Writing For the Mass Media by James Stovall, reinforces this concept.docx
•Download as DOCX, PDF•
0 likes•2 views
Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter, Sit Down and Write : “Writers for the mass media must understand the implications of what they do. Part of the writing process is developing a sense of what it means to communicate with a mass audience. Writers should understand that they are no longer writing for an individual (an essay for an English teacher, a text message to a friend) but for a larger audience. Nor are they writing for themselves. Much of the writing done in K-12 education is justified as a means of self-expression for students. This writing is a valuable exercise for all individuals, but the mass-media environment, self-expression ranks second to information. Audiences are interested in the writer’s information and ideas, not in how the writer feels or thinks. This fact drives the sparse, unadorned style of writing that the media demand. Self-expression is less important partly because in most media environments writing is a collaborative effort. Several writers may work together to produce a single piece of writing. Editors—people whose job it is to read the writing of others—are employed at every level to improve the writing whenever possible. The editing process is inseparable from the writing process. Writers for the mass media must possess an active sense of integrity about what they do. This integrity serves as a regulator for their behavior, making them unwilling to accept inaccuracies or imprecision in the writing process and unable to live with less than a very high standard of personal and intellectual honesty. They must understand and assimilate the ethical standards of their profession. Writers for the mass media also understand enough about the process of writing to know that they can always improve. They view their craft with generous humility. Every writer, no matter how experienced or talented, begins with a blank page or an empty computer screen. The writer puts the words there, and no amount of experience or talent guarantees success. A good writer is always willing to do whatever it takes to improve the craft.” Instructions: After reading the above direct quote from your textbook, discuss how your writing and/or perception of media writing has changed or improved during this class. Think about your progress as a media writer. What did you learn about media writing this semester? Using examples from the class and the textbook, your discussion should include the following: What challenges did you face in learning how to write for the media? Explain. What was the most challenging assignment? Why? What was your favorite assignment? Why? What chapter did you learn the most from in the book? Why? This post is about self-reflection and growth. Tell us about how you have grown as a writer in this course. .
Report
Share
Report
Share
Recommended
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
English 101 week 1
This document provides an agenda and overview for Week 1, Session 2 of an English 101 class. It includes:
1. An activity where students will share pictures and write letters describing their classmate's image.
2. Instructions for accessing required digital articles and reserving readings.
3. A discussion of genre-based writing and analyzing different writing genres.
4. An introduction to Cultural Historical Activity Theory (CHAT) and how it teaches students to understand genres and how people use cultural resources.
5. An assignment where students will map their own writing process for an academic and non-academic text.
Teaching Demo
This document summarizes a presentation by Zia Miric on student writers as both learners and experts. It makes three main points: 1) All writers have authority and expertise to share knowledge from their experiences and research. 2) Giving students control over their topic choice engages them more in the writing process as a learning experience. 3) For students to write effectively beyond personal narratives, they need a clear sense of their audience and should see their classroom as a writing community. The document discusses the importance of both cognitive and social apprenticeships in writing and provides discussion questions and activities for students to explore topics and audiences.
Writing skill
This document summarizes key principles for effective teaching of writing. It discusses that:
1) Everyone has the capacity to write and become better writers with instruction. Teachers should be well-versed in composition theory and provide support through carefully designed writing lessons.
2) People learn to write by writing frequently - through drafting, revising, and practicing different writing strategies. Teachers should provide ample opportunities for in-class and out-of-class writing.
3) Writing is a process involving drafting, revising, and refining over time. Teachers should guide students through this process and help them identify strategies that work best for different writing situations.
Critical Reading, Writing, and Your Learning Patternshttps.docx
Critical Reading, Writing, and Your Learning Patterns
https://youtu.be/hEzec10MhFI
For a written transcript to the video above, please click here.
Prepare: Critical reading and writing are essential to being a successful student. An important part of being an intentional learner is developing reading and writing strategies that work best for you. There is no “one size fits all” recipe for academic success. The Week Three Instructor Guidance lists strategies to help you become a more intentional reader and writer based on each Learning Pattern.
Critically read Chapter 3 and view the video (above). The video shows the unique thinking and writing processes of individual learners as they approach a college-level assignment.
Reflect: Since all four Learning Patterns contribute to excellent writing, consider how the Patterns you Avoid are needed just as much as those you Use First. Practice critical thinking as you reflect on the writing challenges Makayla, John, Paul, and Raheem face in Section 3.3.
Write: After considering the scenario of each learner, address the following:
· For each of the four learners, provide a minimum of three to four sentences of advice for how they could have used their Learning Patterns with intention in each scenario. For example, Makayla was ruled by her Sequence. What would you recommend that she do to overcome her dependence on Sequence when approaching writing tasks?
· List your LCI scores. Based on your own unique Learning Patterns, identify two specific strategies to enhance your critical reading skills and two specific strategies to enhance your critical writing skills. Select strategies presented in Chapter 3 and/or the Week Three Instructor Guidance and explain how you will apply each of the strategies you have identified.
Your initial post should contain a minimum of 250 words.
Respond to Peers: Review your classmates’ posts and respond to at least two, each with a minimum of 50 words. Consider comparing and contrasting the strategies for college-level reading and writing your peer identified with your own Learning Patterns. Could these strategies support your learning preferences? Why, or why not? Provide suggestions for additional reading and writing strategies to help your peers use their Learning Patterns with intention.
Think about it this way...
This discussion is asking you to do four things:
· Read the four learner stories from section 3.3 of your text. Provide advice to each learner that encourages intentional use of their Learning Patterns.
· List two critical reading strategies and two critical writing strategies from Chapter 3 and/or the Instructor Guidance that could help you approach college-level reading and writing with greater intention and include your LCI scores.
· Explain how you will take action on these strategies.
· Respond to at least two of your classmates' discussion posts. Use the "Response to Peers" to assist you with your reply.
Type a heading for each section .
Teaching writing - Desarrollo de Habilidades
The document provides guidance on teaching writing and developing writing skills in the classroom. It discusses 10 steps to planning a writing course, including ascertaining goals, deciding on theoretical principles, planning content, weighing elements, drawing up a syllabus, selecting materials, preparing activities and roles, choosing feedback methods, evaluating the course, and reflecting on the teacher's experience. It also provides examples of classroom activities and strategies to develop writing, such as using text-starts, fast-writing, dialogue journals, conference writing, and fluency activities. The overall document offers a comprehensive overview of how to structure and teach a writing course.
Recommended
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
English 101 week 1
This document provides an agenda and overview for Week 1, Session 2 of an English 101 class. It includes:
1. An activity where students will share pictures and write letters describing their classmate's image.
2. Instructions for accessing required digital articles and reserving readings.
3. A discussion of genre-based writing and analyzing different writing genres.
4. An introduction to Cultural Historical Activity Theory (CHAT) and how it teaches students to understand genres and how people use cultural resources.
5. An assignment where students will map their own writing process for an academic and non-academic text.
Teaching Demo
This document summarizes a presentation by Zia Miric on student writers as both learners and experts. It makes three main points: 1) All writers have authority and expertise to share knowledge from their experiences and research. 2) Giving students control over their topic choice engages them more in the writing process as a learning experience. 3) For students to write effectively beyond personal narratives, they need a clear sense of their audience and should see their classroom as a writing community. The document discusses the importance of both cognitive and social apprenticeships in writing and provides discussion questions and activities for students to explore topics and audiences.
