Written Assignment 1 You will be asked to examine an organizational.docx
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Written Assignment 1: You will be asked to examine an organizational culture. Methods of research (data gathering) may include, but are not limited to, corporate websites, interviews, observations, and surveys. You will present a three- to five-page paper that describes that organizational culture on three levels: artifacts, values, and what may be some of the underlying assumptions. Give examples of behavior, speech, or symbols that illustrate your findings. (20 percent) Exceeds expectations 5 Meets expectations 4 Meets some expectations 3 Does not meet expectations 1 or 2 description, evaluation, and analysis demonstrate a thorough understanding of the core cultural elements of artifacts, values, and assumptions description, evaluation, and analysis demonstrate an understanding of the core cultural elements of artifacts, values, and assumptions may demonstrate an understanding of the cultural elements does not demonstrate knowledge through a description, evaluation, and analysis of the core cultural elements of artifacts, values, and assumptions demonstrates an understanding of how the culture links to the objectives/behavior of the organization and impact on employees shows some understanding of how the culture links to the objectives/behavior of the organization and impact on employees does not show how the culture links to the organization's business objectives/behavior or impact on employees no demonstration of an understanding of how the culture links to the objectives/behavior of the organization and impact on employees three to four relevant examples are provided that illustrate the culture of the organization; examples are taken from author's data gathering two relevant examples are provided that illustrate the culture of the organization; examples are taken from author's data gathering one relevant example is provided that illustrates the culture of the organization; examples are taken from author's data gathering no relevant examples are provided that illustrate the culture of the organization, OR examples are not taken from original data gathering excellent communication; attends to APA style; no more than two to three mistakes in grammar and mechanics; use of appropriate outside resources excellent communication; few mistakes in APA formatting, grammar, or spelling that do not hinder understanding of the paper; a portion of the required outside resources were used some mistakes in communication, APA style, or grammar that make portions of the paper confusing; use of resources too limited paper is difficult to understand due to many mistakes in spelling, grammar, and APA formatting; use of resources inadequate .
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Culture and Leadership Style PaperStudents will examine the cu.docx
Culture and Leadership Style Paper
Students will examine the culture of an organization they are familiar with and connect aspects of that culture to the leadership style of the management. This paper will have three (3) parts: (1) a description of the organization and its culture; (2) a description of the leadership style most common in the organization; (3) an analysis of how the culture affects the leadership styles. The paper will be 3-4 pages with 12pt New Times Roman Font, Double Spaced, and 1" margins. APA writing conventions should be followed with a minimum of three (3) scholarly/credible resources referenced and cited.
Undergraduate Percentage Scale:
0.00 – 57.49%
57.50 – 76.24%
76.25 - 93.74%
93.75 - 100%
Undergraduate Scaled Score:
0.0 – 0.6
0.7 – 2.1
2.2 - 3.5
3.6 - 4.0
% of Grade
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Leadership Styles
30
Leadership styles are not clearly identified. Analysis is vague or not evident.
Leadership styles are not fully identified. Analysis is basic or unclear.
Leadership styles are clearly identified. Analysis is clear and relevant.
Leadership styles are clearly identified and show a thoughtful, in-depth analysis. Reader gains important insights.
Cultural Description
20
A description of cultural beliefs, attitudes, patterns, and/or behaviors are missing or irrelevant.
A partial description of cultural beliefs, attitudes, patterns, and/or behaviors is included with some examples that are not fully relevant.
A complete description of cultural beliefs, attitudes, patterns, and/or behaviors with specific examples is presented.
A description that critically evaluates cultural beliefs, attitudes, patterns, and/or behaviors with specific examples is presented.
Critical Thinking and Analysis
20
The analysis does not attempt to explain how the evidence, course concepts, and/or research supports topic. Perspectives not acknowledged or evident. Many opinions stated as fact.
Some analysis of the evidence, course concepts, and/or researches stretches its meaning to support topic. Acknowledges multiple perspectives, but analysis tends to be limited to one perspective. Most opinions are stated as opinions.
Analysis explains how the evidence, course concepts, and/or research supports the topic. Evaluates multiple perspectives. Opinions are stated as opinions.
Analysis shows a strong relationship between the evidence, course concepts, and/or research and supports every major point of the topic. Compares and contrasts multiple perspectives and contexts. Opinions are stated as opinions.
Writing and Organization
20
Improper use of grammar, spelling, syntax, punctuation, and style (7+ errors). Lacks clear point of view and logical sequence of information. Connections to information are not evident.
Some improper grammar, spelling, syntax, punctuation, and style (4-6 errors). Vague point of view and some logical sequence of information. Connections to information are confusi.
POSITION PAPER POWER, POLITICS,AND CULTUREDue Week 8, wor.docx
The document outlines the requirements for a position paper assignment on power, politics, and organizational culture, including analyzing how power and politics influence a company's culture and making recommendations to improve it. Students are instructed to examine sources of power, leadership behavior, leadership influence, and provide an executive summary. The paper should be 5-7 pages long, cite at least two credible sources, and follow APA formatting standards.
Review the various theories of Aging in Chapters 14 and 15 of the te.docx
Review the various theories of Aging in Chapters 14 and 15 of the text.
Interview a person of your choice (they may be your parents, relatives, or friends). These questions must address the following:
Cognitive, physical, and psychosocial development during the interviewee's Maturity stage of adulthood (age 65 or older).
How peers influenced the interviewee during his or her lifetime.
What people and/or events influenced the interviewee's development of morals.
How the interviewee's experiences have formulated who he or she is as a Mature adult.
Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.)
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Include at least three scholarly references in addition to the text in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
THERE NEEDS TO BE AT LEAST 4 SCHOLARY RESOURCES USED IN THIS ASSIGNMENT. THE PAPER NEEDS TO BE WRITTEN IN APA FORMAT.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
15.0 %A Description of the Selected Theory
Does not include a description of the selected theory.
Includes an inaccurate or vague description of the selected theory.
Demonstrates an understanding of the selected theory by included an accurate description of the theory that includes major points of importance to the topic.
Demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic.
Demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory as well as major points of importance to the topic and clearly ties the information provided to the practice of professional counseling.
80.0 %Content
15.0 %A Description of the Interviewee (Gender, Age, Ethnicity, etc.)
Does not include a description of the interviewee and/or the person interviewed was not appropriate for the assignment.
A minimal description of the interviewed was included and/or the person interviewed was minimally appropriate for the assignmen.
NORMAN, ELTON_BUS7380-8-72NORMAN, ELTON_BUS7380-8-71.docx
NORMAN, ELTON_BUS7380-8-7 2
NORMAN, ELTON_BUS7380-8-7 1
Design a Qualitative Study
BUS-7380 Assignment # 7
Elton Norman
Dr. Vicki Lindsay
15 November 2019
Greetings Elton,
Within this signature assignment for assignment number seven, you were to use 6-10 pages of text and 15-20 Scholarly peer-reviewed sources and answer the following parts of your assignment. These parts should be pieced from your feedback from your past assignments within this course. The assignment stated that you should have at least these following parts, within the paper:
Statement of problem. Provide a clear justification with evidence on why this study is relevant to your field and worthy of doctoral-level study. Support your efforts using 3 scholarly sources published within the past 5 years to ensure relevancy. Remember, the problem statement should reflect your degree type (applied or theory-based).
Purpose statement. Apply the script introduced in this course and your instructor’s feedback to produce an accurate and aligned problem statement.
