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1. Connections between organizations, information systems and business processes. 2. There are a number of benefits associated with cutting edge business analytics. 3. Three conditions that contribute to data redundancy and inconsistency are: 4. Network neutrality 5. Simple Object Access Protocol (SOAP). 6. Outsourcing IT-advantages and disadvantages 7. The security challenges faced by wireless networks .

1. Connections between organizations, information systems and busi.docx

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1-Experiences with a Hybrid Class: Tips And Pitfalls College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12 Notes This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing. 2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format. Author Gordon, Jill A. Barnes, Christina M. Martin, Kasey J. Publisher Taylor & Francis Ltd Is Part Of Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249 Notes The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format. 3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models. Author Main, Doug Dziekan, Kathryn Publisher Springer Publishing Company, Inc. Is Part Of Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321 Notes Current distance learning technological advances allow real and virtual classrooms to unite. In this .

1-Experiences with a Hybrid Class Tips And PitfallsCollege .docx

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RefereanceSpectra.jpg ReactionInformation.jpg WittigReactionOfTransCinnamaldehye.docx Wittig Reaction of trans-Cinnamaldehyde GOAL: Identify the major isomer of the Wittig reaction E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene Attached are the: 1. Drawing of the overall reaction 2. Drawing of the structure of the two possible isomers 3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene 4. IR spectra 5. UV vis spectra 6. 1H NMR not-detailed 7. 1H NMR detailed 8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer IR.jpg UV-visSpectra.jpg NMR.jpg NMR-DeterminePredominantIsomer.jpg ...

RefereanceSpectra.jpgReactionInformation.jpgWittigReacti.docx

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Reconciling the Complexity of Human Development With the Reality of Legal Policy Reply to Fischer, Stein, and Heikkinen (2009) Laurence Steinberg Temple University Elizabeth Cauffman University of California, Irvine Jennifer Woolard Georgetown University Sandra Graham University of California, Los Angeles Marie Banich University of Colorado The authors respond to both the general and specific concerns raised in Fischer, Stein, and Heikkinen’s (2009) commentary on their article (Steinberg, Cauffman, Wool- ard, Graham, & Banich, 2009), in which they drew on studies of adolescent development to justify the American Psychological Association’s positions in two Supreme Court cases involving the construction of legal age boundaries. In response to Fischer et al.’s general concern that the construction of bright-line age boundaries is inconsis- tent with the fact that development is multifaceted, variable across individuals, and contextually conditioned, the authors argue that the only logical alternative suggested by that perspective is impractical and unhelpful in a legal context. In response to Fischer et al.’s specific concerns that their conclusion about the differential timetables of cognitive and psychosocial maturity is merely an artifact of the variables, measures, and methods they used, the authors argue that, unlike the alternatives suggested by Fi- scher et al., their choices are aligned with the specific capacities under consideration in the two cases. The authors reaffirm their position that there is considerable empirical evidence that adolescents demonstrate adult levels of cognitive capability several years before they evince adult levels of psychosocial maturity. Keywords: policy, science, adolescent development, chronological age In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions taken by the American Psychological Association (APA) in two related Supreme Court cases—Hodgson v. Minnesota (1990; a case concerning minors’ competence to make independent decisions about abortion, in which APA argued that adolescents were just as mature as adults) and Roper v. Simmons (2005; a case about the constitutionality of the juvenile death penalty, in which APA argued that adolescents were not as mature as adults). On the basis of our reading of the extant literature in developmental psychology, as well as findings from a recent study of our own, we concluded that the capabilities relevant to judging individuals’ competence to make autonomous decisions about abortion reach adult levels of maturity earlier than do capabilities relevant to assessments of criminal culpability, and that it was therefore reasonable to draw different age boundaries between adolescents and adults in each in- stance. In their commentary on our article, Fischer, Stein, and Heikkinen (2009, this issue) raised both general and spe- cif ...

Reconciling the Complexity of Human DevelopmentWith the Real.docx

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Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case. For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list. 3 topics identified in paper below from last week · The Principal of Justice · Autonomy · Non-maleficence Health Care Ethics Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849). The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors. It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution. The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993). This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...