Writing skill
This document summarizes key principles for effective teaching of writing. It discusses that:
1) Everyone has the capacity to write and become better writers with instruction. Teachers should be well-versed in composition theory and provide support through carefully designed writing lessons.
2) People learn to write by writing frequently - through drafting, revising, and practicing different writing strategies. Teachers should provide ample opportunities for in-class and out-of-class writing.
3) Writing is a process involving drafting, revising, and refining over time. Teachers should guide students through this process and help them identify strategies that work best for different writing situations.
Critical Reading, Writing, and Your Learning Patternshttps.docx
Critical Reading, Writing, and Your Learning Patterns
https://youtu.be/hEzec10MhFI
For a written transcript to the video above, please click here.
Prepare: Critical reading and writing are essential to being a successful student. An important part of being an intentional learner is developing reading and writing strategies that work best for you. There is no “one size fits all” recipe for academic success. The Week Three Instructor Guidance lists strategies to help you become a more intentional reader and writer based on each Learning Pattern.
Critically read Chapter 3 and view the video (above). The video shows the unique thinking and writing processes of individual learners as they approach a college-level assignment.
Reflect: Since all four Learning Patterns contribute to excellent writing, consider how the Patterns you Avoid are needed just as much as those you Use First. Practice critical thinking as you reflect on the writing challenges Makayla, John, Paul, and Raheem face in Section 3.3.
Write: After considering the scenario of each learner, address the following:
· For each of the four learners, provide a minimum of three to four sentences of advice for how they could have used their Learning Patterns with intention in each scenario. For example, Makayla was ruled by her Sequence. What would you recommend that she do to overcome her dependence on Sequence when approaching writing tasks?
· List your LCI scores. Based on your own unique Learning Patterns, identify two specific strategies to enhance your critical reading skills and two specific strategies to enhance your critical writing skills. Select strategies presented in Chapter 3 and/or the Week Three Instructor Guidance and explain how you will apply each of the strategies you have identified.
Your initial post should contain a minimum of 250 words.
Respond to Peers: Review your classmates’ posts and respond to at least two, each with a minimum of 50 words. Consider comparing and contrasting the strategies for college-level reading and writing your peer identified with your own Learning Patterns. Could these strategies support your learning preferences? Why, or why not? Provide suggestions for additional reading and writing strategies to help your peers use their Learning Patterns with intention.
Think about it this way...
This discussion is asking you to do four things:
· Read the four learner stories from section 3.3 of your text. Provide advice to each learner that encourages intentional use of their Learning Patterns.
· List two critical reading strategies and two critical writing strategies from Chapter 3 and/or the Instructor Guidance that could help you approach college-level reading and writing with greater intention and include your LCI scores.
· Explain how you will take action on these strategies.
· Respond to at least two of your classmates' discussion posts. Use the "Response to Peers" to assist you with your reply.
Type a heading for each section .
Teaching writing - Desarrollo de Habilidades
The document provides guidance on teaching writing and developing writing skills in the classroom. It discusses 10 steps to planning a writing course, including ascertaining goals, deciding on theoretical principles, planning content, weighing elements, drawing up a syllabus, selecting materials, preparing activities and roles, choosing feedback methods, evaluating the course, and reflecting on the teacher's experience. It also provides examples of classroom activities and strategies to develop writing, such as using text-starts, fast-writing, dialogue journals, conference writing, and fluency activities. The overall document offers a comprehensive overview of how to structure and teach a writing course.
Syllabus 10 Spring 2016
This document provides an overview and syllabus for an English 10: Accelerated Academic Literacy course at California State University, Fresno. The course aims to develop students' abilities as readers and writers to participate in academic and public conversations. It will focus on analytical thinking, reading methods, writing processes, and joining various literacy communities. Students will complete reading responses, four formal writing projects, and midterm and final portfolios. Class participation, online writing labs, assignments, and the final portfolio will determine grades. The course policies outline attendance, late work, academic integrity, and computer requirements.
Writing in the Disciplines
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
Writing Skill by Marianne Celce-Murcia
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...
Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
“Activity and Character Driven College Application Essays: Ten Tips”
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
Teaching language arts
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
Tw week 3
This document summarizes key chapters from the book "The Everyday Writing Center" and poses discussion questions about writing center work. It addresses what a community of practice is, how tutors can learn from each other's diverse experiences. It also discusses the value of diversity in staffing and creating an inclusive environment. Questions are raised about cultivating confusion in tutor training rather than a transmission model, and the benefits of tutors drawing on their own writing experiences. The document closes by posing questions about making anti-racism work a core part of writing center practice, both conceptually and in day-to-day operations.
The Challenges of Writing 101
This document summarizes a presentation given at the Twelfth International Conference for Literary Journalism Studies on teaching writing. It describes a survey of over 120 writing educators that found most believe students' basic writing skills have eroded, especially in areas of mechanics, structure, vocabulary and focus. Educators reported using strategies like written feedback, in-class examples and practice to help students improve. While most provided feedback individually and in groups, some felt they lacked time to teach basics. The presentation concluded by providing contact information for further discussion.
College essay lesson plan
This lesson plan provides guidance for teaching students how to write effective college essays and resumes. The essay portion introduces sample college essays and advice for what makes a great essay. Students evaluate essays in small groups and discuss what is effective. They then create timelines of significant life events to help choose essay topics. For resumes, students explore sample formats and brainstorm achievements to include. Activities help students translate experiences into skills and create a draft resume. The plan aims to reveal students' personalities and prepare application materials for college.
Creating the link between reading and writing
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Writing presentation bob wilson - dec 2010
The document discusses strategies for helping students improve their writing skills. It includes perspectives from a Writing Across the Curriculum initiative discussion group on making students more comfortable expressing themselves through writing. Group members emphasize the importance of students being able to articulate thoughts in an academic context, using analysis, synthesis and evaluation. The document also outlines objectives for exposing students to writing as a way to communicate and develop their learning, as well as activities like group discussions and projects to help students improve their writing and thinking skills.
T e a c h i n g C a s e R e s o u r c e s f r o m t h e
T e a c h i n g C a s e R e s o u r c e s f r o m t h e E v a n s S c h o o l o f P u b l i c A f f a i r s
T h e
E l e c t r o n i c H a l l w a y ®
Box 353060 · University of Washington · S e a t t l e W A 9 8 195-3060 www.hallway.org
This teaching resource was written by J. Patrick Dobel, Daniel J. Evans School of Public Affairs, University of Washington;
Richard Elmore, Harvard University Graduate School of Education; and Laurie Werner, Daniel J. Evans School of Public
Affairs, University of Washington.
The Electronic Hallway is administered by the University of Washington's Daniel J. Evans School of Public Affairs. This
material may not be altered or copied without written permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway members are granted copy permission for
educational purposes per the Member’s Agreement (www.hallway.org).
Copyright 2003 The Electronic Hallway
MEMO WRITING
This note introduces memo writing to students training for careers in public service.
It focuses on memos rather than research papers or essays, because memos pervade the
daily life of any public servant.
A memo is a relatively short, written document. Memos address specific people or
groups for the purpose of recording an agreement, transmitting information, making a
case, or enabling action. Brevity is essential; most decision makers have little time and
must assimilate memo contents quickly. Long memos don’t get read.
