English 10 Workshop Project instructions below: Copy/Paste the questions below into a new document and review them. Reread Sample WP#1, with these queEnglish 10 Workshop Project instructions below: Copy/Paste the questions below into a new document and review them. Reread Sample WP#1, with these questions in mind, and take notes in your composition notebook. Respond to these following questions, as specifically as possible. For example, quote from Sample WP#1 whenever possible. Questions: What elements of the piece caught your attention? What was interesting or different or extraordinary about this WP? How did the author situate herself in relation to the Discourse Community? Were the goals and participatory mechanisms of the DC clearly identified? How? Were the “genres” and “lexis” adequately explored? How? Where did you want to hear more? Where do the ideas need more information, details, or specifics? Last Name Student Name Mrs. Mayer English 10 11 September 2018 SAMPLE WP#1: Exploration of a Discourse Community: Rotary Rotary is an international organization that provides assistance for people in all areas of life. Rotary is over one million members strong and involves people all over the world in order to create lasting change in multiple communities. A discourse community must have goals, communicate with its members and future members, promote its cause, develop specific lexis, and expect its members to achieve a common goal. In this paper, I will discuss the characteristics that Rotary possesses that makes it a discourse community as well as my personal ties to this discourse community. Rotary members have many goals to work towards however in order to achieve the solving of those same goals, Rotarians believe that we have a responsibility in solving our world’s most common and earth shattering issues. Rotarians believe that we must play a role in promoting peace where peace is longed for, confronting disease where there is no hope for a cure, providing clear water, to save mothers and children from exploitation, to support education, and to grow local economies worldwide. Rotary is very connected to its members and potential members. One of Rotary’s goals is to get more people on board with their mission to promote change. The way that Rotary encourages their established members is through sending out a monthly magazine entitled “The Rotarian.” In this magazine, members are able to see where their financial and timely contributions are being received and how they are affecting and impacting the greater good of our world. A way that Rotary connects with future members as well as current established members is through their website. On the Rotary International website, Rotary highlights their history, structure, foundation, leaders, and much more. Rotary utilizes specific beliefs in order to promote different aspects of their organization in order to reach more people. Rotary uses their website and mission statement in order to recruit more members and in order to bring more people to their core values. Donations and volunteer projects are used within the organization to promote change in a variety of places from nearby communities to the world. Donations may go to digging a clean well for drinking water or to sending a student across the world in order to develop a deeper knowledge of an unknown culture. As well as communicating with potential members through their website, Rotarians also immerse themselves in community outreach programs in hopes of gaining members in the groups of people that they help improve. In younger students, Rotary supports and organizes a number of opportunities such as speech contests in which students can receive scholarship prizes to further their education and youth exchanges to develop a better understanding of different cultures In some high schools around the United States, Rotary has a connection club called Interact. In this high school based club, high schoolers get to understand what it means to be a Rotarian and how Rotary affects the world nearby and far away. Any discourse community is well developed and has incorporated specific lexis or a specific type of language that better explains their mission. For Rotary, this lexi is their well thought out four way test. The four way test is a way of testing yourself in order to ensure that your actions are performed in order to make our world a better place. The four way text consists of the following questions: 1. Is it the truth? 2. Is it fair to all concerned? 3. Will it build goodwill and better friendships? 4. Will it be beneficial to all concerned? These questions are intended to be open ended and vague so the same test may be used in a variety of situations. As well as having goals and aspirations for how the world should be and how people should be treated, Rotary also has a diverse population of members. The reason the population is so diverse is because it varies by a few different standards. Rotary’s membership varies in age, from its members in interact club to its members in established clubs, Rotary has members in all walks of life. As well as the age range, Rotary also has a diverse population in regards to their organization being international. Rotary has 35,000 clubs worldwide ranging from first to third world countries and everywhere in between. Rotary has certain expectations for its members. Since people voluntarily are apart of Rotary, they are not forced to do certain projects but are connected by the fact that they all are working towards a common goal. Rotary expects that its members put others first and promote service above self. Along with these expectations, Rotary also has high hopes that rotarians will actively utilize the four way test in multiple situations in life. Ever since I can remember, I have a memory of going with my dad to Rotary club meetings and setting up every year for the Livingston Rotary crab feed fundraiser. Growing up I knew the Rotary organization was doing good things but I never realized their impact until I recently was supported by Rotary to go on a youth exchange trip to Germany. Before I even left on my trip, I experienced the generosity of Rotary clubs as I was able to go on this trip without spending a dime of my own money. Going to a different country also allowed me to gain a sense of how big the organization is and the amount of people involved. Through the clubs generosity, they reached out to me, a potential member and made me long to be apart of something that made an impact globally. A discourse community can be found almost anywhere, however the most advanced, well developed communities are those that set common goals among members and work together to achieve those same goals. Throughout Rotary’s help and assistance in multiple crisis around the world, they have proven time and time again that they are a tight knit community that is willing to do much for their fellow brothers and sisters. Works Cited Harris, Paul. “Our History.” Ashton Kutcher and Rotary Combat Human Trafficking | Rotary International, www.Rotary.org/en/about-Rotary/history . “Home | Rotary International.” Ashton Kutcher and Rotary Combat Human Trafficking | Rotary International, www.Rotary.org/ . ... continue reading.