Reexamine the three topics you picked last week and summarized. No.docx

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Reconstruction Dates: The Civil War?_________ Reconstruction? ________ 9-9-12 * * 9/7/2010 Foner Chapter 15 "What Is Freedom?": Reconstruction, 1865–1877 * After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles. Introduction: Sherman Land From the Plantation to the Senate * After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles. Click image to launch video Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content. A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...

ReconstructionDatesThe Civil War_________ Recons.docx

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Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013. According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan. I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?” This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it. Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013. This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination. I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...

Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docx

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REE6932_Case Study 2 Outline.docx Case Study 2 The “Holt Lunsford Commercial” Case Read the “Holt Lunsford” case study and answer the below questions. Please submit your write up as a Word file labeled as well as your calculations in an Excel file You are required to write at least 3 pages (font: 12; line spacing: 2). · Based on the information provided in the case study, do you recommend Staton Tees to remain in the Welch building, irrespective of financing method, or relocate to a newly built facility in a different location? Discuss your rationale based on considerations, for example, with regard to the long-term strategy, operational needs of the firm and property market conditions. · Assuming that Staton Tees decides to remain in the Welch building, which financing method should they choose? To make your recommendations, discuss 1) Strategic considerations with regard to the financing options. 2) Financial considerations by conducting a (simplified) DCF for each financing option: · Use the information provided in the case study and following the outline of the lease vs. buy analysis in the textbook (page 62 to 65). · Lease option: Assume a 10-year NNN lease with occupancy cost of $4.5 per SF ($3/SF rent; operating expenses of $1.5/SF) and a 3% inflation adjustment every 3 years. There are no initial transaction costs related with leasing. · Buy option: Assume a purchase price of $4,048,300 purchase price and short-term debt financing with a 75% LTV mortgage (2% closing costs) at 4.5% interest only for 5 years. The going out cap rate is 7.5% and 2% closing costs occur at the time of sale. · Staton Tees’ pre-tax required rate of return is 20% (opportunity cost). Assume a discount rate of 10%. · Staton Tees does not account for the impact of depreciation and interest expenses on taxable income. Without calculating it, briefly discuss how accounting for tax savings could impact the decision to lease vs. buy. 1 Case #2 Holt Lunsford Document.pdf 9 - 8 0 4 - 0 1 2 R E V : A P R I L 2 2 , 2 0 1 3 ________________________________________________________________________________________________________________ Professor Arthur I Segel and John H. Vogel, Jr, Adjunct Professor at the Tuck School of Business at Dartmouth College, prepared this case. For a related case, see “Shady Trail,” HBS No. 899-143. HBS cases are developed solely as the basis for class discussion. Certain details have been disguised. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. Copyright © 2003, 2004, 2005, 2006, 2008, 2010, 2012, 2013 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to http://www.hbsp.harvard.edu. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, ...

REE6932_Case Study 2 Outline.docxCase Study 2The Holt Lunsf.docx

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Reasons for Not Evaluating Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16. Below are reasons to not evaluate, but there are things you can do to overcome these reasons! · Click Edit (upper right on the tool bar) to get into edit mode. · Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it! · Add your name in parenthesis after your idea so we know who contributed which idea! · Click Save (upper right on tool bar) to save your changes. 1. Evaluation requires a particular skill set. · Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark) · Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper) 2. Evaluation is not a priority. · In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle) · Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K) 3. Evaluation is not required. · Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle) · Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague) 4. Evaluation can result in criticism. · In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K) · In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper) 5. You can't measure training. · In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle) · You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...

Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docx

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Recognize Strengths and Appreciate Differences Personality Dimensions® is the latest evolution in presenting Personality Temperament Theory. It builds on research conducted in Canada over a period or two decades, and the foundations established by the work of Carl Jung, David Keirsey, Linda Berens, as well as a history of Temperament that spans 25 centuries. The Personality Dimensions® system utilizes a convenient card sort and short questionnaire to reveal personality preferences. In addition to being the first Temperament assessment to incorporate the Introversion/Extraversion dichotomy, Personality Dimensions® also uses four colours along with short descriptors and symbols to represent the Temperament preferences: Inquiring Green, Organized Gold, Authentic Blue, Resourceful Orange. These combined aspects create a common language of understanding with a high level of retention.Know your Personality Dimensions to... · · Express yourself appropriately · Appreciate yourself & others · Negotiate more effectively · Narrow gaps and differences · Identify potential problems early · Elevate morale and enthusiasm · Optimize team performance · Support and encourage others · Organize efficient teams · Yield higher productivity · Influence others positively Analyzing Personality Demensions: Introverts: · Tend to get their energy by spending some time alone. · Prefer to think things through in their head before sharing their ideas with the larger group. They will often listen to other ideas, conversations and reactions, taking it all in, digesting it and then share their thoughts and ideas with the larger group. By the time they share an idea it has been given a lot of consideration -- they are not just thinking out loud. · Learn best when they have the time for quiet reflection and are able to work on their own. · May actually find that the standard brainstorming process shuts down their creative juices as it does not allow them the time they need to internally process information before building on it or reacting to it. · Often prefer to keep their thoughts and feelings to themselves until they are totally comfortable with the people they will be sharing them with. · Have a tendency to think through the consequences of a situation before acting. · Preferred mode of problem solving is to have some quiet time alone to think, reflect on the situation and formulate a solution. They often become energized by this process. · Project a sense of quiet and calmness. Their body language and tone of voice tends to be softer. · Tend to have a small circle of people who they call true friends. These are people with whom they are comfortable and are willing to share their thoughts and feelings with. What causes an Introvert stress at work Introverts tend to like things to be quieter than Extraverts. A noisy work environment can cause real stress for an Introvert. They can find it exhausting to work with Extraverts. If an Introvert has to work in situations ...

Recognize Strengths and Appreciate DifferencesPersonality Dimens.docx

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Real-World Decisions HRM/350 Version 2 1 University of Phoenix Material Real-World Decisions Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words. Scenario One You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years. Questions The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain. Response Scenario Two You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue. Questions How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials? Response Scenario Three Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country. Questions Discuss the ethical considerations for Christine and her company. What implications m ...

Real-World DecisionsHRM350 Version 21University of Phoe.docx

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Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docx

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Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docx

