DIRECTIONS:  The following case study reinforces the theory on work teams and groups.  Read the case carefully and respond to the questions for discussion.  A summary of the case should be the opening for each question. In the response you must number and type each question and then provide your answer.  Use the essay method rather than the report method.  Your response must provide rationale for your answer and should demonstrate an understanding of the case. All sources must be cited in the body and Reference page.  Use good paragraph development with correct grammar, spelling, and punctuation. Must be written in a Word document and cited in APA format.

CASE STUDY:  WORK TEAMS AND GROUPS

Achieving Success in Virtual Teams

“Harnessing the power of virtual worlds is now a necessity as industry penetrates every comer of our planet and workers are required to be in touch with teammates on the next block and on distant continents at any time.  In most companies, participating in virtual teams is no longer an exotic exercise, but a bottom-line requirement.”[i]

“Often widely separated geographically and located in distant time zones, virtual teams are frequently composed of members from different cultures who work in different organizations with unfamiliar standards and models of behavior.”[ii]  Members of virtual teams most likely have never met each other in person.[iii] 

NetAge, a company that provides consulting services for networked organizations, maintains that the secret to successful virtual teams is 10 percent technology and 90 percent people.[iv]  Likewise the failure of virtual teams is largely due to people. The substantial role of people in the success of virtual teams prompts the question: What are some human factors that contribute to the success of virtual teams, and what are some human factors that contribute to the failure of virtual teams?

Virtual teams require interdependent work relationships.  “Interdependent work teams share common goals and responsibilities; at the same time, the team members are self-reliant and self-motivated.”[v]  Effective virtual collaboration requires an understanding of people, cultures, and organizations.[vi]   Employees who can tolerate or even relish ambiguity in their job responsibilities tend to function well in virtual teams, whereas  employees “who like regimented schedules and concrete instructions on how to do their jobs won’t perform as well in virtual work settings.”[vii]

Two very key human factors that determine the success or failure of virtual teams are communication effectiveness and stimulating work.

When it comes to communications in virtual team settings, ambiguity increases the chances of failure and clarity of communication contributes to success.  “Employees must write well to draft easy-to-understand and to-the-point communications.  Ambiguity can be a detriment because the way virtual workers write and comprehend written communications can alter meaning and generate unneeded tension among team members and managers.”[viii]  As Joseph Grenny, writing in Leadership Excellence, observes: “The challenge [that] virtual teams face is productively brainstorming ideas, solving problems, and executing on projects with people whose physical location ¾ not to mention specialty, and in some cases, culture ¾ makes it difficult to freely and clearly speak one’s mind.”[ix]

Reporting in The Wall Street Journal, Lynda Gratton observes that the work of virtual teams is frequently unsupervised and consequently team members’ tasks should be challenging and stimulating.  Otherwise, disinterest could cause the virtual team to disintegrate.[x]  When team members do not experience the work as stimulating and challenging, “[t]hey simply fade away, with fewer and fewer dialing into the weekly conference calls or posting ideas on the shared site.  It’s not that the members don’t like one another.  It’s simply that the atmosphere becomes more like a country club than a dynamic collection of inspired people.”[xi]

Volvo is one company that has taken the issues of communication effectiveness and stimulating work to heart in working toward making its virtual teams as effective as possible.[xii]  With a very significant global footprint of manufacturing in 19 countries and sales in 180 countries, and 120,000 employees with half of those being information workers, the Volvo Information Technology (VIT) unit seeks to support team effectiveness around the world.[xiii]  The mission for improving the effectiveness of the company’s virtual teams is to “[a]ssist teams with establishing effective ways of communicating and collaborating to reach business objectives.”[xiv]

Volvo evaluates the effectiveness of its virtual teams with a variety of metrics in four major categories that can be framed in the form of the following four questions: “How aligned is the team’s understanding of goals, actions, and expected results?  How familiar is the team with roles and responsibilities?  How comfortable is the team with communicating internally?  How clear are project timelines and milestones?”[xv]

At peak performance, Volvo’s virtual teams would be judged as having attained “shared accountability [and] shared leadership for achieving team objectives.”[xvi] Attaining this level of virtual team performance is possible only by having interesting work for the team members to do and effective communications among them.

  DISCUSSION QUESTIONS   

1. Describe the attributes that contribute to the success of virtual teams and those that contribute to the failure of virtual teams.     
2.       Explain how cultural diversity can affect the functioning of virtual teams operating in a global economy.    
3.       Explain how group behavior can be different for virtual teams.  
4.       Is Volvo’s approach to evaluating the effectiveness of its virtual teams one that could serve as a useful model for other organizations to follow in evaluating their own virtual organizations?  Justify your answer.   

think about how you would define a mezzo level and a macro level in the type of economy that Rachel Botsman presents. Then, write a substantive paper in approximately 500 words addressing the questions and criteria below. (Follow APA guidelines as is appropriate when citing and referencing sources.)

• For example, are there mezzo systems she has done away with due to the globalization of exchange?
• Does her system consider everything to be a micro system since we access it individually and don’t need to go through other systems to access the resources we need / want?
• How would you define this global exchange in terms of systems theory?
• Also you can look up the video on TED
• https://www.ted.com/talks/rachel_botsman_the_case_…

---

Include in your paper:

• An example of a micro system she addresses;
• An example of a mezzo system she addresses;
• An explanation of a macro system she addresses;
• How are these boundaries blurred in the current economy as she explains it?

