapons also referred to as dirty bombs are commonly known to use conventional explosives in spreading radioactive materials characterized to lead to not only short but also long term health problems to a population which has been affected (Petrakis et al., 2017). Eventually, radiological weapons do not need nuclear weapon materials, but they require radioactive substance which has the sufficient potency in achieving the desired effect.
As most of the world continue to experience terror attack, the United States faces a real threat of biological, chemical, and radiological weapons. Mainly, technology advancement accompanied by the presence of the idealistic characteristic of terrorists are mer.
Running head TOURISMTOURISM 2Tourism Name.docxjenkinsmandie
Running head: TOURISM
TOURISM 2
Tourism
Name
Institution
Instructor
Course
Date
Introduction
The world is currently experiencing challenges dealing with issues of weapons that have the capability of causing mass destruction. Precisely, weapons of mass destruction can be categorized according to chemical, biological, and radiological material where each can lead to devastating effects. Biological, chemical and radiological material entails industrial agents that be dispersed in air, water or on surfaces that individual meet. All such weapon poses its threat and hence can be used by terrorist to attack U.S.A in numerous ways (Fountain, 2018). Therefore, it is substantial to discuss the difference between biological, chemical, and biological weapons since having awareness is essential in cases of encounter.
For the case of chemical weapon, they utilize not only chemicals but also munitions formulated to inflict death or harm to life. Its symptoms characterize instances of chemical weapon. Symptoms of chemical weapon are observable in the affected region within minutes or hours. To indicate this kind of mass destruction has taken place, colored residue, animal life, dead insect, and foliage are likely to be present (Fountain, 2018). Mainly, numerous types of chemical agents are administered through chemicals weapons. For instances, choking agents has the capability of inflicting injury on the respiratory system through imposing severe irritation to the lungs nose and throats. Primarily, chemicals weapons are dangerous since they can even be triggered through remote-controlled devices.
A biological weapon is characterized by utilizing biological agents to inflict harm or death to human life, plants, and animals. For instances, bacteria, viruses, toxins, and fungi are commonly imposed in a weapons system. Nevertheless, biological weapons can be dispersed into the targeted region using aerosols that carry materials which are infectious into the respiratory system of living organisms (Petrakis et al., 2017). Notably, sometimes biological weapons have been proven to be less effective in cases where targeted human population is vaccinated against particular agent which causes disease which can be utilized in cases of an attack.
Radiological weapons also referred to as dirty bombs are commonly known to use conventional explosives in spreading radioactive materials characterized to lead to not only short but also long term health problems to a population which has been affected (Petrakis et al., 2017). Eventually, radiological weapons do not need nuclear weapon materials, but they require radioactive substance which has the sufficient potency in achieving the desired effect.
As most of the world continue to experience terror attack, the United States faces a real threat of biological, chemical, and radiological weapons. Mainly, technology advancement accompanied by the presence of the idealistic characteristic of terrorists are mer.
This document discusses public health approaches to addressing small arms violence. It makes three key points:
1) Small arms violence causes hundreds of thousands of deaths and over a million injuries annually, creating a major global public health problem. However, data on its health impacts is limited, especially in low-income and conflict-affected areas.
2) Research is needed on the health effects of small arms, contributing risk factors, and impacts of interventions. Surveillance systems and studies in various settings can help identify trends and priorities.
3) A public health approach views small arms violence as preventable and addresses its root causes, like availability of weapons and human insecurity. Reducing access to firearms can lower both the frequency
Similar to Unit V Annotated BibliographyRenica JonesHLS 6320Colum.docx (15)
You will present information on the AAC Tobii Dynavox I Seri.docxlillie234567
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
The document outlines an implementation plan for adding blood pressure monitoring capabilities to Fitbit's existing apps and website. Key elements of the plan include:
1) Developing extensions to Fitbit's existing apps for iOS, Android, and the website to display and track blood pressure readings over time.
2) Validating the functionality and data integration across all platforms through individual testing, regression testing, and end-to-end cross-platform testing.
3) Conducting ongoing evaluation of customer feedback, bug reports, and usage metrics to continuously improve the new blood pressure feature.
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Team ProjectMBA687What it is…The team project in MBA68.docxlillie234567
Team Project
MBA687
What it is…
The team project in MBA687 gives you, the learner and person who is one course away from an MBA:
The opportunity to demonstrate that you can work as a member of a high-functioning team to complete a complex analysis, synthesis and presentation task.
The opportunity to demonstrate mastery of the knowledge and skills that you have acquired through the MBA program.
Where to find information in the syllabus, 1
Page 6
Group Case Study
Prior to the start of Unit 7, students will be assigned into groups of no more than 4 students per group. Each group will be assigned to complete a case study chosen by the instructor from 20 cases located in Appendix C. The 20 case materials can be found in the required textbook (see Appendix C for relevant page numbers). Group case studies should follow the same requirements as the writing assignments stated above. Group case studies are due in Unit 7. Earlier submissions are encouraged.
Also from Page 6
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
Where to find information in the syllabus, 2
Appendix C (Page 24)
This was the list from which your team selected its case
Pages 43-45
This is the rubric (grading guide) that the instructor will use to evaluate and grade the team’s submission.
General outline for the submission
This submission is much like one that you would present in a workplace situation. Imagine that you are presenting your findings on the case to senior management of your company, or to the board of directors.
For your paper, use the outline found in Table 2, page C-6 of your text.
Strategic Profile and Case Analysis Purpose
Situation Analysis
A. General environmental analysis
B. Industry analysis
C. Competitor analysis
D. Internal analysis
III. Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation
A. Strategic alternatives
B. Alternative evaluation
C. Alternative choice
Strategic Alternative Implementation
A. Action items
B. Action plan
Parts I, II and II
Parts I, II and III are much like the introduction, external analysis and internal analysis that you did for your individual project.
The author provides a list of things that you can consider about the external analysis of the industry in Table 3 (C-7)
The author discusses industry analysis (C-6), competitor analysis (C-7) and industry analysis (C-8). It will be helpful to review these areas, even though you have done your individual projects.
In the following pages, the author suggests many tools that you can use to analyze the company and its industry.
Strategy in the paper, 1
Strategy formulation
This is your team’s recommendations for the company
Recommendations should be either business level strategy alternatives or corporate level strategy alternatives.
Recommendations should be based on and sup.
T he fifteen year-old patient was scheduled for surgery on t.docxlillie234567
T he fifteen year-old patient was
scheduled for surgery on the right
side of his brain to remove a right tem-
poral lobe lesion that was believed to be
causing his epileptic seizures.
The surgery began with the sur-
geon making an incision on the left
side, opening the skull, penetrating the
dura and removing significant portions
of the left amygdala, hippocampus and
other left-side brain tissue before it was
discovered that they were working on
the wrong side.
The left-side wound was closed,
the right side was opened and the pro-
cedure went ahead on the right, correct
side.
The error in the O.R. was revealed
to the parents shortly after the surgery,
but only as if it was a minor and incon-
sequential gaffe.
The patient recuperated, left the
hospital, returned to his regular activi-
ties and graduated from high school
before his parents could no longer deny
he was not all right. After a thorough
neurological assessment he had to be
placed in an assisted living facility for
brain damaged individuals.
When the full magnitude of the
consequences came to light a lawsuit
was filed which resulted in a $11 mil-
lion judgment which was affirmed by
the Supreme Court of Arkansas.
A circulating nurse has a le-
gal duty to see that surgery
does not take place on the
wrong side of the body.
The preoperative documents
failed to identify on which side
the surgery was to be done.
It was below the standard of
care for the circulating nurse
not to notice that fact and not
to seek out the correct infor-
mation.
SUPREME COURT OF ARKANSAS
December 13, 2012
Operating Room: Surgical Error Blamed, In
Part, On Circulating Nurse’s Negligence.
Surgical Error Blamed, In Part, On
Circulating Nurse’s Negligence
The Court accepted the testimony
of the family’s nursing expert that a
circulating nurse has a fundamental
responsibility as a member of the surgi-
cal team to make sure that surgery is
done on the correct anatomical site,
especially when it is brain surgery.
The circulating nurse is supposed
to understand imposing terms like se-
lective amygdala hippocampectomy
and know the basics of how it is sup-
posed to be done.
Hospital policy called for the sur-
geon, the anesthesiologist, the circulat-
ing nurse and the scrub nurse or tech to
take a “timeout” prior to starting a sur-
gical case for final verification of the
correct anatomical site.
The circulating nurse should have
available three essential documents, the
surgical consent form, the preoperative
history and the O.R. schedule.
The full extent of the error, that is,
a full list of the parts of the brain that
were removed from the healthy side,
should have been documented by the
circulating nurse, and failure to do so
was a factor that adversely affected the
patient’s later medical course, the pa-
tient’s nursing expert said. Proassur-
ance v. Metheny, __ S.W. 3d __, 2012 WL
6204231 (Ark.
Study Participants Answers to Interview QuestionsParticipant #1.docxlillie234567
Study Participants Answers to Interview Questions
Participant #1:
1. What are the disparities between jail and youth rehabilitation for African American offenders?
a. African Americans will be imprisoned more than their white counterparts who will be given rehabilitation, institutional racism exists, and the system will spend more man hours and time dealing with white offenders than black offenders.
2. What are some social issues that African American juveniles are faced with?
a. Sociocultural stigmas, single-parent households, inadequate educational systems, poor role models, and single-parent households
3. Why are African American male juveniles not offered other means of rehabilitative punishments?
a. The New Jim Crow is our correctional system, which seeks to fill jail cells by incarcerating more black and Latino people who are then utilized as enslaved people in the system for huge corporations and the US Government. The system indicates they are not receptive and will not change.
4. What effects does the existing jail and punishment system have on this population?
a. Demeaning and discouraging—we should fund educational aid, mental health services, and instruction. Providing people with helpful tools, role models, and direction will also help them become contributing members of society
Participant #2:
1. Youth rehabilitation centers should provide mechanisms to prevent offenders from committing crimes but in order to effectively do that the differences amongst AA juveniles and other races must be addressed, while jail just allows for a separation from society to think about the crime.
2. African American male juveniles are faced with a predetermined
perception of being criminals as well as a lack of resources in their communities to educate them on the different career paths & trades that exist.
3. The funding doesn’t exist to provide other rehabilitative opportunities in AA communities.
4. The existing punishment system allows offenders to be separated from the public but it doesn’t provide them with any resources to be successful once their time is complete. Not addressing the underlying issues of how they entered the system as well as how to they can live a successful life after now being labeled as a criminal normally results in repeat offenders.
Participant #3:
1. The youth aren’t getting the proper guidance, mental healthcare and attentiveness in jail. They’re already “written off” which leads to them believing what they’re being taught and increasing the likelihood of them becoming repeat offenders. In youth rehab, you’re given a second chance, you’re being taught how to manage your mental and emotional state. You are being prepared for the world.
2. Prejudice. Are seen as thugs, no good. Etc. don’t have proper resources to get them back on their feet. Difficulty getting jobs, getting into school once released.
3. Unsure, but I’m sure it’s race.
4. You can become in.
STUDENT REPLIES
STUDENT REPLY #1 Vanessa Deleon Guerrero
When conducting surveillance, you are closely monitoring a person’s activities. Investigators or detectives watch their every move, at home, work, where they eat, shop all while being unnoticeable. When detectives conduct surveillance, they still need to ensure that they are respecting the person’s privacy. For example, detectives will not take photos of the person while they are in the shower. If the person is outside or in an area that has public view, then they can take photos of that person. They must conduct their surveillance in an orderly manner, without causing panic to the public in order to ensure public safety.
Private companies such as Facebook, Instagram or twitter are used for people to express themselves. However, what is posted on their social media becomes public and they make their lives public for everyone to see. If someone posted that they were just at a park where a shooting happened, law enforcement can use that to interview them because it puts them at the scene of the crime. However, private companies, for example like phone companies should not use data like text messaging for their benefit. They should not be allowed to read their customers’ messages or listen in on their phone calls. That is a true invasion of privacy.
Reference
Brandl, S. (2018). Criminal investigation (4th ed.). Thousand Oaks, CA: SAGE Publications.
Bedi, M. (2016). The curious case of cell phone location data: Fourth Amendment doctrine mash-up Links to an external site... Northwestern University Law Review, 110(2), 507–524
STUDENT REPLY #2 Danielle Berlus
Hello everyone, when I think of surveillance, I think of all the places that they put cameras like the ones at streetlights that catch you speeding or when they are looking for a suspect and they look to facial recognition devices. I think it is hard to balance what is expected to be private. I don't think anything is private anymore except possibly the bathrooms and even then, someone maybe recording you. Our cell phones I think are being monitored by so many companies and even those who want to steal our personal data as well.
"The government tracks movements through the acquisition of cell phone location data: historical cell phone location data, real-time cell phone location data, and actively "pinging" a cell phone for location data. Cell phone providers store location data as the normal part of their business of providing service. Police, in turn, can request that cell phone providers hand over this location data for a suspect over a set period of time. This information is classified as historical cell phone location data. This data stands in contrast to real-time location data. Whereas the former focuses on past locations, real-time data provides locations as they actually occur. Here, cell phone providers, upon request, give police contemporaneous data on the location of the nearest cell tower for tracking p.
Student Name
BUS 300 Public Relations
[Insert Instructor’s Name]
Month Date Year
BUS300 PR Plan Part 2 Outline
This paper will be a revised and expanded version of Developing a Public Relations Plan, Part 1 assignment in Week 4. Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Mix Media
In this section, you will describe the mix of media you would use to implement your public relations campaign and explain in detail your objectives for each media form. Include traditional and twenty-first- century integrated marketing communication strategies in your discussion. (This section should be at least three paragraphs).
Government Relations
In this section you will describe the government relations tactics you would use as part of your public relations campaign, and explain in detail how these tactics will help you achieve your objectives. In great detail explain how these tactics will help you achieve your objectives. (This section should be at least two paragraphs).
Community Relations
In this section please explain in detail how you can take advantage of community relations to generate positive publicity for your organization. (This section should be at least two paragraphs).
News Release
Draft a news release that you will use in your public relations campaign (Chapter 15). Explain in detail how the content, style, and essentials of your news release will help you persuade the public to your point of view. Use information from Chapter 15 as support. Describe the key elements of writing to consider when responding to a public relations crisis or scandal. (Your news release should be similar to the example provided in the book).
Crisis Management
In this section you will explain the five planning issues related to crisis management that can be employed to mitigate the scandal or risks (Chapter 17). (This section should be at least four to five paragraphs).
Additional Requirements
Remember to Include in-text citations when presenting information from other sources. You should begin your search for sources in the Strayer Library. Use a minimum of three credible, relevant, and appropriate sources. After you conclude the paper, you will need a separate page that includes your references. Include a sources page at the end of your paper.
