AS PART OF YOUR PROGRAMME, CRITICALLY ANALYSE A REFLECTION ON COMMUNICATION SKILLS ,INFORMATION TECHNOLOGY SKILLS, NUMERACY SKILLS AND OTHER LEARNING EXPERIENCES YOU HAVE IDENTIFIED TO DEVELOP AND IMPROVE UPON. STEPS TAKEN OR HOW YOU MANAGED TO ACHIEVE THESE SKILLS AND OTHER LEARNING EXPERIENCES THROUGH A PERSONAL DEVELOPMENT PLAN . DISCUSS HOW THIS DEVELOPMENT WILL SUPPORT YOUR TRANSITION INTO THE ROLE OF A MENTAL HEALTH STAFF NURSE

USE EITHER BARTON'S (1970) FRAMEWORK GUIDING REFLECTIVE ACTIVITIES OR BOUD ET AL 1985 REFLECTIVE MODEL TO STRUCTURE THIS REFLECTION WITH REFERENCE.

MAKE REFERENCE TO FROM VALUES TO ACTION (DOH 2006) IN THE REFLECTION

Report Title: Services Quality and customers satisfaction in Academic Libraries

Evaluate the quality of service they provide using theories models and concepts of customer services. Make and justify recomendations.
The minimum output from such a project is a detailed investigation and evaluation, presented in a consulting engagement report.

The write-up is not simple a descriptive report either facts, or what someone else says about facts, it must be students' analysis, based on and supportive by a clear and logical synthesis of the relevant arguments and information

Apart from the introduction, the bulk of the Report write-up should be analytical and not purely descriptive.

? Service Quality and Customer Satisfaction in Academic Libraries
? A Case Study of UEL?s Docklands Campus academic Library
? Contents - Some thoughts
? Define ?Service Quality?
? Define ?Customer Satisfaction?
? A Brief Description of What is ?Academic Libraries?
? What Constitutes ?Service Quality? in Academic Libraries?
? How is ?Customer Satisfaction? Achieved in Academic Libraries?
? What is it for UEL?s Docklands Campus Academic Library?
? What is ?Service Quality??
? Definitions?
? Is it Excellence in
? Service Delivery?
? Service Encounter?
? Service Technology?
? Service Supply Relationships?
? Minimising the Gaps?
? What aspect(s) are you investigating from?
? Customer Satisfaction?
? Definitions?
? Depends on Stakeholders?
? So who are the stakeholders of academic libraries?
? In a Service Encounter?
? What is ?Customer Satisfaction? in a Service Encounter?
? How is ?Customer Satisfaction? attained?
? In a Service Failure?
? What is ?Customer Satisfaction? in a Service Failure?
? How is ?Customer Satisfaction? attained?
? Service Blueprint?
? Walk-thro?-Audit?
? Root-Cause Analysis
? Academic Library?
? What are the distinctive characteristics of an Academic Library?
? Who are the stakeholders?
? What are their expectations and perceptions?
? What are the expectations and perceptions of ?which stakeholder? for academic libraries?
? What is the GAP? Why the GAP?
? WHAT is it in relation to UEL Docklands Campus Academic Library?
? Appropriate Academic Underpinning?
? What are the appropriate academic underpinning?
? What is YOUR chttp://www.uel.ac.uk/qa/studentsatisfactionsurvey.htmritical analysis?
? Which tool(s) are YOU using and why?
? What are YOUR analysis?
? What are YOUR justification for your findings and conclusions?
? HARVARD-style Referencing!!

University of East London Survey website
http://www.uel.ac.uk/qa/studentsatisfactionsurvey.htm

Suggestion core books
Fitzsimmons, J.A. and Fitzsimmons, M.J. (2008). Services Management Operations, Strategy, and Information Technology. McGrow-Hill
Lovelock, C. And Wirtz J. (2010). Service Marketing: People,Technology, Strategy. Pearson

Some more information regarding the University of East London:

? Facilities Management
? Definition of FM :
?An integrated approach to operating, maintaining , improving and adapting buildings and infrastructure of an organisation in order to create an environment that strongly supports the primary objectives of that organisation ?
Extract from National Audit Office :
Effective Facilities Management ? A Good Practice Guide
? Facilities Team
? Administration
? Catering Services
? Campus management
? Cleaning & waste
? Conferences
? Energy Management & Sustainability
? Help desk
? Maintenance
? Project management
? Residential services
? Security
? Timetabling
? Budget for 2010-2011
? Budget for 2010-2011
? Facilities total revenue budget ?17.0m
Income ?7.2m :
? Catering & residences ?5.9 m
? Rent , recharges ,
conferences etc ?1.3 m
Costs: ?9.8 m :
? Staff costs ?3.0 m
? Maintenance costs ?2.0 m
? External security ? 0.6 m
? Cleaning ?1.4 m
? Utilities ?2.1 m
? Minor Works ?0.7 m
? Capital Budget
? SportsDock ?20.2m
? Stratford Island University Campus ?33m
? New Stratford Library ?13m
? Docklands Reception Building ?1m
? Customers
? Students : current , future and past
? Staff from all Schools and Services
? Conference guests
? Licensees
? Visitors
? Key priority
? Students and The Student Experience
? Transforming the Student Experience
Need to :
1. Focus on the student needs
2. Listen to what they have to say about our operations and the facilities
3. Respond to comments and criticisms
4. Adjust service provision in light of feedback
5. Monitor and strive to improve and continually develop the service.
? Customer responses
? Immediate feedback
? National Student Survey
? Student Satisfaction Survey
? Focus Groups + User Groups
? Stakeholder meetings
? On line questionnaires
? ?you said ?..we did posters?
? Challenges to the student experience
? Lack of social space
? Catering outlets not welcoming, too small and close too early
? Trading floor in Docklands library too noisy
? Inadequate library space at Stratford
? Security concerns
? Lack of Sports facilities
? Timetabling concerns , especially at start of Semester A
? Seeking to identify solutions
? Immediate or Short term : Could be considered ?Quick fix ?
? Longer term : More investment ? create a permanent solution
? Social Space
? Short Term solutions :
? Social Space
Short Term solutions :
? Lobby to Oscar?s at Docklands
? Aqua East at Docklands
? Student Union space in University House at Stratford
? Social Space
? Longer term solution
? Catering Improvements
? Catering improvements
Immediate /short term solutions :
? Oscar bar
? The Edge
? The Buzz Caf?
? New menus
? Staff Training
? Catering improvements
Longer term solution
? Docklands Library
? Solution to noise
? Stratford Library
Short term solution:
? Stratford Library
Long term solution :
? Stratford Campus showing site of New Library
? Security
? Concerns raised :
? Security
Concerns raised :
? Lack of visible security officers in the day
? Unchallenged student behaviour in libraries
? No central security reception at Docklands
? Would like more Security patrols to the residences in the evenings and weekends
? Docklands open access campus
? Sometimes a lack of professional approach by staff
? Security
Short term solutions :
? Security
Longer term :
? Reception Building viewed from the Cyprus DLR
? Viewed from our campus towards Cyprus DLR
? Indicative scope of physical Security Works
? Sports
Concerns raised :
? Lack of sports facilities
? No one taking on board the lead to improve things
? Sports Improvements
Short term :
? Sports
Longer Term :
? SportsDock
? SportsDock
? Night view from Northern Entrance
? View on to the Atrium Social Space
? Timetabling
Concerns raised:
? Timetable does not come out sooner
enough for students at start of Sem A
? Over crowding of rooms
? Timetabling
Short Term :
? Timetabling
Longer term :
? Stratford Island University Centre
? View along the Cultural Quarter
? Stratford Island University Centre
Thank you
Any Questions ?
?
? What is the one thing that you consider Facilities Services do well , and why do you consider that to be the case ?
? What is one thing that Facilities Services do poorly and why? What would you propose as a way to ensure this put right ?


? Service quality:
UEL Library and Learning Services
? Professor Andrew McDonald
? Director of Library and Learning Services
our passion
? deliver high-quality services to meet the needs of our diverse academic community
? central to the student experience
? enable, support, retain and develop the learning community
? encourage learning through accessible libraries and comprehensive traditional and e-services and expert staff
? teach the information skills required for academic work, employment and learning throughout life
? enhance access to libraries and learning at regional and national level
? facilitate research and knowledge exchange
? students as customers, consumers, learners or partners??
? schools as customers, consumers and partners?? (different?)
? quality, volume, satisfaction, value, impact??
? perception and expectations
? emerging culture
? government funding
? student satisfaction
? transparent quality
? league tables
? range of learners
? print and electronic resources
? ?digital? satisfaction
? customer relations management
quality improvement model
1. Liaison with academic community
2. Service standards
3. Monitor service delivery
4. Monitoring user feedback
5. Management Team regularly considers user feedback
6. Reporting actions taken in response to feedback to
both users and University management
7. Service planning based on user feedback
8. Performance indicators
9. Benchmarking
10. Staff training and development
Customer Services Excellence
We noted that the Library had a robust process in place and stood out as an excellent area of best practice which other Schools and Services could emulate. It has a service standard which is published on-line and physically in the library. It has multi-levels of feedback mechanism which allows the student to feedback in various media. On a yearly basis, it carries out about three/four in-depth surveys based on the main themes picked up from the feedback received. It also has a published measuring mechanism which shows how it measures against set performance indicators.
We agreed that the Library should be used as a benchmark in terms of what other schools and service should aim towards.
liaison
Director
University Management Team, Learning and Teaching Committee,
Research and Knowledge Exchange Committee, Estates Committee??
Associate Directors
Campus Library Managers
Subject Librarians
School board, Programme Committee, library representative,
Registrars, LILTs, research directors etc. (reading lists) ??..
formal and personal links

Service Standards
Monitor service delivery
? lending patterns
? reservations
? missing books
? use of e resources??.
? user feedback
National Student Survey
Student Satisfaction Survey
Academic Staff Survey
UEL Students? Union
Complaints, Concerns and Compliments
Ask a Librarian
Focus groups
web forms
Tell Us boxes
School boards
Programme committees
Joint Staff Student Consultative Committee
Personal contact
Subject Reviews
Audits
? NSS outcomes 2010
? Compliments, comments & concerns
2006/7 750
2007/8 800
2008/9 900
2009/10 1,000
'I don't know what you've done but it seems like there's a huge improvement at Stratford Library.?
'Wish I'd known about e books in my first year!?
?24/7 opening of the library in excellent?
'I've been using the UEL library during the Easter break and have found it a great place to study?

?I must commend you on the new automatic renewal system?.?
?Ask-a Librarian is a great service?.?
?Thank you for the improvements in the ST library?.?
?good amount of copies of popular books?
?Thank you for your presentation to my 3rd year students?.?
?Fantastically clear and motivational presentation on ROAR?.?
? ?I can?t speak highly enough of the library. The staff always make time for me and I always feel whoever I deal with does their utmost for me. You provide an excellent range of services and there is always someone to ask when I am unsure of something. You?re great.?


? What did users compliment?
?I am fed up with paying fines on my library books?
Response: We introduced automatic renewals
?We want somewhere quieter to study?
Response: We now have 5 silent study rooms
?Can we have a water fountain??
Response: Installed in each library
? ?The library doesn?t have enough books?.?

?DL library is extremely unsafe and noisy at night?.?

The silent study room at ST is always very noisy at night?.?

?Bring back the old website and catalogue system?.?

?A lady left a child sitting at the computer whilst she went off to the shop?.?

?It staff are not friendly?.?
? ?I am studying at Stratford and the Library is an awful place to try and study. More like a market place.

There aren?t enough computers or seats, everyone chats, their mobiles go off, children crying and smelly fast food all over the place. The ladies toilet is absolutely disgusting and a health hazard.

I want my email taken seriously at top University level ? if nothing is done I will take the matter further.?
? What were students? concerns?
?The panel noted the excellent library services available to the students (particularly the 24 hour opening) and that students universally commended the library staff. There was clear evidence of students making use of the library. Book and journal stocks were good, although the panel felt that access to core texts needed to be considered in light of the increase in student numbers.?
Health Studies Academic Review Repor

I need a paper to answer the following question:

META Group research indicates that full-time telecommuters have doubled in number since 2000. Conduct a literature review on telecommuting to identify the Information Technology management challenges associated with a work force that has increasingly more telecommuters including issues such as remote access, security and standard operating environment.

Of the 30 sources, 10-15 need to be peer reviewed journals

I WROTE THE ESSAY, BUT I WOULD LIKE IT GROOMED. ALREADY HAVE A TITLE PAGE. I DID NOT WRITE TWO ITEMS IN THE ASSIGNMENT:
1. APPLICATION OF LEARNING FUTURE
2. CLOSING PARAGRAPH THAT REFLECTS THE TITLE

Assignment One
Your first assignment should be presented as completely as possible and be your best writing effort.
1. Choose one of the three topics listed above
2. Assignment needs to be seven to nine pages of narrative
3. Double space only
4. One-inch margins?all sides
5. Times New Roman font style?12 point type
6. Include section headings within the essay
7. Include a Title Page (even though not required by MLA) with required information and formatting (see page 17 of these Guidelines)
8. Follow Assignment Guidelines on page four of this document, and MLA guidelines
in The Little, Brown Compact Handbook (see pages 376?383)
9. Any research references must be in MLA format.

Assignment Guidelines
Assignment One must include the following content,
and be written in the following sequence:
I. Introduction
A. Opening Paragraph that Reflects on Your Title
Short introductory paragraph ? Provide a few thoughts about the topic you?ve chosen and how this relates to your life.
B. Present Status in Military or Reserves
Tell about your present status in the military. How
long have you been in the military? How long do you plan to remainin the military? What is your current job in the military?
C. Purpose of Paper
Are you using this degree to help with future
promotions within the military? Are you interested in having this degree as a stepping stone to a bachelor?s degree someday? Are you preparing yourself for civilian employment?
II. Description of Learning
A. Military Training
Give an overview of the most meaningful experiences and training you have received in the military, beginning
with boot camp. Go into more detail about those experiences that
have had the most lasting effect on you.
B. General Education-College Level (Communication Arts, Social Sciences, Humanities, Math and Science/Technology)
Give an overview of the college classes you
have taken on a college campus that are considered part of a normal college program, i.e., communication arts, social sciences, humanities, math, science and technology. Highlight those courses that you feel have had the most profound impact upon you. If you have not taken any such courses, indicate that.
C. Other Academic Courses and Academic Tests (CLEP/DANTES, PACE,
Correspondence Courses, etc.)
Indicate how you have acquired any other college level credits, i.e., CLEPS, DANTES, correspondence courses, or personal interest courses such as real estate or financial planning, etc.
D. Life Experiences (one to three areas that are not military)
Discuss one to three areas of your life other than military, i.e., life prior to joining the military, marriage, parenting,
traveling. Traveling could have occurred because of the military, however, you should focus on the cultural aspects of traveling.
III. Application of Learning
Here you are to focus on how you have applied what you have learned. Give a very specific example of how you have applied something you learned to a new situation in the past; give another very specific example of how you are presently applying something you have learned; and, give a third very specific example of how you hope you will have the opportunity to apply something you have learned to a new situation in the future. These examples could come from any aspect of your life about
which you have written earlier in the assignment, and these examples need not be major, earth-shaking events.
A. Past
1.Specific Learning:
2.How you hope to apply that learning to a new situation in the future:
B. Present
1.Specific Learning:
2.How you hope to apply that learning to a new situation in the future:
C. Future
1.Specific Learning:
2.How you hope to apply that learning to a new situation in the future:
IV. Closing Paragraph that Reflects on Your Title and Brings Closure to the Essay


How the Associate of Arts Degree Contributes to My Career Goals
I. Introduction
A. Opening Paragraph that Reflects on Your Title
How the Associate of Arts Degree will contribute to my career goals is a two-part answer. First, defined in most publications, an Associate of Arts Degree will allow me to acquire writing, oral communication, and critical thinking skills associated with the foundation experiences in the arts and sciences. Even though I been out of the academic role for over 20 years, I work with these skills everyday, from participating in working groups, giving daily briefs and working on time critical projects associated with Department of Defense. Second, the Associate of Arts Degree is the focal point that will lead me to a change in career fields.
B. Present Status in Military or Reserves
I proudly like to say that I served over 20 years in the Armed Forces. I am currently in the United States Navy and plan on staying in for 4 more years. My primary duties is Assistant Strike Officer for Commander Carrier Group 7, I assist the Strike Officer in preparation and dissemination in Tomahawk Land Attack Missile (TLAM) operational task, weapons doctrine, strike plans and training directives to ships in our Battle Group. I review TLAM exercises and recommend courses of action required to achieve and maintain proficiency in weapons delivery. I am personally involved in the improvement process of present and future Tomahawk weapon systems and tactics.
C. Purpose of Paper
My time in the Navy is coming to end and promotions within the military are very tight especially when they want a younger and smaller force. As you read in my earlier paragraph I need to prepare myself for civilian employment. . In the following paragraphs I will discuss my educational background, life experiences and give you specific examples on what I?ve learned in the past and present, which will help me, achieve my career goal; An Associate of Arts degree. The Associate of Arts degree is needed for my next step in life so I can prepare myself to achieve my ultimate goal in attaining a Bachelor of Science Degree in Information Technology and an inevitable change in my future career field.
II. Description of Learning
A. Military Training
My most meaningful experiences and training I?ve received were in the military. Starting with boot camp back in 1982 is the place where you learn all the rules needed to become successful in the Navy. They teach you about Honor, Courage and Commitment. These core values helped me out in my daily life in all relationships with peers, superiors and subordinates. It made me willing to make honest recommendations and accept those of junior personnel. Also gave me the moral and mental strength to do what was right, even in the face of personal or professional adversity. The training taught me to treat each individual with human dignity and be committed to positive change and constant improvement.
B. General Education ?College Level
My overview of college classes is very limited considering most of my time spent in the Navy was away from any opportunity to attend school. I did get a chance to attend a lower level college English course in 1995. The course seemed to be a review of high school English. This course helped me in the military by teaching me a more effective way in the techniques for gathering ideas, the use of brainstorming and the grouping of ideas in my daily work.
C. Other Academic Courses and Academic Tests
Most of my college level credits were ascertained by attending many technical courses throughout my Navy career. Early in my career, Fire Control ?A? School taught me theories in electromechanical, microwave, radar and solid-state electronic fundamentals. Next I went to my ?C? schools in Gun Fire Control, Harpoon and Tomahawk Weapon systems. This core curriculum enabled me to hone my skills in troubleshooting and maintaining computer and electrical/electronic systems. After many years working on the Navy?s weapon systems, I went to Instructor ?C? school. I transitioned from technician and worked on instructional methods and tasked based curriculum development including instructional design. With all these courses combined in my career I went to various leadership and management courses, which introduced me to planning, budgeting, organizing and problem solving.
D. Life Experience
Life prior to the military was growing up with my parents. I remember when I was in the third grade and had a very difficult time learning my multiplication tables. My dad went to the store and bought back multiplication flash cards. This was the first time I was introduced with flash cards using them repetitively to reinforce my learning. It took a week to learn my multiplication tables using that method and to this day I still use flash cards at work to memorize specific technical items.
During my military career I became a parent. That was very long life experience. Parents need to educate themselves in Psychology. For example my daughter will soon graduate High School next year and here intent was not to go to college. After seeing me enroll in college, she now wants to attend. She has a freshly educated mind and helping get through some of my course work. Now I am learning from her.
Through out my military career I traveled and lived in many countries outside the United States. One place I will reflect on is Japan. Living in Japan for 2 years was one of the most rewarding experiences in my life. I have a lot of respect of their culture, enjoyed touring the countryside and joined in there festivals. Learned how to drive on the left side of the road, convert dollars to yen and speak a little Japanese.
III. Application of Learning
A. Past
Typing class was one of the most beneficial classes I took in High School. I learned more than just memorizing the keys in typing class. It taught me how to organize and format my thoughts. This was the lynch pin transition to computers in the early 80?s. I am on the computer daily typing e-mail, letters, instructions and policies. I recommend to any High School student to take this class.
B. Present
Recently I took a course on to become a Drug and Alcohol Program advisor. This course provides me the tools to manage my command''s drug and alcohol abuse prevention program. I learned about life choices related to drug and alcohol use, interpersonal relationships, health, stress management, fitness, and financial responsibility. I used what I learned by giving quarterly briefs to personnel at my duty station. I feel strongly about this program because when I came in the Navy it was non-existent.
C. Future
1. Specific Learning:


2. How you hope to apply that learning to a new situation in the future:

IV. Closing Paragraph that Reflects on Your Title and Brings Closure to the Essay

According to Paper Due: NOTE: Do not include Bibliography, Works Cited, or References pages because they are free.
7 pages = approximately 2100 words (not including free bibliography or works cited)

Plagirism cannot be more than 7%

Paper have to relate and correspond with Grady Health System (Atlanta Georgia)
I have copied and pasted three papers that relates to topic.


