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Oakwood University Collaborative Learning Community Model Data Analysis

Oakwood University Collaborative Learning Community Model Data Analysis.

For this assignment, you have been asked to participate in a collaborative learning community with other colleagues to determine the best portable projector to be purchased for 10 employees within your organization who will use the projector to make frequent marketing presentations in various locations. The portable projector specifications should include at a minimum, brightness, image quality, lamp life, deep and/or wide color and tabletop capacity. The structure of this assignment acknowledges that today’s business organizations are becoming flatter and more matrixed where individuals may be assigned to work on several project teams and report to multiple managers. This makes effective collaboration an imperative in order to achieve the most favorable outcomes. New innovations, increased sharing of information and a greater capacity to solve complex business problems are some of the reported collaboration advantages (Lash, 2012). Please complete the following requirements for the Collaborative Learning Community (CLC) Data Analysis Assignment: Identify and agree upon a method for data collection based on the designated research design for the project and the information covered earlier in the textbook on data collection methods. Provide a rationale for the chosen data collection method.Design a data collection instrument that aligns with the research design (qualitative or quantitative) and considers the suggested specifications for the portable projector: brightness, image quality, lamp life, deep and/or wide color and tabletop capacity.Use the data collection instrument to collect data from the Internet about prospective portable projectors.Prepare the data for analysis and describe the process used in data preparation.Analyze the data and decide as a CLC which projector to purchase. Paper Details4-5 pages not including title or reference pages. Paper should include the following components:Data collection methodData collection instrument and a corresponding descriptionData analysis preparation processData analysis methodDescription of the portable projector to be purchased that shows how the data collection and analysis processes helped to inform the decision.Minimum of 3 peer-reviewed reference sources.APA Writing Style must be used for all formatting.Please refer to the “CLC Virtual Shopping Trip Rubric” for specific grading details. Upload the assignment to the Virtual Shopping Trip Dropbox or click on ASSESSMENT and select Dropbox. CLC Tips for SuccessCollaboration with your class colleagues is key in successfully completing this assignment. Time spent discussing how your CLC will work together will be invaluable in helping to create a collaborative work team.While you will manage your individual work independently, it will also be important to evaluate the outcomes of your CLC’s work at each stage and affirm or provide constructive feedback.Ample focus on organization, communication and troubleshooting strategies will help to get the assignment off to a good start.
Oakwood University Collaborative Learning Community Model Data Analysis

MGT 20150 SNHU Cultural and Leadership Analysis in Multicultural Teams Essay

MGT 20150 SNHU Cultural and Leadership Analysis in Multicultural Teams Essay.

CompetencyIn this project, you will demonstrate your mastery of the following competency:Analyze global and domestic perspectives on managing people in multicultural situationsScenarioYou work at TalkBox, a company that develops and supports solutions for workforce collaboration. Following recent and rapid growth, TalkBox is expanding into a variety of global markets. In order to prepare the management team for success in these markets, your supervisor, Jim Novik, has asked you to prepare a management primer to be used at upcoming trainings. A primer is an introductory document that prepares other managers for what is next by covering the basics of the subject. This primer should describe the characteristics of a global leader in management and describe and explain the benefits and challenges associated with multicultural teams. As many of the managers who will be leading this initiative are new to multicultural teams, your manager has assured you that you should stick to the basics.To assist you in creating this primer, your supervisor has provided you with a list of countries targeted by TalkBox for potential expansion. As part of your primer, you are to select two countries and analyze them using Hofstede’s cultural dimensions. Your analysis should describe how the cultural dimensions of both of your targeted countries affect the business environment. Finally, based on your analysis of these countries and your understanding of management best practices for dealing with multicultural teams, make recommendations for management best practices that account for the cultural dimensions of the targeted countries.DirectionsTo support TalkBox’s expansion into new global markets, your manager has tasked you with creating a primer that addresses best practices for managing multicultural teams, analyzes the cultural dimensions of two target countries, and recommends management practices that account for the cultural dimensions of the targeted countries.Global Leadership: Your supervisor intends for this primer to serve as a resource for managers across the entirety of TalkBox. In constructing this primer, he has asked you to focus on the fundamentals of management theory and address the benefits and challenges of working with multicultural teams. Managers who will be using this primer may not necessarily have managed in a multicultural environment before. In this first section of your primer, address the following items:Describe the characteristics of a global leader in management.Describe the benefits and challenges involved in managing multicultural teams.Explain best practices for balancing cultural differences in multicultural teams.Analyze the impact of technology on cross-cultural collaboration.Cultural Analysis: In the second half of your primer, your supervisor has requested that you analyze two countries that are currently targeted by TalkBox for expansion. Jim has asked you to ground your analysis in Hofstede’s cultural dimensions theory. This analysis should focus on how the cultural dimensions of your chosen countries affect the business environment. In constructing this element of your primer, address the following items:Use Hofstede’s cultural dimensions to describe two countries as they relate to a business environment.Analyze the impact of the cultural dimensions of two countries on the business environment.Recommend best practices for management appropriate for the cultural dimensions of targeted countries.What to SubmitEvery project has a deliverable or deliverables, which are the files that must be submitted before your project can be assessed. For this project, you must submit the following:Management PrimerYour management primer should describe the best practices for managing multicultural teams and include a cultural analysis of two countries as they relate to the business environment, and recommends a market to enter. The primer should be between 800 and 1,200 words in length.Reference List For each source that you cite, you need to include the author’s name, the publication year, the title of the source, and the location of the source in a References section at the end of your work. Cite all sources appropriately.Supporting MaterialsThe following resource(s) may help support your work on the project:Country List- attached down below! This resource lists potential markets under consideration by the company.
MGT 20150 SNHU Cultural and Leadership Analysis in Multicultural Teams Essay

