SCHOOL GRANTS
School Grants What are the common components in Non-Government Grant Government school Grant, I have attached several non- Government and Government school Grants and I want to know what are the common components. Can you talk about them a little
DEVELOPING COLLEGE-DIRECTED ATTITUDES IN HIGH SCHOOL
DEVELOPING COLLEGE-DIRECTED ATTITUDES IN HIGH SCHOOL
Dan is the English Department Chair at a high school in suburban Seattle. The school’s administration has made a conscious effort to shift the school’s mission from simply getting kids to graduate to instead being a true college preparatory high school. As part of this mission, the school’s Principal has told all Department Chairs that all teachers in each department will be expected to address college-readiness creatively in their classrooms. The Principal expects teachers to discuss their own college experiences with their students and to weave information relevant to college attendance into their units. Dan wants this to extend to the class culture as well, and believes that the physical space in the classroom should also reflect the focus on college-readiness. Suggest three changes Dan can have all teachers in the department make in an effort to emphasize the new college-directed attitude of the school. Consider both changes in the curriculum as well as changes in the physical space (classrooms, hallways, etc.) of the schoo
EVOLUTION AND CREATIONISM IN PUBLIC SCHOOLS.
EVOLUTION AND CREATIONISM IN PUBLIC SCHOOLS.
Describe the debate regarding evolution vs creationism in public schools
MGT 611- Assignment No. 3 Quiz
Subject: Business / Management
Question
(MGT 611)
Assignment No. 3 (Quiz)
Marks: 20
format.
Questions:
1.What takes place when a party breaks the contract by refusing to perform his
promise?
a.Suit for rescission
b.Suit for damage
c.Breach of contract
d.Void contract
2.Bailee, in absence of any special contract, is not responsible for the loss, destruction,
deterioration of the thing bailed if he has taken care of it. This right is provided by:
a.Section 151
b.Section 152
c.Section 155
d.Section 156
3.A guarantees to C for B’s credit purchases with a balance of account not exceeding
Rs.10000. this is a _________ guarantee.
a.Limited
b.Unlimited
c.Specific
d.Continuing
4.Which of the following is not a part of a valid contract of indemnity?
a.The contract of indemnity must contain all the essentials of a valid contract
b.It is a contract between more than two parties
c.The loss may be caused by the conduct of promisor
d.The contract of indemnity may be implied
5.Ahmed contracts to supply cement to Basit on 10 March. Basit agrees to pay the price
on receipt of goods. Ahmed does not supply on due date. What maximum possible
Basit can do according to Contract Act?
a.Basit can refuse to pay
b.Basit can rescind and claim damages
c.Basit shall grant new date for delivery
d.Basit shall do nothing as contract is automatically void
6.A delivers his horse to B for safe custody. The horse becomes sick and B spends
Rs.500 on medical expenses. Which of the following fits best in this situation?
a.B is responsible for the sickness of horse
b.B is not responsible for the sickness of horse
c.B can recover medical expense from A
d.B can not recover medical expense from A
7.An order of court restraining a person from doing something which he promised not
to do is called _________.
a.Quantum meruit
b.Specific performance
c.Special damages
d.Injunction
8.X takes a loan of Rs.5000 from Y on guarantee of Z. which of the following parties
are engaged in the contract of a guarantee?
a.X and Y
b.X and Z
c.Y and Z
d.X, Y and Z
9.A monetary compensation allowed to injured party for the loss suffered by him as a
result of breach of contract is known as _________.
a.Fine
b.Relief
c.Benefits and compensations
d.Damages
10. A buys a TV from TV shop and asks the shopkeeper to keep it with him for 2 hours so
that A may buy other things from market. Shopkeeper is now holding TV as
__________.
a.Bailee
b.Bailor
c.Bailment
d.Owner
11. Which section of contract act illustrates that anything done for the benefit of principal
debtor may be sufficient consideration to surety for giving guarantee.
a.Section 124
b.Section 125
c.Section 126
d.Section 127
12. On the request of B, A promises to employer of B that if B commits a fraud, he shall
be liable for that. This is an example of ________.
a.Indemnity
b.Guarantee
c.Secondary contract
d.Surety
13. Suit for specific performance is filed in which of the following cases?
a.Where compensation in money is not an adequate remedy
b.When an arrangement becomes subsequently void
c.When contract is divisible
d.When an indivisible work is badly performed
14. The person who promises to compensate the loss caused by him is called
__________.
a.Promisee
b.Indemnifier
c.Indemnity holder
d.Indemnified
15. When parties to a contract fix the amount of damages for the breach of contract at the
time of formation of contract, these are called _________ damages.
