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Injuries and Liabilities in Organizational Athletics

Injuries and Liabilities in Organizational Athletics. Abstract Coaches, athletic trainers and athletic directors have legal responsibilities as well as other responsibilities as it relates to keeping students safe and healthy. As learned so far in this course, there are trainings, clinics and affiliation news that keep coaches, athletic directors and trainers up to date on a variety of protocols. Questions that will be answered in research include: Are leaders of athletic organizations required to participate in trainings for safety and how is this data tracked? What consequences are in place by organizations that let coaching or athletic director credentials lapse? Is there a national license that must be acquired by a coach or Athletic Director? Are others held liable such as the principal, superintendent, etc? Is there too much pressure on the trainer and coach or is everyone involved assuming responsibility of the safety of athletes? In looking at the number of cases and wondering the outcomes, the research will provide quantitative and qualitative data on the injuries and liabilities in organizational athletics. The data will reveal trends as it relates to injuries and who is held liable. As part of this research, looking at leadership philosophy as a guide to how you treat injured athletes is one way to uphold integrity and trust among constituents. As athletes and scholars are taught to trust the organization, the idea of always being taken care of helps athletes and their parents as they determine how to move forward after issues have taken place. Introduction Due to the hundreds of legal suits filed against schools, administrators and athletic personnel by injured student athletes, school personnel must understand the legal responsibilities as administrators of athletic programs. The cases of such law suits tend to assert a form of negligence to the health and well-being of the athlete. Due to cases such as the aforementioned, athletic administrators are responsible for planning, supervision, technique instruction, safe equipment, matching and equating athletics, return to action protocols, immediate medical response, emergency medical response planning, and other responsibilities for protecting athletes from injury. This research is relevant to current and future athletic directors. In exploring the topic of injury liability, the purpose is to determine where liability falls and how liability is determined. Year after year, parents sign waivers and still have found ways for the athletic department or organization to be held liable for their students’ injuries. The research should bring forth the rights of students and their families and what is being said by the parent when the waiver is signed. Other topics to research include insurance coverage for the program or organization as well as the student. Parents should be able to send their student to school without having the fear of assuming liability. The research will be able to answer whether parents have a reason to fear or should they have a level of confidence that their student-athlete is protected. Looking at the many roles and supports of athletes, the question is who is actual liable for student injuries: the organization, the administration, the athletic director, or the coaches. How is it determined whether the individual who is directly involved or the organization is liable for injuries? High school sports is one of the most popular physical activities among youth growing from 4.0 million in 1971-1972 to 7.9 million in 2016-2017 (Comstock, n.d.). In 2015-2017 the rate of sports related injuries among children and adolescents aged 1-17 years was 82.9 percent per 1,000 population. The rate of sports, recreation, and leisure injuries increased with age from 48.4 for those aged 1–4 years, to 72.7 for those aged 5–11 years, and to 117.1 for those aged 12–17 years (CDC, 2019). More than 2.6 million children ages 0-19 years old is treated in the emergency room for sports and recreation-related injuries (CDC, 2019). With the large number of participants, the number of sport related injuries is substantial across the United States. Studies have shown that although there is an expectation to prevent injuries, they still occur whether due to negligence or other unforeseen circumstances. The table below shows the estimated number of injuries by sport and type of exposure from the 2005- 2006 school year to the 2016 – 2017 school year. Review of Literature According to research, many entities including the courts consider sports-related injuries to be preventable. This is said to be true based on the application of evidence based preventive interventions. This includes educational campaigns, new and improved protective equipment, rule changes, and other policy changes. Research also states that mortality and disability rates can be reduced through improved injury diagnosis, treatments