“Lauren is assigned manager of a project with a cross-functional team. Lauren has reviewed the profiles of her six team members her boss gave her. Lauren is both intrigued and anxious when she sees that team members are geographically dispersed.
Lauren works from the Atlanta office. One team member is in India; another is in Germany; and the rest live in the United States, but in different time zones. Two staff members are in the eastern time zone (Virginia and North Carolina) and two staff members are in the central time zone (Texas and Louisiana).
Lauren has never managed a virtual team and is unsure what special skills it will take to be successful. What competencies are necessary for virtual team leaders and members? She studies the team member profiles and creates a matrix to evaluate each member’s strengths and weaknesses from the perspective of working virtually. She includes herself because she realizes she needs to evaluate her own strengths and weaknesses. Lauren thinks about the challenges and opportunities she will face managing this virtual team.”
© 2008 SHRM. Frankie S. Jones, Ph.D.
Write a 2-4 page summary of the case study including your input on:
1. The challenges you see in this scenario?
2. The opportunities you see in this scenario?
NOTE: It is a case study and APA Format is Required and about 3 pages is good enough.
It is a case study and APA Format is Required and about 3 pages is good enough.
Responsibilities as An Assistant Nurse Manager Case Study Questions
Responsibilities as An Assistant Nurse Manager Case Study Questions.
Isaac has worked as a staff nurse on the telemetry floor for over 15
years. He holds seniority in the unit. His patient care is satisfactory;
however, his interpersonal behaviors are becoming an increasing issue
for his coworkers. He throws papers around the unit, gives short answers
to questions, and seems generally miserable. He tells the staff that
they are lazy and stupid. He is constantly questioning their decisions.
You have come from another local hospital in the role of the assistant
nurse manager. Based on your observations, you have met with Isaac
informally and discussed his behaviors, but they have not changed. Now
three new nurses have already come to you saying that this unit is a
great match for them, except for one problem. Although they have not
identified Isaac by name, they have told you that one of the nurses is
extremely abusive verbally, and they have been calling in sick on the
days they are scheduled to work with this person.1. What are your responsibilities as an assistant nurse manager in regard to Isaac’s behavior problem? 2. What is the next step in dealing with Isaac’s behaviors? 3. How will you, as the manager, have Isaac develop more effective people skills?This
is your first position as a nurse manager. The holidays are rapidly
approaching, and the hospital policy states that each unit will
negotiate holiday coverage individually. You are already getting
requests via e-mail and on Post-it notes for holiday time. Several staff
members have come to you stating that they “never” seem to get their
requests for holidays. Discussion among the staff members is creating
dissension and conflict. 1. Discuss the potential impact of this problem on you and the unit staff. 2. Describe a minimum of one positive consequence and one negative consequence of this conflict. 3. Select a model of conflict resolution and explain how you, as a nurse manager, might resolve this conflict.-APA Format.-Introduction or abstract page-Summary or Conclusion page-Four Pages Minimum, not included Introduction or abstract, Conclusion or Summary , and Bibliographic pages.-Completely unacceptable Copy and Paste from Internet, or other resources.- Bibliographic have to be in APA Format, minimum 3 references citations with 3 years old or less.
Responsibilities as An Assistant Nurse Manager Case Study Questions
UMUC Ethical Issues that Arise in Domestic and Global Business Paper
cheap assignment writing service UMUC Ethical Issues that Arise in Domestic and Global Business Paper.
Purpose: In this project, you will assess marketing from a business perspective. Specifically, you will complete research and use the course material to discuss a product, brand or industry, discuss how the product is suited to marketing of a particular company. You will also learn about the responsibilities of marketers in relation to ethics.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
How to Set Up the Paper
Create a Word document that is double-spaced, 12-point font. The final product will be between 6-8 pages in length excluding the title page and reference page. Write clearly and concisely.
The five “conceptions of a consumer” presents a framework for examining and organizing the purchase decision process of consumers. Thus, the framework presents an opportunity to examine the responsibility of the marketer to consider the ethical ramifications to its consumer base, i.e. Corporate Social Responsibility. The following 5 conceptions are defined and explained in the Business Ethics Workshop, eBook, Chapter 12.