59627796.pdf 

Explain to the class where you believe the following terms are found in the essay if applicable: claim, support, warrant, backing, rebuttal, and qualifier. Give citations to back up your points, and create a final works cited citation for this essay.

It must include MLA citations – both in-text and an end citation. 200-300 Words

Here is the cite to use 

Flint, Samuel S. “Public Goods, Public Utilities, and the Public’s Health.” Health & Social Work 36.1 (2011): 75-77. Education Research Complete. Web. 8 Dec. 2011.  

Here is an example

example.docx 

Biography of the Prophet Isaiah of the Old Testament. Must be  6-8 pages of content double spaced in length. Font size not larger than 12, double spaced, title page 1 1/2″ top, 1″ margins and bottom, all other pages 1″ all around. introductory paragraph should introduce the general idea and must include a thesis statement that gives an assertion that you will be demonstrating in the paper. The body of the paper will select points that prove the validity of your thesis. point- by -point manner and should make use of the biblical text and secondary sources that lend authority to your argument. Do not use a lot of quotation, and document according to the APA format and do not plagiarize. Paper should have a conclusion that restates the thesis with which the paper begin with.  Must include a reference page that follows APA format. use at least 3 scholar sources and 1 is the Bible. Be sure to use 1-inch margins and Times New Roman Font at 12pt.

Compare/Contrast the mestiza, borderlands, and cultural issues found in two writers’ work. Please respond in a five-paragraph APA essay format with quotes, proper in-text citations, and references.

Please be sure to include the following in your assignment submission:

1. Write a formal, 5-paragraph essay in APA format, including a cover page, in response to this question. Base your answer on your own observations and support your assertions quoting from your assigned readings.

1. Read the assigned readings from the Latino Literature. Highlight quotes, summarize, or paraphrase from your readings and be sure to include an in-text citation in proper APA format (Author, year, p. X).

1. We must include three quotes from our readings. When we discuss literature, it is all about the words before us. They are ours to consider and reflect on. So, you will want to make a strong assertion and prove it, or support it, by quoting from the readings. Include three quotes in our essay. (see links below

1. Create a strong thesis for your essay. A thesis states your main idea in a sentence. A sample thesis (which you are free to use) might be: The concepts of the mestiza consciousness, borderlands, and cross-culture challenges influence the writings of Latino writers.

1. Be sure to include an APA reference page. For complete instructions on APA,

• Sandra Cisneros
  • Geraldo No Last Name
  • Dirt
• Judith Ortiz Cofer
  • The Witch’s Husband
  • Not For Sale
    
• Kynclová, Tereza
  • Constructing Mestiza Consciousne

Open the three links in the Road Map or below. Read through the article and view the videos.

If you have trouble openning – click the CTRL and Click the link. It will open in a new window.

http://www.huffingtonpost.com/isa-adney/three-groups-of-people-yo_b_1458917.html

http://www.youtube.com/watch?v=WY0VtXAQqG4

 http://www.youtube.com/watch?v=k5IEUs-KzW8&NR=1&feature=endscreen

Isa is a Community College Success! Watch her videos and read her article.

Write a response to what you can take away from this video. What have you learned that you can implement in your collegiate future to make your goals attainable?  What are you NOT doing that you need to do – does this inspire you? Maybe it does not – is there some piece of advice you felt really MOVED you. This is a reflection on the tips you learned throughout this course – the resources that you have access to at Delta College – what can you utilize to make your community college a success or college experience a success? Your response needs to be at least 400 words and include specific refereces that you learned about throughout this semester.

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the reading

Patients of health care services are better educated about the services they require along with what services are available, largely because of the easy access to new and improved technologies, number one internet access. Patients and their families have become increasingly knowledgeable about their own health, prefer to control and make decisions about their health, and want to be active participants in planning and implementing their health care.

A few ways modern technologies have minimized patient risk is by streamlining a more seamless collaboration among health care providers. The facility where I work has a system that all members of the health care team can communicate with one another about a patients care, including discussions on the patient’s progress and/or setbacks, and gives us all a platform to give updates, recommendations, and overall evaluation. Patients have become actively involved in the administration of health care agencies and have helped develop standards for care, patient rights, and cost-containment measures as protection for patients when they enter a health care setting. Data collected can be used to improve and make hospitals accountable for the quality of patient care they provide.

Promote health and illness prevention has now become the standard approach to patient care replacing the older way of thinking that was to simply take care of the issue or problem the patient was experiencing after an illness or injury had occurred. By promoting health, with the technologies like the tool discussed in the article “A Patient-Driven Adaptive Prediction Technique to Improve Personalized Risk Estimation for Clinical Decision Support” (Jiang et al., 2012), gives providers a more patient specific picture that allows the members of the health care team to put together a more personalized and individualized plan of care.

Encouraging patient engagement has long been a battle for many health care providers. There is nothing more frustrating than giving your all to give all the tools and educate a patient on their disease process and the important and necessary steps they need to proactively participate in to provide them the best overall outcome just to watch them give up and not be an active part of their own care. Patients need to feel they are in control, valued, and that their opinions matter when it comes to their health care. What may seem completely reasonable to us may not be the idea of health for them. Using new technologies for patient engagement and participation has helped patients feel they are the ones making decisions on their care.