a.Nominal
b.Special
c.Liquidated
d.Exemplary
16. G guarantees K for payment of 5 bags of wheat purchased by C. C makes payment.
Later C again purchases 5 bags of wheat and did not pay.
a.K can sue G to pay liability
b.C can transfer his liability to G
c.G is liable because of the guarantee
d.G is not liable because of specific guarantee
17. Sajid delivers a piece of cloth to tailor to make a suit. Which contract exists between
Sajid and tailor?
a.Bilment
b.Guarantee
c.Indemnity
d.No contract is existing or needed
18. A agrees to sell B his painting, but commits breach. What is possible in this case?
a.B can sue for damages
b.A shall be ordered to carry out the contract
c.Monetary compensation should be provided to B
d.Both painting and monetary compensation should be provided to B
19. A delivers his car to B for repair. Which of the following is not true in this case?
a.The possession of car transfers from A to B
b.Ownership of car transfers from A to B
c.Ownership of car does not transfer from A to B
d.None of the statements is true
20. Which section of Contract Act dispenses with fine distinctions between the claim for
damages based on the principle of liquidated damages and those imposed by way of
penalty?
a.Section 72
b.Section 73
c.Section 74
d.Section 75
ETHC445 All Discussions Latest 2017 March
Subject: General Questions / General General Questions
Question
ETHC445 Week 1 Discussion 1 & 2 Latest 2017 March
dq 1
Helen’s Wisdom of Friends Dilemma (graded)
Helen wants to move to a new community, and she is applying for a job with a small retail establishment. She is confident that she is fully qualified and will be able to perform well if she gets the job. The employer, however, has advertised for someone with three years of retail experience, and Helen only has two-and-a-half years. She is considering whether to exaggerate slightly on her resume in order to improve her chances of getting the job.
Helen asks three friends to offer their advice on what she should do.
— Henry says, “Go ahead and claim three-and-a-half years of experience; they’re going to be so happy with your work that by the time they check (if they ever do) it won’t matter.”
— Jennifer says, “I’m sure you’ll arrive at the best decision on your own; I’ve always known you to be an honest person.”
— George says, “It is never all right to lie, even when you are unlikely to get caught and it seems relatively harmless to do so.”
To begin our discussion this week, let’s discuss some of the following questions:
1. Which of the Three Primary Schools of Ethics is each of Helen’s friends relying upon?
2. Can you imagine other people using the same approaches to arrive at different kinds of advice?
3. Do one of these Three Primary Schools of Ethics feel like the style you usually use already?
dq 2
Study of Ethical Philosophy (graded)
The study of Ethics and Philosophy is one which brings many different kinds of “thinkers” together. One person’s philosophy on Ethics is another person’s philosophy on Evil. We will be working this term on constructing personal ethical bases and understanding how Ethical Codes (both personal and professional) are created and followed.
To start us thinking about the different areas of philosophy and ethics, and how we fit into the different molds or world views, let’s discuss the differences and similarities between these views.
To do this, let’s look at the role of right and wrong, laws which regulate behavior, principles vs. morality, and the role of ethics in our society.
To start out we’ll answer some of these questions and create more of them as we go. Pick one of the following and respond to your classmates thoughts and views:
1. Do we need ethics if we have laws? Why or why not?
2. Is it ethical to change our own views of ethics based on the situation we are in?
3. Can we “legislate” ethics?
4. How does Aristotle’s “virtue ethics” mirror your ethical view, or how is it different?
ETHC445 Week 2 Discussion 1 & 2 Latest 2017 March
dq 1
When Siding with the Majority (graded)
As our opening page states, Mark Twain warned that “Whenever you find yourself on the side of the majority, it is time to pause and reflect.”It is likely that your parents warned you “not to follow the crowd,” or your school counselors warned you about “peer pressure.”
The United States utilizes a democratic republic form of government, which espouses the “majority rule” in many instances. For example, when passing laws, Congress and state Legislators use majority voting. When electing our officials, the majority rules. But, is our government unethical?
This week’s thread will look at two or three “examples” of majority findings or rules.
We will bring new ones in throughout the week, so be sure to visit back at least every other day and post your thoughts.
Here is our first one for the week:
The great majority of people seem to find nothing objectionable about the use of commercials in children’s television programming. Yet a distinguished panel commissioned by the National Science Foundation found reason to disagree. After reviewing 21 relevant scholarly studies, they concluded:
It is clear from the available evidence that television advertising does influence children. Research has demonstrated that children attend to and learn from commercials, and that advertising is at least moderately successful in creating positive attitudes toward and the desire for products advertised. The variable that emerged most clearly across numerous studies as a strong determinant of children’s perception of television advertising is the child’s age. Research clearly establishes that children become more skilled in evaluating television advertising as they grow older, and that to treat all children from 2 to 12 as a homogenous group masks important, perhaps crucial differences.
