APA Format 3 sources
*Gender Bias in the classroom*

IN TODAY'S CLASSROOM'S DO TEACHERS GENDER BIAS(FAVOR) BOYS OR GIRLS?

EVALUATING TEXTBOOKS FOR GENDER BIAS/INCLUSION. Select at least two textbooks used at the K-12 (not some of the readers or edited collections) preferably on the same subject matter.
Assess the entire text, looking for the frequency and manner in which issues of sex, gender, and sexual orientation/gender identity are included in the book. For example, how often are the sexes discussed, and what roles do the sexes take on? Does the book present information that addresses the experiences and contributions of all sexes and sexual orientations, or only some? How do issues of race/ethnicity and class also factor into the representation of the sexes? Are the experiences represented in a synthesized manner (i.e. male and female issues together), or are there special sections/boxes/chapters on particular groups?
Write a well organized essay (introduction, points of analysis, conclusion) in which you evaluate what you discovered in your assessment. What is the meaning behind what you found in the books? What impact might the representations have on students and the knowledge they have about the sexes and about sexuality? What aspects did you find positive, and where might weaknesses be found? What recommendations do you have for improvements?

GENERAL TOPIC: Affirmative Action: Gender Bias
SPECIFIC TOPIC: The effects of Affirmative Action on women and the principles for moving towards the equality of men.
THESIS STATEMENT:
Considering the subject of Affirmative Action the following questions is frequently raised: Is there a clear understanding of Affirmative Action, regarding the roles and goals of women? There are defined pros and cons of these programs, what are they? There are plenty of "loop holes" in the system, where do they exist? Is seniority an issue concerning a role in Affirmative Action? Addressing these key questions may help us all in our daily routine, as administrators and potential administrators in the public and private sector. Affirmative Action programs throughout the United States have long been a controversial issue particularly concerning employment practices and university student and, or staff recruitment. Public agencies all possess some type of Affirmative Action program. To understand the role of affirmative actions programs, the definition of what Affirmative Action is and why its inception was first developed, should be determined. The phrase "Affirmative Action" was used in a racial discrimination context, issued by President John F. Kennedy in 1961. The order indicated that federal contractors should take affirmative action to ensure job applicants and employees are treated without regard to their gender. Any person could define this statement to imply equal access and nothing more. Subsequently, Affirmative Action refers to various efforts to deliberately take sex into account to remedy past and current effects of discrimination. Its primary goal is to ensure that women are widely represented in all occupations and at all organizational levels.
Outline of Main Divisions:
I. Introduction
II. Definition of Affirmative Action
III. Roles and Goals of Women
IV. Pro and Cons regarding Women
V. What are the Loop Holes regarding the Law
VI. Where does Seniority play a role?
VII. Conclusion.
This thesis needs to be completely interdisciplinary in nature! this out line is a guide, it does not have to be followed precisely

Does gender bias and pay inequalities still exist 30 years after the passage of the Equal Employment Opportunity Act?
Need to address the following: Background, Organizational culture and climate, specific situations, job segregation studies and findings and "the glass ceiling".

Describe the stages of moral development in early childhood, middle childhood, and adolescence. Discuss how you can address the issues surrounding gender bias in the classroom.

The Underachievement of boys, are boys failing?, is the school gender gap closing? (Relevant to british society/education only)
First define "gender," and discusses how it relates to British history, before discussing recent literature / media news that suggests that gender bias is still prevalent. Critically examine the nature of gender bias? Are gender differences the result of biological factors, the effect of cultural socialization factors or an amalgamation of the two? This is a question that has been debated for years. Despite two or more decades of people saying they do not want their children to behave and think in stereotypical ways, research consistently concludes that parents treat their children differently based on the child''s gender. Suggestions for coping with change within the male culture? Popular television shows of the times illustrate changes in roles. Women often portrayed as the stronger sex, house husbands etc. Gender roles in society have been changing rapidly in recent years, with the changes created both by evolutionary changes in society, including economic shifts which have altered the way people work as more and more women enter the workforce, and perhaps by pressure brought to make changes of the perception that the traditional social structure was inequitable. These roles have been in a state of confusion in recent years as men an women today can be seen as having expanded their roles in society, with women entering formally male dominions and men finding new ways to relate to and function in the family unit. The gender gap doesn?t seem to close ? what?s wrong with boys? Adolescent, idea of maleness, boys prefer practical work? Access to language essential for future (nature vs nurture). Boy?s exuberance down to biology? Historically biological argument used to justify policies. Look at different angles ? domestic violence is now viewed as bad, women had cookery lessons because of hormones. Society changes. Media likes to shock. Single mothers to blame for boys aggression?, female teachers leave no role model for boys?No. Pre 1970?s women domestic, men earning. Violence has not increased. Previously boys often has street fights, don?t see many today ? not socially acceptable. Think critically. Historically gender was down to nature now viewed nurture. The desperation women felt has been fed throughout history by the practice of keeping women in their place by limiting their options. Preventing women from gaining the education offered to men accomplished this on one level. This has changed to a great extent in Britain but there are still inequalities in the opportunities offered to men as opposed to women. BUT it would be a mistake to see changing gender roles in society as threatening only to men. Such changes also threaten many women who have accepted more traditional roles and see change as a threat.
Gender equality and equity are fundamental human rights. A lofty statement indeed. But is this really happening in today''s educational system?(British). Show an understanding why Issues Of Gender And Equity Are Important In the school Environment. Are boys and girls receiving equal time and treatment? Is there a
gender bias in schools? A combination of literature, national surveys results and discussion among teachers and students, indicate that that cases of gender discrimination are, unfortunately, occurring in many British schools throughout the
country. Critically explore how gender bias is demonstrated in the classroom, and then how it can be corrected. It may be found in interactions within the classroom as well as in the teaching practices that are used. The National Curriculum was introduced to make the curriculum more accessible to girls ? at the expense of the boys? Literature is one area where both teachers and parents can make selections that will display gender equity. Questions can be asked in terms of any activity to determine the level of gender equity/inequity which asserts that while girls and boys sit in the same classrooms, read the same texts, and listen to the same teacher, they receive very different educations.

The brunt of this fell most disastrously on boys, who it turned out, temperamentally depended much more than girls on the principles of traditional education: discipline, structure and competition. According to the National Curriculum tests (SATs) boys were behind girls. Even middle class boys within the school system are achieving significantly less well in examinations than their female counterparts. http://www.city-journal.org/html/9-1-progressive-eds.html Progressive ed?s war on boys by Janet Daley.


Peer pressure amongst boys acts as an impediment to academic achievement, dwindling base of parents prepared to be involved in secondary school activities, lack of appropriate social and conflict resolution skills amongst an increasing number of boys, negative attitude that boys have to education.

?Critically discuss the controversial and problematic nature of concepts associated with equal opportunities such as rights, needs and entitlement.Critically review the implications of the above for learning and teaching in the current educational context (ie the National Curriculum). Different interpretations of educational equality (ie has the Nat Curriculum favoured girls). Reflect upon traditional and current models of educational policy & provision.
Show an understanding of and reflection upon the implications for education as a right to an equal opportunity for all.In the light of all of the above, look critically at the potential for models of genuinely inclusive learning and teaching and equal opportunity for all.
Use only material relevant and available to UK. Please reference using Harvard system including page number please.

Indicative material

An Introduction to the study of education, Matheson, D and Grosvenor, I (ed) (1999), David Fulton publisher. ISBN 1-85346-612-3 (CORE BOOK USED)


Time to move beyond ?moral panic? about boys? underachievement. http://www.ioe.ac.uk/media/R251198.htm

Epstein, D, Elwood, J, Hey, V, and Maw, J. (1998) ?Schoolboy fictions: feminism and failing boys? in Epstein at al (eds) Failing boys; issues in gender and achievement, Open University Press: Buckingham. ISBN 0335202381

Francis, B. (1998) Power plays: primary school children?s construction of gender, power and adult work, Trentham Books: Chester

Francis, B. (2000) Boys, girls and achievement: addressing the classroom issues, Routledge: London and New York

Gillborn, D and Mizra, H. (2000) Educational inequality: mapping race, class and gender: a synthesis of research evidence, London: office for standards in education (OFSTED)

Stanworth, M (1981) Gender and schooling, Hutchinson, London.

Weiner, G, Arnot, M, and David, M. (1997) ?Is the future female? Female success, Male Disadvantage and changing gender patterns in education? in Halsey at al (1997)

Blunkett tackles gender divide http://news6.thdo.bbc.co.uk/hi/english/education/newsid-888000/888501.stm

Male teachers for role models http://news6.thdo.bbc.co.uk/hi/english/education/newsid-893000/893313.stm

Answer back:Children?s views on underachieving boys
http://www.childrens-express.org/dynamic/public/answer-back-underachieving-boys.htm

Don?t bash the boys, David Spendlove 16.11.01
http://www.tes.co.uk

Education school ?gender gap? remains a mystery
http://news6.thdo.bbc.co.uk/hi/english/education/newsid-138000/138405.stm

making school cool for boys
http://news6.thdo.bbc.co.uk/hi/english/education/newsid-635000/635634.stm

Government tackles boys? underachievement
http://news6.thdo.bbc.co.uk/hi/english/education/newsid-44000/44754.stm

Write a socilogical description of Indias culture and current social conditions. Must be free of ethnocentrism.
Topic: Gender Bias/Inequality of women of India
Cite sources , include refernce page.
Will be faxing my notes when I get home from work.
There are faxes for this order.

PLEASE OUTLINE?ESSAY THIS PAPER, I NEED TO PRESENT IT TO A CLASS SO WRITE IT IN A FORM WHERE THE READ WILL BE INTRESTEAD IN,thank you!!!

Culture diversity in early childhood education: sex roles and gender bias

In spite of substantial assessment of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity. It adopted a triangulated investigation of the teachers' understandings, attitudes and commitment to gender equity that involved talking with the teachers about their practice, observing their pedagogic practice, and inviting them to reflect on gender-based scenarios. While the participants believed gender to be a significant issue for early childhood teachers, their understandings about a lot of aspects of gender and gender equity were heavily grounded in socialization theory. In addition, their reliance on socialization theory seemed to contribute to a sense of fatalism regarding their capacity for intervention. The study concludes that engaging with feminist poststructuralist theory may enhance teachers' understanding about gender and gender equity and offer a way of intervening effectively at the local level. (MacNaughton, G. (2000)

Changing period and postmodern perspectives have disrupted the taken-for-granted association between child growth knowledge and the training of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subjectivity, this article describes three pedagogies employed by the authors to enact a postmodern teacher education. After describing each of these pedagogies--situating knowledge, multiple readings, and engaging with images--an example from classroom practice is given to illustrate how these strategies come together to assist students to understand how teaching enacts power relations. The article concludes with a discussion of some of the challenges involved in trying to shift from developmental to postmodern practices in the preparation of early childhood educators. (MacNaughton, G. (1998)

With the globalization of economies and cultures, contemporary social life is characterized more by hybridity rather than similarity. As a consequence, there is increasing recognition of diversity and minority groups and children are being raised in a range of family circumstances (extended, sole parent, gay, and step families. At the same time, accessible technologies such as the computer and the Internet are transforming social relations and providing children and families with new means of communicating and learning. Because of these social changes, children enter the classroom with a wide variety of experiences, making a focus on patterns of growth and what is developmentally appropriate increasingly difficult to discern, let alone apply. Postmodern views of knowledge and inquiry have not only accompanied these changing times but are also disrupting the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Drawing on a range of theoretical perspectives (critical theory, postcolonial theory, poststructuralism) and tools of analysis (e.g., deconstruction), postmodern scholars question the modern belief in the power of science to objectively determine the universal laws of human development. As an alternative, science is viewed as a social construction, imbued with the values of its creators and therefore enacting a particular set of power relations in its application. In the world of early education, postmodern examinations of the developmental knowledge base have shown that the research being used to frame practice has been conducted predominantly on homogenous (White, middle-class) student populations, with little attention to the ways culture and class mediate patterns of growth. Similarly, critical analyses of developmentally appropriate practice demonstrate that the use of a set of guidelines grounded in hierarchical theories of growth results in teachers overlooking childhood agency and regulating children's learning to what is considered to be "normal".

The world of early childhood teacher preparation has attempted to act in response to these social and intellectual forces in two ways. First, in answer to what other knowledges teachers might need to know if they are to respond effectively to increasingly diverse student populations and contemporary social issues, several scholars have suggested the inclusion of ideas and concepts drawn from other disciplines. In this way, teachers can be provided with an understanding of early education from historical, political, sociological, and philosophical perspectives. Recognition of the validity of practitioners' personal knowledge and the gap between child development research and classroom practice has also led teacher educators to use teachers' theories and research in their programs. A second approach to reforming the teacher preparation curriculum has been to incorporate more contemporary knowledge and research from developmental psychology that describes children's development in context and from sociocultural perspectives. Thus, where there has been reaction to the post- modern critique of the early childhood knowledge base, it has been to add updated versions of child development theory and research, along with other disciplinary insights on children's learning. (Browne, N. (2004)

Even though the assimilation of other knowledges about children's learning is important, this additive approach has resulted in child development retaining its prominent position in the curriculum. A continuing reliance on child development knowledge raises several concerns, however. The first of these is the ongoing lack of resolution about whether developmentally appropriate practice is, and can be, inclusive of all children's learning styles and, therefore, whether it should be promoted as the base for best practice. A second and related concern is that most programs of early childhood teacher preparation currently in operation offer little, if any, coursework in linguistic and cultural diversity and the education of children with disabilities. Thus, many future early childhood teachers are not necessarily learning about diversity and the limitations of a developmental lens for addressing the multiple ways children develop. Finally, there is an additional concern that has been catalyzed by the current policy focus on "harnessing" early education as a means to ensure children's ongoing educational success. In an effort to shift the focus of preschool programs away from care to education, policies such as Good Start, Grow Smart are pushing for a retooling of the early childhood professional preparation system to educate teachers who both have a command of domain-specific knowledge and are able to use research-proven practices to ensure that all children are prepared academically for formal schooling.

Regardless of the differences flanked by critics of the developmental knowledge base and current policy makers about the purposes of early education, the current social and political context is demanding that early childhood teachers are able to respond effectively to the diverse ways of knowing and learning that they will encounter in their classrooms. Although the problem of how to address the issue of teaching for diversity is not new to teacher preparation, we contend that by infusing postmodern perspectives into the curriculum, students and teacher educators alike are able to gain an understanding of the politics of their work as well as the roles that they and the educational system play in perpetuating educational inequities. A postmodern orientation assumes that all knowledge in its use exercises power relationships and that even knowledge of culture, disability, gender, and class can limit some students' learning. Rather than exploring diversity as a topic in and of itself, therefore, a postmodern approach urges teachers to consider the values and interests framing classroom practices, to view teaching and learning interactions from more than one perspective, and to think about how else they might respond pedagogically. (Alloway, N. (1999)

At the same time as the teachers understood gender to be significant, they seemed to underestimate its impact on children. They talked primarily about boys when discussing gender issues, identifying rough, overt, nonconforming, loud, violent and intimidating behaviors. Quiet, passive and withdrawn behavior was less often identified as illustrative of gender enactment. Therefore, the detrimental effect of gender enactment was less likely to be recognized and addressed in quiet, passive and subservient children, thus allowing the dominant discourse to be continually reproduced, and its acceptance reinforced. The teachers discussed how gender could limit development by dictating participation in particular areas. They referred at length to male domination of particular play spaces (block play, gross motor play, and manipulative play). However, the perceived effect of that domination was restricted in many respects to what boys were missing out on, rather than the inhibiting effect of their domination on girls and non-hegemonic boys in the setting. There was little reference made to the negative effect of domination and use of power and the resultant displacement of less powerful groups, although participants wanted to make play spaces equitable, so that all children had access to all available resources. The teachers' philosophies concerning gender equity often centered on the ideal of achieving equal division of space and resources. They considered non-segregated play, mixed-sex interactions, and shared resources and spaces as definitive of a gender-equitable program. Segregation was identified as an indicator of inequity, and freedom of choice and participation as an indicator of equity.( Goffin, S. (1996)

The use of an evolving query process and children's literature to ask hard questions about gender bias has proven productive in a variety of settings associated with a teacher education program (e.g., campus-based, junior level education methods courses; field-based liaison work with interns, residents, and mentor teachers; master's and doctoral level education courses; and staff development activities with veteran teachers). For several reasons, the relative presence of gender bias in children's literature was a viable focus for inquiry. It aligned with the literacy methods courses that precede the year in the field. Finding evidence to support a hypothesis about gender bias in the books of the 1990s was an accessible--and interesting--exercise for both children and adults. The issue of gender bias was suitably complex, yet readily transportable, so that the inquiry process continued in new settings of interest to the participants. The stories collected about the use of this intervention suggest that having to ask hard questions discouraged students from being complacent and that the emergent inquiry strategy provided a subtle reminder of the lasting presence of gender stereotypes. (Goldstein, L. S. (1997)

Resources

Alloway, N. (1999). Surveillance or personal empowerment? Macro and micro politics of gender and schooling, in B. Kamler (Ed.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 153-166). Cresskill: Hampton.

Browne, N. (2004). Gender equity in the early years. Maidenhead, England: Open University Press.

Goffin, S. (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship--A special collection. Early Childhood Research Quarterly, 11, 117-133.

Goldstein, L. S. (1997). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.

MacNaughton, G. (1998). Improving our gender- equity 'tools': A case for discourse analysis. In N. Yelland (1998). Gender in early childhood (pp. 149-174). London and New York: Routledge.

MacNaughton, G. (2000). Rethinking gender in early childhood education. St Leonards: Allen & Unwin.

Course ..Womens-Realities-2011B01-HUMU-200-9201


In the past 20 years, research on violence against women has demonstrated that women of all bacfbackgrounds experienced violence, often at the hands of men they love. In fact, the far-ranging physical and emotional consequences of violence against women make it a major public health and criminal justice concern in the United States. Whether in the form of rape, domestic violence, or childhood sexual abuse, violence against women represents an abuse of power in a misogynist culture. When violence occurs in the family, as in the case of domestic violence and incest, a cloak of privacy surrounds it, frequently silencing its victims. The feminist insistence on the political nature of private life enabled women to talk about the experience of violence, revealing how widespread it was and shattering the myths surrounding it.


TEXBOOKS ONLY

Read WIR Part 7 pp. 478-533. Scan through the articles in this section. read carefully
Kesselman, A., McNair, L.D., & Schniedewind, N. (2008). Women images and realities: A multicultural anthology (4th ed.). New York, NY: McGraw-Hill.

Hooks, B. (2000). Feminist theory: From margin to center (2nd ed.). Brooklyn, NY: South End Press.

Click inside this folder to read the information titled, Week 7 Notes.
WEEK 7 "NOTES"
Violence Against Women in Intimate Relationships

* Ann Jones gives us an overview of violence against women in the home, as well as in dating relationships, and suggests steps that our society must take to end it.
* Lanette Fisher-Hertz tells the story of Cassie, a young girl who watches her mother's attempts to steer clear of her boyfriend;s angry outburst.
* Mitsuye Yamada share the terror of living with her abuser.
* From a Latina Anonima, a chicana feminist in graduate school, writes of how she looks back on an abusive relationship.
* Margaretta Wan Ling and Cheng Imm Tan discuss the experience of Asian-American women who face numerous obstacles at shelters for battered women and law enforcement agencies, and those imposed by the traditions of their own culture.