Write a short three paragraph essay explaining your opinion.

Why has union support in the United States gone through cycles of resistance to strong support? You may use your text and what you learned in this lesson in addition to credible internet sources. Make sure to include strong evidence to support your opinion. Keep in mind what you learned in this lesson about union support and resistance from the 1800s to current day.

This should be at least 200 words.

Assignment 1: Circored Project
Due Week 3 and worth 150 points

Review your readings and discussions on the Circored Project first introduced in Week 2. These will help you complete this assignment.

Write a two to three (2 ) page paper in which you:

1. Summarize the key points of the project.
2. Determine how the risks were managed.
3. Recommend at least three (3) lessons learned for a project manager to know for future projects.
4. Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Analyze the project risk identification and assessment processes.
• Examine the various types of project risks.
• Use technology and information resources to research issues in managing project risk.
• Write clearly and concisely about managing project risk using proper writing mechanics.

Please do a paragraph about this post with this instruction .

post most have  4 or more  sentences . you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

Qualitative research, as a general definition, focuses on research which is not defined solely by hard, objective data.  Qualitative data attempt to find meaning in the experiences of the world through interpreting any information which is not objectively measurable.  It is the subjective data of the world around us and the people who inhabit it.  Within the field of qualitative research there are sub-fields which researchers can utilize in an effort to narrow down their focus even more.  Of the sub fields there are two, phenomenological and ethnographic, bare a striking resemblance to each other yet are also strikingly different.  Both phenomenological and ethnographic research seek to understand how those individuals view the world around them. The difference between these two approaches is how the individuals interpret what they see. 

Phenomenological research examines how build a framework with the information/their experiences to help aid in their personal understanding.  For example, many phenomenological researchers would be having a field day if they were studying the current election.  They would be conducting interviews of supports of both Trump and Clinton and attempting to examine how each interviewee personal experiences help build a framework related to their personal political choice.  Ethnographic researchers examine how cultural “lenses” influence the interpretation and understanding of data/experiences.  Ethnographic researchers might also examine political choice, but they would be attempting to understand how any cultural experiences/heritage may influence political choices.  Regardless of the choice of the sub-field, Qualitative research provides a level of understanding which cannot be understood by using quantitative research methods alone.    

Topic Report Part A 30% (1200 words)

Explore and report on a topic related to a particular category of vulnerable children and young people, including the nature of the issues faced by these children and their families/carers, the relevant risk and protective factors, available support and implications for teachers working with vulnerable children and young people and their families/carers in child safe ways.

Media analysis Part B 20% (800 words)

Critically analyse at least two contrasting media items relating to your topic. Select two that come from contrasting views and analyse the possible ideas behind the different perspectives about this topic and the possible impact of such differing views.

PLEASE REFER TO THE ATTACHED FILE.

Prepare: As you prepare to write your first discussion for this week, take a few moments to do the following:

Module 4_ Interactive Lecture _Comp.pdf 

Portfolio Project assignment instructions for Week 8.pdf 

Part one ( one paragraph each ) May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.

Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.

Part two (Essay ) You have a standard practice of displaying all student work in your classroom. Recently, you assigned students to write any essay and submit a pictorial depiction on the person they considered to be their hero. One of your students submitted an essay on Jesus and a drawing of the Last Supper.

In a 500-essay, discuss any legal issues regarding the grading of your student’s essay and whether you could display the student’s work. How does the First Amendment apply to this situation?

Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.

Prepare this assignment according to the APA guidelines

First, read the article by Baptiste found in the Background Materials (“Qualitative Data Analysis (QDA): Common Phases, Strategic Differences”).

Then reread the article in the Background Materials by Mackey, et al. (2006), “The Influence of Four Elementary Principals upon their Schools’ Reading Programs and Students’ Reading Scores.”

Please write a 4- to 5-page paper addressing the following item:

• Discuss how/if Baptiste’s first three phases of data analysis are evident in the data analysis that the researchers reported in the Mackey article.

The most important strategy for a health care organization is a commitment to a culture of safety. Research the topic of patient-staff ratio. You may use information from professional Web sites, but you also must include recent articles from peer-reviewed journals from the Capella library.

For this assessment, examine and analyze the ethical implications of inadequate staffing as you complete the following:

• Explain how a high patient to staff ratio affects patient care and the quality of that care.
• Describe the kinds of medical errors that might occur in a high patient to staff situation.
• Explain the ethical dilemma this situation poses for the following stakeholders:
  • Individual staff members.
  • The health care organization.
  • The health care management professional.
• Explain how you would address the issue.
  • Be sure to include a thorough discussion of any special training or education your plan might require.
• Describe strategies an organization might use to help plan for and avoid the situation.

Use the resources you located to support your analysis and strategies. Your paper must be 5–6 pages in length, excluding the title page and reference page.

Additional Requirements

• Include a title page and reference page.
• Use at least three current peer-reviewed or professional resources.
• Follow APA format.
• Use 12 pt., Times New Roman font.
• Double-space.

