Get help from the best in academic writing.

Atlantic International University Chi Square Test for a Company Problems

Atlantic International University Chi Square Test for a Company Problems.

One of the items that businesses would like to be able to test is whether or not a change they make to their procedures is effective. Remember that when you create a hypothesis and then test it, you have to take into consideration that some variance between what you expect and what you collect as actual data is because of random chance. However, if the difference between what you expect and what you collect is large enough, you can more readily say that the variance is at least in part because of some other thing that you have done, such as a change in procedure.For this submission, you will watch a video about the Chi-square test. This test looks for variations between expected and actual data and applies a relatively simple mathematical calculation to determine whether you are looking at random chance or if the variance can be attributed to a variable that you are testing for.Imagine that a company wants to test whether it is a better idea to assign each sales representative to a defined territory or allow him or her to work without a defined territory. The company expects their sales reps to sell the same number of widgets each month, no matter where they work. The company creates a null and alternate hypothesis to test sales from defined territory sales versus open sales.One of the best ways to test a hypothesis is through a Chi-square test of a null hypothesis. A null hypothesis looks for there to be no relationship between two items. Therefore, the company creates the following null hypothesis to test: There is no relationship between the amount of sales that a representative makes and the type of territory (defined or open) that a representative works in. The alternate hypothesis would be the following: There is a relationship between the kind of sales territory a sale representative has (defined or open) and the amount of sales he or she makes during a month.
Atlantic International University Chi Square Test for a Company Problems

Environmental Ethics public meeting paper -04.

ENVS 345: Environmental EthicsPublic Meeting Analysis15% of course gradeFor this assignment you will practice analyzing ways in which ideas about and approaches to environmental ethics are embedded in and inform public decision-making processes by attending a public meeting of your choice. You can attend and analyze any public meeting, but you must be able to justify why this meaning is relevant to this course and you must be able to discuss the environmental ethics concepts that are discussed or debated in the meeting. You must attend the meeting in person, but the meeting can be anywhere and it can be about any level of public decision-making (neighborhood, municipal, state, federal, etc.). This assignment contributes to the Environmental Studies and Environmental Science program efforts to infuse civic engagement opportunities throughout the curricula through the Classroom-Community Connection initiative.Assignment deliverables:Attend at least one public meeting. Students may attend a meeting in Eugene or another community. In-person attendance is required. Be sure to take detailed notes while at the meeting.Produce a 950-1200 word analysis of the substance and process of the public hearing as it relates to at least one course concept or argument made by one of the authors read in the course. Details are included below.Meeting Analysis Requirements:The meeting analysis should be produced in essay form, and it should include the following. You may respond to these requirements in any order. Focus on crafting a compelling essay rather than simply listing out answers to the prompts. While your essay should include some response to the following, the most important thing about the assignment is for you to fully immerse yourself in the experience of the meeting. Critically analyze this experience and be sure to write about what you find most