Do you think the majority view is correct in this case? What difference would it make that a majority thinks this way?
Do you think the use of commercials in children’s television programming raises any ethical questions? Do explain.
Do you wish to place evidence for what you say before your classmates?
dq 2
The Struggle of Good vs. Evil (graded)
Personal struggles with one’s own tendencies, desires, lusts, and self-interest have placed people in conflict with other people and their own communities farther back than any of us can read. We read about the struggles of others in history — what about ourselves? Yes, us! What about our experiences of being ourselves?
When we look back in history, we find people who are not so different from us — struggling with their human nature — and trying to live ethical lives in whatever way they can do so. They aspire to live ethical lifes and find themselves failing again and again.
St. Augustine in the 5th Century held that although we feel free to make choices in life, our true nature as human beings includes a persistent disregard for what is good. On this view, we are sinners whose only hope for redemption lies in the gracious love of a merciful deity. Whatever I do on my own, Augustine would argue, is bound to be wrong; whatever I do right, must be performed by God through me.
St. Thomas Aquinas in the 13th Century brought Aristotle’s theories back into “vogue,” soon after St. Augustine’s death (if 800 years is soon, that is.) He allowed humanity to have a bit of secularity along with faith, and his ethics allows for a Natural Law which can be found in the heart of man. Please be sure to listen to our Saints’ Debate on the lecture tab before working in this thread.
So, here we are in the 21st Century with all the sophistication and technology of the age. Does this account of human nature fit well with your own experience of human action? That is, do you observe (in yourself and others) an inclination toward evil instead of toward good? Bring in examples of scenarios which bolster your view, or which tend to bring your view (or others) into question.
ETHC445 Week 3 Discussion 1 & 2 Latest 2017 March
dq 1
Applying the Death Penalty (graded)
First, here is a word of caution. With this discussion comes a tasking to discuss the death penalty in two ways: first, as an expression of the social contract, where one person has killed another in a violation of that other person’s right to peace and safety, and second, as a rules-based function of the justice system being applied to a difficult situation.
What do you see going on that is a violation of the Hobbes/Locke social contract idea?
And you might also connect it with any of the Three Schools, plus Aristotle, that you have read in past weeks—and especially with the rules-based ethics model.
Here’s the situation: In Manatee County, Florida, a judge sentenced a man to death—the first time this had happened in the county for over 19 years. Sentenced to death was a 25-year-old man for the January 7, 2004, murder of both of his parents by bludgeoning them to death in their bed with a baseball bat.
Now, with your social contract ethicist hats on, tell us what you make of this quote by the judge at the sentencing, quoted from the front page of the November 17, 2007 Bradenton Herald: “You have not only forfeited your right to live among us, but under the laws of the state of Florida, you have forfeited the right to live at all.”
Have at it, good folks. But, rather than running off with reactions and opinions about the death penalty in general, please do keep it in the context of our social contract discussion for this week and also connected with ethics of justice.
dq 2
Living in Our State of Nature (graded)
Social Contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well.
Hobbes runs the logic like this in the form of a logical syllogism:
1) We are all self-interested,
2) Each of us needs to have a peaceful and cooperative social order to pursue our interests,
3) We need moral rules in order to establish and maintain a cooperative social order,
Therefore, self-interest motivates us to establish moral rules.
Thomas Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was “nasty, brutish, and short” — a kind of perpetual state of warfare
John Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right—and sometimes the duty—to withdraw their support and even to rebel. Listen to Locke’s audio on the lecture tab and read his lecturette to be able to answer this thread.
Locke addressed Hobbes’s claim that the state of nature was the state of war, though he attribute this claim to “some men” not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action to themselves punish wrong doers, as in a state of nature.
Which philosophy do you espouse?
In coming to grips with the two and considering your experience of society as it is today, think out loud about what you experiences as the State of Nature, and tell us what you would be willing to give up in exchange for civil order and personal security?
You might consider what you have already given up in exchange for security as well as what might be required in coming days.
ETHC445 Week 4 Discussion 1 & 2 Latest 2017 March
dq 1
Ethics of Controlling Environmental Innovation (graded)
Increasing food supplies are necessary to sustain growing populations around the world and their appetites for great food, quality products, and continuous availability.
A great deal of expensive research is invested in developing technologies to deliver productive agriculture. Horticultural efforts to breed hybrid crops are seen as far back as history can observe, and there have been efforts to domesticate improved animals, as well. Gene splitting was a 1990s technology to improve the health and productivity of farm crops. With the 21st century have come genetically modified foods (GMF) through the use of nanotechnology to cause changes at the genetic and even molecular levels. These are very expensive technologies, and many new products have been patented and otherwise protected as proprietary products of intellectual property.
