Written Evidence of Cultural Immersion Paper DEAF CULTUREWrit.docx
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Written Evidence of Cultural Immersion Paper: DEAF CULTURE Write 1-2 pages reflecting your interview. Which culture did you chose? Who did you interview? Where was the interview held? What did they tell you? (The culture chosen is the Deaf culture. Write 5-7 pages discussing the culture itself, your experience in the culture, and your reactions to it. Ensure that you include the following: A) Characteristics and Strengths B) Family Structure C) Cultural and Spiritual Values D) Specific Challenges E) Expectations Regarding Counseling F) Reflection of Your Experience & Implications for Working with this population Your paper should include at least 3 scholarly resources. APA format. Attached are the rubric, Interview questions and answers, the PowerPoint that I turned in already about the Deaf culture, and the project directions of all parts (I completed parts I, II, and IV already). The directions are attached just so that you have an idea of the whole project. This bid is for Part III. .
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This assignment continues discussion of rhetorical choices. Jodie
This assignment continues discussion of rhetorical choices. Jodie Nicotra, author of Becoming Rhetorical (2019) states, “all of us work to craft a persona for ourselves to help us appeal to specific groups and gain social standing” (p. 22). The term often used for the choices we make is personal branding. For this assignment, you will write an essay describing and analyzing the rhetorical choices you make.
Content and format requirements
Content: For this essay, discuss choices you make regarding at least two of the following:
· Your appearance (clothing, hair, body art, makeup, accessories, and so forth)
· Your living space (décor, furniture, tidiness/cleanliness, and so forth)
· Your social media activities (“about” information, photos, posting, commenting, and so forth)
· Your shopping choices (where you shop and the products you buy)
· Your behavior in different social groups (family, friends, work, classes, older people, younger people, and so forth)
Format:
· Standard essay format of introduction, body, and conclusion. Think of the five-paragraph essay model, though you are not restricted to five paragraphs. You may use more, if necessary, but keep the length in mind – 250 -500 words.
· Your introduction should include a thesis statement that expresses the main point of your rhetorical choices.
· Photos, screenshots, and other visual aids are optional for this assignment.
· Format the assignment in basic APA Style: APA 7 Template
Organization requirements
· Ideas are presented in a logical, sequential order
· Transitions link ideas within and between paragraphs to unify the discussion
Source/Support requirements
· Use of sources: For this essay, use of sources is optional. However, if source ideas are incorporated (this includes the textbook, Becoming Rhetorical, then APA in-text and APA reference citation required
· Provide adequate and appropriate evidence (examples, descriptions) to support the discussion
Technical requirements
· Use standard conventions of English: punctuation, capitalization, complete sentences
· Spellcheck and proofread before submitting
Assignment Standard 1.05 from the NASW Code of Ethics Cultural Awareness
Post a response to the following:
· Briefly identify and describe your culture.
· Describe your first memory of a cultural difference.
· Explain the information a social worker would need to know about an individual’s or family’s culture in order to effectively deliver services to them.
· Describe potential consequences of a lack of cultural awareness on the social worker’s part.
Requirement in the assignment
To prepare assignment
· Consider the different aspects of culture such as: language, communication style, art, customs/traditions (e.g., holidays, weddings, funerals), values, stories, religion, food, social habits (e.g., eye contact, how close one stands, how one greets or says “good”), gender roles, clothing, music.
· Reflect on the first time you remember someone else display ...
This paper consists of two parts a cultural profile of yourself and.docx
This paper consists of two parts: a cultural profile of yourself and make an analysis of an intercultural experience (ICE) which you personally experienced.
1.) For your cultural profile, suggested topics are about your families and relatives. Interview the eldest member in your family. Where are your family members from? Do you have any members from different religious, ethnic, national cultures? Do you have family members who were born outside the U. S? What are their language backgrounds? State something about yourself: where you grew up, what places you have traveled to, lived in, and worked in; what language(s) you speak/have learned; what hobbies and interests that you have; what are your college-level educational experiences; what intercultural experiences you have had before.
2.) To analyze one of your intercultural experiences, you need to pick an ICE that could be domestic (involving communication between racial, ethnic, gender, or other distinct identity groups in contemporary United States society) or international (involving communication with persons from other countries). Have you studied and/or traveled overseas? Have you had a roommate whose cultural background differs from yours? Do you work in a job where you encounter people from different cultures? When describing this experience, give enough details so that the reader can understand the experience. After describing the experience, analyze the intercultural experience in terms of (a) factors which facilitated communication, (b) factors which inhibited communication, and (c) concepts or principles which can explain what happened. For example, what motivated you to seek the intercultural experience? Were there any cultural differences between the people involved? Was language a problem? Was there any evidence of ethnocentrism or prejudice? Were there any nonverbal differences which may have caused the problem?
Use concepts from readings for analyzing the experience
.
The paper should be double-spaced, 10-12 point Times font, no longer than 4-5 pages. Provide an APA Co
.
As the world continues to become more diverse and multicultural, you
As the world continues to become more diverse and multicultural, you will find yourself interacting with individuals who differ from you in many significant ways. This diversity brings with it many great benefits but it can also impact communication and relationships in unexpected ways. Consider if you, as a professional in Human Services, have to provide in-home services to a family that has recently immigrated to the United States from another country. How might this diversity impact expectations, communication, and relationships of all involved? Could you gather some information related to their culture prior to engaging with them?
Purpose:
This interview and paper project focuses on exploring and learning about cultural differences in interpersonal relations and communication. One way to safely experience and identify differences is through interviewing a person from a culture significantly different from your own.
Overview:
Students will conduct an interview with an individual who identifies as being of another culture. The person interviewed must differ from you in at least two significant ways (culture, religion, primary language, country of origin). There are two parts of this project: the first being the interview, and the second is academic research on aspects of your interviewee's culture. Your written explanation, description, and outside validation (through references) will point out the differences you find between cultures.
The paper must follow APA style, and will include a title page, reference page, and running header. No abstract is needed. APA standards include size 12 Times New Roman font, double-spaced and normal margins. You may use the following as guidelines for headers:
Introduction
Introduce your interviewee, how you know the person, and describe the cultural differences and reason for choosing this person. Include a thesis statement explaining the research aspect of the assignment. Clearly identify the part of the culture that you chose to explore.