Financial Management: Theory and Practice.

essay writer free Financial Management: Theory and Practice.. I’m trying to learn for my Business class and I’m stuck. Can you help?

First answer completely: How does preferred stock differ from both common equity and debt? Is Preferred stock more risky than common stock? What is floating rate preferred stock?
Then…
Read the Chapter 19 Mini Case on pages 796-797 in Financial Management: Theory and Practice. Using complete sentences and academic vocabulary, please answer questions a through f.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite
Financial Management: Theory and Practice.

Reflection Of The Movie Dead Poets Society Education Essay

The report is a work assigned to deal with the reflection of the movie “Dead Poet’s Society”. These couples of pages are based on the organizational culture and different groupings of the boarding school in this movie. Finally evaluate culture of the school and identified group which influence each other and linked to each other. “Dead Poet’s Society” presents a representation of an English teacher that is curiously inspiring and at the same time disturbing. This is the story of students as the respected “Welton Academy”. The plot centers on the influence of Mr. Keating, a young and exciting English and poetry teacher who is determined to teach his students to live life with absolute passion. Mr. Keating was moved his students to a love of poetry and learning that transcends their otherwise structured and controlled academic existence. He perhaps crosses boundaries that probably should not be crossed by someone in a position of authority and respect. This movie is about what happens when these students decide to pursue their own desires and to live life with the passion that Mr. Keating encouraged. Actually it is about what happens when a few idealistic students find themselves confronted against conservative forces that resist all change including the drive for personal self- determination. Source: “Carpe Diem; Lessons about Life and Management from Dead Poets Society” in the Journal of Management Education, Vol. 16. The organizational style of the boarding school is very traditional, reflecting one of the most significant principles of the school, namely tradition. The idea of the campus along with typical features like the twin-bedded rooms strongly resembles college and therefore hints at where the school finally leads. As a preparatory school, the basic aim is to prepare the pupils for college in the most excellent way. One detail that contributes to this goal is the class size of 16 boys only. The background of the boys is clearly upper class. On the one hand, the school fees demand for an upper class-income. Features like clothes and speech of the boys and their family point to an upper class background. Moreover the culture of the school is closely bound to the student families. Usually, generations and generations of their forefathers have attended the school, which is why the boys automatically have to follow this tradition. The family seems to be obliged to the school – both by financial support as well as by sending their sons to the school. Thus, the boys do not have any choice; their career is determined from birth. The school organizational style restricted and directed the behaviors of the boys in one path. Any demonstration of a free thought is strictly prohibited by the school authority. Sense of worth becomes one of the centers of the school. For example Neil’s low self-esteem reveals itself only in the relationship with Neil’s father, but leads Neil to his tragic end. On the other hand, Todd, with the help of Professor Keating’s, was able to build up his self-esteem. John Keating’s wasn’t a regular professor: his teaching methods were very different from those of others in the school. The relationship between Todd and professor Keating’s is quite interesting because we can see the transformation that Todd went through from being afraid to answer teacher’s question to being the first one to show his appreciation for Mr. Keating’s when doing so could lead to expelling from the school. Considering the facts mentioned above, one can regard the boys as forming a separate society from the school organizational culture, defined by particular principles, location and background. If the emphasis in the definition of class lies on the idea of the same social position, the notion of school as a class of its own can thus be justified. SHEIN’S LARYERED CONCEPTUALIZATION ON DPS Basic Assumption in the school and Mr. Keating’s class The school in the movie is a formally organize settings and all of the student are made to conform to this settings which are classified as tradition, honor, discipline and excellence. This formality is strictly adhered by the authorities of the school and never taking for granted. On the other hand in Mr. Keating’s class, it is contrary to the laid settings of the school. He made the student to believe in their self and also walk the path of individualist. Values and Beliefs The values and beliefs in any society is the instrument that shapes individual in that society according to the movie, students are expected to be guided by the beliefs and value of the school. Every Welton students are required to trust the doctrine of the school without any defiant, these have been the normal tradition of the school since its inception. Mr. Keating’s in a way did not only help his student with the values and beliefs of the school but he guided his students into an expended awareness of life’s possibilities Artifacts and Creations The school in the movies maintained its old edifice, this kind of depict conformity with the early doctrine of the school. This also explains that even with the dynamic trend in the society, the school authority still cling to the old doctrine of the school. However the style of communication or language exercise by the teachers in the school was more of an authoritative style in which student were not free to challenge or question the authority of their teachers. The dead poets society was formed Mr. Keating in his days at Welton, this group then was against the norms of the school that was why its memory was never to be revisited or talked about in the school. Keating’s actually made this clear to his student, when he told them not to say or talked about the dead poet’s society. It is very interesting to see how John Keating establishes the relationship with his students in classroom and outside the classroom. He is quite open with his students about his attitude towards the world and his ideas about the purposes of life, and other general things, however, at the same time he doesn’t reveal his personal life. This is very understandable due to the fact that he is a teacher and his role as a teacher prevents him from getting too personal with his students. Moreover, in our opinion, it was very important to keep this barrier between the professor and his students because otherwise they could’ve lost their respect for him as a teacher. At the same time, Keating was eccentric and open enough to make his students be interested in him which helped in getting their attention to poetry. A) The different groups in the movie are as follows; I) Teachers – these were responsible for the day