Address the following;

Part III: Financial Plan Explanation
1. Include all the elements required in the projected budget.
2. Include capital expenditure planning and contingency plans for unexpected events.
3. Financial details that cannot be found may be assumed.
4. Budget summary: When explaining your budget, answer the following questions:
5. What is the organization?s current business model? Did you make any financial adjustments that go against the way the organization
planned its finances in the past? If so, what were they, and why did you make the changes?
6. How did the organization?s internal resources and financial capabilities affect your financial plan? How will they affect implementation of the
plan?
Part IV: Implementation
1. The potential barriers you anticipate and how you plan on overcoming them
2. How you will communicate your plan to all the organization?s employees
3. Your market entry strategy and the procedure you plan on using to implement your strategic plan
Part V: Evaluation and Control
1. What measurement guidelines should be used to verify strategy effectiveness?
2. If your strategy does not go according to plan, at what point would you consider altering the strategic plan you have suggested?
3. What tolerance range should be in place that would call for corrective action if exceeded?
4. What corrective action would you need to make if the organization?s performance fell outside the tolerance range?

Below is Part I & II

Part I
Strategic Plan Part I
Introduction, Mission, Vision
The organization that I work for is the Grady Health System in Atlanta, Georgia. The Grady system comprises eight health care facilities in the Atlanta area. The Grady Health System has been part of the Atlanta community since 1892, with 110 beds and one operating room at Grady Hospital in a three-story facility. The organization was founded by Henry Grady, the editor of the Atlanta Constitution, as a means of providing health care for the area's poor (GradyHealth.org, 2014).
Grady's vision is to become the "leading public academic healthcare system in the United States." The organization's mission as follows:
"Grady improves the health of the community by providing quality, comprehensive healthcare in a compassionate, culturally competent, ethical and fiscally responsible manner. Grady maintains its commitment to the underserved of Fulton and DeKalb counties, while also providing care for residents of metro Atlanta and Georgia. Grady leads through its clinical excellence, innovative research and progressive medical education and training."
Grady's values are stated as excellence, customer service, ethics, teamwork and commitment. These values, mission and vision reflect the origins as a provider of healthcare for the poor, and the focus on excellence that has come to characterize Grady in the past several decades.
Strategic Planning Model
A strategic planning model is the means by which an organization develops its strategic plan. There are many different approaches to strategic planning. One model is to build from the vision or strategic goals; another is to plan around key issues. There is also the alignment model, seeking to align resources with the mission and vision; there is the scenario planning model and then there is also the organic planning model that reflects ongoing strategic planning (McNamara, 2014).
The Grady Health System builds its strategic plan around its vision, but aligning its resources and strategies around that vision. They begin with a clear sense of long-range objective in their vision statement and then work from there. Their mandate has been adjusted since Grady was founded, but there is the same sense of community values that surrounds the organization. Grady has, additionally, built competencies in specific areas, including trauma and emergency, heart, stroke, and other care options. Grady therefore has adopted a strategy that takes a handful of focus areas, makes them specialties, and then competes as a differentiated player on that basis. By focusing on specific competencies, Grady is better able to execute its strategy and work towards its vision of being a leading provider of healthcare in the United States.
The strategic planning model is then adapted to the individual facility. There are eight facilities within Grady, and each is designed to make a contribution to the overall success of the organization. Thus, strategy is something that is integrated from the top of the organization, while retaining independence among the individual facilities within the Grady family. As such, the vision is an integral part of the strategic plan, as are the values.
The mission statement is, more or less, the ultimate basis of the strategic plan. It defines where the organization operates, what it intends to achieve and how it intends to do this. Key words like compassion, ethics, and fiscal responsibility are all embedded in the strategy and come straight from the mission statement.


Structure
There are many different types of organizational structure. Organizations can be divided by geography, by division or by function. These different structures each have their pros and cons, and therefore the choice of structure will affect the ability of the organization to meet its objectives (Writing, 2014). Grady is based on a divisional structure. It is not geographical since its activities are solely in Fulton and DeKalb counties. It is not by function, which would imply that all heart activities, for example, being one unit within the company and all emergency activities as well. The divisional structure is based on the eight facilities that the company operates. This structure allows for a degree of autonomy for each facility, all while seeking to build a common mission and vision that is guided by the senior management at Grady. Thus, head office is one layer of the organization, underneath of which are the eight facilities. Within each facility, there are multiple units for the different functional specialties.
Leadership
Grady is run by the Grady Memorial Hospital Corporation, which is a nonprofit corporation in charge of administering the hospitals. There are seventeen Board members that lead Grady. The CEO is John Haupert, and he is a career administrator who came to Grady from a similar position in Dallas. The COO is Christopher Mosley, who has worked in executive positions at several hospitals in the United States. CFO Mark Meyer also came over to Grady from Dallas.
The Chief of Staff is Curtis Lewis, an interventional radiologist. In his role, he oversees 2000 physicians and physicians-in-training, and he has an MBA along with his medical background in order to handle this leadership role. The Chief Nursing Office is Rhonda Scott, who has worked all over the US, but now has ten years with Grady. Other high-levels executives oversee the Grady Health Foundation, the marketing function, legal, information, clinical operations and government regulations. The members of the Board have a wide range of experiences ranging from former CEO of Grady to the CEO of Waffle House and key stakeholders in both healthcare and in the Atlanta community. The Board forms the key leadership of the organization, and it does appear to play a role in creating the direction for Grady.
Change Management
It is unclear what change management model is used by Grady. There are a number of change management models in the literature ranging from the Kotter 8-step change management model, the Lewin change management model and ADKAR. The basic structure of most change management models is to identify the issue, create the need for change, make the change and then move the company forward at that point (Normandin, 2012). It is not known the specific approach model used, but change at Grady occurs slowly. For the most part, people work at their daily jobs, and change occurs incrementally. Changes are rolled out slowly at Grady, such that people can continue saving patients without disruption. But change is always happening, so there is something of a continuous change model that must be in place for this.
Service Delivery
Service delivery for Grady is in Fulton and DeKalb counties, Georgia. The target market is based on medical need, as Grady has specific areas of focus. These include emergency/trauma, heart, stroke, cancer, OB/GYN, diabetes and senior health. Not all facilities treat all of these things, but these are the major areas of focus for Grady. The target market is also geographic, but there are no limits on ages for example, as Grady ranges from maternal health to senior health. The demographic target market is aligned with the demographics of Atlanta, and in keeping with the original mandate of Grady, there are accommodation made for the poor.
Billing and insurance are strict at Grady. There are accommodations made for the area's poor who may not have the means to pay, by way of a financial assistance program. Those who are not residents of Fulton or DeKalb Counties are not eligible for such assistance. There is a financial counseling process that maybe can help potential patients to understand their financial obligations. There is a long list of paperwork that will be required prior to seeing a health care professional.
The organizational culture is positive and one of delivering excellent service. All the different components of the organization want to ensure that people receive the best care they can afford and that Grady is able to continue to serve the community with the highest standards possible.
Value Chain
The concept of the value chain is important for Grady. The organization seeks to provide high end care. While it may not be a for-profit entity, it seeks to provide high quality assistance to the local community. Much of the value at Grady comes from the actual medical services that it provides. Grady is an innovator and seeks to excel with its service commitment as well. This means that it is nurses and physicians that are the key source of value, as it is their expertise that determines whether or not Grady will excel. This is the part of the value chain where Grady wants to excel the most.

Part II
Strategic Plan II
Environmental Analysis
An environmental analysis is an important component, and indeed a prerequisite, to the strategic plan. It stands to reason that you cannot set a course for the future without knowing the route you will take, and you cannot know the route until you have the lay of the land. The environmental analysis is "a process in which you look at the outside factors that can have an impact on your business" (Arthur, 2014). The strategic plan depends on the information you gather about the trends in and nature of the external environment, so it is incredibly important that the environmental analysis is taken seriously. There are a number of different tools that have been developed in the management literature that can assist with creating an effective environmental analysis, including the SWOT Analysis, the PESTLE analysis, the Five Forces analysis and the value chain analysis (Downey, 2007).
Implications
There are many implications for the environmental analysis in the strategic plan. To understand these perhaps we should look at the two types of environments ? internal and external. The external environment reflects all of the conditions in which your company operations. The organization has limited control at best over these variables, so must understand quite acutely how these external variables affect the organization. The internal analysis highlights internal capabilities, strengths, and weaknesses. An organization has control over these. Strategy, therefore beings with setting objectives, but then the implementation must take into account the internal and external environments that govern the organization. The business should use the environmental analysis in order to formulate better strategy, to get a competitive advantage and to understand how best to implement the strategy (WiseGeek, 2014).
Competitive Analysis
Ultimately, every organization needs to be competitive. Even in health care, an industry where many providers are not-for-profit entities, it is important that the company is competitive in terms of attracting good staff an in terms of bringing in enough revenue that the organization at least breaks even. At a for-profit institution, the need to be competitive is self-evident. What a competitive analysis allows an organization to do is to understand accurately through impartial analysis what it needs to do in order to succeed. A competitive analysis helps managers understand the internal strengths and weaknesses of the company. Too often managers assume that they have genuine competitive strength when the reality is that they are merely competent at doing the same things as every other organization. A competitive analysis should provide management with the opportunity to make an honest assessment of the firm's capabilities, before the market does.
Competitive analysis is a critical component of strategic planning. One of the outcomes of strategic planning is that the organization needs to be more competitive. Thus, it is essential to understand how competitive the organization is today, why it is competitive, and what things it can improve upon in order to become more competitive. Many such things might come up in an SWOT analysis, but ultimately the competitive framing of the firm's attributes helps the managers think about the market better. This in turn allows for greater focus on what tactics will genuinely increase competitiveness, rather than improving the firm in things that do not have an impact on competition.
Other Issues
The environmental analysis will typically take a look at economic, legal and political issues, for example in a PESTLE analysis. These are critical frameworks over which the firm has little control, but that can have a tremendous effect on the company. In healthcare, the economic environment is not always that important, because demand for health care is more related to demographic factors than economic ones ? healthcare is not considered to be discretionary demand. The political and legal environments, being related, are very influential on healthcare organizations in the United States, as healthcare is a highly-regulated industry, and government has a keen interest in both the public health aspects and the economic aspects.
There are many examples of political and legal issues affecting health care. The Affordable Care Act is one, having dramatically changed the payer landscape, and that in turn should spur strategic changes at some facilities. FDA regulations affect the industry, and the legal system does as well. Changes in the legal environment, for example, dramatically increased the liability risk to healthcare provider when they introduced unlimited punitive damages. Malpractice insurance rates skyrocketed, adding heavy cost to an industry already burdened with heavy costs. So between dealing with government regulations, new laws and court interpretation of old laws, the health care industry is highly influenced by the political and legal environments.
Grady Health
Grady has a few key strengths. First, it is a known brand name, which is important in health care when people are deciding where to go, and when talent is deciding where to work. Second, they have multiple sites with multiple specialties. Economies of scale are becoming more important in health care, in particular clustering of operations at the local level. This helps Grady be more competitive in wooing payers (insurance companies) to working with them. Lastly, Grady being so well-established does have a talent pool from which to draw. This helps it to provide high-end service and do well in terms of patient satisfaction. These are all strengths that can help Grady to improve its share in the Atlanta area.
There are some weaknesses at Grady, however. First, it feels like the company has abandoned its community-minded principles on which it was founded. That is bad, for a company to have lost its way, because it removes that sense of direction that can anchor the staff. Another weakness is that Grady remains limited to Fulton an DeKalb counties. The greater Atlanta area is much larger. This does present opportunity, however, for Grady to continue to grow through expansion and acquisition to cover the entire region. Another weakness seems to be that there are few executives at the company who are from the area or even from the company. Most are external candidates, with little loyalty to either the community or to Grady in the long run. This harms continuity of leadership and while many are quite competent, Grady might be better served if the people running it have genuine ties to the area and are more involved in the community.
There are opportunities and threats to Grady that must also be considered. Expansion has been stated as an opportunity, and another one is to bring in new specialties and further diversify the service base. The legal/political environment is mostly a threat ? changes usually cost the industry money. Just now as the industry is getting the ACA sorted out there is ongoing uncertainty about repeal ? that uncertainty is a major threat to an industry that has just spent the past five years readying and implementing the new insurance regime. Competition is, of course, another threat. Atlanta is a growing market, and there are no shortages of competitors in the market, or that might enter the market as a source of growth going forward. Too many new competitors will result in overcapacity, which in turn would make it difficult for Grady to remain profitable.
Other Factors
The key consumer factor is tied into the political ? many new consumers are being brought into health care via the ACA. Furthermore, many baby boomers are entering their Medicare years, and both factors will increase demand. Grady has the opportunity to meet this demand, but it must find the personnel and expansion funding first. It will be in competition for these new revenue sources, but of course Medicare has tremendous bargaining power and that has its own ramifications ? how badly does Grady want to pursue that market? It will be growing rapidly for the next fifteen years, but the margins are not great.
Technological change is an important factor in healthcare. Technology can be expensive, but it can also be a source of competitive advantage as well, as it streamlines service delivery and reduces errors. New technology investment is a key success factor in healthcare today, but money is not always flowing freely. Grady must carefully analyze the cost-benefit of each new technological innovation and make the right choices in terms of value brought by each.


References:
GradyHealth.org (2014). History and Timeline Grady Health.org. Retrieved November 3, 2014 from http://www.gradyhealth.org/learn-about-us
McNamara, C. (2014). Basic overview of strategic planning models. Free Management Library. Retrieved November 3, 2014 from http://managementhelp.org/strategicplanning/models.htm
Normandin, B. (2012). Three types of change management models. The Fast Track. Retrieved November 3, 2014 from http://quickbase.intuit.com/blog/2012/08/28/three-types-of-change-management-models/
Writing, A. (2014). Different types of organizational structure. Houston Chronicle. Retrieved November 3, 2014 from http://smallbusiness.chron.com/different-types-organizational-structure-723.html
Arthur, L. (2014). The implications of environmental analysis on strategic plan. Houston Chronicle. Retrieved November 10, 2014 from http://smallbusiness.chron.com/implications-environmental-analysis-strategic-plan-35303.html
Downey, J. (2007). Strategic analysis tools. CIMA. Retrieved November 10, 2014 from http://www.cimaglobal.com/Documents/ImportedDocuments/cid_tg_strategic_analysis_
tools_nov07.pdf.pdf

WiseGeek. (2014). What is the role of environmental analysis in strategic management? WiseGeek. Retrieved November 10, 2014 from http://www.wisegeek.com/what-is-the-role-of-environmental-analysis-in-strategic-management.htm

The Case for this Module starts us off by looking at two examples of actual information technology strategic plans. Both involve universities (oddly enough, both called "UCB"), but as you'll see, the issues are those faced by any organization in any country. You don't need to know a lot about either universities or IT to understand what is going on in these plans, but the more you read about the planning process, the better you'll understand why certain recommendations are made as they are.

Here are the two examples:

UC Berkeley (2007). Campuswide Information Technology Strategic Plan. Campuswide Technology Service Providers Copyright 2006 The Regents of the University of California. Updated 2007-05-07. Retrieved May 19, 2008 from http://technology.berkeley.edu/planning/strategic/

UC Boulder (2002). The University of Colorado at Boulder IT Strategic Planning (ITSP). Retrieved May 19, 2008 from http://www.colorado.edu/ITplan/

The Baldridge national quality are well-known or setting standards for many dimensions of organizational practice, including strategic planning. Check out more from:

NIST.gov (2008). National Institute for Standards and Technology. Baldrige National Quality Program. Education Criteria for Performance Excellence Retrieved May 19, 2008 from http://www.quality.nist.gov/Education_Criteria.htm

WIKIPEDIA, (2008). The Free Encyclopedia: Malcolm Baldrige National Quality Award. last modified 16:48, 8 January 2008. Retrieved May 19, 2008 from http://en.wikipedia.org/wiki/Malcolm_ Baldrige_National_Quality_Award

When you've read through the plans and the criteria and perused relevant items from the Background Readings and other sources that you may have located, please compose a short (4-5 page) paper on the topic:

"How do the two UCB's strategic IT plans stack up against the Baldridge criteria for assessing strategic planning?"

request for awest!