Sexual Violence and Rape

* Susan Griffin draws rape out of the realm of inexplicable atrocities and places it squarely in the context of a patriarchal society.
* Ntozake Shange show how the irrational violence of rape occurs "with no immediate cause".
* Peggy Reeves surveys studies of acquaintance rape on college campuses and its impact on women.

Incestuous Sexual Abuse

* Lanette Fisher-Hertz provides an analysis of the extent to which child sexual abuse laws essentially protect abusers while they place the burden of prevention on children.
* Peri Rainbow shares her compelling account of recovering from childhood incest.
* Ruth Whitman writes a poem recounting a grandmother's experience of incest 80 years earlier




Review the instructions for Paper B below.|

PAPER B

Paper B is your last paper this term. It is due Sunday of Week 8, so you will have to work on it. It is worth 70 points. You will write a 5-7 page double spaced paper based on an interview with your mother, grandmother or another appropriate family member or older woman you have known for years. You will combine your interview with TEXT READINGS and your own ideas. There are SEVEN steps to complete this assignment. Make sure you follow EACH step.

FIRST, read the interview questions below, and make a note of others you may wish to add (it is optional to add your own).

SECOND, arrange a time for your interview and prepare to take notes or record so that you have a complete record. You will be responsible for submitting notes from your interview as an addendum of your paper. It may be typed or a scanned copy of hand-written notes.

THIRD, conduct the interview.

Required questions are as follows (if you are interviewing someone other than your mother, substitute that persons name or title for mother.:
1. What is your mother's view of the women's movement? Has she ever spoken out for the rights of women? What are the most important issues for the women's movement in your mother's opinion? How did she come to believe these were the most important issues? Were there life events that persuaded her to feel they were the most important? Did your mother ever participate in any activities in women's organizations for women's rights?
2. Does your mother feel there are gender biases in the schools?
3. How does your mother feel about the role of media in her self image as a woman?
4. How does your mother feel about her sexual freedom including her view of her rights to reproductive freedom?
5. What does your mother feel are the attitudes about women in the workforce today? Is it a fair playing field? What were they like when she was younger?
6. How have areas of law affected your mother's identity? i.e. Divorce, Sexual Discrimination, Domestic Violence, Social Security, Abortion, Job Discrimination, and Welfare.
7. Has your mother ever been abused by the healthcare system?
8. Has your mother ever been the victim of racism, class prejudice, ageism or poverty?
9. How does your mother feel we can best help women of abuse or who have been battered?
10. What is your mother's definition of her own "identity" as an individual, as a member of a family, and as a member of society?


FOURTH, after you have completed the interview questions and the transcript of the answers, write your paper using BOLD HEADINGS from the questions. This paper will be more like a technical report divided by headings that show the issues/topics that we have studied in the class. Then under each heading compare your own thinking, your mother's thinking, and our text authors' thinking about those social issues. Are they the same? Different? How? You must use proper citation format for any quotes from our texts AND for any quotes from your interview. The interview is just another "source" and needs proper citation as well. Cite your interviewee's words and use (Grandmother, 2011, Question #4) as the citation. Then your paper should end with a summary statement -- expressing what you have learned about yourself and response to the interview itself.

FIFTH: INPORTANT Be sure you included your interview! NOTES! as an addendum to your final essay.1 PAGE

SIXTH: Follow the scholarly formatting guidelines below.
1. When you present direct quotations from the text, please quote each precisely using quotation marks and then cite the text authors name, the publication date and page number in parentheses followed by a period. (No period after the quotation; just leave a blank space followed by the reference in parentheses with a period after the closing parenthesis.) When you cite the quotation from my comments, merely enclose my last name in parenthesis, along with the number of the unit. The reference to the text at the end of the paper is formatted as follows: Author, First initial, Second Initial. (Date). Title of work. Location: Publisher. That is, please follow the APA style guidelines for citations and references found in the APA style guide in.

2. Please run spell check and grammar check to ensure that there are no errors. This is a formal essay. The paper will be scholarly in tone and will be organized similar to a research article. Avoid all contractions and colloquialisms.

3. Please keep the format of the paper simple and do not include any extra spaces (no title page) or blank areas. Use a 12 point Times New Roman font with 1" margins and make certain that it is easily readable. Kindly single-space this and all submissions for this course, and insert a blank line between paragraphs so that there is a clear boundary between. Include a properly formatted title at the top and make certain that your name appears just under the title.

SEVENTH: Save your paper as a doc or rtf with your name and the assignment name in the file, using Last Name_Assignment. So, if your name were Alicia Jackson, and his is Essay 1, you would title it Jackson_Essay 1. Upload your paper here.

Hello! The assignment includes reading 1 article for the author''s theories and concepts, and 3 other short articles for comparison to the first -- for a total of 4 articles.
--I am faxing all four articles to you.--
The first one is titled "Wears Jumpsuit. Sensible Shoes. Uses Husband''s Last Name", by Deborah Tannen. It is to be compared to three other articles, which are titled "Gender Bias on Wall Street", by Ann Wozencraft; "Getting Off on Feminism", by Jason Shultz; and "Lusting for Freedom", by Rebecca Walker. Here are the specifics for the paper as per my professor''s instructions.

Topic:

How are gender and sexuality socially constructed? Sociologists make sense of the social construction of gender and sexuality through concepts such as patriarchy, sexism, heterosexism, ideology, discrimination, internalized oppression, indentity formation, policing boundaries, homophobia, misogyny, intersectional categories of difference, and more. The assignment asks you to write a 5 page essay in which you either:
1) use these or similar concepts to analyze a description of gender and/or sexuality in everyday life,
--OR--
2) analyze these or similar concepts by applying them to various descriptions of gender and/or sexuality in everday life.

Assignment:

Analyze theoretical arguments about the social construction of gender and/or sexuality using several different examples. Read "Wears Jumpsuit. Sensible Shoes. Uses Husband''s Last Name.". Analyze the arguments and theoretical concepts in this reading by applying them to the other three articles ("Gender Bias on Wall Street"; "Getting Off on Feminism"; and "Lusting for Freedom") that describe the social construction of gender and/or sexuality in everyday life. How well do the theoretical arguments and concepts apply to these descriptions? Be sure to discuss (compare, contrast, evaluate strengths and weaknesses) how you can use the author(s)'' claims to interpret the descriptions you have chosen. Additionally, you should also consider how the descriptions themselves represent categories of gender and/or sexuality.

Expectations:

Your essay should be well-written (revised and edited), with a specific thesis statement in the introductory paragraph which concisely summarizes your main arguments, providing a "road map" for the reader. Body paragraphs should include specific topic sentence claims, paraphrased or quoted evidence, and should explain how this evidence supports your argument.

Format:

Your paper should be typed, double spaced, standard 12 point font, and 1" margins. Be sure to include citations for both paraphrased and quoted material, as well as a works cited page.
There are faxes for this order.

The first required reading: (a) provides contextual background on the nature of mediation and moderation, (b) critiques traditional approaches to distinguishing mediation from moderation, and (c) offers alternative approaches to strengthening research design so as to enable researchers to make more rigorous causal inferences regarding mediating or moderating effects:

Wu, A. D., & Zumbo, B. D. (2008). Understanding and using mediators and moderators. Social Indicators Research, 87, 367-392.
The next three required readings provide examples of mediation and/or moderation in management related research topics. Important: Note that the first reading is theoretical not empirical, as it is published in Academy of Management Review (the top theoretical journal in management), whereas the second and third articles are published in Academy of Management Journal and therefore report the findings of theoretically based empirical research:

Jordon, P. J., Ashkanasy, N .M. & Hartel, C. E. J. (2002) Emotional intelligence as a moderator of emotional and behavioral reactions to job insecurity. Academy of Management Review, 27(3) 361-372.
DeJong, B. A. & Elfring, T. (2010) How does trust affect the performance of ongoing teams? The mediating role of reflexivity, monitoring, and effort. Academy of Management Journal, 53(3), 535-549.
Hekman, D. R., et al. (2010). An examination of whether and how racial and gender biases influence customer satisfaction. Academy of Management Journal, 53(2) 238-264.


-------------------------------------------------------------------

Please prepare a paper in which you:
Analyze issues related to effectively introducing mediating and moderating variables
into theoretical models, hypotheses, and research designs.


Assignment Expectations

In your analysis, please:

Draw upon the Wu and Zumbo (2008) article to:

Distinguish mediation from moderation conceptually - what's the difference?
Discuss research design issues related to testing for mediation vs. testing for moderation (remember, design happens before any data are collected - so the focus here is not on analysis, but rather on how to structure the research project effectively from the beginning)
Next, apply key points from the Wu and Zumbo article to your brief analysis of the ways in which the authors of the other three required readings (i.e., Jordon, et al. (2002), DeJong & Elfring (2010), and Hekman, et al. (2010):
Introduce mediating and/or moderating variables into their theoretical models, hypotheses, and research designs.
Reflect any of the research design issues that Wu and Zumbo identify.
Briefly summarize what you have learned from this exercise
Overall, your analysis should demonstrate your:
Accurate comprehension and application of the required readings.
Ability to analyze the nature of moderating and mediating variables in the specific theoretical models provided.
General Expectations
Length 3-4 pages of double spaced 12 point font text, plus cover and reference page.
Structure: Narrative style, including a brief introduction in which you provide an overview of your paper.
References; Follow Campion's (1997) rules for references (see background page).
Style: APA format.


Customer is requesting that (superduper68) completes this order.

The below is the lesson plan that is referred to as test 1 which is in your records but will forward if necessary. The book as before is Psychology Applied to teaching , Twelfth Edition


request for pheelyks. addition to 108435
request for pheelyks. addition to 108435
request for pheelyks. addition to 108435


Order ID: 108435. This was test 1 referred to below which looks like it must be incorporated as part of this.
Order Number: A1151176.

The top ref #'s was test 1 referred to below and should be part of your records but let me know if I need to email it.

Lesson Plans. Let me know if I need to email this to you but should be in your files.



Source book is:Psychology Applied to teaching , Twelfth Edition



Begin this test with the lessons that you designed for Test 1. Revise them if necessary to meet the criteria for Test 1. Once the questions meet the criteria for the first test, modify them to reflect what you learned in Chapters 4 6.

For each lesson:

Integrate the concept of multiple intelligences into your lesson by addressing at least three types of intelligence.
Integrate the concept of learning styles by addressing at least 3 different learning styles, discussed in Snowman & Biehler, in your lesson.
Make sure that your lesson is of interest to students of both genders and treats students equally regardless of gender.
Make sure that your lesson is culturally inclusive.
Include multicultural information, and incorporate a multicultural perspective.
Meet the needs of students at all ability levels in an inclusive classroom. Specify modifications and/or grouping for students with varying abilities.
Explain, using the information in Chapters 4, 5, and 6, how your lesson applies the material in the book to meet all of the above criteria. Your explanation should be a well-organized essay, about 1 2 pages long. Your answers will be graded on how well you apply the information in the book to develop and explain your lesson. The rubric appears on the following page.

State the grade or age level, and make sure that your lesson is targeted for the appropriate developmental levels. You dont need to explain your rationale for developmental appropriateness on this test.

Be sure to cite your sources in APA format.

Cite your sources in APA format. A tutorial on APA format may be found at:

http://owl.english.purdue.edu/owl/resource/560/01/


Test 2 Rubric: 76 Points Possible

Lesson 1 ___________________________________________________________________

Lesson:

_____ (3) Addresses at least 3 types of intelligence.

_____ (3) Integrates learning styles on least 3 of Reflectivity/Impulsivity, Field Dependence/Field Independence, or Mental Self-Government Styles.

_____ (2) Lesson is gender-neutral or gender-inclusive.

_____ (3) Incorporates a multi-cultural perspective.

_____ (3) Meets the needs of students at average, delayed, and gifted ability levels.

_____ (1) Targets level of social development (Chapters 2 and 3).

_____ (1) Targets level of cognitive development (Chapters 2 and 3).

_____ (1) Targets physical characteristics of age level (Chapter 3).

_____ (1) Targets emotional characteristics of age level (Chapter 3).

_____ (2) Cites sources in APA style.

Explanation:

_____ (6) Uses material from Chapters 4, 5, and 6 to discuss all of the following topics:

_____ Gardner and/or Sternbergs theories of intelligence.

_____ Learning styles: Reflectivity/Impulsivity, Field Dependence/Field Independence, or Mental Self-Government Styles.

_____ Gender bias or gender differences.

_____ Needs of students with varying disabilities or giftedness.

_____ Needs of students from varying cultural and SES backgrounds.

_____ Multicultural perspectives.

_____ (6) Demonstrates understanding of the material.

_____ (6) Points made in discussion can be seen in lesson.



Lesson 2 ___________________________________________________________________

Lesson:

_____ (3) Addresses at least 3 types of intelligence.

_____ (3) Integrates learning styles on least 3 of Reflectivity/Impulsivity, Field Dependence/Field Independence, or Mental Self-Government Styles.

_____ (2) Lesson is gender-neutral or gender-inclusive.

_____ (3) Incorporates a multi-cultural perspective.

_____ (3) Meets the needs of students at average, delayed, and gifted ability levels.

_____ (1) Targets level of social development (Chapters 2 and 3).

_____ (1) Targets level of cognitive development (Chapters 2 and 3).

_____ (1) Targets physical characteristics of age level (Chapter 3).

_____ (1) Targets emotional characteristics of age level (Chapter 3).

_____ (2) Cites sources in APA style.



Explanation:

_____ (6) Uses material from Chapters 4, 5, and 6 to discuss all of the following topics:

_____ Gardner and/or Sternbergs theories of intelligence.

_____ Learning styles: Reflectivity/Impulsivity, Field Dependence/Field Independence, or Mental Self-Government Styles.

_____ Gender bias or gender differences.

_____ Needs of students with varying disabilities or giftedness.

_____ Needs of students from varying cultural and SES backgrounds.

_____ Multicultural perspectives.

_____ (6) Demonstrates understanding of the material.

_____ (6) Points made in discussion can be seen in lesson.

There are faxes for this order.

please note that besides this file the text mentioned in the order must be used . Chapters 4-6

(Writergrrl101) these are the storys(The Egg and the Sperm)by Emily Martin and (Nonverbal Courtship Patterns in Women) by Monica M Moore, both of the above essays discuss relationships between men and women.(The Egg...)discusses how we as a society define science or think about science in the terms of gender.Do you think that this approach to thinking about science may have affected the people involved in the experiment in (Nonverbal...)by skewing their thinking about the subjects?Could the experiment be conducted to observe the nonverbal patterns of men?Discuss how you fell this gender bias in thinking on a scientific level may contribute to our thinking and relating in society.Use examples from both essays and YOUR own experience to support your argument.

This research is for a Master's Level Capstone Project.

Following are the requirements:

?APA Style Research Paper to include the following:

1. Abstract
2. Paper
? Introduction
? Statement of the Problem
? Background of the Problem / Literature Review
? Method Results
(ex. Significance of the Study Plan of the Study, Population and Sample Data Collection Instrumentation Data Analysis, Research Hypothesis Scope and Nature of the Study)
? Discussion
? Recommendations and Outcomes
3. References
4. Appendixes ? include any signed contracts

? The research paper is logically organized and contained appropriate heading titles
? Data and research must be timely and up-to-date (ex. Dept of Labor Statistics,etc.). Most recent data and information currently available.
? Grammar, Punctuation and spelling were appropriate and depicted writing of a graduate level.
? The paper was written according to 5th Edition APA format.
? The content of the paper reflected clearly the objectives of the project.
? A conclusion adequately summarized the body of the paper or provided sound recommendations.
? Literature review was a substantial part of the body of the paper.
? Bibliography was adequate for a paper of this type.
? The appendices were a relevant part of the paper.
? Data was objectively portrayed and analysis was accurate.

Following is the subject, objectives and details of the research:

What:

This paper will explore the effects and issues related to the promotion and use of women and their skills into the American workforce. The paper will discover whether organizational systems are using their female workforces to their fullest potential. The paper will review literature written on the subject of how women can reach their potential before moving on to answering the following questions: When a transformation takes place from a male-led to female-led leadership, does it also influence the institutional culture? Another issue is whether or not any apparent changes in organizational culture such as financial solvency, level of stress, changes in duties, communication patterns and protocols, institutional practices and interaction between peers and across hierarchical lines are perceived as positive or negative by those most directly affected by such changes in gender leadership. This affects me personally because my personals goals are to advance within my corporation and I am hoping to discover ways to help me as a woman to advance and learn exactly what techniques will work in the business world. Some studies show that women are more likely than men to manage in an interactive style of management, encouraging participation, sharing power and information, and enhancing the self-worth of others which could impact an organization?s success.

There are two distinct topics here ? the difference in male and female leadership and the opportunities for promotion for females. Literature reviews will be needed on both topics and woven together as the paper is developed.

How:

Data and background information on both leadership style differences and on female opportunities should be available from several areas including the Bureau of Labor and Statistics, Trade Journals, government data (census), etc. I will also add my own survey, which will be sent to men and women in management to learn about their experiences regarding gender bias (see attached survey). I think the information obtained will be consistent with what has been written over the years regarding the lack of advancement of women in management in the corporate world. Women are entering the business world in greater numbers but barriers exist in the structure of work organizations, the structure of the educational and economic systems, and in the social order.

Why / Benefits:

Companies must find ways to keep talented women from quitting. Cultural change, flexible schedules, and training for leadership all may play a role. This means making changes in organizations that diminishes the glass ceiling in terms of wages, the job ladder, and career development. Organizations need to develop a culture that sees women as a resource and not a problem. By creating the right environment, companies may see a decrease in attrition or turn-over rate, an increase in productivity, and a workplace that encourages diversity which creates a more energetic and innovative workforce.

Please contact me at any time if you have any questions.

Thank you.

You are to write 2-page paper. Read the article below and answer the discussion question. State the question first and then continue to answer. Do Not Use Outside Sources. Quoting from article use APA format.

Scott (2003) offers definitions associated with three perspectives: a rational system definition (which focuses on normative structures), a natural system definition (which focuses on behavioral structure) and an open system definition (which focuses on organizations as component in large system of relation).

Discussion question
1.Which of the three definitions is most helpful in understanding an organization?