important.A brief summary of the organization/committee/commission and the relevant meeting topic(s). By brief I mean a paragraph of three to five sentences. You will need to do a bit of research for this. Describe the host organization’s authority as it relates to the meeting topic. That is, explain very concisely if the organization is advisory (such as a city committee), or if it is allowed to set policy, and if so, how. In other words, what, if any, legal structures support the activities of this commission, and how is it able to carry out its mission? You should be able to find this information online; if it is not readily available you can call the organization’s general information phone number and ask for help. Most public meetings have multiple agenda items. You do not need to discuss all of the topics of the meeting unless they are relevant to your overall analysis. Focus on the topics that are most relevant to your essay.Discussion of what ideas about environmental ethics show up during the meeting. This may be challenging, as more likely than not people will not explicitly say “this is my idea about environmental ethics and why it is important to this meeting topic”. Here will be an opportunity to listen deeply and carefully. Consider all of the players, including the organization members, members of the public, staff, and others who may be speaking. This part of your analysis may be speculative, and that is perfectly fine, but be sure to explain why you are drawing the conclusions you are. For example, someone may talk about why a particular park should include more lawn, or should be treated with chemicals to keep mosquitoes away. It will be up to you to discern what sorts of ethical values that person might hold based on how they explain themselves and what course of action they advocate. Here would be a good point of the essay to refer to the readings class materials.Similarly, discuss what concepts of environmental ethics are being debated in whatever the meeting topic might be. For instance, you may attend an EWEB meeting at which people are debating increased utility fees to add more renewable energy sources for the community. Consider the sorts of ethical values and assumptions that influence how the issue is presented. Consider how the people in the room are involved and how decision-making is happening. You don’t need to respond to all of the following, but here are some prompts to help you focus: What kinds of people make up the official commission/committee/governing body? Who is there from ‘the public’? Who seems to be in charge, and how are they behaving toward the other people in the room? Is everyone being ‘heard’ equally, or are some people’s statements given more weight? How?You should include some reflection on your own reactions to both the topics and the process of the meeting. In your reflections make at least one suggestion for how the meeting issue and/or process might be better or differently addressed. Also, include anything you find important, interesting, compelling, confusing or problematic.Pictures, diagrams, maps, video, audio, etc. At least one of these must be included. It is up to you to decide which. You may focus on the soundscape of the meeting, or make a sketch, or diagram a concept, or take a picture, or include a map of one of the places discussed. I encourage you to include any and all visual elements that support your essay.Additional guidelines:Your final product should be a complete, coherent essay with an easily identifiable main argument (thesis). Your essay should be written in complete paragraphs that connect with one another. Do not simply write short answers to the prompts. In other words, requirements 1-6 above should all be included, but it is up to you to structure your essay around a primary argument/thesis with supporting evidence. Essays of fewer than 950 words or more than 1300 words (excluding references and title) will not be accepted. Take this word restriction seriously – no resubmits will be allowed.
Environmental Ethics public meeting paper -04