Think of a memo as a precision tool. Tools may be beautiful things in themselves, but we
measure their value by how well they perform a task. In practical terms, every aspect of a
memo – its prose style, organization, appearance on the page and content – should have a
direct relationship to its purpose. Long flowery introductions, technical jargon, casual
chit-chat, and showy vocabulary all distract from a memo's essential purpose: to inform
or to enable action.
This note deals with four topics: identifying your audience or principal; getting yourself
engaged in writing; using language; and organizing the final product. Added to these are
notes on e-mail communications.
Know Your Audience or Principal
Specific people read memos. The more vaguely defined the target audience, the more
difficult for the writer to decide what to say. Knowing your audience is of primary
importance in memo writing. Ask yourself three questions about your audience: who are
they, what do they need to know, and how should you present it to them?
• Who is the audience of your memo? Memos are directed at decision makers.
Usually you write a memo for an individual or group to help them make a
decision. To influence decision makers, you must give considerable thought to
who they are. You have a duty to provide them with timely, accurate, and
comprehensive analysis.
2
• Wh ...
The Literacy-Rich Classroom
This document discusses the importance of literacy instruction across all classrooms and subjects. It emphasizes that all teachers share responsibility for developing students' literacy skills, including reading complex texts, writing for different purposes, and engaging in academic discussions. Specific strategies are presented, such as using various genres of writing to help students learn and think critically about content. The role of the language arts and social studies teachers is to provide opportunities for students to improve their reading and access grade-level texts through modeling, coaching, and ensuring lessons help students grow as readers. An effective literacy-rich classroom focuses on higher-order thinking, teaches reading strategies, actively engages students, and reflects on how lessons support literacy development.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
Recognizing audience
The document provides instructions for a student assignment to analyze magazine covers as a critical reader. Students are asked to choose two magazine covers from a PowerPoint presentation and answer questions about each cover in a discussion forum. The questions address what magazine was chosen, how the cover portrays its subject, the intended demographic audience, and what could be changed to appeal to a different audience. Students are also prompted to respond reflectively to two classmates' posts. The document notes magazines are written at different reading levels to target specific audiences and writing should be formal for academic and professional settings.
Teaching writing
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
Writing Presentation - Bob Wilson - Dec 2010
The document discusses helping students improve their writing skills through a Writing Across the Curriculum initiative. It notes that students need to be able to articulate thoughts in an academic way and that writing can help students interact more deeply with ideas. However, many students lack basic organizational skills and the ability to engage in reasoned analysis. The initiative aims to expose students to writing to communicate learning, help them understand necessary structure, and start thinking in a way that mirrors effective composition. Group activities and modeling appropriate essay development are discussed as ways to collaboratively develop these skills.
Teaching Writing Skill.pptx
The presentation includes Writing skill based on Harmer's book. It describes writing skill and the appraoches in teaching this langauge skill.
WRITING A LETTER TO THE EDITOR ENG METH 3B.pptx
This document provides instruction on writing a letter to the editor. It begins by outlining the lesson objectives of explaining the purpose of a letter to the editor, describing the characteristics, and having students write a persuasive letter. It then discusses the difference between an editor and editorial. The main content explains how to structure a letter, including writing the subject, introduction, main paragraph with your opinion and why it matters, and conclusion stating what should be done. Important reminders are given such as being concise and avoiding slang or emotional language. For homework, students are asked to identify an issue and write their own letter to the editor.
Day 1 final sbcusd writing pd advanced
Provide daily writing opportunities using the writing process. Have students publish new writing pieces monthly. The writing should demonstrate use of the full writing process.
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0709C
http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
7
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
And just 2% of those firms have women
CEOs.
We’ve long blamed such numbers on the
“glass ceiling,” the notion that women suc-
cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
erating at all ranks, not just the top, say
Eagly and Carli.
Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
neously. For example, prepare women for
line management with demanding assign-
ments. Use objective criteria to measure
performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
ing followers—is ideally suited to today’s
business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
• Resistance to women’s leadership: People
view successful female managers as more
deceitful, pushy, selfish, and abrasive than
successful male managers.
• Leadership style issues: Many female lead-
ers struggle to reconcile qualities people
prefer in women (compassion for others)
with qualities people think leaders need to
succeed (.
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
18
Further Reading
Awareness of the five forces
can help a company
understand the structure of its
industry and stake out a
position that is more
profitable and less vulnerable
to attack.
Reprint R0801E
This document is authorized for use only by Phenekia Morgan in WMBA-6030-1/WMBA-6030B-1-Managing Business Info Syst2020 Summer Sem 05/04-08/23-PT2 at Laureate Education -
Walden University, 2020.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0801E
http://www.hbrreprints.org
The Five Competitive Forces That Shape
Strategy
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
8
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
You know that to sustain long-term profit-
ability you must respond strategically to
competition. And you naturally keep tabs
on your
established rivals
. But as you scan
the competitive arena, are you also looking
beyond
your direct competitors? As Porter
explains in this update of his revolutionary
1979 HBR article, four additional competi-
tive forces can hurt your prospective profits:
•
Savvy
customers
can force down prices
by playing you and your rivals against
one another.
•
Powerful
suppliers
may constrain your
profits if they charge higher prices.
•
Aspiring
entrants
, armed with new ca-
pacity and hungry for market share, can
ratchet up the investment required for
you to stay in the game.
•
Substitute offerings
can lure customers
away.
Consider commercial aviation: It’s one of
the least profitable industries because all
five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
—plane and engine
manufacturers, along with unionized labor
forces—bargain away the lion’s share of air-
lines’ profits.
New players
enter the indus-
try in a constant stream. And
substitutes
are readily available—such as train or car
travel.
By analyzing all five competitive forces, you
gain a complete picture of what’s influenc-
ing profitability in your industry. You iden-
tify game-changing trends early, so you can
swiftly exploit them. And you spot ways to
work around constraints on profitability—
or even reshape the forces in your favor.
By understanding how the five competitive forces influence profitability.
More Related Content
Similar to Writing For the Mass Media by James Stovall, reinforces this concept.docx
Syllabus 10 Spring 2016
This document provides an overview and syllabus for an English 10: Accelerated Academic Literacy course at California State University, Fresno. The course aims to develop students' abilities as readers and writers to participate in academic and public conversations. It will focus on analytical thinking, reading methods, writing processes, and joining various literacy communities. Students will complete reading responses, four formal writing projects, and midterm and final portfolios. Class participation, online writing labs, assignments, and the final portfolio will determine grades. The course policies outline attendance, late work, academic integrity, and computer requirements.
Writing in the Disciplines
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
Writing Skill by Marianne Celce-Murcia
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...
Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
“Activity and Character Driven College Application Essays: Ten Tips”
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
Teaching language arts
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
Tw week 3
This document summarizes key chapters from the book "The Everyday Writing Center" and poses discussion questions about writing center work. It addresses what a community of practice is, how tutors can learn from each other's diverse experiences. It also discusses the value of diversity in staffing and creating an inclusive environment. Questions are raised about cultivating confusion in tutor training rather than a transmission model, and the benefits of tutors drawing on their own writing experiences. The document closes by posing questions about making anti-racism work a core part of writing center practice, both conceptually and in day-to-day operations.
The Challenges of Writing 101
This document summarizes a presentation given at the Twelfth International Conference for Literary Journalism Studies on teaching writing. It describes a survey of over 120 writing educators that found most believe students' basic writing skills have eroded, especially in areas of mechanics, structure, vocabulary and focus. Educators reported using strategies like written feedback, in-class examples and practice to help students improve. While most provided feedback individually and in groups, some felt they lacked time to teach basics. The presentation concluded by providing contact information for further discussion.