and effective prevention strategies. However, surveillance of exposure based injury rates in a nationally representative sample of high school athletes and subsequent epidemiologic analysis of patterns of injury are needed to drive evidence-based prevention practices (Comstock, 2019). Comstock’s research supports prevention of injuries through preventive measures that organizations and coaches should develop and implement, which would more than likely hold them liable or consider them negligent in most cases. The most frequent basis for suits brought against the coach by athletes is negligence. The claim is that the coach is liable for injuries sustained during practice. An athlete must be able to prove that the coach’s action was careless in order for it to be negligent. Negligence may be defined as the failure to exercise the degree of care demanded by the particular circumstances at the time of the charged act or omission (Speiser, 1985). In cases of negligence, a cause of action from which liability will follow requires: A legally-recognized duty of care on the part of the coach; A breach of this duty by the coach; Resulting injuries or damages to the athlete; and A causal connection between the breach of the duty and the resulting injury; causation in fact, proximate cause (Keeton et al., 1984; Whang, 1995). In looking at a case of negligence four things must occur; duty, breach, causation and harm. For example, if a student breaks an ankle on the soccer field due to a hole in the field that the school owns. The coach and the school have a duty to maintain a safe playing environment, which would be considered breached by not filling the hole. The harm was the broken ankle while the cause was the stepping in the hole. The jury decides if all elements were met. If all four are met, the plaintiff wins, if not the defendant wins (Doleschal, 2006). A student from St. Xavier High School sued the school district for negligence when the student suffered a heat stroke during practice while they were under heat advisory. The lawsuit says the school “failed to adequately supervise, screen, test, monitor, and treat the student runners for heat-related injuries and illness” and “was negligent in hiring, training, educating, and supervising its coaches and coaching staff’ (Estes, 2018). The school was considered negligent based on the behavior of the coaches. Legal duties of the coach are usually well defined by state athletic associations, departments of education, and related government organizations, and gain an opinion of importance in coaching certification programs. These rules are defined in the concern of the safety and well-being of the athletes. Also, court decisions or other legal actions may regulate other duties for coaches. Studies by Abraham (1970), Porter (1980), Schwarz (1996) and Doleschal (2006) have shown legal duties of coaches which all include proper supervision, provide proper equipment, and provide proper first aid or emergency care. The most recent list by Doleschal contains fourteen legal duties that a coach must abide by to prevent the consideration of negligence. There are fourteen legal duties of care used to determine negligence that have been formulated from legal proceedings taken from tort related cases involving coaches, schools, and athletic programs (Doleschal, 2006). These duties are based on the tort cases filed within the courts. A tort is committed when we fail to act as an ordinary and reasonably prudent person under similar circumstances and cause injury to another person (Quandt, et. al, 2009). Although impossible to prevent all incidents, organizations must take preventive measures to minimize situations that could cause liability for coaches and the school. In order for an organization to minimize legal battles there are precautions and preventive measures that should be in place. Mohamadinejad and Mirsafian (2014) also classified the coaches’ legal duties in another way. They arranged the duties in seven major categories, which cover coaches’ duties in different types of sports and at various levels of recreational and competitive sport activities. Their classification is as follows: A) Supervision of locker rooms, practice, transportation and nutrition at all times. B) Instruction and Training of skills, techniques and rules C) Facilities and Equipment maintenance D) Warning athletes of Risk E) Guaranteeing appropriate first aid and medical care F) Knowledge of Players’ bodily state and being aware of the athletes’ backgrounds G) Matching Players with other athletes of similar age, size, mental and physical maturity, experience, and skill level Coaches tend to find themselves at the helm of many of the liability cases due to the close relationships and the responsibilities of supervision and safety. Coaches are often blamed for the incidents that occur on the playing field (Mersafian, 2016). Although they are criticized for incidents, they do not hold an automatic legal liability (Mersafin, 2016). According to