Research question. The qualitative research query must be framed to deeply probe and investigate a problem. How, why, and what strategies are the best terms to include in your research question.
Defend your choice to use the qualitative methodology to research your identified problem. Synthesize 2 or 3 sources to support your arguments.
Defend your choice to use a specific qualitative research design. Synthesize 2 or 3 sources to support your arguments.
Explain how and why you will select participants from a specific population. Include citations for the identified population, the sampling method.
Identify and support with citations:
Data collection steps ≤==YOUR DATA COLLECTION METHOD NEEDS MORE INFORMATION
Ethical protection of human subjects
Logically define the steps in data analysis
How the four elements of trustworthiness could be addressed.
Anything above that is highlighted needs more information. It did not have sufficient information to pass that part of the assignment. If you have any questions about this or anything that is written in your feedback, please feel free to contact me.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard ...
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
DetailsComplete .docx
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
DetailsComplete.docx
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Recommended
Culture and Leadership Style PaperStudents will examine the cu.docx
Culture and Leadership Style Paper
Students will examine the culture of an organization they are familiar with and connect aspects of that culture to the leadership style of the management. This paper will have three (3) parts: (1) a description of the organization and its culture; (2) a description of the leadership style most common in the organization; (3) an analysis of how the culture affects the leadership styles. The paper will be 3-4 pages with 12pt New Times Roman Font, Double Spaced, and 1" margins. APA writing conventions should be followed with a minimum of three (3) scholarly/credible resources referenced and cited.
Undergraduate Percentage Scale:
0.00 – 57.49%
57.50 – 76.24%
76.25 - 93.74%
93.75 - 100%
Undergraduate Scaled Score:
0.0 – 0.6
0.7 – 2.1
2.2 - 3.5
3.6 - 4.0
% of Grade
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Leadership Styles
30
Leadership styles are not clearly identified. Analysis is vague or not evident.
Leadership styles are not fully identified. Analysis is basic or unclear.
Leadership styles are clearly identified. Analysis is clear and relevant.
Leadership styles are clearly identified and show a thoughtful, in-depth analysis. Reader gains important insights.
Cultural Description
20
A description of cultural beliefs, attitudes, patterns, and/or behaviors are missing or irrelevant.
A partial description of cultural beliefs, attitudes, patterns, and/or behaviors is included with some examples that are not fully relevant.
A complete description of cultural beliefs, attitudes, patterns, and/or behaviors with specific examples is presented.
A description that critically evaluates cultural beliefs, attitudes, patterns, and/or behaviors with specific examples is presented.
Critical Thinking and Analysis
20
The analysis does not attempt to explain how the evidence, course concepts, and/or research supports topic. Perspectives not acknowledged or evident. Many opinions stated as fact.
Some analysis of the evidence, course concepts, and/or researches stretches its meaning to support topic. Acknowledges multiple perspectives, but analysis tends to be limited to one perspective. Most opinions are stated as opinions.
Analysis explains how the evidence, course concepts, and/or research supports the topic. Evaluates multiple perspectives. Opinions are stated as opinions.
Analysis shows a strong relationship between the evidence, course concepts, and/or research and supports every major point of the topic. Compares and contrasts multiple perspectives and contexts. Opinions are stated as opinions.
Writing and Organization
20
Improper use of grammar, spelling, syntax, punctuation, and style (7+ errors). Lacks clear point of view and logical sequence of information. Connections to information are not evident.
Some improper grammar, spelling, syntax, punctuation, and style (4-6 errors). Vague point of view and some logical sequence of information. Connections to information are confusi.
POSITION PAPER POWER, POLITICS,AND CULTUREDue Week 8, wor.docx
The document outlines the requirements for a position paper assignment on power, politics, and organizational culture, including analyzing how power and politics influence a company's culture and making recommendations to improve it. Students are instructed to examine sources of power, leadership behavior, leadership influence, and provide an executive summary. The paper should be 5-7 pages long, cite at least two credible sources, and follow APA formatting standards.
Review the various theories of Aging in Chapters 14 and 15 of the te.docx
Review the various theories of Aging in Chapters 14 and 15 of the text.
Interview a person of your choice (they may be your parents, relatives, or friends). These questions must address the following:
Cognitive, physical, and psychosocial development during the interviewee's Maturity stage of adulthood (age 65 or older).
How peers influenced the interviewee during his or her lifetime.
What people and/or events influenced the interviewee's development of morals.
How the interviewee's experiences have formulated who he or she is as a Mature adult.
Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.)
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Include at least three scholarly references in addition to the text in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
THERE NEEDS TO BE AT LEAST 4 SCHOLARY RESOURCES USED IN THIS ASSIGNMENT. THE PAPER NEEDS TO BE WRITTEN IN APA FORMAT.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
15.0 %A Description of the Selected Theory
Does not include a description of the selected theory.
Includes an inaccurate or vague description of the selected theory.
Demonstrates an understanding of the selected theory by included an accurate description of the theory that includes major points of importance to the topic.
Demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic.
Demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory as well as major points of importance to the topic and clearly ties the information provided to the practice of professional counseling.
80.0 %Content
15.0 %A Description of the Interviewee (Gender, Age, Ethnicity, etc.)
Does not include a description of the interviewee and/or the person interviewed was not appropriate for the assignment.
A minimal description of the interviewed was included and/or the person interviewed was minimally appropriate for the assignmen.
NORMAN, ELTON_BUS7380-8-72NORMAN, ELTON_BUS7380-8-71.docx
NORMAN, ELTON_BUS7380-8-7 2
NORMAN, ELTON_BUS7380-8-7 1
Design a Qualitative Study
BUS-7380 Assignment # 7
Elton Norman
Dr. Vicki Lindsay
15 November 2019
Greetings Elton,
Within this signature assignment for assignment number seven, you were to use 6-10 pages of text and 15-20 Scholarly peer-reviewed sources and answer the following parts of your assignment. These parts should be pieced from your feedback from your past assignments within this course. The assignment stated that you should have at least these following parts, within the paper:
Statement of problem. Provide a clear justification with evidence on why this study is relevant to your field and worthy of doctoral-level study. Support your efforts using 3 scholarly sources published within the past 5 years to ensure relevancy. Remember, the problem statement should reflect your degree type (applied or theory-based).
Purpose statement. Apply the script introduced in this course and your instructor’s feedback to produce an accurate and aligned problem statement.
Research question. The qualitative research query must be framed to deeply probe and investigate a problem. How, why, and what strategies are the best terms to include in your research question.
Defend your choice to use the qualitative methodology to research your identified problem. Synthesize 2 or 3 sources to support your arguments.
Defend your choice to use a specific qualitative research design. Synthesize 2 or 3 sources to support your arguments.
Explain how and why you will select participants from a specific population. Include citations for the identified population, the sampling method.
Identify and support with citations:
Data collection steps ≤==YOUR DATA COLLECTION METHOD NEEDS MORE INFORMATION
Ethical protection of human subjects
Logically define the steps in data analysis
How the four elements of trustworthiness could be addressed.
Anything above that is highlighted needs more information. It did not have sufficient information to pass that part of the assignment. If you have any questions about this or anything that is written in your feedback, please feel free to contact me.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard ...