College essay lesson plan
This lesson plan provides guidance for teaching students how to write effective college essays and resumes. The essay portion introduces sample college essays and advice for what makes a great essay. Students evaluate essays in small groups and discuss what is effective. They then create timelines of significant life events to help choose essay topics. For resumes, students explore sample formats and brainstorm achievements to include. Activities help students translate experiences into skills and create a draft resume. The plan aims to reveal students' personalities and prepare application materials for college.
Creating the link between reading and writing
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Writing presentation bob wilson - dec 2010
The document discusses strategies for helping students improve their writing skills. It includes perspectives from a Writing Across the Curriculum initiative discussion group on making students more comfortable expressing themselves through writing. Group members emphasize the importance of students being able to articulate thoughts in an academic context, using analysis, synthesis and evaluation. The document also outlines objectives for exposing students to writing as a way to communicate and develop their learning, as well as activities like group discussions and projects to help students improve their writing and thinking skills.
T e a c h i n g C a s e R e s o u r c e s f r o m t h e
T e a c h i n g C a s e R e s o u r c e s f r o m t h e E v a n s S c h o o l o f P u b l i c A f f a i r s
T h e
E l e c t r o n i c H a l l w a y ®
Box 353060 · University of Washington · S e a t t l e W A 9 8 195-3060 www.hallway.org
This teaching resource was written by J. Patrick Dobel, Daniel J. Evans School of Public Affairs, University of Washington;
Richard Elmore, Harvard University Graduate School of Education; and Laurie Werner, Daniel J. Evans School of Public
Affairs, University of Washington.
The Electronic Hallway is administered by the University of Washington's Daniel J. Evans School of Public Affairs. This
material may not be altered or copied without written permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway members are granted copy permission for
educational purposes per the Member’s Agreement (www.hallway.org).
Copyright 2003 The Electronic Hallway
MEMO WRITING
This note introduces memo writing to students training for careers in public service.
It focuses on memos rather than research papers or essays, because memos pervade the
daily life of any public servant.
A memo is a relatively short, written document. Memos address specific people or
groups for the purpose of recording an agreement, transmitting information, making a
case, or enabling action. Brevity is essential; most decision makers have little time and
must assimilate memo contents quickly. Long memos don’t get read.
Think of a memo as a precision tool. Tools may be beautiful things in themselves, but we
measure their value by how well they perform a task. In practical terms, every aspect of a
memo – its prose style, organization, appearance on the page and content – should have a
direct relationship to its purpose. Long flowery introductions, technical jargon, casual
chit-chat, and showy vocabulary all distract from a memo's essential purpose: to inform
or to enable action.
This note deals with four topics: identifying your audience or principal; getting yourself
engaged in writing; using language; and organizing the final product. Added to these are
notes on e-mail communications.
Know Your Audience or Principal
Specific people read memos. The more vaguely defined the target audience, the more
difficult for the writer to decide what to say. Knowing your audience is of primary
importance in memo writing. Ask yourself three questions about your audience: who are
they, what do they need to know, and how should you present it to them?
• Who is the audience of your memo? Memos are directed at decision makers.
Usually you write a memo for an individual or group to help them make a
decision. To influence decision makers, you must give considerable thought to
who they are. You have a duty to provide them with timely, accurate, and
comprehensive analysis.
2
• Wh ...
The Literacy-Rich Classroom
This document discusses the importance of literacy instruction across all classrooms and subjects. It emphasizes that all teachers share responsibility for developing students' literacy skills, including reading complex texts, writing for different purposes, and engaging in academic discussions. Specific strategies are presented, such as using various genres of writing to help students learn and think critically about content. The role of the language arts and social studies teachers is to provide opportunities for students to improve their reading and access grade-level texts through modeling, coaching, and ensuring lessons help students grow as readers. An effective literacy-rich classroom focuses on higher-order thinking, teaches reading strategies, actively engages students, and reflects on how lessons support literacy development.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
Recognizing audience
The document provides instructions for a student assignment to analyze magazine covers as a critical reader. Students are asked to choose two magazine covers from a PowerPoint presentation and answer questions about each cover in a discussion forum. The questions address what magazine was chosen, how the cover portrays its subject, the intended demographic audience, and what could be changed to appeal to a different audience. Students are also prompted to respond reflectively to two classmates' posts. The document notes magazines are written at different reading levels to target specific audiences and writing should be formal for academic and professional settings.
Teaching writing
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
Writing Presentation - Bob Wilson - Dec 2010
The document discusses helping students improve their writing skills through a Writing Across the Curriculum initiative. It notes that students need to be able to articulate thoughts in an academic way and that writing can help students interact more deeply with ideas. However, many students lack basic organizational skills and the ability to engage in reasoned analysis. The initiative aims to expose students to writing to communicate learning, help them understand necessary structure, and start thinking in a way that mirrors effective composition. Group activities and modeling appropriate essay development are discussed as ways to collaboratively develop these skills.
Teaching Writing Skill.pptx
The presentation includes Writing skill based on Harmer's book. It describes writing skill and the appraoches in teaching this langauge skill.
WRITING A LETTER TO THE EDITOR ENG METH 3B.pptx
This document provides instruction on writing a letter to the editor. It begins by outlining the lesson objectives of explaining the purpose of a letter to the editor, describing the characteristics, and having students write a persuasive letter. It then discusses the difference between an editor and editorial. The main content explains how to structure a letter, including writing the subject, introduction, main paragraph with your opinion and why it matters, and conclusion stating what should be done. Important reminders are given such as being concise and avoiding slang or emotional language. For homework, students are asked to identify an issue and write their own letter to the editor.
Day 1 final sbcusd writing pd advanced
Provide daily writing opportunities using the writing process. Have students publish new writing pieces monthly. The writing should demonstrate use of the full writing process.
Similar to Writing For the Mass Media by James Stovall, reinforces this concept.docx (20)
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...
“Activity and Character Driven College Application Essays: Ten Tips”
“Activity and Character Driven College Application Essays: Ten Tips”
T e a c h i n g C a s e R e s o u r c e s f r o m t h e
T e a c h i n g C a s e R e s o u r c e s f r o m t h e
Disciplinary Literacy: Why It Matters and What We Should Do About It
Disciplinary Literacy: Why It Matters and What We Should Do About It
More from jeffevans62972
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0709C
http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
7
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
And just 2% of those firms have women
CEOs.
We’ve long blamed such numbers on the
“glass ceiling,” the notion that women suc-
cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
erating at all ranks, not just the top, say
Eagly and Carli.
Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
neously. For example, prepare women for
line management with demanding assign-
ments. Use objective criteria to measure
performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
ing followers—is ideally suited to today’s
business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
• Resistance to women’s leadership: People
view successful female managers as more
deceitful, pushy, selfish, and abrasive than
successful male managers.
• Leadership style issues: Many female lead-
ers struggle to reconcile qualities people
prefer in women (compassion for others)
with qualities people think leaders need to
succeed (.
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
18
Further Reading
Awareness of the five forces
can help a company
understand the structure of its
industry and stake out a
position that is more
profitable and less vulnerable
to attack.