Please ensure you proofread your paper and summarize when providing in-text citations.
1. Enter your first source entry here.
2. Enter your second source entry here.
3. Enter your third source entry here.
image1.png
BUS 300 Public Relations
Dr. Tenielle Buchanan
October 30, 2022BUS300 PR Plan Part 1 Outline
Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Name of organization
The United States-based publication Rolling Stone magazine is a news magazine that covers articles on current events relating to music, contempo.
Statistical Process Control 1 STATISTICAL PROCESS .docxlillie234567
Statistical Process Control 1
STATISTICAL PROCESS CONTROL
by XXXXXXXX
Student ID: 2XXXXXXX
University of Northampton
(Amity Global Institute Pte Ltd, Singapore)
Managing Operations and The Supply Chain
Dr. Melvin Goh
BSOM046
BSOM046-SUM-1920-ES1-Statistical Process Control
18 Oct XXXX
Word Count: 1600 (± 50)
Statistical Process Control 2
Table of Content
1. Introduction………………………………………………………………….3
2. Literature Review……………………………………………………………3
3. Methodology…………………………………………………………………5
4. Case Study Analysis…………………………………………………………9
5. Recommendation…………………………………………………………….15
6. Conclusion…………………………………………………………………...17
7. References……………………………………………………………………18
8. Appendix……………………………………………………………………..22
Statistical Process Control 3
STATISTICAL PROCESS CONTROL
INTRODUCTION
This report will provide a literature review of the concept and relevance of statistical process
control (SPC) from its inception until the present day. A case study of Waterside’s Leather
Limited (WLL) using the temperature data of its combined effluent discharge over one hundred
and twenty days will be conducted, and a recommendation will also be proposed.
LITERATURE REVIEW
Man has always tried to imitate and better his competitors to develop a better and cheaper
product or service. This idea was as crucial for the hunter-gatherer as it is for the manufacturing
industry after many millennia. This awareness led to the requirement of apprentices having to
follow in the footsteps of the master craftsmen for many years until they could become masters
in their craft. However, this was not a scientifically tabulated and monitored process.
Bradford and Miranti (2019) state that “it was in 1924 that Walter A. Shewhart introduced the
use of control charts to evaluate data distribution patterns to determine whether manufacturing
processes remain under control at Bell Telephone Laboratories”. He also introduced the terms
of variation in the process which comprises of common cause and special cause variation
(Subhabrata and Marien, 2019).
SPC is a technique for controlling processes to distinguish causes of variation and signal for
corrective action (Chen 2005 cited in Avakh and Nasari 2016). While some say that “SPC is
the use of statistically based tools and techniques principally for the management and
Statistical Process Control 4
improvement of processes” (Stapenhurrst, 2005), others say that “SPC is not really about
statistics or control, it is about competitiveness” (Oakland and Oakland, 2018).
Figure 1: A typical Control Chart
(Graph from https://learning.oreilly.com/library/view/nonparametric-statistical-process/9781118456033/c02.xhtml#head-2-
18)
The USA War Department used these methods to enhance the quality of products during World
War II. W.E Deming used Shewhart’s cycle in his quality training in Japan in 1950 but made
a new version stress.
Student 1 Student Mr. Randy Martin Eng 102 MW .docxlillie234567
Student 1
Student
Mr. Randy Martin
Eng 102 MW
6 December 2010
The Tragedy of Othello
The “Devil” throughout the ages has been referred to by many names; accuser, adversary,
enemy, and thief among others, no matter what title is given he is universally accepted as the
purest and ultimate form of evil. In William Shakespeare’s play, The Tragedy of Othello,
Shakespeare uses the element of drama of character to create a villain that embodies absolute
wickedness, a human form of the author of evil. The character Shakespeare creates to serve as
the ultimate antagonist is none other than “honest Iago.” Iago’s character is the best
representation of an elusive villain whose clever abilities to deceive and persuade bring
catastrophic destruction like that of an unexpected, nearly invisible black ice. Shakespeare uses
the character to advance the theme that mankind has the ability to be influenced and even driven
to engage in repulsive and devastatingly horrendous acts towards to each other. Iago himself is
driven and influences the actions Casio, Othello, and Rodrigo.
Spurred by jealousy and the pain of an injured pride Iago observes the man who was
granted/appointed the position he believed to have deserved and conceives a plan for taking
Cassio(this man) out. The character Cassio is deceived and manipulated by Iago in two manners.
First Iago sets up Cassio to betray himself and be demoted and then later uses Cassio as a pawn
to play into an even greater and more elaborate act of revenge against Othello.
Giving into anger and jealousy, Iago devises a plan to crush Cassio and satiate the pain of
Student 2
being passed over, Shakespeare writes:
I: With as little
a web as this will I ensnare as great a fly as Cassio. Ay, smile upon her, do!
I will gyve thee in thine own courtship…
If such tricks as these strip you out of your lieutenantry, (2.1.162-4)
Critic August Schlegel notes, “…he spreads his nets with a skill which nothing can escape.” The
devastation of being passed over for the position drove Iago to exact revenge on the unknowing
bystander, Cassio. Pride is a powerful internal motivator that takes a tremendous toll on those
who allow it contribute to their actions or control their thoughts. It is easy to give into the
feelings of being wronged and turn an evil eye rather than applauding another in their success.
More commonly found in relationships is the mentality of if I can’t have him nobody will.
With ease and grace Iago is able to show Cassio false sympathy and gain trust that allows
him to direct Cassio’s actions, by creating false hope. Shakespeare writes:
I: …, I could heartily wish this had not
befall’n; but since it is as it is, mend it for your own good.(2.3.270-1)
I: I tell you what you
shall do. Our general’s wife is now the general...
confess yourself freely to her; importune her help
to put you in your place again. She is of so free, .
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Logan Stevens
English Composition II
December 20, 2019
Where’s the Beef?: Ethics and the Beef Industry
Americans love their beef. Despite the high rate of its consumption, in recent years
people in the United States have grown increasingly concerned about where their food comes
from, how it is produced, and what environmental and health impacts result from its production.
These concerns can be distilled into two ethical questions: is the treatment of cattle humane and
is there a negative environmental impact of beef production? For many, the current methods of
industrial beef production and consumption do not meet personal ethical or environmental
standards. Therefore, for ethical and environmental reasons, people should limit their beef
consumption.
The first ethical question to consider is the humane treatment of domesticated cattle. It
has been demonstrated in multiple scientific studies that animals feel physical pain as well as
emotional states such as fear (Grandin & Smith, 2004, para. 2). In Concentrated Animal Feeding
Operations (CAFOs), better known as “factory farms” due to their industrialized attitude toward
cattle production, cattle are often confined to unnaturally small areas; fed a fattening, grain-based
diet; and given a constant stream of antibiotics to help combat disease and infection. In his essay,
“An Animal’s Place,” Michael Pollan (2002) states that beef cattle often live “standing ankle
Comment [SL1]: Hi Logan! This is a great title.
Comment [SL2]: It will help strengthen your opening
sentence to include some sort of facts or statistics about
beef consumption in America.
Comment [SL3]: Throughout your essay, you talk about
more than just limiting the consumption of beef. How could
you strengthen your Thesis Statement to connect all of
those points?
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
deep in their own waste eating a diet that makes them sick” (para. 40). Pollan describes
Americans’ discomfort with this aspect of meat production and notes that they are removed from
and uncomfortable with the physical and psychological aspects of killing animals for food. He
simplifies the actions chosen by many Americans: “we either look away—or stop eating
animals” (para. 32). This decision to look away has enabled companies to treat and slaughter
their animals in ways that cause true suffering for the animals. If Americans want to continue to
eat beef, alternative, ethical methods of cattle production must be considered.
The emphasis on a grain-based diet, and therefore a reliance on mono-cropping, also
contributes to the inefficient use of available land. The vast majority of grain production (75-
90% depending on whether corn or soy) goes to feeding animals rather than humans, and cattle
alone .
STORY TELLING IN MARKETING AND SALES – AssignmentThe Ethic.docxlillie234567
STORY TELLING IN MARKETING AND SALES – Assignment
The Ethics of Storytelling
Assignment Description:
During the past week in class, we learned that all brand stories need to have a strong ethical foundation. Brands need to create and distribute messages that are honest and convey their corporate values.
FOR THIS ASSIGNMENT, “CHOOSE ANY 1” OF THE FOLLOWING SHORT VIDEOS TO WRITE ABOUT:
· “Apple 2013 Christmas commercial”
https://www.youtube.com/watch?v=03KQTCEM08k
· “WestJet Christmas Miracle”
https://www.youtube.com/watch?v=zIEIvi2MuEk&t=9s
For the video you choose, answer the following questions about the story that is being told:
(minimum 350 words, combine 1 to 5)
1. Does this story affirm the company’s core values? Why or why not?
2. Does this story foster trust with each and every stakeholder? Why or why not?
3. Does this story help build relationships? Why or why not?
4. Does this story showcase diverse and inclusive behaviors?
5. Does this story honor the company’s commitments and promises to its customers? Why or why not?
Note: Write a minimum of 350 words for above 5 questions, conveying your own thoughts and views.
image1.png
CHCCCS023 Learner Guide Version 1.1 Page 1 of 59
CHCCCS023
Support independence and
wellbeing
Learner Guide
CHCCCS023 Learner Guide Version 1.1 Page 2 of 59
Table of Contents
Unit of Competency ..................................................................................................................... 5
Application ...................................................................................................................................... 5
Unit Sector ...................................................................................................................................... 5
Performance Criteria ....................................................................................................................... 6
Foundation Skills ............................................................................................................................. 8
Assessment Requirements .............................................................................................................. 9
1. Recognise and support individual differences.......................................................................... 12
1.1 – Recognise and respect the person’s social, cultural and spiritual differences ........................ 13
Individual differences .................................................................................................................... 13
Social differences .......................................................................................................................... 13
Cultural differences ....................................................
STEP IV CASE STUDY & FINAL PAPERA. Based on the analysis in Ste.docxlillie234567
STEP IV: CASE STUDY & FINAL PAPER
A. Based on the analysis in Step III, choose which theory best applies to this situation. Add any arguments justifying your choice of these ethical principles to support your decision.
Consequentialism (Utilitarian) Theory
Deontology Theory
Kant’s Categorical Imperative Principle
Social Contract Theory
Virtue Ethics Theory
NAME THE THEORY HERE: Deontology Theory
B. Explain your choice above: THIS AREA SHOULD BE 4-7 sentences or roughly 100-200 words.
Deontology is an approach to Ethics that focuses on the rightness or wrongness of actions themselves I choose this because ethical actions based on normative theories can be effective in developing better privacy practices for organizations. A business should be able to admit to making a mistake. This is especially important to shareholders, employees, and other stakeholders.It is important for businesses to operate with transparency. Consumers need to be able to trust what businesses present to them.
C. Your decision: What would you do? Why? List the specific steps needed to implement your defensible ethical decision. THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
Deontology is a theory of ethics that suggests that actions can either be bad or good when judged based on a clear set of rules. So what I would do is set these rules in place. Businesses/companies should uphold the ethical standard of respect. People personal data shouldn’t be treated as ends rather than means. Companies should keep personal data about their customers/users and should be expected to keep this information private out of respect for these individual’s privacy.
Another rule, Businesses/companies should uphold complete transparency. This builds not only trust, but help builds a relationship with the users/customers. And if they don’t enclosed information the company’s actions would be considered unethical and wrong. Another rule is that there should always be accountability. A business/company should always be able to admit to making a mistake. This is especially important to shareholders, and stakeholders. They should be able to own up to missteps even when this could have serious consequences. With these rules emplaced it would be more ethical.
D. What longer-term changes (i.e., political, legal, societal, organizational) would help prevent your defined dilemma in the future? THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
My dilemma is the misuse of personal information and data. Not just in social media but, also companies and business. One of the obvious ways to stop this dilemma is to make it that companies aren’t allowed to collect and store our personal data. User data can legally be sold as long as legal conditions for its collection and sale have been met and there isn’t any regulation against it. Our data is being sold for profit. This shouldn’t be allowed. There should be laws and regulations against that. They are the only ones benefiting.
Step 1Familiarize yourself with the video found here .docxlillie234567
Step 1:
Familiarize yourself with the video found here:
Link to Who Leads Us? video
AND the website associated with the video, located here:
Who Leads Us?
AND the website of your Representative in the United States House:
The US House of Representatives
Step 2:
After learning about Reflective Democracy across the United States it is time to learn about how it affects you. Begin by examining yourself and your surrounding community. How would you describe your cultural background? How would you describe the cultural background of your US Representative? How would you describe the cultural background of the district that he or she represents (and that you are a part of)? Compare and contrast the culture of the district to the culture of your Representative. Compare and contrast the culture of your Representative and your culture. Compare and contrast your culture with the culture of the district that you live. Where do you see the greatest differences between cultures? What are some advantages and disadvantages of these cultural differences? How would you work to bridge the divide between cultures? (SR 1)Step 3:
Find a policy issue that your Representative has taken a stand on. Explain that issue in detail. Once you have explained the issue, provide information on where your representative stands on the issue. Where do you stand on the issue? What do you believe should be done? What might be another alternative solution? Thinking about your ideas on the issue who might object to your viewpoint and what might their objections be? Once you’ve laid out their objections, respond to them, and explain, with logic, why your perspective is correct and your opponents’ objections are mistaken. (PR 1 and PR 2)Step 4:
Now that you have officially staked out a policy position, you need to think about how to get it put into action. Who in the government, and who in your community. do you believe should be involved? What specific actions should you (and those in the community) take? Why is it important to get your community involved and what will be the benefits of activating people to the cause? (SR 2)Step 5:
Let’s assume that you are successful in your efforts, and you achieve your policy goal. What do you believe will be the consequences of putting this policy into practice? How far reaching do you think the consequences will be for your community? Your state? Your country? What do you think will be the effects over the short term? Over the long term? Be sure to mention both positive and negative consequences that might result? (PR 3)
.
Statistical application and the interpretation of data is importan.docxlillie234567
Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 800-1,000 words paper, discuss the significance of statistical application in health care. Include the following:
1. Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.
2. Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.
Three peer-reviewed, scholarly or professional references are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
RUBRICS:
1, Application of statistics in health care is described in detail. The significance to quality, safety, health promotion, and leadership is described thoroughly for all criteria. Strong information and rationale is provided to fully illustrate the application of statistics, and its significance, to health care and the specific areas.
2, Application of statistical knowledge to organization or specialty area is thoroughly discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is described in detail. The ability to understand and apply statistical data is clearly demonstrated.
3, Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4, Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5, Writer is clearly in command of standard, written, academic English
6, Paper Format (use of appropriate style for the major and assignment)
Compañías utilizando la Inteligencia Artificial
La Inteligencia Artificial es un campo donde se combina las ciencias de las computadoras y bases de datos para ayudar a resolver problemas o para simular Inteligencia Humana. Comprende varios subcampos donde se utilizan varios métodos en los cuales se pueden mencionar los más comunes que son: las maquinas aprendiendo o Machine Learning y el aprendizaje profundo o Deep Learning. Estos métodos o disciplinas están comprometidas con los Algoritmos de la Inteligencia Artificial que buscan crear sistemas expertos que pueden hacer predicciones o clasificaciones basadas en una data introducida por un usuario. Algunas de las funciones primarias de la Inteligencia Artificial varían entre razonar, aprender, resolver problemas, toma de decisiones y principalmente entender el comportamiento humano. Este concepto esta formado por dos tipos de acercamientos, el primero es el acercamiento humano y el acercamiento ideal. Cuando hablamos del acercamiento humano, estamos emprendiendo sistemas que piensan y actúan como humanos. El acercami.
SOURCE: http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
Property tax comes from housing. More new construction means more property taxes collected. The
better (so more expensive the home) the more property taxes collected. Defaults, foreclosures can
drive down house values and reduce property taxes. You are simply trying to understand some
forecasting regarding the future (maybe near-term future) of property taxes to be collected. CERNIK
Property Tax Remains Largest Revenue Source
According to the latest data from the Census Bureau, taxes paid by homeowners and other real
estate owners remain the largest single source of revenue for state and local governments. At
34%, property taxes represent a significantly larger share than the next largest sources: individual
income taxes (24%) and sales taxes (21%).
State and local government property tax collections continue to increase on a nominal basis.
From the third quarter of 2012 through the end of the second quarter of 2013, approximately
$479 billion in taxes were paid by property owners. This was a small increase from the
previous trailing four-quarter record of $477 billion, set last quarter.
The modest changes throughout the Great Recession in nominal state and local government
property tax collections are due in large part to lagging property assessments and the ability of
local jurisdiction to make annual adjustments to tax rates. In general, declining property values
are not reflected in the system until a few years after the decline occurs. Once assessments are
updated, property tax authorities can adjust rates thus maintaining a desired level of collection.
http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
http://www.census.gov/govs/qtax/
http://eyeonhousing.files.wordpress.com/2013/09/piechart.png
As state and local government property tax collections increased in recent years, the share of
local tax collections due to property taxes fell from a high of 37.4% in the second quarter of
2010 to the current share of 33.5%. The average share for property taxes since 2000 is 32.4%.
The changing share of local collections is due predominantly to fluctuations in all other tax
receipts. State and local individual income tax, corporate income tax, and sales tax collections
are very responsive to changing economic conditions. For example, in the second quarter of 2009
state and local governments collected $76 billion in individual income tax. In the second quarter
of 2013, the most recent, state and local governments collected $114 billion in individual income
tax. The dramatic 50% increase in state and local individual income tax receipts is due to
improving economic conditions, rising incomes, and higher rates in several states.
http://eyeonhousing.files.wordpress.com/2013/09/chart_13.png
The S&P/Case-Shiller House Price Index – National Index grew by 7.1% on a n.
Sophia Pathways for College Credit – English Composition I
Are you ready to write Touchstone 4?
The essay below provides an example of an advanced level argumentative essay. As you read through
the essay, notice how the author effectively incorporates elements of argument, has a strong thesis
statement which takes a stand on one side of a debatable topic, and utilizes the classical model of
argumentation with effective incorporation and utilization of support.
______________________________________________________________________
Marcus Bishop
English Composition I
March 15, 2018
Teenage Sleep and School Start Times
John, an average teenager, tries to get to school on time in the mornings. He sets two
alarms on his phone and often skips a shower or breakfast, or both, so that he doesn’t miss the
school bus that stops at his corner at 7:00 AM. Once at school, John joins his sleep-deprived
peers in mad dashes to their first classes. School is on, whether students are prepared to learn
or not. According to numerous studies, the average U.S. teenager gets between 7 and 7.25
hours of sleep a night, while his body needs between 9 and 9.5 hours. With the average start
time for high school in the U.S. 8:03 AM (Croft, Ferro, and Wheaton, 2015), it’s not a great leap
to conclude many high school students are sleep-deprived. High schools should implement later
start times to maintain healthy biological functions and to maximize learning for teenagers.
Comment [SL1]: While the sentence structure is a bit
repetitive, this introduction does a good job of engaging the
reader with the average teenager and providing the
necessary background information for the reader to fully
understand the importance of the thesis.
Comment [SL2]: This is a well written thesis statement. It
takes a clear position on one side of a debatable topic. It is
concise, yet provides adequate detail so that the reader
knows what your key points within the essay will likely be.
Sophia Pathways for College Credit – English Composition I
Sleep deprivation in teens affects their health, including issues like mood and behavior,
increased anxiety or depression, use of caffeine, tobacco, or alcohol, and even weight gain. Lack
of sleep increases the likelihood that teens across all socio-economic spectrums will be unable
to concentrate and will suffer poor grades in school as a result. In addition, teens, already in a
high risk category as new drivers, are more susceptible to “drowsy-driving incidents.” (Richter,
2015). These are all compelling reasons to consider changes in school start times for teenagers.
Our internal body clocks – what scientists call circadian rhythm - regulate biological
processes according to light and dark. When our eyes tell us it’s dark, we begin to tire, and
when our eyes tell us it’s light, we begin to waken. Adults often refer to themselves as a
“morning person” or a “night person” because t.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Unit V Annotated BibliographyRenica JonesHLS 6320Colum.docx
1. Unit V Annotated Bibliography
Renica Jones
HLS 6320
Columbia Southern University
12/6/22
Part A
Question 1
Following Bolat et al. (2022), Strict guidelines are imposed by
international humanitarian law on the selection of weapons and
tactics. There are international conventions and laws prohibiting
the deployment of weapons of mass distraction because these
weapons must not inflict indiscriminate harm to civilians. They
must not be prone to inflicting unnecessary damage or suffering
on combatants. Mass destruction weapons do not abide by these
regulations.
Question 2
Threats from terrorist groups and criminal states looking to use
WMD, or weapons of mass destruction, are becoming
increasingly frequent, and the United States is constantly at
risk. Albedwawi claims that (nuclear, radiological, chemical,
biological, or explosives) are one sort of weapon of mass
destruction.
Question 3
Every type and category of WMD has a specific treaty
governing it. The Biological Weapons Convention (BWC),
whose objective was to ban biological weapons entirely, and
2. United Nations Security Council Resolution 1540, which
intended to stop the spread of WMD, particularly to non-state
actors, are two examples of these treaties. The Chemical
Weapons Convention (CWC) is another agreement to outlaw
chemical weapons entirely. Finally, the Treaty on the
Prohibition of Nuclear Weapons (TPNW), whose aim is to
outlaw nuclear weapons completely, is mentioned in Kmentt's
novel as signed in 2021.
Question 4
Each of the United States and the UN has a specific role to play
in upholding international law and the provisions of each
Treaty. The UN body's principal tribunal settles cases by states
by international law. Furthermore, it offers legal advice on
matters referred to by authorized UN bodies and specialized
organizations. They also advance peace and security throughout
the world. Human rights respect delivering aid to the needy:
support sustainable development and climate action. The ability
to fully implement international law ultimately rests with the
United Nations Security Council. Fines, maintaining the peace,
or formal reprimands are some ways they can do this.
Question 5
Kent (2021) contends that several challenges exist in enforcing
international WMD laws and regulations. Among these concerns
are the risks posed by poverty, illness, and environmental
degradation. The conflict between states poses a threat. to state-
wide human rights violations and violent threats. The threat of
terrorism. Every international law and Treaty has undergone
several revisions to improve its effectiveness and inclusiveness
in providing member states with security.
Question 6
It is possible to compel non-member states of the UN to abide
by international law and convention in several ways. First, the
Security Council of the United Nations can officially denounce,
impose sanctions, or otherwise enforce international law.
PART B
Albedwawi, S. A. A. M. (2022). Weapons of Mass Destruction
3. (WMD) An Overview. South Asian Journal of Social Science
and Humanities, 3(3), 103-110.
The international community became aware of a significant
development in unconventional weapons. Nations fought to
develop weapons with immense destructive potential; This
allowed for an arms race between the superpowers. This essay
explores WMD using a doctrinal legal research methodology.
This article defines WMDs, their traits, and the International
Court of Justice's legal stance on their threat or use in light of
those traits. We discover that despite the international
community's best efforts, superpower supremacy with WMDs
remains a problem. Finally, this article provided several
recommendations for achieving the ICJ's objectives of
guaranteeing environmental security and preventing the
destruction brought on by the use of WMDs.
Bolat, A., Saimova, S., Bekezhanov, D., Ashimova, D.,
Konysbekova, M., & Zhakupova, G. (2022). MODERN
PROBLEMS OF THE LAW ENFORCEMENT PRACTICE OF
THE PRINCIPLE OF DISARMAMENT IN INTERNATIONAL
SECURITY LAW. Journal of Legal, Ethical and Regulatory
Issues, 25(1), 1-19.
International treaties regulate disarmament; Bases and other
military-related operations are prohibited, entirely or partly.
Despite the favourable environment for disarmament that exists
on the international and global levels right now, the
implementation of nuclear disarmament requires a thorough and
sincere struggle on the part of the international community.
Disarmament and arms control are among the most potent global
legal tools for resolving disputes and maintaining peace.
Feltes, J. (2021). Weapons of Mass Destruction—Conceptual
and Ethical Issues with Regard to terrorism. In Counter-
Terrorism, Ethics and Technology (pp. 49-69). Springer, Cham.
The concept of WMD is part of numerous state laws and forms
the basis of one of the essential UN treaties [51, 64]. But the
definition of a WMD still needs to be decided and is far from
resolved. Over the past eight decades, various partially at-odds
4. WMD conceptualizations have been introduced into scientific
debates, popular culture, and legislation by academics,
policymakers, and lawmakers. Therefore, it is not surprising
that this concept and its changing definition have been
politicized.WMD quickly came to stand for the worst-case
terrorist attack scenario that must be prevented at all costs,
especially in light of the so-called "War Against Terror."
However, terrorism and other asymmetrical wars pose
substantial threats to the concept of WMD, making it necessary
to seek alternatives in counterterrorism debates. The moral
issues that the word "WMD" presents when combined with
terrorism lead to one particular concern.
Okoro, O. I., & Oluka, N. L. (2019). Weapons of mass
destruction and modern terrorism: Implications for global
security. Asian Social Science, 15(3), 1-13.
The biggest crime and threat to humanity come from the
arsenals of terrorists that contain biological, chemical, and
nuclear materials called Weapons of Mass Destruction (WMD).
Acting swiftly and firmly against terrorists is a duty owed to
citizens by state actors who are faced with them. Therefore,
accurately identifying each of these crimes and difficulties is
essential. Terrorist activity has increased in several regions of
the world, even though the fight against terrorism is still
ongoing. This study aims to determine the implications and
effects of terrorists using WMD. The study also looks at WMD
and terrorism. It also examined the general impact of using
WMD and the challenges this might present to the international
community in light of the current trends in their acquisition by
some states and non-state actors. Finally, the investigation
offers suitable suggestions for countermeasures to thwart
terrorists' attempts to acquire WMD. The study used a
qualitative method to research to examine the level of
sophistication used by emerging terrorist organizations,
including the ISIS terrorist network, the al-Qaeda organization,
and other splinter groups.
Kent, A. (2021). The Treaty Prohibiting Nuclear Weapons: How
5. it was Achieved and Why it Matters. Routledge.
The Treaty on the Non-Proliferation of Nuclear Weapons
Review Conference's endorsement of the Action Plan, which for
the first time voiced concern about the humanitarian
repercussions of nuclear weapon use, gave rise to optimism that
the non-nuclear-weapon States would make progress toward
disarmament. However, the lack of such progress gave new
momentum to the Humanitarian Initiative, which was
established to enforce the growing awareness of the
humanitarian consequences as an essential condition for nuclear
disarmament. The book also discusses other challenges that the
movement experienced, such as the nuclear-weapon States'
hostility and the strategies that were effective in overcoming
them and forcing a change in the views and stances of the
majority of NNWS concerning a legal solution.
References
Albedwawi, S. A. A. M. (2022). Weapons of Mass Destruction
(WMD) An Overview. South Asian Journal of Social Science
and Humanities, 3(3), 103-Bolat, A., Saimova, S., Bekezhanov,
D., Ashimova, D., Konysbekova, M., & Zhakupova, G. (2022).
MODERN PROBLEMS OF THE LAW ENFORCEMENT
PRACTICE OF THE PRINCIPLE OF DISARMAMENT IN
INTERNATIONAL SECURITY LAW. Journal of Legal, Ethical
and Regulatory Issues, 25(1), 1-19.110.
Feltes, J. (2021). Weapons of Mass Destruction—Conceptual
and Ethical Issues with Regard to terrorism. In Counter-
Terrorism, Ethics and Technology (pp. 49-69). Springer, Cham.
Kent, A. (2021). The Treaty Prohibiting Nuclear Weapons: How
6. it was Achieved and Why it Matters. Routledge.
Okoro, O. I., & Oluka, N. L. (2019). Weapons of mass
destruction and modern terrorism: Implications for global
security. Asian Social Science, 15(3), 1-13.
SAGE PUBLISHING: OUR STORY
We believe in creating fresh, cutting-edge content to help you
prepare your students to
thrive in today’s business world and be tomorrow’s global
leaders. Founded in 1965 by
24-year-old entrepreneur Sara Miller McCune, SAGE continues
its legacy of making
research accessible and fostering creativity and critical
7. thinking.
Our authors draw upon their remarkable teaching, research, and
real-world
experience to provide you with the most current and applied
content.
As a student-friendly publisher, we offer affordable choices so
students can choose
the option that works best for them.
Being permanently independent means we are fiercely
committed to publishing the
highest-quality resources.
2
Essentials of Organizational behavior
Second Edition
3
To T. K.
For keeping it real.
4
Essentials of Organizational Behavior
An Evidence-Based Approach
9. E-mail: [email protected]
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London, EC1Y 1SP
United Kingdom
SAGE Publications India Pvt. Ltd.
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Mathura Road, New Delhi 110 044
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Library of Congress Cataloging-in-Publication Data
Names: Scandura, Terri A., author. Title: Essentials of
organizational behavior / Terri A. Scandura, University of
Miami.
Description: Second edition. | Thousand Oaks, California :
SAGE, [2018] | Includes bibliographical references and
index.