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
DetailsComplete .docx
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
DetailsComplete.docx
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
In a paper, discuss the implications related to risk with patients, .docx
In a paper, discuss the implications related to risk with patients, staff, and organizations with a focus on mitigating such risk through management practices. Include the following:
Interpret an existing operation, or identify typical issues you might find in a health care organization, with indications of the potential risk.
Describe methods for monitoring and analyzing identified potential areas of risk.
Document 5 key strategies for addressing identified potential areas of risk and how they will be implemented.
Document how you will assess the value of the programs implemented in reducing risk.
The paper should be
4–6 pages,
excluding cover page, abstract page, and reference page. Students need to support their work with at least 4 academic or professional peer-reviewed sources published within the past 5 years.
For a resource guide on using the online library to search for references, click
here
.
Please submit your assignment.
Your assignment will be graded in accordance with the following criteria. Click
here
to view the grading rubric.
Individual Project Rubric:
Grading Criteria
Percentage
Deliverable requirements addressed; understanding of material and writer's message and intent are clear
35%
Scholarly research which supports writer's position properly acknowledged and cited direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s). Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences.
20%
Critical thinking: position is well justified; logical flow; examples
20%
Structure: includes introduction and conclusion; proper paragraph format and reads as a polished, academic paper or professional presentation, as appropriate for the required assignment deliverable
10%
Mechanical - no spelling, grammatical or punctuation errors
10%
APA - deliverable is cited properly according to the APA Publication Manual (6th Ed.)
5%
Bachelors Program Rubric
—
Bachelors of Healthcare Management
Expectations:
Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the resp.
Top of FormStrategic Management and Organizational Change 1.docx
Top of Form
Strategic Management and Organizational Change
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %Address Types of Health Care Organizational Structure, Including How the Type of Structure Impacts the Process and Effectiveness of Change
Does not demonstrate understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Does not demonstrate critical thinking and analysis of the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates only minimal understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Demonstrates only minimal abilities for making the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change, but has some slight misunderstanding of the distinction between organizational and transformational change. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Develops an acceptable distinction between organizational and transformational change. Utilizes some examples of leadership models, tools, and advice.
Demonstrates thorough knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Clearly differentiates between organizational and transformational change. Introduces appropriate examples of leadership models, tools, and advice.
30.0 %Integrates Information From Outside Resources Into the Body of Paper
Does not use references, examples, or explanations.
Provides some supporting examples, but minimal explanations and no published references.
Supports main points with examples and explanations, but fails to include published references to support claims and ideas.
Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria.
Supports main points with references, examples, and full explanations of how they apply. Thoughtfully, analyzes, evaluates, and describes major points of the criteria.
7.0 %Assignment Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflec ...
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
This document outlines a rubric for evaluating a Three Pillars essay. It provides grading criteria in five areas: content, entrepreneurism, ethics, servant leadership, and application of the pillars. It also includes sections on organization/effectiveness, mechanics of writing, format, and APA formatting/citations. The rubric assigns point values to each area, with descriptors defining the quality of work for each point level. It also provides three sample references that students must include in their essay on integrating servant leadership, ethics, and entrepreneurism as they relate to their career goals.
Disability Research PaperDescription Education students mus.docx
Disability Research Paper
Description:
Education students must know how to write effective research papers using APA style.
Directions:
You will research and write a three to four page research paper discussing a specific special education disability. You will be assigned a specific disability to research. Use no fewer than three varied references to research information concerning the etiology, behavioral characteristics, historical aspects, and educational implications of the disability. Citations should be made utilizing American Psychological Association (APA) format. A reference page must be included in the paper.
TOPIC: Emotional and/or behavioral disorders
No Evidence
(0 pts)
Emerging
(5 pts)
Developing
(10 pts)
Mastered
(20 pts)
Disorder
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of information defining the disorder, etiology; there is a lack of a description of the symptoms and characteristics associated with the disorder.
Developing performance is evidenced by a brief definition of the disorder, etiology; including a brief description of the symptoms and characteristics associated with the disorder.
Mastered performance is evidenced by a detailed definition of the disorder, etiology; including a detailed description of the symptoms and characteristics associated with the disorder.
Awareness Discussion
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of discussion on educational implications
Developing performance is evidenced by a brief discussion on educational implications
Mastered performance is evidenced by a detailed discussion on educational implications
Instruction
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of discussion of the historical aspects
Developing performance is evidenced by a brief discussion of the historical aspects
Mastered performance is evidenced by a detailed discussion of the historical aspects.
Review has been written in APA style
Insufficient evidence to evaluate
APA style citations are not evident throughout the assignment. Lacks three peer reviewed citations;
less than 2 content pages plus cover, and references.
APA style citations have been attempted throughout the assignment. Lacks three peer reviewed citations
less than 3 content pages plus cover, and references.
Citations have been written in APA format correctly throughout the assignment. Three or more peer reviewed citations
3 or more content pages plus cover, and references.
Composition, Grammar, and Spelling
More than 4 errors in composition, and/or spelling are evident.
Emerging performance is evidenced by no more than 4 errors in composition, grammar, and spelling.
Developing performance is evidenced by a no more than 3 errors in composition, grammar, and spelling.
Mastered performance is evidenced by no major errors in composition, grammar, and spelling.
.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
POL110 LASA #1 RubricNOTE If a component is absent, student.docx
This rubric outlines the criteria and grading scale for evaluating a political party assignment in a POL110 class. The assignment requires students to create a new political party, including its name, symbol, slogan, platform on three major issues, and a brochure distinguishing it from other parties. It also requires identifying demographic groups that would support the party. The rubric evaluates these assignment components and writing components like organization, mechanics, APA style, and tone on scales from unsatisfactory to exemplary. Higher scores are given for more original, persuasive, well-supported, and error-free work.
ExcellentGoodAdequateNeeds ImprovementUnsatisfactoryCo.docx
This document outlines the grading criteria for an assignment where students are asked to observe adolescents in a social setting and write a paper analyzing their observations. It provides scoring rubrics for 10 areas, including coverage of required elements, descriptions, links to course materials, writing mechanics, APA format, and the social situation/write-up requirements. Students are evaluated on thoroughly addressing the required elements, providing clear and insightful descriptions, integrating relevant sources, using proper formatting, and demonstrating understanding of adolescent development concepts.
Choose the CEO of one of the following organizations for this assign.docx
Choose the CEO of one of the following organizations for this assignment: Google, Zappos, Southwest Airlines, Hewlett Packard, Xerox, W.L. Gore, DuPont, or Procter & Gamble. Use the Internet to investigate the leadership style and effectiveness of the selected CEO.
Write a six to eight (6-8) page paper in which you:
Provide a brief (one [1] paragraph) background of the CEO.
Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
Examine the CEO’s personal and organizational values.
Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
Use at least six (6) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
Outline various individual and group decision-making processes and key factors affecting these processes
, including ethical considerations
.
Examine the communication process, the primary conflict levels, and the process for negotiating resolutions within organizations.
Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
Use technology and information resources to research issues in organizational behavior.
Write clearly and concisely about organizational behavior using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3 Part I: Leadership Style: How Are Leaders Leading in the 21st Century?
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide a brief (one [1] paragraph) background of the CEO.
Weight: 5%
Did not submit or incompletely provided a brief (one [1] paragraph) background of the CEO.
Partially provided a brief (one [1] paragraph) background of the CEO.
Satisfactorily provided a brief (one [1] paragrap.
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
Rubric for LASA 2
Grading Criteria
Unsatisfactory
Emerging
Proficient
Exemplary
Maximum Points
Identify a specific cultural group with whom you will likely work with at least one similar characteristic.