Reprint R0801E
This document is authorized for use only by Phenekia Morgan in WMBA-6030-1/WMBA-6030B-1-Managing Business Info Syst2020 Summer Sem 05/04-08/23-PT2 at Laureate Education -
Walden University, 2020.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0801E
http://www.hbrreprints.org
The Five Competitive Forces That Shape
Strategy
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
8
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
You know that to sustain long-term profit-
ability you must respond strategically to
competition. And you naturally keep tabs
on your
established rivals
. But as you scan
the competitive arena, are you also looking
beyond
your direct competitors? As Porter
explains in this update of his revolutionary
1979 HBR article, four additional competi-
tive forces can hurt your prospective profits:
•
Savvy
customers
can force down prices
by playing you and your rivals against
one another.
•
Powerful
suppliers
may constrain your
profits if they charge higher prices.
•
Aspiring
entrants
, armed with new ca-
pacity and hungry for market share, can
ratchet up the investment required for
you to stay in the game.
•
Substitute offerings
can lure customers
away.
Consider commercial aviation: It’s one of
the least profitable industries because all
five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
—plane and engine
manufacturers, along with unionized labor
forces—bargain away the lion’s share of air-
lines’ profits.
New players
enter the indus-
try in a constant stream. And
substitutes
are readily available—such as train or car
travel.
By analyzing all five competitive forces, you
gain a complete picture of what’s influenc-
ing profitability in your industry. You iden-
tify game-changing trends early, so you can
swiftly exploit them. And you spot ways to
work around constraints on profitability—
or even reshape the forces in your favor.
By understanding how the five competitive forces influence profitability.
www.hbr.orgSP O T L I G H TO N I.docx
www.hbr.org
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
1
Article Summary
2
The Innovator’s DNA
Five “discovery skills” separate
true innovators from the
rest of us.
Reprint R0912E
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem
01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0912E
http://www.hbr.org
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
page 1
The Idea in Brief
C
O
P
Y
R
IG
H
T
©
2
0
0
9
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
The habits of Steve Jobs, Jeff Bezos, and
other innovative CEOs reveal much about
the underpinnings of their creative think-
ing. Research shows that five discovery
skills distinguish the most innovative
entrepreneurs from other executives.
DOING
•
Questioning
allows innovators to break
out of the status quo and consider new
possibilities.
•
Through
observing
, innovators detect
small behavioral details—in the
activities of customers, suppliers, and
other companies—that suggest new
ways of doing things.
•
In
experimenting
, they relentlessly try on
new experiences and explore the world.
•
And through
networking
with individuals
from diverse backgrounds, they gain rad-
ically different perspectives.
THINKING
•
The four patterns of action together help
innovators
associate
to cultivate new
insights.
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem
01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
harvard business review • december 2009 page 2
C
O
P
Y
R
IG
H
T
©
2
0
0
9
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Five “discovery skills” separate true innovators from the rest of us.
“How do I find innovative people for my
organization? And how can I become more
innovative myself ?”
These are questions that stump senior exec-
utives, who understand that the ability to
innovate is the “secret sauce” of business
success. Unfortunately, most of us know very
little about what makes one person more cre-
ative than another. Perhaps for this reason,
we st.
www.europeanchamber.com.cnPutting Industrial Policy Ahead .docx
www.europeanchamber.com.cn
Putting Industrial Policy Ahead of Market Forces
CHINA MANUFACTURING 2025
www.europeanchamber.com.cn
© 2017 by the European Union Chamber of Commerce in China, all rights reserved. This study may not be reproduced either in part
or in full without prior written consent of the European Union Chamber of Commerce in China.
Table of Contents
1. Executive Summary∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1
2. Why China wants to change∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.1 China has been the world’s factory, and now it wants more∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.2 Climbing out of the ‘smile curve’ trough and
escaping the middle income trap∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3
2.3 China’s race to get rich before it gets old∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4
2.4 Feeling squeezed from both sides:
competition from developed and developing countries∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4
2.5 A latecomer to manufacturing automation∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5
3. CM2025 vs Industry 4.0∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
3.1 Fundamental differences to the EU’s approach remain∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
4. The CM2025 initiative∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.1 So what is CM2025?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.2 Market share targets and ‘indigenous innovation’∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11
4.3 Planning the Chinese economy’s future∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 12
4.4 Macro-level planning: the new thinking∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.5 Who’s in charge, masters or markets?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.6 Old wine in new bottles? Yes and no∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 14
4.7 Industry-level planning: the old wine∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5. Policy tools used in support of CM2025∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5.1 Forced technology transfers in exchange for market access∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.2 Market access and government procurement restrictions for
foreign-invested enterprises (FIEs)∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.3 Standards∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙16
5.4 Subsidies∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙.
www.hbr.orgWant CollaborationAccept—and Actively .docx
www.hbr.org
Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
The quest for harmony and
common goals can actually
obstruct teamwork. Managers
get truly effective
collaboration only when they
realize that conflict is natural
and necessary.
Reprint R0503F
This document is authorized for use only in Laureate Education, Inc.'s WAL WMBA 6010 Managing People and Promoting Collaboration at Laureate Education - Baltimore from Dec 2018 to
Feb 2020.
http://www.hbr.org
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0503F
Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
harvard business review • march 2005 page 1
C
O
P
Y
R
IG
H
T
©
2
0
0
5
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
The quest for harmony and common goals can actually obstruct
teamwork. Managers get truly effective collaboration only when they
realize that conflict is natural and necessary.
The challenge is a long-standing one for senior
managers: How do you get people in your or-
ganization to work together across internal
boundaries? But the question has taken on ur-
gency in today’s global and fast-changing busi-
ness environment. To service multinational
accounts, you increasingly need seamless col-
laboration across geographic boundaries. To
improve customer satisfaction, you increas-
ingly need collaboration among functions
ranging from R&D to distribution. To offer so-
lutions tailored to customers’ needs, you in-
creasingly need collaboration between prod-
uct and service groups.
Meanwhile, as competitive pressures contin-
ually force companies to find ways to do more
with less, few managers have the luxury of re-
lying on their own dedicated staffs to accom-
plish their objectives. Instead, most must work
with and through people across the organiza-
tion, many of whom have different priorities,
incentives, and ways of doing things.
Getting collaboration right promises tre-
mendous benefits: a unified face to customers,
faster internal decision making, reduced costs
through shared resources, and the develop-
ment of more innovative products. But despite
the billions of dollars spent on initiatives to im-
prove collaboration, few companies are happy
with the results. Time and again we have seen
management teams employ the same few
strategies to boost internal cooperation. They
restructure their organizations and reengineer
their business processes. They create cross-unit
incentives. They offer teamwork training.
While such initiatives yield the occasional suc-
cess story, most of them have only limited im-
pact in dismantling organizational silos and
fostering collaboration—and many are total
failures. (See the sidebar “The Three Myths of
Collaboration.”)
So what’s the problem? Most companies re-
sp.
www.hbr.orgHow to Design Smart Business Experiments.docx
www.hbr.org
How to Design Smart
Business Experiments
by Thomas H. Davenport
Included with this full-text
Harvard Business Review
article:
Idea in Brief—the core idea
Idea in Practice—putting the idea to work
1
Article Summary
2
How to Design Smart Business Experiments
Managers now have the tools
to conduct small-scale tests
and gain real insight. But too
many “experiments” don’t
prove much of anything.
Reprint R0902E
For the exclusive use of L. WATSON, 2019.