Until very recently even highly developed societies such as the US did not keep accurate records on organizations. We kept close watch of the numbers of individuals the flow of dollars but gave less scrutiny to organizations. It was not until the 1980s that the US Bureau of Census launched a standard statistical establishment list for all businesses, distinguishing between an establishment -- and economic unit at a single location -- and a firm or company -- a business organization consisting of one or more domestic establishment under common ownership. In 1997 the US Census Bureau reported the existence of more than 5.3 million single is established companies and about 210,000 multi-uniforms representing another 1.6 million establishment for a total of 6.9 million establishments and 5.5 million firms. Impressive as these numbers are they do not include public agencies or voluntary associations which may be almost as numerous. The first attempt to create a representative national survey of all employment settings in the US was carried out during the early 1990s by a team of organizational researchers. To conduct this national Organization study, developed an ingenious design to generate their sample. Because no complete sentences of organizations existed they began by drawing a random sample of adults in the US who were asked to identify the principal employers. As a second step data were gathered by telephone, from informants in the organizations named as employers, regarding selected features of each of the employment settings, in particular, human resources practices. This procedure resulted in a random sample of employment organizations (establishments), weighted by size of organization. Their results indicated that as of 1991, 60 1% of respondents were employed in private sector establishments, 27% in public sector, and 7% in the nonprofit sector. Even though organizations are now ubiquitous their development has been sufficiently gradual and uncontroversial that they have emerged during the past two centuries almost unnoticed. The spread of public bureaucracies into every arena and the displacement of family business by the corporations constitute a revolution in social structure but one little was remarked until recently. Organizations in the form what we know them emerged during the 19th century in Europe and America during the period of economic expansion occasioned by the Industrial Revolution. Not only the organizations rapidly increase in the number and range of applications but they also underwent a transformation of structure as formerly communal forms based on bonds of kinship and personal ties gave way to associative form base contractual arrangements among individuals have no times other than a willingness to pursue shared interests were ends. The increasing prevalence of organizations in every arena of social life is one indicator of their importance. Another rather different index of their significance is the increasing frequency with which organizations are singled out as a source of many the ills besetting contemporary society. Thus, with alarm to the emergence of power elite whose members occupied the top position in three overlapping organizational hierarchies: the state bureaucracy, the military, and the larger corporations. About the same time, in Germany was engaged in revising and updating Marxist doctrine by insisting that the bases of the class structure was no longer the ownership of the means of production to the occupancy of position that allowed the wielding of organizational authority. Such views, which remain controversial, focus on the effects of organizations all societal stratification system taken an account of the changing basis of power and prestige occasion by the growth in number and size of organizations. A related criticism concerns the seemingly inexorable growth in the power of public sector organizations that two great German sociologist Max Weber and Robert Michels were among the first to insist that a central political issue confronting all modern societies was the enormous influence exercise by the nonelected public officials -- the bureaucracy -- over the ostensible political leaders. And administrative staff presumably designed to assist leaders in the governance function too often becomes an independent branch with its own distinctive interests. Other criticisms point to the negative consequences of the growth of organizations in virtually every area of social existence. Borrowing from an enlarging on a theme predating through thoughts of Weber these critics decried the rationalization of modern life -- in Weber's phrase the disenchantment of the world. The essence of this view is rapidly captured by Norman Mailer: civilization extracts its thousand fees from the best nights of man but none so cruel as a replacement of the good fairy by the expert, the demon by the rational crisis and the witch by the neurotic female. Organizations are viewed as the primary vehicle by which systematically beat areas of our lives are rationalized -- plan, articulated, scientized , made more efficient and orderly, and managed by experts. A prosaic but how for example is provided by the worldwide success of fast food chains -- the McDonaldiaztion of Society -- which have rationalized food preparation, the personalized employee -- customer relations, and stimulated the growth of mass production techniques in agribusiness.
A new generation of feminist critics remind us that women as well as men are trapped within organizational cages. The growth of bureaucracy but on the feminist ground that it feeds the dualism of private-expressive and public-instrumental selves and worlds and engenders a ruthless rationality that expands instrumental and administrative orientations into everyday life-including private-life. Bureaucratic structures are argued to give priority to masculine virtues and values. The principles by which organizations are structured inequality, hierarchy, in personality -- the value alternative modes of organizing that are alleged to be more characteristics of women's values: equalitarian and personalize associations. And the criteria associated with achievements -- aggressive competition and independents -- are very different from the nurturing and relational virtues often associated with feminine styles. Feminist critics assert that formal organizations are gender bias not only in their application of criteria for appointment and promotion but also more fundamentally in their choice of criteria -- in their conception of what is entailed in creating a rational system for supporting collaborated actions. The prototypical models around which organizations are constructed our armies and sports teams. These critics thus add their voices to others who have called attention to the ways in which organizational structures damage the personalities and psyches of their participants. Alienation, over conformity, and stunning of normal personality development are among the consequences contributed not to such special cases as prisoners and concentration camps, but to everyday, and garden-variety organizations. Large organizations have long been subject to criticism either because they are allegedly to be rule bound, cumbersome, and in efficient or because they are believed to take advantage of their size and resulting power to exploit others. Large organizations increasingly absorb society, internalizing funcions better performed by communities and civic societies. We attempt to invite you wait such criticisms of organizations at appropriate points throughout this volume here we simply note that the wide range accusations and concerns regarding the pervasive negative consequences of organizations provide further testimony to their importance in the modern world. In addition to there being mechanisms for accomplishing a great variety of objectives and perhaps as a necessary consequence, the source of many of our current difficulties organizations have yet another important effect on our collective lives. This effect is more subtle and less widely recognized but it may be the most profound in its implications. It is perhaps best introduced by an analogy: the medium is the message. The 20th century aphorism was coined to focus attention on the characteristics of the mass media themselves -- print, radio, movies, and television -- in contrast to the content transmitted by these media. Defining media very broadly as any extension of ourselves; the message of any medium is the change in scale or pace or pattern that it introduces into human affairs. To be more clearly applicable to our subject -- organizations -- then to any specific media of communication. First, like media, organizations represent extensions of ourselves. Organizations can achieve goals that are quite beyond the reach of any individual -- from building skyscrapers and dams to putting a person on the move. But to focus on what organizations do may conceal us from the more basic and far reaching effects that occur because organizations are the mechanisms -- immediate -- by which those goals are pursued. To suggest that our organizational tools shape the products and services they produced in unanticipated ways and, in some cases substitute accounts for outcomes indicates that quite substantial impact that organizations have on individual activity. However even this expanded view does not reveal the full significance of these forms.
As collective actors, we will fail to perceive the importance of organizations for our lives if we view them only as context -- as arrangements influencing the activities of individual actors. Organizations must also be viewed as actors in their own right as collective actors. They can take actions, utilize resources, enter into contracts, and own property. How these rights have gradually developed since the Middle Ages to the point where now it is accurate to speak of two kinds of persons -- natural persons (such as you and me) and collective or juristic persons (such as the Red Cross and General Motors). The social structure of modern society can no longer be described actually as consisting only of relations among natural person; our understanding must be stretched to include as well those relations between natural and collective actors, and between two or more collective actors. In short, we must come to the recognition that society has changed over the past few centuries in the very structural elements of which it is composed. Theoretical significance, to this point we have assembled a variety of evidence and arguments to support the case that organization merit attention. All of these claims relate to the social significance: their ubiquity, and their impact on power and status, their effects on personality and performance. A different kind of rationale for justifying the study of organizations point to their sociological influence: the contribution their study can make to our understanding of the social world. To say that organizations exited tendencies that exist in all human groups is to suggest that organizations provide the setting for a variety of basic social processes, such as socialization, communication, ranking, the formation of norms, the exercise of power, and goal setting and attainment. If these general social processes operate in organizations then we can add as much to our knowledge of the principles that govern their behavior by studying organizations as by studying any other specific type of social systems. To say that we observe in organizations a rationalization of tendencies that exist in all human groups is to suggest that organizations are characterized by somewhat distinctive structural arrangements that affect the operation of the processes occurring within them. For example, social control processes occur within all social groups, but there are some forms or mechanisms of control -- for instance, a hierarchical authority structure -- then our best study in organizations since it is within these systems that they are. In their most highly developed form. In general all processes -- communications, socialization, decision making -- are more highly formalized in organizations. In our belief that the study of organizations can contribute to basic sociological knowledge by increasing our understanding of how generic social processes operate with distinctive social structures.
Emergence of the area, the study of organizations is both a specialized field of inquiry with the discipline of sociology and an increasingly recognize focus of multidisciplinary research and training. It is impossible to determine with decision the moment of his appearance but it is safe to conclude that until the late 1940s organizations do not exist as a distinct field of sociological inquiry. Precursors may be identified but each lacked some critical feature. Thus there were some empirical research on organizations by, for example, criminologist who study prisoners, political analysis who examined party structures, and industrial sociologists who study factories and labor unions. But these investigators really attempted should generalize beyond the specific organizational forms they were studying. The subject was prisoners or parties or factories or unions -- not organizations. Suddenly in the neighboring disciplines political sciences were examining the functioning of legislative bodies or public agencies and economics or developing their theory on the firm but they were not attempting to generalize beyond these specific forms. Industrial psychologist did pursue such general problems as low morale, but she, and turnover with several types of organizational settings but they do not attempt to determine systematically how the varying characteristics of different organizational contexts influence these workers reactions. And although from early in this century administrative and management theorists do not concentrate on the development of general principles concerning a Ministry of arrangements their approach was more often prescriptive than empirical. That is they were interested in determining what the proper form should be in the interests of maximizing efficient and effectiveness rather than in examining and explaining organizational arrangements as they existed. They also focused primary attention on managerial activities and functions rather than on the wires subject of organizations and organizing. Engineers played a central role early in attempting to rationalize approaches to work, attending to design of both technical and administrative systems. Within sociology the emergence of the field of organizations may be roughly dated from the translation into English of Weber's analysis of bureaucracy. Shortly after these classic statements became accessible to Americans sociologists attempted to outline the boundaries of the new field of inquiry by compiling theoretical and empirical materials dealing with various aspects of organizations. Equally important a series of path breaking and influential case studies of diverse types of organizations was launched under Merton's influence including an examination of a federal agency -- the Tennessee Valley Authority a gypsum mine and factory, a state employment agency and a federal law enforcement agency, and a union. For the first time sociologists were engaging in the development and empirical testing of generalizations dealing with the structures and functioning of organizations view as organizations. About the same time, animportant interdisciplinary development was underway at the Carnegie institution of technology, assembled an electric group of political sciences, economics, engineers, and psychologists, and encouraged them to focus their in cheese on building a behaviorally oriented science of administration. Emphasis was placed on decision making and choice within organizations. The unrealistic assumption of a single towering entrepreneur, and all-knowing, that dominated economic models of the firm was replaced first by the view of intendedly rational but competently limited actors and subsequently by models emphasizing the multiple and competing objectives of participants in organizations. Economic models of administrative behavioral were modified and in reached by the insights of psychologist and political scientists. The central and other related efforts gave rise to the identification of a new study -- organizations, an area defined at a level of theoretical abstractions sufficiently generally to all attention to similarities in form and function across different arenas of activities and a subject matter that exhibited sufficient diversity and complexity to encourage and reward empirical investigation. The key elements for creating a new arena of scientific study were in place.
Common and divergent interests, what features to all organizations exhibit in common? What are the general organizational issues analysts began to perceive among the great diversity of specific goals and structural arrangements? Most analysts have conceived of organizations as social structures created by individuals to support the collaborative pursuit of specific goals. Given this conception, all organizations confront a number of common problems: all must be defined (and redefined) there are objectives almost induce participants to contribute services almost control import any these contributions, resources must be garnered from the environment and products or services to students, participants must be selected, train, and replaced; and some sort of working accommodation with the neighbors must be achieved. In addition to these common operational requirements some analysts have also emphasized that all organizations are beset by a common curse. All a high proportion -- of the resources utilized by any organization must be expended to maintain the organization itself. Although organizations are viewed as a means to accomplish the ends, the means themselves absorb much energy and in the extreme but perhaps not rare case, becomes the ends in themselves. There is a convergence of interests around these common features but we must not overlook the many basis of divergence. These include differences among the organization themselves as objects of study, differences in interest and backgrounds of those who study organizations and differences in the level of analysis in which inquiry is pitched. Diverse organizations, organizations come in aid you will to ring for IT of sizes and shapes. The largest of them are immense. Although the exact number depends on how the boundaries are defined the largest organizational units found in modern society are the military services. The US Department of Army in 1995 employed approximate 790,000 employees, 510,000 active commissioned officers and enlisted personnel, and 280,000 civilians. An additional 642,000 served in the reserve corps. Under the threat of world terrorism the size of the military is again expanding. Large organizations also exist within the civilian world. In 2001, the largest corporation employee or Wal-Mart employed 1,244,000 employees. The largest manufacturing corporation GM was substantially smaller at 386,000. Of the 10 largest US corporations at the beginning of the 21st century, six were in sales and services, for and manufacturing. Most workers in this country are employed by someone else, less than 5% of the workforce is self-employed, and more workers are employed by fewer and larger companies: by 1975, 3% of the employing organizations accounted for 55% of the employed, and about one quarter of the total workforce was employed by firms with more than 1000 employees. Size, however, should not be equated with success. Perhaps for a time in the industrial age size, as measured by employees or productive capacity was instrumental to success -- survival, profitability, -- but such association is ill-suited to the post industrial era area recent years have seen efforts to restructure and downsize many of the corporate giants. Indeed it is somewhat ironic that one of the largest corporate enterprises in the U.S. in the mid nineteen nineties was manpower temporary services, with over 100,000 workers. More generally the average size of the corporations in the U.S. has declined from about 60 employees per company in 1960 and about 34 employees in 1990 the most productive and innovative businesses are often too small or intermediate in size. In an age when giant organizations to seem to dominate the landscape it is important to emphasize that small organizations are actually in the majority: in 1990, 90% of all employing organizations in the U.S. employees to nineteen or fewer individuals ( small business administration, 1994). And the predominant ownership for remains the sole proprietorship with more than 12 million establishments compared with about 2.8 million corporations and about 1.5 million partnerships. Of course the corporation far outstrips the other half or miss in assets, employees, and earnings. The employment organization that also vary greatly in the types of goods and services provided: from coal mining to computers, from fortunetelling to future forecasting. Large number of people are employed in the public sector. In 1995 in the U.S. over 19 million individuals about one out of every six nonfarm workers were employed in Federal, state, and local governments. The number of units or to agencies involved is difficult to determine because of the nested character of governmental forms. The united states government manual ( U.S. office of Federal register, 1992) provides organizational charts and brief descriptions of the principle agencies. It currently numbers almost 1000 pages, Federal employees make up only about 18% of all governmental officials the vast majority of whom are employed at the state 5 million and local levels of lead in millions, where there exists a great variation in organizational arrangement.
The shift in type of employment settings has been dramatic. In 19613 at as many jobs were to be found in manufacturing as in service including public sector employment. A 1990 the ratio has shifted to one out of five in favor of the service sectors. Indeed more Americans are now employed in government services than in all of manufacturing. The gender composition of the work force has also changed greatly in a relatively short period. In the nineteen forties women made up only about 20% of the work force. By 1966 over 46% nearly half of all workers were women. And women were not only employees organizations.
Behavioral structures are always in a state of dynamic tension and existing and changing somewhat independently of the other while at the same time exerting continuing influences on the other. All social groups -- or collectives to use the more general sociological concept are characterized by a normative structure applicable to the participants, coach role -- cognitive framework support shared understanding and the behavioral structure linking participants in a common network for patterns of activities, interactions, and sentiments. These three interrelated structures constitute the social structure of collectivity. Organizational participants are likely to emphasize the amount of confusion, the indeterminacy and the unpredictability of the actions of their coworkers in part because such matters draw their attention and require their energies. However to focus on the social structure of organizations is to emphasize the impressive amount of work exhibited by the behavior of participants in organizations. Everyday hundreds or thousands of persons in organizations before millions of individual acts yet the outcome is not bedlam , not total confusion or chaos, but a reasonable approximation of order. This remarkable achievement merits our attention. Emphasizing the importance of the social structure of organizations do not commit us to the view that relations among participants are all sweetness and light: social structure does not connote social harmony. Conflicts is always present and has helped us to shape the social structure and emphasis on social structure should enable us to see that much of whatever conflict is present in the organization is patterned, and this is that it is built into the structure of relations between individuals and groups and is not due to innately aggressive individual participants. Not only stability and order but tension and stress, disagreements and misunderstandings, deviants and change can often build attributed to structural factors. The concept of structures carries a static connotation that we must resist. For this reason, we should substitute the concept of structuration a dynamic term emphasizing the social structure exists only to the extent that participants continue to produce and reproduce the patterns observed. Structures operate only in specific spatial locations and overtime. The social structure of an organization varies in the extent to which it is formalized. A formal structure is one in which the social positions and the relationships among them have been explicitly specified and are defined independently of the personal characteristics and relations of the participants occupying these positions. By contrast in an informal social structure is impossible to distinguish between the characteristics of position and the prescribed relations and the characteristics and personal relations of the participants. In an informal structure when specific participants leave or enter the system their roles and relationships developed and change as a function of their personal characteristics and the interpersonal relationships they developed. Participants -- social actors, organizational participants are those individuals will win turn for variety of inducements make contributions to the organization. All individuals participate in more than one organization recalled back, by definition, organizations are specialized in their purposes, and the extent and intensiveness of their involvement may vary greatly; the decision as to who is to be regarded as a participant is thus often a difficult one and may legitimately vary with the issue at hand. For example a single individual may simultaneously be an employee of an industrial firm, a member of the Union, a church member, a member of a fraternal lodge or sorority, a member of the political party, a citizen of the state, a client of the group medical practice, a stockholder is in one or more companies, and a customer in numerous retail and service organizations. From the perspective of the organization it simultaneously relates to many types of participants all of whom have different interests in and make different demands on the contributions to the organization. To emphasize this brought a collection of persons some analysts employed the terms stakeholder the concept isn't sizing that many persons includes stockholders, community members, regulators, and exchange partners, are effected by and have much legitimate claim on an organization. The concept of stakeholder is much broader than that of employee. Analysts disagree as well shall see on the extent to which organizations to war should incorporate facets of participants. How much of the personalities and private lives of individual participants is relevant to the functioning of the organization also varies from one type of organization and role to another; consider the situation of a novice in a religious order versus that of an occasional customer in the supermarket. The demographic characteristics of participants -- for example, their age, gender, ethnic distributions -- have important consequences for many aspects of organizational structure and functioning. And the structural features of organizations the opportunities they create and the sorting rules they use for selection, retention, and promotion have equally fateful consequences for participants. It is essential to recognize from the outset that participants are first and foremost, social actors. Is there in edgy, their ideas, their conformity and nonconformity that constitutes and shapes the structure of the organization and carries on its functions. Without the ongoing participation of specific individual actors there is no social structure, nor organization. Early sociological theories privilege social structure. Most recent theorists remind us that social structures do not exist unless -- and exists only to the extent that -- social actors carry out the requisite activities. They also insist the social actors R&D instruments of both continuity -- the reproduction of structure -- and change -- the production of Nolte and innovation. The ability of an actor to have some effect on the world to alter the rules or dish diffusion of resources is referred to as agency. The concept of duality of social structures it is, at one and the same , both medium and outcome. Structure influences ongoing actions and it is constituted by a made up of such actions: every process of action is the production of something new, a fresh act; but at the same time all actions exist in continuity with the past, which supplies the means of its initiation. Structure with us is not to be conceptualized as a barrier to action, but as he essentially involved in its production, even the most radical processes of social change. This concept helps to correct for an all too common sociological bias Colin and emphasis on power and weight of existing social arrangements coupled with a discounting of the importance of individual imagination and initiative. Sociological work on organizations to often carries an overly deterministic perspective. On the other hand, it also guards against the more common individualistic bias, particularly pervasive in American culture, this disembeds individuals from their social moorings and attributes all developments to individual interests and will.
Goals, the concept of organizational goals is among the most important and most controversial concepts to be confronted in the study of organizations. Some analysis insists that goals are indispensable to the understanding of organizations; other questions whether goals perform any functions other than to justify past actions. Then, too, behaviorist are fond of pointing out that only individuals have goals; collectivities, such as organizations, do not. We will not attempt to tackle these prickly issues here but promise not to duck them indefinitely. For most analysts, goals constitute a central point of reference in the study of organizations. Goals are timidly defined as conceptions of desired ends ends that participants attempt to achieve through the performance of task activities. So defined, goals clearly involved of cultural-cognitive and normative elements but they are a sufficiently important aspect of organizations as to merit separate attention. Technology, to focus on technology of an organization is to view the organization as a place where some type of work is done, as a location where in she is applied to the transformation of materials as a mechanism for transforming inputs into outputs. The connotations of the term technology are narrow and hard but we will insist that every organization does work and possesses a technology for doing that work. Some organizations process material inputs and fabricate new equipment and hardware. Others process people, their products consisting of more knowledgeable individuals in the case of effect of school systems, or healthier individuals, in the case of effect of medical clinics. Steal other processes primarily symbolic material such as information or music. The technology of n organization is often partially embedded in machines and mechanical equipment but also comprises the technical knowledge and skills of which is the pins. All organizations possesses technology but organizations very in the extent to which these techniques are understood, routinized, or a efficacious. Some of the most interesting theoretical and empirical work has focused on the relation between the characteristics of technology and the structural feature of organizations. Environment, every organization exists in a specific physical, technological, cultural, and social environment to which it must adapt. No organization is self-sufficient all depend for survival on the types of relations they establish with the larger systems of which they are a part. Early analyst of organizations as we will see tended to overlook war under estimate the importance of organization environmental linkages but recent work places great emphasis on these connections. Indeed the environment is not just another category of variables but a pervasive influence affecting every organizational actor and structural feature. To drive home this truth we briefly considered each of the four organizational components in this light. Considering organizational participants very few organizations the saloon for responsibility for the socialization and training of their participants. Employees come to the organization with heavy cultural and social baggage octane from interactions and other social context. With very few exceptions such as inmates in total institutions, for example, concentration camps or cloisters participants are involved in more than one organization at any given time. These outside interests and commitments inevitably constrain the behavior of participants in any given organization and in some instances shortly influence it. To regard participant as completely contained by the organization is to misperceive one of the fundamental characteristics of modern organizations they are systems built on the partial involvement of their members. What about technologies? Few organizations create their own technologies rather than they import them from the environment in the form of mechanical equipment, packaged programs and sets of instructions, and trained workers. Any specific organization must also adapt to the larger occupational structure -- for example, union rules or professional norms -- in the selection and deployment of workers within the organization. Moreover the environment is the source of the inputs to be processed by the organization just as it is the sink to which all outputs are delivered -- as products to be sold, clients restored to function, or waste materials to be eliminated. How can goals relate to environments? What is termed a goal or an objective by a specific organization is from the point of view of the larger society it specialized function. An organization may thus expect societal support for its activities to reflect the relative value society places or in those functions. If health represents a shown positive value for a society, for example, in those organizations that supply health care may expect received disproportional share of resources to support their work.
Finally the social structure of the organization will reflect important features borrowed from or impressed on it by the environment. Structural forms no less than technologies are really invented our usually borrow from the environment. Such models or templates exist in the wider world apart from but available to any specific organization that wishes to copy them. While insisting on the pervasive and critical importance of environmental influences on organizational forms of operations we must not is so that the causal process work in only one direction. Organizations not only our influence to but also affect their environments. Although modern theorists differ in their views of relative importance of these casual connections as we will discuss later they generally agreed that the relationship between organizations and environments are vital, complex, and interdependent. Each of the four organizational elements shaped and is a significantly shaped by wider environment or it each of these organization elements -- social structure, participants, goals, technology, the environment -- represent an important component of all organizations. Indeed each element has been regarded as a surpassing importance by one or another analyst of organizations. However, the chief value is a graphic reminder that no one element is so dominant as to the safety considered in isolation from others. Organizations are first and foremost, systems of elements, each of which affects and is affected by the others. Goals are not the key to understanding the nature and functioning of organizations no more than participants, the technology, or the social structure. And no organization can be understood in isolation from the larger environment. We will miss the essence of organization if we insist on focusing on any single feature to the exclusion of all others.
Defining the concept of organization, consistent with the objectives of this volume, not one but three definitions of organizations will be presented. These definitions pave the way for our description and evaluation of three major perspectives employed in the analysis of organizations. Special attention is reported here to the first definition because it continues to be the dominant perspective in the field, not only in guiding the work of the majority of organizational scholars but also by defining embrace at least implicitly by the most real world managers and other practitioners. Moreover this definition serve to establish organizations as a distinctive field of study. The first definition underpins the rational system perspective on organizations. Two other definitions want associated with the natural system perspective and the other with the open system perspective -- will briefly described here and examined. A rational system definition, because a primary function of a definition is to help us to distinguish one phenomenon from another, most definitions of organizations emphasize the distinctive feature of organizations -- those that distinguish them from related social forms. Many analysts have attempted to formulate such definitions and their views appear to be similar, as illustrated by the following for influential definitions: (a) formal organization is that kind of cooperation among men that is conscious, deliberate, and purposeful, (b) organizations are assemblages of into acting human beings and they are the largest assemblages in our society that had anything resembling a central core native system. The high specificity of structure and coordination within organizations -- as contrasted with the diffuse are variable relations among organizations and among on organize individuals -- mark off the individual or organization as a sociological unit comparable insignificance to the individual or organism in biology, (c) since the distinctive characteristic of... organizations is that they have been formally established for the explicit purpose of achieving certain goals, the term formal organizations is used to design them, (d) organizations are social units or human groupings deliberately constructed and reconstructed to seek specific goals. All of these early definitions point to the existence of two structural features that distinguish organizations from other types of collectivities. Organizations are collectivities oriented to the pursuit are relatively specific goals. They are purposeful in the same sense that the activities and enter actions of participants are coordinated to achieve specified goals. Goals are specific to the extent that they are explicit, are clearly defined, and provide unambiguous criteria for selecting among alternative activities. Organizations are collectivities that exhibit a relatively high degree of formalization. The cooperation among participants is conscious and deliberate; the structure of relations is made explicit ad can be deliberately constructed and reconstructed. As previously defined, and structure is formalized to the extent that the rules governing behavior are precisely and explicitly formulated and to the extent that roles and role relations are prescribed independently of the personal attributes and relations of individuals occupying positions in structure.
It is the combination of relatively high goals specificity and relatively high formalization that distinguish organizations from other types of collectivities. Note that both goals specificity and formalizations are viewed as variables: organizations vary along both dimensions. Nevertheless, as the structural type, organizations are expected to exhibit high levels of formalization and goals specificity there are other types of collectivities, such as primary groups, families, communities, and social movements. In general -- exceptions certainly exit -- families and kinship structures tend to write relatively high on formalization but no one goal specificity; some humans tend to exhibit low levels of formalization combined with higher levels of goal specificity, although the specificity of goals varies greatly from movement to movement and from time to time; and communities are characterized by low levels of both goals specificity and formalization. We arrive, then, at the first definition, associated with the rational system perspective: organizations are collectivities oriented to the pursued a relatively specific goals and exhibiting relatively high formalized social structures. Note that this definition focuses not only on the distinctive characteristics of organizations but also on their normative structures. A natural system definition, although organizations often a espouse specific goals, the behavior of participants is strictly not guided by them, nor can they be safely used to predict organizational actions. Similarly, formal role definitions and written rules may be developed, but all too frequently they exhibit little or no influence on the behavior of the members. Thus, if the behavior of structure is attended to, rather than the normative structure -- if we focus on what participants actually do rather than on what they are supposed to do -- the first definition of organizations can be quite misleading. Focusing attention on the behavioral structure provides a view of organizations quite different from the proffered by the rational system theorists. The goals pursue become more complex, diffuse, differentiated, and subject to change; participants appear as motivated by their own interests and seek to impose these or the organization. It is recognized that the organization itself is a major asset, a valuable resource to be captured. Rather than being only a means, an instrument to pursuing other ends, the maintenance and strengthening of the organization becomes an end in itself. In formal and interpersonal structures are seen to be a greater importance than the formal structures, which often serve only as a decorative faade concealing the real agenda and structure. And power is recognized as stemming from many sources other than occupancy of a formal position. Hence, a second definition of organization, useful for viewing them as natural systems, is suggested: organizations are collectivities whose participants are pursuing multiple interests, both disparate and common, but who recognizes the value of perpetuating the organization as an important resource. The informal structure of relations that develops among participants is more influential in guiding the behavior of participants then is the formal structure. The natural system view emphasis the common attributes that organization share with all social collectivities. And because organizations are not set apart from other social systems, they are viewed as subject to forces affecting all such systems. In particular, we find replicated in this perspective, the two contrasting versions of the basis of social border in the sociological literature at large: one emphasizing socials consensus, the other, social conflict. The first, social consensus, version emphasizes a view of collectivities as comprised of individuals sharing primarily common objectives. The assumption underlying this conception is that social border of any type is a reflection of underlying consensus among the participants; that organizational stability and continuity reflect the existence of cooperative behavior and shared norms and values. This widely held an influential view of the basis of social order is generated from the writings of Durkheim 1961 and Parsons 1951, among others, and reflected in the organizational periods of Barnard 1938 and Mayo 1945, among others. The contrasting, social conflict, versions views social order as resulting from the suppression of some interest by others. Order results not from consensus, but from coercion, the dominance of weaker by more powerful groups. And an analytic attention is devoted not to the appearance of consensus, what to the reality of underlying conflicts, which provide a basis for understanding in stability and change. The sociological progenitors of this view include Marx 1954 and Coser 1956.
An open system definition, the previous definitions tend to view the organization as a closed system, separate from its environment and encouraging a set of stable and easily identified participants. However, organizations are not closed systems, sealed all from their environments, but are open to and dependent on flows on personnel, resources, and information from outside. From an open system perspective, environments shape, support, and infiltrate organizations. Connections with external elements can be more critical than those among internal components, indeed, for many functions the distinction between organization and environment is revealed to be shifting, ambiguous, and arbitrary. All three perspectives agreed that if an organization is to survive, it must induce a variety of participants to contribute their time and energy to it. However open system theorists emphasize that individuals have multiple loyalties and identities. They join and leave or engaged in ongoing exchanges with the organization depending on the bargains they can strike -- the relative advantage to be had from maintaining or ending the relation. Viewed from the perspective participants can not be assumed to hold common goals were even to routinely seek the survival of the organization. Thus, much of the work of organizing Intel's hard bargaining and horse training -- as well as creating effective ties and common interpretive systems -- as participants attempt to form and reform transitory coalitions.
An open system perspective is less concerned with distinguishing formal from informal structures instead organizations are viewed as a system of interdependent activities. Some of these activities are tightly connected others are loosely coupled. All must be continuously motivated -- produced and reproduced -- if the organization is to persist. The arrival of this perspective triggered the elaboration and elevation of levels of analysis. No longer was the single organization the privilege unit of analysis. Rather than analysts recognize that many organizational phenomenon are better understood and explained by viewing individual organizations as representatives of a given type of structure, or by viewing organizations as components in larger systems of relation. The open system perspective associated with the development of studies aimed at understanding organizational sets populations, and fields. Also the open system perspective stresses the importance of cultural -- cognitive elements in the construction of organizations. Nothing is more portable than ideas -- concepts, models, schemas, and scripts. Organizations swim in this cultural soup and continuously adopt and adapt these templates, intendedly and inadvertently. We arrived, then, at a third definition, useful for viewing organizations as open systems: organizations are congeries of interdependent flowsand activities linking shifting coalition of participants embedded in wider material-resource and institutional environments. The foregoing three definitions vary in terms of theoretical perspective. They also differ in their underlying ontological assumptions. Our organizations to be viewed as entities, or as processes? The former is termed by Emirbayer 1997 substantialist definitions; the latter, relational concepts. Substantialist stress organization; relational definitions, organizing. No doubt unsettling to be confronted store early with three such diverse views of organizations. But better to know the worst at the outset! The definitions are quite different in that they do not only encompassed somewhat divergent types of collectivities but also emphasized different facets of a given organization. But this is precisely why they are useful. Definitions are neither true nor false but are only more or less helpful in calling attention to certain aspects of the phenomenon under study. With the assistance of these definitions, and be more general perspectives with which they are associated we can expect to see and learn more about organizations and would be possible were we to and await a single point of view. As we proceed, we will call attention to the remarkably varied portraits painted by theorists embracing each of the concepts. Each has its own charms as well as its own blemishes are; and each carries its own truth as well as its own biases.
Summary
Organizations are important objects of study and concern for many reasons. They are vital mechanisms for pursuing collective goals in modern societies. They are not neutral tools because they affect what they produced; they function as collective actors that independently possess certain rights and powers. Both as instruments and as actors, organizations are alleged to be the source of some of contemporary society most serious problems. Organization can't incompetence generic social processes but carry them out by the means of distinctive structural arrangements. Although an interest in organizational forms of processes may be traced far back in history and institutionalized field of scholarly inquiry focusing on creation and empirical testing of generalized knowledge concerning organizations did not emerge until after 1950. This development was linked with an greatly stimulated by the translation into English of Max Weber's historical and comparative studies of administrative organizations, conducting during the first two decades of this century. The field of organizational studies has become increasingly interdisciplinary. Organizations are studied for many purposes and from many points of view. Important basis of divergence include variations among types of organizations differences in disciplinary background of the investigators, whether research's address to more immediate and applied problems or seek long-term basic understanding, and level of analysis selected. Three levels of analysis are identified: social psychology, organizational structural, and ecological. Three contrasting definitions of organizations have arisen, each associated with one of three perspectives or organizations code irrational, natural, and open system. The first definition views organization as highly formalized collectivities oriented to the pursuit of specific goals. The second definition views organizations as social systems, forged by consensus or conflict, seeking to survive. And the third definition views organizations as activities including coalitions of participants with varying interests embedded in wider environments. The three definitions framed analytically useful, if partial, views of organizations based on differing ontological conceptions.