CO: 1
PO: CP: 3, 5; PCC: 1, 2, 5
ILO: 1, 2, 3, 5, 6
Group is identified but is not associated with a listed diversity characteristic. The cultural group is one with whom you will not work with regularly.
Cultural group identified is appropriate, but may be one with whom you will not likely work with regularly. Cultural group shares an obvious characteristic.
Cultural group identified is appropriate and one with whom you will likely work with. Cultural group shares an obvious characteristic.
Cultural group identified is unique and appropriate, and one with whom you will likely work with. Student recognizes the possibility that the group may be associated with more than one cultural characteristic.
/36 pts.
Evaluate a professional role or function in which you will likely engage in professionally.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Evaluation is incomplete or inaccurate. The role or function identified is not probable, relevant, or appropriate.
Evaluation is complete and accurate. The role or function identified is relevant and appropriate.
Evaluation is complete, accurate, and specific. The role or function identified is probable, relevant, and appropriate.
Evaluation is thorough, accurate, and specific. The role or function identified is highly probable, relevant, and appropriate.
/56 pts.
Evaluate and summarize measures designed to assess multicultural competence and select one that you would use to assess your own competence.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. There is little to no description of measures included. An inappropriate measure is chosen to assess your own competence, or no measure is chosen.
Summary is complete and accurate. A brief description of measures is included. One measure is chosen to assess your own competence.
Summary is completing, accurate, and specific. A complete description of measures is included. An appropriate measure is chosen to assess your own competence.
Summary is thorough, accurate, and specific. An in depth description of measures is included. An appropriate measure is chosen to assess your own competence, along with an analysis of your competence.
/60 pts.
Summarize three recent journal articles (e.g., published since 2000) that you found to be the most helpful in understanding this group.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. Summary does not include any description of key points to help in understanding the group.
Summary is complete and accurate. Summary includes a brief description of key points to help in understanding the group.
Summary is complete, accurate, and specific. Summary includes a description of key points to help i ...
HS6010 LASA RubricAssignment ComponentsUnsatisfactory7.docx
HS6010 LASA Rubric
Assignment Components
Unsatisfactory
77% or lower
Emerging
78–82%
(C+ to B-)
Proficient
83–89%
(B to B+)
Exemplar
90–100%
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Identify the legal and ethical obligations to both the girl and the father.
CO 2
Only few of the legal and ethical obligations to both the girl and the father are accurately identified.
Most of the legal and ethical obligations to both the girl and the father are identified but some are missing or unclear.
All direct legal and ethical obligations to both the girl and the father are clearly identified.
All legal and ethical obligations (both direct and indirect) to both the girl and the father are clearly identified and perceptively discussed without bias.
36
Identify the multiple levels of system failure in this case.
CO 4
Levels of system failure are severely incomplete or are inaccurate.
Levels of system failure are incomplete or only represent on level.
Levels of system failure are accurately identified and represent all multiple levels.
Levels of system failure are accurately and perceptively identified; they represent all multiple levels.
36
Discuss the distinction between the legal justification for the release of the girl and the ethical problems with such actions. In your discussion, explain how an individual human services provider might come to deal personally with such a conflict.
CO 1 and 3
Distinction between legal justification for releasing the girl and the ethical problems with that action is inaccurate, or one side is not represented. Evidence is sparse. Explanation of how an individual human services provider might come to deal personally with such a conflict is unreasonable or severely underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is discussed, but not clearly, or the two sides are not represented equally. Evidence from scholarly sources is present but how they support ideas is unclear. Explanation includes a description of how an individual human services provider might come to deal personally with such a conflict, but explanation is unclear or underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is clearly discussed; both sides are explained clearly with specific evidence from scholarly sources. Explanation includes an accurate description of how an individual human services provider might come to deal personally with such a conflict.
Distinction between legal justification for releasing the girl and the ethical problems with that action is insightfully discussed; both sides are explained clearly, without bias and with specific evidence from scholarly sources. Explanation includes a thoughtful description of how an individual human services provider might come to deal personally with such a conflict.
40
Identify the cultural considerations nee.
Top of FormBenchmark Assignment - A Sociological Analysis of the.docx
Top of Form
Benchmark Assignment - A Sociological Analysis of the U.S. Stratification Process
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Choose a social institution in the United States and write a 2,600-3,400-word analysis the way that Stratification in the United States has effected that institution. 1. Describe and analyze the effect that the stratification element of Class has on that social institution. Comp. 3.2: Analyze the U.S. stratification system in regards to class.
Essay does not describe and analyze the effect that the stratification element of Class has on that social institution.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution but the approach is not based on sound reasoning or is poorly described. Demonstrates poor understanding of topic.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with some level of depth; explanation is somewhat limited but approach is based on sound reasoning. Demonstrates a minimal understanding of the topic.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with accurate details; description shows sound analysis of a clear and valid approach.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with quality details; description is comprehensive and insightful, showing an exceptional approach.
15.0 %
2. Describe and analyze the effect that the stratification element of Race has on that social institution. Comp. 3.4: Analyze the U.S. stratification system in regards to race.
Essay does not describe and analyze the effect that the stratification element of Race has on that social institution.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution but the approach is not based on sound reasoning or is poorly described. Demonstrates poor understanding of topic.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with some level of depth; explanation is somewhat limited but approach is based on sound reasoning. Demonstrates a minimal understanding of the topic.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with accurate details; description shows sound analysis of a clear and valid approach.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with quality details; description is comprehensive and insightful, showing an exceptional approach.
15.0 %
3. Describe and analyze the effect that the stratification element of Gender has on that social institution. Comp. 3.3: Analyze the U.S. stratification system in regards to gender.
Essay does ...
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The document provides instructions for a writing assignment where the student must describe their dream job at a company and explain how their self-concept would make them well-suited for the position. The student is asked to write 1-2 paragraphs describing the dream job, list 10 characteristics of their self-concept, and explain how each characteristic relates to their self-concept and dream job. Additionally, the student must analyze how 3 of the self-concept characteristics developed through culture, reflected appraisal, and social comparison by providing examples for each category.
Title of AssignmentProfessional Identity of the Nurse Putting i
This document outlines an assignment for nursing students to develop their professional identity. It includes instructions for a three-part project where students will examine the nurse's role and scope of practice, standards of nursing practice, and then synthesize this to create their own professional identity plan.
For the final part of the assignment, students are asked to write a 2-3 page paper discussing their beliefs about caring in nursing, describing their professional identity and future goals, selecting 1-2 professional organizations to join, and concluding by reflecting on how the project helped shape their professional identity. Students are expected to include at least two citations using APA format. The document provides a grading rubric to evaluate students' work.
Module 3 Assignment 2—Team Performance Report Grading Rubri.docx
Module 3: Assignment 2—Team Performance Report Grading Rubric
NOTE: If a component is absent, you will receive a zero for that component.
Unsatisfactory
Emerging
Proficient
Exemplary
Assignment Components (80% of Learning Assessment System Assignment (LASA) grade)
Identify one poor performance issue and at least three root causes for at least one issue.
Identification of poor performance issue is not clearly documented, and/or less than three root causes are listed or they are unclear, inaccurate, and inappropriate.
Identification of one poor performance issue is documented and three root causes are listed. However, root causes are partially clear, accurate, and appropriate.