10. Identifiers: LCCN 2017033151 | ISBN 9781506388465 (pbk. :
alk. paper) Subjects: LCSH: Organizational change.
Classification: LCC HD58.8 .S293 2018 | DDC 352.3/67—dc23
6
LC record available at https://lccn.loc.gov/2017033151
Printed in the United States of America.
This book is printed on acid-free paper.
Acquisitions Editor: Maggie Stanley
Content Development Editor: Lauren Holmes
Editorial Assistant: Alisa Nance
Production Editor: Jane Haenel
Copy Editor: Diane Wainwright
Typesetter: Hurix Digital
Proofreader: Jeff Bryant
Indexer: Sylvia Coates
Cover Designer: Candice Harman
Marketing Manager: Amy Lammers
11. 7
https://lccn.loc.gov/2017033151
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. SECTION I: INTRODUCTION
1. Chapter 1: What Is Organizational Behavior?
5. SECTION II: UNDERSTANDING INDIVIDUALS IN
ORGANIZATIONS
1. Chapter 2: Personality and Person–Environment Fit
2. Chapter 3: Emotions and Moods
3. Chapter 4: Attitudes and Job Satisfaction
4. Chapter 5: Perception, Decision Making, and Problem
Solving
6. SECTION III: INFLUENCING AND MOTIVATING
EMPLOYEES
1. Chapter 6: Leadership
2. Chapter 7: Power and Politics
3. Chapter 8: Motivation: Core Concepts
4. Chapter 9: Motivation: Applications
7. SECTION IV: BUILDING RELATIONSHIPS
1. Chapter 10: Group Processes and Teams
2. Chapter 11: Managing Conflict and Negotiation
3. Chapter 12: Organizational Communication
4. Chapter 13: Diversity and Cross-Cultural Adjustments
8. SECTION V: LEADERS AS CHANGE AGENTS
12. 1. Chapter 14: Organizational Culture
2. Chapter 15: Leading Change and Stress Management
9. Appendix: Research Designs Used in Organizational
Behavior
10. Glossary
11. Notes
12. Index
8
Detailed Contents
Preface
Acknowledgments
About the Author
SECTION I: INTRODUCTION
Chapter 1: What Is Organizational Behavior?
Learning Objectives
A Crisis of Leadership?
What Is Organizational Behavior?
Disciplines Contributing to Organizational Behavior
From Theory to Practice
Evidence-Based Management
What Is Critical Thinking?
The Scientific Method
Outcome Variables in Organizational Behavior
Performance
Work-Related Attitudes
Employee Well-Being
13. Motivation
Employee Withdrawal
Levels of Analysis in Organizational Behavior
How OB Research Increases Employee Performance
Theory X and Theory Y
Plan for This Textbook
Leadership Implications: Thinking Critically
Key Terms
TOOLKIT ACTIVITY 1.1: Personal Leadership Development
Plan
CASE STUDY 1.1: Organizational Science in the Real World
SELF-ASSESSMENT 1.1: Are You Theory X or Theory Y?
SELF-ASSESSMENT 1.2: Assessing Your Experiential
Evidence Base
SECTION II: UNDERSTANDING INDIVIDUALS IN
ORGANIZATIONS
Chapter 2: Personality and Person–Environment Fit
Learning Objectives
The Right Stuff at the Wrong Time?
What Is Personality?
The Role of Heredity
Myers-Briggs Type Indicator
Limitations of the Myers-Briggs Type Indicator
How the Myers-Briggs Type Indicator Is Used in Organizations
“The Big Five”
9
14. Personality Traits and Health Research
Other Relevant Personality Traits
Machiavellianism
Self-Monitoring
Risk Taking
Psychological Capital
Core Self-Evaluations
Person–Environment Fit
Person–Organization Fit
Person–Job Fit
Leadership Implications: Understanding Others
Key Terms
TOOLKIT ACTIVITY 2.1: Fitting in Somewhere Great!
CASE STUDY 2.1: Who Would You Hire?
SELF-ASSESSMENT 2.1: The Big Five Personality Test
SELF-ASSESSMENT 2.2: Type A/Type B Behavior Pattern
SELF-ASSESSMENT 2.3: Core Self-Evaluations Assessment
Chapter 3: Emotions and Moods
Learning Objectives
Does Lack of Sleep Make You Grumpy?
Emotions and Moods at Work
Affective Events Theory: An Organizing Framework
Affective Climate
The Broaden-and-Build Model of Emotions
Moods
Emotional Labor
Emotional Intelligence
Can Emotional Intelligence Be Learned?
Limitations of Emotional Intelligence
15. How Emotional Intelligence Is Used in Organizations
Emotional Contagion
Affective Neuroscience
Ethical Issues in Neuroscience
Leadership Implications: Affective Coaching
Key Terms
TOOLKIT ACTIVITY 3.1: The 5-Minute Gratitude Exercise
CASE STUDY 3.1: Managing Your Boss’s Moods and Emotions
SELF-ASSESSMENT 3.1: Positive and Negative Affect
Schedule
(PANAS)
SELF-ASSESSMENT 3.2: Emotion Regulation Questionnaire
(ERQ)
Chapter 4: Attitudes and Job Satisfaction
Learning Objectives
10
Josh Caldwell
Job Satisfaction: An Upward Trend
What Is an Attitude?
Cognitive Dissonance
Do Attitudes Matter?
Job Satisfaction
Job Satisfaction Facets
Job Search Attitudes
Organizational Commitment
16. Job Involvement
Employee Engagement
Perceived Organizational Support
Psychological Empowerment
Leadership Implications: Creating Meaning at Work
Key Terms
TOOLKIT ACTIVITY 4.1: What Do Workers Want From Their
Jobs?
CASE STUDY 4.1: A Crisis in Nursing
SELF-ASSESSMENT 4.1: How Much Career Adaptability Do
You
Have?
SELF-ASSESSMENT 4.2: Do You Experience Empowerment?
Chapter 5: Perception, Decision Making, and Problem Solving
Learning Objectives
Would You Be Happier if You Were Richer?
Understanding Why People Don’t See Eye to Eye
The Primacy Effect
The Recency Effect
The Availability Bias
Contrast Effects
Halo Error
Employability: Self-Fulfilling Prophecies During the
Application Process
Individual Decision Making
Decision Processes and Organizational Performance
Why Some People Can’t Make Decisions
Constraints on Individual Decision Making
The Rational Decision-Making Model
Limitations of the Rational Model
17. Bounded Rationality
Prospect Theory
The Importance of How Decisions Are Framed
Intuition
Benefits of Intuition
Wicked Organizational Problems
Decision Traps
11
Hindsight Bias
Overconfidence
Escalation of Commitment
Creative Problem Solving
Going With the “Flow”
Three-Component Model of Creativity
Leadership Implications: Making Ethical Decisions
Key Terms
TOOLKIT ACTIVITY 5.1: The Oil Drilling Partnership
CASE STUDY 5.1: Do You Have to Spend Money to Make
Money?
SELF-ASSESSMENT 5.1: Employability—Perceptions of
Prospective
Employers
SELF-ASSESSMENT 5.2: How Would You Rate Your
Creativity?
SECTION III: INFLUENCING AND MOTIVATING
EMPLOYEES
18. Chapter 6: Leadership
Learning Objectives
Have Leaders Lost Their Followers’ Trust?
What Is Leadership?
Differentiating Management and Leadership
Trait Approaches
Leader Behaviors
Path–Goal Theory
Adapting to the Situation
Leader–Member Exchange
Leader–Member Exchange Development
Managing Your Boss
Follower Reactions to Authority
Attributions and Leader–Member Relationships
The Mentor Connection
The Importance of Trust
Calculus-Based Trust
Knowledge-Based Trust
Identification-Based Trust
Repairing Broken Trust
Full-Range Leadership Development
Transactional Leadership
Transformational Leadership
Moral Approaches
Ethical Leadership
Servant and Authentic Leadership
Critiques of Leadership Theory
Implicit Leadership Theory
19. 12
Romance of Leadership
Leadership Implications: Flexibility Matters
Key Terms
TOOLKIT ACTIVITY 6.1: Applying the Full-Range Leadership
Development Model
TOOLKIT ACTIVITY 6.2: Comparing Supervisor Leader–
Member
Exchange
CASE STUDY 6.1: Which Boss Would You Rather Work For?
SELF-ASSESSMENT 6.1: Mentoring Functions Questionnaire
SELF-ASSESSMENT 6.2: How Trustful Are You?
Chapter 7: Power and Politics
Learning Objectives
What Is It Like to Have Power?
Power and Influence
Bases of Power
Organizational Sources of Power
Influence Without Authority
Influence Strategies
Which Influence Strategies Are the Most Effective?
Impression Management
Managing Impressions With Body Language
Perceptions of Organizational Politics
Political Skill
Having Both the Will and the Skill for Politics
Leadership Implications: Managing With Power
20. Key Terms
TOOLKIT ACTIVITY 7.1: Politics or Citizenship?
TOOLKIT ACTIVITY 7.2: What Would You Do?
CASE STUDY 7.1: Can You Succeed Without Power?
SELF-ASSESSMENT 7.1: Your Impression Management
Strategies
SELF-ASSESSMENT 7.2: What’s Your Level of Political
Acumen?
Chapter 8: Motivation: Core Concepts
Learning Objectives
Do You Have Grit?
What Is Motivation?
Need Theories
Goal Setting
“SMART” Goals
Regulatory Goal Focus
The Role of Leaders in Goal Setting
Job Characteristics Theory
The Motivating Potential of Work
13
Designing Work to Be Motivational
Work Redesign and Job Stress
Job Crafting
The Importance of Fairness
Equity Theory
Organizational Justice: Expanding Fairness
Developing a Fair Reputation
21. Expectancy Theory
The Pygmalion Effect
Leadership Implications: Who Will Lead?
Key Terms
TOOLKIT ACTIVITY 8.1: Future Me Letter
TOOLKIT ACTIVITY 8.2: SMART Goals Template
TOOLKIT ACTIVITY 8.3: Understanding the Pygmalion Effect
CASE STUDY 8.1: Building Motivation
SELF-ASSESSMENT 8.1: How Much Perseverance Do You
Have?
Chapter 9: Motivation: Applications
Learning Objectives
The Meaning of Money
Reinforcement Theory
Reinforcers
Punishment
Schedules of Reinforcement
Organizational Behavior Modification
Social Learning Theory
The Modeling Process
Intrinsic Versus Extrinsic Rewards
Relationship Between Intrinsic and Extrinsic Rewards
Self-Determination Theory
What Money Can and Cannot Do
Pay Dispersion
Performance Management
Sources of Performance Management Ratings
Performance Management Methods
Problems With Performance Reviews
22. Other Forms of Compensation
Feedback Seeking
Leadership Implications: Motivating With Rewards
Key Terms
TOOLKIT ACTIVITY 9.1: Performance Appraisal Do’s and
Don’ts
TOOLKIT ACTIVITY 9.2: Performance Management Role-Play
CASE STUDY 9.1: Pay Inequity at Goodyear Tire and Rubber
14
SELF-ASSESSMENT 9.1: Work Values Checklist
SECTION IV: BUILDING RELATIONSHIPS
Chapter 10: Group Processes and Teams
Learning Objectives
Does Trust Impact Team Performance?
What Is a Team?
Work Group Versus Team
Team Purpose
Team Norms
The Team Charter
Team Mental Models
Team Development
Five-Stage Model
Team Performance Curve
Team Effectiveness
Team Metrics
Team Learning
23. Team Creativity and Innovation
Cohesion
Social Identity Theory
Groupthink
Team Decision Making
Participation in Team Decisions
Brainstorming
Consensus
Multivoting
Nominal Group Technique
Stepladder
Team Challenges
Social Loafing
Virtual Teams
Team Diversity
Challenges of Team Diversity
Benefits of Team Diversity
Leadership Implications: Empowering the Team
Key Terms
TOOLKIT ACTIVITY 10.1: The Team Charter
TOOLKIT ACTIVITY 10.2: The Marshmallow Challenge (Team
Exercise)
TOOLKIT ACTIVITY 10.3: How to Run an Effective Meeting
(Checklist)
CASE STUDY 10.1: Problem Solving in Virtual Teams
15
SELF-ASSESSMENT 10.1: Teamwork Orientation
24. SELF-ASSESSMENT 10.2: Team Leadership Inventory (TLI)
Chapter 11: Managing Conflict and Negotiation
Learning Objectives
The Costs of Workplace Conflict
What Is Conflict?
Causes of Organizational Conflict
Is Conflict Always Bad?
Task Versus Relationship Conflict
Workplace Incivility and Aggression
Abusive Supervision
“Toxic” Workplaces
Workplace Violence
Conflict Resolution Styles
Team Conflict and Performance
Resolving Conflict Across Cultures
Third-Party Interventions
Negotiation
Distributive Bargaining
Integrative Bargaining
Union-Management Negotiations
Leadership Implications: Perspective Taking
Key Terms
TOOLKIT ACTIVITY 11.1: Checklist for Difficult
Conversations
TOOLKIT ACTIVITY 11.2: Salary Negotiation
TOOLKIT ACTIVITY 11.3: Negotiation Style Assessment
CASE STUDY 11.1: Perspective Taking: Captain Owen Honors
SELF-ASSESSMENT 11.1: Conflict Resolution Styles
Chapter 12: Organizational Communication
Learning Objectives
25. “Thin Slicing” a Conversation
What Is Organizational Communication?
The Communication Process
Barriers to Effective Communication
Communication Apprehension
Language
Active Listening
Communication Networks
Communication Flows in Organizations
The Grapevine
Electronic Communication
E-mail
16
Text Messages
Social Networking
Videoconferencing
Cross-Cultural Communication
Nonverbal Communication
Silence
Leadership Implications: The Management of Meaning
Key Terms
TOOLKIT ACTIVITY 12.1: Active Listening Exercise
CASE STUDY 12.1: What’s App-ening?
SELF-ASSESSMENT 12.1: Quality of Communication
Experience
Chapter 13: Diversity and Cross-Cultural Adjustments
26. Learning Objectives
Diversity: A Key Workforce Trend
Diversity
Surface-Level and Deep-Level Diversity
Generations at the Workplace
The Millennials
What’s Next? Generation Z
What Is Culture?
