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Capella University Data Quality Case Study Discussion

Capella University Data Quality Case Study Discussion.

Please answer all parts fully and completely all parts need to be on separate Documents.PART 1:Impact of Data Quality in Data Mining and AnalysisBy successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Evaluate how data management domains impact the outcome of data mining and analysis for business intelligence.Describe the role and importance of data extraction, transformation, and loading.Describe an application of data extract, transfer, and loading.Analyze the role of data quality and its impact on the outcome of data mining and analysis.Competency 5: Communicate ideas effectively.Communicate effectively.Assignment InstructionsWrite a paper analyzing a business intelligence case study where data quality may have impacted the conclusion and the recommended course of action. You may develop a prototype database using Excel for demonstration purposes.In your paper, identify a business intelligence case study, highlighting its data requirements. Then address the following in regard to the case you identified:An examination of the importance of data extraction, transformation, and data loading.An analysis of the role that data quality plays on the outcome of data mining and analysis.The impact, positive and negative, of data quality on outcomes in your business intelligence case.Recommendations for a course of action to avoid negative impact for the business intelligence case in question, as well as for process changes for future data mining projects.Submission RequirementsYour assignment should meet the following requirements:Written communication: Written communication should be free of errors that detract from the overall message.APA format: Your paper should be formatted according to current APA style and formatting.Length: 2–4 typed, double-spaced pages.Font and font size: Times New Roman, 12 point.PART 2:Data Extraction and TransformationTo complete this discussion:Consider a business intelligence project of your choice. It can be a quality control project, inventory management project, customer service analysis, or introduction of a new product to the market.Assume that in addition to business intelligence, you would conduct a data analysis for an inferential evidence-based recommendation for future direction.Develop a strategy for identification, extraction, and transformation of the necessary data for your business intelligence project.PART 3:Internal and External Data Extraction and Integration for Business IntelligenceUse the first discussion in this unit, Data Extraction and Transformation, as a basis for this discussion and assume that the data required are identified in external and internal repositories. To complete this discussion:Identify a business intelligence case study and highlight its data requirements.Develop a strategy for integration and aggregation of data from different sources as well as the measures needed to be taken to assure high-quality data.How do you confirm that the database contains all necessary data needed for the analytic project? For example, in detail, review what is needed to analyze the efficiency of advertising channels.Develop a strategy for development of the data model.
Capella University Data Quality Case Study Discussion

On July 4, 1776, in Philadelphia, the Second Continental Congress adopted the Declaration of Independence of the United States of America from Great Britain and its Crown. It happened on the 442nd day after the economic controversy between the metropolis and the colonies, which escalated into an armed conflict in Kensington that marked the beginning of the American Revolution. While the armed conflict between the British Empire and the United States colonies had numerous significant events and historical episodes, the most important changes were made at the end of War. In January 1776, the editor of the Pennsylvania Journal, Thomas Payne, published a political pamphlet, Common Sense, in which he strongly opposed the authority of the “crowned robber” George III and argued for the inevitability of the colonies’ war against Britain, which “kept the colonies in power” (Jefferson, 2019). In three months, the pamphlet sold 130,000 copies and spread the idea of separation from Britain. Under the role of the provisional government, on May 15, 1776, and the initiative of Massachusetts Representative John Adams, the Second Continental Congress passed a resolution (Nester, 2018). It recommended that colonies that share the intention to declare independence, publicly deny their oath of allegiance to the British, and recognize that the Congress has the power to make financial, military, and international decisions. On June 7, 1776, Congress condemned the resolution, initiated by Virginia Representative Richard Lee, to declare the colonies’ complete independence from Britain and the formation of a new Confederate state. A committee of five delegates was formed three days later to prepare the relevant document, which included John Adams of Massachusetts, Thomas Jefferson of Virginia, Benjamin Franklin of Pennsylvania, Roger Sherman of Connecticut, and Robert Livingston (Abrams, 2019). The Declaration of Independence, which they prepared, was unanimously approved by 56 delegates from 12 colonies to the Second Continental Congress on July 2 (Barnett, 2019). After receiving the relevant powers, on July 19, New York’s representatives also voted in favor of the Declaration. On July 4, 1776, The “Unanimous Declaration of the Thirteen United States of America” – Virginia, Delaware, Georgia, Connecticut, Massachusetts, Maryland, New Hampshire, New Jersey, New York, Pennsylvania, North and South Carolina – was signed by President of the Second Continental Congress John Hancock and Secretary Charles Thomson. On August 2, 1776, a solemn signing of her calligraphic copy was held by representatives of all thirteen former British colonies. References Abrams, D. E. (2019). America’s Founding Editors: Writing the Declaration of Independence. Barnett, R. E. (2019). The Declaration of Independence and the American Theory of Government: First Come Rights, and Then Comes Government. Harv. JL