Identification of one poor performance issue is documented and three root causes are listed that are clear, accurate, and appropriate.
Identification of one poor performance issue is documented and three root causes are listed that are clear, accurate, and appropriate.
In addition, several examples are given concerning justification.
Identify two suggestions for improvements for each of the three root causes (six total).
Less than two suggestions for improvements for each of the three root causes are identified and/or they are unclear, inaccurate, and inappropriate. They are also not based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are partially clear, accurate, and appropriate and partially based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are clear, accurate, and appropriate and based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are clear, accurate, and appropriate, based on sound research in the industry, and include several examples concerning justification.
Create a communication plan for three different audience types.
Communication plan is created for less than three different audience types and/or it is unclear, inaccurate, and inappropriate. Very little to no details are identified.
Communication plan is created for three different audience types and it is partially clear, accurate, and appropriate. Some details are identified.
Communication plan is created for three different audience types and it is clear, accurate, and appropriate. Details are appropriately identified.
Communication plan is created for three different audience types and it is clear, accurate, and appropriate. Several details are appropriately identified and several examples are given.
Create a sample of a written communication for a specific audience type.
Created sample communication is unclear, inaccurate, and inappropriate for the audience type.
Created sample communication is somewhat clear, accurate, and appropriate for the audience type.
Created sample communication is clear, accurate, and appropriate for the audienc ...
DescriptionTotal Possible Score 9.00Selects Two Health S
Description:
Total Possible Score: 9.00
Selects Two Health Services Agencies, the Year They Were Established/Created, Their 2015 Fiscal Budget, the Relationship They Have With Local Health Offices, the Approximate Number of Employees, the Estimated Size of the Population They Serve, and How the Chosen Agencies Were Impacted By the Affordable Care Act
Total: 4.00
Distinguished - Thoroughly describes two selected health agencies and in a detailed and organized manner, lists all of the required information.
Proficient - Describes two selected health agencies and, lists most of the required information. Minor details are missing.
Basic - Minimally describes two selected health agencies and, lists some of the required information. Relevant details are missing.
Below Expectations - Student attempts to describe two health agencies; however, does not list the required information, and significant details are missing.
Non-Performance - No coherent attempt to describe two health agencies.
Explains the Role Each Agency Serves in the Greater Health System and the Mechanism of This Interaction and its Frequency
Total: 3.00
Distinguished - Thoroughly explains the role each agency plays in the larger U.S. health system and fully describes how they interact with public health.
Proficient - Explains the role each agency plays in the larger U.S. health system and describes how they interact with public health. Minor details are missing.
Basic - Partially explains the role each agency plays in the larger U.S. health system and minimally describes how they interact with public health. Relevant details are missing.
Below Expectations - Attempts to explain the role each agency plays in the larger U.S. health system and describe how they interact with public health; however, significant details are missing.
Non-Performance - No coherent attempt to describe the role of the agencies and/or how they interact with public health.
Written Communication: Control of Syntax and Mechanics
Total: 0.50
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.
Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, ...
Attitude, Legislation, and Litigation 1 Unsatisf.docx
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Animal Farm Film Review Students will review the film .docx
Animal Farm Film Review
Students will review the film “Animal Farm.” After reviewing of the film, students will describe
how they would go about resolving the issues of the community. Do Not Retell the movie. Do
not copy the reviews from the internet as this is plagiarism and will result in a grade of “0” on
the assignment.
Part I. The first section of the paper reflects your ability to practice social work at the Macro
Level. Imagine that the Mayor has requested your help in bringing about changes in this
community. Utilizing the CSWE Competencies 6-9, describe your plan for bringing about
change in this community; (1) Describe how you would engage with the community (2) What is
your assessment of the issues of the community (3) describe your methods of interventions for
the community (4) How would you evaluate the effectiveness of your intervention. Please
review the practice behaviors that accompany each of the four social work competencies. Lastly,
as a result of completing this section, describe what you are now able to do (i.e., practice
behaviors).
APA formatting and references are required. A minimum of 6 references required.
Part II. This is a continuation of the same paper. Start a new heading.
1. Provide a 2-page discussion on the leadership styles of two characters in the film.
2. Below are 12 different types of ways people tend to lead organizations or other people. Not
all of these styles would deem fit for all kind of situations, read about each to see which one
fits right the leadership style for the two characters. Note if the character begins with one
style and then changed.
i. Autocratic Leadership
ii. Democratic Leadership
iii. Strategic Leadership
iv. Transformational Leadership
v. Laissez-faire Leadership
vi. Dictator Leadership
vii. Transactional Leadership
viii. Coaching Leadership
ix. Charismatic Leadership
x. Visionary Leadership
xi. Cross Cultural
a. Provide a description of each leadership style and cite evidence throughout the
film showing the character depicting the style. It is expected that you will use
terms and concepts outlined in the current text, text used in Interventive Methods
II and other sources (include your reference and page number for each concept or
idea obtained from the texts.)
b. Provide well developed suggestions on ways that the characters can improve their
leadership abilities
c. Discuss what you would have done different if you were the leader.
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to h.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
This document outlines an assignment for students to conduct an organizational communication audit. Students are instructed to administer a communication survey within an organization to assess communication across five areas. Students will then analyze the survey results to identify a key communication challenge. Based on research, students will recommend solutions to address the identified challenge and present their findings. The assignment aims to demonstrate competencies in organizational communication analysis and consultation.
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.
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http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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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.
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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
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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.
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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
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The Innovator’s DNA
page 1
The Idea in Brief
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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
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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.
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Similar to Written Assignment 1 You will be asked to examine an organizational.docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
In a paper, discuss the implications related to risk with patients, .docx
In a paper, discuss the implications related to risk with patients, staff, and organizations with a focus on mitigating such risk through management practices. Include the following:
Interpret an existing operation, or identify typical issues you might find in a health care organization, with indications of the potential risk.
Describe methods for monitoring and analyzing identified potential areas of risk.
Document 5 key strategies for addressing identified potential areas of risk and how they will be implemented.
Document how you will assess the value of the programs implemented in reducing risk.
The paper should be
4–6 pages,
excluding cover page, abstract page, and reference page. Students need to support their work with at least 4 academic or professional peer-reviewed sources published within the past 5 years.
For a resource guide on using the online library to search for references, click
here
.
Please submit your assignment.
Your assignment will be graded in accordance with the following criteria. Click
here
to view the grading rubric.
Individual Project Rubric:
Grading Criteria
Percentage
Deliverable requirements addressed; understanding of material and writer's message and intent are clear
35%
Scholarly research which supports writer's position properly acknowledged and cited direct quotations may not exceed 10% of the word count of the body of the assignment deliverable (excluded title page, abstract or table of contents if used, tables, exhibits, appendices, and reference page(s). Inclusion of plagiarized content will not be tolerated and may result in adverse academic consequences.
20%
Critical thinking: position is well justified; logical flow; examples
20%
Structure: includes introduction and conclusion; proper paragraph format and reads as a polished, academic paper or professional presentation, as appropriate for the required assignment deliverable
10%
Mechanical - no spelling, grammatical or punctuation errors
10%
APA - deliverable is cited properly according to the APA Publication Manual (6th Ed.)