Point of in interest: Thesis

Question:

Come May 2008, I need to have a "Literature Review" research project completed and ready to defend. I would like essaytown to create this project for me, as I am finding my time to be limited and might not allow this to be done on time.

Level: Master
Type: Thesis (complete)
Subject: Leadership
Topic: The Ineffectiveness of Leadership during Business Transformation



Requirements: The research project will target "the decay of leadership in the 21st Century." The research problem will include an examination of "the ineffectiveness of leadership during business transformation."

The focus of the project's research should look at trends, situations, moral dilemmas, character traits, behavioral patterns, leadership styles, theories, practices and things leaders did in the past versus what they do today that works or doesn't work.

The examination of this the ineffectiveness of leadership should be based on a hybrid analysis, using qualitative and quantitative samplings.

Seeing that company that I work for is in the midst of a transformation of their largest divisions IT department, I would be interested in which companies have went through transformation of their IT or related functions and experience leadership problems.

The overall research project will be a Master Thesis presented as a Literature Review.

I hope this is enough introductory information to provide me feedback on my question. In the following pages, you will find:

- The initial prospectus
- Preliminary work on this project done by me (chapters outlined)






















ORGANIZATIONAL LEADERSHIP AND ADMINISTRATION
RESEARCH PROSPECTUS
A LITERATURE REVIEW

EXAMINATION OF INEFFECTIVE LEADERSHIP DURING IT DIVISIONAL RESTRUCTURING AND TRANSFORMATION

SUBMITTED BY SYLVESTER JOHNSON



PROBLEM STATEMENT
Harman International Industries Incorporation (HIII) has recently restructured and transformed one of its Global Information Technology (IT) divisions. The problems and concerns with leadership that have surfaced as a result of this effort, has justified the need for an independent study into transformational leadership. This study is designed to examine the causes of ineffective corporate leadership during these types of situations and analyze various themes to provide recommendations.

Harman International is a 4.3 billion dollar company. It has market presence in three different countries (North America, Europe and Asia). Harmans business model caters to three particular verticals Professional, Consumer and Harman Becker Automotive Systems (HBAS). The success of the company is due to its market dominant products speakers, amplifiers, home entertainment and navigation systems called Infotainment.

Because of its strong reliance on innovative technology as the bases for development and support of its products, the Information Technology divisions are viewed as major core competencies within its business model and strategies. Harman has multiple locations around the world that represent its collective IT divisions (Professional, Consumer and HBAS). IT management existed in two geographical locales North America and Germany.

To address the inefficiencies of its dispersed IT function and with strategic pursues to align its services, products and teams with the business and culture demands; Harman took on the task to create and present a global IT shared services image and business support model by consolidating its decentralized IT units, starting with HBAS.

In March of 2006, the decision was made to restructure and transform the HBAS IT division. In this decision, the only executive level management in North America was removed and all IT management was shifted to their VP management leadership team in Karlsbad, Germany. This would create a situation where strong transformational leadership skills would be essential, if this effort was to be successful. However, the absence of these skills in the leadership team would prove disastrous!

After 8 months into the process and multiple meetings to review, discuss and measure the effects of the restructuring and transformation, the major impact revealed was extreme ineffectiveness in leadership and management during this period.

The ineffectiveness in leadership left the former decentralize model and hoped-for consolidated IT model in despair, less efficient, less effective and tainted with a dysfunctional image in the eyes of the business. This also created a problem with perception regarding the future functionality and effectiveness of the entire IT division across Harman International.

While IT projects, services and support continues, leadership is under severe scrutiny for their lack of transformational skills in the areas of: visibility, providing followers with clear direction, communicating the essence of the vision and mission, prompt and accurate decision making regarding processes and project management, establishing creditability, buy-in, and the inability to create team synergy; resulting in employee retention issues and confidence in transformational leadership being questionable.

PURPOSE STATEMENT
The purpose of this independent study is to:

Identify specific factors that contribute to the ineffectiveness of leadership during an IT divisional restructure and transformation process.

Consider those contributing factors, analyze them and offer recommendations for correction and prevention.


LITERATURE REVIEW AND ANALYSIS
The literature review and analysis will be based on the transformational leadership model. The focus of our independent study will be the examination of traits and behavioral patterns (in leaders, managers and followers). Utilizing secondary research, provide insight into why IT division restructuring produces a decline in leadership effectiveness.

Some of the themes we will examine are:

Management v. Leadership the differences in perception during change
Diversity v. conversity introverted and extroverted communications
Culture boundaries leadership behavioral patterns during change
Leader-follower relationship identifying this dynamic during change


DATA COLLECTION METHODOLOGY AND FRAMEWORK
The data collection methodology will consist of interviews, surveys, journals, articles and OLA program literature that is specific to IT leadership and management styles. The framework will be established through different qualitative matrixes to illustrate patterns pertaining to potential cultural, environmental conditions, situations and economic variances.

Quantitative analysis will be used to present any imperial or historical data that supports or disannuls the logic or trends of leadership ineffectiveness, during periods of restructuring and transformation.


TIMELINE FOR COMPLETION
Considering data availability for this independent study and the overall time to complete the project is eight months, the following timeline represents the milestones for this effort:

Problem identification and prospectus submittal 1st month
Literature review, data collection and framing 2nd 6th months
Preliminary presentation review and advisory steering 7th month
Revising and final presentation of study 8th month













EXAMINATION OF INEFFECTIVE LEADERSHIP DURING BUSINESS TRANSFORMATION




BY SYLVESTER JOHNSON

A LITERATURE REVIEW




SUBMITTED TO THE PROGRAM IN ORGANIZATIONAL LEADERSHIP AND ADMINISTRATION





IN PARTIAL FULFILLMENT OF THE REQUIREMENTS


FOR THE DEGREE OF


MASTER OF SCIENCE
IN
ORGANIZATIONAL LEADERSHIP AND ADMINISTRATION


MARCH 6, 2008










TABLE OF CONTENTS




APPROVAL iii



ABSTRACT iv



CHAPTER

I. Description of the Problem 1


II. Literature Review 2


III. Description of the Research Method 8


IV. Summary of Results 9


V. Conclusion and Recommendations 10



BIBLIOGRAPHY 11



APPENDIES 12

APPROVAL
ABSTRACT
CHAPTER I Description of the Research Problem

The purpose of this research is to determine what contributes to ineffective leadership during business transformation, site examples and offer recommendations. The research will be based on a case study regarding Harman international Industries Incorporations Harman Becker business division, with a focus on their automotive division.

Harman International is a 4.3 billion dollar company. It has market presence in three different countries (North America, Europe and Asia). Harmans business model operates three different markets Professional, Consumer and Harman Becker Automotive Systems (HBAS). The success of the company is due to its market dominant products speakers, amplifiers, home entertainment and navigation systems called Infotainment.

To address the inefficiencies of its dispersed Global IT division and strategic pursuit to align its services, products and IT teams with the business culture; In March of 2006, the decision was made to restructure and transform its Automotive IT division. However, the absence of strong transformational leadership skills produced broken continuity between IT management, leadership and teams.

The questions become, why did this happen and what could have been done to prevent it? In our review of researched literature, we will examine and site causes, effectives and recommend solutions to these occurrences.


CHAPTER II Literature Review
What are the problems that contribute to Leaderships ineffectiveness during periods of business transformation? One of the problems weve began to see is an increase and frightening level of decay and propensity of erratic leadership behavior. This decay is like weve never seen before in the 20th Century.

Over last 20 years or so, the holistic image of leadership has been severely tarnished and broken in values integrity, truthfulness, compassion, focus and vision. There are many ideas as to what leadership is or should be. But these have been considered only theories. When the current state of this global economy where markets and businesses now operate in international territories. Where the leaders of major companies are sited for unreeled behavior is view closely, it speaks to this very fact that leadership has become transparent and not apparent!

In the past, weve had leaders that paved the way to what a modeled leader should represent such as: Jesus Christ, Moses, Abraham Lincoln, Martin Luther King Jr., Gandhi, Colin L. Powell, John F. Kennedy and many more and the character and behavioral traits they should possess. But over time, the rod of these standards, ethics and the moral principles to sustain this movement has struggled, and brought peerless times to those that look for hope and improvement, through leadership. In an article called: Can America deal with the 21st century: "Strong and imaginative leadership, coherent policies, and responsible politics and government will sustain our great nation. USA Today (Society for the Advancement of Education); March, 2006 by Chuck Hagel;(1) it states: MORE THAN 230 years ago, a group of exceptional individuals set upon a perilous and uncertain course in a land that would become the United States of America. They had a purpose to their lives and a vision of liberty with a life free from tyranny, where industry, not privilege, would determine one's future. These free-thinking people were imbued by a sense of fair play, and religious and social tolerance. They possessed a spirit that history never before had seen. They went about building a new land of hope and opportunity.
Yet, the Founding Fathers were not perfect. Slavery and the treatment of Native Americans were two blights oil this new land and this legacy remains with us today. Imperfect as they were, however, the Founders built for this nation the sturdy foundation for a democratic and vibrant society that has prospered since its creation.
Now, as then, we live at a time of historic transformation. The world is confronted with a universe of challenges, threats, and opportunities unlike any that we ever have known. In a 21st century global community, all leaders of all institutions are faced with more uncontrollables than at any time in history in their efforts to govern and lead. This will require a 21st century frame of reference. The margins of error for miscalculation are razor-thin. The 24-hour news cycle that dominates our lives--coupled with the rate and intensity of change--complicates leadership, governance, and society. There is greater diffusion of economic power and global access to information--meaning newfound global economic power--than in the past.
These trends and issues can be contributed to leadership, their incompetence and behavioral traits that have become ineffective as well as inefficient during time of change, transition and transformation.



Believe it or not, change is inevitable! But before change can be made, decisions the right decision must be made. History seems to have a way of repeating itself. Whether good or bad, it will set the stage for the future and the events that shape it. These changes come at the hand of leadership and can influence people, demographics, geographical areas, families, businesses and world! Whether the decisions are right or wrong, the effects will impact those that depend on them.

Considering most decisions are made by leadership that causes tasks contributing to change, transitioning and transformation to be executed; whats the problem? Answer: decision making! According to Justin Menkes in his book called: What Great Leaders Have Executive Intelligence; decision making is the main problem we face with leadership today. We need to understand when leadership is transparent and not apparent, they are not supporting the decisions that are made and taking the responsibilities for their actions and the results. Justin Menkes (in chapter one, speaks about Making the invisible visible) states: In todays workplace an individual cannot become a star executive without processing a unique type of business smarts that we call Executive Intelligence. Historically, business smarts has been a bit like a word indecency. (2) As stated earlier, this decision making epidemic is proliferating across all borders of the world and we see it in the news, internet and in major companies (such as Harman International) more prevalent than ever, on a daily bases.



Since the problems surrounding ineffective leadership during business transformation occur at the executive level, we have identified a point of origin, but not the root cause. Justin continues to elaborate and share insight regarding discovery of root cause: To create a useful understanding of the concept of business smarts, we need to pull back the curtain and show how the magic trick is done. Whats more, we need a consistent and reliable way to recognize and measure this kind of intelligence if we are to develop it in ourselves and also ensure that decision-making responsibilities are assigned to those best qualified to handle them.(3) Cleary we can see that intelligence is key to the success of any decision having a positive impact. But not everyone posses it nor have the ability to recognize those that do!

Justin defines Executive Intelligence and indicates the application in which its measured: So how do we define Executive Intelligence? In its simplest form, it is a distinct set of aptitudes that an individual must be able to demonstrate in three central contexts of work: the accomplishment of tasks, working with and through other people, and judging one-self and adapting ones behavior accordingly. Decision making is a skill. Whether innate or learned, its relevant! This skill is depended upon ones ability to think critically and clearly. One of the greatest tools we have available to us is our brain. Using this tool allows us to tap into the Executive Intelligence needed to make the right decision in a timely fashio, based on the situation.



The problem leadership has with decision making is due to the overwhelming pace of business transformation and transactional needs. And critical thinking has become a dying art in executive decision making.

Our challenge is to ask the hard questions and get the right answers:
1. How do we get this ability back in to the forefront and thought process of leaderships critical thinking process, as a number one item before decisions are made execution occurs?
2. How do we improve the behavior and sustain the integrity in leadership that people rely on and have come to trust in?

The King James Version (KJV) of the Bible (Psalms 37:37) states: Mark the perfect man, and behold the upright: for the end of that man is peace. (4) We must strive to identify those that have strong decision making abilities, and once found, hold on to them! These are the problems and challenges we face now and will continue to face throughout the 21st century and those that are to come, if we dont began identifying and fixing them, now!
This is a critical time for responsible governance, necessitating hard choices and difficult decisions. This requires courageous, informed, and wise leadership.

Maintaining the U.S.'s competitive position in the global economy demands that we begin to inventory and address the first-order challenges in our country such as trade, energy, deficit spending, entitlement programs, infrastructure, education, immigration, and foreign policy. We only are beginning to understand the scope and complexity of the threats from terrorism and Islamic extremism, pandemic health outbreaks, endemic poverty, environmental crises, and cycles of despair. Allies and international institutions will be essential to our successful engagement of these threats.

Today, we see some parallels to the period following World War II. The world was--and is--in the midst of adjusting to new challenges. After the war, the U.S. and its Gillies created organizations of global benefit and common purpose such as the United Nations; General Agreement on Tariffs, Trade, NATO and World Bank. These institutions and alliances are as vital today as when they were formed. However, they need constant adjustment and calibration to stay relevant to the contemporary world. What remains unchanged is the critical importance of institutions, alliances, and relationships to achieve global security, stability, and prosperity.

America needs to prepare itself for a period of global uncertainty and complexity. We are witnessing this reality being played out with the great upheavals of corporate giants like General Motors, Delphi Corporation, the major airlines, and others. Technology, productivity, and markets will continue to drive global economic dislocation. No nation will be spared from this phenomenon. (5)



CHAPTER III Description of the Research Method


CHAPTER IV Summary of Results

CHAPTER V Conclusion and Recommendations


BIBLIOGRAPHY

APPENDICES

Resource: Preopening Budget Example

Design a 3- to 5-year financial plan to implement the goals and objectives:
(1) Form relationships with the community (local and global): This will be accomplished through:
? Social Media Networking
? Partnerships with other Non-profit health care providers
(2) Ensure that patient health care information is kept secure: This will be accomplished through the following:
? Employing a team of IT/IS experts who work full-time in ensuring HIPAA privacy;
? Ensuring the system is using the most up-to-date and secure information technology available.

The deliverables for the financial plan include a projected budget created in Microsoft? Excel? and a report in Microsoft? Word that clarifies and explains the financial plan.

Section One: Projected Budget
?The projected budget should be a Microsoft? Excel? spreadsheet that contains a 3- to 5-year financial projection that includes detailed expenditures, income, contingency, gain or loss, and ROI (if applicable).

Section Two: Financial Plan Explanation
?Write a 1,050- to 1,400-word narrative discussing the fiscal detail of the plan and the assumptions that were used in developing the projected budget.
?Include all the elements required in the projected budget.
?Include capital expenditure planning and contingency plans for unexpected events.
?Financial details that cannot be found may be assumed.
?Budget summary: When explaining the budget, answer the following questions: ?What is the organization?s current business model? Did you make any financial adjustments that go against the way the organization planned its finances in the past? If so, what were they, and why did you make the changes?
?How did the organization?s internal resources and financial capabilities affect your financial plan? How will they affect implementation of the plan?

Include a conclusion at the completion of the paper.

Please complete the five listed questions on major business transformation & dynamic change management (Answer each question individually).

do not be restricted to the number of sources I indicated, use as much as you need!

2-2.5 pages for each question, or more when appropriate. Minimum is 2.

Textbook: The heart of change: real-life stories of how people change their organizations
By John P. Kotter, Dan S. Cohen can be found on http://books.google.com/books?id=YBf3S1X8ItsC&dq=the+heart+of+change&printsec=frontcover&source=bn&hl=en&ei=c16MStW1O4SAswOqnuC7CQ&sa=X&oi=book_result&ct=result&resnum=4#v=onepage&q=&f=false

I will be sending the following documents for you to able to answer the questions:
- Four sets of power points

- Articles: - the coming of the new organization
- Industry transformation
-managing in an information age : organizational challenges and opportunities
- Change management frame work
-Data to knowledge to results
-designing and managing the information age organization
-managing change
-CEO interviews on change management
-leadership for change

- Four case studies on: GE, HP, IBM and Gillette.



Since these sources are over 10 MB in size, I compressed them in a zip file, and uploaded them on YouSendIt.com, so you can download them and start. here is a link to the folder:

http://rcpt.yousendit.com/728214727/4ed6e19d9c81daed3866a00ae3c5e65f

Just follow the link and click the download button.



Please use two or more different organizational examples (i.e. Ford, GE, DELL, HP, GM, ..). In you response to each question. However, no organizational example should be used more than once in you answer to the five questions. Here is a list of corporations to consider: GM, FORD, UAL, DELL, ORACLE, MICROSOFT, US WEST & QWEST. If you thought of other companies, please use them.

Questions:

1- Using various organizational examples (different companies), please evaluate the major concepts underlying effective major business transformation and dynamic change management which we discussed in class, including: the new rules for organization design & business-wide integration; the strategic direction for organizations, focusing on high performance, processes and knowledge; the alignment and integration of six key factors in an organization for dynamic change; and finally the basic principles of change management. Do you agree or disagree with these major concepts; why or why not? Please explain you position using various organizational examples to reinforce your arguments.

Answer can be obtained from: internet, power points and articles, for this question.

2- As the CEO/president of Lockheed Martin Astronautics (LMA) and given the tremendous competitive pressure in todays global market place, please describe how you would focus on your people, communications and organizational culture in order to implement major business transformation and manage dynamic change to, not only gain competitive advantage, but also to sustain competitive advantage in the global marketplace over the long term. Use various organizational to reinforce your arguments.

Answers can be found in: power points, internet (to look up info about LMA) and articles. You may use the internet to look up info about organizational examples.