This is a team assignment and I believe we are about 60% to 70% done with the assignment but we have had two people on our team not contribute. Now we are in a fix, because our paper and PPT is due on Monday at noon. I would like to send you what we have thus far and see if you can help us with a little more research to fill in the case study steps that our team mates did not complete. Also, I noticed alot of redundancy as I edited the document today and I have been working to eliminate. I am also concerned that the some of the team members have placed the correct content under the correct steps. Good news is that we have been given an example of a case study that we are to follow "professor loverde's case study" (which I am attaching) and so I would like to attach this as well as a template reference that we need to align with.

Also, the document that we have put together thus far "tylenol cyanide case" has alot of color highlights, and this is really just my way of communicating with my other team mates. I used grey in the text when I felt that the content in grey actually matched the steps or appeared to align in some way. Problem I see is that my team mates are not really working through the case study front to back and they are duplicating content every time they submit something - - and not necessarily answering the steps properly. Could you please look at what we have, and help me to make sure the content under each step is correct, and the steps where content is missing / including the Summary or Conclusion is filled in? (also, when we are done, the school will run this through plagerism software so please cite properly) - I left a few great extra references - that we can go to for more content if we need to.

When I get this back, I still have to put a PPT together - so I am in a little rush to get this back. I will make one slide for every PPT - so I hope the case study will easily allow me to see this.

Is there a way to get this by Sunday evening? - time isn't important - it can be late, but just Sunday so that I have time to work on the ppt.








Johnson and Johnson Tylenol Case Analysis

Team C
PHL 323
March 1, 2010

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Abstract

Taking responsibility and immediate action in the face of a huge crisis is a requirement for any U.S. corporation if they are to survive and maintain their market position and reputation. These types of organizations are expected to be socially responsible to their employees and the public not only if they are directly involved in a crisis involving their products or services, but also if there is an indirect association. In 1982 Johnson and Johnson was faced with this challenge. They were indirectly involved in a catastrophe which killed seven people because their leading pain killer Tylenol was tampered with and unassuming consumers became the victim of such an atrocity. The way in which Johnson and Jonson dealt with the situation is the basis or our case study. In fact, their response was remarkable and commendable. The outcome of this catastrophe created a new standard in crisis management. The company was applauded for how they responded while prioritizing the consumer over their monetary losses. As a result, Johnson and Johnson recovered and within months after the crisis their markets share exceeded all expectations.
This paper will discuss the entire case; dissect the elements of the case, symptoms, goals of the organization, management theory, diagnosis the barriers Johnson and Johnson, the media and the public viewed during the crisis, solutions proposed, action plans they used to overcome barriers, consequences to the plan, action plan to the larger context, external forces, implications for two directions of corporate integrity, and it will interpret the original case elements in light of the larger horizons of the era. Johnson and Johnson was seriously affected by the chain of events caused by this crisis, but how they handle this challenge, and how they moved through the process is the very reason they not only survived but are thriving today.

Step 1; Elements of the Case
Company Facts
Johnson and Johnson firm incorporated in 1887. The firm provided sealed surgical dressing which was germ-free, wrapped and ready to be used. In the late 1880s this was considered modern medicine and for antiseptic treatment of wounds. Johnson and Johnson had subsidiaries in more than fifty countries worldwide. McNeil Consumer Products is a subsidiary of Johnson & Johnson developed the painkiller called Tylenol. As an oath to the public, Johnson and Johnson created a Credo statement, written in Robert Johnson in 1943, conveying and prioritizing their responsibility to their consumers. This statement is posted on their website today as Our Credo Value and demonstrates the emphasis on being socially responsible to everyone who uses their products http://www.jnj.com/connect/about-jnj/jnj-credo/?flash=true).
Actual Crisis
On September 30, 1982 CEO, James Burke of McNeil was notified that seven people died from the Chicago area from cyanide laced Tylenol after ingesting the capsules. People died within minutes of taking the capsules. The perpetrator placed deadly cyanide into the Tylenol bottles. The nation was warned that there might be a connection between the deaths and Tylenol. Suddenly Johnson and Johnson was faced with explaining to the world how a well know product was suddenly killing people. In response to the information at hand, the Police in Chicago proactively led the charge to notify their communities. Three national television networks reported details on the evening news and they focused on 24 hour coverage, which was new at the time. The next day the Food and Drug Administration advised consumers to avoid the Tylenol capsules, "until the association with deaths had been be clarified" (Tifft, 18). Johnson and Johnson issued a public relations response immediately naming their number one priority, to protect the consumers using their products.

Step 2; Symptoms of the Problem ??" (VIC)
The crisis created a nationwide panic and because of the new twenty four hour media the news reached the public quickly. One hospital in Chicago received 700 calls in one day. Johnson and Johnson received 1411 calls over 10 days. Across the country people were admitted on suspicion of cyanide poisoning in to hospitals for observation (Tifft, 18). Johnson and Johnson worked with the media to distribute information about the poisonings to the public as quickly as possible. When the news spread copycat criminals began to tamper with the products and add to the crisis. FDA confirmed more tampering had taken place, but this did not actually reach the public. The total number of actual tampering was 36 (Church, 27).The Food and Drug Administration counted 270 incidences of possible product tampering (Kaplan, 1998).
Additional symptoms to the problem were that Tylenols market share plummeted after the crisis. Since Tylenols name was tied to the tampered goods, they were held indirectly responsible for the deaths of seven people, and possibly more as view by the public. J & J needed to figure out how to deal with the crisis, protect the public and lastly not destroy the reputation of their products or their company. The decision was made by the company to first take responsibility and action to address the patients affected. Next, the protection of the potential consumers at risk recognizing that not everyone may have heard the news once this crisis was made public. With the onslaught of death, and potentially more death to result, the public and experts felt that Tylenol could not recover from horrible atrocity. The public also felt that the Tylenol product wasnt safe anymore ??" market share dropped from double digits to single digits within weeks (Mitchell, 1989).