5%
Bachelors Program Rubric
—
Bachelors of Healthcare Management
Expectations:
Student work at the Bachelor’s level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria
Exemplary (A)
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
HEALTH CARE MANAGEMENT CONTENT PROFESSIONAL MASTERY AND KNOWLEDGE
ACQUISITION
Functional areas include, where applicable:
Legal, financial, and labor considerations, applications of information technology such as EMRs (EHRs), healthcare system management, international healthcare delivery system descriptions and comparisons, and healthcare (HCO) management and administration.
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the resp.
Top of FormStrategic Management and Organizational Change 1.docx
Top of Form
Strategic Management and Organizational Change
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %Address Types of Health Care Organizational Structure, Including How the Type of Structure Impacts the Process and Effectiveness of Change
Does not demonstrate understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Does not demonstrate critical thinking and analysis of the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates only minimal understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Demonstrates only minimal abilities for making the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change, but has some slight misunderstanding of the distinction between organizational and transformational change. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Develops an acceptable distinction between organizational and transformational change. Utilizes some examples of leadership models, tools, and advice.
Demonstrates thorough knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Clearly differentiates between organizational and transformational change. Introduces appropriate examples of leadership models, tools, and advice.
30.0 %Integrates Information From Outside Resources Into the Body of Paper
Does not use references, examples, or explanations.
Provides some supporting examples, but minimal explanations and no published references.
Supports main points with examples and explanations, but fails to include published references to support claims and ideas.
Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria.
Supports main points with references, examples, and full explanations of how they apply. Thoughtfully, analyzes, evaluates, and describes major points of the criteria.
7.0 %Assignment Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflec ...
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
This document outlines a rubric for evaluating a Three Pillars essay. It provides grading criteria in five areas: content, entrepreneurism, ethics, servant leadership, and application of the pillars. It also includes sections on organization/effectiveness, mechanics of writing, format, and APA formatting/citations. The rubric assigns point values to each area, with descriptors defining the quality of work for each point level. It also provides three sample references that students must include in their essay on integrating servant leadership, ethics, and entrepreneurism as they relate to their career goals.
Disability Research PaperDescription Education students mus.docx
Disability Research Paper
Description:
Education students must know how to write effective research papers using APA style.
Directions:
You will research and write a three to four page research paper discussing a specific special education disability. You will be assigned a specific disability to research. Use no fewer than three varied references to research information concerning the etiology, behavioral characteristics, historical aspects, and educational implications of the disability. Citations should be made utilizing American Psychological Association (APA) format. A reference page must be included in the paper.
TOPIC: Emotional and/or behavioral disorders
No Evidence
(0 pts)
Emerging
(5 pts)
Developing
(10 pts)
Mastered
(20 pts)
Disorder
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of information defining the disorder, etiology; there is a lack of a description of the symptoms and characteristics associated with the disorder.
Developing performance is evidenced by a brief definition of the disorder, etiology; including a brief description of the symptoms and characteristics associated with the disorder.
Mastered performance is evidenced by a detailed definition of the disorder, etiology; including a detailed description of the symptoms and characteristics associated with the disorder.
Awareness Discussion
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of discussion on educational implications
Developing performance is evidenced by a brief discussion on educational implications
Mastered performance is evidenced by a detailed discussion on educational implications
Instruction
Insufficient evidence to evaluate
Emerging performance is evidenced by the lack of discussion of the historical aspects
Developing performance is evidenced by a brief discussion of the historical aspects
Mastered performance is evidenced by a detailed discussion of the historical aspects.
Review has been written in APA style
Insufficient evidence to evaluate
APA style citations are not evident throughout the assignment. Lacks three peer reviewed citations;
less than 2 content pages plus cover, and references.
APA style citations have been attempted throughout the assignment. Lacks three peer reviewed citations
less than 3 content pages plus cover, and references.
Citations have been written in APA format correctly throughout the assignment. Three or more peer reviewed citations
3 or more content pages plus cover, and references.
Composition, Grammar, and Spelling
More than 4 errors in composition, and/or spelling are evident.
Emerging performance is evidenced by no more than 4 errors in composition, grammar, and spelling.
Developing performance is evidenced by a no more than 3 errors in composition, grammar, and spelling.
Mastered performance is evidenced by no major errors in composition, grammar, and spelling.
.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
POL110 LASA #1 RubricNOTE If a component is absent, student.docx
This rubric outlines the criteria and grading scale for evaluating a political party assignment in a POL110 class. The assignment requires students to create a new political party, including its name, symbol, slogan, platform on three major issues, and a brochure distinguishing it from other parties. It also requires identifying demographic groups that would support the party. The rubric evaluates these assignment components and writing components like organization, mechanics, APA style, and tone on scales from unsatisfactory to exemplary. Higher scores are given for more original, persuasive, well-supported, and error-free work.
ExcellentGoodAdequateNeeds ImprovementUnsatisfactoryCo.docx
This document outlines the grading criteria for an assignment where students are asked to observe adolescents in a social setting and write a paper analyzing their observations. It provides scoring rubrics for 10 areas, including coverage of required elements, descriptions, links to course materials, writing mechanics, APA format, and the social situation/write-up requirements. Students are evaluated on thoroughly addressing the required elements, providing clear and insightful descriptions, integrating relevant sources, using proper formatting, and demonstrating understanding of adolescent development concepts.
Choose the CEO of one of the following organizations for this assign.docx
Choose the CEO of one of the following organizations for this assignment: Google, Zappos, Southwest Airlines, Hewlett Packard, Xerox, W.L. Gore, DuPont, or Procter & Gamble. Use the Internet to investigate the leadership style and effectiveness of the selected CEO.
Write a six to eight (6-8) page paper in which you:
Provide a brief (one [1] paragraph) background of the CEO.
Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
Examine the CEO’s personal and organizational values.
Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
Use at least six (6) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
Outline various individual and group decision-making processes and key factors affecting these processes
, including ethical considerations
.
Examine the communication process, the primary conflict levels, and the process for negotiating resolutions within organizations.
Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
Use technology and information resources to research issues in organizational behavior.
Write clearly and concisely about organizational behavior using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3 Part I: Leadership Style: How Are Leaders Leading in the 21st Century?
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide a brief (one [1] paragraph) background of the CEO.
Weight: 5%
Did not submit or incompletely provided a brief (one [1] paragraph) background of the CEO.
Partially provided a brief (one [1] paragraph) background of the CEO.
Satisfactorily provided a brief (one [1] paragrap.
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
Rubric for LASA 2
Grading Criteria
Unsatisfactory
Emerging
Proficient
Exemplary
Maximum Points
Identify a specific cultural group with whom you will likely work with at least one similar characteristic.
CO: 1
PO: CP: 3, 5; PCC: 1, 2, 5
ILO: 1, 2, 3, 5, 6
Group is identified but is not associated with a listed diversity characteristic. The cultural group is one with whom you will not work with regularly.
Cultural group identified is appropriate, but may be one with whom you will not likely work with regularly. Cultural group shares an obvious characteristic.
Cultural group identified is appropriate and one with whom you will likely work with. Cultural group shares an obvious characteristic.
Cultural group identified is unique and appropriate, and one with whom you will likely work with. Student recognizes the possibility that the group may be associated with more than one cultural characteristic.
/36 pts.
Evaluate a professional role or function in which you will likely engage in professionally.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Evaluation is incomplete or inaccurate. The role or function identified is not probable, relevant, or appropriate.
Evaluation is complete and accurate. The role or function identified is relevant and appropriate.
Evaluation is complete, accurate, and specific. The role or function identified is probable, relevant, and appropriate.