Drive out to the country during growing season, and you will see signs identifying that the crop has been grown with a protected seed that cannot be used to produce retained seed for planting in the next growing season.
In terms of this week’s TCOs, what ethical issues are raised by this legal process of patent protection, and how do we see the primary schools of ethics used in these proprietary measures? What, in this deontological week and in our learning to date, informs our understanding of this situation, and what should be done about it?
dq 2
Kant – Accomplice to Crazed Murderer? (graded)
Kant’s famous First Formulation of the Categorical Imperative reads:
“Act only according to that maxim whereby you can at the same time will that it should become a universal law.” Kant taught morality as a matter of following maxims of living that reflect absolute laws. “Universal” is a term that allows for no exceptions, and what is universal applies always and everywhere. Lying, for any reason, is universally wrong.
Be sure to listen to Kant’s audio lecture before posting this week!
So, consider the famous case of the Crazed Murderer. In your town the Crazed Murderer comes to your door looking for your friend and wanting to kill him. You know that your friend went home to hide. What do you tell the murderer? When he leaves and runs up the street to your friend’s house, what do you do?
ETHC445 Week 5 Discussion 1 & 2 Latest 2017 March
dq 1
Life & Death; Politics & Ethics (graded)
There are three basic propositions in standard Utilitarianism (Please be sure to listen to Mill’s audio lecture before joining this threaded discussion):
Actions are judged right and wrong solely on their consequences;
that is, nothing else matters except the consequence, and right actions are simply those with the best consequences.
To assess consequences, the only thing that matters is the amount of happiness and unhappiness caused;
that is, there is only one criterion and everything else is irrelevant.
In calculating happiness and unhappiness caused, nobody’s happiness counts any more than anybody else’s;
that is, everybody’s welfare is equally important and the majority rules.
In specific cases where justice and utility are in conflict, it may seem expedient to serve the greater happiness through quick action that overrules consideration for justice. There is a side to happiness that can call for rushed decisions and actions that put decision-makers under the pressure of expediency.
Here is a dilemma for our class:
You are the elected district attorney. You receive a phone call from a nursing home administrator who was a good friend of yours in college. She has a waiting list of 3,000 people who will die if they don’t get into her nursing home facility within the next 3 weeks, and she currently has 400 patients who have asked (or their families have asked on their behalf) for the famous Dr. Jack Kevorkian’s (fictitious) sister, Dr. Jill Kevorkian, for assistance in helping them die. The 3,000 people on the waiting list want to live. She (the nursing home administrator) wants to know if you would agree to “look the other way” if she let in Dr. Jill to assist in the suicide of the 400 patients who have requested it, thus allowing at least 400 of the 3,000 on the waiting list in.
How would we use Utilitarianism to “solve” this dilemma?
What ethics did your friend, the nursing home administrator, use in deciding to call you?
What ethics are you using if you just “look the other way” and let it happen?
dq 2
Dealing With Emergencies and Outcomes (graded)
Chapter 9 of our text includes the terrorism situation at the 1972 Munich Olympics, and it needs to be read before engaging this discussion.
The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomes—that is, the consequences of decisions.
The Olympic hostage situation was a high-tension moment, full of dangerous surprises and strategies to deal with the situation that did not work out for the best. Among the strategies was the idea to kill the leader of the terrorists so as to disrupt the terrorist plot and to allow a good outcome in which the hostages would be saved. In the situation it was also entirely possible that a terrible outcome might occur in which all would die. The situation was an emergency.
The German legal system might eventually take the terrorists and their leader to trial, but first there was the need to end the hostage situation. The account in our text ends with, “But it was the lesser of two evils.”
As utilitarian ethicists this week, how shall we reason through to the decision of the law enforcement authorities at the 1972 Munich Olympics?
ETHC445 Week 6 Discussion 1 & 2 Latest 2017 March
dq 1
Applying Rand’s Objectivism (graded)
Ayn Rand’s Objectivist philosophy has been touted by her detractors as the philosophy of self-interested selfishness.
Her four epistemological principles are:
1. Metaphysics: Objective reality of the world and the objects in it.
2. Epistemology: Reason as the one and only key to understanding.
3. Ethics: Self-interest in what behavior is but also what it should be.
4. Politics: Capitalism through the performance of deeds by individuals who are self-interested.
In the early 1960’s, a student asked a spokesman for Objectivism what would happen to the poor in an Objectivist’s free society.
The spokesman answered, “If you want to help them, you will not be stopped.”
If one reads Rand’s works, Atlas Shrugged, or The Fountainhead, one will conclude that this would be the answer Ayn would have given to that student as well.