The Development of Modern Astronomy After Copernicus Term Paper

The key theory of Copernicus is based on the following fact: as the distance from the Earth and the centre of motion increase, so the period of the planets becomes longer (Goldstein, 2002, p. 1). This paper, however, will attempt four other main contributors, namely, Tycho Brahe (1546-1601), Giordano Bruno (1548-1600), Galileo Galilei (1564-1642), and Johannes Kepler (1571-1630). Brahes’ major contribution was the measurement of the position of the planets, stars, the Sun and the Moon on a daily basis as well as the records of these measurements. Brahe formed an extraordinarily perfect star catalogue of close to 1000 stars. In addition, he demonstrated that comets actually were beyond the Moon and not within the atmosphere as perceived by many. It was here that he made his overall advancement on the known methods of observation (Mahanti, 2012, p. 42). Bruno’s contribution was basically made in the existence of an infinite universe. As a matter of fact, he argued that there existed an infinite universe that had a number of other worlds similar to the Earth. He outlined that the Sun was simply not the centre of the universe (Mahanti, 2012, p. 46). Galileo’s main impact on astronomy was the observation and analysis of the sunspots, the telescopic confirmation of the phases of the Venus and “the discovery of the four largest satellites of Jupiter” (Mahanti, 2012, p. 49). Keplers’ main contributions covered the laws of planetary motion. Thus, the first law stated that “planets move in eclipses with the sun at one focus.” (Mahanti, 2012, p.69). The second law suggested that “the line joining the sun to a planet sweeps out equal area in equal times” (p.69). And the third law highlighted that “the squares of the periodic times are to each other and the cubes of the mean distance” (p.69). So, the geocentric view of the universe stayed for quite some time due to the fact that it was seen as a direct attack on the Catholic Church, the bible, philosophic beliefs and on human mental serenity (Mahanti, 2012, p.24). This point clearly indicates that the scientific research is still in a revolutionary state (p.24). Geography in its efforts to bridge the natural and human sciences acts as a link between the conservational, ecological and environmentalist view and those of the cultural, social and developmental studies (Bird, 1989, p.3). Geography is the study of mankind and its environment that helps us understand the geographical history and the roles it has played in the evolution of mankind and the environment. On the other hand, geography has its weaknesses as it does not clearly spells out the nature of the relationship between the environment and man. The weather can be defined as a set of atmospheric conditions such as humidity, rainfall and temperature of a particular region at a particular time of measurement. Climate, on the other hand, refers to the average weather condition measured after a certain time period, usually one year. The common event between both weather and climate are the hurricanes, floods, and drought. Get your 100% original paper on any topic done in as little as 3 hours Learn More Global warming is the rise in the temperature of the Earth’s surface over the last 50 years, while green house effect is the increase in the concentration of green house gasses. Global warming has the following effects: if there is more heat trapped on the Earth, it will become warmer thus changing the weather. Thus, summers become hotter and so do winters. Pressure gradient force refers to the force that occurs as a result of pressure imbalance acting across the surface. It drastically changes the speed of wind at a particular time. Coriolis effect, on the other hand, is the perceptible deflection of objects moving in a straight direction in relation to the surface of the Earth. Its effects are deflection of the winds and currents in the oceans, its effects on the missiles and planes. However, frictional force is the one opposing the motion of any particular object (Trenberth, 2011, p.128). In the northern hemisphere, Coriolis force has the tendency of changing the direction of the wind to the right in an equivalent speed. Hence, the speed of wind determines the rate of change to the right and, as observed, the strength of this force is greater to the poles comparing to the equator. The great differences in precipitation received from place to place is as a result of the following factors: the changes in salinity of the oceans, i.e. higher salinities of the oceans accompanied by low latitudes as well as the freshening of both the hemisphere at higher latitudes; precipitation in conjunction with the rivers discharge into the oceans; the abrupt decline in the net radiation from the Sun which leads to a brief cooling of both the land and the ocean thereby causing a shift in the precipitation (Trenberth, 2011, p.127-128). The humid subtropical climate (Cfa) is a type of climate characterized by humid and hot summers. Its winters are mostly mild with its precipitation coming from mid-latitude cyclones. The Mediterranean climate (Csa), on the other hand, basically receives its rains in the winter seasons from the mid-latitude cyclones. The Mediterranean climate is known for its extreme weather conditions that are hot during the day and