International Disaster Risk Factors In this assignment, you will identify the risk factors that influenced the consequences of an INTERNATIONAL natural orInternational Disaster Risk Factors In this assignment, you will identify the risk factors that influenced the consequences of an INTERNATIONAL natural or man-made disaster and propose a plan to improve the disaster response for similar disasters. Step 1: Choose a disaster that occurred in a country (outside the United States) within the past 50 years Step 2: Use the attached rubric to guide your research of the disaster. Click here to find a copy of the rubric Step 3: Develop a 12-14 slide power point presentation of your research, identified risk factors and proposed plan ... continue reading.
Nursing Theory (Due 20 Hours) 1) Minimum 3 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per part. 2)¨******APANursing Theory (Due 20 Hours) 1) Minimum 3 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per part. 2)¨******APA norms All paragraphs must be narrative and cited in the text- each paragraph Bulleted responses are not accepted Don’t write in the first person Don’t copy and paste the questions. Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph 3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) ********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks) 4) Minimum 4 references per part not older than 5 years All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed. 5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next Example: Q 1. Nursing is XXXXX Q 2. Health is XXXX __________________________________________________________________________________ Topic: The field of nursing has changed over time. Purpose: Discuss nursing practice today by addressing the following: 1. Explain how nursing practice has changed over time a. How this evolution has changed the scope of practice and the approach to treating the individual. 2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. a. Explain how the scope of practice changes between an associate and baccalaureate nurse. 3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse. 4. Discuss the significance of applying evidence‐based practice to nursing care a. Explain how the academic preparation of the RN‐BSN nurse supports its application. 5. Discuss how nurses today communicate and collaborate with interdisciplinary teams a. How this supports safer and more effective patient outcomes. ... continue reading.
Older Adult Module 10 Follow instructions below and attached rubric closely- I am excited to see your final presentation! Course Competencies: · IncorOlder Adult Module 10 Follow instructions below and attached rubric closely- I am excited to see your final presentation! Course Competencies: · Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult. · Outline the importance of advocating for older adults in management of their care. Your supervisor provided some valuable feedback in response to your outline! They are excited to see the PowerPoint slideshow you are creating for your topic’s in-service training. Having developed a number of presentations for in-services, your supervisor offered the following advice: “When developing a slideshow, it’s important to be mindful of how you layout your content. For an in-service presentation, the slides should present key points, be arranged logically, without extraneous information contributing to a cluttered look. The audience should get a lot of the content from listening to what you say, not just from reading the slides. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details that you want to provide without overloading the slides.” Your supervisor wants you to work from your outline and prepare a visually appealing PowerPoint slideshow for the in-service presentation. They said it should: 1. Have a title slide. 2. Contain 6-10 content slides pertaining to the important content areas for your presentation topic. 3. Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the slides. (The Speaker Notes will contain the text that will guide what you say while presenting the slides.) 4. Be written using proper spelling/grammar. 5. Cite at least 2 credible references and present the sources in APA format on a References slide. For information about creating PowerPoint presentations or adding Speaker Notes, consult the resources below. Tip: · Writing Guide: PowerPoints · PowerPoint FAQ · PowerPoint & APA: citing sources and creating reference lists in PPT presentations · How do I add Speaker Notes to my PowerPoint presentation slides? ... continue reading.
Job Order Costing Critical Thinking see question and course materials in attachment Required: Chapter 2 in Managerial Accounting Hill, M. S., RJob Order Costing Critical Thinking see question and course materials in attachment Required: Chapter 2 in Managerial Accounting Hill, M. S., Ruch, G. W., & Taylor, G. K. (2019). Research and development expense and analyst forecast errors: An underestimation of sales or overestimation of expenses? Journal of Accounting, Auditing & Finance, 34(4), 667–684. http://doi.org/10.1177/0148558X18799003 ŁAZARCZYK, D. (2020). The role of costs’ knowledge in the contemporary enterprises. Ekonomia i Prawo, 19(4), 725–737. https://apcz.umk.pl/czasopisma/index.php/EiP/article/view/EiP.2020.047/27739 Chapter 2 Job Order Costing Cost Accounting Systems Overview (slide 1 of 4) © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Cost accounting systems Measure, record, and report product costs Process cost systems Job order cost systems Cost Accounting Systems Overview (slide 2 of 4) © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Uses of product costs Setting product prices Controlling operations Developing financial statements Cost Accounting Systems Overview (slide 3 of 4) A job order cost system provides product costs for each quantity of product that is manufactured. Each quantity of product that is manufactured is called a job. Job order cost systems are often used by companies that manufacture custom products for customers or batches of similar products. Manufacturers that use a job order cost system are sometimes called job shops. Examples of job shops: Apparel manufacturer Guitar manufacturer © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Cost Accounting Systems Overview (slide 4 of 4) A process cost system provides product costs for each manufacturing department or process. Process cost systems are often used by companies that manufacture units of a product that are indistinguishable from each other and are manufactured using a continuous production process. Examples: oil refineries, paper producers, chemical processers, food processors © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Cost Systems for Manufacturing Businesses (slide 1 of 2) A job order cost system records and summarizes manufacturing costs by jobs. While jobs are still in the production process, they are part of Work in Process Inventory. When jobs are completed, they become part of Finished Goods Inventory. When the finished goods are sold to customers, their costs become part of Cost of Goods Sold. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Cost Systems for Manufacturing Businesses (slide 2 of 2) In a job order cost accounting system, perpetual inventory controlling accounts and subsidiary ledgers are maintained for materials, work in process, and finished goods inventories. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials (slide 1 of 6) The materials account in the general ledger is a controlling account. A separate account for each type of material is maintained in a subsidiary materials ledger. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials ledger account Increases (debits) are based on receiving reports, which is supported by the supplier’s invoice Decreases (credits) are based on materials requisitions Materials (slide 2 of 6) A receiving report is prepared when materials that have been ordered are received and inspected. The quantity received and the condition of the materials are entered on the receiving report. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials (slide 3 of 6) When the supplier’s invoice is received, it is compared to the receiving report. If there are no discrepancies, a journal entry is made to record the purchase. The journal entry to record the supplier’s invoice related to Receiving Report No. 196 (see Slide 12) is as follows: Materials 10,500 Accounts payable 10,500 Materials purchased during December © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials (slide 4 of 6) The storeroom releases materials for use in manufacturing when a materials requisition is received. The materials requisitions for each job serve as the basis for recording materials used. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials (slide 5 of 6) For direct materials, the quantities and amounts from the materials requisitions are posted to job cost sheets. Job cost sheets make up the work in process subsidiary ledger. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Materials (slide 6 of 6) A summary of the materials requisitions is used as a basis for the journal entry recording the materials used for the month. For direct materials, this entry increases (debits) Work in Process and decreases (credits) Materials. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Factory Labor (slide 1 of 2) When employees report for work, they may use electronic badges, clock cards, or in-and-out cards to clock in. When employees work on an individual job, they use time tickets to record the amount of time they have worked on a specific job. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Factory Labor (slide 2 of 2) A summary of the time tickets is used as the basis for the journal entry recording direct labor for the month. This entry increases (debits) Work in Process and increases (credits) Wages Payable. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Factory Overhead Factory overhead includes all manufacturing costs except direct materials and direct labor. Factory overhead costs come from a variety of sources, including the following: Indirect materials come from a summary of materials requisitions. Indirect labor comes from the salaries of production supervisors and the wages of other employees such as janitors. Factory power comes from utility bills. Factory depreciation comes from Accounting Department computations of depreciation. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Allocating Factory Overhead (slide 1 of 2) Factory overhead is different from direct labor and direct materials in that it is indirectly related to the jobs. That is, factory overhead costs cannot be identified with or traced to specific jobs. For this reason, factory overhead costs are allocated to jobs. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Allocating Factory Overhead (slide 2 of 2) The process by which factory overhead or other costs are assigned to a cost object, such as a job, is called cost allocation. The factory overhead costs are allocated to jobs using a common measure related to each job. This measure is called an activity base, allocation base, or activity driver. Three common activity bases used to allocate factory overhead costs are as follows: Direct labor hours Direct labor cost Machine hours © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Predetermined Factory Overhead Rate (slide 1 of 3) Factory overhead costs are normally allocated or applied to jobs using a predetermined factory overhead rate. The predetermined factory overhead rate is computed as follows: © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Predetermined Factory Overhead Rate (slide 2 of 3) Assume that Legend Guitars estimates the total factory overhead cost as $50,000 for the year and the activity base as 10,000 direct labor hours. The predetermined factory overhead rate is computed as follows: © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Predetermined Factory Overhead Rate (slide 3 of 3) © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Activity-based costing Method for accumulating and allocating factory overhead costs Uses a different overhead rate for each type of factory overhead activity Inspecting, moving, and machining Applying Factory Overhead to Work in Process (slide 1 of 2) The factory overhead account is: Increased (debited) for the actual overhead costs incurred. Decreased (credited) for the applied overhead. The actual and applied overhead usually differ because the actual overhead costs are normally different from the estimated overhead costs. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Applying Factory Overhead to Work in Process (slide 2 of 2) Depending on whether actual overhead is greater or less than applied overhead, the factory overhead account will either have a debit or credit ending balance as follows: If the applied overhead is less than the actual overhead incurred, the factory overhead account will have a debit balance. This debit balance is called underapplied factory overhead or underabsorbed factory overhead. If the applied overhead is more than the actual overhead incurred, the factory overhead account will have a credit balance. This debit balance is called overapplied factory overhead or overabsorbed factory overhead. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Disposal of Factory Overhead Balance (slide 1 of 2) During the year, the balance in the factory overhead account is carried forward and reported as a deferred debit or credit on the monthly (interim) balance sheets. However, any balance in the factory overhead account should not be carried over to the next year. This is because any such balance applies only to operations of the current year. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Disposal of Factory Overhead Balance (slide 2 of 2) The balance of Factory Overhead at the end of the year is disposed of by transferring it to the cost of goods sold account as follows: If there is an ending debit balance (underapplied overhead) in the factory overhead account, it is disposed of by the entry that follows: If there is an ending credit balance (overapplied overhead) in the factory overhead account, it is disposed of by the entry that follows: Cost of goods sold XXX Factory overhead XXX Transfer of underapplied overhead of cost of goods sold Factory overhead XXX Cost of goods sold XXX Transfer of overapplied overhead of cost of goods sold © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Work in Process © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Increased Work in Process Direct materials cost Direct labor cost Applied factory overhead cost Finished Goods The finished goods account is a controlling account for the subsidiary finished goods ledger or stock ledger. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 27 Period Costs (slide 1 of 2) © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Period costs Used in generating revenue during the current period Not involved in the manufacturing process Selling expenses Recorded as expenses of the current period Administrative expenses Period Costs (slide 2 of 2) Selling expenses are incurred in marketing and delivering the sold product to customers. Administrative expenses are incurred in managing the company, but are not related to the manufacturing or selling functions. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Cost Systems for Service Businesses (slide 1 of 2) A job order cost accounting system may be used by a professional service business. For example, an advertising agency, an attorney, and a physician each provide services to individual customers, clients, or patients. In such cases, the customer, client, or patient can be viewed as a job for which costs are accumulated. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Cost Systems for Service Businesses (slide 2 of 2) The primary product costs for a service business are direct labor and overhead costs. Any materials or supplies are insignificant and are included as part of overhead costs. Like a manufacturing business, direct labor and overhead costs of rendering services to clients are accumulated in a work in process account. When the job is completed and the client is billed, the costs are transferred to a cost of services account. Cost of Services is similar to the cost of merchandise sold account for a merchandising business or the cost of goods sold account for a manufacturing business. A finished goods account and related finished goods ledger are not necessary. This is because the revenues for the services are recorded only after the services are provided. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Flow of Costs through a Service Business © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Costing for Decision Making (slide 1 of 2) A job order cost accounting system accumulates and records product costs by jobs. The resulting total and unit product costs can be compared to similar jobs, compared over time, or compared to expected costs. In this way, a job order cost system can be used by managers for cost evaluation and control. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Job Order Costing for Decision Making (slide 2 of 2) The job cost sheets can be analyzed for possible reasons for the increased materials cost for Job 63. Because the materials price did not change ($10 per board foot), the increased materials cost must be related to the wood used. Thus, Legend Guitars should conduct an investigation to determine the cause of the extra 100 board feet used for Job 63. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Estimated total factory Predetermined factory ov overhead costs Estimated erhead rate activity = base $50,000 =$5 per direct labor hour 10,000 direct labor h Predetermined factory overhead rate = ours ... continue reading.
Leading the Process of Organizational Change ( Critical Thinking ) Lewin’s Change Theory (100 points)One of the seminal studies and theories related to chLeading the Process of Organizational Change ( Critical Thinking ) Lewin’s Change Theory (100 points)One of the seminal studies and theories related to change management is Kurt Lewin’s Change Theory. Components of his work are identified in many other theories, so understanding this theory offers insight into the change management process. In this assignment, provide a brief overview of Lewin’s Change Theory, including his rationale for creating this theory and the intended role this model addresses in change management. Then discuss the three stages of change implementation and explain the importance of each stage. Be sure to use the terminology for each stage of Lewin’s Change Theory as outlined in the text. Finally, Lewin’s Change Theory was created in the 1940s. Is the theory still applicable in today’s global economy? How would you modify/alter his theory to ensure that it remains relevant and applicable in Saudi Arabia? Discuss any changes to be made to his theory to reflect today’s business environment, both globally and in Saudi Arabia.Your well-written paper should meet the following requirements: Be 4-5 pages in length, which does not include the title page and reference pages, which are never a part of the content minimum requirements. Use APA style guidelines. Support your submission with course material concepts, principles, and theories from the textbook and at least three scholarly, peer-reviewed journal articles. It is strongly encouraged that you submit all assignments into the Turnitin Originality Check prior to submitting it to your instructor for grading. If you are unsure how to submit an assignment into the Originality Check tool, review the Turnitin Originality Check – Student Guide for step-by-step instructions. Bose, I. (2020). The journey of change at Corus Strip Products, UK: A theory-based case review. IUP Journal of Supply Chain Management, 17(1), 24-35. Samal, A., & Chatterjee, D. (2020). Rethinking organizational change: Towards a conceptual framework. South Asian Journal of Management, 27(2), 30-53. Chapter 2: How to Lead Organizational Change: Frameworks Chapter Overview Chapter 2 differentiates between HOW to change and WHAT to change. Change leaders must understand both. This chapter focuses on HOW to create change Six process-oriented models of planned, purposeful change are discussed The last of these is the Change Path Model: it is the guiding framework used in this book These six models will give you language to articulate models of how to bring about organizational change 2 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Getting a Handle on the Change Challenge Two distinct aspects in any change management situation need to be addressed: WHAT needs to change HOW to bring about that change 3 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 3 Sigmoid Curve 4 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Nature of Managed Organizational Change: Lewin’s View 5 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Unfreeze Change Refreeze Kotter’s Eight-Stage Process Establishing a sense of urgency Creating a guiding coalition Developing a vision and strategy Communicate the change vision Empower employees Generate short-term wins Consolidate gains and produce more change Anchor the new approaches in the culture 6 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 6 Gentile’s Giving Voice to Values Clarification and articulation of one’s values Post decision-making analysis and implementation plan The practice of speaking one’s values and receiving feedback from peers 7 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Duck’s Five-Stage Change Curve Stagnation Preparation Implementation Determination Fruition 8 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Beckhard and Harris’ Change Process Model 9 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. The Change Path Model Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 10 10 Awakening Chapter 4 Acceleration Chapter 9 Institutionalization Chapter 10 Mobilization Chapters 5 through 8 Components of the Model Awakening: Why change? What data helps to wake people up? Mobilization: Gap analysis—the desired future state and the present state Acceleration: Getting there from here—action planning and implementation Institutionalization: Monitoring, measuring the change, and helping to make the change stick 11 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Toolkit Exercise 2.2 Interview a Manager 12 Interview a manager who has been involved in implementing an organizational change. Ask them to describe the change, what they were trying to accomplish, and what happened? HOW did the managers work to make things happen? Who did they involve? How did they persuade others? What resources did they use? Describe WHAT was being changed. Why were these things important? Which was more important to the change in the end: HOW things were changed or WHAT was changed? Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. Summary We need to differentiate between WHAT needs to change and HOW to change This chapter has focused on the HOW change is accomplished, i.e., the process The HOW of change is all about managing the process. This chapter gives us ways of thinking about this process with particular attention to the Change Path Model 13 Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. ... continue reading.