What do you conclude from the answer given by the Objectivist spokesperson?
Is Objectivism, like Moral Relativism, the opposite of ethics?
And what clue in what she taught leads to your conclusion?
dq 2
Working Conflict Resolution Methods (graded)
Different ways to analyze ethical behaviors and dilemmas exist, and many of them will help direct you to the correct or “best” solution to a problem.
As we discussed in week 1 in the “tough choices” .pdf, sometimes right vs. right or wrong vs. wrong decisions have to be made.
In the lecture this week, you are given three ethical dilemma resolution models to try out on a dilemma provided there. Please review that interactive before posting to the threads this week, and let’s bring your questions and comments about the “proposed” solutions here to the threads. We will talk about that through mid-week, and then I will post a new dilemma here where we will, as a group, begin analyzing it using the different methods.
You will need to be able to use these three models (Blanchard and Peale, Laura Nash and Front page of the Newspaper) on the final exam … so let’s be sure to practice all three of them together this week.
So, to start this off, let’s address the dilemma in the Week 6 Lecture interactive (in the middle of the page). You MUST read the lecture and run the interactive in order to participate in the threads this week!
Review the sample solution to the Laura Nash method.
Do you agree with that analysis? If so, what parts do you think really helped you work through the dilemma? If not, which parts do you not agree with?
Review the sample solution to the Front Page of the Newspaper method.
Do you think this is one of those types of dilemmas for which this model works? If not, why not? If so, why? How did using this method help you work through the dilemma?
Review the sample solution to the Blanchard and Peale method.
Do you agree with the analysis? If not, why not? If so, in what way did this help you analyze this dilemma?
Pick ONE of the above 3 questions and let’s get started. Or, respond to another student with details about why you agree or disagree with their analysis. Feel free to kindly debate with each other. Do not take things personally if someone disagrees. Be sure to show that you have viewed the lecture and interactive and that you attempted an analysis for “high quality” posts this week. After Wednesday, I will bring in another scenario and we can analyze that one together as a class.
ETHC445 Week 7 Discussion 1 & 2 Latest 2017 March
dq 1
Applying Rand’s Objectivism (graded)
Ayn Rand’s Objectivist philosophy has been touted by her detractors as the philosophy of self-interested selfishness.
Her four epistemological principles are:
1. Metaphysics: Objective reality of the world and the objects in it.
2. Epistemology: Reason as the one and only key to understanding.
3. Ethics: Self-interest in what behavior is but also what it should be.
4. Politics: Capitalism through the performance of deeds by individuals who are self-interested.
In the early 1960’s, a student asked a spokesman for Objectivism what would happen to the poor in an Objectivist’s free society.
The spokesman answered, “If you want to help them, you will not be stopped.”
If one reads Rand’s works, Atlas Shrugged, or The Fountainhead, one will conclude that this would be the answer Ayn would have given to that student as well.
What do you conclude from the answer given by the Objectivist spokesperson?
Is Objectivism, like Moral Relativism, the opposite of ethics?
And what clue in what she taught leads to your conclusion?
dq 2
Working Conflict Resolution Methods (graded)
Different ways to analyze ethical behaviors and dilemmas exist, and many of them will help direct you to the correct or “best” solution to a problem.
As we discussed in week 1 in the “tough choices” .pdf, sometimes right vs. right or wrong vs. wrong decisions have to be made.
In the lecture this week, you are given three ethical dilemma resolution models to try out on a dilemma provided there. Please review that interactive before posting to the threads this week, and let’s bring your questions and comments about the “proposed” solutions here to the threads. We will talk about that through mid-week, and then I will post a new dilemma here where we will, as a group, begin analyzing it using the different methods.
You will need to be able to use these three models (Blanchard and Peale, Laura Nash and Front page of the Newspaper) on the final exam … so let’s be sure to practice all three of them together this week.
So, to start this off, let’s address the dilemma in the Week 6 Lecture interactive (in the middle of the page). You MUST read the lecture and run the interactive in order to participate in the threads this week!
Review the sample solution to the Laura Nash method.
Do you agree with that analysis? If so, what parts do you think really helped you work through the dilemma? If not, which parts do you not agree with?
Review the sample solution to the Front Page of the Newspaper method.
Do you think this is one of those types of dilemmas for which this model works? If not, why not? If so, why? How did using this method help you work through the dilemma?
Review the sample solution to the Blanchard and Peale method.
Do you agree with the analysis? If not, why not? If so, in what way did this help you analyze this dilemma?