This document is authorized for use only by LANA WATSON in 2019.
http://hbr.org/search/R0902E
http://www.hbr.org
How to Design Smart Business Experiments
page 1
Idea in Brief Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
9
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
•
Too many business innovations are
launched on a wing and a prayer—de-
spite the fact that it’s now reasonable to
expect truly valid tests.
•
With a small investment in training,
readily available software, and the right
encouragement, an organization can
build a “test and learn” capability.
•
Companies that equip managers to per-
form small-scale yet rigorous experi-
ments don’t only save themselves from
expensive mistakes—they also make it
more likely that great ideas will see the
light of day.
You or someone on your team is suggesting a change that just might work. But why act on a
hunch when you can hold out for evidence? According to the author, the best way to support
decision making on potential innovations is to...
•
Design an experiment.
Start with a hypothesis about how the change
will help the business. If it’s a good one, you’ll
learn as much by disproving it as you would
by proving it. Put it to the test by measuring
what happens in a test group versus a control
group. From the outset, be clear on what you
need to measure to produce a decisive re-
sult—and whether that’s a metric you even
have the capability to track.
•
Act on the facts.
Nothing but a success in a testing environ-
ment should be rolled out more broadly. But
neither should failures simply be scrapped.
Refine the hypothesis on the basis of the re-
sults, and consider testing a variation. Most
important, capture what’s been learned, and
make it available to others in the organization
through a “learning library,” so resources aren’t
wasted proving the same thing again.
Example:
Marketers at the Subway restaurant chain
wanted to drum up business by putting
foot-long subs on sale for only $5, but fran-
chise owners worried that the promotion
would lure existing customers away from
higher-priced menu items. An experiment
pitting test sites against control sites
proved that the promotion would pay off—
which it subsequently did.
•
Make testing the norm.
Create the training and infrastructure that will
enable nonexperts in statistics to .
www.hbr.orgA R T I C L EBE S T.docx
www.hbr.org
A R T I C L E
B
E S T
O F
H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
by W. Chan Kim and Renée Mauborgne
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Value Innovation: The Strategic Logic of High Growth
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
Product 7251
For the exclusive use of V. Lugo, 2019.
This document is authorized for use only by Vanette Lugo in ENT 4113- Spring 2019 taught by DILEEP RAO, Florida International University from Dec 2018 to May 2019.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=7251
http://www.hbr.org
B
E S T
O F
H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
4
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Struggling to stay ahead of your rivals? No
need. Instead of trying to match or beat
them on cost or quality, make the other
players irrelevant—by staking out new
market space where competitors haven’t
ventured.
How? Become a
value innovator
: identify
radical ideas that make quantum leaps in
the value you provide customers.
Value innovators ask, “What if we started
fresh—and forgot everything we know
about our industry’s existing rules and tra-
ditions?” When CNN’s creators asked this
question, they replaced the traditional net-
works’ format with real-time news from
around the world, 24 hours a day.
Value innovators don’t set out to build com-
petitive advantage. But their innovative
practices lead them to achieve precisely
that. Virgin Atlantic, for example, cut first-
class airline service and channeled cost sav-
ings into greater value for business-class
passengers: more comfortable seats and
free transportation to and from airports. It
attracted not only business-class customers
but also full-economy-fare and first-class
passengers of other airlines.
To become a value innovator, consider the fol-
lowing strategies, as exemplified by French
hotelier Accor:
Assume that you
can
shape your industry’s
conditions.
In the mid-1980s, the budget
hotel industry in France had two markets: in-
expensive hotels that had poor beds and
noise, and pricier hotels that provided upscale
amenities and a decent night’s sleep. Accor
redefined the industry by providing inexpen-
sive
and
superior accommodations to cost-
conscious travelers.
Focus on what the majority of your buyers
value.
Accor identified what customers of all
budget hotels wanted: a good night’s sleep
for a low price.
Consider how you might chang.
www.hbr.orgBE S TO F H B R 2 0 0 .docx
www.hbr.org
B
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
by Jim Collins
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Level 5 Leadership: The Triumph of Humility and Fierce Resolve
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
What catapults a company
from merely good to truly
great? A five-year research
project searched for the
answer to that question, and
its discoveries ought to change
the way we think about
leadership.
Reprint R0507M
This document is authorized for use only in Laureate Education, Inc. 's WAL PUBH 8400 Public Leadership and Systems Thinking at Laureate Education - Baltimore from Jan 2018 to Mar
2019.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0507M
http://www.hbr.org
B
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
page 1
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
0
0
5
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Out of 1,435
Fortune
500 companies that
renowned management researcher Jim
Collins studied, only 11 achieved and sus-
tained greatness—garnering stock returns
at least three times the market’s—for 15
years after a major transition period.
What did these 11 companies have in com-
mon? Each had a “Level 5” leader at the
helm.
Level 5 leaders blend the paradoxical com-
bination of
deep personal humility
with
intense professional will
. This rare combi-
nation also defies our assumptions about
what makes a great leader.
Celebrities like Lee Iacocca may make head-
lines. But mild-mannered, steely leaders like
Darwin Smith of Kimberly-Clark boost their
companies to greatness—and keep them
there.
Example:
Darwin Smith—CEO at paper-products
maker Kimberly-Clark from 1971 to
1991—epitomizes Level 5 leadership.
Shy, awkward, shunning attention, he
also showed iron will, determinedly rede-
fining the firm’s core business despite
Wall Street’s skepticism. The formerly
lackluster Kimberly-Clark became the
worldwide leader in its industry, generat-
ing stock returns 4.1 times greater than
the general market’s.
HUMILITY + WILL = LEVEL 5
How do Level 5 leaders manifest humility?
They routinely credit others, external factors,
and good luck for their companies’ success.
But when results are poor, they blame them-
selves. They also act quietly, calmly, and deter-
minedly—relying on inspired standards, not
inspiring charisma, to motivate.
Inspired standards demonstrate Level 5 lead-
ers’ unwavering will. Utterly intolerant of me-
diocrity,.
www.free-ebooks-download.orgwww.free-ebooks-download.o.docx
www.free-ebooks-download.org
www.free-ebooks-download.org
Praise for Building a Web 2.0 Portal with ASP.NET 3.5
“Omar and his collaborators have applied their awesome talents and a huge amount of time
to crafting what might be the most advanced web site yet that’s based on ASP.NET and
Ajax. In this book, Omar distills everything he’s learned from his experience, going in-
depth into design goals, architecture, and implementation, including many pitfalls that he
teaches you how to avoid. If you’re serious about creating a high-performance, modern,
Ajax-based ASP.NET web site, Building a Web 2.0 Portal with ASP.NET 3.5 is for you.”
— Mike Pope, Microsoft User Education, Microsoft Corporation
“An outstanding overview of the technologies, techniques, and best practices involved in
working with today’s most popular web application model. Highly recommended for any
web developer who wants to stay relevant.”
— Craig Wills, Training Manager, Infusion
Building a Web 2.0 Portal
with ASP.NET 3.5
Other Microsoft .NET resources from O’Reilly
Related titles C# 3.0 Cookbook™
C# 3.0 Design Patterns
C# 3.0 in a Nutshell
Learning ASP.NET 2.0 with
AJAX
Programming ASP.NET
Programming ASP.NET AJAX
Programming C# 3.0
Programming .NET 3.5
.NET Books
Resource Center
dotnet.oreilly.com is a complete catalog of O’Reilly’s books on
.NET and related technologies, including sample chapters and
code examples.
ONDotnet.com provides independent coverage of fundamental,
interoperable, and emerging Microsoft .NET programming and
web services technologies.