History Of Art And Design5 Please note this is LO3 of the final assignment. By using primary and secondary research methods to investigate the field ofHistory Of Art And Design5 Please note this is LO3 of the final assignment. By using primary and secondary research methods to investigate the field of practice while analyzing artworks in LO1/Lo2, taking into account research ethics and constructive technical criticism sequence, and then define the technical areas or design practices for your research and constructive technical criticism that has been used in your paper, and then explain what research ethics and constructive technical criticism are used in art And design, and explore different areas of art and design through different forms of research and art criticism, and then impose different forms of research regarding the potential value of art and design practices. ... continue reading.
Dv Wk3 Kirk (2019) notes the importance of formulating your brief. What does he mean by this? Please expand this thought by noting how you would create aDv Wk3 Kirk (2019) notes the importance of formulating your brief. What does he mean by this? Please expand this thought by noting how you would create a vision for your work. Note any real-world examples to expand upon this thought. Learning objectives Participants will be able to: Understand different ways of summarizing data Choose the right table/graph for the right data and audience Ensure that graphics are self-explanatory Create graphs and tables that are attractive Speaker notes By the end of this session, participants should be able to: [READ BULLETS] * Data Presentation, Interpretation and Use Speaker notes By the end of this session, participants should be able to: [READ BULLETS] * Do you present yourself like this? Speaker notes Do you present yourself like this? [HAVE AUDIENCE ANSWER QUESTION.] Why would you not present yourself like this? Do you think this man is taken seriously? What do you think would happen if he tried to speak to someone in the Ministry of Health about some information related to a BCC campaign? Would he even be let in? So, if you know that you would not be taken seriously if you presented yourself like this, then . . . * So why would you present your data like this? Speaker notes Why would you present your data like this? Would most people be able to get the message from this data if it was presented in this STATA output? [ALLOW COMMENTS] No, it is too busy and it is difficult to interpret. The way you present your data can greatly affect how usable the data will be. * Or this? Speaker notes And why would you present your data like this? Can anyone tell me what some problems may be with this chart? POSSIBLE ANSWERS No title No axis labels The colors are difficult to read. (You should never put a dark color on a dark background.) The green color is too bright. * This is Better! * Use of ITNs in Zambia Speaker notes What is improved in this slide compared to the last one? (other than the data points themselves) POSSIBLE ANSWERS Title Axis labels Data labels The colors are easy to read. * Chart1 % of children under 5 who slept under an ITN last night % of children under 5 who slept under an ITN last night % of children under 5 who slept under an ITN last night % of women 15-49 who slept under an ITN last night % of women 15-49 who slept under an ITN last night % of women 15-49 who slept under an ITN last night 2001-02 DHS 2007 DHS Column1 7.3 28.5 8 28.2 Sheet1 2001-02 DHS 2007 DHS Column1 % of children under 5 who slept under an ITN last night 7.3 28.5 % of women 15-49 who slept under an ITN last night 8 28.2 To resize chart data range, drag lower right corner of range. Effective presentation Clear Concise Actionable Attractive Speaker notes Regardless what communication formats you use, the information should be presented in a clear, concise way with key findings and recommendation that are actionable. * Effective presentation For all communication formats it is important to ensure that there is: Consistency Font, Colors, Punctuation, Terminology, Line/ Paragraph Spacing An appropriate amount of information Less is more Appropriate content and format for audience Scientific community, Journalist, Politicians Speaker notes An appropriate amount of information will be determined by your audience and format. Policymakers may do better with direct and concise summaries of key points, whereas the scientific community will want more detail. On a PowerPoint slide, try to limit to six lines with no more than six words per line, balance text with graphics, and make sure that there are not too many slides. One way to ensure that you create consistent materials is to decide on a template for the document/presentation/graph, etc., before you produce it. You can then give these guidelines to the different people involved in the process, and then only have to do minor formatting at the end. * Summarizing data Tables Simplest way to summarize data Data is presented as absolute numbers or percentages Charts and graphs Visual representation of data Usually data is presented using percentages Speaker notes The two main ways of summarizing data are by using tables and charts or graphs. A table is the simplest way of summarizing a set of observations. A table has rows and columns containing data which can be in the form of absolute numbers or percentages, or both. Graphs are pictorial representations of numerical data and should be designed so that they convey at a single look the general patterns of the data. Generally, the data in a table is in the form of percentages. Although they are easier to read than tables, they provide less detail. The loss of detail may be replaced by a better understanding of the data. Tables and graphs are used to Convey a message; Stimulate thinking; and Portray trends, relationships, and comparisons. The most informative graphs are simple and self-explanatory. Tables can be good for side-by-side comparisons, but can lack visual impact when used on a slide in a presentation. * Points to remember Ensure graphic has a title Label the components of your graphic Indicate source of data with date Provide number of observations (n=xx) as a reference point Add footnote if more information is needed Speaker notes To make the graphic as self explanatory as possible there are several things to include: Every table or graph should have a title or heading The x- and y-axes of a graph should be labeled, include value labels such as a percentage sign, include a legend Cite the source of your data and put the date when the data was collected or published Provide the sample size or the number of people to which the graph is referring Include a footnote if the graphic isn’t self-explanatory These points will pre-empt questions