3- Please describe how you as the CEO/President of a company would effectively address, manage & use John Kotters 8 STEP approach to evolutionary change in order to gain and sustain competitive efforts in the global marketplace. Specifically, evaluate each STEP; identify the strength and weaknesses and the pros and cons of each STEP; and highlight/ illustrate specific actions within each STEP which could be taken using various organizational examples to support your arguments.

Answer is strictly from the text book and power points. You may use the articles to aid with ideas. You may use the internet to look up info about organizational examples.

4- As the new CEO/president of General Motors in todays current economic environment, including all of the economic and political activities which have taken place over the past year, please describe how you would address, manage and use business processes, information & knowledge and information technologies to enable GM to effectively undertake a major business transformation, major change, in its organizational structure, its management and its products and services in order to remain competitive in the global marketplace. Use various organizational examples to support your arguments.

There is a lot of talk about info and knowledge in the power points. Use the articles to aid with ideas, and internet for organizational examples.



5- Please compare and contrast the leadership styles of Jack Welch an GE, Lou Gerstner at IBM and Carly Fiorina at HP, specifically as they each undertook the development and implementation of major changes within the respective organization. Identify their individual strengths and weaknesses as effective change leaders/ change agents, as well as what courses of action did they perform well and what courses of action did they perform poorly. Use various organizational examples to support your arguments.

Each one of these CEO's are mentioned in the case studies that I will send.


If you have any question or hesitation, or if you run into trouble downloading the sources, please please please do not hesitate to ask, Thank You.

All sources needed have been uploaded to the fax board.
This was added later:
Here are the sources I promise to provide.

Invoice : A1106078

Order ID: 73022. Proposal, eliminating communication barriers in IT/development with the rest of the departments.

Order Number: A1106078.

Continuing education of systems personnel: Improving communication across functional boundaries
Source Special Interest Group on Computer Personnel Research Annual Conference archive
Proceedings of the thirteenth annual SIGCPR conference table of contents
Toronto, Ontario, Canada
Pages: 58 - 71
Year of Publication: 1975
Author Edward Schulman
Sponsor SIGCPR: ACM Special Interest Group on Computer Personnel Research
Publisher ACM Press New York, NY, USA
Attached: EdwardSchulman.pdf

Communication skills of technical professionals: a report for schools of business administration
Full text Pdf (1.47 MB)
Source ACM SIGCPR Computer Personnel archive
Volume 18 , Issue 2 (April 1997) table of contents
Pages: 3 - 19
Year of Publication: 1997
ISSN:0160-2497
Authors Jack D. Becker University of North Texas
Robert G. Insley University of North Texas
Megan L. Endres University of North Texas

Publisher ACM Press New York, NY, USA
Attached: JackBecker.pdf
Development of computer-based information systems: A communication framework
Full text Pdf (1.43 MB)
Source ACM SIGMIS Database archive
Volume 17 , Issue 3 (Spring 1986) table of contents
Pages: 3 - 16
Year of Publication: 1986
ISSN:0095-0033
Authors Patricia Guinan
Robert P Bostrom

Publisher ACM Press New York, NY, USA
Attached: PatriciaGuinan.pdf
Training, ability, and the acceptance of information technology: an empirical study of IS personnel and end users
Full text Pdf (805 KB)
Source ACM SIGCPR Computer Personnel archive
Volume 13 , Issue 3 (November 1991) table of contents
Pages: 20 - 32
Year of Publication: 1991
ISSN:0160-2497
Authors R. Ryan Nelson
Michael W. Kattan
Paul H. Cheney

Publisher ACM Press New York, NY, USA
Attached: RyanNelson.pdf

A CIO's Guide to Communication Basics
Good communication habits are fundamental to ensuring a productive workplace, satisfied customers and career advancement.
Jun 14, 2006
By Deborah Gilberg
Link to Article: http://www.cio.com/career/boost/column.html?ID=22063
____________________

Overview:

A proposal "is an offer to carry out research or to provide a product or service". In length, form, scope, and method of evaluation by readers, proposals vary perhaps more than any other kind of professional document. Some external proposals, designed for audiences outside the writers organization, may be hundreds of pages long and be evaluated according to carefully calibrated point systems. In contrast, some proposals for internal audiences may be a couple of pages long and be informally approved or disapproved by local supervisors. Some proposals focus on products or services; some focus on research. Whatever their differences, proposals have one purpose in common: to persuade the reader to accept the writers offer. No matter what its scope or subject, a proposal is a specialized kind of argument that relies on prose, data, and graphics to make the case.

You will write a research proposal.

In the proposal, your purpose will be to make the case that your instructor should approve your projected feasibility report topic. The proposal will contain these sections: summary, introduction (discussion of problem), proposed program (including options and criteria), qualifications, task schedule, and appendix (annotated reference list).

Proposal Sections:

Summary (Briefly makes a convincing case for the project.)

Introduction (A major discussion section: Through detailed presentation of the problem convinces reviewers of the worth of the project.)

Proposed program (A major discussion section: presents the research methodology for gathering data and information; springs from a base of research already carried out.)

Qualifications and experience (Establishes your ability to carry the project to completion.)

Task Schedule (A standard part of a proposal is a task schedule, which demonstrates the writer's ability to plan the work of the project in phases and ensure delivery by the deadline. You may list taks and deadlines or present the information as a table.)

Appendix (Demonstrates the depth of your preparation; in this proposal, consists of the annotated reference list)

Objectives:

In completing this Proposal, you should be able to do the following:

Identify a problem or opportunity faced by a specific audiences and offer possible solutions.

Prepare a well-conceived research plan.

Craft persuasive arguments, incorporating research and graphical data as persuasive elements.

Demonstrate knowledge of proposal format.

Demonstrate the ability to edit.

Topic for proposal:

Communication barriers exist between Information Technology/Development and the rest of the departments within Companies. The barrier affects current work processes negatively and creates unnecessary emotional stress to the individual employees.

Sources to Use:

Continuing education of systems personnel: Improving communication across functional boundaries

Source Special Interest Group on Computer Personnel Research Annual Conference archive
Proceedings of the thirteenth annual SIGCPR conference table of contents

Toronto, Ontario, Canada
Pages: 58 - 71
Year of Publication: 1975
Author Edward Schulman
Sponsor SIGCPR: ACM Special Interest Group on Computer Personnel Research
Publisher ACM Press New York, NY, USA

Attached: EdwardSchulman.pdf


Communication skills of technical professionals: a report for schools of business administration

Full text Pdf (1.47 MB)
Source ACM SIGCPR Computer Personnel archive
Volume 18 , Issue 2 (April 1997) table of contents

Pages: 3 - 19
Year of Publication: 1997
ISSN:0160-2497
Authors Jack D. Becker University of North Texas
Robert G. Insley University of North Texas
Megan L. Endres University of North Texas

Publisher ACM Press New York, NY, USA

Attached: JackBecker.pdf

Development of computer-based information systems: A communication framework

Full text Pdf (1.43 MB)
Source ACM SIGMIS Database archive
Volume 17 , Issue 3 (Spring 1986) table of contents

Pages: 3 - 16
Year of Publication: 1986
ISSN:0095-0033
Authors Patricia Guinan
Robert P Bostrom

Publisher ACM Press New York, NY, USA

Attached: PatriciaGuinan.pdf

Training, ability, and the acceptance of information technology: an empirical study of IS personnel and end users

Full text Pdf (805 KB)
Source ACM SIGCPR Computer Personnel archive
Volume 13 , Issue 3 (November 1991) table of contents

Pages: 20 - 32
Year of Publication: 1991
ISSN:0160-2497
Authors R. Ryan Nelson
Michael W. Kattan
Paul H. Cheney

Publisher ACM Press New York, NY, USA

Attached: RyanNelson.pdf



A CIO's Guide to Communication Basics
Good communication habits are fundamental to ensuring a productive workplace, satisfied customers and career advancement.
Jun 14, 2006
By Deborah Gilberg

Link to Article: http://www.cio.com/career/boost/column.html?ID=22063
There are faxes for this order.

Case Study of the Navy Marine Corps Intranet project (NMCI)
This case study takes you through a timelined examination of the Navy Marine Corps Intranet project (NMCI) awarded to EDS. Per the company's website, "EDS (NYSE: EDS) is a leading global technology services company delivering business solutions to its clients. EDS founded the information technology outsourcing industry more than 40 years ago. Today, EDS delivers a broad portfolio of information technology and business process outsourcing services to clients in the manufacturing, financial services, healthcare, communications, energy, transportation, and consumer and retail industries and to governments around the world. With $20.7 billion in 2004 revenue, EDS is ranked 95th on the Fortune 500. Learn more at eds.com.
This assignment requires you to familiarize yourself with the NMCI project and analyze its performance from a project management perspective. Is the project a success or a failure?
This assignment will be done in three phases. You will obtain information about the NMCI project from a collection of articles presented in Tables 1 and 2 being attached.
There are faxes for this order.

Database Differentiation Part 1
Responses for Part 1 should total 1,050 to 1,400 words.

Complete Part 1 of the Database Differentiation Matrix in which you must
? choose five different data models.
Data Dictionary, Data Fragmentation, Data Mart, Data Mining, Data Redundancy

? describe each data model.
Data Dictionary, Data Fragmentation, Data Mart, Data Mining, Data Redundancy

? describe the similarities between the models.
Data Dictionary, Data Fragmentation, Data Mart, Data Mining, Data Redundancy

? describe the differences between the models
Data Dictionary, Data Fragmentation, Data Mart, Data Mining, Data Redundancy

? describe the functions of each data model.
Data Dictionary, Data Fragmentation, Data Mart, Data Mining, Data Redundancy


References:
Abdelhak, M., Grostick, S., & Hanken, M.A. (Eds.). (2012). Health information: Management of a strategic
resources (4th ed). St. Louis, MO:
Coronel, C., Morris, S., & Rob, P. (2011). Database Systems: Design, Implementation,
and Management. (9th ed.) Boston , MA: Course Technology/Cengage Learning
Hebda, T., & Czar, P. (2009). Handbook of informatics for nurses & health care
professionals (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall

General Subject: Information Systems Not Information Technology

Operations Scheduling and Control in the Airline Industry.

In the research, you may touch on some points in the airline industry array of tasks such as:

Flight logistics and dispatch
Flight Operations scheduling
Flight Operations control
Flight Process planning

Writer to prepare and submit 6 page research paper covered within the subject matter of operations scheduling and control as the decision support system application in the airline industry. Writer be advised that the nature of the paper is information systems in a business and the focus of the paper should revolve around this theme. A paper submitted that does not address this topic, but focuses instead on other important, but irrelevant issues will not be accepted. The paper should have 6 pages of content and prepared using APA 6th Edition standards. Writing should show college level work. Don't forget the basics; spelling, grammar, and format. Please revise before submitting written work. APA 6th Edition is very very very important. I have left some links for the APA styles. Hope this helps. Also, this paper is due April 30th and there is no extensions I can give.

http://supp.apa.org/style/PM6E-Corrected-Sample-Papers.pdf

http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf

The paper, in APA format, should be a minimum of five pages of content (excluding the title and reference pages) with five sections with the first being the introduction of what the decision support system is. The second section should identify and describe the decision support system selected. The third section should describe the chosen decision support application and how it relates to the airline industry. The fourth section should describe the contribution that the use of the decision support system makes to the success of the airline industry. The fifth and final section should be a conclusion.

Select at least five scholarly/peer reviewed or professional journal articles on a topic and relevant the course of study in this course, with all published within the last five years. The articles must be substantial, thoroughly exploring the topic and be of a minimum of three pages, or the electronic equivalent, in length. These articles will be an addition to serve as your resources for the research paper, with each being included in the references section and being cited in-text to validate and support the research paper content. Resources for the articles are these websites.

CIO - www.cio.com
ComputerWorld - www.computerworld.com
CSO - www.csoonline.com
eWeek.com - www.eweek.com
Healthcare IT News - www.healthcareitnews.com
InfoWorld - www.infoworld.com
Intelligent Enterprise - www.intelligententerprise.com
Network Computing - www.networkcomputing.com
SANS Information Security Reading Room ??" www.sans.org/reading room/
SC Magazine - www.scmagazineus.com

Answer the following short answers questions 2 Paragraphs each


1. According to social judgment theory, how deeply invested you are in a particular issue can effect how you perceive and respond to persuasive claims related to that issue. Explain what the terms latitude of acceptance and latitude of rejection refer to. Use them to explain how someone might respond to a government report proposing increased funding for urban playgrounds as away of addressing child obesity, depending on their position on the issue.
2. Many of the theories of persuasion highlight the ways in which we tend to protect ourselves from ideas, perspectives, or values that challenge us. Identify 3 theories that suggest this, and explain what exactly is being protected and how . Then indicate how each theory suggests the ways in which attitudes can change , despite these protective tendencies .
3. In the materials you discussing the implications of the NYC soda ban and its strategy, the idea of choice architecture was discussed. Explain this idea, and how it describes the strategy of the soda ban. Then choose one theory of persuasion from the textbook , and explain either how it is similar or how it is opposed to that theory and how it understands persuasion.
4. The National Communication Association proposed nine principles as part of the ir Credo for Ethical Communication . Choose one that you think is most important for the particular kinds of communication challenges that group collaborations face. Use one theory or concept from Chapter 8 to explain why the principle you chose is important not just ethically, but also for successful group work.
5. Prof. McLeod and the article by Lehrer argued that participants in a group task sometimes fail to share relevant information with their group. Identify and clearly explain 3 reasons why this is. Then identify, from the available research, one tactic a group leader might adopt to minimize one of these problems.
6. Both Quan-Haase and Niederer & Van Dijck are interested in how networked information technologies can organize the behavior of the people who are working together within large-scale organizations. But they come to different conclusions about the impact of those technologies . Explain one way in which they agree and one way in which they disagree, about how technologies get used to guide collaboration.

There are faxes for this order.

700- to 1,050-word section for your strategic plan in which you add your strategies and tactics to implement and realize your strategic objectives, measures, and targets. Include marketing and information technology strategies and tactics. Develop at least three methods to monitor and control your proposed strategic plan, being sure to analyze how the measures will advance organizational goals financially and operationally. Finally, recommend actions needed to address ethical, legal, and regulatory issues faced by the organization, and how they can improve corporate citizenship
Customer is requesting that (hophead) completes this order.

Part 1 - Annotated Bibliography (1 page)
Please create annotated bibliography from the attached articles.

Part 2 - Reflective Diary - Securing the Electronic Frontier, Part 2 (2 pages minimum)

Please create record of reflections about experiences, attitudes, opinions, and feelings in relation to the information technology (IT) and cyber ethics. Provide thoughts, feelings, ideas, and emotions.

Please use attached articles and consider these ideas in regards of Securing the Electronic Frontier, Part 2:

The impact of the differences of how encryption is used to secure information and its relationship to Pretty Good Privacy (PGP) within the perspective of IT ethics.
The difference between the concept of trespass and legitimate access as it applies in the real-world application of cyber ethics.
The effect of the technology of encryption code, privacy, and the balance sought by free speech advocates.

Thank you

There are faxes for this order.

Customer is requesting that (paulsolo3414) completes this order.

Overall Learning Objective
This PAPER is about the understanding of assessing and developing the survey research methodology within an educational setting. (Use survey research method to determine attitudes and behavioral intentions of the students in a university regarding their acceptance of e-learning.) This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 5 pages for the last part.(Total 75 pages) (Template of the paper is in Appendix A)
The first part, the breadth component, will identify the differences between three important research paradigms. Then, define, compare, and contrast various types of research methodologies with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods.
Second part, the depth component will present the strengths and weaknesses of the survey methodology, evaluate data collection instruments and sampling strategies, and outline the key steps that must be taken to ensure successful use of the approach. This part will also include 15 annotated literature review including particularly relevant studies and dissertations (I have attached some literatures, you may have to find the rest), and an assessment of the research methods and findings covered in the literature, which may be applied to my dissertation.
The third part, application component will provide details of how the survey research method will be specifically used in my thesis work.(to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning???This can be done by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.


PART 1: The Breadth Component
Breadth Objectives
The objectives of this part are to:
1. Identify the differences between positivist, constructivist, and pragmatic research paradigms.
2. Define a wide range of commonly used quantitative and qualitative research methods in social and behavioral sciences, with a particular emphasis on survey research methodology.
3. Compare and contrast the survey research methodology against other research approaches.

Breadth Demonstration
For a demonstration, I will prepare a bibliography covering the survey and other research methodologies, and write an essay of approximately 30 pages that meets all the objectives I have outlined above.

Breadth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among Five Traditions. Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Maxwell, J. A. (1996). Qualitative research design: An iterative approach. Thousand Oaks, CA: Sage Publications.
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.

PART 2: The Depth Component
Depth Objectives
The objectives of this part are to:
1. Present the strengths and weaknesses of the survey methodology.
2. Evaluate data collection instruments and sampling strategies used in the survey research.
3. Delineate key steps that must be taken to ensure successful use of this approach.

Depth Demonstration
For the annotated bibliography, I will prepare a minimum of 15 annotated literature reviews including particularly relevant studies and dissertations that apply similar research methodology dissertations (I have attached some literatures, you may have to find the rest). Then, I will prepare a written assessment essay of approximately 25 pages on how this research method may fortify my dissertation research design.

Depth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Celik H. (2008).What determines Turkish customers' acceptance of internet banking? The International Journal of Bank Marketing, 26(5), 353-370. Retrieved from ProQuest Central database.
Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.
Fink, A. (2002). The survey handbook. Thousand Oaks, CA: Sage.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Li, Y. (2006). Certified health education specialists' opinions regarding direct third party reimbursement for health education services. Retrieved from ProQuest Digital Dissertations. (AAT 3228771)
Murrey, C. (2009). Beliefs and attitudes regarding health-enhancing behaviors in African American and Caucasian women. Retrieved from ProQuest Digital Dissertations. (AAT 3355023)
Petherbridge, D. T. (2007). A concerns-based approach to the adoption of Web-based learning management systems. Retrieved from ProQuest Digital Dissertations. (AAT 3269445)
Ratten, V., & Ratten, H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10 (1), 90-108. Retrieved from ProQuest Central database.
Reynolds, R. B. (2008). A study to determine first year medical students' intention to use electronic health records. Retrieved from ProQuest Digital Dissertations. (AAT 3310126)
Tan, X. (2006). Understanding information systems developers' modeling method continuance: A theoretical model and an empirical test. Retrieved from ProQuest Digital Dissertations. (AAT 3216340)

PART 3: The Application Component
Application Objectives
The objectives of this part are to provide details of how the survey research methodology will be used to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning. In this section I will:
1. Identify a problem of the research, the purpose of the research, the research questions, and the research hypotheses.
2. Present the theoretical foundations of the proposed research model and hypotheses.
3. Explain the methodology used to conduct the research and provide an overview of the target population, data collection and analysis of the data.