Conferences O’Reilly brings diverse innovators together to nurture the ideas
that spark revolutionary industries. We specialize in docu-
menting the latest tools and systems, translating the
innovator’s knowledge into useful skills for those in the
trenches. Visit conferences.oreilly.com for our upcoming
events.
Safari Bookshelf (safari.oreilly.com) is the premier online refer-
ence library for programmers and IT professionals. Conduct
searches across more than 1,000 books. Subscribers can zero in
on answers to time-critical questions in a matter of seconds.
Read the books on your Bookshelf from cover to cover or sim-
ply flip to the page you need. Try it today for free.
Building a Web 2.0 Portal
with ASP.NET 3.5
Omar AL Zabir
Beijing • Cambridge • Farnham • Köln • Paris • Sebastopol • Taipei • Tokyo
Building a Web 2.0 Portal with ASP.NET 3.5
by Omar AL Zabir
Copyright © 2008 Omar AL Zabir. All rights reserved.
Printed in the United States of America.
Published by O’Reilly Media, Inc., 1005 Gravenstein Highway North, Sebastopol, CA 95472.
O’Reilly books may be purchased for educational, business, or sales promotional use. Online editions
are also available for most titles (safari.oreilly.com). For more information, contact our
corporate/institutional sales department: (800) 998-9938 or [email protected]
Editor: John Osborn
Production Editor: Laurel R.T. Ruma
Copyeditor: Laurel R.T. .
www.hbr.orgBE S TO F H B RTh.docx
www.hbr.org
B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
Article Summary
The Work of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
Further Reading
Followers want comfort,
stability, and solutions from
their leaders. But that’s
babysitting. Real leaders ask
hard questions and knock
people out of their comfort
zones. Then they manage the
resulting distress.
Reprint R0111K
2
3
14
This document is authorized for use only in ANGELA MONTGOMERY's WAL DDBA 8151 Organizational Leadership: Doctoral Theory and Practice-1 at Laureate Education - Baltimore from
Dec 2017 to Feb 2019.
B
E S T
O F
H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
H
T
©
2
00
2
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
LI
S
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
LL
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
What presents your company with its
toughest challenges? Shifting markets?
Stiffening competition? Emerging tech-
nologies? When such challenges intensify,
you may need to reclarify corporate values,
redesign strategies, merge or dissolve busi-
nesses, or manage cross-functional strife.
These
adaptive challenges
are murky,
systemic problems with no easy answers.
Perhaps even more vexing, the solutions
to adaptive challenges
don’t
reside in the
executive suite. Solving them requires the
involvement of people
throughout
your
organization.
Adaptive work is tough on everyone. For
leaders
, it’s counterintuitive. Rather than
providing solutions, you must ask tough
questions and leverage employees’ collec-
tive intelligence. Instead of maintaining
norms, you must challenge the “way we do
business.” And rather than quelling conflict,
you need to draw issues out and let people
feel the sting of reality.
For your
employees
, adaptive work is painful—
requiring unfamiliar roles, responsibilities,
values, and ways of working. No wonder
employees often try to lob adaptive work
back to their leaders.
How to ensure that you
and
your employees
embrace the challenges of adaptive work?
Applying the following six principles will help.
1. Get on the balcony.
Don’t get swept up in
the field of play. Instead, move back and forth
between the “action” and the “balcony.” You’ll
spot emerging patterns, such as power strug-
gles or work avoidance. This high-level per-
spective helps you mobilize people to do
adaptive work.
2. Identify your adaptive challenge.
Example:
When British Airways’ passengers nick-
named it “Bloody Awful,” CEO Colin Marshall
knew he had to infuse the company with a
dedication to customers. He identified the
adaptive chall.
www.hbr.orgBE S T PR A C T I C E.docx
www.hbr.org
B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
•
Everyone knows that being
fair costs little and pays off
handsomely. Then why do so
few executives manage to
behave fairly, even though
most want to?
Reprint R0603H
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://www.hbr.org
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0603H
B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
harvard business review • march 2006 page 1
C
O
P
Y
R
IG
H
T
©
2
0
0
6
H
A
R
V
A
R
D
B
U
S
IN
E
S
S
S
C
H
O
O
L
P
U
B
L
IS
H
IN
G
C
O
R
P
O
R
A
T
IO
N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
Everyone knows that being fair costs little and pays off handsomely.
Then why do so few executives manage to behave fairly, even though
most want to?
When Company A had to downsize, it spent
considerable amounts of money providing a
safety net for its laid-off workers. The severance
package consisted of many weeks of pay, exten-
sive outplacement counseling, and the continu-
ation of health insurance for up to one year.
But senior managers never explained to their
staff why these layoffs were necessary or how
they chose which jobs to eliminate. What’s
more, the midlevel line managers who deliv-
ered the news to terminated employees did so
awkwardly, mumbling a few perfunctory words
about “not wanting to do this” and then hand-
ing them off to the human resources depart-
ment. Even the people who kept their jobs
were less than thrilled about the way things
were handled. Many of them heard the news
while driving home on Friday and had to wait
until Monday to learn that their jobs were se-
cure. Nine months later, the company contin-
ued to sputter. Not only did it have to absorb
enormous legal costs defending against wrong-
ful termination suits, but it also had to make
another round of layoffs, in large part because
employee productivity and morale plummeted
after the first round was mishandled.
When Company B downsized, by contrast, it
didn’t offer nearly as generous a severance
package. But senior managers there explained
the strategic purpose of the layoffs multiple
times before they were implemented, and ex-
ecutives and middle managers alike made
themselves available to answer questions and
express regret both to those who lost their jobs
and to those who remained. Line managers
worked with HR to tell people that their jobs
were being eliminated, and they expressed
genuine concern while doing so. As a result,
virtually none of the laid-off employees filed a
wrongful termination lawsuit. Workers took
some time to adjust to the loss of their former
colleagues, but they understood why the lay-
offs had happened. And within nine months,
Company B’s performance was better than it
had been before the layoffs .
www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx
This document provides information about a textbook titled "Fundamentals of Database Management Systems" by Mark L. Gillenson. It includes credits for those involved in publishing the book, as well as brief contents of the textbook, which covers topics such as data modeling, relational databases, SQL, logical and physical database design, and more. The purpose of the textbook is to provide a firm grounding in database fundamentals while also surveying major database topics, with the goal of being suitable for a one-semester course on database management.
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
www.downloadslide.comhttpwww.downloadslide.comRET.docx
www.downloadslide.com
http://www.downloadslide.com
RETAIL MANAGEMENT
A Strategic Approach
THIRTEENTH EDITION
GLOBAL EDITION
Barry Berman
Hofstra University
Joel R. Evans
Hoftsra University
Patrali Chatterjee
Montclair State University
Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong
Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan
A01_BERM4672_13_GE_FM.indd 1 6/28/17 3:45 PM
www.downloadslide.com
http://www.downloadslide.com
To Linda; Glenna, Paul, Danielle, Sophie, and Joshua;
and Lisa, Ben, Philip, Emily, and Levi
To Linda, Jennifer and Phil, and Stacey and Adam
To Amit; Amal, Bharati, and Parnali; and Trisha and Raaka
Thank you for support and encouragement.