A Critical Analysis of Hamlet’s Constant Procrastination in Shakespeare’s Hamlet Essay

Table of Contents Introduction Claudius Oedipus complex Good vs. evil Consequences of procrastination Conclusion Works Cited Introduction It is of diminutive doubt that Hamlet is one of the most controversial characters ever created by William Shakespeare. Due to his complexity in persona, critics have over the years ever since the play’s premier varied in opinion over the true essence of Hamlet. More importantly, procrastination, which was Hamlet’s most conspicuous flaw, has had its predisposition debated over since it was first observed. The reasons for the procrastination vary within different schools of thought with some arguing that it is due to “Oedipal Complex”, a theory conceptualized by Sigmund Freud who considered Hamlet to be in love with his mother. A supportive argument is based on the fact that Hamlet is provided with numerous opportunities to slay Claudius but always passes them on even when ordered to do so bearing in mind he deeply loathes Claudius. Thus it is highly likely that Hamlet advertently keeps Claudius alive so as to buffer Hamlet’s predilection towards his mother. Others critics argue that he is never availed with the opportune moment to revenge of his father’s murder since he is usually preoccupied whenever such a scenario presents itself. Either way, Hamlet’s procrastination to a variable extent identifies his unstable mental condition which leads to a detrimental finale not only for Hamlet but those surrounding him as well. Claudius Claudius is guilty of killing Hamlet’s father king Hamlet, who is also his own brother in order to gain access to the throne by marrying Gertrude, mother to Prince Hamlet. Claudius is successful in his ambition and Hamlet is left with the decision on whether or not to kill his uncle so as to avenge his father’s death (Burnett 49). Hamlet finds himself in a dilemma that ultimately leads to his procrastination because he is aware of the fact that if he kills Claudius, his companions will avenge Claudius death by killing him. More about Hamlet What excerpt from act 3 of Hamlet supports the conclusion that Hamlet is critical of women? 5 163 What line from act 3 of Hamlet supports the conclusion that Claudius fears his own fate? 5 59 Which statement best explains why Hamlet alludes to Pyrrhus throughout act 2, scene 2 of Hamlet? 5 199 What is the Climax of Hamlet? 5 893 Claudius is also a member of his family and so the monarch remains in possession of the throne and the crown and killing him would amount to treason, a serious crime. On the other hand, Hamlet is influenced by the urge to avenge his father’s death which further aggravated by the appearance of his father’s ghost that asks him to kill Claudius (Johnson 265). Hamlet however doubts the actuality of the ghost and is confused on whether it was the spirit of his late father or just an evil spirit. “Be thou a spirit of health or goblin damn’d, Bring with thee airs from heaven or blasts from hell, Be thy intents wicked or charitable, Thou com’st in such a questionable shape” (Johnson 262). Get your 100% original paper on any topic done in as little as 3 hours Learn More Hamlet is left with a tough decision to make that ultimately puts him at a crossroads between upholding morality or standing up for his father’s legacy (Neal 1). Such a decision becomes difficult for Hamlet to make and ponders over it for a long time leading to several incidents of procrastination with reference to the murder of Claudius (Burnett 53). Oedipus complex Hamlet is attracted to his mother Gertrude but the presence of Claudius condenses the possibility of intimacy with his mother. Even though Hamlet believes in the vengeance of his father’s death by executing Claudius, he is afraid that the void that would be left would inevitably lead to a mutual closeness between him and his mother. The fear of such an occurrence leads Hamlet to procrastinate the death of Claudius through self deception. He begins by investigating whether or not Claudius was responsible for killing King Hamlet not so much to find the answer since he already knew, rather to pass off time. Once he is satisfied that Claudius was indeed his father’s murderer, he embarks on a pious duty to kill him but even when presented with an