Mersafian (2016), the source of civil liability is based on the theory of negligence. In order to decide if a cause of action is created for a coach’s liability, a court must first determine, as a matter of law, whether a duty runs from the coach to the athlete (Stirling et al., 2011). A duty of care depends on some sort of connection between the parties. If an injury/ accident happens, the legal authority will question about the relationship between the parties, and whether it was such that the coach should have predicted that his act would lead to an injury suffered by the athlete. Based on a basic principle of tort law, if special circumstances between the plaintiff and defendant are absent, no duty arises. Thus, under the general principals of tort law, the coach has no duty to aid or protect his athletes unless the relationship between them is characterized as “special” (Whang, 1995). After that, a court must determine if the coach breaches the duty of care. A coach’s responsibility is to provide practical care to his athletes, matching another confident and careful coach providing in similar circumstances. The athletic department should have a well-thought out plan developed with support from legal counsel. The plan should include parent consent forms and other pertinent documents for the organization .nd those involved to follow. The duty to plan is a comprehensive duty encompassing steps that should be taken by the school district, the principal, the athletic administrator, the head coaches, the assistant coaches, the athletic trainer, the equipment manager, and any other supervisory personnel connected with the athletic program (Doleschal, 2006). In the case of Keesee vs. Board of Education, a student was injured in a game of line soccer. The instructor deviated from his lesson plan by having eight students running for the ball instead of two. The teacher was considered negligent because he deviated from the plan so much. Rules and regulations of how the athletic program will be conducted must be established by school district and communicated with all constituents. This means that a Parent-Athlete Handbook must be written for parents, athletes, and coaches. The documents using during planning should include statements that minimize the liability of the organizations, for example: I certify that I have read, understand, and agree to abide by all of the information contained in the Parent-Athlete Handbook. I further certify that if I have not understood any information contained in this handbook, I have sought and received an explanation of the information prior to signing this statement (Doleschal, 2006). An organization should have bylaws that they follow to keep themselves out of legal trouble with processes, procedures and systems in place to guide staff, athletes and families. As an organization, written systems processes and procedures give the organization and key stakeholders an idea of how things are done. When presented in court, this document serves as a support for the organization and gives them credit for a solid foundation. The duty of supervision is another one of the 14 legal duties of organizations sponsoring athletics. Locker rooms and practice areas must be supervised by coaches before, during and after games and any time that they are serving in an official capacity representing the school. Foster v. Houston General Insurance’1 is an example of when a school breached its duty to supervise. In Foster, a student who was a member of the school’s Special Olympics Basketball Team was killed when he darted in front of a car on his way to the off-campus gymnasium.’ Two teachers were supposed to be escorting the ten cognitively delayed students; however, only one teacher actually did so. The court held that it was the teacher’s duty to have an adequate number of supervisors accompanying the team. The supervisors had the duty to maintain close supervision over the students at all times, especially when they were in the vicinity of traffic. The teachers also had a duty to choose the safest route for the athletes (Doleschal, 2006). Athletic administrators should clearly communicate the expectation for all athletes to be supervised at all times. This includes on buses, during games, locker rooms, etc. The athletic administrator should monitor coaches and their staff in an effort to insure proper supervision. The athletic director should use field time to analyze procedures and processes to make the necessary adjustments since the number one concern is athlete safety. Training is a critical component to keep any company out of legal trouble. The leaders should be trained on sexual harassment, athlete safety, and CPR. The professional development that athletic administrators take part in should focus on the legal aspect as well as the content. Athletes should be trained as well on safety topics should as CPR, self-care, and sexual harassment. This communication will serve as part of the plan developed by the organization. There should be