High-Context Versus Low-Context Cultures
Hofstede’s Cultural Values
Criticisms and Usefulness of Hofstede’s Research
Cultural Tightness–Looseness
GLOBE Studies of Cross-Cultural Leadership
Developing Global Leaders
The Third Culture
Cultural Intelligence
Cross-Cultural Adjustment Strategies
Integrative Acculturation: Biculturals
Culture Shock
Expatriate Adjustment
Repatriation
Leadership Implications: Becoming a Global Leader
Key Terms
TOOLKIT ACTIVITY 13.1: Generations at Work
TOOLKIT ACTIVITY 13.2: Journey to Sharahad
CASE STUDY 13.1: Managing Diversity at IBM Netherlands
CASE STUDY 13.2: “A Person Needs Face, Like a Tree Needs
Bark”
SELF-ASSESSMENT 13.1: What Is Your Cultural Intelligence?
27. SELF-ASSESSMENT 13.2: Do You Have a Global Mind-Set?
SECTION V: LEADERS AS CHANGE AGENTS
17
Josh Caldwell
Josh Caldwell
Josh Caldwell
Josh Caldwell
Chapter 14: Organizational Culture
Learning Objectives
Culture Change at Verizon: Can You Hear Me Now?
What Is Organizational Culture?
Seven Characteristics of Culture
Markets, Bureaucracies, and Clans
National Culture and Organizational Culture
Strong Organizational Cultures
Organizational Subcultures
Socialization
Anticipatory Socialization
Entry and Assimilation
Metamorphosis
Attraction-Selection-Attrition (ASA)
How Employees Learn Culture
Stories
28. Rituals
Symbols
Language
Organizational Climate
How Climate Influences Organizational Performance
Ethical Climate
Leadership Implications: Culture Change
Tool #1: Recruiting and Selecting People for Culture Fit
Tool #2: Managing Culture Through Socialization and Training
Tool #3: Managing Culture Through the Reward System
Key Terms
TOOLKIT ACTIVITY 14.1: Comparing Organizational
Cultures:
IDEO and Amazon
CASE STUDY 14.1: Changing Corporate Culture: The Case of
B-MED
SELF-ASSESSMENT 14.1: Comparing Service Climates
Chapter 15: Leading Change and Stress Management
Learning Objectives
ING’s Agile Transformation
Forces Driving Organizational Change
Planned Organizational Change
Organizational Subsystems Involved in Planned Change
Organizational Development
Examples of Organizational Development Interventions
Resistance to Change
How to Overcome Resistance to Change
Leading Change
29. 18
Lewin’s Three-Step Model
Force Field Analysis
Kotter’s Eight-Step Model
Effective Change Implementation
Stress in the Context of Organizational Change
What Is Stress?
Stress Episode
Stress and Organizational Performance
Role Stress
Stress Is a Global Concern
Coping
Social Support
Preventive Stress Management in Organizations
Employee Assistance Programs
Leadership Implications: Helping Employees Cope
Key Terms
TOOLKIT ACTIVITY 15.1: Appreciative Inquiry
TOOLKIT ACTIVITY 15.2: Warning Signs of Burnout
TOOLKIT ACTIVITY 15.3: Stressful Life Events
CASE STUDY 15.1: We Have to Change: Alighting Innovation
in the
Utility Industry
CASE STUDY 15.2: The Price of Entrepreneurship
SELF-ASSESSMENT 15.1: Leading Through Change
Assessment
SELF-ASSESSMENT 15.2: Perceived Stress Scale
30. Appendix: Research Designs Used in Organizational Behavior
Glossary
Notes
Index
19
Preface
After decades of using organizational behavior (OB) textbooks,
I realized they were not
communicating the right message for today’s students. They
memorized theories and
dutifully wrote them down on exams, but I felt they were
missing out on how to apply
these theories to become a better leader. Students want
takeaway skills they can put into
practice immediately. A new approach to teaching OB is
needed, and this textbook shows
students how to be effective leaders and managers in
organizations. With a focus on
leadership and management development, students will go
beyond memorizing theories
and will apply the most-relevant concepts to effectively
motivate followers, lead their teams,
and champion organizational change.
I have researched leadership for over 30 years. During 5 of
those years, I was an acting dean
at a major research university undergoing change. With this
position, I put OB concepts
into practice every day in my administrative position—I hired
people, motivated them, set
goals, and did annual performance appraisals. I helped
31. employees, students, and faculty
cope with organizational change. Based upon my research and
the practical experience as an
administrator with several direct reports, I began to look at my
courses differently. I wanted
to translate our rich evidence base into skills that managers can
use every day. I also wanted
to show how managers can become effective leaders through
applications of course
concepts. My process to achieve this was to start incorporating
more skill-based
assessments, role-plays, and team activities into each class
meeting. Feedback from students
was extremely positive, and many cited these exercises as high
points in their learning
experience in my course evaluations. I decided to write a
textbook that reviewed OB theory
and distilled the most relevant concepts for the development of
effective leaders in
organizations. Keeping a sharp focus on what the evidence base
in OB supports, I searched
for and developed exercises and activities that reinforce the key
takeaways from each area I
taught.
This “essentials” book is not a condensed version of a larger OB
textbook. It was written
with an eye toward the fundamentals every managerial leader
needs to know and how to
apply them. I used an evidence-based approach, making
prescriptions based on research.
Theories are reviewed critically, and students are encouraged to
think critically about what
they read. End-of-chapter assessments and activities make the
linkage from theory to
practice for students. For example, Chapter 9 includes an
32. activity in which students role-
play giving a performance appraisal. Based on my practical
experience, performance
appraisal is one of the most challenging scenarios a new
manager faces. The activity is
realistic and encourages students to practice the skill set of how
to provide feedback in an
effective way. This textbook fills another need by adopting an
integrative OB textbook
approach with a framework of leadership and management
development throughout. Each
20
section begins with a “map” of the field of OB that allows
instructors to create integrated
learning modules that can be used in courses of varying lengths
(for example, 6-week
courses and 15-week courses). References are made to other
chapters in multiple places so
students can see the connections across topics in OB. For
example, Chapter 8 discusses core
concepts in motivation and refers to the chapter immediately
following, which focuses on
the role of rewards in motivating followers. As a set, these two
chapters compose a learning
module on “leaders as motivators.”
The cases at the end of each chapter cover a wide range of
organizational situations
including small business, hospitals, large corporations, and
many other types of
organizations. My colleagues and I have tested the cases and
exercises with students, and
33. they resonate with both MBAs and undergraduates. Regardless
of the career paths students
choose, they will find these assessments and activities valuable
as they develop leadership
and management skills.
21
Target Audiences
I have written this book to be appropriate for upper-level
undergraduate courses and MBA
core courses in OB. Case studies and exercises will prepare
students at all levels for today’s
workplace. The content and activities have been carefully
written so students can respond
to discussion questions and assessments. For undergraduates,
the role-plays and team
activities at the end of the chapters are particularly valuable.
This experiential approach to
learning supports the application of OB fundamentals, and the
activities are interesting and
fun. Textbook reviews have also indicated that this textbook
will work very well in
industrial/organizational psychology courses as well as courses
in higher education
leadership. In writing the textbook, I kept in mind that some OB
courses are being offered
in hybrid or online formats. The features of this textbook
support these formats (for
example, all boxed inserts, case studies, activities, and self-
assessments have discussion
questions that can be answered by students and submitted as
assignments).
34. 22
Approach
I always wanted a concise OB textbook that did certain things
for my students. This
textbook was written with three guiding principles:
1. An evidence-based management approach to the field of OB
so practice
recommendations are grounded in research.
2. Emphasis on critical thinking in Chapter 1 and throughout the
textbook so students
can evaluate the strengths and weaknesses of research before
they move to practice
applications.
3. A focus on leadership development for managers so rather
than just memorizing
theories, students apply them to cases and a variety of activities
at the end of each
chapter, including activities, role-plays, case studies, and self-
assessments.
Evidence-Based Management
Hundreds of references to classic and current OB research are
used in this textbook to build
a new way of looking at the research as the foundation for
leadership development. The
evidence-based management approach is described in detail in
Chapter 1. The coverage of
35. research is comprehensive, with a focus on the most important
topics managers need to
become effective leaders. These are the topics I have selected to
teach for over 30 years to
undergraduate, MBA, and executive MBA students. This
textbook offers a research-based
approach that translates theory to practice, focusing on the
contemporary approaches rather
than the historical/classical approaches. Most students are less
interested in historical
development of theory and more interested in theories they can
apply to be more effective
leaders. There is far less emphasis on theories that don’t have
solid research support than
other textbooks that I have used and read. In fairness, certain
topics are noted for their
contribution to broad-based understanding of OB, followed by a
critical assessment of the
research support.
Critical Thinking
Over the years, I have heard colleagues lament, “Our students
don’t think critically.” One
day while teaching, it occurred to me that I had never actually
included a lecture on critical
thinking—what it is and why it is important. It wasn’t in my OB
textbook. I researched
critical thinking and started to lecture on it in my class lectures.
I began to see a difference
in how my students approached the material in my courses. The
quality of classroom
discussion improved, and students began to really discuss
strengths and weaknesses of
theory and develop relevant examples as applications. Their
answers on essay questions
36. went beyond memorization to demonstration of understanding
concepts, plus providing
examples to show they could apply them as managers.
23
It just makes sense that we teach our students about critical
thinking, and this is a major
theme of this textbook. Critical thinking is defined and
discussed in detail in Chapter 1 so
students will understand what it is and why it is important for a
managerial leader to think
critically.
Leadership Development
I have an extensive background studying the importance of
leadership within organizations,
in addition to holding positions of leadership at several points
in my career. For this reason,
leadership is a major theme that flows throughout the textbook.
Leadership core concepts
are covered in the textbook in Chapter 6; while I believe this is
foundational to a leadership
and management development approach to OB, this chapter
might be assigned earlier as
many OB instructors do (this book is written to have such
flexibility). In addition to a full
chapter on leadership, each chapter includes a section
discussing leadership implications in
the context of the topic being discussed, as well as end-of-
chapter activities and self-
assessments designed to enhance students’ understanding of
leadership and their own ‐
37. leadership styles and tendencies.
Trends in Organizational Behavior
Along with the three guiding principles of evidence-based
management, critical thinking,
and leadership development, this textbook also touches upon
emerging topics in OB.
Throughout the chapters, there is an emphasis on globalization
and cross-cultural OB. For
example, cross-cultural differences in stress are compared in
Chapter 15. A number of the
chapters include discussions on ethics as well. An example of
this theme is found in
Chapter 12: Organizational Communication, where the Enron
case is discussed as a
grapevine effect that led to uncovering major ethical violations.
Finally, in a number of
places, positive psychology is integrated into the presentation
of OB topics. For example,
mindfulness is discussed as a coaching strategy for managing
emotions and moods in the
leadership implications section of Chapter 3.
24
Features
Learning Objectives
The learning objectives included at the beginning of each
chapter highlight the key topics
covered in the chapter and note the skills students will develop
after reading. These learning
38. objectives are directly tied to main headers within the chapter
and can be used to measure
and assess students’ understanding of chapter material.
Chapter-Opening Vignette
Each chapter begins with a research-based challenge facing
managers based upon empirical
data, often from national polls or consulting firms. For example,
Chapter 7 discusses what
it feels like to have power, based on research. These highlights
are intended to get the
students’ attention so they immediately see the relevance of the
material in the chapter that
follows.
Best Practices and Research in Action Boxes
Within each chapter, there are two types of boxed inserts to
enhance the application of the
material to the student’s development as a leader—“Best
Practices” and “Research in
Action.” Best Practices highlight current applications of OB
research in real organizations
or consulting examples. One of my favorites is a Best Practices
box that teaches students
step-by-step how to use perceptual tools to remember people’s
names. Research in Action
vignettes demonstrate how OB research translates to leadership
practice. An example is a
short discussion of current research on the rise of workplace
incivility that asks the question
of whether we need to “send in Miss Manners.” Included in each
of these boxed features
are discussion questions to stimulate the student’s thinking on
the application and can be
39. used for in-class discussion. These discussion questions may be
assigned prior to class to
encourage students to read and apply the highlighted practice
and research in these inserts.
These boxed inserts can be integrated into class discussions to
show how practice and
research use OB theories.
Critical Thinking Questions
To support critical thinking throughout the course, critical
thinking questions are
integrated within the textbook. These questions encourage
students to pause, think about,
and then apply the material just covered to an organizational
challenge for leaders. For
instructors teaching online courses, these questions can be
assigned to check the student
comprehension of assigned textbook readings.
25
Key Terms
Key terms featured in each chapter have been set in color
throughout the text. Students will
be able to quickly search for and locate these key terms.
The Toolkit
Each chapter contains a “Toolkit” in which the student will
apply the concepts covered
within that chapter. Each chapter’s Toolkit contains the
following features:
40. Key terms highlighted within the chapter.
The toolkit activities are team exercises or role-plays in which
the students interact
with other students to apply the material. I have used these
exercises in my classes,
and I am pleased to provide them all in one package so you
don’t have to search for
them and copy them for class.
A short case study illustrating one or more concepts from the
chapter. These cases
are followed by discussion questions that can be assigned prior
to in-class case
discussion.
At least one self-assessment, including personality tests or
leadership assessments.
Students learn something about themselves and others, making
the concepts relevant
to their personal lives and development as a leader.
Years ago, one of my MBA students asked me if I could
compile a list of 10 books
that every manager should read. I have included Suggestions for
Further Reading on
the online Instructor Resource Site at
edge.sagepub.com/scandura2e to encourage
further reading on classic and current books on OB topics.
New to This Edition
For this edition, I retained the features that have made
Essentials of Organizational Behavior:
An Evidence-Based Approach successful in its first edition,
while updating with current
research and strengthening the evidence-based approach.
Updated chapter scenarios—As in the last edition, all the
41. chapters start with a scenario
that features research on an interesting real-world problem
based on research or
practice.
Updated Leadership Implications—The Leadership Implications
at the end of each
chapter have been retained and expanded.
Critical Thinking Questions—The section on Critical Thinking
has been expanded in
Chapter 1, and Critical Thinking Questions have been retained
and expanded in the
second edition.
Updated Best Practices and Research in Action boxes—Best
Practices and Research in
Action boxes have been retained as features, and new ones have
been added for new
26
chapters under the reorganization of the textbook.
New Toolkit Activities—Both instructors and students
responded positively to the
Toolkit Activities and Self-Assessments, and additional Toolkit
items have been
added. Based upon feedback from instructors (particularly in the
online
environment), Discussion Questions have been added for all
Toolkit Activities, Case
Studies, and Self-Assessments.
New and updated Case Studies—All of the cases have been
either replaced or
expanded in length. A new feature for the second edition is that
each chapter will
have one or two longer cases (3,000–5,000 words) selected from
42. SAGE business cases
(these cases are provided on the Instructor Resources website).
New digital resources—The second edition also comes with a
SAGE coursepack,
which houses all of the dynamic digital resources and is
specifically designed for your
learning management system. A SAGE coursepack is a simple
and user-friendly
solution for building your online teaching and course
management environment.