Application Demonstration
In this paper, approximately 5 pages, I will design a prototype of the proposal by identifying a problem for the research, the research purpose, research questions, research hypotheses, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Application References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Altinay, L., & Paraskevas, A. (2008). Planning Research in Hospitality and Tourism. Oxford: Butterworth Heinemann.
Babbie, E. ( 1999). The basics of social research. Belmont, CA: Wadsworth
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Dooley, D. (2001). Social research methods (4th ed.) Upper Saddle River, NJ: Prentice Hall.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Bong, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, IL: Southern Illinois University Press
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). New York: Harper & Row.




Appendix A

PAPER TEMPLATE

ABSTRACT
Breadth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract.

ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract.


TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11



BREADTH

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Level 1 Head

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Level 3 Head

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AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Depth . . .

DEPTH

Annotated Bibliography

Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .


APPLICATION

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Discussion

The discussion should show how te project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

There are faxes for this order.

Do you think being a financial manager is the best preparation for later becoming a CEO?

Write after reading the following
////////////////////////////////////////////////////////////
Article from Bureau of labor



A bachelor?s degree in finance, accounting, or related field is the minimum academic preparation, but many employers increasingly seek graduates with a master?s degree and a strong analytical background.


The continuing need for skilled financial managers will spur average employment growth.


Nature of the Work

Almost every firm, government agency, and organization has one or more financial managers who oversee the preparation of financial reports, direct investment activities, and implement cash management strategies. As computers are increasingly used to record and organize data, many financial managers are spending more time developing strategies and implementing the long-term goals of their organization.

The duties of financial managers vary with their specific titles, which include chief financial officer, vice president of finance, controller, treasurer, credit manager, and cash manager. Chief financial officers (CFOs), for example, are the top financial executives of an organization. They oversee all financial and accounting functions and formulate and administer the organization?s overall financial plans and policies. In small firms, CFOs usually handle all financial management functions. In large firms, they direct these activities through other financial managers who head each financial department.

Controllers direct the preparation of financial reports that summarize and forecast the organization?s financial position, such as income statements, balance sheets, and analysis of future earnings or expenses. Controllers are also in charge of preparing special reports required by regulatory authorities. Often, controllers oversee the accounting, audit, and budget departments. Treasurers and finance officers direct the organization?s financial goals, objectives, and budgets. They oversee the investment of funds and manage associated risks, supervise cash management activities, execute capital-raising strategies to support a firm?s expansion, and deal with mergers and acquisitions.

Cash managers monitor and control the flow of cash receipts and disbursements to meet the business and investment needs of the firm. For example, cash flow projections are needed to determine whether loans must be obtained to meet cash requirements or whether surplus cash should be invested in interest-bearing instruments. Risk and insurance managers oversee programs to minimize risks and losses that may arise from financial transactions and business operations undertaken by the institution. They also manage the organization?s insurance budget. Credit managers oversee the firm?s issuance of credit. They establish credit rating criteria, determine credit ceilings, and monitor the collections of past due accounts. Managers specializing in international finance develop financial and accounting systems for the banking transactions of multinational organizations.

Financial institutions, such as commercial banks, savings and loan associations, credit unions, and mortgage and finance companies, employ additional financial managers, often with the title Vice President. These executives oversee various functions, such as lending, trusts, mortgages, and investments, or programs, including sales, operations, or electronic financial services. They may be required to solicit business, authorize loans, and direct the investment of funds, always adhering to Federal and State laws and regulations.

Branch managers of financial institutions administer and manage all the functions of a branch office, which may include hiring personnel, approving loans and lines of credit, establishing a rapport with the community to attract business, and assisting customers with account problems. Financial managers who work for financial institutions must keep abreast of the rapidly growing array of financial services and products.

In addition to the general duties described above, all financial managers perform tasks unique to their organization or industry. For example, government financial managers must be experts on the government appropriations and budgeting processes, whereas health care financial managers must be knowledgeable about issues surrounding health care financing. Moreover, financial managers must be aware of special tax laws and regulations that affect their industry.

Areas in which financial managers are playing an increasingly important role involve mergers and consolidations and global expansion and financing. These developments require extensive specialized knowledge on the part of the financial manager to reduce risks and maximize profit. Financial managers are increasingly hired on a temporary basis to advise senior managers on these and other matters. In fact, some firms contract out all accounting and financial functions to companies that provide these services.

The role of financial manager, particularly in business, is changing in response to technological advances that have significantly reduced the amount of time it takes to produce financial reports. Financial managers now perform more data analysis and use it to offer ideas to senior managers on how to maximize profits. They often work on teams acting as business advisors to top management. Financial managers need to keep abreast of the latest computer technology in order to increase the efficiency of their firm?s financial operations.


Working Conditions

Financial managers work in comfortable offices, often close to top managers and to departments that develop the financial data these managers need. They typically have direct access to state-of-the-art computer systems and information services. Financial managers commonly work long hours, often up to 50 or 60 per week. They are generally required to attend meetings of financial and economic associations and may travel to visit subsidiary firms or meet customers.


Employment []

Financial managers held about 693,000 jobs in 1998. Although these managers are found in virtually every industry, more than a third were employed by services industries, including business, health, social, and management services. Nearly 3 out of 10 were employed by financial institutions, such as banks, savings institutions, finance companies, credit unions, insurance companies, securities dealers, and real estate firms.


Training, Other Qualifications, and Advancement

A bachelor?s degree in finance, accounting, economics, or business administration is the minimum academic preparation for financial managers. However, many employers increasingly seek graduates with a master?s degree, preferably in business administration, economics, finance, or risk management. These academic programs develop analytical skills and provide knowledge of the latest financial analysis methods and technology.

Experience may be more important than formal education for some financial manager positions?notably branch managers in banks. Banks typically fill branch manager positions by promoting experienced loan officers and other professionals who excel at their jobs. Other financial managers may enter the profession through formal management trainee programs offered by the company.

Continuing education is vital for financial managers, reflecting the growing complexity of global trade, shifting Federal and State laws and regulations, and a proliferation of new, complex financial instruments. Firms often provide opportunities for workers to broaden their knowledge and skills by encouraging employees to take graduate courses at colleges and universities or attending conferences related to their specialty. Financial management, banking, and credit union associations, often in cooperation with colleges and universities, sponsor numerous national and local training programs. Persons enrolled prepare extensively at home, then attend sessions on subjects such as accounting management, budget management, corporate cash management, financial analysis, international banking, and information systems. Many firms pay all or part of the costs for those who successfully complete courses. Although experience, ability, and leadership are emphasized for promotion, advancement may be accelerated by this type of special study.

In some cases, financial managers may also broaden their skills and exhibit their competency in specialized fields by attaining professional certification. For example, the Association for Investment Management and Research confers the Chartered Financial Analyst designation on investment professionals who have a bachelor?s degree, pass three test levels, and meet work experience requirements. The National Association of Credit Management administers a three-part certification program for business credit professionals. Through a combination of experience and examinations, these financial managers pass through the level of Credit Business Associate, to Credit Business Fellow, and finally to Certified Credit Executive. The Treasury Management Association confers the Certified Cash Manager credential on those who have 2 years of relevant experience and pass an exam, and the Certified Treasury Executive designation on those who meet more extensive experience and continuing education requirements. More recently, the Association of Government Accountants has begun to offer the Certified Government Financial Manager certification to those who have the appropriate education and experience and who pass three examinations. Financial managers who specialize in accounting may earn the Certified Public Accountant (CPA) or Certified Management Accountant (CMA) designations. (See the Handbook statement on accountants and auditors.)

Candidates for financial management positions need a broad range of skills. Interpersonal skills are increasingly important because these jobs involve managing people and working as part of a team to solve problems. Financial managers must have excellent communication skills to explain complex financial data. Because financial managers work extensively with various departments in their firm, a broad overview of the business is essential.

Financial managers should be creative thinkers and problem solvers, applying their analytical skills to business. They must be comfortable with computer technology. As financial operations are increasingly affected by the global economy, they must have knowledge of international finance; even a foreign language may be important.

Because financial management is critical for efficient business operations, well-trained, experienced financial managers who display a strong grasp of the operations of various departments within their organization are prime candidates for promotion to top management positions. Some financial managers transfer to closely related positions in other industries. Those with extensive experience and access to sufficient capital may start their own consulting firms.


Job Outlook []

The outlook for financial managers is good for those with the right skills. Expertise in accounting and finance is fundamental, and a master?s degree enhances one?s job prospects. Strong computer skills and knowledge of international finance are important, as are excellent communication skills as the job increasingly involves working on strategic planning teams. Mergers, acquisitions, and corporate downsizing will continue to adversely affect employment of financial managers, but growth of the economy and the need for financial expertise will keep the profession growing about as fast as the average for all occupations through 2008.

The banking industry, which employs the most financial managers, is expected to continue to consolidate and reduce the number of financial managers. Employment of bank branch managers, in particular, will grow very little or not at all as banks open fewer branches and promote electronic and Internet banking to cut costs. In contrast, the securities and commodities industry will hire more financial managers to handle increasingly complex financial transactions and manage investments. Financial managers are being hired throughout industry to manage assets and investments, handle mergers and acquisitions, raise capital, and assess global financial transactions. Risk managers, who assess risks for insurance and investment purposes, are in especially great demand.

Some financial managers may be hired on a temporary basis to see a company through a short-term crisis or to offer suggestions for boosting profits. Other companies may contract out all accounting and financial operations. Even in these cases, however, financial managers may be needed to oversee the contracts.

Computer technology has reduced the time and staff required to produce financial reports. As a result, forecasting earnings, profits, and costs, and generating ideas and creative ways to increase profitability will become the major role of corporate financial managers over the next decade. Financial managers who are familiar with computer software and applications that can assist them in this role will be needed.


Earnings []

Median annual earnings of financial managers were $55,070 in 1998. The middle 50 percent earned between $38,240 and $83,800. The lowest 10 percent had earnings of less than $27,680, while the top 10 percent earned over $118,950. Median annual earnings in the industries employing the largest number of financial managers in 1997 are shown below.

Security brokers and dealers
$95,100
Computer and data processing
63,200
Management and public relations
62,800
Local government, excluding education and hospitals
48,700
Commercial banks
45,800
Savings institutions
41,800

According to a 1999 survey by Robert Half International, a staffing services firm specializing in accounting and finance, salaries of assistant controllers and treasurers varied from $42,700 in the smallest firms to $84,000 in the largest firms; corporate controllers earned between $47,500 and $141,000; and chief financial officers and treasurers earned from $65,000 to $319,200. Salaries are generally 10 percent higher for those with a graduate degree or Certified Public Accountant or Certified Management Accountant designation.

The results of the Treasury Management Association?s 1999 compensation survey are presented in table 1. The earnings listed in the table represent total compensation, including bonuses and deferred compensation.

Table 1. Average earnings for selected financial managers, 1999

Vice president of finance $165,400
Chief financial officer 150,100
Treasurer 129,800
Controller 109,700
Assistant treasurer 96,500
Director treasury/finance 93,200
Assistant controller 75,900
Senior analyst 63,000
Cash manager 56,600
Analyst 45,500

SOURCE: Treasury Management Association

Large organizations often pay more than small ones, and salary levels can also vary by the type of industry and location. Many financial managers in private industry receive additional compensation in the form of bonuses, which also vary substantially by size of firm. Deferred compensation in the form of stock options is also becoming more common.


Related Occupations

Financial managers combine formal education with experience in one or more areas of finance, such as asset management, lending, credit operations, securities investment, or insurance risk and loss control. Workers in other occupations requiring similar training and skills include accountants and auditors, budget officers, credit analysts, loan officers, insurance consultants, portfolio managers, pension consultants, real estate advisors, securities analysts, and underwriters.


Sources of Additional Information

Disclaimer: Links to non-BLS Internet sites are provided for your convenience and do not constitute an endorsement.

For information about financial management careers, contact:

American Bankers Association, 1120 Connecticut Ave. NW., Washington, DC 20036. Internet: http://www.aba.com


Financial Management Association International, College of Business Administration, University of South Florida, Tampa, FL 33620-5500. Internet: http://www.fma.org
Financial Executives Institute, 10 Madison Ave., P.O. Box 1938, Morristown, NJ 07962-1938. Internet: http://www.fei.org
For information about financial careers in business credit management; the Credit Business Associate, Credit Business Fellow, and Certified Credit Executive programs; and institutions offering graduate courses in credit and financial management, contact:

National Association of Credit Management, Credit Research Foundation, 8840 Columbia 100 Parkway, Columbia, MD 21045-2158. Internet: http://www.nacm.org
For information about careers in treasury and financial management and the Certified Cash Manager and Certified Treasury Executive programs, contact:

Association for Financial Professionals, 7315 Wisconsin Ave., Suite 600 West, Bethesda, MD 20814. Internet: http://www.afponline.org
For information about the Chartered Financial Analyst program, contact:

Association for Investment Management and Research, P.O. Box 3668, Charlottesville, VA 22903. Internet: http://www.aimr.org
For information about the Certified Government Financial Manager designation, contact:

Association for Government Accountants, 2208 Mount Vernon Ave., Alexandria, VA 22301-1314. Internet: http://www.agacgfm.org


An industry employing financial managers that appears in the 2000-01 Career Guide to Industries: Banking


O*NET Codes: 13002A and 13002B


/////////////////////////////////////////////////////////////
Abstract:
Financial managers who want to distinguish themselves and their organizations need to demonstrate their leadership ability. Because financial managers sometimes overlook the need for leadership skills, cultivating mentors who can teach them specific leadership skills, such as improved communications and entrepreneurship, may be necessary.

Health-care financial managers can sharpen their leadership skills by distinguishing between leadership and management, adopting a new mentoring model, evaluating the usefulness of new management techniques, understanding the connection between technology and leadership, looking for the solution beyond the problem, and being seen and heard within the organization.

Full Text:
Copyright Healthcare Financial Management Association Apr 2000


The increase in for-profit hospitals and consolidations, more stringent regulatory requirements, and declining reimbursement have increased the overall expectations of healthcare executives regarding the performance of their senior financial managers. Most financial managers recognize that educational credentials and experience in the healthcare industry are necessary to advance their careers. They also need technical skills to produce computer-generated financial reports for the healthcare organization.

More than technical expertise, however, today's senior financial managers need to demonstrate leadership skills to effect strategic and behavioral change. Some of the strategies healthcare financial managers can use to polish their leadership skills include distinguishing between leadership and management, employing a new mentoring model, seeing new management methods as more than fads, understanding the connection between technology and leadership, looking for the solution beyond the problem, and participating within the organization.

Distinguish between leadership and management. Although the skills required for leadership and management overlap to some extent, there also are distinctions. As shown in Exhibit 1, page 51, management tends to be task-oriented, whereas good leadership tends to emphasize the motivational aspects of accomplishing tasks and reaching goals. Because their jobs are technical in nature, many healthcare financial managers focus on developing their management skills, leaving the inspirational and consensus-building role that characterizes leadership to others. Demonstrating leadership, however, would help them achieve success for their department and the organization as a whole.

In particular, healthcare financial managers need to adopt a proactive leadership stance rather than react to change after their facilities are negatively affected by it. With the implementation of the ambulatory payment classification (APC) system, for example, healthcare financial managers should take the lead in assessing their coinsurance billing practices and their entire billing systems and processes. Waiting to see what will happen means deferring leadership to those outside the finance department.

Moreover, the Federal government's emphasis on regulatory compliance for the Medicare and Medicaid programs calls for teamwork and harmonious personal relations, particularly in the finance department. Financial managers need to assert leadership by creating a positive atmosphere in which employees feel free to inform management of compliance issues they believe should be addressed.

The ability to inspire loyalty also is more important than ever, due in part to the regulatory climate. Leaders who inspire loyalty can motivate employees to discuss their concerns internally first rather than report them to an outside agency. Employee loyalty has eroded in recent years in many industries, making employee turnover a significant problem in a thriving economy Employees recognize good leadership skills, however, and are more inclined to remain with an employer and maintain a cohesive work team if they respect their manager's leadership abilities.

Legislation continues to affect the payment healthcare organizations receive and operational changes they must implement. Healthcare financial managers realize that implementation of privacy standards mandated by the Health Insurance Portability and Accountability Act, for example, will be costly and operationally challenging. Good management recognizes that change is imperative, but only good leadership can effect change.

Employ a new mentoring model. Because employees tend to change jobs more frequently than they did in the past, less emphasis is being placed on traditional mentoring, whereby a seasoned manager would instruct a junior manager over time. A new approach to selecting a mentor that financial managers should consider adopting emphasizes specific skills acquisition over more generalized experience. To guide their selection of a mentor who will help them enhance their leadership skills under this new model, healthcare financial managers should take the following steps:

Determine their own strengths and weaknesses. Financial managers should identify specific leadership skills they wish to develop. These skills could range from public relations to information technology.

Identify individuals who have skills they want to develop. There may be many individuals in the financial manager's organization who have the desired skills and are willing to share their expertise. The CEO is a likely mentor, but marketers, public relations directors, physicians, and board members also may have a wide range of skills--particularly interpersonal and communications skills--that are important to developing as a leader. Develop relationships. Most people are flattered when others wish to learn from them and respond well to sincere solicitations of advice and expertise. Mentoring sessions can include informal lunchtime discussions; reviews of prepared material, including impact statements regarding various pending changes in payment and outlines for future presentations to industry groups; discussions of personnel issues, such as how to evaluate, motivate, and reward department members; and attendance at presentations by the mentor. It is particularly important to network with peers at HFMA programs and at meetings of other industry groups, where industry leaders are accessible and prepared to share their knowledge.