Interview
Write a narrative summary of the interview, where you paraphrase the discussion and highlight what you've learned about the cultural differences of the interviewee. You may relate some of the interview to course material.
Related Research
This section will cover the research aspect of the assignment. Explain why the topic interested you, and continue your discussion using APA standards for in-text citing. Remember to integrate what you learned about your interviewee in with your research.
Conclusion
A strong conclusion paragraph is expected to summarize and tie together what you learned throughout the interview and research.
...
Course Project Cultural InterviewThe goal of the project is for t.docx
Course Project: Cultural Interview
The goal of the project is for the student to experience the value and
challenge of conducting ethnographic fieldwork. If you were doing your PhD
in cultural anthropology I would be sending you out to interview/observe
perhaps dozens of people over the course of perhaps a year or more!! We
will scale this down to a project you can accomplish with a single key
informant and a couple of hours of interview time.
Each student will find one willing key informant. This person can be a
family member, friend, casual acquaintance, or complete stranger. Just make
sure that they are a willing participant, and that they can set aside at
least a couple of hours to be interviewed. There are a few basic
requirements that I expect each student to accomplish in the project:
1. Construct a kinship diagram for your key informant, showing all of ego's
(your informant!) relatives. This includes relatives whose names are known
and unknown. From this kinship diagram, try to draw some conclusions about
the relative importance of kin ties for ego. Use the guidelines in your
textbook for help in making your diagram. Note that ego may have fictional
kin (people who are not "blood relatives" but are nonetheless considered
kin). It is up to you and your informant to decide if peoples' names are to
be included on the chart, but at a minimum identify each person on the chart
with the etic symbols as used in the text book (i.e. F, B, S, Z, FB, MB,
FZD, FFB, etc.)
2. Identify the culture, sub-cultures, ethnic groups, or other social groups
to which the informant belongs. Try to evaluate how strongly your informant
is connected to each group.
3.Explicitly identify the methods that you are using in the project. This
should include your goal, how you met and interviewed your informant, how
you took notes or otherwise recorded information, your overall perspective
(emic or etic). Note any problems or areas of improvement for future work.
How might your own biases or perspectives have affected your questions
and/or interpretations?
4.Your project should be described in a 6 page report, typed, double-spaced
(12 pt Times New Roman font), and with standard 1 inch margins. Feel free
to include photos, sketches, maps, notes, or any other information with the
text (these do not count towards the text requirements, of course).
.
3 option , choose one to write itActivity 3 Option 1Ethn.docx
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
ACTIVITY DESCRIPTION This required assignment in Introduction .docx
ACTIVITY DESCRIPTION: This required assignment in Introduction to International Engagement (INST 110I) is a culturally-oriented [cross-national] activity intent at bringing to scrutiny the main concepts discussed throughout the semester. As an in interactive exercise, this Project aims at supporting face-to-face dialog in a collective effort to foster awareness about community identities within and beyond our campus.
OBJECTIVE: The main objective of this activity is to strengthen our potentials for cultural and linguistic competencies as we become increasingly part of a highly inter-connected global society.
THE TASK [Nuts & Bolts]
Again, please make sure you interview [face-to-face] at least one person from the cultural/linguistic group which you have chosen to write your paper on. Of course, if you find more than one representative for your group who might be interested in sharing their story with you, the better. This will render your story stronger, and increase your write-up reliability. Timing allowing, I would encourage this option. However, you are not required to follow this path, as this choice would demand extra time for data gathering, organization, analysis and writing.
NOTE: Your interviewee must be a native of the country you have chosen, and ought to have lived in that country for at least 10 years. Please avoid interviewing mom and dad, or your immediate siblings. Also, refrain from doing Skype, Facetime interviews as well. As discussed in class, the main idea behind this project is for you to reach out to the wealth of international students, and the enviable pool of citizens from around the world who live among us (i.e., in school, neighborhood, and city).
1. Your intellectual task is threefold:
a. Conduct an interview of someone who was born and lived overseas for more than 10 years;
b. Compare and contrast self-perceptions, between your target cultural group (the country you have picked) and your own (American). [This exercise focuses on discerning a group’s cultural identities, and will help you spell out the similarities and/or differences between two cultures];
c. Discuss how the concepts learned in INST 110I helped you make sense of the cultural differences and similarities between your own culture identities and that of your interviewee. In other words, this Assignment invites you to put to test, in an engaging way, the various IC Communication concepts discussed this semester.
PROJECT OUTCOME
Reflective Essay [5 pages]
This is the final product of your “Culture Identity” Project, where you will report the findings from a face-to-face interview/conversation with someone from a select cultural group distinct from your own. You will use this essay as a base for preparing yourself for a collective discussion (in-class FORUM), or individual presentations.
PURPOSE
The main purpose of this essay is for you to test some concept applicability in the day-to-day realities of people belonging to cultural.
Due Date 1159 p.m. EST, Monday of Unit 8 Points .docx
Due Date: 11:59 p.m. EST, Monday of Unit 8
Points: 100
Overview:
Music has long been used by movements seeking social change. In the 1950s and '60s, this was
particularly true, as successful black and white musicians openly addressed the issues of the day.
During the '60s, popular white singers such as Bob Dylan and Joan Baez lent both their names and
their musical talents to the American Civil Rights Movement. In fact, music long assisted those
working to win civil rights for African Americans. Freedom songs, often adapted from the music of the
black church, played an essential role in bolstering courage, inspiring participation, and fostering a
sense of community.
For your final project in this course, you will explore a special topic and artist in American Music that
is connected to American society and culture. Then you will create a PowerPoint presentation to
share with the class and exhibit what you have learned.
Submission Timelines:
The project will be broken up into three parts and spread out over the course of several units to help
you complete your project in stages. You will be graded on these assignments and receive feedback
from your instructor so you will be comfortable knowing that you are on the right track.
The timeline of assignments for the course project include:
• Instructor assigns each student a special topic at the beginning of Unit 2.
• Project Resources Assignment due by Sunday of Unit 3.
• Project Outline Assignment due by Sunday of Unit 5.
• Course Project due by 11:59 p.m. EST, Monday of Unit 8.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes
section is your narrative for the presentation.
o Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a
LinkedIn Learning account (complimentary for Post students), refer to the Course
Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at leas ...