and explain the data. In the next several slides, we’ll see examples of these points. * Tips for Presenting Data in PowerPoint All text should be readable Use sans serif fonts Gill Sans (sans serif) Times New Roman (serif) Use graphs or charts, not tables Keep slides simple Limit animations and special effects Use high contrast text and backgrounds * Rikki Welch (RSW) – edit Speaker notes All text should be readable. Try to avoid having text in less than 25 point font. There are exceptions, of course (especially when creating and using graphs and charts), but try to make sure that everything is readable from the back of the room. Use no more than 2 typefaces per presentation. In PowerPoint slides, a sans serif typeface can be more readable than a serif typeface. Nothing in your slides should be superfluous (no extra doodads for decoration). Limit the use of animations and other special effects. Use them sparingly, if at all. Ideally, there should be no more than 6 lines per slide, with six words per line. Resist the urge to add too many slides. A light background with dark text (such as this one) will show up better a light-filled room than a slide with a dark background and light text. * Choosing a Title A title should express Who What When Where Speaker notes A title should most of the time express who, what, when, and where. * Tables: Frequency distribution Year Number of cases 2000 4 216 531 2001 3 262 931 2002 3 319 339 2003 5 338 008 2004 7 545 541 2005 9 181 224 2006 8 926 058 2007 9 610 691 Speaker notes Frequency distribution is a set of classes or categories along with numerical counts that correspond to each one such as number cases in a given year. What should be added to this table to provide the reader with more information? POSSIBLE ANSWERS Better labels-What type of cases? Malaria cases Title reference Source of text on tables and graphs: Pagano M and Gavreau K. Principles of Biostatistics. 1993. * Percent contribution of reported malaria cases by year between 2000 and 2007, Kenya Source: WHO, World Malaria Report 2009 Tables: Relative frequency Year Number of malaria cases (n) Relative frequency (%) 2000 4 216 531 8 2001 3 262 931 6 2002 3 319 339 7 2003 5 338 008 10 2004 7 545 541 15 2005 9 181 224 18 2006 8 926 058 17 2007 9 610 691 19 Total 51 400 323 100.0 Speaker notes In this table, we already had the total number of observations (or n) in the second column but we added a title and the source of the data. Note that this table includes both a title and a reference. The citation is one area where it is acceptable to have typeface that is fairly small in relation to the rest of the text. You do want to have the citation on the slide so that people can know where the data is from if they want that information, but the citation is not the most important part of the slide. You want to draw attention to the data, not the citation itself. We also added relative frequencies to this table. Relative frequency is the percentage of the total number of observations that appear in that interval. It is computed by dividing the number of values within an interval by the total number of values in the table then multiplying by 100. It is the same as computing a percentage for the interval. To analyze this table, we should look at the relative frequencies. What do they tell us? There is an increasing trend in the number of reported malaria cases and in the relative frequency of cases. Does this mean that there is an increase in malaria cases? What would this say about our programs? It is important to take into account what we already know when interpreting these data. We know that since 2000 there has been an increased effort towards malaria control. During this time period, the quality of treatment has improved and the quality of routine information systems has improved. When taking this knowledge into account how would we interpret these data? From 2000-2007, the number of reported malaria cases increased. This may not reflect an actual increase in cases, but an increase in care seeking and reporting. Due to improved case outcomes seen after the introduction of ACTs in Kenya in 2004, individuals with fever began to seek care at formal medical facilities at higher rates. Furthermore, the routine information system improved during this period of time and thus reported more complete information. Source of text on tables and graphs: Pagano M and Gavreau K. Principles of Biostatistics. 1993. * Use the right type of graphic Charts and graphs Bar chart: comparisons, categories of data Histogram: represents relative frequency of continuous data Line graph: display trends over time, continuous data (ex. cases per month) Pie chart: show percentages or proportional share Speaker notes We’re going to review the most commonly used charts and graphs in Excel/PowerPoint. Later we’ll have you use data to create your own graphics which may go beyond those presented here. Bar charts are used to compare data across categories. A histogram looks similar to a bar chart but is a statistical graph that represents the frequency of values of a quantity by vertical rectangles of varying heights and widths. The width of the rectangles is in proportion to the class interval under consideration, and their areas represent the relative frequency of the phenomenon in question A histogram is a histogram, not just because the bars touch. In the bar graph bars in a bar graph can touch if you want them to … but they don’t have to. Touching bars in a bar graph doesn’t mean anything. In a histogram, however, the bars must touch. This is because the data elements we are recording are numbers that are grouped, and form a continuous range from left to right. There are no gaps in the numbers along the bottom axis. This is what makes a histogram. Line graphs display trends over time, continuous data (ex. cases per month) Pie charts show percentages or the contribution of each value to a total. When there are more than 4 categories it is best to go to a bar chart so that it is readible * Bar chart Speaker notes In this bar chart we’re comparing the categories of data which are any net or ITN. What should be added to this chart to provide the reader with more information? Add a title and data labels. You could also add the source of the data but it isn’t necessary if all of your tables and graphs are derived from the same source/dataset. On the next slide we see how the graph has been improved and is now self-explanatory. * Bar Chart Source: Quarterly Country Summaries, 2008 Speaker notes Note that this chart has a title, axis labels , data labels, and a source. It is best if you limit the bars to 4-8 to keep it readable, especially if it is to be used in a PowerPoint presentation. * Stacked bar chart % Children ... continue reading.