Pick ONE of the above 3 questions and let’s get started. Or, respond to another student with details about why you agree or disagree with their analysis. Feel free to kindly debate with each other. Do not take things personally if someone disagrees. Be sure to show that you have viewed the lecture and interactive and that you attempted an analysis for “high quality” posts this week. After Wednesday, I will bring in another scenario and we can analyze that one together as a class.
Bmgt365 Assignment 2 Assessing Self latest 2017
Subject: Business / Management
Question
Assignment 2: Assessing Self
Project Two: Assessing Self
Purpose:
The purpose of this assignment is for you to develop a Relationship Building Action Plan.
Outcome Met by Completing This Assignment
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices
Background:
After a relaxing weekend, you come to work, sit down at your desk and open your email. The following is an email to you from Andrew Rockfish:
I am sending this email to you because of the personal nature of the material contained within your next assignment. It is incumbent upon all good leaders to assess continuously their personal leadership skills, style, and approach.
You will be developing a personal relationship building assessment plan. Much like an annual doctor’s check-up, the goal of the assessment plan is to develop a procedure for evaluating the status of your personal skills, style, and attitude in your work with others. Included in the assessment plan is a review of your leadership strengths, weaknesses, results of leadership assessments, feedback methodology, attitude, and leadership style.
Relationship building is a dynamic process just as situations change so too can the people skills needed to address the situation. Periodic review of those skills will benefit you by noting weaknesses and areas of change or improvement needed in your behavior.
So, what exactly am I asking you to do that needs confidentiality? Well, your plan is going to be the result of the following hypothetical evaluation you received after your first year with GDD. Although the hypothetical evaluation could be much better, we have found that the results provide trainees the opportunity to reflect upon one’s actual results and to prepare for personal growth moving forward.
The hypothetical scenario is one in which you were promoted a year ago into a leadership position. However, the past year has proved to show several issues and the results are not at all what we were hoping for when we promoted you. Still, experience has taught us that help starts with an employee taking stock of their personal skills. Since we believe that you have the potential for being an excellent department head, we would like to take measures toward your development. Please follow the instructions below:
Instructions:
Step 1: Preparation for the Assignment
Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Review “How to Analyze a Case Study” under Week 6 Content. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.
Read the grading rubric for the assignment. Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade.
In writing this assignment, you will read and following these tasks:
Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
Contractions are not used in business writing, so you are NOT to use contraction in writing this assignment.
You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
You are responsible for APA only for in-text citations and a reference list. Cite the page or paragraph number.
You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than three (3) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced with a page or paragraph number. No books can be used as resource documents. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper and the How to Cite and Reference file located under Week 4 content.
Step 2: How to Set Up the Plan
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 5-7 pages in length excluding the title page and reference page and appendix. You may not exceed seven (7) pages so it is important to write clearly and concisely.
Follow a Report Format.
Create a title page with title, your name, the course, the instructor’s name and date;
Introduction
Leadership Table (make sure the tables are formatted to fit within the report and are easy to read and interpret)
Leadership Assessment
Relationship Building Action Plan
Step 3: Leadership Table
In this hypothetical scenario, the review is complete and the results of the evaluation as well as feedback from your peers and direct reports are in your hands.
The key to success in this project is to accept the “GDD Evaluation Form” contents as a real assessment of your performance at GDD for the first year’s work in this position. While the information within the form is obviously hypothetical, you must place yourself in the position and address the situation as if it were truly you.
Task 1: Carefully review the Evaluation Form and Peer/Direct Report Comments:
Task 2: Examine the comments and identify those statements that relate to the following concepts: your strengths as a leader, your weaknesses as a leader, communication skills, personality, emotional IQ, with respect to others – trust, leadership attitude, leadership style, and vision/strategic goal implementation.
Task 3: Complete the Leadership Table with the remarks you have selected.
Topic
Comment Phrase (s)
Strengths as a Leader
Weaknesses as a Leader
Communication Skills
Personality
Emotional IQ
Trust
Leadership Approach
Demonstrated Leadership Style
Vision/Strategic Goal Implementation
Task 4: Write one paragraph for each topic, relating the conclusions that you have drawn as to your effectiveness as a relationship builder over the past year. Support the conclusions/reasoning with the course readings (weeks 1 – 6). Be brutally honest with the conclusions that you draw. This is personal and means your future with GDD is on the line.
Step 4: Leadership Assessment
To ensure you have a complete picture of your leadership skills, you will need to take the following leadership assessments. If you took any of these assessments back in week 5, you may use those results but you must complete all assessments. Please be sure to include the actual results in the appendix of the plan. Note: your results are confidential.
Write a short summary of the results of each quiz or test.
Jung Personality Typology Test
How Emotionally Intelligent Are You?