Recommended
This assignment continues discussion of rhetorical choices. Jodie
This assignment continues discussion of rhetorical choices. Jodie Nicotra, author of Becoming Rhetorical (2019) states, “all of us work to craft a persona for ourselves to help us appeal to specific groups and gain social standing” (p. 22). The term often used for the choices we make is personal branding. For this assignment, you will write an essay describing and analyzing the rhetorical choices you make.
Content and format requirements
Content: For this essay, discuss choices you make regarding at least two of the following:
· Your appearance (clothing, hair, body art, makeup, accessories, and so forth)
· Your living space (décor, furniture, tidiness/cleanliness, and so forth)
· Your social media activities (“about” information, photos, posting, commenting, and so forth)
· Your shopping choices (where you shop and the products you buy)
· Your behavior in different social groups (family, friends, work, classes, older people, younger people, and so forth)
Format:
· Standard essay format of introduction, body, and conclusion. Think of the five-paragraph essay model, though you are not restricted to five paragraphs. You may use more, if necessary, but keep the length in mind – 250 -500 words.
· Your introduction should include a thesis statement that expresses the main point of your rhetorical choices.
· Photos, screenshots, and other visual aids are optional for this assignment.
· Format the assignment in basic APA Style: APA 7 Template
Organization requirements
· Ideas are presented in a logical, sequential order
· Transitions link ideas within and between paragraphs to unify the discussion
Source/Support requirements
· Use of sources: For this essay, use of sources is optional. However, if source ideas are incorporated (this includes the textbook, Becoming Rhetorical, then APA in-text and APA reference citation required
· Provide adequate and appropriate evidence (examples, descriptions) to support the discussion
Technical requirements
· Use standard conventions of English: punctuation, capitalization, complete sentences
· Spellcheck and proofread before submitting
Assignment Standard 1.05 from the NASW Code of Ethics Cultural Awareness
Post a response to the following:
· Briefly identify and describe your culture.
· Describe your first memory of a cultural difference.
· Explain the information a social worker would need to know about an individual’s or family’s culture in order to effectively deliver services to them.
· Describe potential consequences of a lack of cultural awareness on the social worker’s part.
Requirement in the assignment
To prepare assignment
· Consider the different aspects of culture such as: language, communication style, art, customs/traditions (e.g., holidays, weddings, funerals), values, stories, religion, food, social habits (e.g., eye contact, how close one stands, how one greets or says “good”), gender roles, clothing, music.
· Reflect on the first time you remember someone else display ...
This paper consists of two parts a cultural profile of yourself and.docx
This paper consists of two parts: a cultural profile of yourself and make an analysis of an intercultural experience (ICE) which you personally experienced.
1.) For your cultural profile, suggested topics are about your families and relatives. Interview the eldest member in your family. Where are your family members from? Do you have any members from different religious, ethnic, national cultures? Do you have family members who were born outside the U. S? What are their language backgrounds? State something about yourself: where you grew up, what places you have traveled to, lived in, and worked in; what language(s) you speak/have learned; what hobbies and interests that you have; what are your college-level educational experiences; what intercultural experiences you have had before.
2.) To analyze one of your intercultural experiences, you need to pick an ICE that could be domestic (involving communication between racial, ethnic, gender, or other distinct identity groups in contemporary United States society) or international (involving communication with persons from other countries). Have you studied and/or traveled overseas? Have you had a roommate whose cultural background differs from yours? Do you work in a job where you encounter people from different cultures? When describing this experience, give enough details so that the reader can understand the experience. After describing the experience, analyze the intercultural experience in terms of (a) factors which facilitated communication, (b) factors which inhibited communication, and (c) concepts or principles which can explain what happened. For example, what motivated you to seek the intercultural experience? Were there any cultural differences between the people involved? Was language a problem? Was there any evidence of ethnocentrism or prejudice? Were there any nonverbal differences which may have caused the problem?
Use concepts from readings for analyzing the experience
.
The paper should be double-spaced, 10-12 point Times font, no longer than 4-5 pages. Provide an APA Co
.
As the world continues to become more diverse and multicultural, you
As the world continues to become more diverse and multicultural, you will find yourself interacting with individuals who differ from you in many significant ways. This diversity brings with it many great benefits but it can also impact communication and relationships in unexpected ways. Consider if you, as a professional in Human Services, have to provide in-home services to a family that has recently immigrated to the United States from another country. How might this diversity impact expectations, communication, and relationships of all involved? Could you gather some information related to their culture prior to engaging with them?
Purpose:
This interview and paper project focuses on exploring and learning about cultural differences in interpersonal relations and communication. One way to safely experience and identify differences is through interviewing a person from a culture significantly different from your own.
Overview:
Students will conduct an interview with an individual who identifies as being of another culture. The person interviewed must differ from you in at least two significant ways (culture, religion, primary language, country of origin). There are two parts of this project: the first being the interview, and the second is academic research on aspects of your interviewee's culture. Your written explanation, description, and outside validation (through references) will point out the differences you find between cultures.
The paper must follow APA style, and will include a title page, reference page, and running header. No abstract is needed. APA standards include size 12 Times New Roman font, double-spaced and normal margins. You may use the following as guidelines for headers:
Introduction
Introduce your interviewee, how you know the person, and describe the cultural differences and reason for choosing this person. Include a thesis statement explaining the research aspect of the assignment. Clearly identify the part of the culture that you chose to explore.
Interview
Write a narrative summary of the interview, where you paraphrase the discussion and highlight what you've learned about the cultural differences of the interviewee. You may relate some of the interview to course material.
Related Research
This section will cover the research aspect of the assignment. Explain why the topic interested you, and continue your discussion using APA standards for in-text citing. Remember to integrate what you learned about your interviewee in with your research.
Conclusion
A strong conclusion paragraph is expected to summarize and tie together what you learned throughout the interview and research.
...
Course Project Cultural InterviewThe goal of the project is for t.docx
Course Project: Cultural Interview
The goal of the project is for the student to experience the value and
challenge of conducting ethnographic fieldwork. If you were doing your PhD
in cultural anthropology I would be sending you out to interview/observe
perhaps dozens of people over the course of perhaps a year or more!! We
will scale this down to a project you can accomplish with a single key
informant and a couple of hours of interview time.
