Clay Shirky's Here Comes Everybody (2008) Term Paper

Clay Shirky's Here Comes Everybody (2008) - Term Paper Example As an example, many people are blogging about thousands of topics. Some of these blogs are personal and only go out to a few people (usually family and friends) while others are intended for a larger, more global audience. These blogs may have errors in them but they are being shared without filtering. Socially, the â€Å"publish than filter† approach is able to bring people together on a larger scale than previously available. People can learn about each other via several social networking sites and they can meet large groups of people via these sites. People are able to have conversations with perfect strangers about their ideas. Economically, many people have learned to master social business networking by sharing content on several social networking sites that include Twitter, LinkedIn, Facebook and YouTube. Each site has a different way of giving content but people are able to gain an understanding of the person behind the business as well as the business. Mass amateurism , according to Shirkey, refers to the idea that anyone can publish anything so â€Å"everyone is a media outlet†. This means that people do not have to have fancy degrees in journalism or be professional writers to be published on the Web. People are able to provide different viewpoints on a variety of topics and it does not matter who they are as a writer. Also, the individuals are able to publish more often and more regularly. One example that Shirky keeps exploring is the Blog. The blogs are written on many different topics and people can present their political views, share photos, or create videos and publish them all over the Internet with most of the tools to do these things provided for free. Another example that Shirky gives is the use of instant messaging and other chat programs that allow the individual to be in touch with a variety of people in real time. These types of media allow an individual to publish more than once, on a regular basis, and more is said than would be possible in print newspapers and magazines because of the standards of those newspapers and magazines. The advent of mass amateurism does not mean the end of professionalism; it just means another vehicle for information will be developed. There will always be people who want to read professional literature including magazines and newspapers like Time or The New York Times because they want to read good journalism. Open Source Software (OSS) is software that is provided free by a manufacturer that gives the same opportunity to the end users as commercial software. Linux is one good example because it is a group of software programs that many schools have used instead of Microsoft products. The reason OSS is popular is because there are no licensing agreements that must be updated yearly and schools can make as many copies as necessary; faculty and students can also copy this software to their home computers. Shirkey says that OSS is more an ecosystem that can tolerate mista kes easier than commercial software systems. Because Linux uses source codes and the company gives the codes to users, people can customize the software to meet the organizations’ needs. The history of OSS shows that it will not take over commercial software because it still has some challenges. Shirky continually showed how different types of OSS was used but how it was given as an alternative for organizations who did not have the money to

The Effectiveness of Organizational Actions, Structures, and Research Paper

The Effectiveness of Organizational Actions, Structures, and Multiagency Involvement in Response to Homeland Security - Research Paper Example Terrorism is definitely a serious issue for the super power America as it has faced one of the most devastating terrorist attacks in century (Bullock et al, 2012 p. xv). Positioning statement The department of the Homeland security( DHS) was founded by the Homeland Security Act of 2002 (P.L. 107-296) signed on November 25, 2002 with departments from 22 different government agencies initiating official operations on March1, 2003. The DHS has since then underwent a series of restructurings and reorganizations with the aim to improve its efficiency and effectiveness. This section will deal with the actions taken by the US government in tackling the counter terrorism aspect and its subsequent development of a strong base structure with the involvement of the multilateral agencies engaged in tackling the counter terrorism issue. Literature Review Background of the problem The aspect of terrorism is a transnational threat that entails potential risks to the global interests of United State s’ manifested and developed from the international and the domestic surroundings. The core theme of the United States efforts in addressing these transnational issues is to detect, deter and defeat the terrorist faction, primarily the Al Qaeda (Painter, 2011, p. 8). Supporting evidence The Obama administration recognized the significance of the home ground jihadist threat in two of its recent strategy documents. In June 2011, the administration announced the National strategy for the counter terrorism which focused on the Al Qaeda, its affiliates and its adherents. Obama’s top counter terrorism advisor John Brennan publicly described that homeland security is the primary area of emphasis with respect to counterterrorism efforts. In August 2011, the Obama administration released a strategy for combating the violent extremism revolving around the counter action of the radicalization of all types of potential terrorists. The domestic focus of the policy was the protection of the civil rights, federal cooperation with the local leaders in the private and the public sectors. In 2004, Congress passed the project Bio Shield in order to encourage the private sector to develop certain biological counter measures to protect the lethal effects of the biological menace done by the terrorist attacks (Painter, 2011, pp. 8-10). The National Counterterrorism Center is the primary organization for the integration and analyzing the processes involved with terrorism. The system provides all source intelligence support to the government wide counter terrorism activities and establishment of the information technology systems and architectures and infrastructure between the NCTC and the other agencies. The NCTC serves as the chief advisor to the Director of National Intelligence on the international organizations for the strategic operation planning of the counter terrorism (Counterterrorism, n.d., p.3). In the fall of 2001, the anthrax incidents induced the potentia l biological attacks against the nation. In January 2001, President Bush declared a supplementary appropriation with an amount of around $ 1 billion to tighten the states’ capabilities of the bio-terrorism. Developments were made by the states in the utilization of