to day teaching and providing guidance to the students of welt on academy. Ii) Students – These were basically teenage boys aged 15-17 who were going to Welton academy as a preparatory school for college. The school was portrayed as being one of the best for producing intelligent students. Iii) DPS – abbreviation for dead poets society, this was a literary club formed by eager students who wanted to draw meanings from what life really is all about by reading and reviewing poetry. The DPS recited poetry in two different contexts, romanticism and realism. iv) Parents/guardians – these constituted parents who brought their children to welt on academy preparatory school, hoping to prepare a better future for their kids taking into account the reputation the school had. V) Board of regents/ school administration – This was a governing body of the school concerned with all matters regarding the affairs of the students and teachers and the organizational protocols of the school. vi) Affiliates – these were other people in the movie whom in one way or another made the boys lives what they are or what they ought to become and accomplish. Example Todd’s brother who was a lawyer what his parents wanted Todd to look up to, Knox’s crush Christine whom in a way helped Knox build his confidence and the list goes on and on… vii) Study groups – These were studying groups for the students categorized depending on the area of study example Latin, chemistry etc. B) The groups do differ basically in the way they are formed and the purpose from which they were created. Some of them are what are called formal groups while other is informal groups. Starting with the formal groups, these were created by the structure of the organization basing on task needs and were usually involuntary. In this we can include the students themselves, teachers, board of regents/school administration and the parents. The students and the teachers are the key groups in forming the school environment were the actual educating/learning process is takes place. Parents’ role in all this is to ensure their children get proper education by addressing to their basic needs and wants. Board of regents/ school of administration were there to ensure that the learning process runs smoothly and that the rules and regulations of the school are adhered to by both students and teachers. The informal groups on the other hand were created by the members themselves to cater for particular needs in this case social needs and they were voluntary. In this we can include the dead poets society (DPS) group, affiliates and study groups. The DPS was created by its members led by Neil to try and find true meaning to life and to seize the day making the boys’ lives extraordinary as inspired by their teacher Mr. Keating. The affiliates existed because in one way or another are what the characters looked up to or tried to associate them with themselves in conquering day to day life challenges as teenage boys. Study groups were formed by the students for the sole purpose of striving to achieve both academically and socially in line with the school’s four pillars which were honor, discipline, excellence and tradition. C) As mentioned above, the groups’ similarity basically lies in whether they are formal or informal groups. Formal groups were created by the structure of the organization and were involuntary while informal groups were created by the members themselves and they were voluntary. Dissimilarity of these groups can be observed in the roles each group plays. The basic roles of each group are as follows; Teachers – these played a role of conveying the knowledge they had acquired through training and experience to the students and provide guidance in the learning process. Students – these were in search of knowledge and enrolled to the preparatory school to learn and prepare themselves for college. Parents – these were the providers for the students’ needs and wants and also provided guidance. Board of regents/schools administrators – ensured that the learning process runs smoothly DPS – This group was in search of giving meaning to life through reciting poetry inspired by their teacher. Study groups – formed for the sole purpose of co operating in studying and learning among students. Affiliates – these acted as references or catalysts in either shaping or making the students behave in a certain way or achieve particular goals in their lives. Evaluation In the movie of “Dead Poets Society”, we see the culture of the Welton academy had very traditional and reflecting one of the most significant way which was influenced to the student and other social group. However the movie showed that Welton Academy was closely bound to the students’ families which were usually provided generation to generations of their forefathers had attended the school so that students automatically had to follow their tradition and principle like tradition, honor, discipline and excellence. According to the movie “Dead Poets Society”, there are some strong groups where culture of the school and those groups are influence each other. Welton Academy was an interdisciplinary foundation where some elements of culture were illustrate to the teachers, students, parents or guardians group, school administration group and affiliates group to symbolic perspective of thinking, established guidelines and structures in their attempts to motivate and inspire each other. At the beginning of the story hallways, dormitories and class room are steadily introduced to the group of students that are at the center of the story. Students group has leadership abilities like Neil, self-confident and about to discover the inspiring power of poetry like Charlie Dalton are individually influences by the teacher group and administration group. Mr. Keating, English literature teacher was explored and motivated some elements of culture and illustrate to the students to desire for charismatic leadership, change raises question concerning about literature and real life. In parents group, we see most clearly in the value tight spot faced by Neil Perry and the opposition to his father. Neil and his father relationship were a struggle for control of all disagreements like battles with win-lose outcomes. Neil had wished to be an actor and knew that it would definitely be against his father’s wished. Another linked between parents and students group was Todd and his family. Todd’s parents had given him the same desk set which he got two following years and that was upsetting him. Instead to administration group, it was encouraging conformity through seduction to the students group. In this movie Students made a group name Dead poets society (DPS) which was insolence and penalize the deviant by the administration. But this group would be continued of some students to take part by all kind of persuade, pressure and negotiate. Neil was a leader in that group activity who praises his accomplishments and shares personal secrets with others. Moreover, In our view of “Dead poets society” movie, the dissimilarity of above mention groups like teachers, students, parents, boarding of regents or schools administrators, dead poet society, study groups and also affiliates can be observed in the roles each group plays and we can see they are linked to each other.