Each student will find one willing key informant. This person can be a
family member, friend, casual acquaintance, or complete stranger. Just make
sure that they are a willing participant, and that they can set aside at
least a couple of hours to be interviewed. There are a few basic
requirements that I expect each student to accomplish in the project:
1. Construct a kinship diagram for your key informant, showing all of ego's
(your informant!) relatives. This includes relatives whose names are known
and unknown. From this kinship diagram, try to draw some conclusions about
the relative importance of kin ties for ego. Use the guidelines in your
textbook for help in making your diagram. Note that ego may have fictional
kin (people who are not "blood relatives" but are nonetheless considered
kin). It is up to you and your informant to decide if peoples' names are to
be included on the chart, but at a minimum identify each person on the chart
with the etic symbols as used in the text book (i.e. F, B, S, Z, FB, MB,
FZD, FFB, etc.)
2. Identify the culture, sub-cultures, ethnic groups, or other social groups
to which the informant belongs. Try to evaluate how strongly your informant
is connected to each group.
3.Explicitly identify the methods that you are using in the project. This
should include your goal, how you met and interviewed your informant, how
you took notes or otherwise recorded information, your overall perspective
(emic or etic). Note any problems or areas of improvement for future work.
How might your own biases or perspectives have affected your questions
and/or interpretations?
4.Your project should be described in a 6 page report, typed, double-spaced
(12 pt Times New Roman font), and with standard 1 inch margins. Feel free
to include photos, sketches, maps, notes, or any other information with the
text (these do not count towards the text requirements, of course).
.
3 option , choose one to write itActivity 3 Option 1Ethn.docx
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
ACTIVITY DESCRIPTION This required assignment in Introduction .docx
ACTIVITY DESCRIPTION: This required assignment in Introduction to International Engagement (INST 110I) is a culturally-oriented [cross-national] activity intent at bringing to scrutiny the main concepts discussed throughout the semester. As an in interactive exercise, this Project aims at supporting face-to-face dialog in a collective effort to foster awareness about community identities within and beyond our campus.
OBJECTIVE: The main objective of this activity is to strengthen our potentials for cultural and linguistic competencies as we become increasingly part of a highly inter-connected global society.
THE TASK [Nuts & Bolts]
Again, please make sure you interview [face-to-face] at least one person from the cultural/linguistic group which you have chosen to write your paper on. Of course, if you find more than one representative for your group who might be interested in sharing their story with you, the better. This will render your story stronger, and increase your write-up reliability. Timing allowing, I would encourage this option. However, you are not required to follow this path, as this choice would demand extra time for data gathering, organization, analysis and writing.
NOTE: Your interviewee must be a native of the country you have chosen, and ought to have lived in that country for at least 10 years. Please avoid interviewing mom and dad, or your immediate siblings. Also, refrain from doing Skype, Facetime interviews as well. As discussed in class, the main idea behind this project is for you to reach out to the wealth of international students, and the enviable pool of citizens from around the world who live among us (i.e., in school, neighborhood, and city).
1. Your intellectual task is threefold:
a. Conduct an interview of someone who was born and lived overseas for more than 10 years;
b. Compare and contrast self-perceptions, between your target cultural group (the country you have picked) and your own (American). [This exercise focuses on discerning a group’s cultural identities, and will help you spell out the similarities and/or differences between two cultures];
c. Discuss how the concepts learned in INST 110I helped you make sense of the cultural differences and similarities between your own culture identities and that of your interviewee. In other words, this Assignment invites you to put to test, in an engaging way, the various IC Communication concepts discussed this semester.
PROJECT OUTCOME
Reflective Essay [5 pages]
This is the final product of your “Culture Identity” Project, where you will report the findings from a face-to-face interview/conversation with someone from a select cultural group distinct from your own. You will use this essay as a base for preparing yourself for a collective discussion (in-class FORUM), or individual presentations.
PURPOSE
The main purpose of this essay is for you to test some concept applicability in the day-to-day realities of people belonging to cultural.
Due Date 1159 p.m. EST, Monday of Unit 8 Points .docx
Due Date: 11:59 p.m. EST, Monday of Unit 8
Points: 100
Overview:
Music has long been used by movements seeking social change. In the 1950s and '60s, this was
particularly true, as successful black and white musicians openly addressed the issues of the day.
During the '60s, popular white singers such as Bob Dylan and Joan Baez lent both their names and
their musical talents to the American Civil Rights Movement. In fact, music long assisted those
working to win civil rights for African Americans. Freedom songs, often adapted from the music of the
black church, played an essential role in bolstering courage, inspiring participation, and fostering a
sense of community.
For your final project in this course, you will explore a special topic and artist in American Music that
is connected to American society and culture. Then you will create a PowerPoint presentation to
share with the class and exhibit what you have learned.
Submission Timelines:
The project will be broken up into three parts and spread out over the course of several units to help
you complete your project in stages. You will be graded on these assignments and receive feedback
from your instructor so you will be comfortable knowing that you are on the right track.
The timeline of assignments for the course project include:
• Instructor assigns each student a special topic at the beginning of Unit 2.
• Project Resources Assignment due by Sunday of Unit 3.
• Project Outline Assignment due by Sunday of Unit 5.
• Course Project due by 11:59 p.m. EST, Monday of Unit 8.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes
section is your narrative for the presentation.
o Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a
LinkedIn Learning account (complimentary for Post students), refer to the Course
Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at leas ...
1Unit 2 Cultural Interview AssignmentThis document includes.docx
1
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differenceswill give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person?Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below isa list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at leastone relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. How did it go?Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
Cultural Interview Written Assignment Requirements Checklist
Essay contains the following headings:
Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Essay includes the following:
Introduction: Please introduce your interviewee to the reader. Describe how you conducted the interview.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
2 pages (12 point font – double spaced) or 500 word minimum for the assignment.
No Sources are required for the interviewbut if you cite the text book oranother source you will need to use APA in-text citations and add a reference list. If you directly quote the person you interviewed in your essay please just indicate that by using quotes.
Tipson Conducting an Interview
1. Explain to the person you are interviewing a l ...
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 ...