Step 3; Identification of Goals ??" (Vic)
In 1982, Tylenol controlled 37% of the pain killer market, approx $1.2M and became the leading painkiller outselling Anacin, Bayer, Bufferin, and Excedrin. Seventeen to eighteen percent net earnigs of Johnson and Johnson were from Tylenol sales. Profits placed Johnson and Johnson in the top half of the Fortune 500 (Berg, 1998). The company had been doing well for years and was on track to grow market share by at least 15% over the next year. Tylenol was to the product that would lead this company to further success. That is until the Tylenol laced cyanide crisis came to be. This calamity changed the strategic plan, management goals, parent to subsidiary goal across the organization ??" within a 24 hour period. Instantly, an immediate crisis mode was assumed and a reassessment and reprioritization of their goals and immediate actions required jolted every executive, manager and employee in the organization.
Immediate Goals once Crisis was Revealed
Reacting to the news, when Johnson and Johnson was faced with the initial situation; it had to make some tough decisions that would severely impact the future of the company. Rather than think in financial terms only, CEO James Burke immediately turned to the company's Credo. Written by Robert Johnson, back in 1943, the document defined the focus of the company as its customers. With this as its inspiration, Tylenol used the media to promptly begin alerting people of the potential dangers of the product.
James Burke, CEO developed a strategy team of seven key members. Prioritizing goals to protect consumers first, save the product next and company reputation would follow. They realized that they needed to be socially responsible, alerting the nation through the media and work closely with the Chicago Police, FBI and the FDA. Strategy plans were to prevent more deaths, additionally this kind of tampering in the future. First they needed to remove all Tylenol products from Chicago shelves and immediate surrounding areas as quickly as possible. And although there was a slim chance that there was more contamination in other areas of the country, they didnt want to take the chance. Therefore, they recalled all Tylenol products from every shelf across the U.S. (Atkinson, 2) (Broom, Center, Cutlip, 381). Working with the FDA they dispatched scientists to determine the source of the tampering. http://iml.jou.ufl.edu/projects/Spring01/Hogue/tylenol.html. They also used 1800 ??" hotlines to disseminate information about the situation.
The next set of goals was to re-release a new product that would restore consumer confidence. This was a critical step and only if this happened would the public view the product as safe.
Step 4; Management Theory ??" LANCE)
When Johnson and Johnson were faced with the Tylenol poising scandal they needed to find a way to protect the public and uphold their name. Negative media would only hurt their companys reputation; Johnson and Johnson adopted the Contingency Management Theory. The Contingency theory is a behavioral theory that claims there is no best way to organize a cooperation, to lead a company, or make decisions (12 Manage, . 1, 2010). It also states, When managers make a decision, they must take into account all aspects of the current situation and act on those aspects that are key to the situation at hand (McNamara, . 2, 2010). Johnson and Johnson decided on a two-phase plan, which consisted of customer safety first before profits and themselves (Kaplan, 1998). This was a strategy to win back public trust. Johnson and Johnson protected the public by ordering a massive nation-wide recall of Tylenol and stopped production of Tylenol capsules. This recall accounted for about 31 million bottles or about 100 million dollars in lost revenue (Effective Crisis Management, n.d.). They also were proactive about warning the nation about their product by using the media. They worked with Chicago police, Federal Bureau of Investigation, and Food and Drug Administration to help catch the culprit who tampered with their product (Kaplan, 1998) {wasnt this already stated? lets decide if it goes here or there?).
Primary Essentials
Assistant Director, Robert Andrews, who is in charge of public relations receives and reacts to the first days of the crisis. Robert Andrews accepts a phone call from a Chicago new reporter. A medical examiner had given a press conference because people were dying from poisoned Tylenol. The news reporter wanted the comments and position taken by Johnson and Johnson, specifically surrounding their plan to remedy this crisis. Robert Andrews was hearing this information for the first time and did not know the particulars to the sudden death of customers by taking the Tylenol product. {so what did he say publically? Was it a press conference?}
Portion # 5 Diagnosis and Barriers (Lance)
Two off duty firemen originally discovered the Tylenol poisonings while at home listening to their police radios (Kaplan, 1998). The Tylenol capsules were found to have 10,000 times the appropriate dose of cyanide for killing a person (Kaplan, 1998). During this time there were no tamper resistant precautions on over the counter medications. All bottles of Tylenol were from four different lots of production, two different Tylenol manufactures, and the poisonings only happened in the Chicago area. (Kaplan, 1998). McNeil Consumer Products confirmed that tampering did not take place at their plants. A spokesperson for McNeil confirmed their level of strict quality control. Authorities concluded that any tampering must have occurred once the Tylenol had reached Illinois (Beck, 33). Process was as follows: Bottles reached department stores and were placed on the shelves. Suspect took bottles off of the shelf, placed Cyanide in the bottles and then they were placed back on the shelves at five different stores in Chicago (Mitchell, 1989). Quickly they discovered that the capsules came from four different plants and lots. They were then taken from different pharmacies and believed to be distributed within one week, to one month. The problem remained that there could still be more contaminated Tylenol on shelves or in consumers medicine cabinets, there was simply no way to clarify this exposure.
The barriers that Johnson and Johnson faced were extensive. They had to figure out how to protect the public while upholding their reputation of Tylenol as a safe effective pain reliever. Time (to reach the public?) was the main barrier in protecting the public. This would prevent more people from ingesting the tampered Tylenol and also put a stop to the copycat criminals (what would?). The second large barrier was to uphold Tylenols reputation. In 1982 Tylenol controlled the largest market share for over the counter pain medication (Effective Crisis Management, n.d.), although, it was clear that both the media and their competitors did not believe they could hold on to this market position for long. Advertising geniuses told the NY Times "There may be an advertising person who thinks he can solve this and if they find him, I want to hire him, because then I want him to turn our water cooler into a wine cooler" (Knight, 2). Never the less, Johnson and Johnson moved forward and did not want to be viewed as disregarding public safety like other companies in similar crisis mode Perrier (Broom, Center Cutlip, 59). They realized that they would focus on regaining market share AFTER patient safety issues were addressed ??" and only if they were successful here would they be able to improve public relations and restore consumer confidence in their products.
Portion #6 Diagnosis and Solutions (Lance)
The solutions of the two major problems that Johnson and Johnson faced were massive. With 31 million bottles sold, Johnson and Johnson had to spread the word quickly on the nation- wide recall. They had Chicago police on loud speakers driving through neighborhoods warning citizens of the poisonings and the connection with Tylenol (Kaplan, 1998) . Media was contacted to help distribute the information about the tampered Tylenol recall. They worked with Chicago police, Federal Bureau of Investigation, and Food and Drug Administration to offer information and to be in direct involvement with catching the crimial (Kaplan, 1998). Johnson and Johnson offered a $100,000 reward for the capture of the killer (Kaplan, 1998).
STOP HERE Johnson and Johnson offered to exchange all Tylenol capsules for Tylenol tabs that were already purchased (Kaplan, 1998). This would have the public still using their brand as the pain reliever of choice. Johnson and Johnson improved the safety of their product by introducing the first triple seal tamper proof packaging (Kaplan, 1998). This was a major help in restoring the publics confidence that Johnson and Johnson was trying to fix this unfortunate problem. They also decreased the price by 25% and offered another $2.50 coupon for those who purchased Tylenol. Johnson and Johnson also sent 2250 representatives to talk with the medical community to regain their trust and support (Kaplan, 1998). This helped regain the trust of the medical community. The medical community would help by prescribing the drug to their patients which would help restore public confidence about Tylenol.
Other alternatives, which Johnson and Johnson could have leveraged publically through the media, could have been to have the President of the company provide a sincere apology. Also explain the facts about the incident and what the company was presently doing to fix the problem. This could have helped the public to regain the trust in Johnson and Johnson.
They offered a $100,000 reward for the capture of the killer (Kaplan, 1998). Finally they offered to exchange for all Tylenol capsules for Tylenol tabs that were already purchased (Kaplan, 1998). They introduced the first triple seal tamper proof packaging that was up to the Food and Drug new regulations (Kaplan, 1998). Along with this they discontinued the capsule (bead) form and developed a solid tablet tab. Reduced the price for Tylenol and provided coupons for $2.50 off any bottle of Tylenol (Kaplan, 1998). Finally 2250 people were sent from Johnson and Johnson to talk with the medical community to regain their trust and support (Kaplan, 1998). Their main goal was now was to restore the publics trust and confidence in their product - although they realized that this could only be accomplished if the public viewed the product as safe.

Step 7: Action plans to overcome barriers

A. Over the past decade, consumer groups, health care providers and others have shown an increasing interest in supplying consumers with more and better information about medicines. The hope is that consumers, armed with greater knowledge about the medicines taken will empower consumers to make educated decisions about their health care.
B. This action plans seeks to improve the quality and availability of information that will be provided to consumers. The rationale for the plan is providing consumers with useful information during a crisis which shall reduce the risk of panic, distrust, and reduce injury, and improve health outcomes. Action plan tools are:
Dealing with negative media
Open Communications
Public Safety
Establish a hot line
Establish a new triple safety seal capsule
Implement a tamper resistant product including packaging
Terrorism
Rectification Program to consumers
Encourage activities to increase consumer understanding and awareness
Promote consistency with federal regulations
Establish criteria for the development and distribution of product
Establish an emergency plan to recall tampered and contaminated product
Develop a mechanism for the workplace and employees
C. The Tylenol case is an example of a company that overcame many negative barriers. Developed crisis communications during a public out cry. Johnson and Johnson responded to the Tylenol poisonings by disseminating risk information which included enough detail for the consumer to understand. Outlined the hazards and pre-cautions. Public information allowed consumers to distinguish between warnings about improper use. Warned about life-threatening symptoms, and explained specific directions, and cautions to seek medical attention immediately. Information is important to inform, and warn consumers to protect them from harm.
D. Johnson and Johnson designed a remediation and rectification program that would win forgiveness from the public. The forgiveness and sympathy program offered compensation to help the victims of the crisis, and their families. Counseling and financial assistance programs were available. The programs lessened the negative publicity, and targeted advertising to gain the trust of consumers to use the Tylenol product again. This was a positive action.
E. Johnson and Johnson developed a program which confronted and addressed the issue of terrorism. The strategies and approaches that are implemented involved:
Re-structured the production process.
Re-designed the packaging of the product by initiating the first every new tamper resistant packaging.
Training and education programs on hostage taking, sabotage, and workplace violence.
Organizational policies that mandate the prevention, and recurrence of tampering in the future.
Implemented new random inspections procedures prior to product shipment to retailers.
Re-defined the mission statement
Re-defined the goals statement
Restructured and added a new department called Public Affairs.
A. The Public Affairs department established a positive relationship with the new media.
F. Johnson and Johnson realized that the costs to assume the responsibility of corporate obligation would be expensive in the beginning but, in the end it would win back the trust of the consumer. Johnson and Johnson knew that lawsuits for loss of life, and negative press coverage would damage the reputation of the company. This will cause long term effects. Johnson and Johnson developed a nation wide education process to give necessary tools to consumers. The first education process is to raise the awareness of consumers about the importance of the new tamper resistant packaging. Information about signs of a broken seal, opened package, and opened containers. The second education process involved the 1-800 hot lines for consumers to call. The third education process established a 1-800 line for news organizations to receive pre-taped messages with updated statements about the crisis with accurate and correct information on national television.

Step 8: Consider probable consequences to the action plan
Johnson and Johnson did not presume a crisis would hit the organization. This is shown in how the situation was handled the first 24 hours. Johnson and Johnson was in denial, and did not phantom that people died from taking the Tylenol product. The organization realized the need for an emergency action plan prior to a crisis. Johnson and Johnson established standards the incorporated responsibility to the consumers, stakeholders, and families. Johnson and Johnson adopted the attribution theory. This theory states that people make judgments based upon control, internal, and external.
As a result of the Tylenol crisis, Johnson and Johnson realized that public and private initiatives and advances must be made. Useful information to consumers. Written information shall be specific. Efforts to increase the cultural competency of oral and written communications shall reach underserved populations.
Johnson and Johnson are committed to experiencing open communications will all the news media, consumers, and health care providers. Johnson and Johnson shall work with all media outlets to help maintain the organizations reputation, trust, and make good on the mission and goal statement. Johnson and Johnson will honor all offers for free replacements of caplets in the new triple resistant package. A monitoring system shall be developed in quality control for a period of safety surveillance, drug distributions, and inventory management, lot number labeling for safety assurance. Johnson and Johnson implemented guidelines on the bar-coding system for drugs to prevent mix ups, and secure product traceability.
Johnson and Johnson have incorporated a plan for dug distributions, and corrections of inappropriate trade practices such as pending settlements, global pricing, which could undermine the trust.
Drugs supplied by the Johnson and Johnson company have a major impact on the life, and health of consumers globally. To maintain corporate responsibility Johnson and Johnson have a high level of ethics, reliability, and transparency. Johnson and Johnson have the responsibility for greater political and corporate behavior, an open business structure, compliance with the code of practices.
Johnson and Johnson realized this action plan is a working document, and must be updated regularly. This can be updated by role playing, exercises, and seminars. Johnson and Johnson realized that first impressions count, and almost impossible to change, the company needs to show that safety to the consumer is the number one goal and mission. Positive steps are taken to ensure the future of the corporation.
The only negative consequence that might affect Johnson and Johnson does not possess an action plan for the new drug industry visions. The new drug industry vision is to ensure the safe supply of drugs, impose duties on production and marketers. (Berge, 1998)
Johnson and Johnson pharmaceutical company is primarily responsible for supplying the medical frontline with the necessary information on drugs through package insert warnings.
Step 9: Action plan to other companies
Johnson and Johnson took positive action to stop competitors from expounding on the negative media by doing the right thing. Johnson and Johnson care about employees, shareholders, customer safety, and the quality of the Tylenol product. Johnson and Johnson have a vision or producing products with indications, and effects beyond those required for conventional non-prescription drugs, and respond to public trends. Johnson and Johnson are developing a plan that will concentrate on efforts to maintain the trust of the public. Johnson and Johnson is the leading company in public-focused policies that promote global competitiveness of the industry.
Step 10; Consider the external factors - TEREK

Step 11; Assess the implications for the two directions of corporate integrity - TEREK

The training and changes outlined above should have a positive impact within the company for the overall synergy of the employees while at the same time improving reputation and value for internal and external stakeholders alike. It is highly probable that the employees that are guilty of discrimination in this case may find it difficult to change the way they interact with their fellow employees. Even though this will be a difficult transition period for them the end result should prove to be a better work environment for everyone concerned. If these changes do not take place the company will certainly be involved in additional lawsuits which have already proven to be much more costly than implementing these changes across the company. XXalso has to consider its reputation in this day and age when corporate image is a very real and tangible asset. Consumers and stockholders alike have become very fickle about which companies they back or buy from based on public opinion of how a company fits in to our overall society today.

Step 12; Interpret the original case elements in light of the larger horizons of the era - TEREK

Language here is simply an example of how this section is presented ??" what is written here has nothing to do with our case study.

The elements of this case are somewhat surprising considering that it happened in the not too distant past. American society has condemned ethnic and sexual discrimination for decades even though there are still pockets of resistance to these shifts in thinking throughout the country. With as much cultural diversity as there is at a global company like XXit seems almost impossible that this kind of treatment was prevalent at the corporate level for so long. In this case it is assumed that the company must act within the guidelines set by the society in which it resides. The outcome could be very different if we moved the company headquarters to a Middle Eastern country where traditions and ethical standards are very different than they are in the United States. If this company was in a country where women are considered inferior to men and people with different religious ideas would be ostracized our action plans would not even be considered. In fact there probably would not even be any cause for concern at all. The practices that brought about the lawsuits would have been considered both acceptable and expected.

Conclusion (LANCE) AND I WILL HELP HERE TOO (VIC)

I am adding this in because we can pull these concepts into our conclusion (Vic)
The features that made Johnson & Johnson's handling of the crisis a success included the following:
They acted quickly, with complete openness about what had happened, and immediately sought to remove any source of danger based on the worst case scenario - not waiting for evidence to see whether the contamination might be more widespread
Having acted quickly, they then sought to ensure that measures were taken which would prevent as far as possible a recurrence of the problem
They showed themselves to be prepared to bear the short term cost in the name of consumer safety. That more than anything else established a basis for trust with their customers.
http://www.mallenbaker.net/csr/crisis02.html (keep reference here for now ??" vics note)


References (not in order or edited yet ??" still needs to be done and double checked with content)
12 manage. (2010). Contingency Theory. Retrieved February 22, 2010, from http://www.12manage.com/methods_contingency_theory.html
Effective Crisis Management. (n.d.). The Tylenol Crisis, 1982. Retrieved February 22, 2010, from http://iml.jou.ufl.edu/projects/Fall02/Susi/tylenol.htm

Kaplan, T. (1998). The Tylenol Crisis: How Effective Public Relations Saved Johnson & Johnson. Retrieved February 22, 2010, from http://www.aerobiologicalengineering.com/wxk116/TylenolMurders/crisis.html
Kaplan, T. (1998). The Tylenol Crisis: How Effective Public Relations Saved Johnson & Johnson. Retrieved February 22, 2010, from http://www.aerobiologicalengineering.com/wxk116/TylenolMurders/crisis.html

McNamara, C. (2010). Brief Overview of Contemporary Theories in Management. Retrieved February 22, 2010, from http://managementhelp.org/mgmnt/cntmpory.htm

Berge, D (1990) Department of Defense Crisis Communication Strategies
Retrieved from http://americanfraud.com February 25, 2010
Broom,G (1982) The Tylenol Scare, Newsweek October 11 Retrieved from
www.ou.edu/deptcomm/dodjcc/groups/02C2/Johnson%20&%20Johnson.htm
February 25, 2010-02-25
Beck, Melinda, Mary Hagar, Ron LaBreque, Sylvester Monroe, Linda Prout. "The Tylenol Scare." Newsweek. October 11, 1982.

Tifft, Susan. "Poison Madness in the Midwest." Time. October 11, 1982.

Church, George J. "Copycats are on the Prowl." Time. November 8, 1982.

Knight, Jerry. "Tylenol's Maker Shows How to Respond to Crisis." The Washington Post. October 11, 1982.

Broom, Glen M., Allen H. Center, Scott M. Cutlip. Effective Public Relations, Seventh Edition. Prentice-Hall Inc. 1994.
Mitchell, Mark L., Economic Association International 1989: The impact of external parties on brand name capital: the 1982 Tylenol poisonings and subsequent cases.

(Our Credo Value, http://www.jnj.com/connect/about-jnj/jnj-credo/?flash=true) (J & J web site) Reference








References below here
may be good reference to look into in order to complete this paper ??" although they have not been cited in the paper thus far.