Vice President, Business Publishing: Donna Battista
Director of Portfolio Management: Stephanie Wall
Portfolio Manager: Daniel Tylman
Editorial Assistant: Linda Albelli
Project Manager, Global Edition: Nitin Shankar
Acquisitions Editor, Global Edition: Tahnee Wager
Senior Project Editor, Global Edition: Daniel Luiz
Managing Editor, Global Edition: Steven Jackson
Manager, Media Production, Global Edition: M. Vikram Kumar
Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber
Vice President, Product Marketing: Roxanne McCarley
Director of Strategic Marketing: Brad Parkins
Strategic Marketing Manager: Deborah Strickland
Product Marketer: Becky Brown
Executive Field Marketing Manager: Adam Goldstein
Field Marketing Manager: Lenny Ann Kucenski
Field Marketing Assistant: Kristen Compton
Product Marketing Assistant: Jessica Quazza
Vice President, Production and Digital Studio, Arts and Business:
Etain O’Dea
Director of Production, Business: Jeff Holcomb
Managing Producer, Business: Ashley Santora
Content Producer: Linda Albelli
Operations Specialist: Carol Melville
Creative Director: Blair Brown
Manager, Learning Tools: Brian Surette
Content Developer, Learning Tools: Sarah Peterson
Managing Producer, Digital Studio, Arts and Business:
Diane Lombardo
Digital Studio Producer: Darren Cormier
Digital Studio Producer: Alana Coles
Full-Service Project Management and Composition: Nathaniel Jones,
SPi Global
Interior Design: SPi Global
Cover Design: Lumina Datamatics, Inc.
Cover Art: Shutterstock/Creative Lab
Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page.
Pearson Education Limited
KAO Two
KAO Park
Harlow
CM17 9NA
United Kingdom
and Associated Companies throughout the world
Visit us on the World Wide Web at: www.pearsonglobaleditions.com
© Pearson Education Limited 2018
The rights of Barry Berman, Joel R. Evans and Patrali Chatterjee to be identified as the authors of this work have been asserted by them in accordance
with the Copyright, Designs and Patents Act 1988.
Authorized adaptation from the United States edition, entitled Ret.
www.ebook3000.comList of Cases by ChapterChapter 1.docx
www.ebook3000.com
List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
www.cambridge.org9781107008519CAMBRIDGE TEXTS IN THEH.docx
www.cambridge.org/9781107008519
CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
Series editors
KARL AMERIKS
Professor of Philosophy, University of Notre Dame
DESMOND M. CLARKE
Emeritus Professor of Philosophy, University College Cork
The main objective of Cambridge Texts in the History of Philosophy is to expand the
range, variety, and quality of texts in the history of philosophy which are available in
English. The series includes texts by familiar names (such as Descartes and Kant) and also
by less well-known authors. Wherever possible, texts are published in complete and
unabridged form, and translations are specially commissioned for the series. Each volume
contains a critical introduction together with a guide to further reading and any necessary
glossaries and textual apparatus. The volumes are designed for student use at under-
graduate and postgraduate level, and will be of interest not only to students of philosophy
but also to a wider audience of readers in the history of science, the history of theology,
and the history of ideas.
For a list of titles published in the series, please see end of book.
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
t ra n s lat e d a n d e d i t e d by
MARY GREGOR
a n d
JENS TIMMERMANN
University of St. Andrews
t ra n s lat i o n r ev i s e d by
JENS TIMMERMANN
w ith a n i nt ro duct i o n by
CHRISTINE M. KORSGAARD
Harvard University
Revised Edition
cambr idge un iver s i ty pre s s
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge cb2 8ru, UK
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9781107008519
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 1998 and reprinted eighteen times
Revised edition first published 2012
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this publication is available from the British Library
i sbn 978-1-107-00851-9 Hardback
i sbn 978-1-107-40106-8 Paperback
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to
in this publication, and does not guarantee that any content on such
websites is, or will remain, accurate or appropriate.
www.cambridge.org
www.cambridge.org/9781107008519
Contents
Preface to the revised edition page vii
Introduction ix
Chronology xxxvii
Further reading xl
Groundwork of the Metaphysics of Morals
Preface 3
First section: Transition from comm.
www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx
www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docx
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docx
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
More from jeffevans62972 (20)
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.europeanchamber.com.cnPutting Industrial Policy Ahead .docx
www.europeanchamber.com.cnPutting Industrial Policy Ahead .docx
www.hbr.orgWant CollaborationAccept—and Actively .docx
www.hbr.orgWant CollaborationAccept—and Actively .docx
www.hbr.orgHow to Design Smart Business Experiments.docx
www.hbr.orgHow to Design Smart Business Experiments.docx
www.free-ebooks-download.orgwww.free-ebooks-download.o.docx
www.free-ebooks-download.orgwww.free-ebooks-download.o.docx
www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx
www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.downloadslide.comhttpwww.downloadslide.comRET.docx
www.downloadslide.comhttpwww.downloadslide.comRET.docx
www.ebook3000.comList of Cases by ChapterChapter 1.docx
www.ebook3000.comList of Cases by ChapterChapter 1.docx
www.cambridge.org9781107008519CAMBRIDGE TEXTS IN THEH.docx
www.cambridge.org9781107008519CAMBRIDGE TEXTS IN THEH.docx
www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx
www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
WSJ Executive Adviser (A Special Report) TheCase Against .docx
WSJ Executive Adviser (A Special Report) TheCase Against .docx
WRTG 293 students, Your first writing assignment will be .docx
WRTG 293 students, Your first writing assignment will be .docx
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBenner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Leveraging Generative AI to Drive Nonprofit Innovation
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.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Writing For the Mass Media by James Stovall, reinforces this concept.docx
- 1. Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter, Sit Down and Write : “Writers for the mass media must understand the implications of what they do. Part of the writing process is developing a sense of what it means to communicate with a mass audience. Writers should understand that they are no longer writing for an individual (an essay for an English teacher, a text message to a friend) but for a larger audience. Nor are they writing for themselves. Much of the writing done in K-12 education is justified as a means of self-expression for students. This writing is a valuable exercise for all individuals, but the mass-media environment, self-expression ranks second to information. Audiences are interested in the writer’s information and ideas, not in how the writer feels or thinks. This fact drives the sparse, unadorned style of writing that the media demand. Self-expression is less important partly because in most media environments writing is a collaborative effort. Several writers may work together to produce a single piece of writing. Editors—people whose job it is to read the writing of others— are employed at every level to improve the writing whenever possible. The editing process is inseparable from the writing process. Writers for the mass media must possess an active sense of integrity about what they do. This integrity serves as a regulator for their behavior, making them unwilling to accept inaccuracies or imprecision in the writing process and unable to live with less than a very high standard of personal and intellectual honesty. They must understand and assimilate the ethical standards of their profession.
- 2. Writers for the mass media also understand enough about the process of writing to know that they can always improve. They view their craft with generous humility. Every writer, no matter how experienced or talented, begins with a blank page or an empty computer screen. The writer puts the words there, and no amount of experience or talent guarantees success. A good writer is always willing to do whatever it takes to improve the craft.” Instructions: After reading the above direct quote from your textbook, discuss how your writing and/or perception of media writing has changed or improved during this class. Think about your progress as a media writer. What did you learn about media writing this semester? Using examples from the class and the textbook, your discussion should include the following: What challenges did you face in learning how to write for the media? Explain. What was the most challenging assignment? Why? What was your favorite assignment? Why? What chapter did you learn the most from in the book? Why? This post is about self-reflection and growth. Tell us about how you have grown as a writer in this course.