opportunity, he finds a reason not to kill Claudius (Burnett 52). During his first attempt he finds Claudius in prayer and avoids killing him alleging it is not devout to kill one in prayer. The only occasion when Hamlet does not waver to kill is when he is in the bedroom with Gertrude and stabs the man behind the curtain. Unfortunately it turns out that Polonius is the man behind the bedroom curtain (Neal 1). It is likely that Hamlet stabs Polonius impulsively because he is in the presence of his mother and is still possessive over her. Hamlet is able to postpone killing Claudius in all other instances due to the fact that he lacks an emotional driving force at that moment akin to his mother. Good vs. evil Hamlet is a noble and sophisticated prince who allows his deceptive attitude corrupt his mentality. Being a man of thought rather than action, Hamlet focuses his thoughts on evil leading him to become suspicious of everybody around him, and doubt every decision he makes (Johnson 262). Deep within him Hamlet is of high moral standards and entirely despises evil but the death of his father exposes him to the need to become evil. He attempts in numerous occasions to suppress his decency and the constant conflict between his mind and conscious precipitates the procrastination evident in his demeanor. We will write a custom Essay on A Critical Analysis of Hamlet’s Constant Procrastination in Shakespeare’s Hamlet specifically for you! Get your first paper with 15% OFF Learn More Consequences of procrastination The resultant outcome of Hamlets procrastination is diverse in its reach and effect thus many individuals surrounding Hamlet are negatively affected by his inaction (Johnson 264). Hamlet at the outset is able to conceal his true affection for Ophelia hence postponing the appropriate moment to declare his true affection for her. Hamlet tries hard to identify with a mad and careless character overlooking the affection and adoration Ophelia has for him (Burnett 55). To stay in character, Hamlet rejects her and this breaks her heart which consequently leads to Ophelia’s insanity and eventual suicide. He rejects those he claims to love including his mother whom he shouts at. Hamlet’s mad man charade arouses the curiosity of Rosencrantz and Guildenstern who keep on enquiring about the logic behind the play as they endeavor to find out hermit’s long term ideology (Neal 1). More on the Topic Which statement best describes why Shakespeare’s Hamlet is a complex character? 5 60 Which Best Describes a Change an Adaptation Would Make If Hamlet was Set in Modern Times? 5 48 What does Hamlet mean by “shuffled off this mortal coil”? 5 194 Which word best describes Laertes in Act IV of Hamlet? 5 341 Hermit is however not pleased with the questions and he becomes highly suspicious of them, which culminates into intense rage when he discovers their true motives. He holds this against them for a long time and finally has them killed in England as a result of his built up rage and malevolence. Hamlets deferment to kill Claudius puts Polonius in harms way when Hamlet stabs him in Gertrude’s bedroom on suspicion that he is Claudius. Conclusion Hamlet’s procrastination could have been attributed to either his obsession with his mother, his way of thinking, his father’s death or all of the above. However, the fact is that the habitual deferment of his duties eventually led to the death of most of the people who closely associated with him. His attempt to be an evil person predisposed him to a different kind of reasoning that transformed him to be more comfortable with evil which eventually culminated in his demise. Works Cited Burnett, MarkThornton. Ophelia’s False Steward’ Contextualized: The Review of English Studies. New York: Oxford publishers, 1995. pp. 48-56. Johnson, Bruce. Hamlet: voice, music, sound. Popular Music. London: Cambridge University Press, 2005. pp 257-267. Neal Thakkar: Why Procrastinate: An Investigation of the Root Causes behind Procrastination. Lethbridge Undergraduate Research Journal. Vol.4 (2009): 33-35. Print. Not sure if you can write a paper on A Critical Analysis of Hamlet’s Constant Procrastination in Shakespeare’s Hamlet by yourself? We can help you for only $16.05 $11/page Learn More Urquhart, Alan. Hamlet and a revenge tragedy: A reappraisal. April 2004. Web.