Themes in Popular Culture Essay Example | Topics and Well Written Essays - 1250 words

Themes in Popular Culture - Essay Example The themes in Springsteen’s songs are often experienced by most people and this perhaps is one of the reasons why his songs became popular among many Americans and other cultures. Springsteen’s ability to bring to life everyday, ordinary circumstances is excellent so that listeners could easily relate to the songs as they enjoy and patronize his music. Along with Springsteen, another contemporary singer was making a name for himself, Bob Seger. The latter is not simply a contemporary of Springsteen but he also wrote songs with similar themes. To see the similarities on the works of the two popular culture artists, I will discuss Seger’s â€Å"Turn the Page† along with the works of Springsteen. â€Å"Turn the Page† tells the life story of Seger in part as an artist. Just like Springsteen, he writes about every day or ordinary situations that reflect his thoughts and emotions. He wrote the aforementioned song while he was on the road, completing a tour and it basically reflects how he felt about the trip. He starts off with a descriptive phrase â€Å"On a long and lonesome highway† which gives a clear picture of a deserted road. The terms â€Å"highway†, â€Å"road† or â€Å"street† are common terms Springsteen often use in his works. For instance, in his song â€Å"Thunder Road†, the phrases â€Å"For a savior to rise from these streets†, â€Å"To trade in these wings on some wheels†, â€Å"Were riding out tonight† and â€Å"Thunder road† all suggest a path, track or the like. Metaphorically, road is used as a symbol for a person’s choices and way of life, a theme that is quite obvious in Springst een’s lyrics. They suggest that in life, people are always presented with different roads and different roles but one cannot walk two roads at the same time. Therefore, a person has to make a choice. For Seger, the road that he has to take is specified; it is â€Å"east of Omaha†. This does not mean that he will have

Pros & Cons of Television Essay Example for Free

Pros Cons of Television Essay For most people, watching television Is an enjoyable way to spend time. It Is an undemanding activity that passes the time and there are very few families that dont own at least one television. Since so many people now own a television, there has been a proliferation in the number of channels available and shows to watch, so that you can quite easily find yourself spending hours in front to the television. Consequently, you may neglect other activities that need doing. Thus, although television may help to ease boredom. Here are also some negative aspects associated with watching television. Breaking news shown live on your TV Global news network allows the latest global events to be aired worldwide and beamed directly to your living room. Examples (from top-left, clockwise) include September 1 lath attack, 2004 Tsunami in Indonesia, 2008 HINDI outbreak and 2011 earthquake In Japan. Pros of watching television The positive aspects of watching television include that you have something to talk to friends and relatives about. There are certain programs which are more popular than there and If you watch them you feel Included and that you have something In common with the people around you. Television can help to foster a sense of national identity, since a significant proportion of the population will be exposed to the same kinds of news programs and television shows, so that people feel that they belong to a wider community. Plus, television can also be Informative and educational, opening peoples eyes up to the world outside. Educational TV programs Educational TV programs provide priceless information that not only educate but also pens up your mind. Most of these programs teach and educate people on subjects that you may otherwise will not know and are never taught in schools. Non-educational TV programs However, there are also a lot of television shows that are not very educational, and could even be considered trash. Reality shows, for Instance, offer nothing of any worth to the audience. Yet people still tune in. People get hooked on shows which are poorly produced and concentrate mostly on issues of sex and violence. Although here is no conclusive evidence that watching violence on television makes children tofu people would become desensitizing to it, and that this could make it easier for children to engage in violent activities. Watching too much TV can lead to weight gain, poor social skills and lower academic results Unsupervised children spending too much of their time in front of a TV can have a big impact on their life. Obesity, lack of social skills and poor academic results are Just some of the effects TV have on children. Some psychologist believe that too such TV time can have a major effect in the psychology of the child. Children are suppose to interact and play, not sit and watch. Poor parenting and weight gain It is also evident that many people spend too much time watching television, so that parents dont bother to spend any time playing or talking with their children. It is far easier to stick them in front of the television, rather than taking them to the park. It cant be a coincidence that so many people are now overweight when they spend much more time watching television than they would have done years ago. People seed to be a lot more active, but now television is the most convenient way for individuals to keep themselves occupied. Thus, they burn hardly any calories while most probably consuming an excessive amount of calories. Its addictive Even though there are many negative aspects associated with watching television, many people enjoy television far too much to reduce the amount they watch or to avoid watching television altogether. People enjoy not having to think for themselves and to be able to sit down and watch something that helps them to relax, so why would they change?