Chapter pretests (25 multiple-choice questions) and posttests
(40 multiple-choice
questions) and Premium SAGE video tied to assessment
questions provide additional
critical thinking practice.
Premium SAGE videos—Original SAGE videos have been
added to the new edition
and are tied to chapter learning objectives to reinforce the
evidence-based learning
approach.
Updated Chapters
Each chapter has been thoroughly updated to include new
developments, new scholarship,
and recent events in organizational behavior.
Chapter 1: What Is Organizational Behavior?
Expanded discussion of the history of OB, and new discussion
of additional
disciplines contributing to OB (psychology, sociology,
anthropology).
Expanded outcomes of OB now include organizational
commitment, organizational
citizenship behavior, and employee well-being.
43. Expanded coverage of critical thinking and evidence-based
management.
Added coverage of Theory X/Y as an example of how OB
influences performance,
and a new self-assessment on Theory X/Y.
New Research in Action box on “How Google Proved
Management Matters.”
Revised Leadership Implications section now focuses on critical
thinking.
Chapter 2: Personality and Person–Environment Fit
New chapter that focuses on personality and person–
environment fit; the chapter on
individual differences has been split into Personality and
Person–Environment Fit
27
(Chapter 2) and Emotions and Moods (Chapter 3).
Updated psychological capital (PsyCap) materials and a new
Best Practices box on
PsyCap training interventions.
New section on Machiavellianism and “the Dark Triad.”
Added coverage of additional personality traits (self-
monitoring, risk taking, and core
self-evaluation) and Holland’s personality–job fit theory.
Person–environment fit has been added to this chapter and
includes person–
organization and person–job fit.
New Case Study added: “Who Would You Hire?”
Chapter 3: Emotions and Moods
44. New chapter.
New opening vignette, “Does Lack of Sleep Make You
Grumpy?”
Affective events theory is now presented as an organizing
framework for the chapter.
Expanded coverage of emotional intelligence.
New material on team emotional contagion, affective climate,
the circumplex model
(with a new figure), and gratitude.
The Leadership Implications focus on affective coaching skills.
New Toolkit Activity, “The 5-minute Gratitude Exercise,” and
two new Self-
Assessments: “The Emotion Regulation Questionnaire (ERQ)”
and “Positive and
Negative Affect Schedule (PANAS).”
New Case Study, “Managing Your Boss’s Moods and
Emotions.”
Chapter 4: Attitudes and Job Satisfaction
Updated opening vignette with 2016 Society of Human
Resource Management job
satisfaction report data (and a new figure).
Expanded section on job search attitudes.
Expanded section on employee engagement, which includes an
updated figure on
“Employee Engagement and Work Outcomes” to reflect the
most recent data from
Gallup, and a new figure called “Employee Engagement
Improves Financial Results.”
New Self-Assessment, “How Much Career Adaptability Do You
Have?”
Chapter 5: Perception, Decision Making, and Problem Solving
Revised chapter now covers perception, decision making, and
45. problem solving.
Expanded discussion of wicked organizational problems.
New Research in Action box that covers “Leading Creativity.”
New Toolkit Activity for decision making, “The Oil Drilling
Partnership.”
A new Case Study on SABMiller’s decision making has been
added.
Chapter 6: Leadership
28
Chapter has been split into two chapters (Leadership, Chapter 6,
and Power and
Politics, Chapter 7).
Updated opening vignette with new 2016 Edelman Trust
Barometer data (and a new
figure).
New figure showing a timeline of the “Development of Modern
Leadership Theory.”
New coverage of the trait approach, attributions and leader–
member relationships,
moral approaches, and the critiques of leadership theory.
Expanded coverage of situational approaches and path–goal
theory in more detail.
Added discussion of “Attributions and Leader–Member
Relationships.”
New Best Practices box on narcissistic leadership.
A new Toolkit Activity has been added, “Comparing Supervisor
Leader–Member
Exchange,” and two new Self-Assessments, “Mentoring
Functions Questionnaire”
and “How Trustful are You?”
Expanded Case Study, “Which Boss Would You Rather Work
46. For?”
Chapter 7: Power and Politics
New chapter with a new opening vignette on “What Is It Like to
Have Power?”
New discussion of followership has been added in the definition
of power and
influence.
Added examples to clarify the Bases of Power section.
New Research in Action Box, “Can Power Make Followers
Speechless?”
Expanded discussions on organizational sources of power,
perceptions and politics,
and political skill.
New Leadership Implications section, “Managing With Power.”
Two new Toolkit Activities: “Politics or Citizenship?” and
“What Would You Do?”
(which focuses on examples of bosses’ unethical use of power).
New Case Study, “Can You Succeed Without Power?”
Chapter 8: Motivation: Core Concepts
Added discussion on regulatory goal focus theory has been
added to the section on
Goal Setting.
New section on Work Redesign and Job Stress.
The discussion of expectancy theory has been expanded to
include guidelines for
leaders.
Revised Leadership Implications discusses motivation to lead
(MTL) research.
New Toolkit Activity, “Understanding the Pygmalion Effect.”
Chapter 9: Motivation: Applications
47. Expanded discussion of pros and cons of performance appraisal,
and a new example
of how companies are getting rid of performance appraisal
(Deloitte Consulting).
29
New discussion of alternative work arrangements as forms of
compensation/rewards
(flexible working hours, job sharing, telecommuting, and
sabbaticals).
Expanded Leadership Implications section discusses current
trends and the increase
in the centrality of the leader to performance management and
motivation processes
with “Motivating With Rewards.”
Expanded Lilly Ledbetter/Goodyear Tire and Rubber case
discusses equal pay, the
gender wage gap, and updated statistics on the wage gap.
Chapter 10: Group Processes and Teams
Reorganized to improve the flow of the topics.
New opening vignette, “Does Trust Impact Team Performance?”
Updated section on team creativity now includes innovation.
Added discussion of social identity theory.
Expanded section on diversity and multicultural teams covers
the challenges and
benefits of team diversity.
Expanded coverage of virtual teams.
New Case Study on virtual teams.
New Self-Assessment, “The Team Leadership Inventory (TLI),”
has been added.
48. Chapter 11: Managing Conflict and Negotiation
New opening vignette with statistics on the costs of workplace
conflict.
Updated and expanded coverage on planned conflict, devil’s
advocate, the
negotiation process, third-party interventions, and workplace
incivility.
New material on abusive supervision, toxic workplaces, and
union–management
negotiations has been added to this chapter.
Chapter 12: Organizational Communication
Updated opening vignette on “thin-slicing” includes a
discussion of communication
networks and recent research on strong versus weak ties.
Updated sections on electronic communication and nonverbal
communication.
New list of the functions that nonverbal communication serves
in organizations has
been added.
Expanded Leadership Implications section on “The Management
of Meaning” now
includes a list of guidelines for leadership and communication.
New Case Study on the use of apps at work, “What’s App-
ening?”
Chapter 13: Diversity and Cross-Cultural Adjustments
Updated opening vignette on diversity being a key workforce
trend.
Updated coverage of generations at the workplace now includes
examples and a new
30
49. section, “What’s Next? Generation Z.”
New discussion of Hofstede’s new dimension, indulgence versus
restraint.
Expanded discussion of expatriates and repatriation.
The Leadership Implications section has been expanded and
addresses both diversity
and cross-cultural adjustment in “Becoming a Global Leader.”
New Self-Assessment, “Do You Have A Global Mind-Set?”
Chapter 14: Organizational Culture
New opening vignette, “Culture Change at Verizon: Can You
Hear Me Now?”
New section on markets, bureaucracies, and clans (and a new
table).
Expanded discussions of symbols and language with additional
examples.
Added coverage of ethical culture and onboarding.
New section on the attraction-selection-attrition model has been
added.
Chapter 15: Leading Change and Stress Management
New opening vignette, “INGs Agile Transformation” (an
example of structural
change through organizational design), has been added.
New section on work–school conflict.
Updated Leadership Implications section has been rewritten to
tie together the
themes of leading change and stress management in “Helping
Employees Cope.”
Updated Toolkit Activities and Self-Assessments reflect both
leading change and
50. stress.
Two expanded case studies: one on leading change, “We Have
to Change: Alighting
Innovation in the Utility Industry,” and one on stress, “The
Price of
Entrepreneurship.”
31
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33
Acknowledgments
My love of teaching began as a PhD student with the first
course I taught. I am excited to
54. bring my perspective on the field of OB as an integrated and
evidence-based foundation for
the development of leaders to more students. This has truly been
a labor of love. I have
reflected on the field of OB and realized that we have so very
much to offer our students
because of the research we have done. I am in awe of my OB
colleagues around the world
for their theoretical insights and their rigorous research. It is
with gratitude and humility
that I am offering this book to instructors and their students.
I would like to thank my students Monica Sharif, Ronnie Grant,
and Jenny Chin for their
assistance with various parts of this project. I am indebted to
Stephanie Maynard-Patrick
for writing case studies and working with me on the ancillary
materials. I cannot express
my gratitude enough for all of the authors and publishers that
graciously allowed me to
reprint their material in this book. I thank my principal mentors
George Graen and Belle
Rose Ragins for their support and insights throughout my
career. I offer thanks to all of my
colleagues in OB (too numerous to mention) who provide me
with feedback and support
on everything I do. My OB colleagues at the University of
Miami read drafts of the table of
contents and chapters and offered suggestions for the toolkits
(and allowed me to test them
in their courses): Cecily Cooper, Marie Dasborough, Linda
Neider, Chet Schriesheim, and
Gergana Todorova. My family and friends suffered through my
periods of being a hermit
and patiently listened to me talk about this book. I thank my
family Laura Scandura Rea,
55. Sandi Kennedy, Deanne Julifs, and Tommy Scandura for always
believing in me—and not
just with respect to this textbook. I would also like to thank my
friends for their practical,
down-to-earth advice and for making me laugh at just the right
times. Last, but in no way
least, I thank the team at SAGE. Alissa Nance kept track of
permissions and numerous
other details. I greatly appreciate all of the retweets from Lori
Hart. I am also grateful to
Maggie Stanley and Lauren Holmes for their support throughout
the project. They
encouraged me to “hear” reviewer feedback but always
respected my vison for the book.
Special thanks to Cynthia Nalevanko at SAGE for encouraging
me to write a textbook and
getting me in touch with the right people to discuss this project.
Thanks also to Katie
Ancheta, Liz Thornton, Erica DeLuca, Ashlee Blunk, Gail
Buschman, and Candice
Harman at SAGE for their excellent work on this project.
Without all of these people in
their various ways of supporting me, this book would not have
been possible.
I am grateful to the reviewers of this textbook who applied their
own critical perspectives to
the chapters. They made this textbook better in every way, and I
learned from their
insightful comments and suggestions what additional research
evidence to include. Thanks
to the following reviewers for their participation in all stages of
this book’s development:
Reviewers for the first edition:
56. 34
Joel Baldomir, Marist College
Nancy Sutton Bell, University of Montevallo
James W. Bishop, New Mexico State University
Michael Buckley, University of Oklahoma
Carrie Bulger, Quinnipiac University
Jim Byran, Fresno Pacific University
Nicholas Capozzoli, Indiana University Kokomo
Eric Chen, University of Saint Joseph
Cecily Cooper, University of Miami
Geni D. Cowan, California State University, Sacramento
Minerva Cruz, Kentucky State University
Roger Dean, Washington & Lee University
Roselynn S. Dow, Empire State College
Mary Lynn Engel, Saint Joseph’s College
Leon Fraser, Rutgers University
Mary Ann Gall, Franklin Pierce University
Issam Ghazzawi, University of La Verne
Bruce Gilstrap, University of Southern Mississippi
Daniel E. Hallock, University of North Alabama
Marie Hansen, Husson University
Nell Hartley, Robert Morris University
Carol Harvey, Suffolk University
Chan Hellman, University of Oklahoma
Kimberly Hunley, Northern Arizona University
Carrie S. Hurst, Tennessee State University
Jay Jacobson, Marquette University
C. Douglas Johnson, Georgia Gwinnett College
Charles Kramer, University of La Verne
Kim Lukaszewski, New Paltz SUNY
David McCalman, University of Central Arkansas
DeNisha McCollum, John Brown University
Roberta Michel, Oakland University
57. Ivan Muslin, Marshall University
Charlena Patterson, Catholic University of America
Jeff Paul, University of Tulsa
Adam Payne, Bentley University—Northeastern University
Mim Plavin-Masterman, Worcester State University
Hannah Rothstein, Baruch College
John Rowe, Florida Gateway College
Carol Saunders, University of Central Florida
Mehmet Sincar, University of Gaziantep
Katherine Sliter, Indiana University—Purdue University
35
Barbara Stuart, University of Denver
Douglas Threet, Foothill College
Becky J. Timmons, University of Arkansas–Fort Smith
Robert Toronto, University of Michigan-Dearborn
Barbara A. Wech, University of Alabama at Birmingham
Heather Wherry, Bellevue University
Robert Whitcomb, Western Nevada College
Lissa Whyte-Morazan, Brookline College
Lisa V. Williams, Niagara University
Herb Wong, John F. Kennedy University
Jody A. Worley, University of Oklahoma
Chulguen (Charlie) Yang, Southern Connecticut State
University
Reviewers for the second edition:
Paul Axelrod, University of San Francisco
Angela Balog, St. Francis University
Carl Blencke, University of Central Florida
Samuel Faught, University of Tennessee
Nancy Hanson-Rasmussen, University of Wisconsin
58. Christopher Hartwell, Utah State University
Dwight Hite, Cameron University
Julie Hood, Nyack College
Renee Just, Catawba College
William Liang, Brenau University
Stephanie Maynard-Patrick, St. Thomas University
Roberta Michel, Oakland University, Michigan
Terry Nelson, University of Alaska, Anchorage
Charmaine Rose, St. Thomas University
Rebecca Bull Schaefer, Gonzaga University
Pamela Van Dyke, Southern Methodist University
36
About the Author
Terri A. Scandura
is currently a Professor of Management in the School of
Business Administration at
the University of Miami. From 2007 to 2012, she served as
Dean of the Graduate
School of the University. Her fields of interest include
leadership, mentorship, and
applied research methods. She has been a visiting scholar in
Japan, Australia, Hong
Kong, China, and the United Arab Emirates. Dr. Scandura has
authored or co-
authored over 200 presentations, articles, and book chapters.
Her research has been
published in the Academy of Management Journal, the Journal
of Applied Psychology,
the Journal of International Business Studies, the Journal of
Vocational Behavior, the
Journal of Organizational Behavior, Educational and
59. Psychological Measurement,
Industrial Relations, Research in Organizational Behavior,
Research in Personnel and
Human Resource Management, and others. She has presented
executive education
programs on leadership, mentoring, leading change, and high-
performance teams to
numerous organizations such as VISA International, Royal
Caribbean Cruise Lines,
the Young Presidents Organization, Hewlett-Packard, and
Baptist Health Systems.