cold at night during the summer seasons and extreme chilly and wet weather during the winter seasons However, the similarity between these climate types is that both the Mediterranean and humid subtropical climate experience humid and warm summers coupled with mild winters (Csa climate, 2013). During the formation of El Nino, the trade winds weaken along the equator as the atmospheric pressure rises in the western pacific and falls in the eastern pacific (McPhaden, 2002, p.1). Thus, the sunlight in tropics is more intense than the one at higher latitudes making the warmest temperatures of the ocean to be near the equator. Air masses over warm tropical waters extract heat and moisture from the ocean, which becomes less dense than the atmospheric air, hence, ascending to the higher altitude areas (McPhaden, 2002, p.7). This particular process has a number of effects, namely, it develops drought in the surrounding areas while it also imposes heavy rains to the islands of the central pacific (p.8). References Bird, J. 1989. The Changing Worlds of Geography. A Critical Guide to Concepts and Methods. New York, Oxford University Press. Csa climate. (2013). In Encyclopedia Britannica. Web. We will write a custom Term Paper on The Development of Modern Astronomy After Copernicus specifically for you! Get your first paper with 15% OFF Learn More Goldstein. B. R, (2002), Copernicus and the origin of his heliocentric system. New York, Science History Publications Ltd. Mahanti, S. (Eds). (2012). Founders of Modern Astronomy. From Hipparchus to Hawking. New Delhi, Vigyan Prasar. McPhaden, J, M. (2002), El Nino and La Nina: Causes and Global Consequences. New York. Trenberth, E, K. (2011), Changes in precipitation with climate change. Colorado, Climate Research.

A Study On School Counselling Education Essay

assignment writer School counseling, a crucial component to students achievement, is a comprehensive program that facilitates students academic, career, and personal and social development within the school setting. Professional school counselors are required to have a minimum of a master’s degree in school counseling. In order to assist the development of all students, professional school counselors implement a wide range of therapeutic interventions. These interventions include, classroom guidance lessons on topics such as anxiety management and bully prevention, group and individual counseling, career testing and planning, parent and teacher consultation, and advocacy for systems change. Research has shown that these school counseling services improve students’ academic success. School counseling is an important topic in educational psychology because it promotes students’ academic, career, and personal/social achievement in the educational settings of elementary, middle, and high schools. Professional School Counselor History and Development Vocational guidance, a preventative education process that guided students through life events, is seen as the precursor to modern school counseling. In 1908, “the Father of Guidance,” Frank Parsons, founded Boston’s Vocational Bureau, where he helped young people with career decisions. Simultaneously, in 1907, Jesse B. Davis implemented weekly vocational and moral guidance lessons during English classes in Grand Rapids, Michigan, which led to a systematized guidance program in the public schools. The school guidance movement strengthened as Harvard University began education courses for counselors in 1911; the National Vocational Guidance Association was established in 1913; and the Smith-Hughes Act of 1917 funded vocational education in public schools. Over the 100-year history of school counseling, program focus and duties evolved in response to changing trends and needs. In the early 1900s, school counselors focused on scheduling student courses that would lead to careers needed in the Industrial Revolution. In the 1910s, psychometrics became another focus when guidance workers used the military’s Army Alpha and Army Beta intelligence tests to identify highly capable students. In the 1920s, secondary school guidance personnel were trained similar to college personnel because of limited training programs and thus acquired some administrative and disciplinary duties, similar to college deans of students. In the 1930s, school guidance personnel followed E. G. Williamson’s approach of enhancing normal adjustment by helping individuals to set goals and teaching them needed skills. In the 1940s, Carl Rogers’s nondirective emphasis of listening and accepting clients without judgment resulted in school counselors providing client-centered counseling to students, rather than just guidance. In the 1950s, after the Soviet Union launched its first space satellite, Sputnik I, the United States funded the National Defense Education Act (NDEA). As a result, school counselors focused on student career testing to channel students with high math and science abilities into college. In addition, NDEA funded elementary school counseling so that talented elementary students could be identified. The 1960s group encounter movement influenced school counselors to offer small group counseling. Concurrently, C. Gilbert Wrenn advocated that school counselors expand their focus to the developmental needs of all students rather than just the top or bottom percentage. Hence, the focus shifted to the developmental guidance approach of promoting positive individual growth and preventing problems. Despite declining school enrollment and economic problems in the 1970s and 1980s, school counselors continued to expand the developmental guidance focus to students’ self-understanding and adjustment as well as career development from kindergarten through 12th grade. In 1998, Norman Gysbers and Patricia Henderson published Developing and Managing