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

One example of an innovative interdisciplinary health care model is Accountable Health are “organizational structures within which hospitals, physicians and others can work together to provide the most cost-effective care and be held accountable” (Shortell, 2010, p. 17). ACOs use multiple teams within the patients’ healthcare needs. The point of including multidiscipline to come together for each patient is to ensure that each patients needs are being met. It is also to ensure that each discipline cares for the patient in the best way possible while keeping costs down and getting the patient better faster and to help reduce readmission rates. ACOs also aim to “create incentives for hospitals and physicians to reduce unnecessary admissions through better disease prevention and primary care; reduce preventable readmissions through better coordinated care; and reduce unnecessary and costly use of hospital emergency rooms. The hospital business model shifts from maximizing inpatient care margins to maximizing total care margins” (Shortell, 2010, p. 17). By reducing readmission rates, insurance companies do not need to pay out as much thus decreasing costs across the board and allows those that truly need inpatient care to receive it at the time that they need it. It also multiple participants within the different disciplines to anticipate the needs of the patient from there on out and to provide them with ambulatory outpatient services rather than waiting until inpatient treatment is necessary.

Hello,

here is the question : Why is it important to assess affect?

your answer should include the following:

*** you have to reed the chapter 10 titled ” affective assessment”. which means the answer should be from this chapter. you can use other sources but part of the answer must be from the chapter 10

*** why to assess the affect? the important of affect? when to assess the affect ?.

**** personal experience as a teacher in how and why to assess the affect ?

the link for the chapter is here : https://docs.google.com/file/d/0B-hDKhDx79J0cVpSQn…

thanks,i if you have any question let me know please ,,

• Sandra Cisneros
  • Geraldo No Last Name
  • Dirt
• Judith Ortiz Cofer
  • The Witch’s Husband
  • Not For Sale
    

Compare/Contrast the mestiza, borderlands, and cultural issues found in two writers’ work. Please respond in a five-paragraph APA essay format with quotes, proper in-text citations, and references.

Please be sure to include the following in your assignment submission:

1. Write a formal, 5-paragraph essay in APA format, including a cover page, in response to this question. Base your answer on your own observations and support your assertions quoting from your assigned readings.

1. Read the assigned readings from the Latino Literature. Highlight quotes, summarize, or paraphrase from your readings and be sure to include an in-text citation in proper APA format (Author, year, p. X).

1. We must include three quotes from our readings. When we discuss literature, it is all about the words before us. They are ours to consider and reflect on. So, you will want to make a strong assertion and prove it, or support it, by quoting from the readings. Include three quotes in our essay.

1. Create a strong thesis for your essay. A thesis states your main idea in a sentence. A sample thesis (which you are free to use) might be: The concepts of the mestiza consciousness, borderlands, and cross-culture challenges influence the writings of Latino writers.

Testing for Intelligence?

One lively debate, in the area of children’s cognitive development, has traditionally revolved around the question: What is the most effective way to measure children’s minds and abilities? With the focus this week on school-age children, this question assumes special relevance. As you know, most schools use standardized tests to measure children’s academic achievement. Yet, contemporary child development scientists, as well as many other professionals in the early childhood field, recognize that understanding the whole child requires a wider perspective. Research, in the area of multiple intelligences (including emotional intelligence), supports such a perspective. A search for these terms on the Internet, resulting in many thousands of links, demonstrates the current interest in these topics. And what about children in different parts of the world-how are they assessed? What, if anything, can early childhood professionals learn from different approaches to measuring the mind of children?

 Answer this questions:

• Considering a commitment to viewing young children holistically (i.e., a commitment to “the whole child”), what, if anything, do you believe should be measured or assessed? Explain your reasoning.
• In what ways are school-age children assessed in other parts of the world? ( Brazil  is your country of research )
• What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues?

You work for an organization that is in the defense contracting field. As part of doing business with the federal government, your organization was audited and failed to meet the following requirements. Web traffic to and from the server is in the form of plain text. There are some sensitive emails also being sent outside of organizations that are not encrypted.

You have been tasked by your manager to remedy the situation. Your assignment is to write a three- to five-page proposal that resolves the issues above. Your proposal should identify solutions, including costs, to remedy the failed requirements. Your well-written response should be formatted according to APA Requirements, with all sources properly cited.

Last week, you were asked to consider which stage of critical thinking you felt that you were in. This week, building off last week’s assignment and lecture, we know that employers are wanting more critical thinking from their employees. From the perspective of the employer, why is it so important to have employees who can critically think? From your perspective, how has critical thinking helped you in the past, or how do you perceive it helping you as an employee in the future? (Consider your dream job!)

Your work should be at least 500 words, but mostly draw from your own personal experience. This should be written in first person and give examples from your life. Be sure if you are using information from the readings that you properly cite your readings in this, and in all assignments.