12. "Tylenol Murders." http://www.aerobiologicalengineering.com/wxk116/TyelenolMurders/
Beck, Melinda and Agrest, Susan (February 24, 1986). Again, a Tylenol Killer. Newsweek. National Affaires, page 25. United States Edition.
Beck, Melinda and Foote, Donna (November 8, 1982). The Tylenol Letter. Newsweek. National Affaires, pag 32. United States Edition.
Beck, Melinda; Monroe, Sylvester; Buckley, Jerry (October 25, 1982). Tylenol: Many Leads, No Arrests. Newsweek. National Affaires, page 30. United States edition.
Beck, Melinda; Monroe, Sylvester; Prout, Linda; Hager, Mary; LaBreque, Ron (October 11, 1982). The Tylenol Scare. Newsweek. National Affaires, page 32. United States edition.
CBSnews.com (July 25, 2002). Bitter Pill: A Wife on Trial.
Viacom Internet Services, Inc.
Cooke, Jeremy R. (October 18, 2002). PSU Alumnus Recalls 1982 Tylenol Murders.Collegian .
Dietz, Park (February 14, 2000). Product Tampering: The Proliferation of Product Tampering.
Douglas, John and Olshaker, M. (1997). Journey into Darkness. Mass Market Paperback.
Fink, Steven (2002). Crisis Management: Planning for the Inevitable. Published by iUniverse, Inc. Lincoln, NE. U.S.A.
Hobbs, Dawn. Ask John Douglas, who wrote the book on how to profile killers.
Kaplan, Tamara (1998). The Tylenol Crisis: How Effective Public Relations Saved Johnson and Johnson
Kowalski, Wally. The Tylenol Murders.
Manning, Jason (2000). The Tylenol Murders.
Mikkelson, David P. and Barbara (January 15, 1999). Horrors: Tylenol Murders.
Newsweek (December 27, 1982). A Librarian Ends A Tylenol Manhunt. National Affaires, page 19. United States Edition.
Tifft, Susan (October 11, 1982). Poison Madness in the Midwest. Time.
Time Magazine (December 21, 1987). The Widow is the Suspect.

J & J received positive press for how they handled the crisis
o Was viewed as responsible and swift
Public relations must support new charter, responsible to the people that use the product



Here is the teachers example of a case study format we are supposed to follow:
Sample of W5 paper
Posted: Tue 02/09/2010 10:57 AM , by: Lorin Loverde ( [email protected] ) Previous | Next

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Loverde Case Analysis ??"
PHL 323
University of Phoenix ??" Lorin Loverde
May 18, 2009





Abstract

Diversity in the workplace should be commonplace in todays world. But, there are still companies that have outdated ideas when dealing with diversity in todays culture. In 1994 several lawsuits brought attention to the world that XXwas a company with misplaced ideas and ethical standards. Using the Loverde Case Model, this paper breaks down what the elements of this case are, some of the symptoms that caused the problems, goals of the company, management theory used, diagnosis and barriers the company faced, new solutions the company must take, action plans that must be used to overcome barriers, discuses the consequences to the action plan, compares the action plan in regard to the companys larger context, considers external factors, assess the implications for the two directions of corporate integrity, and interprets the original case elements in light of the larger horizons of the era. XXunfortunately failed to grow with society in regards to equality within the workplace.





Step 1; Elements of the Case ??"

There are several elements of this case, some of which are sub-elements. In other words, some elements are parts of a larger, more general element. These sub-elements must be listed as separate entities from the larger element because they have dual roles, one role as themselves and the other role as part of the larger element. The following is the list of elements in the case.

XXCorporation (now Chevron XXCorporation as of 2001)
XXs corporate image
XXs corporate culture (before, during, and after the legal case)
The Executives and the management team of XX
The specific executives who made the racist/sexist remarks
Minority employees of XX
All employees of XX
Minority Americans
The general American public
Stockholders and other stakeholders in and of XX(both American and international)
Consumers and the business community
XXs Human Resources Department
Racial and gender discrimination laws and American societal norms
XXs company policies (specifically their anti-discriminatory policies)
Racism/sexism in America
Racism/sexism in workplace environments (especially where it involves promotions from subordinate to management level positions or pay scales and raises)
XXs public and internal (to the company) response to the allegations and the court case
Corporate integrity
Diversity







Step 2; Symptoms of the Problem ??"

XXs problems caused many symptoms. The company and its employees mostly experienced these symptoms. The symptoms themselves were also problems. Thus, XXs problems resulted in even more problems that the following symptoms caused.

Racist and sexist management
Dictatorial management
Cultural and gender gaps
Lack of ethical conduct (on the part of the company, and the racist/sexist executives)
Loss of employee pride in company
Loss of employee morale in company
Loss of good employee relations and interactions between subordinates and management
Ignorance of diversity
Loss of the value that diversity gives to a company
Loss of opportunity for minorities (higher positions in company)
Loss of money for minorities (higher pay)
Loss of respect (for each other as co-workers and for management by subordinates)
Loss of control over employees (the executives were clearly out of control)
Loss of good corporate image
Loss of company revenue (from customer boycotts and stock price drops)
Loss of revenue from businesses buying from and selling to XX
Loss of prospective employees who could add value to the company
Loss of company and personal money (payment of fines and legal fees)



Step 3; Identification of Goals ??"

Initially, XXs goals were those of most every other company ??" the general, company-wide goal was to maximize profitability; the individual, personal goals of each employee were to make good money and to move up in the company. These goals were easily attainable had the executives maintained proper personal ethics and had the company kept up with its human resources responsibilities. Once XXs problems became public, their goals not only changed, but also increased. The existing goals now had challenges to them and new goals were added. Listed below are all of the goals, in general chronological order, from the initial goals through to the revised and additional goals. Keep revenue incoming and increasing
Keep competitive in the market
Cultivate and maintain a good corporate image
Hire, retain, and maintain productive employees
Subordinate respect of superiors
Control of employees
Maintain the good ol boy executive club
Corporate image damage containment and repair
Regain market share and trust from stakeholders
Eliminate racist and sexist management attitudes
Improve diversity awareness and appreciation
Revise and improve corporate policies
Revise and improve management styles
Control of executives
Executives earning respect
Executives respecting subordinates
Equal employee opportunity for promotions and good pay
Eliminate cultural and gender-gaps
Restore ethical conduct
Restore employee pride in company
Restore employee morale in company
Improve employee relations and interactions between subordinates and management




Step 4; Management Theory -

In the former Soviet Union, "Jewish people could not complain, could not voice their opinions," he said. "XXreminded me of the forer Soviet Union." (
In the mid 90s, prior to the discrimination lawsuit, XXmanagement was perceived by their employees as a militant dictatorship, running a vertical, top down management model with low ethical standards and a race discriminatory approach to hiring employees. Their leadership styles not only discriminated against race, but also gender, which lead to resentment among employees that were not in managerial positions. I've seen too many managers remain in their positions or even promoted despite a track record of bad business decisions (Vault.com, 2000)
Founded in xx the company was shortly thereafter renamed XX. Problems first began in xxxx when a lawsuit was brought against XX for contaminating water within the country of xx. That lawsuit was then followed in 1994 when management officials were secretly caught on tape making racially biased, discriminatory remarks. Finally in 1999 a gender-biased lawsuit was posed against XX and cost the company more than an additional 3 million dollars. Call it a curse, call it a bad publicity, call it bad management.
The anti-discriminatory wrongdoings were exposed as extending outside people of color. In xx chemists raised a lawsuit against their supervisors claiming anti-racism. Both scientists had been XXfor many years and been part of productive teams. When they were both fired on the same day in January, they raised claim to anti-racism. The claims were met with this response from XX spokesmen, We regard charges of widespread anti-Racismin the company as unsubstantiated."


Step 5; Diagnosis & Barriers -

The 1994 discrimination case that was eventually settled in 1999 resulted in a 175 million dollar payout. The lawsuit case was based on statements made in meetings behind closed doors amongst company officials, which were secretly caught on tape. With statements such as, "All the `jellybeans' are going to stay at the bottom of the bag," and in another statement "I'm still having trouble with x. Now we have y.
As discussed within this class, management plays a strong part in the ethical foundation of a company. With senior management portraying such poor ethical behavior it becomes understandable how such prejudicial behavior and statements led to these lawsuits and negative media.

Step 6; Diagnosis & Solutions -

XXmanagement failed to realize that the behavior that goes on behind closed doors in the boardroom would continue downward through the management chain. Failing to live up to proper ethical standards they drove a car on the wrong side of the road for too long and eventually were involved in a multi-car accident.
XXmust take a new approach. Managers should be trained in cultural diversity and a new zero tolerance policy towards discrimination must be established. The corporate culture of the company should be refreshed with ideas on how to unify the company. Finally a more diverse workforce must be created with the opportunity for people of different race, and religion and that all employees be allowed the equal opportunity to be promoted. In summation this plan should [seek] input from our employees, numerous organizations and individuals, and we looked at the best practices in industry.




Step 7; Action plans to overcome barriers -

a.XXis in dire need of a company wide diversity-training program. Starting with top-level management and filtering down to the lowest level employee. XXmust have a program that covers all employees equally. As the workforce becomes more diverse, XXmust have a program that encompasses a diversity of cultures, ideas, experiences, perspectives and people. b.There are several alternative types of programs from which to chose: 1.Mentoring programs that help employees grow and learn from other employees with increased focus on gender and race.2.Manager specific training that helps improve manager awareness of cultural differences and provides the skills necessary to deal with these cultural differences.3.Outreach programs that let employees meet and talk to outside agencies about problems within the company.4.Diversity training and education programs that help managers and employees alike learn the specific differences they should be aware of like race, color, gender, age, national origin, and sexual orientation.c. XXbeing a global company with branches all over the world would benefit more from a diversity-training program that reflects the overall values of the company and shows that they want a workforce that reflects the race, gender and ethnicity of the communities where the company operates.
d. XXneeds to design a diversity program that uses a variety of tools, strategies and approaches to help attract, retain, develop and support a diverse, world-class workforce. These tools are:
1. Training and education programs that teach diversity.
2. Organizational policies that mandate fairness and equality for all employees.
3. Mentoring programs.
4. Performance appraisal systems that is nondiscriminatory.
5. Career development programs.
6. New employee orientation program that is broken down into three major components.
a. Vision and values of the company pertaining to the company culture.
b. Team building that helps new employees start building strong working relationships focusing on diversity.
c. Buddy System that helps build work relationships and navigate the company diversity program with experienced peers.
7. Manager training programs that educate managers on how to better treat and communicate with employees from a diversity point
e. XXmust learn how employees diversity can shape their work habits, work style, interpersonal communications and interaction in the workplace. To manage diversity effectively, it is important that each supervisor and employee be aware of his or her own diversity and understands how different cultures influence each other within the company framework. The initial cost of this program will be prohibitive in the beginning, but is nothing compared to the lawsuits the company faces if these problems continue.

Step 8; Consider probable consequences to your action plan -

a. The only negative consequence of putting a diversity program into place at XXis the resulting changes themselves. Employees that have worked at XXin the years before now will have to accept change. The result may lead to distraction, and possible loss of key members of the workforce that cant adapt to the new ethical standards and cultural changes. Racist language and behavior on the part of employees and managers in the past was normal behavior at XX. Changing the culture within the company along with changing the employees views will be a challenge.
b. The positive consequences of a diversity program are having all employees know and understand that discrimination at any level is wrong. Having a system of checks and balances allows the company to move forward into the future. Diversity efforts can substantially increase the companys productivity and profits over the long run.
c. Another positive consequence will occur as the company culture changes. Companies that do business with XXwill see that change in other ways; including improvement in employee work habits and attitude. They are likely to see a more diverse group of employees working and an overall improvement in employee attitude toward their jobs. These internal signals will indicate that XXis moving forward within the company keeping pace with the world in general. XXmay witness in an increase in profits while direct competitors may see a profits decrease as companies that refused to do business with XXin the past because of concerns about company culture and ethical practices begin to feel more comfortable doing business with them as these changes take place.

Step 9; Compare your action plan to your larger contexts -
a. Respect for diversity should be one of XXs core mission values. This means that appreciating the uniqueness of individuals and their varied perspectives and fosering an inclusive environment where every person can fully participate. XXwants to be known as a diverse company so diversity must fit into the corporate mission.
b. For the diversity program to work it must start at the top of the company and work its way down. The culture at XXis outdated. Culture refers to a companies values, beliefs, and behaviors. As the diversity program is implemented into the company structure the culture will slowly start to change. As the culture starts to change the mission of the company will also start to change. When the diversity program starts to take effect the company will begin attracting the best workforce encompassing a diversity of cultures, ideas, experiences, perspectives and people.
c. The companys sustainable competitive advantage allows for the maintenance and improvement of the companies competitive position in the oil market. It is an advantage that enables the company to survive against its competition over a long period of time. The strength of the companys culture is one of the most fundamental competitive advantages. When a diversity program affects and changes the culture from within the company, employees will passionately pursue the companys cause and mission, which will put the company in a better position for success.

Step 10; Consider the external factors -
Some socially responsible investors include evaluations of companies workplace policies and practices in their investment decisions. Among the factors they consider are a companys progress on such issues as diversity and workplace culture. Consumers are taking a companys corporate social responsibility reputation like workplace issues into account when making purchasing decisions. Customers, potential employees, investors and the community are increasingly paying increased attention to diversity as part of a companys overall corporate social responsibility.


Step 11; Assess the implications for the two directions of corporate integrity -

The training and changes outlined above should have a positive impact within the company for the overall synergy of the employees while at the same time improving reputation and value for internal and external stakeholders alike. It is highly probable that the employees that are guilty of discrimination in this case may find it difficult to change the way they interact with their fellow employees. Even though this will be a difficult transition period for them the end result should prove to be a better work environment for everyone concerned. If these changes do not take place the company will certainly be involved in additional lawsuits which have already proven to be much more costly than implementing these changes across the company. XXalso has to consider its reputation in this day and age when corporate image is a very real and tangible asset. Consumers and stockholders alike have become very fickle about which companies they back or buy from based on public opinion of how a company fits in to our overall society today.

Step 12; Interpret the original case elements in light of the larger horizons of the era -

The elements of this case are somewhat surprising considering that it happened in the not too distant past. American society has condemned ethnic and sexual discrimination for decades even though there are still pockets of resistance to these shifts in thinking throughout the country. With as much cultural diversity as there is at a global company like XXit seems almost impossible that this kind of treatment was prevalent at the corporate level for so long. In this case it is assumed that the company must act within the guidelines set by the society in which it resides. The outcome could be very different if we moved the company headquarters to a Middle Eastern country where traditions and ethical standards are very different than they are in the United States. If this company was in a country where women are considered inferior to men and people with different religious ideas would be ostracized our action plans would not even be considered. In fact there probably would not even be any cause for concern at all. The practices that brought about the lawsuits would have been considered both acceptable and expected.



Summary
The lack of commitment by XXmanagement in areas of corporate cultural and ethical practices cost the company millions of dollars in lawsuit settlements. The company must implement effective change in a number of areas: management training, changes in company culture, hiring practices, and providing opportunity for employee growth and opportunity within the organization.
Team A believes that with these changes, XXwill become a more culturally diverse company, provide itself with new business opportunities with companies that may have balked at doing business with XXprior to these changes, and also increase employee morale and job satisfaction.















References




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Best wishes,

Lorin Loverde, Faculty




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University of Phoenix
[email protected]
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There are faxes for this order.

Introduction to Anthropology
Book Review Essay of a Selected Ethnography

Aims

The aims of this assessment are several. The first is to introduce you to ethnographic writing. The review is thus based on reading and producing a summary of an ethnographic monograph in its entirety. The second aim of the book review is to test your ability to engage critically with ethnography. Hence, the book review essay is not simply a book report. Rather, it requires you to both to analyse and evaluate the ethnographic content, interpretations and key ideas raised and addressed in the book. A list of classic and contemporary ethnographies is attached. If you wish to select an alternative ethnography for your book review essay, you may do so, but only in consultation with either the lecturer or module tutor.

General Notes on length, format and deadlines.

The book review essay should be 2000 words. Essays that are over the assigned length will be subject to a 5% penalty on the grade given.

The deadline for the submission of your book review essays is Tuesday, 12.00 p.m., 19 January, 2010. Please read the accompanying Essay Submission and Mitigating Circumstances policy in the Department of Social Science for details on late submission.

In addition to the electronic copy submit to Turnitin, you must submit two (2) hardcopies of your essay. Essays should be typed or word-processed using 12pt font and printed with a black typeface. Except for footnotes, the text should be double-spaced throughout. Pages should be numbered at the foot of the page.

Plagiarism may be punished by the award of a mark of zero for the work concerned. For further details on the use of unfair means, please consult your student handbooks or the University web-site. It is your responsibility to ensure that you are aware of the guidelines and regulations concerning plagiarism. Please refer to the separate instructions on the use of Turnitin.

There is a formal requirement for each module that you complete all assessments set. Failure to complete any assessment can only be authorised in cases where there are extenuating circumstances of a medical or personal nature. In these cases documentary evidence will be required. Failure to complete any assessment without authorisation will lead to the right to resit the non-completed assessment being withheld.


Some notes and guidelines for producing your book review essay.

1. Before beginning to read, do the following:

Look over the title - what does it suggest?
Read the Preface and/or Introduction - these provide important information on the author's purpose in writing the book and will help you to determine whether the work accomplished its objectives.
Scan the Table of Contents - this tells you how the book is organised and will aid in determining the author's main ideas and how they are developed - chronologically, topically, etc.

2. Read the Text
Record impressions as you read and note effective passages for quoting.
Ask questions of narration, audience, organisation, argumentation, representation, selectivity, typicality, agenda, style, bias, context, and accuracy, as described in the section, "Things to Look for When Critically Analysing Ethnographic Accounts".
3. Write the Book Review
Remember that there is a distinction between a book report and a critical review. A book report summarises the book's contents. A critical review is a scholarly and evaluative analysis of the book, not merely an account of its contents. This assignment requires both a summary of the book and your analysis of it. Though the summary and analysis need not be separated out into two distinct sections of your essay, you may find it helpful to work in this way. The following are some guidelines as to the kind of things that each might include.

Part I. Things to include in a summary.

The author's name and the title of the book, e.g.

Turnbull, C. 1962. The Forest People: a study of the Pygmies of the Congo.
New York: Simon and Schuster.
The main question(s) that the author sets out to answer and/or the author's thesis, or primary assertion.
The ethnographic data that the author uses to convince the reader that his or
her thesis is correct
Note: your skill as a reader is demonstrated by your ability to pick out the main point that the author is trying to make. Note that in giving a summary of a book, you are NOT simply to go through the book chapter by chapter. Rather, you are to tell the reader, "in a nutshell," what the book is about.

Part 2. A critical analysis of the book
Here, you must offer an assessment of the book's major strengths and/or weaknesses. In other words, do you agree with how the author chose to write this ethnography? Make sure to justify your arguments with concrete examples from the book.
Be original and reflective what kinds of questions did you think about when reading the book.
Hint: When reading the book, make "scratch notes" of things that automatically occur to you. After finishing the book, return to your notes and go back over particular parts of the book to "flesh out" your ideas and offer a more thorough analysis. If no critical ideas strike you, then refer to the list handed out in class, entitled "Things to Look for When Critically Analysing Ethnographic Accounts". However, avoid writing a paper that hastily plods through the accompanying list and offers no original ideas or no sense of what YOU thought of the book!
Conclude your review with one or two summary paragraphs stating your overall impression of the book. What is your ultimate judgement of the style, format, contents, and value of this book? Has the book challenged you intellectually, increasing your knowledge, raising new questions, and/or presenting the material in a novel, even provocative manner? Or does the author simply rehash something that everyone already knows? Would you recommend this book to other students?
Citations
In writing your book review, you will need to refer to specific portions of the book to illustrate your statements and conclusions. It is not, however, advisable to quote extensively from it. Whenever you are tempted to quote directly, stop and make an attempt to summarise the author's arguments in your own words. If you do choose to use direct quotations (sometimes the author states things so beautifully or so horribly that you can not resist quoting), you MUST avoid plagiarism by citing the source and the page number of the quotation. Citations should be placed in the text (they should not be put into footnotes or endnotes), and should be formatted as follows: (Turnbull 1962: 22).
Examples of Book Reviews
To see some examples of scholarly book reviews in the discipline of anthropology, go to the journals section of the Library. Most major anthropology journals will have a book review section.