See new management methods as more than fads. Management methods come and go. New management methods, such as zero-based budgeting, management by objectives, continuous quality improvement, quality circles, and business process reengineering, often amount to mere fads that managers implement without eliciting their true value to the organization. A leader, however, knows how to recognize methods or aspects of methods that support the organization's progress, implement these programs, and discard programs that are not useful. Healthcare financial managers should not have unreasonably high or low expectations of new management methods or discard old methods simply because new ones have come along.

For example, many financial managers bought highlevel software programs to compute the impact of APCs on their facilities. Healthcare financial managers, however, cannot rely solely on software programs to obtain needed information. They also need to assess APC impact by initiating a detailed claims audit and a thorough review of office billing procedures.

Understand the connection between technology and leadership. Although healthcare financial managers do not have to be experts in information systems, telecommunications, or the Internet, they do need to understand the capabilities of these technologies and how the technologies should be applied to their organization. Computers will be handling an increasing amount of the work in healthcare finance, but healthcare financial managers need to know how to use the data that are generated to support the organization's strategic goals.

Look for the solution beyond the problem. Financial managers are trained to ensure that the organization's financial goals are met. This function can appear daunting when resources are limited, and financial managers are used to championing conservative financial positions. Leaders, however, view challenges as opportunities. To emerge as organization leaders, financial managers need to become greater risk takers. For example, several years ago the government proposed new rules on "hospitals within hospitals" (a wing or floor of a hospital licensed as a different hospital, often to secure cost-based payment for long-term patients). Many healthcare executives closed their facilities before the final rules were released. Other financial managers, however, spearheaded efforts to maintain their status. These efforts were rewarded when the new law grandfathered some facilities, allowing them to operate as before.

Enlarge 200%
Enlarge 400%

EXHIBIT 1:

Participate. Healthcare financial managers cannot lead an organization without actively participating in that organization. Activities that enhance leadership include attending meetings outside the finance department, participating on organizationwide committees, becoming involved in public relations events, sponsoring an achievement award and personally presenting it, attending a hospital-sponsored golf tournament or 10-kilometer run, and cultivating relationships with leaders from other departments or the community at large. Being seen and heard is an important facet of leadership.

Conclusion

Leadership opportunities abound for healthcare financial managers who wish to take advantage of them. By broadening their scope beyond management functions, healthcare financial managers help move their organizations forward while receiving recognition for their work. Developing leadership skills will increase their visibility throughout the organization and in the community, which, in turn, will help them advance in their career.

[Author note]
ABOUT THE AUTHORS

[Author note]
Robert B. Kowalski, MSHS, is health data director, Parkland Community Health Plan, Dallas, Texas, and a member of HFMA's Lone Star Chapter.

[Author note]
Manie W. Campbell is a principal, CampbellWilson, Dallas, Texas, and a member of HFMA's Lone Star Chapter

INDUSTRY PROJECT:
Objective: the objective of this paper is to tie the relationship of Financial Accounting, Managerial Accounting and Financial Management. This is achieved by having the students us Financial Accounting information and do managerial analysis. The student is to pick a company of their choice and use one of the large web based financial companies such as YAHOOfinanace.com.

I work for an orthopaedic company called DePuy Orthopaedics, Inc. (a Johnson & Johnson owned company) out of Warsaw, Indiana. I would like this to use this company for this paper. You cannot use the company "Zimmer", as this company was used for an example paper the instructor provided. I will add (below the requirements) this sample paper for this requested paper to resemble.


REQUIRED SECTIONS OF PAPER:
1.TREND ANAYLSYS (minimum of 10 items): The student should complete a trend analysis utilizing the Income Statement, Balance Sheet and Cash Flow for the organization. A basic analysis of what trends are developed and why. Possible solutions can be acknowledged.
2.RATIO ANALYSIS (minimum of 10 items): The student needs to also obtain industry ratios for the industry that this company is in some finance companies will automatically calculate these for you. The student may calculate the ratios themselves if desired. A comparison to the industry needs to be done that includes ratio comparison and acknowledgements of key drivers to the business. When analyzing the ratios the student should be able to identify if the company is strong or weak and reasons for their conclusions. Suggested ratios to be analyzed: Current Ratio, Quick Ratio, Inventory Turnover, Days Sales Outstanding, Fixed Asset Turnover, Total Asset Turnover, Total Debt to Total Assets, Times Interest Earned, Profit Margin on sales, Basic Earning Power, Return on Assets, Return on Common Equity, and Stock Price to Earnings.
3.SWOT ANALYSIS (from a financial standpoint): In the SWOT analysis the student needs to, from a financial standpoint, identify the companies Strengths, Weaknesses, Opportunities and Threats. This analysis can be done utilizing analysts remarks and articles on the company. It is helpful if the student uses a company that either they know something about or that is doing something interesting such as acquisitions, bankruptcy and so forth.
4.OVERALL ASSESSMENT (1 paragraph): The student is to indentify if the company is either: excellent, average or poor condition financially and give their justifications.
5.RECOMMENDATIONS (minimum of 5): Discuss recommendations the student has for the company. Should the company become more conservative or less conservative. If the company has a large growth opportunity how is it best to obtain funds for this growth being utilizing existing cash flows, debt or additional equity financing. If the company should exit markets what should they do with the cash.

Minimum standards (deductions from the grade will result in failure to meet these):
1.Paper must be 10 pages (minimum) typed (double space) 12 pt.
2.Title page identifying student, class, company and a required proofreader.
3.The company financials and ratios used should be attached to the back of the paper.
4.A works cited/bibliography page.

Possible additional research websites: quicken.com, multexinvestor.com, etrade.com, moneycentral.msn.com, rmahq.org, yahoo.market.com, NYSE.com, Hoovers.com, Smartmoney.com, schwabnet.com, edgardata.finsys.com, buyandhold.com, and Morningstar.com.




EXAMPLE OF REQUESTED PAPER:


Enhancing the quality of life for patients worldwide

Company Overview
Zimmer Holdings, Inc. (Zimmer) is a global leader in the design, development, manufacture and marketing of reconstructive orthopaedic implants. This includes hip, knee, extremity, dental, spinal implants, and trauma products. These products restore function in joints that are diseased or have suffered trauma. The company also distributes orthopaedic surgical products (OSP). Some OSP products such as tourniquets are used in surgery while other products such as slings and braces aid in post-operation rehabilitation.
The company has operations in over 25 countries. They market products in over 100 countries throughout Americas, Europe, and Asia Pacific. Corporate headquarters are located in Warsaw, Indiana, with more than 100 manufacturing, distribution, and warehousing facilities worldwide. The company sells products direct to healthcare institutions, through independent distributors, and direct to dental practices.
Zimmer identified three corporate strategies that focus on the ability to ENABLE, to INNOVATE, and to GROW. Identified trends below will tie back to the companys strategic initiatives and strategy.
Trend Analysis
Income Statement
Zimmer reported net sales of $3.9 billion in 2007. This represents a 12% increase in reported sales of $3.5 billion in 2006 and an 18.6% increase over reported sales of $3.3 billion in 2005. The company continues to do well by increasing sales every year. This substantial growth is attributed to several factors. The percent of sales generated from new products continuously increases, demonstrating the companys committed investment towards innovation and strategic initiative to innovate. New products generated 21 % of sales in 2005, 24% in 2006, and increased to 25% in 2007. New products representing growth include Gender Solutions Knee Femoral implants, Gender Solutions M/L Taper with Kinectiv Technology, Trabecular Metal Acetabular Cups, Dynesys Dynamic Stabilization System, and PALACOS Bone Cement.
The company has grown sales in all regions. In 2007, sales in Americas grew 10%; Europe grew 16%; and Asia Pacific grew 12%. Sales growth was evident in all product segments. The extremity product sales increased 34% and dental sales increased 23%, representing the growth leaders for the company. The Bigliani/Flatow Complete Shoulder Solution and Coonrad/Moorey Total Elbow led extremity sales. The Tapered Screw-Vent Implant System led dental sales. All other segments reported growth including 12% in knees, 11% in spine, 9% in hips, 8% in OSP and 6% in trauma. Existing products representing growth include the NexGen LPS and CR Flex Knee, NexGen Rotating Hinge Knee, NexGen LCCK Revision, Trabecular Metal Primary Hips, and Zimmer Periarticular Locking Plates.
The knee and hip business represent the largest amount of sales. The knee products generate 42% of the companys sales and continue to hold the number one market position at 28% of the $5.8 billion dollar market. Hip sales generate 33% of Zimmers sales and also hold the number one market position. The company holds 26% market share of the $5.0 billion dollar market. Other product segments generate 3% to 6% of the business and hold 3% to 22% of the global market share.
Cost of revenue for the company increased at 18.4% from $739 million in 2005 to $875 million in 2007. Cost of revenue increased just slightly lower than the increase of total revenue at .2%. As total revenue increases, the cost of revenue will also increase. A major factor of this increase is due to the large amount of new products being introduced. The company has a strategy to innovate, and the cost of revenue will continue to increase as new products are being produced.
Research and development increased 19.4% from $175 million in 2005 to $209 million in 2007. The company continues to increase spending and invest in research and development in all product segments based on the corporate strategy to innovate. Investments were made in 2007 to research and development facilities in Warsaw, Indiana. The company continues to research genetically engineered tissues such as soft tissue biological repair and replacement. Research is being conducted on cartilage regeneration and cell-based therapies. Zimmer collaborated with ISTO Technologies and announced that clinical trials began in 2007 for DeNovo ET Engineered Tissue Graft. Additional research is also being conducted on advanced metals.
The company alsosigned an agreement with Regeneration Technologies, Inc. (RTI) in 2007 to distribute a new allograft bone paste in flowable and moldable formations. Approval was received by the FDA in 2007 on the Zimmer NexGen LPS-Flex Mobile Bearing Knee and the Zimmer M/L Taper Prosthesis with Kinectiv Technology. The company will continue to invest heavily in research and development in order to keep new, innovative products in the pipeline and continue to remain competitive and a leader in the orthopaedic market.
Selling and general administrative costs increased 18.2% from $1.2 billion in 2005 to $1.4 billion in 2007. This is expected to increase as revenues increase. Revenues increased 18.6% indicating that selling and general administrative increased slightly below that at 18.2%. The company has a corporate strategy to enable. They have increased and innovated training and education through the Institute, which has increased costs. The company has also launched an extensive Direct-to-Patient campaign focusing on the Gender Solutions Knee and Back in the Grove Community Healthcare Program aimed at providing consumers joint replacement information. Zimmer has invested in the enhancement of the companys quality systems, information technology efficiency, and expanded their compliance program.
The companys interest expense decreased substantially from $14 million in 2005 to zero in 2006 and 2007. Zimmer had zero interest expense for two years, making this a strength of the company.
Net income increased 5.5% from $727 million in 2005 to $773 million in 2007. Zimmer continues to increase net income. Factors affecting the increase include higher operating profit, lower acquisition expenses, and decreased interest expense.
Balance Sheet
Cash and cash equivalents increased 90.1% from $245 million in 2005 to $466 million in 2007. The largest increase came in 2007 with $466 million compared to $268 million in 2006. This would indicate the company could possibly be preparing to buy another company for cash. The companys strategy is to grow and would be successful in growing by buying another company to complete their portfolio. The company could also be preparing to buy additional manufacturing space or another facility.
Net receivables increased 22.3% from 583 million in 2005 to $829 million in 2007. This is consistent with the increase in revenues. As revenues increase, net receivables will also increase.
Inventory grew 24.6% from $583 million in 2005 to $727 million in 2007. This is due to several factors. Zimmer retains ownership to the majority of products sold while consigning to healthcare institutions and distributors. The company implemented an initiative in 2007 to increase U.S. field consigned inventories to better position the distributors to quickly react to local demands from doctors and hospitals. Investments were also made to facilities which enable the production of additional inventory to reduce backorders.
Property, plant, and equipment also increased at 36.9% from $708 million in 2005 to $971 million in 2007. One of the companys strategic initiatives is to grow. Zimmer invested heavily in facilities around the world. Manufacturing and distribution facilities in Warsaw were expanded in 2007 as part of a $66 million dollar project. The expansion added 100,000 square feet to the distribution center and 120,000 square feet to the manufacturing facility. In 2007, a Global Enterprise Resource Planning project kicked off to implement a single, global ERP system to set global operational and data standards. Investments to property, plant, and equipment are considered a strength of the company and positions the company for growth.
The company purchased Centerpulse in 2003 resulting in an increase in goodwill. Goodwill increased 7.9% from $2.4 billion in 2005 to $2.6 in 2007. Acquiring Centerpulse was important for Zimmer to gain sales and market share. Zimmer paid top dollar for the company while competing with extremely high offers from other orthopaedic companies. In 2007, the company acquired Endius Inc., a spinal company, for $80 million. They also acquired ORTHOsoft, Inc., a computer navigation company, for $50 million. These acquisitions attribute to increased goodwill. The company did have a reduction in goodwill of $61.4 million due to a decrease in tax liability under FIN 48.
Accounts payable rose 18.4% from $413 million in 2005 to $489 million in 2007. This is consistent with the increase in revenues, cost of revenues, and increase in selling expenses. Long term debt decreased 45% from $231 million in 2005 to $104 million in 2007. This is a strength for the company as it continues to pay off debt.
Retained earnings increased 82.8% from $1.9 billion in 2005 to $3.5 billion in 2007. This includes a reduction in retained earnings of $4.8 million due to the decreased tax liability under FIN 48.
Cash Flow
Total cash flow from operating activities increased 23.4% from $878 million in 2005 to $1 billion in 2007. The principal source of cash was net earnings of $773 million. This is a 5.5% increase over net earnings of $732 million in 2005. However, 2007 net earnings reflected a decrease of 7.4% from 2006 earnings of $834 million. This is due to reduction in earnings of $169.5 million paid in a settlement to the Department of Justice. The company used $53.3 million of cash towards investments to support sales growth. Accrued but unpaid dollars to healthcare professionals under contracts amounted to $23 million in 2007.
Total cash flow from operating activities increased 57.9% from $311 million in 2005 to $491 million in 2007. Contributing factors for this increase were the acquisitions of Endius and ORTHOsoft at $160.3 million. The company also invested in additional instruments ($138.5 million) and information technology that contributed to a small increase. Investments were also made to property, plant, and equipment through expansion of facilities in Warsaw, Indiana, Puerto Rico, and Switzerland.
Cash flows from financing activities decreased 17.6% to $399 million in 2007 from $484 million in 2005. The repurchase of common stock affected this in 2006 and 2007. Change in cash and cash equivalents increased an incredible 152% from $78 million in 2005 to $198 million in 2007. Zimmer is in a strong financial position for investment to carry the company forward. The companys corporate fact sheet states, Our strong cash flow generation positions us to return value to stockholders through strategic acquisitions, investments in our business, and share repurchases.
Ratio Analysis
Zimmer is a financially successful company as proven by their above average industry ratios. They lead and surpass the industry in nearly every ratio. The P/E Ratio (price per share/earnings per share) for Zimmer is 16.51 compared to the industry ratio of 4.17. The expectation for future earnings and the value of this company is good. The quick ratio is 1.74 for the company versus the industry ratio of 1.58. The quick ratio measures the current assets, less inventory, divided by current liabilities. A quick ratio of one or higher is favorable. Zimmer is way ahead of the industry and the S&P of 1.03. This is a big strength of the company and puts them in a great financial position. The current ratio measures the current assets divided by the current liabilities. The companys current ratio of 2.73 is also higher than the industry ratio of 2.07 and the S&P ratio of 1.27. This demonstrates the companys ability to meet current obligations. Total debt to equity is 5.98 versus the industry debt to equity of 23.15. This is due to Zimmers low debt (long term debt decreased 45%) and increased assets of 15.9%. Zimmer is doing much better than their competitors in managing debt and has tremendous financial strength. This puts the company in a stable position should there be a downturn in the economy.
The majority of all profitability ratios exceed the S&P but more importantly exceed the industry. Gross margin (rato of companys operating revenue to sales) of 76.43 substantially exceeds the industry of 8.52 and S&P of 37.05. This demonstrates very efficient operations of the company. Operating revenue (sales revenue minus cost of goods sold) of 27.16 also exceeds the industry of 2.66. Net profit margin (ratio of net profits to sales) of 18.84 versus the industry of 1.94 and S&P of 11.25 proves the company is efficient and profitable as the higher net margin ratio, the better.
Zimmers efficiency ratios are performing above the industry, proving the company provides a good return to their investors. Return on assets (net income divided by total assets) for the company is 14.07 compared to the return on assets of 1.58 for the competition and 8.14 for the S&P. This demonstrates the companys ability to use their assets to generate earnings. The return on investment ratio of 13.13 is higher than the industry of 2.20 and S&P of 11.15. Return on equity (12 months net income divided by common stock equity) of 14.36 is well above the industry of 3.11 but slightly below the S&P of 20.37. This important ratio measures how well a company performs for its shareholders. Zimmer performs well within the industry but slightly below other companies outside the industry.
The revenue per employee ratio is calculated by taking the revenues divided by the total employees to show the labor intensity of the company. Zimmers revenue per employee is 541,500 compared to the industry of 340,163 and S&P of 862,606. This suggests that the competition expects more of their employees than Zimmer does, making this a strength of the company. Inventory turnover ratio (cost of 12 month sales divided by average inventory) is 1.31 versus the industry ratio of 0.52 and S&P of 9.39. The higher the number, the better the company is moving inventory. Zimmer moves their inventory better than the competition. Companies outside the industry move their inventory better. Orthopaedic companies normally must take an entire set of implants (along with several different types of sets) into surgery. The doctor will chose the appropriate size needed and only use (buy) that particular size and type.
SWOT Analysis
Strengths
Total Revenue increased by 18.6%
Gross Profit increased by 18.6%
Operating Income increased by 6.8%
Interest Expense decreased 100%
Net Income increased by 5.5%
Cash and Cash Equivalents increased by 90.1%
Inventory increased by 24.6%
Net Receivables increased by 22.3%
Property, Plant, and Equipment increased by 36.9%
Total Assets increased by 15.9%
Long Term Debt decreased by 45%
Retained Earnings increased by 82.8%
Total Stockholder Equity increased by 16.3%
Cash and Cash Equivalents increased 152%
P/E Ratio 395% higher than industry
Current Ratio 31.8% higher than industry
Total Debt to Equity 74.2% lower than industry
Gross Margin 897% higher than industry
Operating Margin 1021% higher than industry
Net Profit Margin 1023% higher than industry
Return on Assets 890% higher than industry
Return on Investment 596% higher than industry
Return on Equity 461% higher than industry
Weaknesses
Total Cost of Revenue increased by 18%
Selling General and Administrative increased by 18.2%
Total Liabilities increased by 13.9%
P/E Ratio 61.9% lower than S&P
Return on Equity 70.5% lower than S&P
Receivable Turnover 50.2% lower than S&P
Opportunities
Increasing global obesity will raise global market
More active lifestyles will increase number of procedures
Longer life expectancy will increase number of procedures
Desire for less invasive approaches will increase MIS procedures
Younger patients undergoing joint replacements
Increasing demand for Gender specific implants; Zimmer first to the market
Significant new products scheduled for release in 2008
Shift in demand to premium products
Acquisition of Endius, Inc. which will increase spinal sales and market share
Acquisition of ORTHOsoft, Inc. to bring innovative tools to marketplace
Announcement to additionally invest in spine and dental products
Plans to develop additional manufacturing facility in Ireland
Threats
Increased compliance requirements will create roadblocks
Stricter governmental policy/reimbursement practices will make business difficult
Increased pressure from competition; potential loss of sales
Business highly dependent on distributors to sell
Business highly dependent on receiving raw materials from suppliers
Adoption of hip resurfacing will threaten hip sales growth