1. The wary consumer
2. The contracting consumer
3. The protected consumer
4. The renegade consumer
5. The capable consumer
Course Material and Research
This project requires you to do research on the Internet. You are expected to use course material going beyond defining terms. You are expected to explain the ‘why and how’ of a situation. Avoid merely making statements but close the loop of the discussion by explaining how something happens or why something happens, which focuses on importance and impact. In closing the loop, you will demonstrate the ability to think clearly and rationally showing an understanding of the logical connections between the course material and the question(s) being asked. Using one or two in-text citations from the course material throughout the entire paper will not earn many points on the assignment. The support must be relevant and applicable to the topic being discussed. Points are not earned for mentioning a term or concept but by clearly and thoroughly explaining or discussing the question at hand.
As consumers we can define our attitudes and acceptance or rejection of advertising based upon our perceptions and experience. But as students of Business Management, we are called upon to examine the topic more in depth and from a corporate perspective. Project 2 will address the following questions from the perspective of a business owner or chief marketing officer.
I ATTACHED A TEMPLATE FOR THE PAPER TO USE.
I WILL ALSO ATTACH A PDF WHERE YOU CAN UTILIZE CHAPTERS SO YOU CAN GATHER ENOUGH COURSE MATERIAL TO USE ON THE PAPER. PLEASE DO NOT PLAGIARIZE THE LAST PAPER I GOT FAILED MISERABLY BECAUSE THE PERSON PLAGIARIZED THE ENTIRE THING AND IT WAS A WASTE OF MY MONEY.
THIS PAPER IS IN THIRD PERSON. ALSO, You may not use books in completing this. Dictionaries, encyclopedia and Wikipedia may not be used.
UMUC Ethical Issues that Arise in Domestic and Global Business Paper
Socrates on Teaching and Learning Critical Essay
Socrates on Teaching and Learning Critical Essay. Introduction Socrates is one of the greatest philosophers known in the modern history whose work impacted on various areas of knowledge, from metaphysics, to philosophy, and even religion. Scholars have considered him one of the founding fathers of the abstract reasoning in the modern world. The works of this great philosopher is well documented in the works of Plato, who was one of his best students. Klein (1989) says, “Plato’s dialogues are among the most comprehensive accounts of Socrates to survive from antiquity.” Plato compiled this information in the form of dialogue to bring out the information in its most authentic form. Plato believed that presenting the teachings in the form of dialogues was the best way of documenting the teachings of Socrates for the benefit of the future generations. The teachings of Socrates to Plato closely relates to the modern day classroom teaching and learning. An analysis of Socrates-Theaetetus dialogue and other dialogues with Meno, Lysis, and Phaedrus reveals that Socrates teachings were full of satire, dialogue, and rhetorical questions. These three factors formed the basis of his teachings as a way of evoking abstract reasoning from his students. It also helped in developing a philosophical reasoning among the learners. Socrates had the capacity of making words that appear simple in meaning become ambiguous philosophically. This approach of teaching forms the basis of the modern day classroom teaching and learning. This research paper is a reflection on the Socrates-Theaetetus dialogue and hot it relates to the modern day classroom teaching and learning. Discussion Socrates great teachings and philosophies are presented in the works of Plato. Waterfield (2005) says, “Through his portrayal in Plato’s dialogues, Socrates has become renowned for his contribution to the field of ethics, and it is this Platonic Socrates who lends his name to the concepts of Socratic irony and the Socratic Method, or elenchus.” The Platonic Socrates, as presented in the Socratic dialogues, clearly demonstrates that Plato had a massive impact on the modern day teaching environment. Plato authored thirty-six Socratic dialogues and about 13 letters to present the works of this great philosopher. In this research paper, a few of these dialogues will be analyzed in order to determine how they relate to the modern day classroom teaching and learning. Theaetetus Dialogue and How it Relates to Modern Day Classroom Teaching and Learning In Plato’s Socratic dialogues, Theaetetus was one of the best students of Socrates. In this dialogue, Socrates is discussing three main definitions of knowledge with Theaetetus. As Klein (1989) records, this dialogue defines knowledge as “Nothing but perception, knowledge as a true judgment, and, finally, knowledge as a true judgment with an account.” This scholar observes that this dialogue occurred when Theaetetus was a young scholar who was interested in learning abstract reasoning. Socrates introduced the word ‘knowledge’ which Theaetetus thought was a simple word. He had used the word severally and he wondered why the Great Teacher introduced the word as a focal point of discussion. His parents sent him to school in order to become knowledgeable. His teachers worked hard to impart knowledge in him. For this reason, the word ‘knowledge’ was a common term that formed the basis of learning. However, when Socrates gave him an opportunity to define knowledge, he found it very challenging as he could not find the exact definition that