Communication Skills
Self Esteem Quiz
Are you a Leader Test
Leadership Skills
Leadership Style Quizzes
Step 5: Relationship Building Action Plan
Now that you have completed the evaluation and read the feedback comments and results from the leadership assessments, it is time to develop a plan of action for improvement. Focus on the process of how to bring about improvement rather than what you should do. What are the steps you will take to resolve the weaknesses you have? Think of the leadership action plan as a way to improve the relationship-building skills with others and influence the people within the department to accomplish the work in an efficient manner that meets organizational standards and satisfies customers.
To accomplish the action plan, you will complete the tasks listed below. Be thoughtful in your responses reflecting upon all of the input documents. In completing each task, you will formulating a thesis statement and support the reasoning with rigorous, focused thinking that demonstrates the analytical skills GDD is looking from you.
Task 1: Read all of the reports and provided information closely.
Task 2: Provide an introduction that explains why people skills are important for a leader to possess.
Task 3: Identify and discuss the people skills that are lacking in your relationship with others as demonstrated in the assessments and feedback received in Step 3.
Task 4: Explain how the missing or weak people skills are hindering your success at building relationships with followers.
Task 5: Explain the significance of the leader-follower relationship to fulfilling the strategic plan of the leader.
Task 6. Identify the one critical factor from the facts provided (aside from the weaknesses in personal skills), that will specifically affect your leader-follower relationship more than any other factor. Explain how and why this fact will affect your future if not corrected now.
Task 7: Provide at least three practical recommendations as to how you can improve the weak skills that have been identified.
Step 6: Appendix
Task 1: Use the appendix to provide the results of each of the leadership assessments.
Task 2. Make sure to label each leadership assessment.
Step 7: Review the Paper
Read the paper to ensure all required elements are present. Use the grading rubric to ensure that you gain the most points possible for this assignment.
Proofread the paper for spelling and grammatical issues, and third person writing.
Read the paper aloud as a first measure;
Use the spell and grammar check in Word as a second measure;
Have someone who has excellent English skills to proof the paper;
Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4-6 areas that may need improvement.
Step 8: Submit the paper in the Assignment Folder.
Subject: Mathematics / Statistics
Question
1) A researcher hypothesizes that attitudes toward recycling can be improved by pro-recycling messages. She randomizes participants to either the treatment or control condition. The treatment group reads a short argument in favor of recycling then completes a questionnaire about attitudes toward recycling (on a scale of 1-7, with higher values indicating more positive attitudes). The control group doesn’t read anything but responds to the same questionnaire.
A The dependent variable
B The predictor variable
C The casual variable
D The independent variable
2) Consider the research design described above. The results from the recycling study are as follows:
Treatment group mean: 4.40
Control group mean: 3.20
Sample size: 50
Standard error of the differences between the means: 0.75
Computer the lower bound of the confidence interval. (See the formula). You may use (.danielsoper.com/statcalc/calculator.aspx?id=10)”>http://www.danielsoper.com/statcalc/calculator.aspx?id=10) to obtain the critical value for the t-test. Make sure to use .05 for the two-tailed probability and use the “two-tailed T value” in your calculation. Or you can use a standard table of critical t-values. And make sure to use the treatment group mean as “mean 1” in the formula.
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3) A researcher thinks that listening to classical music reduces anxiety. She measures the anxiety of 10 persons then plays Mozart’s “Eine Kleine Nachtmusik” for them. Following that the researcher measures their anxienty again. (Note that the anxiety is measured on a scale from 1 to 7, with higher numbers indicating increased anxiety). In this design, classical music is the
a) Independent variable
b) criterion variable
c) dependent variable
d) outcome variable
4) A researcher thinks that listening to classical music reduces anxiety. She measures the anxiety of 10 persons then plays Mozart’s “Eine Kleine Nachtmusik” for them. Following that the researcher measures their anxienty again. (Note that the anxiety is measured on a scale from 1 to 7, with higher numbers indicating increased anxiety). Does the study support her hypothesis? Compute the upper bound of the confidence interval using the following data:
-Mean of the difference scores (subtract pretest from posttest): -1.2
-standard error of the difference scores: 0.4
-The formula for the CI upper bound is (standard error of the difference scores)*(t critical value)+(mean of the difference scores)
5) A researcher hypothesizes that the attraction one feels for a potential partner increases the anxiety one feels during the first date. Higher numbers indicate higher attraction and anxiety (on a scale of 1-7 for both). She obtains a sample of 80 participants and from that computes the covariance, and standard deviations for anxiety and attraction, reported below. For this question, what is the correlation between attraction and anxiety?
Covariance = 1.00
sd(attraction) = 2.20
sd(anxiety) = 2.40
Make sure to enter only the correlation in your answer and carry it out two decimal places (e.g., .45). Use the Formula below.