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Redd | 1 PART 1: 1. Target Child: Jacob Birthdate: April 14,2012 Classroom: Pre-K Chronological age range 3years 5mos-3years 6mos Week# Date Time Total Time Area Observed Children/Teachers 1 9/14/15 12:56-1:33 36 minutes Whole classroom All children(class list log) 1 9/16/15 12:15-12:22 7 minutes Classroom and cubbies(for spelling of names) All children (class list log) 2 9/21/15 11:50-1:00 1hour 10 minutes Lunch table, carpet area, block area, sink area Jacob, Kaylee, Jane, Michael, Miss Stephanie, Miss Ashely and Trent 2 9/25/15 11:04-12:07 (11:15-11:50- Outside time) 1hour 3 minutes Playground, carpet area, lunch table Jacob, Miss Ashely, student teacher, Mikey, Dominic, Kaylee, Farouq and Quinn 3 9/28/15 10:04-11:10 1hour 6minutes Block area, dress up/kitchen area, art table, bathroom Jacob, Miss Ashley, Student teacher, Kaylee, Dominic, and Jane 3 9/30/15 10:01-10:46 45minutes Kitchen area Jacob, Kaylee, Jane and Alexander 1-3 Total time for Weeks 1-3 (in hours & minutes) = 4 hours 47 minutes Inside:4hours 12minutes Outside: 35 minutes Week# Date Time Total Time Area Observed Children/Teachers 4 10/5/15 9:58-10:54 56minutes Art table, Kitchen/Dress-up area, Hallway Jacob, Miss Holly, Kaylee, Dominic, Jane, Mikey, Alexander, Farouq, Victoria and Caliana 4 10/7/15 10:48-12:15 (11:06-11:43-Outside time) 1hour 27 minutes Playground, carpet area, lunch tables Jacob, Kaylee, Caliana, Trent, Michael, Student teacher, Alexander, Quinn 5 10/13/15 9:16-10:30 1hour 14minutes Carpet and kitchen area Jacob, Miss Holly, Michael, Lucy, Dominic, Kaylee 5 10/15/15 9:15-10:30 1hour 15 minutes Easel, water station, art table, block area Jacob, Student teacher, Jane, Caliana, Michael, Trent, Victoria and Dominic 6 10/19/15 10:00-11:55 (11:00-11:55- Outside time) 1hour 55minutes Kitchen area, playground carpet area Jacob, Miss Stephanie, Quinn, Kaylee, Trent and Jane 6 10/21/15 10:00-10:50 50minutes Kitchen area, playground paint table Jacob, Kaylee, Victoria, Joshua, Miss Stephanie, Miss Kelly, Harper, Quinn and Alexander 4-6 Total time for Weeks 4-6 (in hours & minutes) = 6hours 37 minutes Inside: 5hours 9minutes Outside: 1hour 28minutes Week# Date Time Total Time Area Observed Children/Teachers 7 10/26/15 9:53-10:33 40minutes Block area and Kitchen area Jacob, Miss Stephanie, Miss Ashley, Trent, 8 11/2/15 11:17-12:10 (11:17-11:43- Outside Time) 53minutes Playground and lunch table Jacob, Trent, Harper, Miss Holly, Kaylee, Michael and Jane 8 11/4/15 11:02-12:45 (11:06-11:50 Outside Time) 1hour 43 minutes Playground, lunch table, and carpet area Jacob, Kaylee, Miss Ashley, Trent, Joshua, Quinn, Farouq, Dominic, and Lucy 8 11/6/15 2:07-3:00 (2:19-2:49 Outside Time) 53 minutes Carpet area and playground Jacob, Miss Ashley, Kaylee, Caliana, Harper, Quinn 9 11/9/15 10:53-12:00 (11:01-11:43 Outside Time) 1hour 7minutes Playground, lunch table Jacob, Kaylee, Miss Holly, Miss ...

Redd 1PART 11. Target Child Jacob Birthdate April.docx

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Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives? If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach. We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public. Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students? I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor. The student movement of the 1960s demanded that the university become "relevant." In response, with war raging in Vietnam and civil disobedience against it at draft offices across the United States, a few philosophers began to revive ...

Reducing the number of people living in extreme poverty throughout.docx

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RECRUITMENT AND RETENTION PLAN 1 RECRUITMENT AND RETENTION PLAN 6 Recruitment and Retention Plan MBA 533 January 25, 2015 Recruitment and Retention Plan Given the increase in product demand, I would need to hire a number of employees in different functional areas. Since the emphasis of Motors and More is on innovation, growth and product development, the areas that will require a huge number of new employees include marketing and sales, manufacturing, operations, customer relations and HR. In order to meet the 96% output requirement, there will be need for hiring an additional five employees in the manufacturing and operations departments. Because of high automation in the company, this number of employees will be enough in streamlining operations. The employees in the manufacturing and operations departments will be responsible for new product developments and making modifications to guarantee production efficiencies (Arthur, 2004). There will also be the need for increasing the sales and marketing personnel by 25%, which will involve hiring an additional 6 employees to cater for the needs of the expanding market. Employees in all the departments will come from different demographic backgrounds. Motors and More will also hire two additional customer service representatives. The primary function of these representatives will be responding to and resolving customer queries. Lastly, the HR department will require four additional employees responsible for formulating policies and procedures, conducting employee appraisals and formulating training programs. The turnover rate at Motors and More has currently been higher than normal. This might be due to a variety of reasons. First, the high turnover rate might stem for unfair promotion practices in the company. Even though approximately 48% of Motors and More employees are minorities, the senior and supervisory positions are primarily held by Caucasian men. This lack of inclusivity might be demoralizing some employees and make them feel detached from the company. According to Truss, Mankin, & Kelliher (2012) lack of inclusivity can lead to high turnover rates. Furthermore, the company might not have proper reward structures for compensating the employees. Failure to provide necessary incentives can reduce job satisfaction and increase the turnover rates. Lack of flexible working arrangements is another factor that might be contributing to increased turnover in Motors and More. Employees might feel overburdened due to the high expectations to meet consumer demands, a factor that might decrease their commitment at work (Arthur, 2004). The absence of a functional HR Department also implies that the company has deficient training programs. This can also increase turnover rates. It is worth noting that turnover can have negative costs and implications for the org ...