1. “The Fourth Amendment to the U. S. Constitution” Please respond to the following:

• * From the e-Activity, identify the key aspects of the Fourth Amendment to the U.S. Constitution and analyze the manner in which it pertains to the average American citizen in regard to search and seizure. Provide a rationale for your response.
• Identify two (2) situations where a police officer may stop and question individuals based on their visual behavior, which is also known as a patdown. Next, give your opinion as to whether or not the reasons why the police paddown the individuals are valid in the situations you identified. Provide a rationale for your response

2. “Who’s at Fault” Please respond to the following:

• The law of the United States punishes only culpable behavior and thus the legal principles of mens rea (i.e., guilty mind) and actus rea (i.e., the forbidden act or omission) form the basis of a criminal prosecution. Compare and contrast these two (2) concepts then specify whether the concurrent occurrence of these elements is more beneficial to the prosecution or the defense. Justify your response.
• Go to the FindLaw Website located at http://www.findlaw.com or use the Internet to research “Three Strikes” sentencing laws. Next, based on the textbook and your research, analyze the importance of “Three Strike” sentencing laws as they relate to a career criminal engaging in more complex criminal activities as a means of completing his or her identity. Support your response with two (2) examples of such cases

• Describe at least one writing task that you believe you did well on when writing the Practice Essay in Week One.
• Describe one writing task that you believe you need to work on based on your experience writing the Practice Essay.
• Describe three grammatical errors that you had the most difficulty with on the Grammar Assessment. To do so, go into the Gradebook and click on your quiz score. When you see a question with a red “X” next to it, this signals that it was answered incorrectly.
• Share what you plan to do to further maximize your strengths and resolve your weaknesses.
• Use specific examples.
• Ask a question about this week’s assigned reading.

Your initial post must be 200 to 300 words in length and posted by Day 3. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references as outlined in the Ashford Writing Center.

( I have the the Practice Essay for you to evaluate)

Discussion topics are worth 25 points each. Two will be assigned throughout the course. Responses must be a minimum of 400 words. Students must also comment on at least one fellow classmate’s in addition to writing their own. Comments must be more substantive than just “I agree” or “disagree”. They must be a minimum of 100 words. The grade will be based on ability to following instructions as well as the content and thoroughness of the student’s response.

* Discuss the pros and cons of illegal immigrants or undocumented workers in Texas. Should more be done to curtail immigration? What role should the state government take if any? What role should the federal government take if any? What type of federalism are you suggesting? Defend your answer.

20140807194131_risk_identification_scenarios_week_1_team.doc 

Complete the University of Phoenix Material: Risk Identification Scenarios worksheet.

Write a 750- to 1,050-word paper in which you select one scenario from the University of Phoenix Material: Risk Identification Scenarios. Describe how risk management can mitigate the risk in the scenario. How would you document the risk?

Submit the completed University of Phoenix Material: Risk Identification Scenarios and paper.

Format your paper consistent with APA guidelines, Ensure to attach all references and websites used and Plagiarism less than 5%

Here is a link to a Spotify playlist, entitled Covers. The list consists of song sets, each with an original version of a song or piece of music, followed by one or more covers of the music. In the case of the Pachelbel (written in 1701), the first version on the list is in the period style – in toher words imagining how it sounded in 1701. Pick one set (a set is all the versions of the same piece, for example there are two versions of Mrs. Robinson), listen to all of the versions and answer the following questions. If you don’t use Spotify, here is a list of the titles and artists; you should have no problem finding one of the sets on Youtube or any other streaming service.

https://open.spotify.com/playlist/7wnT5H5123awupcR…

What is the overall effect, emotion or feel for the original?
How does (do) the Cover(s) change the effect, emotion or feel of the original? Speak to your personal response, don’t worry about music vocabulary.
In your perception, is one more “authentic” than the other? Why or why not.
Do all of the versions similar in terms of arousal, valence and depth?

the liberal art 

kathlen parker

summary

1300 words are the requirement. I need the argument to be based on the article of the liberal arts attached in the top and on Kathleen’s article too . please try to use my summary in the introduction i want it to be done in MAX 2nd of Dec by 13:00 

Learning Objectives

This assignment is designed to teach you to structure an effective argument in response to a specific topic. It also asks you to practice careful, critical reading and argumentation. Upon completion, you should be familiar with:

• The elements required for an effective, argumentative reading response.
• Introducing a source text with author’s name, article title, and publication date.
• Using MLA Citation to document sources.
• Summarizing a writer’s main idea.
• Clearly articulating your own point of view effectively for your audience.
• Explaining and supporting your point of view using examples and sources.

Task

For this essay, you will write an argument in response to the issue of a liberal arts education at the university. Considering Sanford J. Unger’s article, “The New Liberal Arts,” and the supplementary articles on similar topics (Fallows, TBA, and TBA), determine what you think about liberal arts education. Make an argument that answers this question: Given your experience and background, how do you think a university education in America today should balance liberal arts and professional training?

Structure and Requirements

For this essay you will design the structure of your argument to effectively persuade your audience. This means the first step of your essay planning is for you to determine how your argument will be presented to the reader. See the grading rubric for a list of items that should be included in your essay.

Helpful Tools

• MLA Citation Style Guide: Use the MLA guides in your handbook and from Blackboard to help you properly cite using MLA

Audience and Purpose

Your audience for this essay is other Writing 100 students at Philadelphia University who have read Ungar, but not all of the supplementary articles. Your purpose is to persuade your audience that your argument about liberal arts education is correct. (You may agree with Ungar, disagree, or agree somewhat; there is no wrong answer.)