Dr. Scandura is a Fellow of the Society for Industrial &
Organizational Psychology,
the American Psychological Association, and the Southern
Management Association.
She is a member of the Society of Organizational Behavior and
the Academy of
Management. She is a past associate editor for Group &
Organization Management,
the Journal of International Business Studies, the Journal of
Management, and
37
Organizational Research Methods. She currently serves on
editorial boards for major
journals including The Leadership Quarterly, Organizational
Research Methods, and
Group & Organization Management.
38
60. Section One Introduction
Chapter 1 What Is Organizational Behavior?
39
40
Chapter One What Is Organizational Behavior?
41
Learning Objectives
After studying this chapter, you should be able to do the
following:
1.1: Define the concept of organizational behavior (OB).
1.2: List and give examples of the four sources of information
used in evidence-based management
(EBM).
1.3: Define critical thinking, and explain the critical thinking
skills leaders need.
1.4: Describe the scientific method used in OB research.
1.5: Discuss five types of outcome variables studied in OB.
1.6: Compare the levels of analysis in OB research.
1.7: Develop plans for using OB research to improve employee
job performance.
1.8: Compare and contrast Theory X and Theory Y assumptions.
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61. Take the chapter quiz
Review key terms with eFlashcards
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42
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A Crisis of Leadership?
Recent polls conducted by the Gallup organization show that
about 70% of people who
hold full-time jobs in the United States either hate their jobs or
have “mentally checked
out.”1 In December 2015, the majority of workers were “not
engaged” (50.8%), while
another 17.2% were “actively disengaged.” This is a large
impact considering that an
estimated 100 million people work full time in the United
States. Even worse, many of the
Gallup survey respondents reported actively engaging in
destructive behavior by spreading
their dissatisfaction throughout their organizations. Workers
who hate their jobs affect the
organization’s bottom line. One recent analysis estimates that
low engagement costs U.S.
companies over $350 billion in revenue every year, and
disengaged employees are more
likely to quit their jobs, resulting in another $11 billion that
employers spend to replace
them, according to statistics from the Bureau of National
Affairs.2 One of the most
important things the Gallup study found is that the source of
dissatisfaction is not pay or
62. the number of hours worked, however.
Most employees in Gallup’s studies consistently report that the
reason for their
disengagement from work is their boss. And this is not new.
This study was a follow-up of
an earlier study conducted since 2010, which showed similar
discontent with work and
bosses. The graph in Figure 1.1 shows that employee
engagement has been stagnant over
the years, with no significant improvement. Why? Isn’t there
something that can be done
to improve the well-being, motivation, and productivity of
people at work? Is anyone
working on addressing the concerns of the workforce? The
answer is yes. There is a field of
study called organizational behavior (or sometimes called OB
for short) that studies the
challenges leaders face in the workforce. Unfortunately, much
of the knowledge that could
help leaders improve the experience of work is tucked away in
scientific journals that few
managers have the time to read.
Figure 1.1 Employee Engagement Stagnant
43
Source: Gallup (2016). Employee engagement in U.S. stagnant
in 2015. Retrieved
from http://www.gallup.com/poll/188144/employee-
engagement-stagnant-2015.aspx
The goal of this book is to help you become an effective
63. leader—not the kind of leader
described in the Gallup poll that produces discontented and
unengaged workers. You can
choose to be a leader who understands the fundamentals of
OB—how to motivate
followers, resolve conflicts, lead teams, and even help them
manage stress during change.
For example, effective communication is essential for
leadership, and this is covered in
Chapter 12. After reading this textbook, your approach to
leading others will be grounded
in the most important and current research conducted on
organizations.
44
What Is Organizational Behavior?
Learning Objective 1.1: Define the concept of organizational
behavior (OB).
OB is defined as the study of individuals and their behaviors at
work. It is a
multidisciplinary and multilevel research area that draws from
applied psychology, cultural
anthropology, communication, and sociology. This textbook
draws upon all of these areas
with a focus on applied social psychology. Social psychologists
study the behavior of
individuals in groups, so it makes sense that the study of how
leaders influence people and
their OB is grounded in this field of psychology.
OB is a relatively young field in comparison to areas in the
64. field of medicine—and even
psychology from which it draws. There were management
practices in place since the early
1900s with Frederick Taylor’s approach to “scientific
management,” which was the study
of how work could be designed to make production work
(particularly assembly lines) more
efficient.3 Most scholars agree, however, that OB originated
with the human relations
movement4 ignited by the Hawthorne studies (conducted
between 1927 and 1932), which
led to a focus on the role of human behavior in organizations.
The Hawthorne studies were
two studies conducted by Australian-born psychologist Elton
Mayo at the Western Electric
Company near Chicago.5
Mayo spent most of his career at Harvard University and was
interested in how to increase
productivity in assembly lines. The first study was designed to
examine the effects of
lighting in the plants on worker productivity. However, the
research team had a surprise.
Productivity increased rather than decreased even though the
lights were being dimmed.
Perplexed by this finding, the research team interviewed the
workers and learned that the
workers appreciated the attention of the research team and felt
that they were receiving
special treatment. And then productivity declined after the
researchers left the plant. This
has been called the Hawthorne effect and refers to positive
responses in attitudes and
performance when researchers pay attention to a particular
group of workers.
65. The second Hawthorne study was designed to investigate a new
incentive system. However,
instead of the incentive system increasing workers’ production,
the social pressure from
peers took over and had more impact on worker productivity
than pay increases. Workers
formed into small groups and set informal standards for
production, requiring coworkers to
reduce their production so pay was more equal among the group
members.
The Hawthorne researchers concluded that the human element in
organizations was more
important than previously thought, and they learned that
workers want attention. This is
still relevant today. For example, recent work demonstrates that
when employers provide
gifts to employees (termed empathy wages), it elicits feelings of
gratitude from them.6 The
45
“human relations” movement followed the Hawthorne studies,
and OB emerged as a
distinct field of study in the 1950s. The term organizational
behavior first appeared in 1957
in a book by Chris Argyris, Personality and Organization: The
Conflict Between System and
the Individual.7 Today, OB researchers have PhDs from
psychology departments (in the
area of industrial and organizational psychology) and business
schools. They teach from the
research base on OB and conduct research that addresses
important challenges facing
66. organizational leaders today.
Disciplines Contributing to Organizational Behavior
There are a number of disciplines that contribute to the study of
OB. Studies of individual
differences such as personality (Chapter 2 of this textbook)
draw from the fields of
psychology and industrial and organizational psychology. These
fields also contribute to
our understanding of human performance. Individual reactions
to work, such as emotions
and attitudes, also draw from psychology research but also from
social psychology.
Motivation theory has been influenced by psychology as well as
economics. Understanding
decision making (Chapter 5) draws from economic theory.
Research on leaders as
influencers and motivators (Section III) draws from applied
social psychology. Applied
social psychology is the study of how people interact in groups
and addresses significant
challenges facing leaders as organizations use teams more
regularly to get things done
(Chapter 10). Trends such as the need to compete in a global
marketplace, organizational
restructuring, and rapid changes in technology have resulted in
the need to lead through
change. Research in the areas of sociology and anthropology
help us understand
organizational culture and leading change. OB is an applied
field of study aimed at problem
solving for organizational leaders. Thus, OB is a
multidisciplinary field that draws upon the
best ideas and research from several disciplines.
67. The goal of OB as a field is to improve the functioning of the
organization and how
employees experience their work. For example, OB researchers
study how job satisfaction
affects employee well-being. Another example is how a leader’s
vision affects follower
motivation and performance toward goals. A third example is
how perceptions of politics at
work might lead to an employee quitting the organization (this
is called turnover). Low
productivity and turnover cost organizations millions of dollars.
Beyond the impact on
costs, employee well-being is a major concern for forward-
thinking organizations today.
OB researchers develop guidelines that directly address such
challenges. Based on research,
leaders can make better decisions to make their organization
more effective and better
places to work. It’s important for OB researchers to translate
their evidence into practical
guidelines for managers to follow. Next, the journey from
theory to practical applications
will be discussed.
From Theory to Practice
46
OB is an applied science, so first it is necessary to briefly
review what science is all about.
The goals of science—any science—are as follows:
1. Description: What does the process look like?
2. Prediction: Will the process occur again? And when?
68. 3. Explanation: Why is this happening?
4. Control: Can we change whether or not this happens?
For example, the forecasting of extra workers needed for a toy
store during the holiday
season is an important process for ensuring the best customer
service. Human resource
managers have an understanding of how many customers will
visit the store based upon
prior holiday seasons (in other words, a theory) and can
describe their need for extra
workers. This theory is also fairly high on explanation since the
store managers have some
understanding of why customers visit their store and when
volume increases. Prediction is
important since managers need to project with some accuracy
how many extra seasonal
workers they will need to hire to ensure that customers will be
served and not have long
wait times at the cash registers. However, hiring forecasts are
not always accurate, resulting
in unhappy customers or the hiring of too many seasonal
workers that wait idly for
customers to visit. In this example, the science is moderate for
prediction. For control, one
could say that the science is low because there are many reasons
why customers may not
visit the store that are outside of the organization’s control
(e.g., customers may be able to
purchase the toys online). This example illustrates why theories
are so important to applied
science. The better the initial understanding of how many
workers will be needed, the
better the store manager should be able to predict how many
seasonal workers to hire for
the season and for how long. Theories are important to OB as a
69. science since theory is
translated into practical advice for managers, and this is
illustrated by Google’s Project
Oxygen in the boxed insert.
The phrase “there is nothing as practical as a good theory” has
been attributed to social
psychologist Kurt Lewin. Theories build upon prior research
and extend into new areas of
importance to leaders. A researcher generates hypotheses about
human behavior in
organizations and then gathers data to test it. Research
eliminates the guesswork about what
will work (or not work), and this helps leaders solve the
problems they face every day. The
ability to translate research to practice has been termed
evidence-based management
(EBM).
47
Research in Action
How Google Proved Management Matters
Google faced a challenge. Ever since the company started, it’s
highly trained and self-motivated engineers
questioned whether they needed managers. In the high-
technology culture, employees actually believed that
managers did more harm than good. But Google grew rapidly
and by 2013 had 37,000 employees with just
5,000 managers, 1,000 directors, and 100 vice presidents. The
organizational structure was flat rather than
hierarchical. How could Google’s managers convince its
skeptical employees that they needed managers to
70. operate effectively and remain competitive?
Google launched Project Oxygen to prove that managers don’t
make a difference (this was their
hypothesis). “Luckily, we failed,” said project co-lead Neal
Patel. To accomplish the goal, they hired several
PhD researchers to form a people analytics team. As with
everything Google does, they applied hypothesis-
driven research methods to analyze the “soft skills” of
managers. Project Oxygen was a multiyear research
study designed to uncover the key management behaviors that
predict employee satisfaction and
organizational effectiveness. One part of the project was an
employee survey about their managers’
behaviors. The research team also interviewed employees who
were quitting about the behaviors of their
managers and why they were leaving Google. The team
discovered that there was less turnover on teams
with the best managers. They also documented a statistical
relationship between high-scoring managers’
behaviors and employee satisfaction. So they concluded that
managers did matter and then conducted
another study to learn specifically what Google’s best managers
did.
Here’s what they found. Project Oxygen identified eight
behaviors shared by high-scoring managers:
Is a good coach
Empowers the team and does not micromanage
Expresses interest in, and concern for, team members’ success
and personal well-being
Is productive and results-oriented
Is a good communicator — listens and shares information
Helps with career development
Has a clear vision and strategy for the team
71. Has key technical skills that help him or her advise the team
Because this project was evidence-based, the sceptical
engineers were convinced that the best managers did
make a difference. In describing Project Oxygen, David A.
Garvin from the Harvard Business School notes:
“Data-driven cultures, Google-discovered, respond well to data-
driven change.” Google now offers training
and feedback to low-scoring managers. However, they learned
that the best approach is to have panels of
highly rated managers tell their stories about how they coach
and empower their teams. Rather than being
told what to do by upper management, they get advice from
their colleagues.
Discussion Questions:
1. Why did they use an evidence-based approach? Describe the
type(s) of evidence Google used in
their research.
2. Are you convinced that managers matter? Why or why not?
What additional evidence would you
like to see?
3. Create a brief description of the design for the next steps in
Project Oxygen to further develop
Google’s managers.
Source: Garvin, D. A. (2013). How Google sold its engineers on
management. Retrieved from
https://hbr.org/2013/12/how-google-sold-its-engineers-on-
management; Kamensky, J. M. (2014). Does
management matter? Retrieved from
http://www.businessofgovernment.org/blog/business-
72. 48
https://hbr.org/2013/12/how-google-sold-its-engineers-on-
management
http://www.businessofgovernment.org/blog/business-
government/does-management-matter
government/does-management-matter
49
Evidence-Based Management
Learning Objective 1.2: List and give examples of the four
sources of information
used in evidence-based management (EBM).
The term evidence-based was originally employed in the field of
medicine to guide how
doctors make decisions regarding patient care. EBM improves a
leader’s decisions by
disciplined application of the most relevant and current
scientific evidence. Although many
definitions of EBM are available, this is the most frequently
quoted and widely used:8 EBM
means making decisions about the management of employees,
teams, or organizations
through the conscientious, explicit, and judicious use of four
sources of information:
1. The best available scientific evidence—for example, research
published on OB
2. The best available organizational evidence—for example,
73. interviews or surveys
completed by people in an organization
3. The best available experiential evidence—for example, the
intuition of the leader
and his or her expert opinions
4. Organizational values and stakeholders’ concerns—for
example, stock price or
groups that focus on whether the organization employs
environmentally friendly
practices
How can a leader use these sources of evidence to make better
decisions? First, leaders must
have the ability (basic skills and competencies), motivation
(behavioral beliefs, behavioral
control, and normative beliefs), and opportunity (support that
overcomes barriers) to
practice EBM.9 For example, EBM was applied to an
operational problem in a hospital.
Researchers tracked the process through interviews. An EBM
decision process was
implemented by a physician manager. This research concluded
that the “fit” between the
decision maker and the organizational context enables more
effective evidence-based
processes.10 Leader involvement at all levels is essential for
EBM to work in practice,11 as
well as collaboration with researchers.12
The following standards may be applied by leaders using EBM
to ask questions and
challenge their thinking about their organizations:13
74. 1. Stop treating old ideas as if they were brand new. This has
resulted in a cynical
workforce that may view innovations from leaders as short-term
fads (e.g., positive
changes such as total quality management, teams, and
engagement). Progress cannot
be made by treating old ideas as new ones; cynicism could be
reduced by presenting
ideas that have been able to “stand the test of time” as best
practices rather than new
ideas.