Purdue University Global Scientific Principles and Social Ethics Discussion

essay writer Purdue University Global Scientific Principles and Social Ethics Discussion.

Part 1Complete the Letters to your LeadersImagine you are writing letters to your leaders to discuss your opinion regarding war and capital punishment.A. Compose a letter to the president regarding the current war. In this letter, explain your position regarding the ethics of war and responses to terrorism. In your explanation, be sure to draw upon ethical theories, concepts, and reasoning to support your position. State what you believe should be done and why. The letter should be 1 page in length, double spaced, and free of grammatical errors.B. Compose a letter to your state governor regarding the death penalty. In this letter, explain your position regarding capital punishment. In your explanation, be sure to draw upon ethical theories, concepts, and reasoning to support your position. State whether or not the death penalty should be abolished and why. The letter should be 1 page in length, double spaced, and free of grammatical errors.Your letters should be one half to one page each for a maximum length of two pages double-spaced. Your letters should be in correct grammar.Part 2Each and every day, you are faced with having to make split-second decisions, and the need to solve random problems that you encounter. In this Assessment, you will create a PowerPoint presentation to explain how you would use the scientific method to solve the following scenario.Scenario: You have agreed to take care of your friend’s dog; Buddy, while she goes on a trip to Antarctica. On your two-hour trip to take your friend to the airport you get so caught up talking about her upcoming adventure that you do not have any time to ask questions about her new dog (Buddy) who is riding in the backseat. After you drop your friend off, just in time to catch her flight, you drive the two hours back home and realize that your friend accidentally took the dog’s bag with her when she ran into the airport. You realize that you do not have access to your friend’s house and cannot contact her. It is a new dog so there is no one else you can contact that knows its normal routine. You stop at the local pet store and ask the salesperson to help you pick out food and supplies to take care of Buddy for the next few weeks. They send you home with a bag of salmon and potato dry dog food, a few toys, and a dog bed. When you get home you put some of the dog food in a plastic bowl that you had been using to store oranges and lemons. You offer this to Buddy but he refuses to eat his dinner. This puts you in a little bit of a panic since your friend is on a long flight and will then be on a ship to Antarctica so contacting her will be difficult. You take a deep breath and decide that you can try to solve this problem on your own.A template is provided below to get you started. Additional slides should be added to address all the questions in this assignment and cite your sources. You are welcome to modify this template to suit your needs, being sure to meet the assignment requirements. Make sure your PowerPoint ® presentation addresses the following questions.What are the steps of the scientific method? List them out and provide a short description in your own words of what happens during each step.To collect your data, read through the scenario carefully and on a slide provide a list of everything that you know about the situation with Buddy.Create a testable hypothesis for why Buddy is not eating that is consistent with the data in the scenario: i.e., Buddy is not eating because I did not buy the type of dog food that he is used to. Indicate which pieces of evidence you used to develop your hypothesis.Outline how you would set up an experiment to test the following hypothesis: Buddy is not eating because I did not buy the type of dog food that he is used to.Do some research on independent and dependent variables. Identify the independent and dependent variables in your experiment.List three things that you should keep constant (the same) during your experiment so that they don’t influence the outcome of your experiment.The results of your experiment supported your hypothesis.The results of your experiment did not support your hypothesis.Explain what you would do in the following two situations:You know you can contact your friend at some point soon but only for a short time. What three testable questions would you want to ask her to help support or disprove the proposed hypothesis?Your neighbor comes over to help out with Buddy and poses the following hypothesis: Buddy won’t eat because he feels that his owner is unlucky when she travels and may get hurt. Is this a testable hypothesis? If so, please explain how you would test it. If not please explain why it is not testable in the context of the scientific method.Information provided on the slides should be brief and bulleted. In the notes section, you must include all of your talking points – exactly as you would present them to your audience. Remember, you want to tell the story during the presentation rather than having your audience reading your slides along with you during the entire presentation. The Academic Success Center’s Writing Center has an excellent resource on
Purdue University Global Scientific Principles and Social Ethics Discussion