befits this word from a philosophical point of view. It is at this stage that Socrates gave three perspectives through which, knowledge can be defined. Knowledge as nothing but perception Socrates’ dialogue with Theaetetus first focused on knowledge as a perception of an individual or a group of people towards what they view as knowledge. Using Heracliteanism, Socrates says that what an individual would describe as nothing would mean everything to another individual. For this reason, what one person or a group of people may classify as knowledge may be very different from what another group thinks. For this reason, knowledge would basically be defined according to an individual’s perception. The way we perceive things in the society is very different based on the social background and other demographical factors. Socrates believed that it would be unfair for him to use a common bar to rigidly define knowledge because a section of the society may not agree with the definition. This definition of knowledge given by Socrates closely relates to the modern day teaching and learning. According to Waterfield, (2005), knowledge in the modern learning environment entails sitting in a classroom setting, receiving the information that is given by the teacher, internalizing it in order to become knowledgeable. However, this is what Socrates defined as a rigid definition of knowledge that may not be universally accepted. Sometimes knowledge may be gained out of experience, without having a teacher-learner setting. Knowledge as true judgment In this dialogue, Socrates and Theaetetus argue about true knowledge and true judgment. According to Theaetetus, true judgment is always based on true knowledge. However, Socrates disputes this idea. He explains that there are cases when the jury would be persuaded by the lawyer about a case using untrue lawyer. However, the lawyer will present the false knowledge in a way that would convince the jury that it is the true knowledge. For this reason, the jury will make true judgment based on untrue knowledge. This means that while the jury would be made to think that they are making a fair judgment based on the information presented, they will actually be sending an innocent person to jail, or freeing the guilty person unfairly. For this reason, Socrates insisted that true knowledge and true judgment are very different, and should be treated as such. This philosophical reasoning is very common in the modern day classroom teaching and learning, especially in the field of law. According to Waterfield (2005), courts are considered institutions of justice. When resolving conflicts in court, it is always expected that the true judgment will be based on true knowledge. However, this is not always the case, and that is why people always look for good lawyers. As a law student, this dialogue demonstrates that it is important to present information to the court in a manner that would convince everyone that it is the true knowledge. This way, the jury would make a favorable decision believing that it is the true judgment. Knowledge as a true judgment with an account Socrates finally settles on what he believes is the definition of a true knowledge in his dialogue with Theaetetus. According to Klein (1989), Socrates says, “Things without an account are unknowable, while things with an account are knowable.” After analyzing the two definitions, their dialogue finally settles on the definition that emphasizes on accounts to back up the knowledge. He insists that the difference between knowable and unknowable is defined by the account. It helps substantiate the knowledge in a manner that is convincing to the audience. In the modern day learning environment, a learner must understand that the society needs an account to support a claim or a definition of something, especially in a court of law. Waterfield, (2005) says, “The principles of definition, the law of contradiction, the fallacy of arguing in a circle, the distinction between the essence and accidents of a thing or notion, between means and ends, between causes and conditions depends on the account.” For this reason, any piece of knowledge must be backed up by some strong foundations of the account in order for it to be valid. Dialogues with Meno The dialogue between Socrates and Meno focuses on the meaning of virtue. According to Meno, virtue would be defined differently based on the individual on focus. According to Waterfield (2005), Meno says, “Every age, every condition of life, young or old, male or female, bond or free, has a different virtue.” According to Meno, the virtues of a woman would be different from that of a man. Similarly, the virtues of a slave would be different from that of a master. However, Socrates disagrees with this reasoning. He argues that a virtue should mean the same thing when talking about a human being irrespective of any demographical classification. As Waterfield (2005) notes, he asks Meno, “And will not virtue, as virtue, be the same, whether in a child or in a grown-up person, in a woman or in a man?” Socrates disputes the attempt by Meno to define a virtue differently based on different personalities. Doing what is good is a universal practice that cannot be defined by age, sex, race, or any other demographical factors. Socrates uses satire and rhetorical questions to drive his point. He says that a crime committed by a person would remain a crime before a court of law irrespective of all these demographical factors, and the judgment may likely be the same, only