The theory of alienation

Outline and Critically Discuss Marx’s concept of Alienation Perhaps one of the pinnacle arguments in Karl Marx’s critique of the capitalist regime is the theory of alienation. Marx built this definition upon the philosophical concept of the German philosopher Friedrich Hegel; and Marx’s was taken further again and reaffirmed in the work of Feuerbach. In this piece, I aim to discuss Marx’s understanding and application of the term alienation in his work. According to Giddens, 2006, the term alienation refers to ‘the sense that our own abilities, as human beings, are taken over by other entities. The term was originally used by Marx to refer to the projection of human powers onto Gods. Subsequently he employed the term to refer to the loss of control on the part of workers over the nature of the labour task.’ During the 19th Century industrial revolution, the economic world saw a huge shift in the workforce. Before this time, most of the work took place in the home, with all members taking responsibility for their designated tasks. However, with the introduction of advanced industrial technology, such as machinery operating on coal and electricity, this led to a separation between house and work. Factories became the focal points of development, machinery became localised and this led to mass production of goods which enveloped the market of hand made products. People on the work force working at factories would have been given specialised training in one area of work, and would receive a wage based on the level of their skills and the work they do. By doing this, Marx made his most pinnacle point; the division of labour. Instead of society living in harmony, or as close to as possible, individuals became alienated from each other. We vie for the same jobs, trying to gather more experience than our competitors to ensure we have the edge over them, ensuring our employment over others, thus alienating ourselves from them. According to Marx, both capitalists and proletarians are alienated in equal measures by society but in completely opposite ends of the spectrum, as the following quotation shows; ‘The propertied class and the class of the proletariat present the same human self-estrangement. But the former class feels at ease and strengthened in this self-estrangement, it recognizes estrangement as its own power and has in it the semblance of a human existence. The class of the proletariat feels annihilated, this means that they cease to exist in estrangement; it sees in it its own powerlessness and the reality of an inhuman existence. It is, to use an expression of Hegel, in its abasement the indignation at that abasement, an indignation to which it is necessarily driven by the contradiction between its human nature and its condition of life, which is the outright, resolute and comprehensive negation of that nature. Within this antithesis the private property-owner is therefore the conservative side, the proletarian the destructive side. From the former arises the action of preserving the antithesis, from the latter the action of annihilating it’. Marx then went on to explain that because we had to work for our money, it meant that we would have to give up our talents and pursue a menial job which we had no interest in, in order to survive and provide for and sustain the family. By doing this, we are alienating ourselves from our given talents, making sure that we do not follow the path that we are meant to in order to ensure our personal happiness, never allowing us as humans to fulfil our potential and making sure that we are locked into our designated roles within society for life. Marx used this part of the argument to progress his reasoning behind the communist theory, arguing that in his world each would use their talents to create a utopian society, where each human could live their own life, free from designation, and contribute our own part to the harmony of society, uniting each of us instead of alienating humanity from each other. In that aspect Marx’s theory seems to make a lot of sense, with the stress of menial jobs with no satisfaction removed and people doing what they are good at, the world would function more normally and smoother. However, on the other hand how would this be possible, if the world was to function correctly we would need the order and stability provided by labour, governments and other governing bodies such as police etc…? This is only one side of the alienation concept offered by Marx. The other half emphasised previous work on religion as an implement of alienation. Marx was born in the times of the influential philosopher Hegel. He became