Help Drafting Assignments Working on all assignments drafts needed CJ513 Unit 6 DQ Topic 1: The Future of Terrorism What do you consider the most criticHelp Drafting Assignments Working on all assignments drafts needed CJ513 Unit 6 DQ Topic 1: The Future of Terrorism What do you consider the most critical issues in terrorism moving into the future? What should be the primary focus of those tasked with protecting against terrorist attacks? Be sure to include specific examples based on what you have learned throughout this course. Topic 1 Student Response #1 (Respond to David) David Carusotto Hello All, I think the most critical issue of terrorism in the future is going to be cyber terrorism. If a person can commit a terrorist act from a computer from halfway across the world, this is a massive issue that cybersecurity will have to manage. Cyber terrorism has the ability to cause mass panic and destruction through information technology (Bezdrob, 2019). This can cause social panic because people can not see the terrorist attack take place. The disruption of civil infrastructure can be done behind closed doors and has the ability to shut down everything from power to the economy (Muhic, 2019). If the economy is targeted, such as the stock market, this can cause global disruption of the markets and cause total global panic. The primary focus to stopping these attacks would be to catch the subjects before committing these crimes (Muhic, 2019). This would fall on every country worldwide to police their own countries to make sure these events are not happening inside their territories. This can be a challenge asking all countries in the world to do this, seeing as how some of cyberterrorism is state-funded (Bezdrob, 2019). State-funded terrorism in itself is a disparaging issue to deal with alone, but knowing that a country is funding terrorist organizations, how can one count on them to stop the problem? The answer is that you can not. World leaders need to develop a way to ensure that cyber terrorism is at the forefront of issues and dedicate the correct amount of resources to provide protection to the people of the world. Thank you, Dave Bezdrob, E. (2019). Cyber terrorism. Journal of Criminal Justice, Criminology and Security Studies, 1(5), 217-226. Muhic, E. (2019). Cyber terrorism as new way of warfare: Secondary case analysis of “Stuxnet” and theoretical approach to cyber terrorism. Journal of Criminal Justice and Security Studies, 1(5), 227-243. Topic 1 Student Response #2 (Respond to Damon) Damon Bradshaw The Future of Terrorism Terrorist groups will exploit weak governance and societal fragmentation to gain power and push their ideologies through violence. In the next 15 to 20 years, intrastate and regional conflicts, democratic reduction, environmental degradation, and demographic pressures are most likely to intensify the social, economic, and political grievances terrorists have abused for long to get more supporters and safe havens for their plotting, training, and organizing. These accelerate the effects and intensity that are irregular across various countries and regions, probably fostering rural to urban migration, which strains the state resources and lessening local and global efforts of counterterrorism (Reed, 2017). The biggest and most persistent local and international threat is likely to be global jihadist groups. These groups benefit from ideologies that promise utopian future, from solid organizational structures and their capability to exploit large areas that are poorly governed or ungoverned, particularly in South Asia, the Middle East, and Africa. The rise of extreme right-wing and left-wing terrorists may revive in various regions. For instance, they may promote anti-government and anti-environment views in Europe, North America, and Latin America, among other areas (Ravndal, 2018). Insurgent groups and other communal conflicts will continue to foster terrorism. Some groups will wax and wane as they are defeated, while others will continue to carry out cross-border attacks. The growing Shia alliance between Iran and Lebanon might increase attacks on the US, Israel, and Saudi Arabia. Most terrorist attacks in the next two decades will still involve the use of weapons similar to those used in today’s world, such as improvised explosive devices and small arms. However, with the development of more effective remote attack methods, terrorists may carry out high-profile attacks (Haas & Fischer, 2017). Terrorists can also acquire other weapons and approaches that can allow them to carry out mass-casualty attacks. For instance, ISIS has already utilized crewless aerial vehicles for the attack. Autonomous cars with AI systems could help a terrorist attack multiple targets in the same incident. Despite the challenges posed by inadequate governance, technological advances in surveillance technology are expected to help governments fight against terrorists. These tools will allow them to collect vast amounts of data and improve their ability to identify and disrupt terrorist activities. Haas, M. C., & Fischer, S. C. (2017). The evolution of targeted killing practices: Autonomous weapons, future conflict, and the international order. Contemporary Security Policy, 38(2), 281-306. Ravndal, J. A. (2018). Right-wing terrorism and militancy in the Nordic countries: A comparative case study. Terrorism and Political Violence, 30(5), 772-792. Reed, A. (2017). Counter-terrorism strategic communications: Back to the future–lessons from past and present. In Terrorists’ Use of the Internet (pp. 269-278). IOS Press. Topic 1 Student Response #3 (Respond to Travis) Travis Reed Good Morning Y’all What do you consider the most critical issues in terrorism moving into the future? As a result of the increased incidents of terrorism all around the world, the future is a great risk of more extremist terrorism with terrorist groups target large numbers of people per attack. This will create more fear, tension, and terror amongst people around the world affecting their normal culture (GRASSI, nd). People will not be able to move freely or do daily activities as usual. In addition, most economies will be greatly impacted as in the case of most countries in the Middle East. This is because of the increased intensity of destruction of property and lives by the new terrorism wave, causing market uncertainties, loss of tourism, and xenophobia (GRASSI, nd). For example to continuous terrorism attacks in countries such as Iraq and Pakistan, the countries economic growth has continually decreased for years. People especially those from different religious faith