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6) A researcher hypothesizes that educational status predicts liking for jazz music. Educational status is measured by years in school (where 12 years corresponds to a high school degree, 16 years to a college degree—more or less, 18 years an MA, and so on) and liking for jazz on a scale of 1 to 7, with higher numbers indicating greater appreciation for that style of music.
Correlation 0.30
^S Education 5.0
^S Jazz 1.0
What is the regression coefficient for these data? Use the formula below. Provide only a numeric response out to two decimal places (e.g., .30)
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7) A researcher asks if study time (in hours) predicts test performance (0-100). She asked students to report study time prior to giving an exam. She obtained the following data:
Standard deviation of test performance: 9.00
Correlation between study time and test performance: 0.40
Compute the standard error of the estimate using the formula above. Enter only numbers in your response, carrying your answer out to two decimal places
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8) Imagine a study of college students’ political party reference. The researcher asks “which political party do you most identify with?” and provides the following options: democrat, republican, green party, libertarian, other. If the sample size 380 what is the expected value for any category (including “other”)?
Your answer must be a whole number.
9) A researcher wonders if gender and liking for statistics are related. Liking for statistics is measured as either yes or no. In this design, the level of measurement for linking for statistics is
A) Ratio
B) Categorical
C) Ordinal
D) Interval
10) In the study design described above, liking of statistics is the
A) Predictor variable
B) casual variable
C) Independent Variable
D) Dependent variable
11) A researcher wonders if gender and liking for statistics are related. She collects the following data:
Likes Dislike
Male 20 13
Female 7 12
What is the expected value for males who dislike statistics? (Remember to provide your answer out to 2 decimal places, e.g., 15.10)
12) A researcher wonders if gender and liking for statistics are related. She collects the following data:
Likes Dislike
Male 22 14
Female 9 13
What is the chi-square statistics for these data? Again, youre answer must go out to 2 decimal places.
HCA610 Week 3 Discussion 1 & 2 Latest 2017 May
Subject: General Questions / General General Questions
Question
dq 1
Describe the effect of higher levels of medical spending, profitability, and fiscal margins on process quality for health care organizations. Indicate the role of financial stability in health care organizations on their ability to adequately resource the staffing, equipment, and infrastructure that support care delivery. Specifically, what is the effect of financial flexibility in increased use of preventative and wellness measures and lower length of stay?
dq 2
Discuss Pettigrew’s theory on the contextual dependency of strategic change. Explain the concept of the disciplining context and why medical professionals accepted and used it. Also, explain why the internal market system, which was implemented to solve financial problems, was abandoned.
Bmgt365 week 5 learning activity latest 2017
Subject: Business / Management
Question
Week 5 learning activity
To complete the learning activities, please create a new thread for each theme and identify in the subject line the theme for which you are responding. Students are expected to post to all themes by Thursday and to at least two other students (across all themes) by Sunday. In responding to the learning activities and to other students, please be sure to use the course material using in-text citations and a reference list to cite the source(s) used. Remember, an in-text citation cannot exist without having a corresponding reference list and a reference list cannot exist without having a corresponding in-text citation. Use of the course material using in-text citations and a reference list is always expected in the learning activities and good practice for the assignments in the course.
To respond to Learning Activities, click on the blue hyperlink.
WEEK FIVE
Learning Activity 1 Theme One: Creating your own leadership energy as Clawson would suggest starts with knowing who are as person.
Take the following quizzes.
After a review and reflection of the results, discuss how knowing more about your personality, emotional IQ, communication, ethics and your natural inclinations to be a leader can improve your relationships with others in the workplace. (Students can reflect generally or specifically on the results to the class. Privacy is important to us all so if you choose not to give actual numbers and just the results in general, that is fine.)
Think over your experiences in the workplace and find five examples where personality, emotional IQ, communication, or ethics helped to create trust or lose trust, for you, in a leader.
Jung Typology Test
EQ Test
Ultimate Ethics Quiz
How Good Are Your communication Skills
Would You Make a Good Leader?
Leadership Skills
NR447 Week 4 Discussion Latest 2017 March
Subject: General Questions / General General Questions
Question
Transformational Nursing Leaders (graded)
Review Appendix A, Sections I–V in Finkelman (2016).
Select one of the sections and share how your chief nurse executive demonstrates expertise in these competencies. Your comments should be about the “highest nursing leader” in your organization. Typically this is the leader who represents nurses and nursing to the governing board.
In your own words, explain the differences between a transactional nursing leader and a transformational nursing leader. What one is more like your Nurse Executive?
Describe how the Nurse Executive “leads the charge” for transformational leadership in an organization where you work or have done prelicensure clinical experiences.