Aesthetic Labour Within The United Kingdom

Within recent years it has been found emotions play a large part in today’s work place, with the same now being said in regards to aesthetic labour. Postrell (2003) even suggests that we are on verge of entering an ‘aesthetic economy’, bring forth an era of appearance and feel. With the fundamental feature of this economy predominately being employees appearance developing the notion that ‘style is strategy’, Postrell also suggests that the look of employees can also determine the ambience of a room as much as the furnishings or decor. Aesthetic labour itself is a modern term in regards to recruiting staff whom look the part (Witz et al, 2003). The concept of aesthetic labour was developed based on employer’s impression that parts of the service industries were portrayed as the ‘style labour market’ this includes the following service areas; bars, hotels, events and retailers, who require aesthetic skills in addition to social and technical skills from employees (Nickson et al, 2004, p.3). Today’s research shows that within the UK, service jobs now accommodate around three-quarters of all jobs, with them predominantly coming from the retail and hospitality sectors. With a 17 percent growth between 1979 and 2003 within these sectors alone it can be seen from current examination of employer’s trends that the selections of employees with self presentation skills have a higher preference than experience or technical skills. For example a current survey of one hundred human resource experts within the United States of America accountable for employing hospitality industry employees publicized that their top two criteria’s were ‘pride in appearance’ and a ‘good attitude’ (Martin and Grove, 2002), the hospitality training foundation (2001) also confirmed that these top criteria’s are also shared by the industries within the UK. Once again both within the UK and USA it has been found that once employees have been employed their appearance continues to influence and help them, with suggestion that service, profession and pay are all subjective to employee’s appearance. Within the UK this is most prominent in the service sector however it can be seen in most areas (Harper, 2000). Nick et al (2004, p.3) argues that aesthetics within interactive service work is also becoming a major input however this trend has not yet been confirmed by policy markers. Other authors also suggest that the aesthetics within interactive service work is extremely significant with trends coming from interrelationships as well as from human and non human elements that are found with the workplace itself. In which aestheticization process can present them through fundamental ‘actor network theory’, these are transitions of redevelopment identifying how systems come together to act as a whole (Deepdyve Beta 2010). In particular in many customer facing jobs a large amount of importance is placed on a person’s characteristics to a degree in which employers specifically look for people who are ‘passionate, stylish, confident, tasty, clever, successful and well travelled’ (Warhurst and Nickson, 2001, p.14). It is essentially that all employees portray the ‘right image’ for the ‘company, irrespective of the skills they possess. Grugulis et al (2004) argues that many managers may try to control how their employees feel and look, as well as how they behave, so that they can expose the correct emotions, aesthetics and productivity needed within a specific working environment. Moulding employee’s appearance is a very well known process used by employers to maintain a business like image; this includes the use of uniforms and dress codes. In a recent survey it was found eighty percent of organisations surveyed enforced a uniform policy or dress code, principally to keep up a corporate image. Due to employee appearance and aesthetic appeal being considered an essential part of any companies branding or competitive approach (Grugulis et al, (2004). In addition another survey within the UK based around the retail sector detailed that ninety percent of employers rated appearance as a crucial recruitment and selection process, with sixty one percent of them subsequently offering training in dress sense and style (Nickson et al, 2005). This is also true for emotional labour, Hochschild (1983, p.7) explains how emotions manages the feelings of employee’s to create the right visual appearance from their facial and body expressions. However other authors have observed that image is theoretically becoming stopped due to the lack of up to date research and debate (Witz et al 2003). It has been thought that aesthetic labour is opening a new kind of discrimination based around people being turned down or employed for different jobs solely because of their looks. Oaff (2003, p.7) stated ‘if your gender and your race haven’t kept you off the short list, your physical appearance still might’. Aesthetic labour has also been seen to have neglect on gender, with an acknowledgment of ‘body work’ within the service industry (Adkins 2000). Adkin reports that there is a large attention placed on gender and sexuality within the origins of the aesthetic components of labour. Many authors feel there is a thin line between sexuality and gender within a job role. For example research has shown within the service industry there is a 63 to 37 percent female to male split and within the hospitality sector there is a 59 to 41 percent female to male split. Kerfoot and Korcznski (2005, p.388) identifies that the majority of service jobs have female based employees whose jobs are linked to low wages and less to none job prospects. From this it has also been found when advertising for jobs many companies purposely gender stereotype their adverts to list soft skills that are exclusively feminine based. The gender stereotyping of jobs also links to the thought that customers in particular males prefer the female touch that is brought to the initial meeting. Aesthetic labour has led to large social changes within the majority of sectors leading to an increase in seasonal, part time and temporary job openings, allowing a high level of younger workers to gain experience especially those within the tourism industry. The main reason for this is younger people are often aesthetically closer to consumers customers. Baum (2008, p.81) explains this by saying ‘the sector seeks to attract employees who..