Coronectomy Alternative Wisdom Teeth Extraction Health And Social Care Essay

Coronectomy Alternative Wisdom Teeth Extraction Health And Social Care Essay Clinical Scenario A female patient aged 23 attends her general dental practitioner with repeated episodes of pain from the back of her lower jaw. Intra oral examination reveals swelling, soreness and erythema overlying the operculum of a partially erupted wisdom tooth, indicating pericoronitis. Radiographic examination reveals an impacted wisdom tooth with narrowing of the root and loss of the inferior alveolar canal lamina dura. Realising the potential complications, the general dental practitioner refers the patient to the oral and maxillofacial department of the dental hospital where you are working as a Senior House Officer. Upon consultation, the patient reveals that she is worried about the complications associated with the procedure, and whether it will affect her future career as an actress. She informs you that a friend of hers recently underwent wisdom tooth extraction and as a result can no longer feel her lower lip and tongue. She asks you questions such as; what are the chances of this happening to me? how long will it last? and is there are any alternative treatments? Upon reviewing the radiographs, you realise the associated high risk of nerve damage to this patient, and recall that you recently overheard a fellow colleague talking about coronectomy as an alternative to extraction of wisdom teeth. You remember the colleague saying that this technique reduces post operative complications, and wo nder if this technique would be a suitable treatment option for this patient. Before informing the patient, you want to know if there is any evidence to support this technique, and its potential harms and benefits. Introduction If present, third molar teeth normally erupt between the ages of eighteen and twenty four.3 An evolutionary reduction in jaw size coupled with a less abrasive diet makes the problem of impacted wisdom teeth somewhat inevitable in modern humans.1 Impaction arises when there is prevention of complete tooth eruption due to lack of space, obstruction or development in an abnormal position.3 This may result in the tooth erupting partially or not at all. Pericoronitis can be defined as an infection involving the soft tissues surrounding the crown of a partially erupting tooth, and is the most common reason for wisdom tooth extraction. Its signs and symptoms include facial and intra-oral swelling, soreness, erythema, trismus, raised temperature, lymphadenopathy and general malaise. Hospital episode statistics for 2009/2010 show almost 12,000 out patient and 65,000 in patient admissions for surgical removal of wisdom teeth, making it the most common oral surgery procedure performed in the UK. The NICE guidelines for extraction of third molar teeth suggest that their surgical removal should be limited to patients with evidence of pathology.3 Such pathology includes unrestorable caries, non-treatable pulpal and/or periapical pathology, cellulitis, abscess and osteomyelitis, internal/external resorption of the tooth or adjacent teeth, fracture of tooth, disease of the follicle including cyst/tumour, tooth/teeth impeding jaw surgery, and when a tooth is involved in or within the field of tumour resection.3 According to the NICE guidelines wisdom tooth extractions cost the NHS in England and Wales up to  £12million per year.3 The guidelines published in 2000 dramatically changed the practice of wisdom tooth extraction. The guidelines do not support the prophylactic removal of pathology free impacted third molars, even in situations where future pathology is inevitable. This is a topic of huge debate at present. Unfortunately the removal of third molar teeth has potential complications. These include damage to the inferior alveolar and lingual nerves, pain, swelling, infection, haemorrhage and alveolar osteitis. Damage to the inferior alveolar nerve may occur if the nerve and tooth are in close proximity. The intimate relationship of the nerve and the tooth is most commonly observed on panoral radiography. At present research into the benefits of cone beam computed tomography is underway, and shows promising results for assessing teeth in close proximity to the inferior alveolar nerve canal. There are several radiological signs visible on regular radiographs that predispose to increased likelihood of inferior alveolar nerve injury (see figure 1).5 These include: Canal deviation Canal narrowing Periapical radiolucency Narrowing of the root Darkening of the roots Curving of the root Loss of canal lamina dura.5 Figure 1: Radiographic signs of increased risk to the inferior alveolar nerve.5 Nerve damage is also a potential complication, the majority of which are temporary but permanent hypoaesthesia, paraesthesia or even more worryingly dysaesthesia may occur. (See table 1 for definitions). Table 1: Definitions of different pain pathologies.8 Research into nerve damage by Seddon and Sunderland classified five degrees of nerve injury ranging from conduction block to complete transaction of nerve fibres.9 Each of these five degrees of nerve injury may be created by wisdom tooth extraction.9 Different methods of nerve injury include; compression injuries causing neuropraxia, crush injuries inducing wallerian degeneration, stretch injuries such as that possible during lingual retraction and complete nerve sectioning.8 Injury to the nerve can occur from its compression either directly by elevators or indirectly by forces on the root during extraction. This neurosensory deficit associated with nerve damage can cause problems with speech and mastication, which may consequently affect the patients quality of life. Third molar surgery related inferior alveolar nerve injury has been reported as temporary in up to 8% of cases, and permanent in up to 3.6%.6,7 Risk factors include increased age of patient, difficult extraction and perhaps most importantly, the proximity of the tooth to the inferior alveolar nerve canal. Many different surgical techniques and approaches to wisdom tooth extraction exist with evidence of geographic preferences. A buccal mucoperiosteal flap is usually raised using a Howarths or similar periosteal elevator. Opinion varies as to whether a lingual flap should be raised. This improves visibility and involves protecting of the lingual nerve using a Howarths elevator or retractor. This has traditionally been the procedure of choice in the UK. It is less common in Europe and the USA where the lingual flap is not used in order to avoid possible damage to the lingual nerve. The tooth can then be sectioned if necessary to assist removal using a Cryers or Warwick-James elevator. Healing by primary intention is ideal, however in practice this is rarely achieved and sutures may be needed to assist healing. Coronectomy is an alternative procedure to complete extraction and aims to remove the crown of an impacted Mandibular third molar whilst leaving the root undisturbed. It involves raising a buccal flap with subsequent removal of buccal bone down to the amelocemental junction of the tooth. The crown is then partly sectioned from the root using a fissure bur, and elevated using a suitable instrument. There is a small chance that on elevation the roots may loosen and become mobile.2 This is increasingly likely in young females, and those with conically shaped roots.2 If the roots are mobilised, they must be removed. A rose head bur should be used to remove any remaining enamel from the tooth, and the buccal flap closed using 4/0 Vicryl sutures. There is no need to medicate the pulp and antibiotics are conta-indicated. Pre- and post-operative corsodyl mouthwash, and good oral hygiene are sufficient. Alveolar osteitis is a possible post-operative complication and patients must be made awar e of this and the need to seek further treatment if there is persistent pain or swelling. The tooth must be high risk, vital and the patient must not be immunocompromised.