Things to Look for When Critically Analysing Ethnographic Accounts

The following are intended only as a starting point and guide, not as a kind of shopping list of things you must look for.

Narration
--Who narrates?
--What voice is employed (1st person, 3rd person)?
--What verb tense is employed (past or present?)
--How does the anthropologist convince you of his/her "ethnographic authority"?
Audience
--For whom has this book or article been written: Collegial Readers? Social Science Readers? General Readers?
Organisation
--Is the piece organised chronologically, thematically, as a story or novel, or is it a random montage?
--If it is organised thematically, how, specifically, are the themes linked together?
--Do you think the author made the best choice in how to organise the chapters and/or sections or are there alternative ways that would have been better?
(Hint: for a good overview of a book's organisation, look at the Table of Contents; for a good overview of an article's organisation, scan the section headings)
Argumentation
--What arguments does the author make?
--Are these arguments supported by adequate ethnoraphic data?
--Are these arguments convincing?
--Are these arguments similar to larger theoretical or political arguments that you have heard?
--Do these arguments reveal a distinct theoretical approach of the anthropologist?
Style
--Does the author have a distinctive "style" that stands out from the style of other anthropologist you have read?
--Would you characterise the author as a good or bad writer?
--How would you characterise the narrator's tone? Is it formal or informal? Artistic or scientific? Interesting or dull? --Theoretical or descriptive? Witty or humourless?
--Does the author have a tendency to use certain kinds of words (advanced vocabulary? jargon? foreign words? descriptive adjectives? qualifiers?)

Validity
--Does the author's writing style convince you of his/her believability?
--What, specifically, makes you confident in or sceptical of, this ethnographic account?
--Is there anything that seems phoney or superficial about this ethnographic account?
--Do you think the author purposefully and conscientiously wrote like this in order to enhance the believability of this account?
Representation
--Are readers told how the people being studied react to being the subjects of anthropological research?
--Are the people under study portrayed as individuals, with distinct names and personalities, or as a group of anonymous natives?
--What word does the anthropologist use to refer to the people with whom (s)he worked (informant? collaborator?)
--Do you hear the "voices" (direct quotes and opinions) of the native people?
--Does the book perpetuate common stereotypes of non-Western peoples as noble savages, depraved savages, exotic primitives?
--Have the informants participated in any way in the creation of the final ethnography or film?

Selectivity
--What places, events, and people are selected for inclusion in the piece and why did the author focus on these things?
--What things might have been left out?
*Problems of miscommunication or non-acceptance
*Evidence of social change and modernity?
--Does the author mention the activities that (s)he engaged in, or the feelings that (s)he experienced, during the course of fieldwork?
--Does the author include descriptions of the context, emotional feelings, and events surrounding the discussions with local people?
Typicality
--How representative is this ethnographic account of ordinary, everyday life?
--How representative is the ethnographic account of the majority of people in the culture?
Agenda
--Does the author appear to have a political, ideological, or romantic agenda in producing this kind of ethnographic account?
--Is this account prescriptive or descriptive? (A prescriptive account is one in which the author gives practical advise on how agencies or individuals should intervene to solve particular social problems. It can be compared to a descriptive account)
Bias
--Does the author seem unconsciously biased by his or her political and/or class position?
--Does the author show any gender bias?
--Does the anthropologist exhibit any ethnocentrism?
--Does the author show a bias against the West?
Accuracy
--Is there any factual basis for doubting the accuracy of this ethnographic account? (You can argue this point if you have anthropological experience working with the same people, or if you have read other ethnographic accounts that cast doubt on the arguments made in this book.)


Selected Ethnography
Africa

Bloch, M. (1986) From blessing to violence : history and ideology in the circumcision ritual of the Merina of Madagascar. Cambridge : Cambridge University Press,
Caplan, P. (1997) African voices, African lives : personal narratives from a Swahili village. London: Routledge.
Evans- Pritchard, E. (1940) The Nuer (G652 N9 E9)
Evans- Pritchard, E. (1937) Witchcraft, Oracles and Magic GN 652 A9 E9
Lienhardt, G. (1961) Divinity and Experience (BL 2480 D5L7)
Richards, A. (1956) Chisungu
Douglas, M. (1963) The Lele of the Kasai (GN 654 D7)
Turnbull, C.M (1965) Wayward Servants: The Two Worlds of the African Pygmies
Parkin, D. (1972) Palms, Wines and Witnesses (GN 657 K3 P2)
Kuper, H. (1986) The Swazi (GN 657 SP K9)
Lewis, I.M. (1971) Ecstatic Religion
Abu-Lughod, Lila, (1986) Veiled Sentiments: Honor and Poetry in a Bedouin Society
Turnbull Colin Macmillan (1961)The forest people. London : Cape.

There are faxes for this order.

MGT/426 Managing Change in the Workplace
Managing Change Paper Part II
Wal-Mart Super Center

Use the organization selected for your Managing Change Paper Part I.

Prepare a 500- word paper defining and explaining the importance of understanding shared vision and organizational culture in the context of change for your selected organization.

Examine modeling as a facilitator of change and explain the three models of change.

Some sources from Part 1

Introduction
The commercial environment in which firms compete is forever changing.
Internal and external forces stimulate a need for change; firms that fail to change and
adapt are likely to stagnate and suffer as a result of their resistance to change. The aim
of this paper is to look at an organization which needs to change, considering what
change is needed, the lifecycle of change, including consideration of continuous and
discontinuous change, and different types of change agents.

The Need for Change at Walmart
Walmart is the largest retailer in the US; it is also the largest private employer
with an estimated 1.3 million employees (Workplacefairness.org, 2014). The firm
places a high level of reliance in the employees, but despite this the firm appears to
have ongoing problems with its employee relations; the firm is regularly accused of
discrimination, excessively low wages, and unfair practices (Halkias, 2014; RT.com,
2014). The problems are not new; the problems have been ongoing for many years,
indicating a need for change within the organization and the way they engage with
employees. To consider now the change should be designed and implemented it is
necessary to look at the cycle of change.

The Cycle of Change
There is a pattern to the way successful changes take place within organizations.
Several models have been developed to describe the process or cycle of change.
Looking at all the models below, it becomes apparent there is a general pattern of
preparation, implementation and then monitoring and support.
Lewin's (1951) change model is old, but is still widely cited. This model has three
stages, the preparation of the change during which the plans are made and employees
support should be gained, the implementation of the change, and finally entrenching the
change (Lewin, 1951).
Kotter (1996) developed an 8 stage model, the stages are self explanatory. The
stages are, firstly, the creation of a sense of urgency, forming a powerful coalition, the
creation of a vision and strategy, and the communication to share the vision (Kotter,
1996). This will be followed by the removal of obstacles, creating some sort term wins,
building on the change and then anchoring the change in the organizational culture
(Kotter, 1996). The first stages of preparation and communication relate to Lewin's
preparation stage, the middle stages to the actual change and the last two are the
equivalent of entrenching the change.
The next consideration is the way in which the change occurs, there are two
main typos of change; continuous and discontinuous.

Continuous Change
Continuous change may also be called evolutionary change or incremental
change (Buchanan & Huczynski, 2010). These types of changes take place gradually,
and may evolve naturally. Continuous change may take place in small steps, and face
less resistance due to its gradual nature, it is also the type of change that may facilitate
ongoing change, such as programs where there is the aim of constant improvements
being sought (Buchanan & Huczynski, 2010). This would involve making small changes
so they became part of the culture, but the results may take a long time to be realized.


Discontinuous Change
Discontinuous change may also be called revolutionary change or
transformational change (Buchanan & Huczynski, 2010). Discontinuous changes are
major changes that have a significant impact on the employees (Buchanan &
Huczynski, 2010). Nadler, Shaw, & Walton (2004), state that this type of change can be
traumatic and painful for a firm. The change may be sudden and there may be a higher
level of fear regarding the change that may result in higher levels of resistance
compared to continuous change, and more employee support will be needed if the
change is to be efficient and effective (Nadler et al., 2004). An advantage is that
discontinuous change may facilitate more rapid change, which is needed at Wal-Mart.

Change Agents
Caldwell (2003) developed four classifications of change agents, these included
leaders, management, change teams and consultants. Two of the main change agents
are the leadership and the employees, one of which may influence through the formal
channels of communication, and the other through the informal channels.

Leaders will have a vision, are able to communicate and win support though
meetings and actions. The leaders are able to delegate and allocate resources, and it
is known if senior management and leadership do not support a change, the potential
for success will diminish (Buchanan & Huczynski, 2010). The need for change, along
with the sense of urgency and allocation of resources needed can be facilitated by the
leadership, to develop a culture where there is a greater engagement with employees,
where issues may be resolved internally and there is a greater stakeholder approach.

Employees will also need to be engaged, leaders can engage with management
so that the message permeates down through the hierarchy. Management can then
engage with opinion leaders in the employee base to garner support, explaining the
change and gaining support. The culture of an organization and the way practices are
implemented will be heavily reliant on the employees; if Wal-Mart store managers and
team leaders do not adopt the changes in values and practices, which impact on the
culture, the problems with employee relations will continue.



References

Buchanan, D; Huczynski, A, (2010) Organizational Behavior, Harlow, FT/Prentice Hall

Caldwell Raymond, (2003), Models of Change Agency: a Fourfold Classification, British Journal of Management, 14 131-132

Halkias, M, (2014, April 1), Appeals court allows former Wal-Mart employee?s gender bias lawsuit to proceed, Dallas News, accessed at http://www.dallasnews.com/business/retail/20140401-appeals-court-allows-former-wal-mart-employees-gender-bias-lawsuit-to-proceed.ece on 20th June 2014

Kotter J P, (1996), Leading Change, Harvard Business Press

Lewin K, (1951) Field Theory in Social Sciences, Harper and Row

Nadler David A; Shaw Robert B; Walton A. Elise, (1994), Discontinuous Change: Leading Organizational Transformation, Jossey-Bass

RT.com, (2014, Jan 16), Feds accuse Walmart of threatening, intimidating employees who protest company, RT, accessed http://rt.com/usa/walmart-charged-documents-labor-union-679/ on 20th June 2014

Workplacefairness.org, (2014), Wal-Mart, accessed at http://www.workplacefairness.org/reports/good-bad-wal-mart/wal-mart.php on 20th June 2014

MGT/426 Managing Change in the Workplace
Managing Change Paper Part III
Wal-Mart Super Store

Prepare a 500-word paper applying an appropriate change model to your selected organization?s change situation.
Develop a communication plan for that change.
Put your communication plan for change into 5 sections.
Here is Parts I and II for some guidance..

PT 1
Change Management for WalMart
Introduction
The commercial environment in which firms compete is forever changing. Internal and external forces stimulate a need for change; firms that fail to change and adapt are likely to stagnate and suffer as a result of their resistance to change. The aim of this paper is to look at an organization which needs to change, considering what change is needed, the lifecycle of change, including consideration of continuous and discontinuous change, and different types of change agents.
The Need for Change at WalMart
WalMart is the largest retailer in the US; it is also the largest private employer with an estimated 1.3 million employees (Workplacefairness.org, 2014). The firm places a high level of reliance in the employees, but despite this the firm appears to have ongoing problems with its employee relations; the firm is regularly accused of discrimination, excessively low wages, and unfair practices (Halkias, 2014; RT.com, 2014). The problems are not new; the problems have been ongoing for many years, indicating a need for change within the organization and the way they engage with employees. To consider now the change should be designed and implemented it is necessary to look at the cycle of change.
The Cycle of Change
There is a pattern to the way successful changes take place within organizations. Several models have been developed to describe the process or cycle of change. Looking at all the models below, it becomes apparent there is a general pattern of preparation, implementation and then monitoring and support.
Lewin's (1951) change model is old, but is still widely cited. This model has three stages, the preparation of the change during which the plans are made and employees support should be gained, the implementation of the change, and finally entrenching the change (Lewin, 1951).
Kotter (1996) developed an 8 stage model, the stages are self explanatory. The stages are, firstly, the creation of a sense of urgency, forming a powerful coalition, the creation of a vision and strategy, and the communication to share the vision (Kotter, 1996). This will be followed by the removal of obstacles, creating some sort term wins, building on the change and then anchoring the change in the organizational culture (Kotter, 1996). The first stages of preparation and communication relate to Lewin's preparation stage, the middle stages to the actual change and the last two are the equivalent of entrenching the change.
The next consideration is the way in which the change occurs, there are two main typos of change; continuous and discontinuous.
Continuous Change
Continuous change may also be called evolutionary change or incremental change (Buchanan & Huczynski, 2010). These types of changes take place gradually, and may evolve naturally. Continuous change may take place in small steps, and face less resistance due to its gradual nature, it is also the type of change that may facilitate ongoing change, such as programs where there is the aim of constant improvements being sought (Buchanan & Huczynski, 2010). This would involve making small changes so they became part of the culture, but the results may take a long time to be realized.
Discontinuous Change
Discontinuous change may also be called revolutionary change or transformational change (Buchanan & Huczynski, 2010). Discontinuous changes are major changes that have a significant impact on the employees (Buchanan & Huczynski, 2010). Nadler, Shaw, & Walton (2004), state that this type of change can be traumatic and painful for a firm. The change may be sudden and there may be a higher level of fear regarding the change that may result in higher levels of resistance compared to continuous change, and more employee support will be needed if the change is to be efficient and effective (Nadler et al., 2004). An advantage is that discontinuous change may facilitate more rapid change, which is needed at WalMart.
Change Agents
Caldwell (2003) developed four classifications of change agents, these included leaders, management, change teams and consultants. Two of the main change agents are the leadership and the employees, one of which may influence through the formal channels of communication, and the other through the informal channels.
Leaders will have a vision, are able to communicate and win support though meetings and actions. The leaders are able to delegate and allocate resources, and it is known if senior management and leadership do not support a change, the potential for success will diminish (Buchanan & Huczynski, 2010). The need for change, along with the sense of urgency and allocation of resources needed can be facilitated by the leadership, to develop a culture where there is a greater engagement with employees, where issues may be resolved internally and there is a greater stakeholder approach.
Employees will also need to be engaged, leaders can engage with management so that the message permeates down through the hierarchy. Management can then engage with opinion leaders in the employee base to garner support, explaining the change and gaining support. The culture of an organization and the way practices are implemented will be heavily reliant on the employees; if WalMart store managers and team leaders do not adopt the changes in values and practices, which impact on the culture, the problems with employee relations will continue.

References

Buchanan, D; Huczynski, A, (2010) Organizational Behavior, Harlow, FT/Prentice Hall

Caldwell Raymond, (2003), Models of Change Agency: a Fourfold Classification, British Journal of Management, 14 131-132

Halkias, M, (2014, April 1), Appeals court allows former Wal-Mart employee?s gender bias lawsuit to proceed, Dallas News, accessed at http://www.dallasnews.com/business/retail/20140401-appeals-court-allows-former-wal-mart-employees-gender-bias-lawsuit-to-proceed.ece on 20th June 2014

Kotter J P, (1996), Leading Change, Harvard Business Press

Lewin K, (1951) Field Theory in Social Sciences, Harper and Row

Nadler David A; Shaw Robert B; Walton A. Elise, (1994), Discontinuous Change: Leading Organizational Transformation, Jossey-Bass

RT.com, (2014, Jan 16), Feds accuse Walmart of threatening, intimidating employees who protest company, RT, accessed http://rt.com/usa/walmart-charged-documents-labor-union-679/ on 20th June 2014

Workplacefairness.org, (2014), Wal-Mart, accessed at http://www.workplacefairness.org/reports/good-bad-wal-mart/wal-mart.php on 20th June 2014

PT 2
Managing Change at Wal-Mart
Wal-Mart is among the unique success stories in the business world. Founded by Sam Walton in 1962, the company has expanded to become the largest corporation in the world. The success of this company can be attributed to a range of strategies culminating to higher productivity and reduced costs than competitors. These strategies allowed Wal-Mart to earn a high turnover while charging low prices. Regardless of all the success, the company is experiencing problems. Even with the long term held belief that workers must be treated well; the corporation has been a target of the workers, citing discrimination and working for long hours without overtime pay. All these warrant the need for change.
Understanding shared vision and organizational culture is a key determinant of success in introducing change. It is certain that in the organization, there will be resistance to change. Employees? basic way of life is likely to change, and their familiar work environment will be altered. Basic organizational aspects will be challenged so change will generate stiff resistance. Communicating the vision for the change, thus is a crucial vehicle to help generate commitment and overcome resistance. Understanding why the change is beneficial and necessary will be the most vital move in obtaining employee commitment. According to research, employers have a tendency of explaining ?why? to subordinates they hold in high esteem. Therefore, explaining ?why? will communicate both esteem and caring for employees touched by the change process (Kezar & George Washington University, 2001).
The issue is that most Wal-Mart employees are part of the previous way of life as well as part of the future change. Previous criticisms diminish employee commitment because it is perceived as a criticism of the previous best efforts of Wal-Mart?s employees. Wal-Mart?s leadership must communicate a straight and clear vision about the future because change must have a clear picture of the future. Lack of organizational vision will make it difficult for Wal-Mart to achieve a successful change. According to Kotter (1995), it is very vital for Wal-Mart?s leadership to communicate a shared vision by explaining it.
Organizational culture also has a role in developing changes within Wal-Mart. Culture is the most powerful tool for managing and controlling employee behavior in the face of change. Rules and regulations may not be effective; instead, creative culture of innovation will accomplish better results by motivating employees to know that the company priorities are clear. Leaders are required to develop and manage change by fostering a suitable environment within Wal-Mart to adopt change (Mohan, 2013). Leaders are obliged to generate new strategies to develop and manage culture. The culture includes the values and beliefs that lead Wal-Mart to innovation. They include the unwritten disciplines and rules, and the leadership role will be consultative, supportive, and instructive. In Wal-Mart?s case, the most important role of the managers in change management is supporting a shared vision and organizational culture. Therefore, the ability to understand the organizational culture is a vital aspect for Wal-Mart to have in its toolkit when implementing their change process.
Engaging people who are most affected by the change, using change agents and empowering employees to implement components of the change will help minimize resistance. Sharing a common vision as broadly as possible will inhibit the trend of people developing their own theories in the face of uncertainty and ambiguity. Reducing rumor by sharing a common goal and information are all ways of engendering support (Yaeger & Sorensen, 2009).
Change management in Wal-Mart is the key to staying abreast with internal and external forces in the business world. However, it is a continuous and complex process; Wal-Mart must practice this new strategy to operate successfully.
References
Kezar, A. J. & George Washington University. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. San Francisco: Jossey-Bass.
Mohan, M. L. (2013). Organizational communication and cultural vision: Approaches for analysis. Albany: State University of New York Press.
Yaeger, T. F., & Sorensen, P. F. (2009). Strategic organization development: Managing change for success. Charlotte: Information Age Pub.

Choose only ONE question.