Your School Guidance Program, which provided guidelines for a comprehensive developmental guidance program. In the 1990s, multiculturalism became prominent in counseling, inspiring school counselors to pay more attention to the varying needs of students from different ethnic and socioeconomic groups. Spanning from the end of the 1990s through the new millennium, concerns of school violence, bullying, and crises emerged due to a rash of school shootings and the September 11, 2001, terrorist attacks. School counselors responded by focusing on bully prevention and developing crisis counseling teams. Because of limited resources, the prominence of managed care within the health care system, and accountability requirements of the 2001 No Child Left Behind policy, school counselors began to focus on accountability by providing data to prove that interventions led to student success. In order to stabilize the changing focus of school counseling, in 2003, the American School Counseling Association (ASCA) developed a national model to provide consistent, comprehensive guidelines for school counseling programs and professional school counselors’ duties that would promote success for all students throughout the country. A detailed description of the ASCA National Model is provided in The ASCA National Model: A Framework for School Counseling Programs, Executive Summary. “The ASCA National Model supports the school’s overall mission by promoting academic achievement, career planning and personal/social development. It serves as a framework to guide states, districts and individual schools in designing, developing, implementing and evaluating a comprehensive, developmental and systematic school counseling program” (ASCA, 2003, p. 1). This approach to school counseling programs benefits students, parents, teachers, administrators, and the overall community. It is an integral part of each student’s achievement. It is systematically delivered to every student and is not just for high achievers or at-risk students. Systematic delivery of the ASCA National Model encompasses four interrelated components: foundation, delivery system, management systems, and accountability. The foundation is composed of (a) beliefs and philosophy on which all personnel agree; and (b) a mission statement that highlights the program’s purpose, which aligns with the school and district’s mission. The delivery system entails four methods needed to systematically deliver the school counseling program to all students. The first method of the delivery system is guidance curriculum. The curriculum consists of structured classroom lessons that provide knowledge and skills at the appropriate developmental level for kindergarten through 12th-grade students. The second method is individual student planning in which professional school counselors meet with individual students to help them identify goals and future plans. The third method is responsive services to meet individual students’ immediate needs through counseling, consultation, referral, peer mediation, or provision of information. The fourth method of the delivery system is systems support via administration and management of the total counseling program. The management system, the third component of the ASCA National Model, incorporates organizational processes to make sure the counseling program is aligned with the school’s needs. Agreements about the school counseling program’s organization and goals are negotiated with school administrators. An advisory council of students, parents, teachers, counselors, administrators, and community members is established to review counseling program results and make recommendations. Data are used to decide what activities are needed to promote students’ academic, personal/social, and career achievement. Action plans are developed to achieve every desired competency and result. These action plans describe in detail the competencies addressed, activity components, data indicating the need for the activity, time line, responsible party, evaluation methods, and expected outcome. School counselors’ time should be carefully guarded so that 80% of their time is spent on direct service contact with students. Their duties should be limited to program delivery rather than noncounseling activities. Calendars are developed and published so that students, parents, teachers, and administrators know the school counselor’s schedule of activities. Accountability is the final component of the ASCA National Model. To hold professional school counselors accountable, data are used to link school counseling activities to student achievement. Results reports ensure that programs were implemented, analyzed for effectiveness, and modified for activity and program improvement. Immediate, intermediate, and long-range reports are shared with stakeholders. School counselor performance standards are used to evaluate the school counselor and school counseling program. Finally, program audits are conducted to guide future action within the program. ASCA’s national standards for student academic, career, and personal/social development outline competencies that students will obtain or demonstrate as a result of the school counseling program. Regarding academic development, students will (a) acquire attitudes, knowledge, and skills for effective learning; (b) complete school with academic essentials needed for postsecondary options; and (c) understand the relationship between academics and career as well as life in the community. Regarding career development, students will (a) acquire skills to investigate work options and self so that they can make informed career decisions; (b) utilize strategies to achieve future career goals with success and satisfaction; and (c) understand the relationship between personal