Formatting

• Typed, double-spaced, standard, 12-point font
• MLA format for citation including Works Cited page
• 1300 words

Taking information shared during an interview, observation, or questionnaire and evaluating that data to prepare a job analysis requires knowledge and skill. An accurate job analysis is critical for a job description to be reliable and useful. Refer to the Data Gathering Position Questionnaire found in the Position Repository discussion this week. Select a classmate’s completed position questionnaire to conduct a job analysis. Utilize the SHRM – Job Analysis Template #2 or a template from the text to develop the analysis. For this assignment, complete all sections of the Job Analysis, providing a rationale for each section. As part of your rationale, explain whether or not there was adequate information available from the position questionnaire to perform a proper job analysis that ensures consistency in employee job performance.

The Job Analysis

• Must have all sections of the template completed.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least three scholarly and/or credible sources, in addition to the course text.

reposing previous discussion i hope you understand i had a hard time with it to.

 
When we pull back the layers of government services, the most fundamental and indispensable virtues are public safety and social order. —Hon. David A. Hardy, Washoe County District Court, Reno, Nevada The police are the public and … the public are the police. —Sir Robert Peel, 1829 (Peak, p.3).

In Chapter One of Policing America: Challenges and Best Practices, you read that there were developments for the police during the late 1970s and early 1980s. Foot patrols became more popular, and many larger jurisdictions (such as Newark, New Jersey; Boston, Massachusetts; and Flint, Michigan) even began to require this form of patrol. In Newark, an evaluation led to the conclusions that officers on foot patrol were easily seen by residents, produced a significant increase in the level of satisfaction with police service, led to a significant reduction of perceived crime problems, and resulted in a significant increase in the perceived level of neighborhood safety.
 
Newark, New Jersey is not the only location in the United States where an evaluation was completed to measure citizen satisfaction with the police. Visit the National Archive of Criminal Justice Data. In the search box, click on the Related Literature radial and type “citizen satisfaction” or “evaluations” in the search field. Information related to other studies involving citizen satisfaction with the police will populate. Choose two additional studies/evaluations which have been conducted in the United States as a means to measure the citizen satisfaction with the police from the list.).
 
For your discussion, analyze the results of the two studies you selected from the search result. How can this information be used to further the effectiveness of policing in today’s world? What are the advantages and disadvantages of being concerned with citizen satisfaction?   

The first article

Community Policing in Madison, Wisconsin: Evaluation of Implementation and Impact, 1987-1990 (ICPSR 6480)

Principal Investigator(s): Wycoff, Mary Ann, The Police Foundation; Skogan, Wesley G., Center for Urban Affairs and Policy Research, Northwestern University

Citation

Wycoff, Mary Ann, and Wesley G. Skogan. Community Policing in Madison, Wisconsin: Evaluation of Implementation and Impact, 1987-1990. ICPSR06480-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 1996. http://doi.org/10.3886/ICPSR06480.v1

Funding

This study was funded by:

·  United States Department of Justice. Office of Justice Programs. National Institute of Unit of Observation:  Individuals.

Universe:  Police officers in the Madison Police Department and residents of the city of Madison, Wisconsin.

Methodology

Study Purpose:  This study sought to evaluate efforts by the Madison, Wisconsin, Police Department to create a new organizational design (both structural and managerial) to support community-oriented and problem-oriented policing that would result in better, more responsive service to the community. The department’s plan was a sequential one: internal organizational changes were necessary before the external goal of improved service could be accomplished. One-sixth of the organization serving approximately one-sixth of the community was used as a test site for the new approach. This Experimental Police District (EPD) was charged with implementing “quality policing,” which emphasized quality of service delivery, quality of life in the community, and quality of life in the workplace. The first objective of the Madison Police Department was the implementation of three conditions: (1) quality leadership, emphasizing the role of managers as facilitators whose job was to improve systems, involve employees in decision-making, employ data-based problem-solving approaches, promote teamwork, encourage risk-taking and creativity, and give and receive feedback from employees, (2) a healthy work environment, treating employees as “internal customers” whose problems should be identified and resolved, and (3) physical decentralization, creating a small work group to improve conditions in the workplace and, at the same time, obtain closer physical proximity to citizens to get to know them and become aware of their problems. The researchers’ task was to: (1) document the process of developing the Experimental Police District, (2) measure any attitude changes of the police personnel during the experimental period, and (3) measure the effects of change on the community.

Study Design:  As the first part of the program evaluation, attitude changes among officers working in the EPD were compared with those of officers working in the rest of the police department. Written surveys were administered by the Project Director to small groups of personnel during normal working hours. Although the analysis was to be based on a panel design, efforts were made to survey all commissioned personnel during each survey administration period. Since the ultimate goal of the department was change across the entire organization, changes for the organization as a whole were also monitored. Part 1, Commissioned Personnel Data, Wave 1, contains responses from 269 commissioned personnel surveyed in December 1987 before the creation of the EPD. Part 2, Commissioned Personnel Data, Wave 2, consists of responses from 264 police officers who completed a Wave 2 survey in December 1988, and Part 3, Commissioned Personnel Data, Wave 3, supplies responses from 230 police officers who completed a Wave 3 survey in December 1989. As the second part of the program evaluation, attitude changes among residents served by the EPD were compared with those of residents in the rest of the city using a quasi-experimental design. These data are presented in Part 4, Residents Data, Waves 1 and 2. A few days prior to contact, letters from the Office of the Mayor were sent to the selected addresses. Interviewers who had been recruited, trained, and supervised by Police Foundation personnel carried a copy of that letter and presented photo identification cards at each residence. Selection of the respondents was made by the interviewers at the selected household, using a Kish selection table included in each questionnaire. Individuals under the age of 18 were not included in the household listing. Interviewers made a total of six attempts to interview the selected respondent in each household. All refusals in which the respondent was not hostile were reassigned to different interviewers. Twenty-five percent of all completed interviews were validated by recontacting the respondent to verify that the interview took place, that it had required the appropriate amount of the respondent’s time, and that a few key questions were answered the same way during the validation call as in the original contact. Data for Wave 1 consist of personal interviews with a random sample of 1,166 Madison residents in February and March 1988, prior to the opening of the EPD station. Since 97.6 percent of the respondents provided their telephone numbers, the decision was made to conduct the Wave 2 survey by telephone. The telephone interviews were conducted by the Wisconsin Survey Research Lab at the University of Wisconsin in February and March 1990. In-person interviews were also attempted with about 70 percent of the Wave 1 respondents who did not provide telephone numbers. Of the 772 completed interviews for Wave 2, 45 interviews contained substantial mismatches between information provided in 1988 and 1990. These 45 respondents were removed from the panel, leaving an analysis panel of 727 respondents.