Overall Assessment
Zimmer is a financially strong company that is well ahead of the industry. Revenues continue to increase annually. Significant investments continue to be made in Research and Development ensuring the company will always be working towards improving processes and bringing innovative products to the market, keeping them ahead of the competition. The company has little debt and spends cash towards the investment of additional companies to gain market share and expand their product portfolio.
The companys 2007 annual report sums it up well and states, Solid financial results and market changing product innovations demonstrate that our deep-seated commitment to enhancing patients lives also represents sound strategy and the foundation for continuing progress.
Recommendations
Cost of revenue for Zimmer increased 5.5% from 2005 to 2006 and 12.2% from 2006 to 2007. Any decreases in the cost of revenue would increase profits. Improvements to scrap rates on certain products would improve costs. Other processes could be improved to speed up production time on products that are difficult to make. A clear understanding of product demand would ensure the production of correct quantities, which would also decrease costs.
Selling and general administrative costs could also be reduced. While it is a strength to attract employees to the company with a Revenue/Employee ratio higher than the industry, it could also mean that Zimmer has a more relaxed environment resulting in additional costs.
Another recommendation would be to reduce liabilities. Total liabilities increased 13.9% with a significant increase in accounts payable of 23.3%. Considering the long term debt decreased 45%, total liabilities should have also decreased. The company should also continue to reduce long term debt as they have in the past.
While the P/E ratio for Zimmer is well above the industry, it is 61.9% below the S&P. The value of the company is good, but may not be as good as other companies in other industries. Any improvements the company could make to the P/E ratio would attract additional investors from different industries. This is also true with the companys return on equity. While it is a strength within the industry, it is a weakness compared to companies outside the industry. Any improvement could attract additional investors from outside the industry. The company could improve this by increasing revenues, reducing cost of revenue or operating expenses, which increases net income.
Zimmers inventory increased by 24.6%. On one hand, that is a strength of the company as they increase manufacturing capacity to make sure the right products are on the shelf when needed to minimize backorder. On the other hand, it represents a weakness as the amount of inventory has significantly increased.
My final recommendation would be to continue to invest in and research genetically engineered tissues, cartilage regeneration, computer assisted surgery, and minimally invasive surgeries. These technologies are the wave of the future and position the company to service the surgeon and patient of the future.

Works Cited
Beginners Guide to Financial Statements. U.S. Securities and Exchange Commission. 5 Feb. 2007. 21 Nov. 2008 .
Corporate Fact Sheet. Zimmer. 2008. Zimmer, Incorporated. 3 Nov. 2008 .
Form 10-K for ZIMMER HOLDINGS IC. Yahoo! Finance. 2008. 31 Oct. 2008 .
Ratios. Reuters. 2008. 22 Oct. 2008 .
2007 Annual Report. Zimmer. 2008. Zimmer, Incorporated. 3 Nov. 2008 .
Understanding Financial Ratios. Money-Zine. 2007. 21 Nov. 2008 .
Zimmer Holdings, Inc. Yahoo! Finance. 2008. 22 Oct. 2008 .

You are to write a full 2-page paper. Read the article below and answer the discussion question after reading the article. When quoting from the Readings Use APA format. State the question first and then continue to answer.

Discussion question
1.What does Gibson see as some of the unanswered questions related to distance education?

Distance Education for Lifelong Learning
With some might suggest that many contemporary programs and institutions are driven less by altruistic motives then by profit motives and the request for an ever-growing piece of the low life learning pie. Recent statistics United States Department of Education 1997 indicates that increasing both institutions access to New Orleans and institutions enrollments represented 64% and 54% of the stated goals of surveyed institutions of higher education respectively. One strategy to accomplish these games is broadly known as distance education defined for the purpose of this paper as education or training offered by an agency or organization with an educational mission to serve learners that remote locations via print, audio, video, computer or a combination of these technologies. Distance education appears to be lucrative business with both public and private sectors developing for universities to meet the needs of learners at a distance. Examples of Jones Intercable international University College delivering credit courses worldwide. Public broadcasting service adult learning satellite services provide educational and training to colleges, universities, businesses, hospitals, and other organizations. Perhaps one of the most interesting developments is what Western governors University of virtual University forged through an alliance of Western states and eight few Midwestern states including the authors that fear being left in the dust. Each of these exist to provide access to credit the noncredit education primarily to adults. Motives do very from honorable to questionable and state otherwise would not be evenhanded. But as Teri Morrison form president of Athabasca University, Canada's largest English-speaking distance teaching institution notes, surely access begs that these three subsidiary questions: access by whom, to what and with what results?. The purpose of this chapter will be to address these three questions to issues is not only equality of access but also of success.
A quest and a perspective
To make visible my own perspective on this topic let's look at distance education through the eyes of a leading critic who continues to struggle with what it means to be a critical social scientists. I smiled when I read to researchers who described themselves as Dewey pragmatists, Freire theorists -- activist and Vygotskian epistemologists. As Dewey pragmatists they suggest learning from solving problems and reflecting on action. As Freire recognize that real problems are situated in context of human relationships and problem-solving occurs in these contexts. As Vygotskian epistemologist they note the importance of understanding the political, historical, and cultural context of people with to and from whom we work. Fritzclarence and Kemmis 1989 that at this juncture there is a need to offer a theoretical alternative to narrow, consensualist, bureaucratic and technicist approaches to think about education because a critical approach to theory and practice in distance education is necessary to redress the social and educational changes and that it through be incursion of communication technology into educational and social practices. Perhaps it is most important to begin with critically reflecting on why we even worry about access to education at all, education is simultaneously a calls, a consequence and a facilitator of change within society... there are serious contradictions and educational role: on the one hand conserving traditions and on the other, generating change. One must class what tradition should be perceived and what changes need it to be made? Reflecting on the social knowledge he of adult education has asked whether education makes society better, by making it more egalitarian or which it legitimates and even enhances existing social and economic inequalities. To which I answer I do not know. I hope and strive for the former. Thus I believe on my idealistic days that adult education has the potential to engage in emancipatory pedagogy. That pedagogy would focus on ... understanding the communicating, valuing, and knowledge making differences of multiple cultures and enforcing aged rubble against educational cultural and political efforts to reduce groups to a single uniform cultural identity. Thus we need to ensure that all voices are heard voices that recount personal stories in ways and which meanings that are unique to the teller. Adult education as an emancipatory pedagogy not become a reality it new educational strategies, such as distance education, continuing assisting patterns of exclusion and fell to actively pursue a more inclusive future.
The range of programs -- access to what?
While the following statements may prove incorrect with the passage of time currently the majority of educational programs offered at a distance are those offered by postsecondary education, business and industry, military, government, health care related fields. The initial cost investment of telecommunication equipment may mitigate against smaller, community-based organizations from initiating distance education programs themselves raising such questions as, whose voices are not being heard? Who was perspective are not being shared? Who's issues are not being addressed? Higher education the impact of costs is perhaps most obvious as we review recent statistics on distance education higher education institutions. According to the national Center for education statistics United States Department of Education 1997, in 1994 -- 95 an estimate 25,730 distance education courses were offered by higher education institutions with an estimated 753,640 learners formally enrolled. Included are an estimated 690 degrees and 170 certificates offered in the fall of 1995 that learners could pursue exclusively at a distance. Example of these courses include video base courses and the basic sciences and liberal arts, graduate seminars by a computer mediated conferencing, and print base correspondence education. The majority of these distance education courses were delivered the term in self in first a philosophy we will consider later to other branches of the institution, other colleges campus work sites, and students homes. To a lesser extent courses were also directed to library's, community-based organization, K-12 schools and correctional institutions. According to the national Center for educational statistics 1997, 39% of institutions that offer distance education courses in the fall of 1995 targeted professional seeking recertification and 49% targeted other work is seeking skills updating or retain. Public for your institutions were more likely to target these audiences. Overall public two-year institutions in row 55% of the distance learners with 31% at four-year public institutions and 14% at private for your institutions. All in one third of the institutions of higher education in the United States offer distance education courses in the fall of 1995 and with additional 25% planning to offer courses at distance in 1998. Fewer small institutions with the Romans under 3000 learners and institutions in the north east offer distance education courses is interesting to hypothesize why smaller institutions and those located in the Northeast offered fewest opportunities to learn at a distance. One might assume costs as the key durable for the smaller educational institutions but what about the geographic locations? Could it be that colleges and University assumed to since there was both density of population and educational institutions that offering that provided flexibility in time, place, and pace were not necessary? What about the shift workers who cannot access a face-to-face classroom Or the individual fears that his or her personal safety when attempting a creditor noncredit education program at night in a large city? The last mole for whom snow and ice may represent barriers to participation? Who is being left out, forgotten, and ignored? And at what cost? Business and injure she makes extensive use of instructional technologies to conduct training at their branch offices around the country and the world. In addition to print base instructional manuals and audio teleconferencing, many of the Fortune 500 companies use satellite-based video conferencing. The growing use of computers has promised to revolutionize distance training in business and industry particularly multinational corporations such as GE medical systems. But note that the independent small-business person is not represented in the example. Military and government continuing education remains an important aspect of all branches of the US military and distance education is becoming a growing part that education and training. Both satellite-based education and more recently two-way interactive had been incorporated into rude team training supplementing if not replacing the print base manuals of old. In addition to distance education and training providing worldwide by the Department of Defense many colleges and universities are providing postsecondary education to US Armed Forces bases worldwide: 12% according to the recent survey of distance education higher education institutions the US Department of Education 1997. Health care, health related agencies and organizations have engaged in distance education and training use a variety of technologies as well. For example early adoption of audio teleconferencing technology in Wisconsin in the 1960s was driven in part by the need for continuing medical education in the state where at the time a single physician might serve an entire county. Both these sectors continue to use a range of technologies to provide education and training to their personnel and increasing to their clientele as well. Consider the number of newsletters that emanate from hospitals and clinics on topics promoting preventive health care using the oldest technology for distance education -- print. Dr. Offices, clinics, and hospitals have ubiquitous television monitor with instructional videos playing an endless cycle of educational messages. Online groups have emerged to support those dealing with cancer. Often with computers providing the hospitals and clinics patients can access database related to their disease and raise questions with anonymous to physicians and nurses, as well as peers, perhaps most important the patients can also join chat groups at all hours of the day and night to seek solution to problems face, provided support to others, and find support themselves. Adult and continuing education technologies are creatively mixed to meet the growing need for adult and continuing education. A favorite example of the creative mix of technologies, agencies, and organizations is raising responsible teens, a program at the University of Wisconsin extension which utilizes satellite-based education to link child development experts with parents around the country. Parents and teens gather at community sites were local resources person such as a school psychologist and guidance counselors, law enforcement personnel, medical personnel, and the social service agency workers join them. Interspersed with short lectures by a national resources person is provided via satellite these local resources with parents and often the teens themselves provide consultation participating in small groups work and contributing to the discussion of local solutions and actions to address such national problems. These discussions often revolve around alcohol and other drug abuse, teen pregnancy, violence in the home, and so on. Later after parents teams and local experts have been able to relate the materials from the workshop to individual family and community situations audio conferencing is used to address individual questions post anonymously. Printed materials provided additional content resources for the future references.
The design of programs -- how?
How we design our programs has a major impact on both access and success. Who was able to assert their individual and group interest through the planning process will have the potential impact on who would teens. The extent to which the resultant program reflects their needs, incorporates their narratives, and includes and listens to their voices, for example, will determine their continue participation and satisfaction. The previous example information extended through a variety of technologies in use in diverse instructional strategies and multiple voices is somewhat rare. Even more unusual is the fact that the information is shared with collaborating agencies and organizations. These organizations work together to incorporate with others in this instance parents, teens, and professionals to take that information combined it with their own knowledge and experience and create their own knowledge as a collective. And further using the collective knowledge they work toward a solution of locally identify problems as a group. More often than not it is a single agency or organization working alone in a competitive environment to deliver using a single technology a message of its choice to whomever can access it. Distance education is certainly open to criticism in terms of program design criticism that are equally applicable to education and training that is conducted face-to-face. That however does not excuse either group. Let me be more specific. And distance educators refer to the delivery of education and training regardless of medium or media used. Further education delivery at a distance via video is often described as talking head or hairy arm education. The use of the term delivered is partially the result of language that has not provided a word choice equal to or need. But on closer examination the term deliver is right on the mark. Parallel to videoconferencing vans itself to a banking concept of education. The talking head is reminiscent of the lecturer at the classroom and education or training who entertains no questions or comments. The hairy arm simply adds or infers writing on a blackboard without questions or comments. To date a similarly cute description has not emerged to describe the endless parade of PowerPoint slides providing the learner no opportunity for question or comment once again. One must ask, whose voice is heard?
Optional design paradigms
this criticism of the delivery of education and training at a distance ahead at its roots the instructional design paradigm for he used in the instructional design not a limitation of the technologies it chooses to use. The foundation of instructional design in education technology has been behavioral psychology. Taken at its worse and recognizing my personal biases the classic instructional design that emerges from the foundation advocates both an analysis of learners entering characteristics and the skills required to perform the task in question. Once the analysis has been conducted behavioral objectives to die the remainder of the instructional design process can be determined. Development of criterion referenced test items follows. Instructional design and development in occurs the education were training experience is delivered and evaluation falls. Most often this process occurs within the instructional design team of content and process specialists including graphic artist, editors, and the like. Given the cost of production of quality print, video or computer-based instruction, the team is more than justified. Distance educators do want to get it right but you get what right? Rights from whose perspective? Not all efforts marrow the banking concept of education and training noted here or at the domination of certain voices from one class over those of another. There are countless examples of adult education using a ride range of technologies that more closely mirror a problem posing concept of education. Raising responsible teens described above grew out of the need identified by diverse professionals, parents, teens, and was a program plan by those groups as well. The national program was designed to enable diverse groups to act locally in ways most appropriate to their members and context. The extent to which they were willing and able to reflect on national data identity and collect local data and stories, examine their personal histories, economies, and, context, and then take action on rooted causes of the challenges they face varied greatly. But the design encourage individual groups and community reflection and action. Interactive technologies such as audio, video and computer conferencing have provided a greater opportunity to engage learners as a collective in the active construction of knowledge toward collaterally established the ends. Alternative models of instructional design have emerged building on the constructivist perspective on teaching and learning providing opportunities for all voices of those participating. The opportunity for inclusion designed of education and training exist if we choose to use the available technologies in that way.
Technology selection is not only is the way in which we used the technologies critical to ensure all voices are heard the selection of technologies is equally important. At the risk of slight overstatement those who teach with technology gravitate toward those technologies that could be described as high-end or high-tech. Returning to the recent report on distance education in higher education institutes of those institutions currently offering credit and noncredit education biotechnology the largest percentage of these institutions 57% utilized two-way interactive video the high-cost system of delivery is not available in the home or at any neighborhood community centers. Sadly enough this technology is also the choice of those who intend to expand their efforts. The more glamour and glitz the more bells and whistles the less likely to educational opportunity shared through these technologies are available to those with limited incomes. A quick review of computer ownership and usage bears this out. In 1995 reported findings of their study under the title falling through the net: a survey of the haves and the have not in rural and urban America. Summarizing the 1998 update of the national telecommunications and information administration finding under the title falling through the net part two 1998 concludes ... the digital divide between certain groups of Americans have increased so symmetrically between 1994 and 1997 that now there is an even greater disparity in computer ownership and usage within some income levels, demographic groups and geographic areas. Although computer ownership has increased over time, African-Americans and Hispanics are reported to be further behind in ownership and online access with white people 40.8% and then twice as likely to own computers than African-Americans 19.3% and Hispanics 19.4%. Income and education also are correlated with computer ownership with those with higher incomes in higher education having almost equal influence on computer penetration. Home access to computers is not equal among people and not equal across communities. Technology choices therefore can have a major impact on who hears any voice.
Who is served through distance education?
Distance learner in higher education, only recently have learners become a major focus of study for the field of distance education. During the 1960s and 1970s as the field developed beyond the limits of correspondence study, most research efforts were centered on effectiveness and it was hoped, the credibility of this form of education. With overwhelming evidence of distance education effectiveness, the field had turned its attention to the learner. Sadly the report of distance education in higher education institutions United States Department of education 1987 asked only about intended audiences those specific targeted audiences not about who actually was the beneficiary of higher education's distance education efforts. It is difficult to profile the distance learner as the individual it is not a static being but as we have seen from a variety of studies he or she is most dynamic not unlike the field itself. This reservation aside the adult distance learner resembles the characteristics of traditional adult education in age, with the majority of the participants ranging in age between 25 and 45 likely to be employed full-time and to be married. This indicates that three decades of research suggests that age range to be slightly narrow between 25 and 35. Is distance education ignoring the needs of older adults learning through its selection of content and technology? Distance education has been criticized for focusing on traditional interaction of learner teacher, learner-learner, and learner-content while ignoring the learner-content interactions. Why have those who interact with the distance learner on a daily basis in the context of work family and community nine been considered sources of support? Why must the teacher role be rich drifted to be institutional representative who bears the title rather than shared with those in the community are using the theory in practice on a daily basis? Why are those context are not being used as learning laboratories in the Dewey learning by doing tradition? Why are circles of culture invisible in the discourse of distance education question what role does power play in a who is being defined as a facilitator of learning? ... the importance of integrating study in to work, family and social demands... areas over which the college has limited influence. In this limited influence is the crux of the problem? Gender the few feminists who have reviewed literature of distance education comments on the invisibility of women and deplore the fact that the growing interest in gender issues and education appeared to have been ignored by this the old until the mid-19 80s. What we do know is that the gender statistics in North America distance education suggests the largest percentage of adult learners study at a distance are women, ranging in the estimate of 60 to 70% of all learners. There is however a high variability in the proportion of women enrolled in any particular discipline paralleling differences in face-to-face enrollments across disciplines. Globally there are considerable differences in participation rates of women in developed versus lesser developed countries. While there has been considerable research on persistence in distance education little research has focused on gender related to drop out. As a woman quipped during a recent interview focusing on the flexibility of fortified distance education and it's a benefit to the busy working mother, a busy single mother still has to find time to watch the televised classes and do the coursework and she has to find the money to buy a computer. To what extent does distance education designed take into consideration that context of women's lives both in the selection of the content and the technology as well as the design of learning experiences? Not as much as it should I would contend. And about to be launched masters in engineering professional practice designed for practitioners in deed of continuing professional education illustrates a gender blind design the Masters in engineering professional practice has the following features: mandatory participation in a cohort group, the requirements to register for and complete to courses a semester, the absence of policy regarding disposition of incompletes should personal emergencies take precedent over studies and a course not be completed in the required 15 weeks, and a policy of requiring participation in a one-week, on-campus summer seminar. Self pacing and self gender working groups are not part of the design. The context of women's multiple roles has been considered in the required pacing and strict time frames fo course completion. Further the requirement of face-to-face attendance presents a hardship for many women with children especially single head of the household to say nothing of certain cultural sanctions on married women's mobility. Nor have women's ways of knowing been considered in the design of educational experiences. The desire for connected ways of knowing that women in enrolled in educational experiences at a distance a sharp contrast to more individualistic and competitive modes of learning evident in the dominate instructional design and learner support of distance education. And what about gender differences related to access to financial resources to enroll in education? Gender, class, and culture often find themselves at odds with distance education androcentric design and delivery. Distance education must begin to reflect on how cultural attitudes, norms, customs related to gender serve as barriers to participation and success of women and take actions to minimize the former and maximize the latter. The importance of putting gender issues on the agenda in distance education forms as luminary to change cannot be understated
Ethnicity and social class the data on purses a patient in distance education by ethnic groups and social class is very limited that in itself saves a lot. That largely qualitative and anecdotal data suggest that distance education is a particular appealing way for students from disadvantaged socioeconomic groups to enter higher education were continued their higher education. Walden University and accredited distributed learning graduate school in roles almost one third of his total students populations from underrepresented ethnic minority populations. However, degrees, especially graduate degrees compete at a distance have been considered somewhat suspect in terms of quality over 40 years of research finding a site, with the school's reputation has been tarnished by ongoing existence of degree mills. Will those who have chosen distance education because they have not always felt welcome or whose voices have not been included in mainstream educational settings, now B.S. seemed as less well educated because of a choice of an alternative route to their education or training goals? To what extent will technology selection decisions eliminate those with limited resources?
Disability one does not have to clear a disability on application forms by federal law, however estimated in 1990 find that 3% of those learners enrolled in independent study at the University of Wisconsin extension had visual, auditory, physical, or learning disabilities. Estimates for the open University in Britain are 5% and growing by more than 10% per year. The disabled group comprises individual with their own unique life story, needs and potential. There is no standard profile of disability. They suggest that suggest that to define this group by characteristics alone and to ignore of the characteristics is to do a grave disservice to this population. So of the following discussion must be read in light of the above criticisms and with the challenges to the reader to integrate other characteristics that defined our distance learning to this less than complete discussion. The convenience of study and at home and the ability of information technology to overcome barriers to learning. For example, the need for special transportation to an educational or training site and or the necessity of American sign language interpreters is l eliminate it when print, close captioned video tapes, and or computer mediated conferencing is utilized. But it is all that simple? Can distance education provide considerable advantages over traditional face-to-face teaching and learning for adults? As adult educators we have a variety of technologies from which to choose, each with its own characteristics and abilities related to pedagogy and motivational functions. Voice recognition software, speech synthesizers, Braille readers, close captioned capabilities, and a unique remote control devices for learners with limited manual dexterity have broadened the range of media choices for educators. But to what extent do our learners with disabilities have access to increasing sophisticated and expensive computer-based technologies, Internet providers, and the like? Is not enough to make it possible to minimize the educational impact of the disability through technology we have to ensure that this potential is open to all not just those who could also be defined by another characteristic -- their access to resources. Access to the technical resources alone is not enough. Those with disabilities need not only modifications in the technologies used facilitate the teaching and learning process but also in the timelines associated with that process. Flexible timelines for completing assignments and course works and examinations that focus on what you know rather than what you write about in three hours are advocated. Self-paced distance education courses and degrees were actually quite prevalent in the early 1970s and 80s. However a pace cohort groups have begun to dominate distance education to increase completion rates but potentially decreasing participation from those with disabilities. Disability blind designs decrease both access and success. Further while carefully selected and adaptive technologies coupled with flexible timelines provide potential solutions, learner support becomes a critical importance, ... if the severely disabled are to enjoy equal opportunity... it is necessary to develop substantial and sustained support systems. But learner support is not without its cost. Are we willing to distribute scarce resources in these ways? And if we are willing to make the appropriate modifications will distance education be an enabler or will it be yet another way of categorizing the disabled the same time as a group and able to pursue a quality face-to-face education? These are perhaps other characteristics that one might use to describe the who of distance education -- for example, sexual orientation, with considerations of homosexuality, lesbian, bisexual, or transgendered learner at a distance, noticeably absent in the literature. But a question of at least equal importance need to be asked. Access to what end?
Distance education -- with what results?
There is a commonsense understanding that the reasons conventional teaching instruction developed distance or external programs are very much to do with enabling students who would otherwise not be unable to participate in those programs to do so. Equity of access has surely been a driving force profits aside, I might add. Challenges us to go beyond distance education as a technique to overcome spatial barriers to learning to a process to overcome cultural, economic, and educational barriers to learning. Noting that distance education systems have not achieved a broadening of social base of access or significantly increased levels of success for diverse students. 10 years later it is still hard to disagree. For recasting distant education into an open learning system with the following characteristics: the absence of discriminatory entrance requirements, a result driven concept of equality, a success base concept of program and services designed, a multiple strategy and matching model approach to program delivery, and a development concept of quality. If we agree with this concept of distance education with a broadening of the social base of those who access education to instructional technology including equity not only of access but also of success, how do we accomplish these ends?
Reflection to action for equitable future
To credit bearing postsecondary education many of the questions and suggestions below are equally applicable to noncredit and community action. Reflecting on this framework and looking specifically at the unique facets of distance education we need to ask ourselves a series of questions that have implications for action. If we have stated purpose of broadening access and an inferred increase in exclusiviy to adult education through the use of instructional technology are we willing to include adults who are highly motivated to pursue an educational experience but do not have the educational credentials or experience deem appropriate for participation? If so, will we design educational experiences that provide opportunities for learners to engage in self-assessment to determine if they have the prerequisite knowledge? Further will we provide suggestions and opportunities for learners to acquire the necessary prerequisite knowledge? Are we willing to include the learner in these deliberations and actions? On the other hand are we willing to allow learners to acquire credit for prior learning? Two tests are required education experience based on their learning to accomplish outside of traditional education institutions, and by the way, how accessible is all of this from a distance? Initial counseling with potential learners does need to be accessible, too. Once these learners have been accepted into our education programs are we willing to ensure the necessary learner support, to help them learn to learn as adults, at a distance, and in a specific discipline or content area? Process skills are critical to the success of distance education. One might as parenthetically, what kind of support exist for the adult educators who chooses to use terminology for teaching and learning? Also will the necessary technical support be available 24-hour spur day, seven days a week? And if necessary, are there were ways to can mean the gain access to the technology for learning for those who do not have ready access at home -- a loaner program, for example? Advice, counseling, financial aid, ombudsperson will be used exist too, project leader for those educational experiences that on credit bearing? Are we as adult educators and administrators willing to expand the necessary resources to ensure the multiple strategies of education program design and delivery are available and take into consideration in diversity of cultures, genders, disabilities and abilities, learning styles, learning strategies, lifestyles, and economics? Multiple strategies for design and delivery may mean multiple technologies often using that the least among technologies is selected rather than the most to avoid exclusion of those without access to technical resources. Unique combination of technologies will speak to the variety of learning strategies and styles of diverse audiences as well. Further will learners have choices that allowed them to match their unique learning needs, backgrounds, and circumstances to educational opportunities? For many this will require a critical look at roles and responsibilities of teachers and learners alike. To what extent are we as adult educators willing to exploit the capabilities of our instructional technologies to truly create a learning community, allowing learners to take increased possibility for what is learned, how it is learned, and what resources, and so on? Will technologies and educational experiences be utilized that allowed the multiple voices to be heard, for sameness and differences to be recognized and revered? Our community resources recognized and utilized, including community members who might serve as both fellow teachers and learners? Will we encourage collective reflection meaning making and action to occur? Or will a single strategy and voice prevail and if so, whose? Will we recognize and operationalize a development concept of equality? Will we develop a system approach to quality that includes all voices in the problems posing and the problem solving? Will we ensure the equality of access is matched with equality of success? And, if a discrepancy is found, we will determine, as a collective its route cause and strive to ensure success of diverse students through the collaborative effort of all involved? What is not measured is less value. Recall that the recent statistics of the United States Department of Education 1987 distance education in higher education survey felt to include ethnicity of participants. What are we measuring as a collective? And what does it say about our vision for adult education?
Reflecting back one underlying assumption, which by now has become more than apparent, is my belief and lifelong learning for individuals, groups, and communities. The ends to which education is applied are varied as the means to achieve them. Technical and practical interests or part of the equation in my mind, and are emancipatory ends. From individual growth and development to group problem-solving and community action through for example, one on-one tutorials, small-group work, and circles of culture, be they face to face or at a distance, all should be equally accessible in all senses of the word. Idealistic perhaps but surely worth striving for. To reach the idealistic goal requires both reflection and action by many, including those involved currently in adult education at a distance, those who have been excluded in the past, and those who desire participation in the future. They should have been part of the writing of this chapter, rather than a soul of the relying on past experiences and dreams for the future. Their voices would have broadened the perspective and in form solutions. Old habits die hard. Can adult education really engage in an emancipatory pedagogy that is empowering to different individuals? Those who enable greater access to adult education through the use of a variety of technologies needed to answer the same question. The presence or absence of technology must not divide adult educators as the technologies are becoming so pervasive that there will soon be a blurring of lines between those who teach face-to-face and those who teach at a distance. And what there must not be is a lack of purpose which is the ensured equality of access and to success and lifelong learning. As noted earlier adult education is an emancipatory pedagogy will not become a reality if new educational strategies such as distance education continue assisting patterns of exclusion and fail to actively pursue a more inclusive future.