Evaluation is thorough, accurate, and specific. The role or function identified is highly probable, relevant, and appropriate.
/56 pts.
Evaluate and summarize measures designed to assess multicultural competence and select one that you would use to assess your own competence.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. There is little to no description of measures included. An inappropriate measure is chosen to assess your own competence, or no measure is chosen.
Summary is complete and accurate. A brief description of measures is included. One measure is chosen to assess your own competence.
Summary is completing, accurate, and specific. A complete description of measures is included. An appropriate measure is chosen to assess your own competence.
Summary is thorough, accurate, and specific. An in depth description of measures is included. An appropriate measure is chosen to assess your own competence, along with an analysis of your competence.
/60 pts.
Summarize three recent journal articles (e.g., published since 2000) that you found to be the most helpful in understanding this group.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. Summary does not include any description of key points to help in understanding the group.
Summary is complete and accurate. Summary includes a brief description of key points to help in understanding the group.
Summary is complete, accurate, and specific. Summary includes a description of key points to help i ...
HS6010 LASA RubricAssignment ComponentsUnsatisfactory7.docx
HS6010 LASA Rubric
Assignment Components
Unsatisfactory
77% or lower
Emerging
78–82%
(C+ to B-)
Proficient
83–89%
(B to B+)
Exemplar
90–100%
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Identify the legal and ethical obligations to both the girl and the father.
CO 2
Only few of the legal and ethical obligations to both the girl and the father are accurately identified.
Most of the legal and ethical obligations to both the girl and the father are identified but some are missing or unclear.
All direct legal and ethical obligations to both the girl and the father are clearly identified.
All legal and ethical obligations (both direct and indirect) to both the girl and the father are clearly identified and perceptively discussed without bias.
36
Identify the multiple levels of system failure in this case.
CO 4
Levels of system failure are severely incomplete or are inaccurate.
Levels of system failure are incomplete or only represent on level.
Levels of system failure are accurately identified and represent all multiple levels.
Levels of system failure are accurately and perceptively identified; they represent all multiple levels.
36
Discuss the distinction between the legal justification for the release of the girl and the ethical problems with such actions. In your discussion, explain how an individual human services provider might come to deal personally with such a conflict.
CO 1 and 3
Distinction between legal justification for releasing the girl and the ethical problems with that action is inaccurate, or one side is not represented. Evidence is sparse. Explanation of how an individual human services provider might come to deal personally with such a conflict is unreasonable or severely underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is discussed, but not clearly, or the two sides are not represented equally. Evidence from scholarly sources is present but how they support ideas is unclear. Explanation includes a description of how an individual human services provider might come to deal personally with such a conflict, but explanation is unclear or underdeveloped.
Distinction between legal justification for releasing the girl and the ethical problems with that action is clearly discussed; both sides are explained clearly with specific evidence from scholarly sources. Explanation includes an accurate description of how an individual human services provider might come to deal personally with such a conflict.
Distinction between legal justification for releasing the girl and the ethical problems with that action is insightfully discussed; both sides are explained clearly, without bias and with specific evidence from scholarly sources. Explanation includes a thoughtful description of how an individual human services provider might come to deal personally with such a conflict.
40
Identify the cultural considerations nee.
Top of FormBenchmark Assignment - A Sociological Analysis of the.docx
Top of Form
Benchmark Assignment - A Sociological Analysis of the U.S. Stratification Process
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Choose a social institution in the United States and write a 2,600-3,400-word analysis the way that Stratification in the United States has effected that institution. 1. Describe and analyze the effect that the stratification element of Class has on that social institution. Comp. 3.2: Analyze the U.S. stratification system in regards to class.
Essay does not describe and analyze the effect that the stratification element of Class has on that social institution.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution but the approach is not based on sound reasoning or is poorly described. Demonstrates poor understanding of topic.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with some level of depth; explanation is somewhat limited but approach is based on sound reasoning. Demonstrates a minimal understanding of the topic.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with accurate details; description shows sound analysis of a clear and valid approach.
Essay describes and analyzes the effect that the stratification element of Class has on that social institution with quality details; description is comprehensive and insightful, showing an exceptional approach.
15.0 %
2. Describe and analyze the effect that the stratification element of Race has on that social institution. Comp. 3.4: Analyze the U.S. stratification system in regards to race.
Essay does not describe and analyze the effect that the stratification element of Race has on that social institution.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution but the approach is not based on sound reasoning or is poorly described. Demonstrates poor understanding of topic.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with some level of depth; explanation is somewhat limited but approach is based on sound reasoning. Demonstrates a minimal understanding of the topic.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with accurate details; description shows sound analysis of a clear and valid approach.
Essay describes and analyzes the effect that the stratification element of Race has on that social institution with quality details; description is comprehensive and insightful, showing an exceptional approach.
15.0 %
3. Describe and analyze the effect that the stratification element of Gender has on that social institution. Comp. 3.3: Analyze the U.S. stratification system in regards to gender.
Essay does ...
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The document provides instructions for a writing assignment where the student must describe their dream job at a company and explain how their self-concept would make them well-suited for the position. The student is asked to write 1-2 paragraphs describing the dream job, list 10 characteristics of their self-concept, and explain how each characteristic relates to their self-concept and dream job. Additionally, the student must analyze how 3 of the self-concept characteristics developed through culture, reflected appraisal, and social comparison by providing examples for each category.
Title of AssignmentProfessional Identity of the Nurse Putting i
This document outlines an assignment for nursing students to develop their professional identity. It includes instructions for a three-part project where students will examine the nurse's role and scope of practice, standards of nursing practice, and then synthesize this to create their own professional identity plan.
For the final part of the assignment, students are asked to write a 2-3 page paper discussing their beliefs about caring in nursing, describing their professional identity and future goals, selecting 1-2 professional organizations to join, and concluding by reflecting on how the project helped shape their professional identity. Students are expected to include at least two citations using APA format. The document provides a grading rubric to evaluate students' work.
Module 3 Assignment 2—Team Performance Report Grading Rubri.docx
Module 3: Assignment 2—Team Performance Report Grading Rubric
NOTE: If a component is absent, you will receive a zero for that component.
Unsatisfactory
Emerging
Proficient
Exemplary
Assignment Components (80% of Learning Assessment System Assignment (LASA) grade)
Identify one poor performance issue and at least three root causes for at least one issue.
Identification of poor performance issue is not clearly documented, and/or less than three root causes are listed or they are unclear, inaccurate, and inappropriate.
Identification of one poor performance issue is documented and three root causes are listed. However, root causes are partially clear, accurate, and appropriate.
Identification of one poor performance issue is documented and three root causes are listed that are clear, accurate, and appropriate.
Identification of one poor performance issue is documented and three root causes are listed that are clear, accurate, and appropriate.
In addition, several examples are given concerning justification.
Identify two suggestions for improvements for each of the three root causes (six total).
Less than two suggestions for improvements for each of the three root causes are identified and/or they are unclear, inaccurate, and inappropriate. They are also not based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are partially clear, accurate, and appropriate and partially based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are clear, accurate, and appropriate and based on sound research in the industry.
Two suggestions for improvements for each of the three root causes are identified and they are clear, accurate, and appropriate, based on sound research in the industry, and include several examples concerning justification.
Create a communication plan for three different audience types.
Communication plan is created for less than three different audience types and/or it is unclear, inaccurate, and inappropriate. Very little to no details are identified.