Read the complete description of the Oral History Interview Final Pa.docx
Read the complete description of the Oral History Interview Final Paper due in this class. Here in Week Four, you must submit a draft of this paper. The draft should include an introduction, thesis, the information you provided in the Interview Description you submitted in Week Two, and be at least three to five pages in length (plus a title page and a reference page) at this time. The draft must utilize the course text and at least three scholarly sources, at least one of which you obtained from preliminary research in the Ashford University Library. The draft must be in paragraph form, properly formatted in APA style, and include an updated reference list of sources you intend to use in the final paper.
Final Paper: Oral History Interview Paper
Throughout the course, you will be exploring various aspects of culture and intercultural communications. Your final assignment in this course will be to
conduct an extensive oral history interview with a person who is somewhat older than you and from a culture or subgroup that you are not a member of.
This person can be a relative or acquaintance who is from a different generation. It can be someone who immigrated to this country either recently or some time ago. Or, it can be someone who belongs to a different subgroup from you and whose cultural experiences you believe would be very different from your own. Obtain permission from the person you are interviewing to record the conversation (either an audio or a video and audio recording) or to take handwritten notes during the interview.
Your overarching goals during the oral history interview are as follows:
To learn more about the culture and subcultures to which your interview subject belongs.
To determine what issues they encountered in terms of intercultural communications.
To relate concepts you have studied in this course to the experiences of this person.
After you have conducted the interview, review your recording or your notes and write a six- to eight-page paper (excluding a title page and a reference page), in which you discuss aspects of this person's culture and/or subcultures and communication issues related to his or her cultural identity. In the paper, you must also include the following:
The name of the person and his or her relationship to you.
The interview subject's cultural background and the culture and/or subcultures to which he or she belongs.
At least six questions from the following list. You may add additional questions or other questions not on this list, if you wish. Remember, though, that the focus of your paper must be on intercultural communication issues.
How far back in time can the person remember? What is his or her first childhood memory? (Consider how it reflects the interview subject's culture or subculture?)
What does the person remember of the experience of being an immigrant or a subgroup member in that time?
Which impressions or experiences from that time are most vivid to him or her today?
If he or sh.
ICT_PPT.pptx
To integrate intercultural comptence and critical thinking skills in to an English classroom environment
Final Project Cultural ImmersionCultural Competence is an ess.docx
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed below:
ype: Discussion Board
Unit:
Culture and the Individual Experience
Due Date:
Sun, 4/24/16
Grading Type: Numeric
Points Possible:
75
Points Earned:
0
Deliverable Length:
3-4 paragraphs
View objectives for this assignment
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Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Focus your discussion on the following:
How confident are you that companies today take culture into proper account and balance along with other aspects of productivity? Why?
What specific instances can you cite from experience and from academic literature? Be sure to include APA-formatted references in your response.
What can an individual do in any of these areas (music, literature, art, theater, education, or religion) to sustain and grow a healthy and useful culture?
What reasons do you have for doing anything?
What is the role of the individual versus the role of government in sustaining and building a healthy and robust culture through the humanities?
What should be the individual’s role in his or her own community and country, and what should the role be in regions outside of the home country?
What is the role of educational institutions in shaping and encouraging specific cultural and humanities concepts alongside the emphasis on knowledge and facts?
Which areas of the humanities should be emphasized? Why?
For assistance with your assignment, please use your text,.
Views on DiversityPablo believes that diversity is the mos.docx
Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection,
you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Response should be at least 3-5 pages long (800 Words). All written assignments and responses should follow APA rules for attributing sources.
Please do not use Wikipedia.
NEED 3 References
Must use as one of references:
Title:
The Convergence of Race, Ethnicity, and Gender
Author:
Tracy Lynn Robinson-Wood
Edition:
5
Copyright Date:
2017-01-01
Publisher:
SAGE Publications, Incorporated
Grading Criteria
Ø
Interviewed a cross-section of people and acquired the desired responses.
Ø
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
Ø
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
Ø
Provided contrasting views between the respondent's and your own views on the disc.
It is important to identify and understand your own family culture i.docx
It is important to identify and understand your own family culture in order to be able to understand and respect other cultures. Interview a family member, and an individual from another culture with which you are unfamiliar. Some examples of an individual from another culture to consider for the assignment include a neighbor, coworker, patient, or friend
. Please inform the individuals of the purpose of this assignment and make sure you receive their consent
.
Interviews:
Review the "Family Interview" template prior to the interview. Additional space is designated on the template for you to create three additional questions to ask both interviewees (family member and person from another culture). Additional questions should be relevant to the readings or discussion and should provide value to the interview by helping to understand culture.
Some of the questions may include:
Family beliefs: Have they changed over generations?
Educational and occupational status in the culture and in the family
Communication methods: verbal and nonverbal
Current family goals/priorities
Family member roles and organizational systems
Spiritual beliefs: current practice and death and dying
Alternative lifestyles
Work attitudes and structure
Written Paper:
Using the "Family Interview" template, interview your designated family member and the person from another culture. Be sure to write your responses in a way that will assist you in writing your paper. After the interview is completed, write a paper of 750-1,000 words that includes the following:
An introductory paragraph with the reasons for selecting the interviewees.
A summary of the responses from the interview template gathered from the interviewees.
A comparison and contrast of your findings between the two interviewees.
A reflective concluding paragraph on how family roles affect the cultural domains and relationships for each individual.
General Requirements:
Submit both the completed "Family Interview" template and the written paper" to the instructor.
Prepare this assignment according to the APA guidelines found in the APA Style Guide
.
Create an 8- to 10-slide PowerPoint presentation discussing your cul.docx
Create an 8- to 10-slide PowerPoint presentation discussing your cultural background (in addition, you should include a title slide and reference slide in your presentation). When discussing your culture, consider components of yourself such as race, ethnicity, religion, spiritual heritage, gender, sexual orientation, disabilities, socioeconomic status, traditions, and family heritage. You are not required to include any information you do not feel comfortable sharing.
Include the following in your presentation:
1.Communication styles of your culture (verbal and nonverbal)
2.Parts of your culture you are proud of
3.Parts of your culture that you would like to improve
4.Stereotypes toward your culture
5.Stereotypes held within your culture
6.How your culture perceives substance use. Are there any traditional uses of substances that are deemed culturally acceptable?