influenced by the teachings of Ludwig Feuerbach, a member of the sect known as Hegelians, a group who rejected the so called conservative implications of Hegel’s work. Feuerbach attempted to re-interpret the Hegel’s teachings of metaphysics, and by doing so managed to provide a critique of the religious and state doctrine. A large portion of the philosophical content of Marx’s works written in the early 1840s is a record of his struggle to define his own position in reaction to that of Hegel and Feuerbach and those of the other Young Hegelians. However, Marx then began to make the distinction between himself and other radical thinkers within the sect, in particular Bruno Bauer. Bauer argued against the emancipation of the Jews, he believed that religion for both Jews and Christians was a barrier to emancipation. Marx counter argued with what is arguably one of his most enduring arguments of his early writings. He did this by providing a distinction between human emancipation, and political emancipation for example civil liberties. Marx also believed that political emancipation could be seen somewhat as a barrier, making it insufficient to bring about human emancipation. Civil liberties and justice are based that we each need protection from other humans. Therefore civil liberties are there to separate us, providing protection from those perceived threats; therefore freedom from this viewpoint is classed as freedom from interference. This missed one of the most important arguments of Marx however, that real human freedom is to be found in our positive relationships with others. Freedom will not be found in the isolation of ourselves, but in the formation of communities. So by therefore insisting on the formation of a regime of rights forces us to view each other in a way which prevents us from the possibility of true freedom which we might have the chance of receiving in human emancipation. Marx never actually disputed political emancipation, as he believed that liberalism can help improve upon the system of discrimination and prejudice which existed in the days of his writings. Nevertheless, such politically emancipated liberalism must be transcended on the route to genuine human emancipation. Unfortunately, Marx never tells us what human emancipation is, although it is clear that it is closely related to the idea of non-alienated labour, discussed above. It is with regards to a Critique of Hegel’s Philosophy of Right that Marx made perhaps his most well known statement, namely religion is the ‘opiate of the people’; and Marx sets out his religious views in most detail than any other work of his. He also considered how revolution may be achieved in Germany, and set out the tasks of the proletariat in bringing about the whole societies emancipation. Marx fully accepted Feuerbach’s view which opposed the traditional theology, that human’s created Gods in their own images. Feuerbach believed that worshipping God’s distracted people from enjoying their own human powers. Here Marx criticizes Feuerbach on the grounds that he has failed to understand why people fall into religious alienation and so is unable to explain how it can be transcended. Marx here argued that religion was simply a response to alienation to materialistic life, and as such could not be removed until materialistic life had been also emancipated; at which point religious life would cease to exist, thus freeing us from the alienation which comes with it. A reason for this is suggested that human beings feel a need to assert their ‘communal essence’. Whether we recognise it or not, human beings exist within a community, and what makes human life possible is our mutual dependence on the considerable network of social and economic relations which take over us all, even though this is rarely acknowledged in our day-to-day life. Marx makes it clear that we must accept our communal existence within set institutions. At first, the existence is ‘deviously acknowledged’ by the notion of religion, which creates false communities in which we are all equal in God’s eyes. However, post- Reformation fragmenting of religion in which religion cannot even play the role of a fake community of equals, the state takes over and fills this need of community with a community of citizens, in which we are all equal in the eyes of the law. However, both the state and religion will be one day transcended, according to Marx, when a genuine community of economic and social equals is created, again bringing us back to the argument for Marx’s view of the communist society, freeing us from all forms of alienation.

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