an attorney on retainer for legal advice and to assist with drawing up documents. The attorney is able to provide wording for documents, consult and offer advice. Having an attorney helps the organization handle a variety of concerns before anything becomes a lawsuit. An athletic trainer on staff will help maintain athlete safety and allow for on the spot injury maintenance. Trainers are able to keep track of athletes and will know details about their safety plan and health. Manager for Equipment who checks equipment as it comes in and as it is issued to players. The practice uniforms and playing uniforms need to be looked at to insure the safety of each player. As part of the coaching duties, making it a point to implement safe processes, warm up, proper hydration and insure safe playing conditions. Coaches should be required to attend safety workshops and trainings to help reduce the potential for injury (Mac, n.d.) Require athletes to show proof of insurance before participating in any activities. The proof of insurance is a guarantee that the athlete has some type of coverage. Athletes should not be permitted to play without insurance as a safety measure for the team and the athletes. Insure safe transportation by bonded and insured agencies only. Athletic directors should make sure that those being transported are on an up to date mode of transportation and that the company has safe drivers. References Comstock, R.D., et. al (2016). National high school sports-related injury surveillance study. (2016-2017). High School RIO. Retrieved from http://www.ucdenver.edu/academics/colleges/PublicHealth/research/ResearchProjects/piper/projects/RIO/Documents/2016-17.pdf. Doleschal, J.K. (2006). Managing Risks in Interscholastic Programs: 14 Legal Duties of Care.Marquette Sports Law Review 17 (1). Estes, G. (2018). Lawsuit: School negligent in cross country runner’s heat stroke. USA Today High School Journal. Hawkins, L. (2019). QuickStats: Rates of Injury from Sports, Recreation, and Leisure Activities Among Children and Adolescents Aged 1–17 Years, by Age Group National Health Interview Survey, United States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:466.DOI: http://dx.doi.org/10.15585/mmwr.mm6820a6. Hoch, D. (2019). A.D.ministration: Alleviating Concerns Over Football Safety. Retrieved from https://coachad.com/articles/athletic-director-alleviating-parents-playerconcerns-over football-safety/. Karns, J.E. ( Mac, M. R. (n.d.). Managing the Risks of School Sports. Retrieved from https://www.aasa.org/SchoolAdministratorArticle.aspx?id=15328#. Mirsafian, H. (2016). Legal duties and legal responsibilities of coaches towards athletes. Physical Sports and Culture Research. Volume LXIX. Quandt, E. F. , Mitten, M. J., and Black, J. S. (2009). Legal liability in covering athletic events. Sports health, 1(1), 84–90. Sheu,Y., Chen, L., and Hedegaard, H. (2016). Sports and recreation related injury episodes in the United States, 2011-2014. National Health Statistics Reports (99). Sieck, B. (2015). The Role of Athletic Directors in Injury Prevention. Retrieved from https://www.nfhs.org/articles/the-role-of-athletic-directors-in-injury-prevention/. Injuries and Liabilities in Organizational Athletics
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The past years witnessed rapid changes in the patterns of macroeconomic development in Europe. Most European countries have managed to preserve their macroeconomic position despite the dramatic financial difficulties facing the developed world. At the same time, as the balance of macroeconomic forces changes globally, Europe must be ready to readjust its macroeconomic decisions to meet the emerging fiscal, monetary, and trade needs. IHS Global Insight (2014) provides a brief but detailed overview of German macroeconomics. Germany is claimed to be one of the key economic players in Europe. The purpose of this report is to summarize the current state of macroeconomics in Germany and evaluate its implications for future development. Summary of the Article IHS Global Insight (2014) has conducted a detailed review of the macroeconomic affairs in Germany. The key message sent by IHS Global Insight (2014) is that Germany has everything needed to pursue further economic growth, but the risks of crisis in the Eurozone should not be disregarded. In terms of GDP, investment and private consumption will remain its principal components (IHS Global Insight, 2014). Exports will be problematic due to the Eurozone crisis mentioned above. Germany can expect its annual GDP growth to reach 1.5 percent, although demographic factors will slow down GDP growth in the long run (IHS Global Insight, 2014). In terms of consumer demand, the discussed Eurozone crisis may have negative impacts on buoyancy; still, Germany can expect its incomes, employment, and wages to grow in the short-term perspective. These income developments will open new opportunities for retailers (IHS Global Insight, 2014). The inflation prospects facing Germany are