that a child would be sent to a juvenile court. The dialogue with Meno compares closely with the dialogue with Theaetetus in the figurative of the speech and the use of rhetoric. Another common factor is that the dialogues seeks to emphasize on need to develop an analytical reasoning when defining some of the terms considered common in the society. The two dialogues also focus on the perception, and it is clear that Socrates feel that the perception of people towards different things in the society will always differ, and this is always the genesis of conflicts. Unless people accept to base their perceptions on a factual account, the conflicts in the society may not be easily resolved. Dialogues with Lysis The dialogue with Lysis focused on friendship, a common term that is often used to define the relationship between people close to one another. This dialogue involves Socrates and two young boys named Lysis and Menexenus. The two boys wanted Socrates to tell them what the true meaning of friendship is, and how they can detect a true friend from opportunistic individuals who would easily disappear when one is in trouble. Socrates challenges the two boys to explain what they feel friendship is because they already had friends (Waterfield, 2005). Given the ambiguity of the definition of friendship given by the two boys, Socrates proposes four notions of true friendship, each with specific principles that makes it necessary to be defined as such. He then emphasizes on the need to understand the drive that brings two or more individuals into a relationship that can be defined as friendship. According to Socrates, when the friendship is motivated by the pure personal desires by either or all of the parties, then it may not be classified as a true friendship. This dialogue, just as that with Theaetetus, reveals that before making a judgment, it is important to determine the motive that drives someone to act. Sometimes people fail to understand the motives that make others behave in a particular manner, and this makes it difficult to unearth the truth. Dialogues with Phaedrus The dialogue between Socrates and Phaedrus focuses on love, the art of rhetoric, and the figurative speech. In this speech, Socrates and Phaedrus try to discuss issues about emotion and the divine world. Their discussion focuses on divine inspiration, soul, madness, and mastery of art. This dialogue uses rhetoric to define issues related to feelings. Socrates asks Phaedrus to define madness. Phaedrus says that one would be considered mad if he or she does something that is abnormal. Socrates then asks him to define what he means by abnormal. The definition of abnormality given by Phaedrus is unsatisfactory to Socrates. He says that what one may describe as abnormal in one context may be very normal in another context. It means that madness as a definition of a person’s character may fit in different contexts. Similarly, the word love may not be easy to define in clear terms because what one may consider love may be defined by factors such as desire. Werner (2012) says, “Let me not to the marriage of true minds admit impediments, love is not love which alters when it alteration finds.” This seeks to affirm that love is firm enough to withstand various forces that may act against it. This dialogue shares philosophical reasoning with that between Socrates and Theaetetus. The use of rhetoric is common in both cases. Dialogues with Protagoras The dialogue between Socrates and Protagoras is one of the popular Platonic dialogues that talks about virtue. Protagoras argues that virtue is a series of personal attributes which define the character of a person. With his rhetoric skills and his old age, Protagoras seem to be able to convince the audience that a virtue involves a number of attributes that act in different ways to define the character of a person (Zilioli, 2007). However, Socrates believes that virtue is knowledge, and for this reason, cannot be defined as a series of attributes. It is knowledge to do what is right, and to avoid actions that may be harmful to others. It is a knowledge that helps one to know how to act in the best interest of everyone. Just like the dialogue with Theaetetus, this dialogue emphasizes on knowing what is right and doing it for the benefit of everyone. References Klein, J. (1989). A commentary on Plato’s Meno. Chicago: University of Chicago Press. Waterfield, R. (2005). Meno and other dialogues. Oxford: Oxford University Press. Werner, D. S. (2012). Myth and philosophy in Plato’s Phaedrus. Cambridge: Cambridge University Press. Zilioli, U. (2007). Protagoras and the challenge of relativism: Plato’s subtlest enemy. Aldershot, England: Ashgate Publishers. Socrates on Teaching and Learning Critical Essay
FIU Racial and Ethnic Disparities in Special Education by Kristen Harper Fact Sheet
FIU Racial and Ethnic Disparities in Special Education by Kristen Harper Fact Sheet.
I’m working on a education & teaching multi-part question and need a sample draft to help me understand better.
Read the following articles:Article Link (Links to an external site.) – 1Article Link (Links to an external site.) – 2Article Link (Links to an external site.) – 3Read the three articles. Identify 12 facts (at least four from each article). Write a three paragraph reflection of what you learned, how you can use the information as a teacher, and suggestions for resolving disproportionality in special education settings.
FIU Racial and Ethnic Disparities in Special Education by Kristen Harper Fact Sheet