7.How your culture perceives counseling
8.How your cultural background will influence your ability to counsel someone from your culture and someone from another culture
9.Speaker notes that represent what would be said if giving the presentation in person
APA format is required for any information not originated by the student. Include at least two scholarly references in your presentation.
.
Unit II Scholarly ActivityCultural InterviewPick a person to i.docx
Unit II Scholarly Activity
Cultural Interview
Pick a person to interview who has had a different cultural experience than you. Maybe the person or person’s family is from a different region or country. Other forms of diversity or difference are acceptable too. You may interview someone of any age, and it is OK if he or she is a co-worker, neighbor, friend, relative, spouse, or someone else you know. However, please keep in mind the spirit of the assignment. If you are interviewing someone you know well, please work hard in the interview to gain a deeper insight and appreciation for their experience.
Please conduct the interview face-to-face, through Skype/Face Time, or over the phone. The interview should be a minimum of 20 minutes long. Please take notes during the interview. If the interviewee gives you permission, you can record the interview to help you later when writing your assignment. It is not required to record or video tape the interview. You will not be turning in any recordings. You will be turning in a written assignment based on your interview.
Written Assignment Overview: Write a two-page essay about your interview experience. Your essay should include an introduction of your interviewee, summary of the interview answers in essay format, discussion of how the interview content relates to course concepts, and a final section with some concluding thoughts about the interview experience. You will be required to use the following headings: Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Interview Questions and Guidance
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differences will give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person? Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below is a list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final ...
The Spread of Popular CultureDue Mar 07, 1159 PMNot Submitte.docx
The Spread of Popular Culture
Due
Mar 07, 11:59 PM
Not Submitted
POINTS
10
Paper
Objectives:
Instructions
Assignment Files
Grading
Select
one aspect of popular culture that interests you, such as a type of music, a specific type of fashion, an architectural style, a slang word or language, a form of dance, a sport, or a type of food.
Trace
the development and diffusion of your selected aspect of popular culture in a presentation.
Create
a map that illustrates the spatial distribution of your selected form of popular culture. This will be either a global or national map depending on where the aspect spread.
Answer
the following in your presentation:
Where did your selected aspect of popular culture originate?
How did it spread? What types of communication were involved?
Where did it spread?
What are the commonalities of the geographic locations to which it spread?
Submit
your assignment in one of the following formats consistent with APA guidelines:
A 4- to 6-slide Microsoft
®
PowerPoint
®
presentation
A presentation comparable to 4- to 6-slides created using a tool such as Prezi, VoiceThread, or SlideShare
A 3- to 5-minute podcast
.
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0709C
http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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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.
Reprint R0801E
This document is authorized for use only by Phenekia Morgan in WMBA-6030-1/WMBA-6030B-1-Managing Business Info Syst2020 Summer Sem 05/04-08/23-PT2 at Laureate Education -
Walden University, 2020.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0801E
http://www.hbrreprints.org
The Five Competitive Forces That Shape
Strategy
page 1
The Idea in Brief The Idea in Practice
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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.
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Similar to Written Evidence of Cultural Immersion Paper DEAF CULTUREWrit.docx
1Unit 2 Cultural Interview AssignmentThis document includes.docx
1
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differenceswill give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person?Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below isa list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at leastone relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. How did it go?Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
Cultural Interview Written Assignment Requirements Checklist
Essay contains the following headings:
Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Essay includes the following:
Introduction: Please introduce your interviewee to the reader. Describe how you conducted the interview.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
2 pages (12 point font – double spaced) or 500 word minimum for the assignment.
No Sources are required for the interviewbut if you cite the text book oranother source you will need to use APA in-text citations and add a reference list. If you directly quote the person you interviewed in your essay please just indicate that by using quotes.
Tipson Conducting an Interview
1. Explain to the person you are interviewing a l ...
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 ...
Read the complete description of the Oral History Interview Final Pa.docx
Read the complete description of the Oral History Interview Final Paper due in this class. Here in Week Four, you must submit a draft of this paper. The draft should include an introduction, thesis, the information you provided in the Interview Description you submitted in Week Two, and be at least three to five pages in length (plus a title page and a reference page) at this time. The draft must utilize the course text and at least three scholarly sources, at least one of which you obtained from preliminary research in the Ashford University Library. The draft must be in paragraph form, properly formatted in APA style, and include an updated reference list of sources you intend to use in the final paper.
Final Paper: Oral History Interview Paper
Throughout the course, you will be exploring various aspects of culture and intercultural communications. Your final assignment in this course will be to
conduct an extensive oral history interview with a person who is somewhat older than you and from a culture or subgroup that you are not a member of.
This person can be a relative or acquaintance who is from a different generation. It can be someone who immigrated to this country either recently or some time ago. Or, it can be someone who belongs to a different subgroup from you and whose cultural experiences you believe would be very different from your own. Obtain permission from the person you are interviewing to record the conversation (either an audio or a video and audio recording) or to take handwritten notes during the interview.
Your overarching goals during the oral history interview are as follows:
To learn more about the culture and subcultures to which your interview subject belongs.
To determine what issues they encountered in terms of intercultural communications.
To relate concepts you have studied in this course to the experiences of this person.
After you have conducted the interview, review your recording or your notes and write a six- to eight-page paper (excluding a title page and a reference page), in which you discuss aspects of this person's culture and/or subcultures and communication issues related to his or her cultural identity. In the paper, you must also include the following:
The name of the person and his or her relationship to you.
The interview subject's cultural background and the culture and/or subcultures to which he or she belongs.
At least six questions from the following list. You may add additional questions or other questions not on this list, if you wish. Remember, though, that the focus of your paper must be on intercultural communication issues.
How far back in time can the person remember? What is his or her first childhood memory? (Consider how it reflects the interview subject's culture or subculture?)
What does the person remember of the experience of being an immigrant or a subgroup member in that time?
Which impressions or experiences from that time are most vivid to him or her today?
If he or sh.