(deliver) aesthetic labour…(so are in) much closer proximity with their customers’. These types of people are known as ‘style’ workers, they are those who physically and emotionally match their working environment and therefore closely identify with the products, being able to understand their customer’s needs and wants. In a previous Singaporean context a process was referred to in which service workers are highly brand conscious, Gurrier et al (1998, p.34) states ‘the modern young Singaporean is disinclined to work in service unless the image of the product accords with their own sense of fashion. Working in Gucci means that the product becomes part of her own accessory range’. Within today’s hospitality sector it is easy to see the vast social different between the employee and consumer it is understandable why employer’s employ the correct type of people for their organisations that matches their emotion and the aesthetic requirements. The term aesthetic labour first appeared in 1999 when Chris Warhurst and a team at the University of Strathclyde compared the term to an older medieval Italian term called sprezzatura. This has since become a fundamentally piece of research in terms of human resource management or hrm. With people such as Mulford et al (1998, p.1585) making claims that the attractiveness of people is dependent on their opportunities to develop socially and cooperate with others. Making it is easy to see where the pressures of recruitment and retention of employees based on their image has affected hrm. The idea of aesthetic labour may cause conflict within the sense that ethnical problems may arise if someone is employed solely on how they look. This has since developed tension based on what people feel management ‘ought’ to or ‘should’ do. The ethics of aesthetic compare this to management viewing us up against a framework allowing them to judge right and wrong. The ethics and morality of aesthetic has been address by many authors for example it is suggested that the business background produces its own unique moral standard (Nash 1990, p.5). However Fisher and Lovell (2006, p.42) feel that ethics is based around doing well, in which wrongs are prevented or masked if done. With a variety of different views in the air, for hrm the challenge to retain professionalism is key due to the thought and actions of aesthetics causing pain and worry to their organisations employees. Emotional labour has a direct link to aesthetics the term emotional labour was first identified by Hochschild in 1983 and is used to depict the actions of service workers that goes beyond their usual physical and mental roles. In which the employees show actual worry for the customer’s needs. Examples of this include customer facing roles in which employee’s use the term ‘service with a smile’, they help solve complaints and change the customer’s mood. Hochschild (1983) uses the term ‘management of feeling to create a publicly facial and bodily display’. The use of emotional labour is a good practice especially used in the face of angry or unhappy customers when employees may need to hide their really emotions. It has been found that organisation have since place a large amount of strategic orientation on this, so that employees know how to handle themselves not only in front of customers but also other employees and internal customers. It is easy to see how emotional skills will also place any potential employee further up the recruitment ladder. Having both emotional and aesthetic skills will help employers complete their aim to have ‘oven ready’ employees which are ready to go straight into the job with little training. This strategy is extremely useful in minimising costs, but employing these types of people based solely on these particular skills also places knowledge by the employer that the characteristic of the employee cannot be necessarily trained. Looking directly within the service based sectors the importance of aesthetics as well as self presentation skills is effortlessly demonstrated. However the problems caused is also very noticeable. Although many businesses strive to maintain competitive advantage, the evidence from many forms of research places this dependency on the new ‘style driven niche’ in which many management’s attempts of controlling their employee’s expands beyond the usual aspects. Nevertheless the positives and the potential of aesthetics on an employee to customer based ratio evidently are flourishing, unlike that of the employer to employee ratio within any organisation which is under strain with new forms of discrimination being found. Although academic skills are clearly not a major part of any recruitment or selection processes, the aesthetic skills are now becoming a requirement do help the utilisation of any organisation. Furthermore it can be seen the large difference between aestheticised labour and aesthetic labour, in which employees have preserved certain characteristics and appearance to both maintain and secure their employment. With reference to a employees specific wage being dependent on the employees gender/sexuality or image there is little evidence to completely agree with this however it can be seen that employees do receive other kinds of payback in the form of benefits such free clothing or make over’s. It can also be found that the emotional skills work particularly well along side aesthesis, helping organisations gain ‘oven ready’ customers who will fulfil the companies needs to place the employee straight into the heart of the business. At present self presentation skills is not currently predominant in the learning market, due to the shortage of approval by the policy makers. This may be because of the concerns of moulding employees appearance or because they are unsure how to integrate it into the training agendas. Whichever it may be it is easy to see the impact it will and is already having on organisations human resource management team, as there are so many different points of views on the right and wrong ways to go about aesthetics when recruiting and maintaining employees.