1. In what ways was the Gothic cathedral as much a civic building as a religious one? Discuss with reference to ONE cathedral with particular attention to its planning and development, building, architecture, decoration and patronage.

2. The Renaissance was a period of technical advances in painting. Discuss some of the technical advances in painting and what role they played in the major artistic achievements of the period in EITHER Italy OR Flanders. Support your answer with discussion of works by TWO artists.

3. Concern with the analysis and vivid representation of emotion played an important part in Baroque art. Provide a critical analysis of artworks from the Baroque period from BOTH classical AND religious sources to support this statement.

4. The Neo-classicism that developed in Rome during the Enlightenment of the 18th century was characterized by a dependence on sources from ancient Greece. Discuss with reference to ONE of the following: (i) Classical subject matter OR (ii) Heroic nudity OR (iii) Classical architecture
------------------------------------------------------------
The study materials for this unit comprise :

Study Materials
Plan
Guide
Reader


Art on the WEB


There are a large number of locations where you can access art collections on the web. Many of the major galleries in the world have a web site, from which you can download the images that they hold - often not reproduced in books. Many artists around the world also have their own web page , though these are often of little real consequence.

Some WEB sites that may be of interest to you are:

Australian Broadcasting Commission
http://www.abc.net.au
The ABC has a comprehensive web page which has details of all of their programs; up-to-date news and current affairs; transcripts of many of the shows broadcast on Radio National; and will also direct you to other sites.
The ABC also offers 'The Space' a gateway to Art and Culture online
http://www.abc.net.au/arts/

National Gallery
http://www.nla.gov.au
The National Gallery of Australia's site holds a wealth of pictures of artworks and photographs with an emphasis on Australia.
http://www.nla.gov.au/catalogue/pictures/

Artcyclopedia
http://www.artcyclopedia.com/
Artcyclopedia's mission is to become the definitive and most effective guide to museum-quality fine art on the Internet. This site has a searchable artist and artwork function, and many links to other useful art and gallery sites.

Within the text of your units are hyperlinks that will take you to various other sites of interest.

Text

Kleiner, F.S., Mamiya, C.J., Tansey, R.G. Gardeners Art Through the Ages. Eleventh Edition, Harcourt College Publishers, Orlando, U.S.A., 2001.


Key References

Richard Tarnas (1991) The Passion of the Western Mind: Understanding the Ideas that have Shaped our World View Pimlico, London.

Additional texts

The Curtin University library holds a comprehensive range of videos on Australian art history. If your local library is connected to the internet, you should be able to locate these elsewhere as well. Also there are programs shown on the television which may be of relevance.

Journals

The following journals deal specifically with the history of Western art and are just a few of the many available from around the world. University Libraries, your State Library, many local libraries and specialist art bookshops should have access to some or all of these.


Journal
Art in America
Artscribe
Art History
Art Journal
Art Monthly, UK
Art and Text
Block, UK, British art theory journal
The Burlington Magazine
Flash Art, Italian and American editions
International
Leonardo
October
World Art
Advice on Writing Essays

Answer the questions, not what you would like the questions to be.

Support your arguments by reference to the text(s) or other relevant material. This could well include government reports, company handouts, material from the local or national press etc., depending upon the nature of the case studies that you choose for your essays.

Always cite the source(s) of your quotations, paraphrases and ideas. You are encouraged to include visual documentation of art works discussed in your essays, but remember that these should be referenced in the same way as verbatim quotes.

Provide a bibliography or list of the works that you have consulted in the preparation of your essay. The bibliography should list sources alphabetically by author surname.

Structure your essay. Introduce the topic and the argument that you will make about it. Present the argument and the evidence to support it in the body of your essay. Summarise and conclude your argument in a concluding section. In writing essays in art history, where possible try to give specific examples from specific works when discussing style. Try to be specific about media and materials when talking about a work of art. It is important to know that Donatello's David was made in bronze while Michelangelo's was carved in stone. Materials are also extremely important when considering architecture. Classical Japanese architecture in wood is very different to Gothic architecture in timber, stone masonry and glass, partly because of the capacity of the materials used. Size and scale are also very important when writing about art works. Try to gain a clear sense of scale even though you are studying from reproductions and photographs. Make this clear in your essays if you are comparing two works markedly different in scale. Summarize and conclude. More colloquially, tell them what you are going to tell them, tell them and then tell them what you told them.

There are a number of excellent books on essay writing; if you need more information you should consult one or more of them. Your tutors will provide recommendations if you require them.


Essay Writing

Quotation
General comments: It is essential that quotations should be judiciously selected and sparingly used. The basic selection criterion to follow is RELEVANCE.

When to Quote
1. Direct quotations should be used only when the original words of the author are expressed so concisely and convincingly that the student cannot improve on these words. In this situation, the words in the quotation add force, even 'punch' to the paper.

2. Direct quotations may be used for documentation of a major argument where a footnote would not suffice. In this case, quotations should be limited in length and comprise only essential passages.

3. Direct quotations may be used when the student wishes to comment upon, refute or analyse ideas expressed by another writer.


What to quote
Although there is some flexibility permitted in deciding 'when' to quote, there are more stringent conventions stating 'what' should be quoted.

1. The exact words of an author or the exact words from an official publication must be quoted. Exactness means using the same words, the same punctuation, the same spelling, the same capitalisation. Extreme care must be taken to reproduce quotations exactly. COMPLETE ACCURACY IS ESSENTIAL.

2. When a quotation is very long, or where a student wants to use a few paragraphs or sentences with a larger passage, it is permissible to imit sections of an original passage. This procedure is usually called ellipsis. It is should be used with extreme care so that the tone, meaning and intention of the original extract are not altered. To indicate ellipsis, three spaced full stops are inserted. For example: 'Degas travelled widely returning in 1867'.


How to Quote
The conventions adopted by different teaching schools vary, but unless given specific directions to the contrary, there are a number of general procedures to follow in quoting.


Short Quote v Long Quote
The basic form of a quotation is initially determined by its length.

1. SHORT QUOTATION (up to 4 lines).
Incorporate the quotation into a sentence or paragraph framework, without disrupting he flow of the text.
Use single quotation marks at the beginning and the end of the quotation.
Use the same spacing as the rest of the text (that is, double or one-and-a-half spacing).

2. LONG QUOTATION (usually five or more lines)
Indent the quotation three spaces from the left margin.
Use no quotation marks at the beginning and end of the quotation.
Use single spacing.


Referencing using the Harvard System
All passages taken from a reference book, text book or journal article should be fully acknowledged in the following manner.

After the quotation, identified by quotation marks placed at the beginning and end of the passage quoted, or the end of the text in a long quotation, list in brackets the surname of the author, the date of the publication and the page number. e.g. 'Art is to aesthetics as ornithology is to the birds
(Newman, 1953: 44)

A reference list is essential at the conclusion of your essay. It must list all the books or articles from which you have obtained your information. These should be listed ALPHABETICALLY BY SURNAME OF THE AUTHOR. See the following section on Bibliographies.

Referencing Interviews, Artworks and Films
You can list information gathered from personal interviews in the following way: Interview with the author, venue, date. e.g. Interview with the George Seddon, Kings Park, October 1994.

If citing specific artworks you should list the artist's name, title (underlined), date, medium, size (in centimetres, height before width before depth) and collection. e.g. Halation, Howard Taylor, 1988, (22 x 34cm, oil on canvas on board, private collection).

If you are quoting a film or video list the title (underlined), the director and the date of production eg. Pulp Fiction, Quentin Tarrentino, 1993.


Footnotes

What are Footnotes?
Footnotes are conventional validatory and explanatory procedures which should be used sparingly and only when the material being presented clearly needs amplification or acknowledgement. At the name implies, footnotes are usually found at the foot of a page. Footnotes can be distracting if they are so numerous and frequent that they persistently impinge upon the reader's attention. Therefore it becomes essential before including any footnotes in a paper or essay to assess whether the material being relegated to a footnote is important enough to be incorporated into the main body of the text or whether it is essential to include it at all.

Once a decision is reached on this point there are a number of guidelines that can be followed for appropriate footnoting.

When to Use Footnotes
Footnotes can be used for literary documentation to acknowledge sources of:

1. Facts when they are not common knowledge.
2. Quotations.
3. Opinions which you may have summarised, paraphrased or merely referred to. These opinions may be drawn from published sources, or unpublished interviews.
4. Referencing related material that offers another perspective on the ideas under discussion.

Layout of Footnotes
a) For literary documentation
1. Footnotes must be placed at the foot of a page.
2. Reference to footnotes wherever they may be placed is made by the use of superscripts (that is, numerals raised one-half space) in the body of the text where the particular reference is given. There is generally less interruption to the text if the superscript is placed at the end of the sentence in which the reference has been made, e.g.. Women are artists too4

b) For visual documentation provide full details of each art work for identification purposes:
1. Works of art analysed in some depth.
2. Works of art which may be referred to briefly but upon which key points depend.

As with footnoting of factual material so also with visual documentation. It is necessary to provide in the footnotes specific information about the example you are referring to and the source from which you have taken the example.

You must include:
a) Artist's name
b) Title of work (underlined)
c) Date
d) Size (height before width before depth)
e) Medium
f) Collection (where the original is currently held)

g) Source of reproduction, author, title of book or journal, place of publication, date, page and illustration number. NB: If you include an illustration you must provide information as per a), b), c), d), e) and f) as above.

If you include photocopies/photographs/reproductions/slides in your essay you may provide the above information under the illustration, in which case it is not necessary to provide the source of reproduction. If you provide the visual documentation under the illustration, instead of the footnote, you must refer to this in the footnote.

Example:
1. See p.3, fig.1.

Conventions in Footnoting
There are a number of conventions used when footnoting.

In the first footnote referring to each source it is usual to give the full name of the author in its normal order (that is the first name or initial and second initial precede the surname). Example: Montserrat, N. (1953) The Story of Esther Costello, Casell, London, p.125.

In citing the reference details, bibliographical procedures are followed:

titles of complete works are underlined
names of articles and similar material are enclosed by single quotation marks.

After the first reference is spelled out in a footnote it is not necessary to repeat the name of the author, publisher and so on. There are accepted abbreviations that avoid repetitious and lengthy documentation:

ibid. If reference is made to a different page of a source supplied immediately above it is possible to use the term ibid. Example: Ibid. p. 147

loc. cit. If reference is made to the same page as a preceding but not immediately preceding reference, the last name of the author and the phrase loc. cit. are used. Example: 5 Hudson, loc. cit.

op.cit. If reference is made to the same work as a preceding but not immediately preceding reference, op. cit. is used after the author's name with the new page number following. Example: 7. Poole, op. cit., p.238.

The abbreviation p. for page and pp. for pages is the acceptable method when citing page references. Example: Goudge, E. Green, (1944) Dolphin Country, Hodder and Stoughton, London, pp 58 - 63.

All titles of artworks should also be underlined.

Newspaper titles are underlined. Example: the West Australian.

Referencing from the Internet

If there is an author and title identified:

For text referencing follow the same format as for books or journals. e.g. (Richens, 1998). Then in the bibliography follow the usual referencing format using the Web site as a publication. Example: Richens, Jane (1998) Do wa diddy diddy, [email protected]

If there is no apparent author then use the web site as a reference point. For intext reference cite the Web site e.g. ([email protected]) then in your bibliography list as you would for a person interview. Example: [email protected]. Chatline accessed 10th March 1998.


Bibliography / Reference List

A bibliography or a reference list is required at the end of the essay. A reference list cites only those texts from which you have quoted in your essay whereas a bibliography is a list of all books you have consulted to prepare your lecture whether you have quoted from them or not. Ask your tutor which format is preferred in the unit you are undertaking.

The reference list should be listed alphabetically by AUTHOR'S NAME and must include the following: author's name, date of publication, title of book (underlined), publisher, place of publication, edition if relevant.

If a journal article is used follow the same convention placing the title of the article in quotation marks and underline the name of the journal in which the article appears. e.g.:

Sontag, S. (1966) Against Interpretation, Deli, New York.

* (1969) Styles of Radical Will, Secker & Warburg, London.

Spearitt, P. (1977) (ed.) Australian Popular Culture, Allen & Unwin, Sydney.

Snell, T. (1988) The Artist's Rottnest, Fremantle Arts Centre Press, Fremantle.

* (1990) Darlington & Te Hills, Curtin University, Perth.

* (1994) `Howard Taylor - Surface and Light', in Art & Australia, Vol. 24, No.3, 1994, pp 222-286.


The Use of Non-Sexist Language

Since the Equal Opportunities Act of 1984 it is now illegal in Australia to discriminate in regard to race, religion or gender. Thus, in essay writing it is essential to make statements that are not gender biased.

Remember women are artists too and the common usage of such lines as 'if the artist is to succeed he must ' is outmoded and illegal.

It is accepted practice to use s/he or his/her to adopt the plural them/their when discussing artists, thinkers, academics, audience members or any other occupation in general terms.

If you are quoting from a text that uses sexist language you should use the abbreviation (sic) after the offending term, e.g.. 'The potter is no longer a peasant, he is an artist-craftsman (sic)'.

Adapted from, Thesis and Assignment Writing, John Wiley and Sons, Brisbane, 1978.


General Reference for Essay Presentation

Your reference for all information on presenting essays should be the Style Manual for Authors, Editors and Printers, Fourth Edition, 1988, published by the Australian Government Printing Service.

If a 20 page paper can be written on police use of deadly force, great. If one of these other topics would be better feel free to use one of these instead: racial profiling, juveniles (tried as adults), sentencing, gender bias, sexual harassment and lack of training for women in policing.


Focus of the Capstone Project
You will submit an appropriate project focused upon a contemporary criminal justice issue. Students are encouraged to
use multimedia, scholarly sources, interviews with professionals in the field, and primary sources to identify and devise a
workable plan to solve a modern, criminal justice issue. At a minimum, a successful project will devise strategies focused
upon all of the learning objectives for the criminal justice program.
The student will:
1. Examine law-enforcement issues.
2. Apply knowledge of socio-economic (cultural) diversity to criminal justice.
3. Understand the United States Constitution and the application of criminal and social justice theories through
the Constitution.
4. Investigate the operation of the criminal justice system.
5. Explore crime scene investigation techniques: crime scene security and the collection, preservation and
presentation of evidence.
6. Study correctional institutions and the criminal and social justice aspects of incarceration and release issues.
7. Understand the centralization of criminal justice agencies domestically, the U.S. Homeland Security Act, and
the international aspects of criminal and social justice.
CRJ422 Criminal Justice Capstone Course
Online
10
8. Examine the relationship of social justice to the criminal justice system.
9. Apply information from sociology, law, psychology, ethics, and related fields to the study of criminal justice.
10. Solve a modern criminal and social justice issue through a comprehensive capstone course.
Students can supplement their projects with any of the following: all scholarly sources, including documentaries and
contemporary news-reporting; comparisons of similar tactics/agencies in varying situations and their effects; political and
military trends and technology that directly impact the tactics/organizations being influenced.
The finished paper must be at least 20 pages in length and include no fewer than 5 scholarly resources.
Writing the Capstone Project
The Capstone Project:
???? Must be at least twenty double-spaced pages in length and formatted according to APA style as outlined in the
approved APA style guide.
???? Must include a cover page that includes:
- Title of paper
- Students name
- Course name and number
- Instructors name
- Date submitted
???? Must include an introductory paragraph with a succinct thesis statement.
???? Must address the topic of the paper with critical thought.
???? Must conclude with a restatement of the thesis and a conclusion paragraph.
???? Must use APA style as outlined in the approved APA style guide to document all sources.
???? Must include at least 5 academic resources outside of the course text.
???? Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the
approved APA style guide.

Students should be made aware that instructors utilize anti-plagiarism resources, including Turnitin software, to determine
the originality of submitted written work. These tools compare students work with texts available in internal databases
and through Internet searches. (Ashford University Catalog)

The minimum number of resources is 5. I would like to use 8 and have a Reference page attached to the paper.

Cretique the conceptual model/theory of Sister Callista Roy: Adaptation model for its usefulness in providing a theoretical framework for nursing practice, nursing education, research and administration. Formal cretique for evaluation are to be inclusive of pluralism, ethical consideration, gender bias for example. The strength and weakness of the theory are to be identified and the theory is to be evaluated for its usefulness in the promotion, maintenance and/or restoration of health to clients.
The paper must reflect the theoretical content as presented in the literature. This is an analysis paper which is to address your understanding of nursing theory from multiple perspectives. Thank You'

Gender Role Analysis Paper

This analysis paper should be about the the role of gender in education, public policy, and the workplace.

Please answer the following questions:

Education - approximately 500 words
How is gender shaped by education?
Include a scenario or story to illustrate the answer to the above question.
Consider the instructional materials used in education, classroom interactions, and communication.

Public Policy - approximately 500 words
Examine the government, its laws, and its policies.
What are the gender norms in these areas?
Explain by using specific examples. Include a scenario or story.

Workplace - approximately 500 words
Analyze the role of gender in the workplace.
What are some differences between men and women in the workplace?
Include a scenario or story to illustrate differences
How do these roles differ from the past?
Do you think the current role of gender in the workplace is reasonable? Explain why.


Format the paper analysis consistent with APA guidelines.
Abstract - approximately 150 words
Introduction - approximately 200 words
Body - approximately 1500 words
Conclusion - approximately 200 words
Works Cited page

NO Quotes throughout paper
Please use citations with page numbers throughout paper

Gender Development: Impacted by Nature and/or Nurture?

Personal view: My biological father surrendered his parental rights when I was nine years old. I was raised and adopted by a man that has been my only father. For thirty years I was not aware that another man existed in my life. How could it be I asked? Plagued with confusion, I started studying more and more on how the nature vs. nurture phenomenon works. I shared similar traits with my adoptive father such as musical abilities, personality traits and to some people I had physical characteristics that were very similar.

At 30 years of age, shortly after my fathers death I was told that he was not my biological father. There was hurt, but the hurt quickly subsided because my father is an absolute gem.
I am told through many people that there is no entity that can replace the biological connection and I beg to differ with a lot of research on this matter. There is a twist to my story. My adoptive father is the biological father of the third child out of four children and the comment regarding biological connection is so way off in regards to my family.


Professional view: I am a Permanency coordinator and working with foster care children I run into development and identity issues especially if children go through adoption.


Paper Instructions:
The paper should be a literature review and commentary on a topic related to gender role development (above information). The format should follow APA guidelines for manuscript-style literature reviews. Pay close attention to the introduction/literature review sections of peer-reviewed journal articles, as well as published review articles.

Paper needs the following subheadings:

Review of literature
Commentary on the Current Context of topic
Critical Assessment of the Research Conducted
Recommendations for Future Research (similar to style of review articles).

The commentary should show evidence of critical thinking and independent thought.

Use a minimum of 8 sources, the majority of which should be scholarly, peer-reviewed research articles.

Paper should be approximately 6 pages (excluding reference list).

Gender

In the company you are discussing, there are likely certain issues that pertain particularly to women. Women often find barriers when moving towards the top. This invisible barrier is often called "The Glass Ceiling". For more information see:

Glass Ceiling Still Unshattered

Is there any sense in your mind that there are barriers to women's advancement in the firm? If not, has there been such barriers in the past, or at competing firms?



EXPECTATIONS:

Please write a two to three page paper explaining the issue in as much detail as you can. I am interested most in your assessment of the problem. Quickly point out the relevant utilitarian and deontological considerations, but you need not present the argument in great detail.

Upload this by the end of this module.