ICT_PPT.pptx
To integrate intercultural comptence and critical thinking skills in to an English classroom environment
Final Project Cultural ImmersionCultural Competence is an ess.docx
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed below:
ype: Discussion Board
Unit:
Culture and the Individual Experience
Due Date:
Sun, 4/24/16
Grading Type: Numeric
Points Possible:
75
Points Earned:
0
Deliverable Length:
3-4 paragraphs
View objectives for this assignment
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Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Focus your discussion on the following:
How confident are you that companies today take culture into proper account and balance along with other aspects of productivity? Why?
What specific instances can you cite from experience and from academic literature? Be sure to include APA-formatted references in your response.
What can an individual do in any of these areas (music, literature, art, theater, education, or religion) to sustain and grow a healthy and useful culture?
What reasons do you have for doing anything?
What is the role of the individual versus the role of government in sustaining and building a healthy and robust culture through the humanities?
What should be the individual’s role in his or her own community and country, and what should the role be in regions outside of the home country?
What is the role of educational institutions in shaping and encouraging specific cultural and humanities concepts alongside the emphasis on knowledge and facts?
Which areas of the humanities should be emphasized? Why?
For assistance with your assignment, please use your text,.
Views on DiversityPablo believes that diversity is the mos.docx
Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection,
you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Response should be at least 3-5 pages long (800 Words). All written assignments and responses should follow APA rules for attributing sources.
Please do not use Wikipedia.
NEED 3 References
Must use as one of references:
Title:
The Convergence of Race, Ethnicity, and Gender
Author:
Tracy Lynn Robinson-Wood
Edition:
5
Copyright Date:
2017-01-01
Publisher:
SAGE Publications, Incorporated
Grading Criteria
Ø
Interviewed a cross-section of people and acquired the desired responses.
Ø
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
Ø
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
Ø
Provided contrasting views between the respondent's and your own views on the disc.
It is important to identify and understand your own family culture i.docx
It is important to identify and understand your own family culture in order to be able to understand and respect other cultures. Interview a family member, and an individual from another culture with which you are unfamiliar. Some examples of an individual from another culture to consider for the assignment include a neighbor, coworker, patient, or friend
. Please inform the individuals of the purpose of this assignment and make sure you receive their consent
.
Interviews:
Review the "Family Interview" template prior to the interview. Additional space is designated on the template for you to create three additional questions to ask both interviewees (family member and person from another culture). Additional questions should be relevant to the readings or discussion and should provide value to the interview by helping to understand culture.
Some of the questions may include:
Family beliefs: Have they changed over generations?
Educational and occupational status in the culture and in the family
Communication methods: verbal and nonverbal
Current family goals/priorities
Family member roles and organizational systems
Spiritual beliefs: current practice and death and dying
Alternative lifestyles
Work attitudes and structure
Written Paper:
Using the "Family Interview" template, interview your designated family member and the person from another culture. Be sure to write your responses in a way that will assist you in writing your paper. After the interview is completed, write a paper of 750-1,000 words that includes the following:
An introductory paragraph with the reasons for selecting the interviewees.
A summary of the responses from the interview template gathered from the interviewees.
A comparison and contrast of your findings between the two interviewees.
A reflective concluding paragraph on how family roles affect the cultural domains and relationships for each individual.
General Requirements:
Submit both the completed "Family Interview" template and the written paper" to the instructor.
Prepare this assignment according to the APA guidelines found in the APA Style Guide
.
Create an 8- to 10-slide PowerPoint presentation discussing your cul.docx
Create an 8- to 10-slide PowerPoint presentation discussing your cultural background (in addition, you should include a title slide and reference slide in your presentation). When discussing your culture, consider components of yourself such as race, ethnicity, religion, spiritual heritage, gender, sexual orientation, disabilities, socioeconomic status, traditions, and family heritage. You are not required to include any information you do not feel comfortable sharing.
Include the following in your presentation:
1.Communication styles of your culture (verbal and nonverbal)
2.Parts of your culture you are proud of
3.Parts of your culture that you would like to improve
4.Stereotypes toward your culture
5.Stereotypes held within your culture
6.How your culture perceives substance use. Are there any traditional uses of substances that are deemed culturally acceptable?
7.How your culture perceives counseling
8.How your cultural background will influence your ability to counsel someone from your culture and someone from another culture
9.Speaker notes that represent what would be said if giving the presentation in person
APA format is required for any information not originated by the student. Include at least two scholarly references in your presentation.
.
Unit II Scholarly ActivityCultural InterviewPick a person to i.docx
Unit II Scholarly Activity
Cultural Interview
Pick a person to interview who has had a different cultural experience than you. Maybe the person or person’s family is from a different region or country. Other forms of diversity or difference are acceptable too. You may interview someone of any age, and it is OK if he or she is a co-worker, neighbor, friend, relative, spouse, or someone else you know. However, please keep in mind the spirit of the assignment. If you are interviewing someone you know well, please work hard in the interview to gain a deeper insight and appreciation for their experience.
Please conduct the interview face-to-face, through Skype/Face Time, or over the phone. The interview should be a minimum of 20 minutes long. Please take notes during the interview. If the interviewee gives you permission, you can record the interview to help you later when writing your assignment. It is not required to record or video tape the interview. You will not be turning in any recordings. You will be turning in a written assignment based on your interview.
Written Assignment Overview: Write a two-page essay about your interview experience. Your essay should include an introduction of your interviewee, summary of the interview answers in essay format, discussion of how the interview content relates to course concepts, and a final section with some concluding thoughts about the interview experience. You will be required to use the following headings: Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Interview Questions and Guidance
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differences will give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person? Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below is a list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final ...
The Spread of Popular CultureDue Mar 07, 1159 PMNot Submitte.docx
The Spread of Popular Culture
Due
Mar 07, 11:59 PM
Not Submitted
POINTS
10
Paper
Objectives:
Instructions
Assignment Files
Grading
Select
one aspect of popular culture that interests you, such as a type of music, a specific type of fashion, an architectural style, a slang word or language, a form of dance, a sport, or a type of food.
Trace
the development and diffusion of your selected aspect of popular culture in a presentation.
Create
a map that illustrates the spatial distribution of your selected form of popular culture. This will be either a global or national map depending on where the aspect spread.
Answer
the following in your presentation:
Where did your selected aspect of popular culture originate?
How did it spread? What types of communication were involved?
Where did it spread?
What are the commonalities of the geographic locations to which it spread?