characteristics, education, training, and career options. Regarding personal social development, students will (a) acquire knowledge, attitudes, and skills to understand and respect self and others; (b) learn to make decisions and establish and achieve goals; and (c) develop safety and survival skills. Professional school counselors must ensure that their programs help students accomplish each of these competencies. Professional school counselors implement a developmental classroom guidance curriculum to all students in an effort to prevent problems in students. The curriculum addresses common concerns that are identified by needs assessments of students, faculty, and parents as well as national standards related to academic, personal/social, and career development. Professional school counselors present structured, planned lessons to a large group of students to meet students’ developmental needs. Although the topics may remain the same across school levels, developmental approaches vary based on school level as toys and puppets may be used in elementary school whereas games and role-playing may be used in secondary schools. Introduction of your topic and its importance to the field of counseling (To be completed) Major Themes in Professional School Counseling When students need more intensive help beyond classroom guidance lessons, school counselors provide small group counseling and individual counseling. During small group counseling, professional school counselors meet with two to eight students at a time to provide therapeutic intervention that meets participants’ individual and common goals. In elementary schools, typical goals include improving social skills and general behavior, adjusting to family changes of divorce or death, or resolving underlying personal problems that interfere with academic success. In secondary schools, typical goals include student success skills and career decision making. Professional school counselors employ group counseling skills of facilitating open communication, linking group members together, providing feedback on interactions, confronting disruptive behavior, and encouraging positive interaction with other members. In elementary schools, play therapy allows students to express their feelings, thoughts, and behaviors and resolve conflicts through their natural medium of communication, play. Professional school counselors create a safe environment with specially selected toys and provide therapeutic responses of tracking play behavior, reflecting feelings and content, returning responsibility, encouraging, building self-esteem, setting therapeutic limits, facilitating understanding, and expanding the meaning of the child’s play. Numerous research studies have demonstrated that play therapy decreases children’s behavior problems and increases their mental health, which in turn helps them succeed at school. Career Development Career development and guidance in the schools is based on the goal that each student will complete high school prepared for a variety of workplace and postsecondary options, including 2- and 4-year colleges, technical schools, or military service. Career development begins in preschool and continues beyond high school. According to Edwin Herr and Stanley Cramer, children often make a tentative commitment to a vocation in the first 6 years of school.REFERENCE Elementary school counselors focus on career awareness that transcends socioeconomic levels and gender roles. Common career awareness activities are career days, in which parents and community members present information on their careers; field trips to local industries, banks, hospitals, stores, and so on; and videos of a wide range of careers. Middle school counselors focus on career exploration. They help students explore work options in light of their own strengths, weaknesses, interests, talents, and skills. Middle school students are taught how to use computerized career information delivery systems to conduct assessments and occupational searches and obtain occupational and educational information. High school counselors focus on career planning by linking students’ interests and skills with occupational and educational options. They provide students with information, emotional support, reality testing, and planning strategies. High school students benefit from experiential activities such as attending a career fair, visiting a college campus, completing financial aid applications, and participating in a career internship. High school counselors must also give specific care and information to students who are potential high school dropouts. Consultation Consultation is the process in which professional school counselors (consultants) assist teachers, parents, administrators, and community members (consultees) with problems related to a student and the system (client system). Typical consultation issues include teachers’ management of students’ classroom behavior and teaching strategies for students with disabilities, parents’ discipline of unruly children and motivating their children to do homework, administrators’ concerns regarding low-performing teachers or decreasing violence and prejudice at school, and community members’ desire to mentor students or provide resources. Coordination And Resource Management Professional school counselors coordinate and manage resources to meet various needs of students, teachers, and parents, such as the need for a mentor, clothing, classroom supplies, computers, and so on. Clearly, professional school counselors cannot directly meet all students’ needs alone. However, they can coordinate resources provided by parents, teachers, human service agencies, community members, and business partners. For example, the Parent Teacher Association may be able to organize a clothing closet, tutoring, and