quite optimistic. IHS Global Insight (2014) suggests that, until the beginning of 2015, the rates of headline inflation will not exceed 2 percent. Underlying inflation in the medium- and long-term perspectives will also remain within reasonable limits. These prospects will predetermine the direction of the country’s fiscal and monetary policies. According to IHS Global Insight (2014), despite the economic problems Germany experienced in 2012, its public image in fiscal and monetary policymaking remains attractive. In September 2013, a new government coalition was created to implement an expansionary fiscal policy and provide continued support to public finances (IHS Global Insight, 2014). As for the German monetary system, its targets are set by the European Central Bank, and the euro remains one of the most convertible international currencies (IHS Global Insight, 2014). Germany expects its prices to be relatively stable, and the negative consequences of the European and global financial crises for Germany are likely to be minimal (IHS Global Insight, 2014). Get your 100% original paper on any topic done in as little as 3 hours Learn More External trade is still one of the key macroeconomic sectors in Germany. IHS Global Insight (2014) describes Germany as the chief economic power in Europe. Fifty-nine percent of German exports are supplied to the countries of the Eurozone (IHS Global Insight, 2014). In the meantime, Germany keeps competing with its major rival, the United States, for the spheres of trade influence in Europe (IHS Global Insight, 2014). The situation with imports does not look as optimistic as it is with exports. Since 2005, numerous weaknesses in domestic demand have hampered the implementation of effective imports initiatives. However, as consumer demand is recovering, the chances are high that more German firms will use imported materials to manufacture goods and develop new services (IHS Global Insight, 2014). The Three General Economic Principles Trade Can Make Everyone Better Off As always, trade is one of the fundamental factors of continued macroeconomic growth in any economy. In the case of Germany, private consumption makes up the basis of the country’s GDP, and it comes as no surprise that Germany is interested in expanding its trade base (IHS Global Insight, 2014). Trade expansion is a reliable symptom of stability and growth in German macroeconomics, although the risks of consumer uncertainty and low confidence in the wake of the major financial crises should not be disregarded. Trade can make everyone better off if Germany implements effective policies to motivate the exports of goods and services and, at the same time, support its consumers in their willingness to purchase domestically manufactured goods. A Country’s Standard of Living Depends on Its Ability to Produce Goods and Services The country’s standard of living and the success of its macroeconomic reforms depend greatly on its ability to produce goods and services. More specifically, the expansion of manufacturing and service industries in the domestic economy gives rise to employment and tax payments and, for these reasons, creates a climate of stability and growth. IHS Global Insight (2014) predicts that, through 2014, unemployment will gradually decline. Certainly, many of these trends grow from the liberalization of the EU markets that leads to increased immigration (IHS Global Insight, 2014). At the same time, the growing share of private consumer spending in the German GDP is a wonderful opportunity to expand employment prospects and use its positive results to improve the standards of living in the country. Consumer spending increased the production of goods and services, and improved employment opportunities will create a circle of interdependencies, guiding Germany towards better standards of living in the long run. We will write a custom Essay on Germany and Its Macroeconomics specifically for you! Get your first paper with 15% OFF Learn More Prices Rise When the Government Prints Too Much Money The growing amount of money in the economy is directly associated with the risks of inflation. Apparently, Germany maintains a well-weighed view on its macroeconomics, leading an expansionary fiscal policy and keeping an optimal amount of money in the economy. The support of consumer spending and public finance are more important aspects of the macroeconomic agenda that increasing the sum of money or accumulating unnecessary debts. According to IHS Global Insight (2014), Germany will still experience certain macroeconomic difficulties, but mostly due to the aging population and the growing uncertainty at a global scale. Structural improvements implemented by Germany in the last several years will create a strong foundation for its sustained growth in the long run (IHS Global Insight, 2014). On Macroeconomic Indices Employment (Labor Force) When it comes to the labor force, one of the key macroeconomic indicators is the rate of unemployment. According to Mankiw (2008), “unemployment rates tell us the fraction of workers who are unemployed” (p. 16). IHS Global Insight (2014), reports that unemployment rates in Germany in the coming years will slowly decline, as the growing demand for consumer goods leads to a gradual labor market expansion. In addition, the growing inflow of immigrants to Germany will help the country to meet the demand for the quality labor force, coupled with the strong policies aimed at supporting satisfactory minimum wages. What Germany should monitor is an aging population, as it will have inevitably negative impacts on the quality of its labor force. GDP Mankiw (2008) writes that gross domestic product is the best indicator of how well the economy functions. GDP can be viewed in two distinct ways. First, it can be treated as the sum of the incomes earned by all members of the economy (Mankiw, 2008). Second, it can be viewed as the sum of all expenditures related to the output of goods and services (Mankiw, 2008). IHS Global Insight (2014) considers the German GDP in terms of its separate components, such as consumer spending and investment. As of today, it is consumer spending that drives gradual but tangible increases in the German GDP (IHS Global Insight, 2014). Investments also promise to support the German economy. At the same time, the country expects to increase its government expenditures, particularly in relation to pensions (IHS Global Insight, 2014). Also, the crisis of the Eurozone is likely to slow down the macroeconomic recovery in Germany. Inflation (Monetary Policy) The rates of inflation represent an important macroeconomic indicator, which measures the percentage change in prices compared with the year before (Mankiw, 2008). One of the greatest advantages of the German monetary policy is that it enables the government to keep inflation to a minimum. More specifically, the country does not expect the rates of inflation to exceed 2 percent until the end of 2015 (IHS Global Insight, 2014). The rates of underlying inflation will be even lower – between 1 and 1.5 percent (IHS Global Insight, 2014). Certainly, the country cannot be absolutely confident that it will manage to keep inflation low in the long run, due to the existing demographic and structural problems. Simultaneously, the current fiscal and monetary policies hold a promise to create a picture of macroeconomic stability and secure the nation from serious inflationary shifts. Not sure if you can write a paper on Germany and Its Macroeconomics by yourself? We can help you for only $16.05 $11/page Learn More Evaluation of the Article The article is actually an official report that provides an insight into the nature of the macroeconomic processes in Germany and their implications for the country’s economic future. The report provides a detailed statistical analysis of the recent macroeconomic data and offers a well-grounded idea of what it will be like to work and live in Germany in the next couple of years. Unfortunately, the resources used to generate conclusions and predictions are unknown. Also, little explanation is provided in relation to the country’s monetary policy and its possible role in maintaining low rates of inflation in short- and long-term perspectives. The data provided in this report should be compared with the data provided in other reports in order to develop a more objective picture of the macroeconomic situation in Germany. Conclusion In conclusion, Germany exemplifies the promise of stability and macroeconomic growth in the nearest perspective. The data provided by IHS Global Insight (2014) offers an insight into the way Germany deals with its macroeconomic challenges. The rates of inflation are expected to be remarkably low, while the sum of money in the economy is likely to be optimal. The country’s GDP is defined primarily by the positive changes in consumer spending and investments. Consumer demand keeps growing, creating favorable conditions for the subsequent expansion in trade and manufacturing. Unemployment declines, and structural changes facilitate the implementation of macroeconomic reforms. Unfortunately, many macroeconomic difficulties continue to persist, including the aging population and the continued crisis in the Eurozone. The country’s monetary policy also demands a more comprehensive explanation. The data provided by IHS Global Insight (2014) should be compared with the data included in other reports, in order to create a more relevant picture of the German macroeconomic conditions. References IHS Global Insight. (2014). Germany: Country intelligence report. Englewood, CO: IHS Global Insight. Mankiw, G. N. (2008). Macroeconomics. Boston: Cengage Learning.

Analytical Summary, writing homework help

Analytical Summary, writing homework help.

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LED 599 Trident Technical College The Political Frame Walt Disney Thesis Paper

custom writing service LED 599 Trident Technical College The Political Frame Walt Disney Thesis Paper.