2. Be suspicious of “breakthrough” studies and ideas. Question
whether some new
50
ideas in management are really breakthroughs, and be wary of
claims about new
management principles that may be either overstated or
understated.14
3. Develop and celebrate collective brilliance.15 In theory, a
diverse collection of
independent decision makers (although not expert) makes better
predictions on the
average compared to an expert decision maker. In a sense, this
is how the “ask the
audience” lifeline works on the game show Who Wants to Be a
Millionaire? A
contestant can ask the audience for the answer to a question and
the audience votes.
The contestant then sees the percentages of people who chose
each answer. It’s
75. interesting to see that often the audience is right. The contestant
is thus gathering the
collective brilliance of a random group of decision makers. See
the following box for
another method that may be used to develop collective
brilliance: the Delphi
decision-making method.
4. Emphasize drawbacks as well as virtues. An interesting
example of this is the
marketing of an energy drink called Cocaine. Cocaine contains
three and a half times
the amount of caffeine as Red Bull. It was pulled from U.S.
shelves in 2007 after the
FDA declared that its producers, Redux Beverages, were
marketing their drink as an
alternative to street drugs, and this was determined to be illegal.
The FDA pointed to
the drink’s labeling and advertising, which included the
statements “Speed in a Can”
and “Cocaine—Instant Rush.” Despite the controversy, Redux
Beverages continued
to produce and market the beverage in limited markets and
online.16
5. Use success (and failure) stories to illustrate sound practices
but not in place of a
valid research method. For example, Circuit City went bankrupt
in 2009 but was a
“great company” in the now-classic book Good to Great. What
happened to Circuit
City? Alan Wurtzel, the former CEO and the son of the founder,
saw the threats
coming from Best Buy and Amazon in the early 2000s, and he
knew the company
was headed for decline. “After I left, my successors became
76. very focused on the
bottom line—the profit margin,” Wurtzel told a group at the
University of
Richmond. “They were too focused on Wall Street. That was the
beginning of the
end,” said the former CEO as he recalled the rise and fall of the
great company.17
The lesson here is that no matter how great a company is, care
must be taken not to
simply copy what they do in today’s changing business
environment. There is no
substitute for a careful analysis and diagnosis before embarking
on a search for
solutions.
6. Adopt a neutral stance toward ideologies and theories. An
example of this is that
most management “gurus” are from North America (e.g., Peter
Drucker, Tom Peters,
Ken Blanchard). This is not to say that their ideology isn’t
useful. However, in a
global world, EBM demands that we question whether ideology
developed in North
America applies abroad. EBM would also suggest that we search
for theories
developed overseas to locate experts from other countries with
important ideas.
51
Best Practices
Using the Delphi Method to Harness Collective Brilliance
77. The Delphi method is a systematic decision-making technique
that employs a panel of independent experts.
It was developed by the RAND Corporation in the 1950s by
Olaf Helmer and Norman Dalkey to
systematically solicit the view of experts related to national
defense. The term Delphi originates from Greek
mythology. Delphi was the site of the Delphic oracle, where
people would go to get insight from the gods.
Thus, the method was thought of as brainstorming by a panel of
experts.
Here’s how it works. An expert panel is chosen and given a
proposal. Members of the group are selected
because they are experts or they have information related to the
problem. Next, a series of questionnaires or
surveys are sent to the experts (the Delphi group) through a
facilitator who oversees the process. The group
does not meet face-to-face. All communication is normally in
writing (typically e-mail). Experts are given a
proposal and complete an assessment of it over several rounds.
These experts can be co-located or they can
be dispersed geographically and submit their ideas from
anywhere in the world electronically. The responses
are collected and analyzed to determine conflicting viewpoints
on each point. The process continues in
order to work toward synthesis and building consensus. After
each round, a facilitator provides an
anonymous summary of the experts’ predictions or problem
solutions from the previous round as well as the
rationale each expert provided. Participants are encouraged to
revise their earlier solutions in light of the
replies of other members of the group. Over time, the expert
panel converges on the best solution or
prediction. This technique allows a leader to gather information
from a wide range of expert sources to
make better decisions, thereby utilizing the wisdom of many (or
78. collective brilliance).
The success of this process depends upon the facilitator’s
expertise and communication skills. Also, each
response requires adequate time for reflection and analysis. The
major merits of the Delphi process are
elimination of interpersonal problems,
efficient use of experts’ time,
diversity of ideas, and
accuracy of solutions and predictions.
Discussion Questions:
1. How should experts used in a Delphi decision-making process
be selected? Would paying experts
influence their participation in the process and/or the outcome?
2. To harness collective brilliance using Delphi, how many
decision makers do you think should be
invited to participate? In other words, is there a minimum
number to gain a broad-enough
perspective? How many is too many?
3. Do you feel that this process is worth the time and effort to
improve a decision? Why or why not?
Sources: Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H.
(1975). Group techniques for program
planning: A guide to nominal group and Delphi processes.
Glenview, IL: Scott, Foresman; Clark, D. R. (2010).
Delphi decision making technique. Retrieved from
http://nwlink.com/~donclark//perform/delphi_process.html;
Hsu, C. C., & Sandford, B. A. (2007). The
Delphi technique: Making sense of consensus. Practical
Assessment, Research & Evaluation, 12(10), 1–8.
79. In making important organizational decisions, the leader may
include information gathered
from one or all four of the sources described previously in the
definition of EBM. This can
result in a lot of information. So how can a leader sort through
it all and determine what is
most relevant to the problem at hand? The answer lies in critical
thinking, a process that
52
http://nwlink.com/~donclark//perform/delphi_process.html
has been developed for over 2,500 years, beginning with the
ancient Greeks and the
Socratic Method, which is the process of learning by
questioning everything. Critical
thinking skills are applied to sort through all of the information
gathered and then
prioritize it (and even discard evidence that appears to be
invalid or irrelevant to the
problem).
53
What is Critical Thinking?
Learning Objective 1.3: Define critical thinking, and explain the
critical thinking
skills leaders need.
Critical thinking can be defined as follows: “Critical thinking
80. calls for persistent effort to
examine any belief or supposed form of knowledge in the light
of evidence that supports it
and the further conclusions to which it tends.”18 Critical
thinking is a mode of thinking
about a problem we face where the problem solver improves the
quality of the process by
taking control of it and applying rigorous standards. The
process has been described as
having three interrelated parts:
1. the elements of thought (reasoning);
2. the intellectual standards that applied to the elements of
reasoning; and
3. the intellectual traits associated with a cultivated critical
thinker that result from the
consistent and disciplined application of the intellectual
standards to the elements of
thought.19
Critical thinking involves using justification; recognizing
relationships; evaluating the
credibility of sources; looking at reasons or evidence; drawing
inferences; identifying
alternatives, logical deductions, sequences, and order; and
defending an idea. Critical
thinking requires the decision maker in an organization to apply
a complex skill set to solve
the problem at hand. A set of guidelines for critical thinking is
shown in Table 1.1.20
Critical thinking is, in short, self-directed, self-disciplined,
self-monitored, and self-
corrective thinking. It requires rigorous standards of problem
solving and a commitment to
81. overcome the inclination to think that we have all of the
answers.21 A recent study
demonstrated that students’ attitudes toward and beliefs about
critical thinking skills is
related to their GPA due to effective argumentation and
reflective thinking. 22
Table 1.1 Critical Thinking Skills
No one always acts purely objectively and rationally. We
connive for selfish
interests. We gossip, boast, exaggerate, and equivocate. It is
“only human” to wish
to validate our prior knowledge, to vindicate our prior
decisions, or to sustain our
earlier beliefs. In the process of satisfying our ego, however, we
can often deny
ourselves intellectual growth and opportunity. We may not
always want to apply
critical thinking skills, but we should have those skills available
to be employed
when needed.
Critical thinking includes a complex combination of skills.
Among the main
characteristics are the following:
54
Skills We are thinking critically when we do the following:
Rationality
Rely on reason rather than emotion
82. Require evidence, ignore no known evidence, and follow
evidence where it leads
Are concerned more with finding the best explanation than
being right, analyzing apparent confusion, and asking questions
Self-
awareness
Weigh the influences of motives and bias
Recognize our own assumptions, prejudices, biases, or point of
view
Honesty
Recognize emotional impulses, selfish motives, nefarious
purposes, or other modes of self-deception
Open-
mindedness
Evaluate all reasonable inferences
Consider a variety of possible viewpoints or perspectives
Remain open to alternative interpretations
Accept a new explanation, model, or paradigm because it
explains the evidence better, is simpler, or has fewer
inconsistencies or covers more data
Accept new priorities in response to a reevaluation of the
evidence or reassessment of our real interests
Do not reject unpopular views out of hand
Discipline
Are precise, meticulous, comprehensive, and exhaustive
Resist manipulation and irrational appeals
Avoid snap judgments
Judgment
83. Recognize the relevance and/or merit of alternative assumptions
and perspectives
Recognize the extent and weight of evidence
Critical thinkers are by nature skeptical. They approach texts
with the same skepticism and suspicion as they approach
spoken remarks.
Critical thinkers are active, not passive. They ask questions and
55
In sum: analyze. They consciously apply tactics and strategies
to
uncover meaning or assure their understanding.
Critical thinkers do not take an egotistical view of the world.
They are open to new ideas and perspectives. They are willing
to challenge their beliefs and investigate competing evidence.
Critical thinking enables us to recognize a wide range of
subjective analyses of
otherwise objective data and to evaluate how well each analysis
might meet our
needs. Facts may be facts, but how we interpret them may vary.
By contrast, passive, noncritical thinkers take a simplistic view
of the world. They
see things in black and white, as either/or, rather than
recognizing a variety of
possible understanding. They see questions as yes or no with no
subtleties, they fail
to see linkages and complexities, and they fail to recognize
related elements.
84. Source: Kurland, D. (2000). Critical thinking skills. Retrieved
from www.criticalreading.com
When it comes to asking questions, some of the best ideas come
from a book by Ian
Mitroff called Smart Thinking for Crazy Times: The Art of
Solving the Right Problems.23
Mitroff warns us about solving the wrong problems even though
leaders solve them with
great precision in organizations. This happens because they
don’t ask the right questions.
Mitroff provides advice to managers who fall into the trap of
solving the wrong problems
by spelling out why managers do it in the first place. The five
pathways to error are
1. picking the wrong stakeholders by not paying attention to
who really cares about the
problem;
2. selecting too narrow a set of options by overlooking better,
more creative options;
3. phrasing a problem incorrectly by failing to consider at least
one “technical” and one
“human” variation in stating a problem;
4. setting the boundaries of a problem too narrowly by ignoring
the system the problem
is embedded in; and
5. failing to think systemically by ignoring the connection
between parts of the problem
and its whole.
85. So what questions should a manager be asking? Mitroff
provides the following list of the
basic questions facing all organizations (and ones we should be
asking frequently if we
expect to gain buy-in from employees for the implementation of
their solutions):
What businesses are we in?
What businesses should we be in?
What is our mission?
What should our mission be?
Who are our prime customers?
56
http://www.criticalreading.com
Who should our customers be?
How should we react to a major crisis, especially if we are, or
are perceived to be, at
fault?
How will the outside world perceive our actions?
Will others perceive the situation as we do?
Are our products and services ethical?
In OB, there is a systematic method to answer questions. As the
field was developing,
scholars adopted much of their methodological approach from
the social sciences, which
were following research methods from the physical sciences.
These methods are applied to
address problems and opportunities faced by organizational
leaders.
Critical Thinking Questions: Why does asking these questions
86. improve employee buy-in for the
implementation of plans? Are there other questions you feel are
important to ask?
57
The Scientific Method
Learning Objective 1.4: Describe the scientific method used in
OB research.
How do OB researchers know what they know? As discussed
earlier, it begins with a
problem to solve. For example, a problem might be a leader’s
concern that only about 50%
of their employees are satisfied with their work. First, the
leader reviews the available
knowledge on job satisfaction (i.e., the scientific evidence from
EBM) and learns that the
way supervisors treat followers may improve job satisfaction.
Based on theory, the leader
forms hypotheses, or predictions, regarding what might improve
job satisfaction. An
example of a hypothesis is “A leader’s appreciation of workers’
efforts will lead to increased
job satisfaction.” The next step is to collect observations from
the organization. This might
be, for example, through interviews with employees or surveys
completed by employees.
Once data are collected, the hypothesis is tested with statistical
techniques. For additional
information on the research designs that are used by open
researchers, refer to the Appendix
of this textbook.
87. The basic research process described previously is depicted in
Figure 1.2. As the figure
shows, research is an ongoing process that begins with
observations that lead to interesting
questions. Next, hypotheses and testable predictions are
formulated. Data are collected to
test these predictions and are then refined, altered, expanded, or
rejected (the center of the
figure). Based on these results, additional predictions and data
collections follow until
general theories of OB begin to emerge. These theories then
lead us to frame additional
observation, and the research cycle continues. As noted in the
introduction to this chapter,
OB is an applied field, and this is underscored by the typical
outcome variables that are
studied. Researchers focus on outcomes that are of interest to
leaders in organizations, such
as employee job satisfaction and productivity. Next, the types of
outcomes typically studied
in OB research will be reviewed.
Figure 1.2 The Scientific Method as an Ongoing Process
58
Source: Garland, T., Jr. (2016). The scientific method as an
ongoing process.
Riverside: University of California. Archived from the original
on August 19, 2016.
59
88. Outcome Variables in Organizational Behavior
Learning Objective 1.5: Discuss five types of outcome variables
studied in OB.
In the preceding example, leader appreciation of workers is the
independent variable.
Worker engagement is the dependent variable (i.e., it depends
on the independent variable:
leader appreciation). Since OB is an applied science, the
outcome variables studied are
typically variables that leaders are interested in improving.
There are five broad groups of
outcome variables studied: performance, work-related attitudes,
employee well-being,
motivation, and employee withdrawal.
Performance
Productivity (or job performance) is one of the most important
outcomes in OB.
Performance can be actual performance as collected in
organizational records (e.g., the
number of forms correctly processed in an insurance company)
or it may be rated by
supervisors and/or peers (e.g., the supervisor rates the
follower’s work quality on a scale of 1
to 7, with 1 being poor and 7 being outstanding). Organizational
citizenship behavior
(OCB) is the worker’s willingness to go above and beyond what
is required in his or her
job description to help others at work.24,25 OCB is considered
to be performance beyond
the expectations of a person’s job description—extrarole