parent education classes. Business partners may be willing to provide career mentors and funding for new computers. Professional school counselors maintain resource lists and contacts with human service agencies such as after-school boys and girls clubs, a domestic violence shelter, public health clinics, and so on. Training peer mediators to help resolve student conflicts is also an effective use of resources. In doing so, discipline referrals are decreased and a positive attitude toward school is increased. Leadership And Advocacy Professional school counselors are collaborative leaders and advocates within the school system. As part of the leadership team, professional school counselors actively participate on school improvement teams to create a system in which all students can experience academic, career, and personal/social success. Professional school counselors are also leaders by working in partnership with principals and other key stakeholders, creating a positive school climate, conducting staff development for teachers, developing high aspirations in students, and using technology to track data. Professional school counselors are advocates who question the status quo, challenge rules and regulations that deny student access, protest changes that hinder underrepresented groups, empower people who need strength, and promote needed changes in the system. They work to close the achievement gap for low socioeconomic students and minority students of color who have lacked support in achieving at the same academic level as majority White students. They advocate for these students by removing barriers that prevent their achievement in rigorous academic courses such as calculus, chemistry, or Advanced Placement English. Professional school counselors also advocate for safer school environments for students and teachers persecuted and oppressed because of their sexual orientation. For example, they may sponsor a Gay/Straight Alliance student group. Promotion of a Safe and Respectful School Climate Given numerous acts of school violence and federal mandates for safe and drug-free schools, professional school counselors must promote a safe and respectful school climate. Bullying is the most common form of school violence. Sexual harassment is another major concern of the majority of students. According to Carolyn Stone and Carol Dahir, risk factors for this type of violent behavior include alienation, depression and anxiety, destructive behavior, gang involvement, bias and prejudice, and use of drugs. In order to address this, professional school counselors provide guidance lessons on respect and bully prevention, train teachers to be sensitive to alienated and troubled students, ask all stakeholders to contribute to a respectful environment, and build positive relationships with students who are victims and perpetrators. In addition, the U.S. Department of Education stated that positive school climates can be created by (a) building a solid foundation for all children, (b) identifying and providing intensive interventions for at-risk students, (c) involving community members and agencies in creating a safe school environment, and (d) integrating character education across the content area. Professional school counselors are leaders in convening stakeholders in developing a schoolwide anti-bullying policy that includes clear definitions and disciplinary actions. This policy should be frequently communicated to students, parents, teachers, and administrators. Both teachers and parents should be trained in early warning signs and involved in school violence prevention programs. Accountability Rather than asking, “What do school counselors do?” the more important question is, “How are students differentbecause of what school counselors do?” To answer this question, professional school counselors highlight the success of their school counseling program through result-based accountability. For example, professional school counselors may report that as a result of their anti-bullying program, 90% of the student population can recite the school anti-bullying policy, and as a result of their peer mediation program, 30% more students used peer mediators to resolve conflicts. Professional school counselors also use critical data elements, such as attendance rates, discipline referrals, graduation rates, and standardized test scores, to demonstrate the effectiveness of their programs. Stone and Dahir recommended that professional school counselors use the following six-step accountability process: Management Of Legal And Ethical Issues Professional school counselors must manage numerous legal and ethical issues. Laws dictate minimum standards of behavior tolerated by society, whereas ethical standards, established by the ASCA, represent ideal aspirations of counselors. Frequently, laws and ethical codes contradict each other. For example, professional school counselors are required by state law to report child abuse to designated authorities. This law supersedes the ethical standard of maintaining confidentiality (i.e., respecting clients’ right to privacy). In this example, professional school counselors balance adherence to laws and ethics by providing students with informed consent (i.e., ensuring that students understand the legal limits of confidentiality before counseling begins). Professional Development Because professional school counselors are entrusted with a demanding role and numerous responsibilities, they must renew themselves through professional development and personal wellness. They regularly participate in professional development activities such as joining professional organizations (e.g., the American School Counseling Association and the American Counseling Association), reading professional journals (e.g.,Professional