Communication plan is created for three different audience types and it is partially clear, accurate, and appropriate. Some details are identified.
Communication plan is created for three different audience types and it is clear, accurate, and appropriate. Details are appropriately identified.
Communication plan is created for three different audience types and it is clear, accurate, and appropriate. Several details are appropriately identified and several examples are given.
Create a sample of a written communication for a specific audience type.
Created sample communication is unclear, inaccurate, and inappropriate for the audience type.
Created sample communication is somewhat clear, accurate, and appropriate for the audience type.
Created sample communication is clear, accurate, and appropriate for the audienc ...
DescriptionTotal Possible Score 9.00Selects Two Health S
Description:
Total Possible Score: 9.00
Selects Two Health Services Agencies, the Year They Were Established/Created, Their 2015 Fiscal Budget, the Relationship They Have With Local Health Offices, the Approximate Number of Employees, the Estimated Size of the Population They Serve, and How the Chosen Agencies Were Impacted By the Affordable Care Act
Total: 4.00
Distinguished - Thoroughly describes two selected health agencies and in a detailed and organized manner, lists all of the required information.
Proficient - Describes two selected health agencies and, lists most of the required information. Minor details are missing.
Basic - Minimally describes two selected health agencies and, lists some of the required information. Relevant details are missing.
Below Expectations - Student attempts to describe two health agencies; however, does not list the required information, and significant details are missing.
Non-Performance - No coherent attempt to describe two health agencies.
Explains the Role Each Agency Serves in the Greater Health System and the Mechanism of This Interaction and its Frequency
Total: 3.00
Distinguished - Thoroughly explains the role each agency plays in the larger U.S. health system and fully describes how they interact with public health.
Proficient - Explains the role each agency plays in the larger U.S. health system and describes how they interact with public health. Minor details are missing.
Basic - Partially explains the role each agency plays in the larger U.S. health system and minimally describes how they interact with public health. Relevant details are missing.
Below Expectations - Attempts to explain the role each agency plays in the larger U.S. health system and describe how they interact with public health; however, significant details are missing.
Non-Performance - No coherent attempt to describe the role of the agencies and/or how they interact with public health.
Written Communication: Control of Syntax and Mechanics
Total: 0.50
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.
Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, ...
Attitude, Legislation, and Litigation 1 Unsatisf.docx
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Animal Farm Film Review Students will review the film .docx
Animal Farm Film Review
Students will review the film “Animal Farm.” After reviewing of the film, students will describe
how they would go about resolving the issues of the community. Do Not Retell the movie. Do
not copy the reviews from the internet as this is plagiarism and will result in a grade of “0” on
the assignment.
Part I. The first section of the paper reflects your ability to practice social work at the Macro
Level. Imagine that the Mayor has requested your help in bringing about changes in this
community. Utilizing the CSWE Competencies 6-9, describe your plan for bringing about
change in this community; (1) Describe how you would engage with the community (2) What is
your assessment of the issues of the community (3) describe your methods of interventions for
the community (4) How would you evaluate the effectiveness of your intervention. Please
review the practice behaviors that accompany each of the four social work competencies. Lastly,
as a result of completing this section, describe what you are now able to do (i.e., practice
behaviors).
APA formatting and references are required. A minimum of 6 references required.
Part II. This is a continuation of the same paper. Start a new heading.
1. Provide a 2-page discussion on the leadership styles of two characters in the film.
2. Below are 12 different types of ways people tend to lead organizations or other people. Not
all of these styles would deem fit for all kind of situations, read about each to see which one
fits right the leadership style for the two characters. Note if the character begins with one
style and then changed.
i. Autocratic Leadership
ii. Democratic Leadership
iii. Strategic Leadership
iv. Transformational Leadership
v. Laissez-faire Leadership
vi. Dictator Leadership
vii. Transactional Leadership
viii. Coaching Leadership
ix. Charismatic Leadership
x. Visionary Leadership
xi. Cross Cultural
a. Provide a description of each leadership style and cite evidence throughout the
film showing the character depicting the style. It is expected that you will use
terms and concepts outlined in the current text, text used in Interventive Methods
II and other sources (include your reference and page number for each concept or
idea obtained from the texts.)
b. Provide well developed suggestions on ways that the characters can improve their
leadership abilities
c. Discuss what you would have done different if you were the leader.
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to h.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
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Attitude, Legislation, and Litigation 1 Unsatisf.docx
Animal Farm Film Review Students will review the film .docx
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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
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http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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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.
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The Five Competitive Forces That Shape
Strategy
page 1
The Idea in Brief The Idea in Practice
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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.
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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
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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
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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
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Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
harvard business review • march 2005 page 1
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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.
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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.
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How to Design Smart Business Experiments
page 1
Idea in Brief Idea in Practice
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•
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 .
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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
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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
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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.
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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.
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B
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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
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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,.
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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
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web developer who wants to stay relevant.”
— Craig Wills, Training Manager, Infusion
Building a Web 2.0 Portal
with ASP.NET 3.5
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dotnet.oreilly.com is a complete catalog of O’Reilly’s books on
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ONDotnet.com provides independent coverage of fundamental,
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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.
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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.
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3
14
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B
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H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
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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.
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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?
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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
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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.
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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.
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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
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To Amit; Amal, Bharati, and Parnali; and Trisha and Raaka
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Cover Art: Shutterstock/Creative Lab
Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page.
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and Associated Companies throughout the world
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© 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.
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Leveraging Generative AI to Drive Nonprofit Innovation
Written Assignment 1 You will be asked to examine an organizational.docx
- 1. Written Assignment 1: You will be asked to examine an organizational culture. Methods of research (data gathering) may include, but are not limited to, corporate websites, interviews, observations, and surveys. You will present a three- to five-page paper that describes that organizational culture on three levels: artifacts, values, and what may be some of the underlying assumptions. Give examples of behavior, speech, or symbols that illustrate your findings. (20 percent) Exceeds expectations 5 Meets expectations 4 Meets some expectations 3 Does not meet expectations 1 or 2 description, evaluation, and analysis demonstrate a thorough understanding of the core cultural elements of artifacts, values, and assumptions description, evaluation, and analysis demonstrate an understanding of the core cultural elements of artifacts, values, and assumptions may demonstrate an understanding of the cultural elements does not demonstrate knowledge through a description, evaluation, and analysis of the core cultural elements of artifacts, values, and assumptions demonstrates an understanding of how the culture links to the objectives/behavior of the organization and impact on employees shows some understanding of how the culture links to the objectives/behavior of the organization and impact on employees does not show how the culture links to the organization's
- 2. business objectives/behavior or impact on employees no demonstration of an understanding of how the culture links to the objectives/behavior of the organization and impact on employees three to four relevant examples are provided that illustrate the culture of the organization; examples are taken from author's data gathering two relevant examples are provided that illustrate the culture of the organization; examples are taken from author's data gathering one relevant example is provided that illustrates the culture of the organization; examples are taken from author's data gathering no relevant examples are provided that illustrate the culture of the organization, OR examples are not taken from original data gathering excellent communication; attends to APA style; no more than two to three mistakes in grammar and mechanics; use of appropriate outside resources excellent communication; few mistakes in APA formatting, grammar, or spelling that do not hinder understanding of the paper; a portion of the required outside resources were used some mistakes in communication, APA style, or grammar that make portions of the paper confusing; use of resources too limited paper is difficult to understand due to many mistakes in spelling, grammar, and APA formatting; use of resources inadequate