Free College Essays - Symbolism in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Symbolism      Ã‚  The book The Scarlet Letter is all about symbolism.   People and objects are symbolic of events and thoughts.   Throughout the course of the book, Nathaniel Hawthorne uses Hester, Pearl, and Arthur Dimmesdale to signify Puritanic and Romantic philosophies.   Hester Prynne, through the eyes of the Puritans, is an extreme sinner; she has gone against the Puritan ways, committing adultery.   For this irrevocably harsh sin, she must wear a symbol of shame for the rest of her life.   However, the Romantic philosophies of Hawthorne put down the Puritanic beliefs.   She is a beautiful, young woman who has sinned, but is forgiven.   Hawthorne portrays Hester as "divine maternity" and she can do no wrong.   Not only Hester, but the physical scarlet letter, a Puritanical sign of disownment, is shown through the author's tone and diction as a beautiful, gold and colorful piece.   Pearl, Hester's child, is portrayed Puritanically, as a child of sin who should be treated as such, ugly, evil, and shamed.   The reader more evidently notices that Hawthorne carefully, and sometimes not subtly at all, places Pearl above the rest.   She wears colorful clothes, is extremely smart, pretty, and nice.   More often than not, she shows her intelligence and free thought, a trait of the Romantics.   One of Pearl's favorite activities is playing with flowers and trees.   (The reader will recall that anything affiliated with the forest was evil to Puritans.   To Hawthorne, however, the forest was beautiful and natural.)   "And she was gentler here [the forest] than in the grassy-margined streets of the settlement, or in her mother's cottage.   The flowers appeared to know it" (194) Pearl fit in with natural things.   Also, Pearl is always effervescent and joyous, which is definitely a negative to the Puritans.   Pearl is a virtual shouting match between the Puritanical views and the Romantic ways.   To most, but especially the Puritans, one of the most important members of a community is the religious leader; Arthur Dimmesdale is no exception.

Course Syllabus

In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus Finance Course Description A study of the financial forms of business organization, with special attention to the corporation and its advantages and disadvantages; capital stocks and bonds; budgeting; dividend policy; failure and reorganization; financial accounting; and cash Rationale This course Introduces the student to the role of the corporate finance manager In both raising and using funds. It highlights the usefulness of knowing tax, law, accounting, Investment principles, and the mathematics of finance. L. Prerequisites Junior statusII. Required Resource Purchase Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty university does not necessarily endorse specific personal, religious, philosophical, or political positions found In this resource. Ill. Dilation Materials for Learning A. Computer with basic audited output equipment B. Internet access (broadband recommended) C.Microsoft Word (Microsoft Office i s available at a special discount to Liberty university students. ) D. Financial Calculator It is strongly recommended that the student have access to a financial calculator that is capable of TV (time-value of money), NP (net-present value), and AIR (internal rate of return) calculations. The Texas Instrument BAA II Plus series is an excellent solution. IV. Measurable Learning Outcomes upon successful completion of this course, the student will be able to: A. Interpret and analyze financial statements for the measurement of liquidity, profitability.