Sample:  The EPD program site was not randomly selected, but was selected by the department, based on several indicators of need. Police officers were also not randomly assigned to work in the EPD, but were allowed to bid for assignments in the EPD. Households for the resident survey were randomly selected from the 1980 Census block statistics, excluding city blocks that consisted primarily of business areas or student housing.

Data Source:

self-enumerated questionnaires, personal interviews, and telephone interviews

Description of Variables:  Police personnel provided their assessments on how successfully quality leadership had been implemented, the extent to which the officers felt they worked closely with and received feedback from other officers, the amount of their interaction with detectives, the amount of time available for problem-solving, ease of arranging schedules, safety of working conditions, satisfaction with working conditions, type of work they performed, their supervisors, commitment to the department, attitudes related to community policing and problem-solving, perception of their relationship with the community, police views of human nature, attitudes toward change, attitudes toward decentralization, and demographic information. Residents provided their perceptions of police presence, frequency of police-citizen contacts, quality of police-citizen contacts, estimates of the magnitude of various problems in their neighborhoods, evaluation of the problem-solving efforts of the police, perception of neighborhood conditions, levels of fear of crime, personal experience of victimization, knowledge of victimization of other residents, and demographic information.

Response Rates:  For the police personnel surveys, 97 percent of the total commissioned personnel in the Madison Police Department participated in the employee survey in 1987, 97 percent participated in 1988, and 86 percent participated in 1989. Of the respondents to the Wave I survey, 14 had left the department by the time of the third survey. Two hundred and two persons participated in all three survey waves, resulting in a participation rate of 79 percent for the panel. Some personnel changes occurred after the first year of the evaluation period, resulting in an analysis panel equivalent to 61 percent of the total sworn personnel at any one of the three survey times. Participation rates are provided rather than response rates because at each survey period, a very small number of individuals came to the survey site and completed a survey identification form, but did not actually complete the survey. For the resident survey, the response rate in the EPD area was 77.8 percent and 75.1 percent for the rest of the city. The 772 interviews completed for Wave 2 resulted in a panel completion rate of 66.2 percent.

Presence of Common Scales:  Several Likert-type scales were used.

Extent of Processing: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

·  Checked for undocumented or out-of-range codes.

second article

Project on Policing Neighborhoods in Indianapolis, Indiana, and St. Petersburg, Florida, 1996-1997 (ICPSR 3160)

Principal Investigator(s): Mastrofski, Stephen D., George Mason University; Parks, Roger B., Indiana University; Worden, Robert E., University at Albany; Reiss, Albert J. Jr., Yale University

Summary:

The purpose of the Project on Policing Neighborhoods (POPN) was to provide an in-depth description of how the police and the community interact with each other in a community policing (CP) environment. Research was conducted in Indianapolis, Indiana, in 1996 and in St. Petersburg, Florida, in 1997. Several research methods were employed: systematic observation of patrol officers (Parts 1-4) and patrol supervisors (Parts 5-14), in-person interviews with patrol officers (Part 15) and supervi… (more info)

Citation for second article

Citation

Mastrofski, Stephen D., Roger B. Parks, Robert E. Worden, and Albert J. Jr. Reiss. Project on Policing Neighborhoods in Indianapolis, Indiana, and St. Petersburg, Florida, 1996-1997 [Computer File]. ICPSR03160-v2. Ann Arbor, MI: Inter-university Consortium for Political Social Research [distributor], 2007-06-01. http://doi.org/10.3886/ICPSR03160.v2

Data Collection Notes:

(1) The narrative descriptions of the ride-alongs are not available as part of this collection, (2) Following the “rule of ten” guidelines used by the POPN researchers, users of the data should make no attributions to an officer (or group of officers) with specified characteristics unless at least ten officers in the sample share the same characteristics.