School Counseling or Journal of Counseling and Development), attending state and national conferences, obtaining advanced training via workshops or graduate courses, and seeking supervision from a seasoned school counselor. Professional school counselors also promote their personal wellness by nurturing family relationships, taking vacations to rest and relax, developing friendships with positive colleagues, exercising regularly and eating healthy, engaging in spiritual rituals such as prayer or meditation, and reading for fun. School Counselor Identity, Function, and Ethics School Counselor Professional Identity Historically school counselors have struggled with multiple role expectations and conflicting demands by stakeholders. Compared with the strong professional identity, standards, and consistent job descriptions of school psychologists and school social workers, school counselor roles often vary according to school or administrator (Schmidt

Post Foods Company: Ethical Dilemma Case Research Paper

Introduction The case under discussion is an ethical dilemma that is currently challenging the Post Foods Company. According to the latest news, Post Foods has been accused of products containing glyphosate residues that are proclaimed to be “a probable human carcinogen by the Word Health Organization (WHO)” (Watson, 2016, para. 4). Nowadays, glyphosate is one of the most common pesticides used in the agriculture, and the genetically grown herbicide-tolerant dominate the current market (56%) (Benbrook, 2016).The presence of this matter raises concerns among consumers, and the usage of glyphosate interrogates Post Foods’ stated naturalness. In this case, some experts believe that it is a vivid instance of the unethical business practices, as Post Foods’s consumers do not expect to find any pesticides in the products that are overtly advertised as ‘100% natural’ (Watson, 2016, para. 4). In other words, it is assumed that the company tries to gain profit through conducting unethical actions and deceiving its customers. Nonetheless, Post Foods is not the only market player that has faced a similar challenge. A month before the incident occurred, the production of the Quaker Company, owned by PepsiCo was likewise accused of products containing glyphosate. The company refused to take responsibility for it and explained its presence by the farmers’ irresponsible conduct (Strom, 2016). Consequently, this paper will examine the incident and the impact it is likely to produce on the company’s performance. A particular emphasis is focused on the key triggers of the discussed event as well as the relevant consequence on the environment. Simultaneously, this paper will provide a brief overview of the company and an outline for alternative solutions and recommendations. Company Overview The Post Foods Company has an extended history of operations, as it was founded 100 years ago. The company specializes in producing ready-to-eat cereals that are said to be made of high-quality ingredients. The company’s target market is the USA, but it also has operations in Canada (Post Foods, 2016). Post Foods relies on the local farmers and ensures that it uses only natural ingredients. Both aspects essentially contribute to establishing a positive, trustworthy image. The key message of the company resides in promoting healthy eating (Post Foods, 2016). Therefore, the described incident is of particular importance as it represents a critical hazard to the Post Foods’ reputation that has been created throughout a century. Issue Identification The so-called “triggering event” is the Post Foods Company’s decision to use glyphosate in their production and active discussion of this issue in the media. As it was initially proclaimed, the key benefit of their cereals resides in the fact that they do not contain any pesticide residues. Hence, the unethical implications are on the surface – the company has tried to convince its customers of the idea, that its products did not do any harm to health stating that they are 100% natural, even though it has concealed some important information regarding the glyphosate. These controversies were actively displayed in the media. For instance, in magazine Law 360, Posses states that the majority of the lawsuits accuse the company in false labeling and failure to warn, as the packing did not offer any information about using pesticides in production (2016). Taking into account the active public discussion and the scope of criticism in the media, it could be concluded that the incident has had a negative impact on the company’s image and disturbed the customers’ loyalty. Get your 100% original paper on any topic done in as little as 3 hours Learn More In the meantime, it should be pointed out that it was only after the annual WHO’s statement in 2015 that the containment of glyphosate became considered harmful. Experts admit that its unhealthy effect has not been empirically proved yet (Lim, 2014). Nevertheless, the fact that the element is not natural is undoubted, as it is synthesized. The Federal Center states that the food, which is labeled as ‘natural’, should not contain any artificial ingredients (U.S. Food and Drug Administration, 2016). Consequently, the key problem is that Post Foods sticks to ‘100% natural’, as it does not comply with the initial of natural provided by U.S. Food and Drug Administration mentioned above. Thus, using the slogan, ‘100% healthy,’ the company would have more chances to entrench successfully. In this case, it implies having no adverse impact on health. Despite the potential effect on kidneys and liver functioning, the unhealthy consequences have not been proven yet (Myers et al., 2016; Corporate Europe Observatory, 2016; Lim, 2014). Simultaneously, it is not the first time that the company is accused