Submit
your assignment in one of the following formats consistent with APA guidelines:
A 4- to 6-slide Microsoft
®
PowerPoint
®
presentation
A presentation comparable to 4- to 6-slides created using a tool such as Prezi, VoiceThread, or SlideShare
A 3- to 5-minute podcast
.
Similar to Written Evidence of Cultural Immersion Paper DEAF CULTUREWrit.docx (20)
1Unit 2 Cultural Interview AssignmentThis document includes.docx
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TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
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Read the complete description of the Oral History Interview Final Pa.docx
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Final Project Cultural ImmersionCultural Competence is an ess.docx
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed belowype.docx
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Views on DiversityPablo believes that diversity is the mos.docx
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It is important to identify and understand your own family culture i.docx
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Create an 8- to 10-slide PowerPoint presentation discussing your cul.docx
Unit II Scholarly ActivityCultural InterviewPick a person to i.docx
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The Spread of Popular CultureDue Mar 07, 1159 PMNot Submitte.docx
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Women and the
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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
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Women occupy 40% of all managerial posi-
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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-
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Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
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line management with demanding assign-
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performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
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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
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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
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The Five Competitive
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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
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You know that to sustain long-term profit-
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explains in this update of his revolutionary
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Savvy
customers
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•
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five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
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lines’ profits.
New players
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substitutes
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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.
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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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P O T L I G H T
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N N O V A T I O N
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.
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.
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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.
www.hbr.orgHow to Design Smart Business Experiments.docx
www.hbr.org
How to Design Smart
Business Experiments
by Thomas H. Davenport
Included with this full-text
Harvard Business Review
article:
Idea in Brief—the core idea
Idea in Practice—putting the idea to work
1
Article Summary
2
How to Design Smart Business Experiments
Managers now have the tools
to conduct small-scale tests
and gain real insight. But too
many “experiments” don’t
prove much of anything.
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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 .
www.hbr.orgA R T I C L EBE S T.docx
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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
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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.
www.hbr.orgBE S TO F H B R 2 0 0 .docx
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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
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
page 1
The Idea in Brief The Idea in Practice
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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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www.free-ebooks-download.org
Praise for Building a Web 2.0 Portal with ASP.NET 3.5
“Omar and his collaborators have applied their awesome talents and a huge amount of time
to crafting what might be the most advanced web site yet that’s based on ASP.NET and
Ajax. In this book, Omar distills everything he’s learned from his experience, going in-
depth into design goals, architecture, and implementation, including many pitfalls that he
teaches you how to avoid. If you’re serious about creating a high-performance, modern,
Ajax-based ASP.NET web site, Building a Web 2.0 Portal with ASP.NET 3.5 is for you.”
— Mike Pope, Microsoft User Education, Microsoft Corporation
“An outstanding overview of the technologies, techniques, and best practices involved in
working with today’s most popular web application model. Highly recommended for any
web developer who wants to stay relevant.”
— Craig Wills, Training Manager, Infusion
Building a Web 2.0 Portal
with ASP.NET 3.5
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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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www.hbr.orgBE S TO F H B RTh.docx
www.hbr.org
B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
Article Summary
The Work of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
Further Reading
Followers want comfort,
stability, and solutions from
their leaders. But that’s
babysitting. Real leaders ask
hard questions and knock
people out of their comfort
zones. Then they manage the
resulting distress.
Reprint R0111K
2
3
14
This document is authorized for use only in ANGELA MONTGOMERY's WAL DDBA 8151 Organizational Leadership: Doctoral Theory and Practice-1 at Laureate Education - Baltimore from
Dec 2017 to Feb 2019.
B
E S T
O F
H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
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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.
www.hbr.orgBE S T PR A C T I C E.docx
www.hbr.org
B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
•
Everyone knows that being
fair costs little and pays off
handsomely. Then why do so
few executives manage to
behave fairly, even though
most want to?
Reprint R0603H
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
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http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0603H
B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
harvard business review • march 2006 page 1
C
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D
.
Everyone knows that being fair costs little and pays off handsomely.
Then why do so few executives manage to behave fairly, even though
most want to?
When Company A had to downsize, it spent
considerable amounts of money providing a
safety net for its laid-off workers. The severance
package consisted of many weeks of pay, exten-
sive outplacement counseling, and the continu-
ation of health insurance for up to one year.
But senior managers never explained to their
staff why these layoffs were necessary or how
they chose which jobs to eliminate. What’s
more, the midlevel line managers who deliv-
ered the news to terminated employees did so
awkwardly, mumbling a few perfunctory words
about “not wanting to do this” and then hand-
ing them off to the human resources depart-
ment. Even the people who kept their jobs
were less than thrilled about the way things
were handled. Many of them heard the news
while driving home on Friday and had to wait
until Monday to learn that their jobs were se-
cure. Nine months later, the company contin-
ued to sputter. Not only did it have to absorb
enormous legal costs defending against wrong-
ful termination suits, but it also had to make
another round of layoffs, in large part because
employee productivity and morale plummeted
after the first round was mishandled.
When Company B downsized, by contrast, it
didn’t offer nearly as generous a severance
package. But senior managers there explained
the strategic purpose of the layoffs multiple
times before they were implemented, and ex-
ecutives and middle managers alike made
themselves available to answer questions and
express regret both to those who lost their jobs
and to those who remained. Line managers
worked with HR to tell people that their jobs
were being eliminated, and they expressed
genuine concern while doing so. As a result,
virtually none of the laid-off employees filed a
wrongful termination lawsuit. Workers took
some time to adjust to the loss of their former
colleagues, but they understood why the lay-
offs had happened. And within nine months,
Company B’s performance was better than it
had been before the layoffs .
www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx
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FUNDAMENTALS
OF DATABASE
MANAGEMENT
SYSTEMS
Second Edition
MARK L. GILLENSON
Fogelman College of Business and Economics
University of Memphis
John Wiley & Sons, Inc.
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Library of Congress Cataloging-in-Publication Data
Gillenson, Mark L.
Fundamentals of database management systems / Mark L. Gillenson.—2nd .
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
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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
Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan
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To Linda; Glenna, Paul, Danielle, Sophie, and Joshua;
and Lisa, Ben, Philip, Emily, and Levi
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Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page.
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© Pearson Education Limited 2018
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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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