RECRUITMENT AND RETENTION PLAN .docx

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rebreedpendulumjargoneerclimaticalnonsustainingsway.docx

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Recommended Resources Articles Galenson, D. W. (2002). .docx

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Reckoning with Company Unions: The Case of Thompson Products, 1934-1964 Author(s): Sanford M. Jacoby Source: Industrial and Labor Relations Review, Vol. 43, No. 1 (Oct., 1989), pp. 19-40 Published by: Cornell University, School of Industrial & Labor Relations Stable URL: http://www.jstor.org/stable/2523206 . Accessed: 23/01/2014 03:09 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] . Cornell University, School of Industrial & Labor Relations is collaborating with JSTOR to digitize, preserve and extend access to Industrial and Labor Relations Review. http://www.jstor.org This content downloaded from 146.245.216.150 on Thu, 23 Jan 2014 03:09:06 AM All use subject to JSTOR Terms and Conditions http://www.jstor.org/action/showPublisher?publisherCode=cschool http://www.jstor.org/stable/2523206?origin=JSTOR-pdf http://www.jstor.org/page/info/about/policies/terms.jsp http://www.jstor.org/page/info/about/policies/terms.jsp RECKONING WITH COMPANY UNIONS: THE CASE OF THOMPSON PRODUCTS, 1934-1964 SANFORD M. JACOBY* This study of company unionism at Thompson Products (today TRW) calls into question the usual characterization of company unions as uniformly ineffectual and short-lived. The company unions examined in this study were fostered and overseen by Thompson's managers with the undoubted purpose of keeping national unions out of the company's work force. But the author also finds that they evolved into organizations that successfully met their members' needs, partly because of external pressures, such as government scrutiny and competition from national unions, and partly because of some internal factors, such as the workers' unusual degree of loyalty to the firm. The author suggests that some variant of the company union might be a viable complement to the progressive nonunion model that is common today. COMPANY unions were a controversial personnel and union-avoidance strategy of American employers during the 1920s and 1930s. Yet, the strategy came to be viewed as a failure because most company unions either were taken over by national unions or legally disestablished. Still, one should be careful not to consign company unions to the dustbin of 1930s labor history, since a surprising number of them not only pulled through that stormy decade but continued to function during the calmer years after World War II and in some cases still do so today. So-called independent local unions (ILUs) survived the 1930s at a variety of companies, large and small. In 1983 ...