of unethical conduct makes the situation worse. For instance, last year, the company was criticized for closing down one of its offices in Parsippany and depriving 200 employees of work (Strauss, 2015). Alternatively, in 2015, a woman filed a lawsuit for finding an alive bee in the Honey Bunches of Oats cereals by Post Foods (Marsh, 2015). The Targeted Role It is assumed that the discussed problem should be addressed by the company’s CEO. This position is currently held by Bart Adlam (Bloomberg, 2016). It should be noted that the president should have controlled the company’s response to the scandal in a more appropriate manner. In the context of this case study, I will take the role of the CEO and try to propose relevant solutions to improve company’s image and resolve a conflict. According to reliable source, Post Foods’ defense attorney claimed that the ‘100% natural slogan’ should not be taken too literary, and the customers are sure to realize there is some exaggeration in it (Watson, 2016). This statement puts the company’s image under threat, and it shows that the firm’s advertising messages are initially doubtful. Additionally, the same attorney claimed that the right dosing minimized the harmful effect. However, this statement also has a negative impact on the company’s reputation, as it illustrates that Post Foods does not ensure consistent control of the ingredient dosing in its production. Moreover, this argument is irrelevant to the defense claim that accuses Post Foods of using deceiving slogans. Targeted Question The question to be addressed here is: Should Post Foods restore its reputation through excluding glyphosate from the products’ contents or admit its usage and put an emphasis on the harmlessness of this pesticide? At the same time, it is critical to understand whether there is any chance for the company to produce its products without glyphosate. Secondly, it is important to consider the ways of reshaping its strategy. We will write a custom Research Paper on Post Foods Company: Ethical Dilemma Case specifically for you! Get your first paper with 15% OFF Learn More Influence on External Factors The primary goal of this section is to examine the significance of this incident and the consequences it is likely to cause. A particular focus is put on the social, economic, legal and other factors that are critical for the company’s performance. It is important to evaluate the associated risks and point out the affected stakeholders to outline the relevant action plan. Social Significance The public issue is of high social significance. The problem of pesticides is elevating in its importance in the modern society, and the mass media cannot fail to elucidate it. The public is currently divided into two groups: those who believe that glyphosate causes cancer and those who insist on its harmlessness. The issue is actively examined by two organizations, the World Health Organization (WHO) and the European Food Safety Authority (EFSA), despite the adverse effects on some organs, these organizations did not provide evidence for the fact that glyphosate is the primary causative of cancer (Corporate Europe Observatory, 2016). Meanwhile, FDA states that ‘natural’ implies not using any artificial elements in production while a concise definition of ‘healthy[ is absent (U.S. Food and Drug Administration, 2016). The current situation might contribute to the development of new policies and definitions. Meanwhile, this issue has an adverse impact on Post Foods’ reputation and revenues. Economic Significance As long as the company’s customers believe that Post Foods’ advertising campaign is deceiving, they might shift to the competitors. The consumer is the most important stakeholder for being profitable, and the organization has to use “time-sensitive attitude” when working with this segment (Capon, 2008, p. 144). It should be mentioned that this shift will occur not because of the products’ quality or taste, but due to the negative connotations that the company’s reputation has acquired after the incident. The customer outflow will essentially cause the fall of sales, and the revenues will decline. It should be noted that it is the first time that the positive dynamic of sales is disturbed. Thus, according to the company’s annual report, their net sales have been growing since 2012, reaching almost five billion dollars in 2015 (Post Foods, 2015). Thus, the situation might change in the negative direction, and Figure 1 presents a potential drop in sales shortly. Figure 1. Post Foods’ revenues (Post Foods, 2015). Cultural Significance From the cultural perspective, the consumer behavior has changed significantly throughout the past decade. Thus, people have become more health-conscious; they want to know what they eat and ensure that their meals do not do any harm to their health (Mitchell

Stayer Leadership Research and Effective Leaders and Leadership Analysis

Stayer Leadership Research and Effective Leaders and Leadership Analysis.

“Leadership Research and Effective Leaders and Leadership” Please respond to the following:Analyze the importance of three (3) key aspects of effective leadership research then examine (2) outcomes this research reveals about the behaviors of effective leaders. Next, rate the effectiveness of three (3) important characteristics you believe an effective leader should possess. Provide a rationale for your response.Analyze the importance of three (3) effective leadership development practices (e.g., challenging job assignments, coaching, mentoring, leadership development programs, etc.) then suggest two (2) benefits of utilizing these practices for the development of talented women
Stayer Leadership Research and Effective Leaders and Leadership Analysis

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