Capella University Leaders Guidebook Discussion

Capella University Leaders Guidebook Discussion.

ContextThe resources provided in this assessment cover both change renewal and chaos. Even though we fear change and long for the comfort of equilibrium, this closed and insulated stance means choosing to wear down and decay. When allowed to grow and evolve, living systems integrate diverse information through open feedback loops. Through self-referencing of values, traditions, aspirations, competency, and culture, systems recreate themselves in similar shapes, or what Wheatley (2006), calls fractals. A leader’s role is to invite disturbance, to create dangerously, because disturbance leads to dis-equilibrium and, therefore, growth and resilience.By choosing to openly engage with change and remembering identity, leaders can increase speed to market and shape consumer preference. Although counterintuitive, the more freedom allowed in a self-organizing system, the more creative and adaptive it can be. Most innovation to the marketplace occurs through the adaptation to a customer’s request by one or two individuals. Information, rather than needing to be managed, needs to be shared and processed to increase awareness and consciousness of complexity and ambiguity. In the absence of information, people make it up. They will make their own meaning.It seems the leader’s role is to openly invite new and disturbing information and to allow the organization to learn, make sense of, and respond or adapt to a changing environment, trusting self-referencing and stressing long-term identity.The resources in this assessment also explore the paradox of order and chaos—how, over time and with a perspective toward wholeness, what might appear as chaos begins to build up a repeatable pattern of the strange attractor. In human systems, meaning, purpose, and mission are the organizing principles. Even a small change may result in a big impact on the whole system, and it is sometimes the slow but constant factor that is the unseen danger. So it is a combination of a leader holding tightly to vision and values while allowing individuals the freedom to act.ReferenceWheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world. San Francisco, CA: Berrett–Koehler.Questions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Disruptive Information: Tell a story about a time in your life where you encountered disruptive information that resulted in innovation or growth. Describe the tension between ignoring, insulating, and avoiding this new information and how it gave way to opening, embracing, and integrating this disturbance. What was the role of self-referencing, remembering who you are and your values, aspirations, and gifts, to the eventual innovation or growth? Why is this an important capability for leaders, and why are you a better leader as a result of this experience?Adaptation: Think of a technology that was once cutting edge but later ceased to exist. Why did it die? Was it insulated? Did it die because it presented a closed posture to new or disturbing information? Also, tell a story of a technology that has survived due to the creativity of one or two individuals who adapted to their environment and who had the freedom to be flexible and adapt to a new reality. What role did a leader have in both of these situations? How would you write a self-organizing story for the self-destructed technology? What would a growth scenario look like for the technology that became obsolete? Visualize the leadership behavior that would encourage this renewal phenomenon.Discovery: Surprise is the only route to discovery. Given the new science, the New Business Realities, and the Thinking Habits, consider how a leader might include others in a journey of discovery that encourages empowerment, independence, and diversity while assuring alignment to values and mission.ResourcesSuggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Library ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world (3rd ed.). San Francisco, CA: Berrett-Koehler.Chapters 5, 6, 7, 8, and the Epilogue are particularly applicable.Internet ResourcesAccess the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.The Berkana Institute. (2012). Retrieved from http://www.berkana.org/Margaret J. Wheatley. (2012). Retrieved from http://www.margaretwheatley.com/Assessment InstructionsImagine it is your job to write a leader guidebook for new supervisors in your current organization or an organization with which you are familiar, based on the new science realities. Your guide should include the following:Descriptions of effective best practices and day-to-day behaviors that leaders should follow for planning, measuring, motivating people, managing change and information, designing jobs, and encouraging relationships.Descriptions of ineffective practices that leaders should avoid in order to be successful.Explanation of the importance and implications of these new science guidelines to the success of the enterprise.Examples and explanations for the positions you take.Additional RequirementsLength: Your leader guidebook should be double-spaced and long enough to meet the expectations of the assessment and scoring guide criteria.Font and size: Use a standard font—either Times New Roman or Arial. The font size must be 12 point.Margins: The paper margins should be 1 inch on each side.Components: Include a title page, table of contents, and reference page.Formatting: APA format is required for all aspects of your guidebook, including citations and references. Your writing should be well organized and clear. Writing structure, spelling, and grammar should be correct as well.Leader Guidebook Scoring GuideCRITERIADISTINGUISHEDWrite a leader guidebook of best practices that reflect the new science realities.Writes a leader guidebook of best practices, and ineffective practices to avoid, that reflect the new science realities.Describe how the new science guidelines impact the success of an enterprise.Explains the importance and implications of the new science guidelines to the success of an enterprise.Describe behaviors of effective leaders.Analyzes behaviors of effective leaders.
Capella University Leaders Guidebook Discussion