Methodology

Study Purpose:  In the broadest sense, the purpose of the Project on Policing Neighborhoods (POPN) was to provide an in-depth description of how the police and the community interact with each other in a community policing (CP) environment. Data were collected to facilitate studies on the following issues: (1) how patrol officers spend their time, (2) how officers use their authority to intervene in citizens’ lives, (3) how problem citizens are controlled, (4) how civility and cooperation between police and public is obtained, (5) what officer characteristics are associated with high CP performance, (6) the role of first-line supervisors, (7) the context for street-level performance set by management, and (8) how patterns of policing vary among neighborhoods and the impact they have on neighborhood quality of life. For this study, “neighborhood” in operational terms meant the patrol beat. Indianapolis used the term “beat” and St. Petersburg used the term “community policing area” (CPA) to define the smallest geographical space to which an individual officer would be assigned patrol responsibilities.

Study Design:  Research was conducted in Indianapolis, Indiana, in 1996 and in St. Petersburg, Florida, in 1997. Several research methods were employed: systematic observation of patrol officers (Parts 1-4) and patrol supervisors (Parts 5-14), in-person interviews with patrol officers (Part 15) and supervisors (Parts 16-17), and telephone surveys of residents in selected neighborhoods (Part 18). Field researchers accompanied their assigned officer during all activities and encounters with the public during the shift. Field researchers noted when various activities and encounters with the public occurred during these “ride-alongs,” who was involved, and what happened. Back at the project offices, these field notes formed that basis for narrative descriptions of the events, and observers also coded numeric data on specific elements of the ride, events, and participants. Patrol observation data are provided at the ride level, the activity level, the encounter level, and the citizen level. Activity data focused on police activities that did not involve interaction with citizens. These typically include administrative duties, roll call, travel (en route to scene), general patrol, and personal activities, such as meals. Activity records are nested within rides. Encounter data contain events in which the officers interacted with citizens. Encounters are subclassified into full, brief, and casual encounters. Encounters are nested within rides. Citizen data describe the citizens involved in encounters with the police. Citizen records are nested within encounters. In addition to encounters with citizens, supervisors also engaged in encounters with patrol officers. Patrol officers and patrol supervisors in both Indianapolis and St. Petersburg were interviewed one-on-one in a private interviewing room during their regular work shifts. The patrol officer and supervisor interview instruments were similar, and interviews were normally completed in 20-25 minutes. Citizens in the POPN study beats were randomly selected for telephone surveys to determine their views about problems in their neighborhood and other community issues. Administrative records were used to create site identification data (Part 19) and data on staffing (Part 20). This data collection also includes data compiled from census records, aggregated to the beat level for each site (Part 21). Census data were also used to produce district populations for both sites (Part 22). Citizen data were aggregated to the encounter level to produce counts of various citizen role categories and characteristics and characteristics of the encounter between the patrol officer and citizens in the various encounters (Part 23).

Sample:  Indianapolis and St. Petersburg were chosen according to specific criteria. A sampling plan of the neighborhoods in each city was designed to ensure variation in the service conditions of police, using socioeconomic features of neighborhoods as proxies for those conditions. Residents in the POPN study beats were randomly selected for the citizen survey.

Data Source:

observations, personal interviews, telephone interviews, administrative records, and data from the United States Census Bureau

Description of Variables:  Ride-level data (Parts 1, 5, and 10) contain information about characteristics of the ride, including start and end times, officer identification, type of unit, and beat assignment. Activity data (Parts 2, 6, and 11) include type of activity, where and when the activity took place, who was present, and how the officer was notified. Encounter data (Parts 3, 7, and 12) contain descriptive information on encounters similar to the activity data (i.e., location, initiation of encounter). Citizen data (Parts 4, 8, and 13) provide citizen characteristics, citizen behavior, and police behavior toward citizens. Similarly, officer data from the supervisor observations (Parts 9 and 14) include characteristics of the supervising officer and the nature of the interaction between the officers. Both the patrol officer and supervisor interview data (Parts 15-17) include the officers’ demographics, training and knowledge, experience, perceptions of their beats and organizational environment, and beliefs about the police role. The patrol officer data also provide the officers’ perceptions of their supervisors while the supervisor data describe supervisors’ perceptions of their subordinates, as well as their views about their roles, power, and priorities as supervisors. Data from surveyed citizens (Part 18) provide information about their neighborhoods, including years in the neighborhood, distance to various places in the neighborhood, neighborhood problems and effectiveness of police response to those problems, citizen knowledge of, or interactions with, the police, satisfaction with police services, and friends and relatives in the neighborhood. Citizen demographics and geographic and weight variables are also included. Site identification variables (Part 19) include ride and encounter numbers, site beat (site, district, and beat or community policing areas [CPA]), and sector. Staffing variables (Part 20) include district, shift, and staffing levels for various shifts. Census data (Part 21) include neighborhood, index of socioeconomic distress, total population, and total white population. District population variables (Part 22) include district and population of district. The aggregated citizen data (Part 23) provide the ride and encounter numbers, number of citizens in the encounter, counts of citizens by their various roles, and by sex, age, race, wealth, if known by the police, under the influence of alcohol or drugs, physically injured, had a weapon, or assaulted the police, counts by type of encounter, and counts of police and citizen actions during the encounter.

Response Rates:  The response rate for the patrol officer surveys was 93 percent in Indianapolis and 98 percent in St. Petersburg. For the patrol supervisor surveys the response rate was 93 percent in Indianapolis and 100 percent in St. Petersburg. The response rate for the citizen surveys was 53 percent in Indianapolis and 42 percent in St. Petersburg.

Second article