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Module 3 – CaseTHE POLITICAL FRAMEAssignment OverviewIn the Module 3 Case, you will write Chapter 3 of your thesis-style paper – relating to the Political Frame. Using specific examples of “politics” (i.e., the “jungle”) as defined by Bolman and Deal, you will use the Political Frame as a lens through which you will analyze the downfall of Walt Disney Company CEO Michael Eisner.Begin the Module 3 Case by visiting the Walt Disney Company website:The Walt Disney Company. (2014). Retrieved on May 8, 2014 from http://thewaltdisneycompany.com/The following articles provide a good starting point concerning former CEO Eisner’s tenure with the Walt Disney Company: White, D. (2005, Oct 01). When Mickey finally turned on his master. Michael Eisner’s reign at Disney is over. Dominic White reports. The Daily Telegraph. Retrieved from Proquest. Consider Michael Karpeles’ article relating to politics in the Disney boardroom: Karpeles, M. D. (2005). Boardroom lessons from the Disney/Ovitz case. Corporate Board, 26(155), 6-10. Retrieved on June 10, 2014 from EBSCO – Business Source Complete. Finally, read the following case study: Forbes, W., & Watson, R. (n.d.). Destructive corporate leadership and board loyalty bias: A case study of Michael Eisner’s long tenure at Disney Corporation. City University London. Retrieved on June 10, 2014 from http://www.cass.city.ac.uk/__data/assets/pdf_file/0005/56372/2A_Forbes.pdfCase AssignmentAfter you have reviewed the contents of the Walt Disney Company website, completed the above readings and those provided at the Background page of Module 3, and performed additional research from the library and the internet, write a 6- to 7-page paper in which you do the following:Using the following five assumptions of the Political Frame, complete an in-depth assessment of the Walt Disney Company:Organizations are coalitions of diverse individuals and interest groups.There are enduring differences among coalition members in values, beliefs, information, interests, and perceptions of reality.Most important decisions involve allocating scarce resources—who gets what.Scarce resources and enduring differences make conflict central to organizational dynamics and underline power as the most important asset.Goals and decisions emerge from bargaining, negotiation, and jockeying for position among competing stakeholders.Keys to the AssignmentThe key aspects of this assignment that are to be covered in your 6- to 7-page paper include the following:Using Bolman and Deal’s Political Frame, analyze the political behaviors surrounding the departure of Disney CEO Michael Eisner. Specifically, address the following:Briefly identify and discuss the key political forces that led to Eisner’s downfall.How does the “Jungle” metaphor apply to the Eisner case?Describe the coalitions that formed at Disney. Then, identify those salient interests that caused the division between coalitions, and how these differences were ultimately resolved.Discuss the Eisner case study in the context of two or three of Bolman and Deal’s Political Frame assumptions included above. How do the assumptions you’ve chosen inform what happened in the Michael Eisner case? Briefly comment on the significance of the “Toxic Triangle” (see Figure 1 of Forbes & Watson’s case study about Eisner’s departure), and discuss how this model informs the Eisner case study.The background readings will not give you all the answers to the Case. Therefore, you are required to perform some research in the library, and use a minimum of 3-4 scholarly sources from the library to support and justify your understanding of the case.Your paper must demonstrate evidence of critical thinking (if you need tips on critical thinking, http://www.criticalthinking.org/pages/college-and-university-students/799 is an excellent resource). Don’t simply restate facts – instead, be sure to interpret the facts you have accumulated from your research.Remember that the Module 4 Case will also serve as Chapter 4 of your session-long thesis-style paper.Assignment Expectations Your paper will be evaluated using the following five (5) criteria:Assignment-Driven Criteria: Does the paper fully address all Keys to the Assignment? Are the concepts behind the Keys to the Assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?Critical thinking: Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?Business Writing: Is the paper well-written (clear, developed logically, and well-organized)? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included in all papers? Are paraphrasing and synthesis of concepts the primary means of responding to the Keys to the Assignment, or is justification/support instead conveyed through excessive use of direct quotations?Effective Use of Information (Information Literacy): Does the paper demonstrate effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used in paper provide strong support for conclusions drawn, and do they help in shaping the overall paper?Citing Sources: Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper end references and in-text citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all end references been included within the body of the paper as in-text citations?Module 3Required resources: Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership (3rd ed.). San Francisco: John Wiley.https://command.columbusstate.edu/docs/readingassi…Hogan, R. L. (n.d). Chapter 9: Power, conflict, and coalitions. Eastern Illinois University. Retrieved on May 12, 2014 from http://www.eiu.edu/~lhogan/Bolman%20&%20Deal%20ch09.ppt Jacobs, R. M. (n.d.). Theories of practice: The political frame. Villanova University. Retrieved on May 1, 2014 from http://www83.homepage.villanova.edu/richard.jacobs/MPA%208002/Powerpoint/8002%20MPA/political.pptKarpeles, M. D. (2005). Boardroom lessons from the Disney/Ovitz case. Corporate Board, 26(155), 6-10. Retrieved on June 10, 2014 from EBSCO – Business Source Complete. White, D. (2005, Oct 01). When Mickey finally turned on his master. Michael Eisner’s reign at Disney is over. Dominic White reports. The Daily Telegraph. Retrieved on June 10, 2014 from Proquest. Optional resources: Forbes, W., & Watson, R. (n.d.). Destructive corporate leadership and board loyalty bias: A case study of Michael Eisner’s long tenure at Disney Corporation. City University London. Retrieved on June 10, 2014 from http://www.cass.city.ac.uk/__data/assets/pdf_file/0005/56372/2A_Forbes.pdfHolson, L. M. (2005, September 26). A quiet departure for Eisner at Disney. The New York Times. Retrieved on June 10, 2014 from: http://www.nytimes.com/2005/09/26/business/media/26eisner.html
LED 599 Trident Technical College The Political Frame Walt Disney Thesis Paper

Behaviour modification experiment

Behaviour modification experiment.

Directions: For this assignment, you will choose a behavior you would like to modify or change. You can choose to modify one of your behaviors that you don’t like or that of a spouse, child, pet, friend, etc. Use what you learned in the notes to help you complete the assignment. Please use the format below. It tells you exactly what you need to do to be successful on this project. Copy and paste what is below, save it as a file, and delete my info replacing it with your own. This assignment is also saved as a file in this module. You may use the file if it is easier for you.This project is worth 15% of your final grade, so you want to spend time on it and make your best effort. It cannot be dropped and will NOT be accepted late. Good luck!
Behaviour modification experiment

AU The Challenges of Mental Illnesses for The Global Population Outline

AU The Challenges of Mental Illnesses for The Global Population Outline.

You will edit and proof my draft essay to make it a FINAL DRAFTInstructions:Your final draft should reflect the work you have done to develop your ideas, identify counter perspectives, gather credible research, and draft your essay. You will use feedback from your instructor to review, revise, and edit your rough draft to ensure that you submit your best work.To ensure your final draft is different from your rough draft, follow the steps below.Step 1: RevisionUsing your instructor’s feedback as a guide, remove content that does not support your points and add content where you need more support or where your rough draft was incomplete. Refine all of your content to improve clarity, idea development, flow, and the overall persuasiveness of your communication. Chapters 8 and 9 of your Webtext will provide guidance to help you ensure you submit your best work.Remember you final draft should be 3–4 pages (title page, sources list, and feedback reflection do not count towards this total). Utilize four or more credible sources, and cite them in SWS style.Step 2: EditingAfter you finish your content, review your paper to make sure your sentences are clear and error free. Pay attention to grammar, mechanics, punctuation, and formatting. You do not want to distract your audience or negatively impact your credibility with small mistakes. Chapter 9 will provide you with guidance to help you avoid these mistakes.Additionally, remember you can still use Grammarly to help you with your editing:Run your Microsoft Word document through Grammarly to identify and correct any issues with grammar, spelling, punctuation, sentence structure, and style. NOTE: Refer to the Webtext to learn how to sign up for and use Grammarly.Remember to remove all of the Grammarly comments and underlined words before you submit! Step 3: Feedback ReflectionRemember to include your feedback reflection after the reference page. Follow the steps below:List any new feedback you received on previous writing activities.Explain how you used feedback from previous writing activities to improve your written communication for the final draft.Explain revision and editing strategies from your whole writing process that you used to improve the final draft.Discuss how the feedback on previous writing activities will help you improve your written communication.
AU The Challenges of Mental Illnesses for The Global Population Outline