leave in fear of attacks and their number have also decreased greatly. What should be the primary focus of those tasked with protecting against terrorist attacks? The key goal of government leaders and organizations tasked to combat terrorism should be implementing strict policies that counter-terrorism and ensuring that even the regions where extremist groups are based adhere to the principles set (GRASSI nd). In addition, recognizing Muslim and Arab communities and their reliance on satellite media would help combat these acts (GRASSI, nd). Finally, more awareness, knowledge, and hope should be offered to highly affected regions such as Middle East countries to educate people on the harms of terrorism. References GRASSI, M. TERRORISM IN THE FUTURE: STRATEGIES AND METHODS TO ELIMINATE, PREVENT AND MANAGE ATTACKS OF THE NEW TERRORISM Sabrina MAGRIS. v/r Reed Topic 2: Course Reflection Please reflect on the previous units and post a brief essay that addresses the following questions: · What prior knowledge did you bring to this course? · What were the most important new ideas you encountered, and how did they change your understanding of criminology? · Do you feel you have met the outcomes in your work on this course? Is there any outcome with which you feel you still need support or assistance? · What have you learned from your discussions and collaborations with your fellow students? · In what specific ways can you use the knowledge you have gained in this course in your chosen profession? What are your strengths and opportunities for growth in this area? · What questions or concerns do you have about what you have studied? · What areas of the subject would you like to continue to explore, and why? Topic 2 Student Response #1 (Respond to Damon) Damon Bradshaw Course Reflection Before starting this course, the knowledge I had revolved around the various categories of terrorism: left-wing, right-wing, state, and non-state-sponsored terrorism. I had some knowledge on what cyberterrorism entails, even though I gained more knowledge by the end of this course in the mentioned areas. The most important ideas I came across in this course are the main differences between cybercrime and cyberterrorism and state- and non-state-sponsored terrorism. By further reading into these branches of terrorism, I realized that terrorism involves people having guns and grenades attacking others and encompasses cyber warfare, which is conducted over the internet to bring the government’s operations down. Likewise, I had a better understanding of how countries are involved in terrorist activities directly or indirectly by sponsoring terrorist groups. I feel I had achieved all the learning outcomes set when this course commenced and understanding the main reasons for and the associated implications with the lack of a general definition of terrorism. My prior knowledge, in addition to the information gathered during this course, I am in a position to differentiate the different types of terrorism and their effects on society. This knowledge will prepare me to face my chosen profession. I have concerns about the direction and future of terrorism with the advancements in artificial intelligence and the development of fully autonomous weapons. With the advancing technology, one is left wondering how much of an impact and influence they will have in a major world war. I want to explore cyberterrorism further as I believe future warfare will be fought more online than physically. Topic 2 Student Response #2 (Respond to David) David Carusotto Hello All, Before starting this course, I had a little bit of knowledge regarding terrorism based on my career in law enforcement, but as I quickly found out was that I knew nothing as we dove deeper and deeper into the topic of terrorism. The most important ideas that I encountered were the threat of state-funded terrorism. Before this course, I never knew that this problem existed. I am very thankful for the discussion boards, as they allowed every student to present a new subtopic to the class. Many of the discussion boards were open-ended and allowed the students to focus on a topic of their choice. This gave all other students the ability to learn a vast array of topics each week. I will utilize the knowledge that I have gained in this course throughout my whole career in law enforcement. Being a local police officer, we do not encounter terrorism daily, but the threat of terrorism will always be there. There may be a time when my community is directly affected by a terrorist act, and I will be able to recognize what is happening and how to react to such an attack. Currently, I do not have any questions about the material. Dr. Dunker did a great job covering the topics as well as the class readings gave students a great idea of the different concepts of terrorism. As time goes on, I would love to continue to explore left, and right-wing terrorism as this has become a significant threat within the United States as many groups are becoming divided over specific issues. Thank you for a great term! Thank you, Dave Topic 2 Student Response #3 (Respond to Elizabeth) Elizabeth Stuart Going into this class, I did not know much about terrorism. Most of what I knew was based on perceptions perpetuated by the media. Some of the valuable knowledge I gained was the different motivations for terrorists. Knowing that political, religious, and social reasons can cause people to act radically is beneficial for me as a law enforcement member. I also learned ways to recognize and identify potential terrorist threats. While I do not deal with terrorism much in my job, it certainly is important to know how to deal with it if and when the time comes. I really enjoyed the discussions because I learned a lot about my classmates’ experiences. The group assignment in particular has given me a new perspective on how other people work. Generally speaking, I would love to study terrorism more. The topic in general is so broad and there are many avenues to explore. Learning about terrorist motivations made me realize these reasons are not so different from non-radicals’ motivations. It may not take much for someone to become an extremist depending on their beliefs and level of passion. Furthermore, I would be interested in studying the progression of an individual who turns to terrorism. For example, at what point does a person decide committing a terrorist act is their only option? This topic would be informative on how to intercept the process so the individual does not resort to violence ... continue reading.
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