Reckoning with Company Unions The Case of Thompson Products, .docx

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Recently, I was faced with a moral and ethical dilemma which forced me to choose between honesty and loyalty. I hope that the result of that choice will guide me in future decisions. At the time of the incident I was working as a pharmacy technician in ________. The dilemma I faced involved a fellow technician who was hired at the same time as me. The two of us had become close friends during the course of our employment. My friend was obsessed with bodybuilding to the extent that he was willing to steal intravenous steroids from the pharmacy. As a friend, I tried to warn him of the dangers of steroids and convince him to stop stealing. However, probably because he was consistently successful in stealing, he ignored my advice. Soon my friend began changing the stock quantity by using one of the pharmacists’ login ID and password. At this point, I became more and more adamant in my warnings and even requested shift changes so I would not witness his actions. If he were to ask me why I was changing shifts, I would lie and say it was due to conflicting school commitments. So not only was I withholding the truth from my employer, I was also lying to my friend. Finally, the manager suspected that my friend was stealing steroids. Knowing that I was close to this individual, the manager began to question me and hinted at firing both of us if no one confessed the truth. Thus, I was confronted by a choice between loyalty to my friend and honesty to my employer. I made a decision. I told the manager about my friend’s actions. I don’t know if I made the right decision and it still haunts me. At the time, I thought I was doing the right thing. I was being honest as I learned in childhood. Yet, what was my duty to my employer? Perhaps my only duty was to do my job and come in on time and nothing beyond that. What was my duty to my friend? Keeping a friend’s secret is also a value that I learned growing up. These opposing values were in constant conflict within me and were actually causing physical stress. Now I believe that my employer had a right to know about any theft occurring in its business. And although I do believe in being loyalty to friends, sometimes honesty is a more important virtue to uphold. Theft from the pharmacy had far-reaching consequences – to the business, its owners, the other employees, and the customers. Additionally, when a friend commits an act that is unethical, I do not believe that it is right for me to commit an unethical act to protect him or her. When I reflect on my decision, a part of me knows that fear that guided my decision, not morality or ethics. Maybe I disclosed the theft just to relieve myself of this burden. I am not sure. The only conclusion that I can draw from this experience is that life is hard and living by a moral and ethical code is even harder. The next time I am confronted by a decision of this magnitude I will be cautious and my choice will reflect my values, not those of my employer, my friend, my pa ...

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Cet article vise à présenter l’évolution de l’éducation au Brésil à travers l’histoire et les exigences de son développement futur. De 1500 jusqu'au XIXe siècle, l'éducation brésilienne s'est concentrée exclusivement sur la formation des classes supérieures, dans le but de les préparer aux activités politico-bureaucratiques et aux professions libérales, presque toujours en charge ou sous l'influence de l'initiative religieuse privée. La relation ombilicale entre l'Église catholique et la puissance coloniale portugaise s'est maintenue au Brésil même après son indépendance en 1822 pendant la période impériale et a pris fin avec la Proclamation de la République avec le divorce officiel entre l'Église et l'État. Au niveau des politiques publiques, plusieurs tentatives de réforme éducative de la part du gouvernement central républicain ont fini par perpétuer le modèle éducatif hérité de la période coloniale. La première LDB (Lei de Diretrizes e Bases da Educação Brasileira) de l’histoire de l’éducation brésilienne n’a pas brisé le binôme d’élitisme et d’exclusion qui s’était manifesté dans l’éducation brésilienne depuis la période coloniale. La LDB de 1961 a permis la cohabitation entre écoles publiques et privées. Cette situation éducative en vigueur au Brésil dans la seconde moitié du XXe siècle a suscité une critique acerbe de la part de Paulo Freire. En 1982, des projets éducatifs alternatifs à l'enseignement technique imposé par la dictature militaire ont émergé, comme ce qui s'est passé à Rio de Janeiro sous le gouvernement de Leonel Brizola, qui a mis en œuvre les soi-disant CIEP (Centres intégrés d'éducation publique), qui étaient des écoles à temps plein. Mais ces expériences éducatives adoptées de manière autonome et conformément aux corrélations de forces qui s’établissaient entre les tendances pédagogiques existantes étaient destinées à être de courte durée, comme cela s’est effectivement produit. Avec la fin de la dictature militaire au Brésil, la dernière décennie du XXe siècle a été marquée par l'adoption du modèle économique néolibéral qui a porté préjudice aux politiques publiques, notamment éducatives, car il a permis la croissance du secteur privé, principalement dans le contexte de l'enseignement supérieur, tandis que dans les écoles publiques, l'enseignement est devenu encore plus inefficace, une situation qui perdure aujourd'hui. Mais aujourd'hui, l'exclusion des classes populaires a eu lieu parce que l'école publique ne garantit pas l'apprentissage effectif des connaissances essentielles requises par la société brésilienne. De ce qui précède, on peut conclure qu’il reste encore une tâche majeure à accomplir pour la société brésilienne contemporaine : la consolidation effective d’écoles publiques, laïques et de qualité pour tous. À l'époque contemporaine, il est urgent de promouvoir une révolution dans le système éducatif brésilien, ce qui est devenu nécessaire parce que les mauvaises performances du système éducatif brésilien.

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