Paper Guidelines
Select two or three articles for your paper from The Developing World Reader 11/12, 2011 Custom Edition. It is preferable to make selections from the same Unit.
You have a long list of articles (36, organized into three Units) to choose from. All these articles can be found in the PDF file you will access from the Student Center area by clicking on the Griffiths link.
General Approach
a. Give a clear coverage of the chosen articles? main points
b. Connect these points into a common theme in your paper
c. Compare and juxtapose the points (if applicable)
d. Be more detailed in your coverage than in the discussion forums in this course
e. Provide authors? lines of reasoning supporting their main points including conclusions
f. Demonstrate research and research method (if applicable), authors may have used in their articles
g. Analyze and express your own opinion with regard to the:
i. Main points and conclusions of the articles
ii. Do you think the main points are valid? Discuss these at length.
iii. Whatever opinion you may have with regard to the authors? conclusions is fine as long as you can offer a solid critique or a competent confirmation of authors? conclusions
h. Use outside sources for your research such as:
i. www.wikipedia.org
ii. www.economist.com
iii. http://www.un.org
iv. http://www.rferl.org/
v. http://www.google.com

Paper Format
1. Eight pages, including the Title Page, References/Bibliography
2. List your name, course, professor?s name, and date on the Title Page
3. Use running head and apply page numbering
4. Follow the APA style
5. Double-spaced, 12-point Times New Roman font
6. Apply basic structuring to your paper as follows: Introduction, Body, and Conclusion. You can further structure your paper if needed.
7. Make sure you check for grammar, style and typographical errors
8. Have somebody else proofread the final version of your piece prior to its submission
9. Upload your work in a separate file (Microsoft 2003 through 2007).
Do not post text into the body of the submission web page.
Papers posted in such fashion will not get marked for grading.
Article 1
The New Face of Development
As the traditional development challenge of reducing poverty is
increasingly met, a new challenge for the twenty-i rst century emerges:
that of ensuring a livable, peaceful, and prosperous world.
Carol Lancaster
A number of trends in international development that were
already emerging at the end of the last millennium?
including the introduction of new actors and technologies, the increasing role of private investment, and the remarkable
reduction in poverty in countries such as China and India?have
become even more apparent as we approach the end of the current
decade. These trends go to the core of what development is, how
it is achieved, and who is involved in promoting it. In combination, they suggest that international development in the future will
likely be very different from what it has been in the past.
The world first turned its attention to the challenge of international development in the decades immediately after World
War II, as the cold war began and decolonization got under way.
How, the international community asked itself, could growth
be accelerated and poverty reduced in newly independent, less
developed nations? Wealthy countries increasingly engaged
in promoting economic progress in developing countries (primarily through foreign aid), and also established professional
agencies, both bilateral and multilateral, to allocate and manage
development assistance. The motives for the developed countries? actions, of course, were not purely altruistic. They sought
to promote their national interests (such as the containment
of Soviet influence); to ensure that decolonization proceeded
smoothly; to preserve spheres of influence in former colonies;
to expand their own exports; and to secure sources of raw materials abroad.
During the 40 years between 1960 and 2000, the international
aid and development regime depended on rich countries? providing concessional economic assistance. They provided such
assistance either directly to recipient governments, or indirectly,
through international institutions. The aid was targeted toward
agreed-upon projects like roads, government- provided agricultural services, primary education, and health care. Rich countries? trade and investment policies were understood to be an
important part of the development equation, but they tended to
be much less prominent than development aid itself, since trade
and investment usually involved powerful domestic interests
within rich countries, a circumstance that constrained their use
for development purposes.
Over the same period, the ways in which aid was used to
promote development underwent an evolution. In the 1960s,
the primary emphasis was on encouraging economic growth
by providing funds for infrastructure and other projects meant
to expand national production. In the 1970s, the main focus
was direct action to alleviate poverty, with aid devoted to projects that would meet the basic needs of the poor in developing
countries (including basic education, primary health care, and
development of small farms). In the 1980s, the emphasis was
on fostering growth through budgetary support for economic
reforms and ?structural adjustment.?
The 1990s turned out to be a transition decade for development. With the end of the cold war and the breakup of the
Soviet Union, many of the former communist bloc countries
began a transition to free markets and democratic governance.
Aid-giving governments turned their attention, and their aid, to
furthering this transition. A wave of democratization washed
over other parts of the world as well, including sub- Saharan
Africa, and democracy became increasingly linked with development in the minds of many development practitioners.
Democracy, it was now argued, was a key facilitator of development, and thus foreign aid was increasingly used to promote
political development.
At the same time, rising concerns over transnational problems, such as environmental deterioration and infectious diseases (especially HIV/AIDS), expanded the development
discourse. Conflict prevention and mitigation became part of
the broadening framework of international development as civil
conflicts erupted in a number of countries, especially in Africa,
and it became obvious that economic progress required peaceful conditions. Finally, the development dialogue renewed its
emphasis on poverty reduction, partly because of the ?associational revolution??an explosion of civil society organizations,
in both rich and poor countries. Many of these organizations
were interested in bettering the human condition.
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The continued evolution of information
technologies will empower the poor,
probably in ways we cannot foresee.
And so, between the postwar period and the year 2000, much
changed. In particular, the notion of development expanded to
include a much wider range of issues. Yet the core focus remained
poverty reduction, and the primary instrument for achieving it
remained government-based economic assistance.
An Elastic Idea
Today, international development has become an even more elastic concept, as ideas about what constitutes development, how
it is best achieved, and who should be part of the process continue to evolve. Starting from the early years of the international
development era a half-century ago, development was thought
of as a means to improve the material conditions of life. That
is, public and private investment would promote growth, which
in turn would eventually reduce or even eliminate poverty. This
basic concept remains at the heart of development, but there
have been some important additions.
?Human development? is now part of the equation, meaning
that education, health, life expectancy, and other indicators of
well-being are given greater attention. Political rights are also
considered a key aspect of development, in part to ensure that
the poor and excluded have a political voice. Some have incorporated ?human security,? as well, including security against
economic deprivation and against physical violence, actual or
threatened. ?Sustainable development,? or economic progress
that does not affect the environment too harshly, is another element in the welter of ideas that currently define development.
Some in recent years have defined development as the freedom
to choose a fulfilling life.
This trend is likely to continue. Development will have at
its core the reduction of severe poverty as long as that problem
endures; but it will also continue to evolve to reflect changing
global beliefs about the basic requirements of a decent human
life and about how to meet those requirements.
Western economists have always believed that the driver of
development is private investment?on the theory that because
it increases productivity, production, growth, incomes, and jobs,
it will ultimately eliminate poverty. Others, however, have taken
the view that the market is unable to create equitable development and that state intervention is necessary to direct and
hasten economic progress. This state-versus-market tension
was evident during the cold war, with the socialist and capitalist
models doing battle. The same philosophical difference is part
of the debate between those who emphasize macroeconomic
growth (for example, through structural adjustment) and those
who emphasize direct interventions to reduce poverty. From an
institutional perspective, this tension has been reflected in the
often differing approaches of the World Bank and nongovernmental organizations (NGOs) toward promoting development.
In recent years, something of a consensus has emerged. It is
now broadly accepted that private investment and well functioning markets are essential to sustaining long-term growth, and
that the state cannot do it alone. But it is also generally recognized that without a well-functioning state, markets cannot
produce sustained growth and reduce poverty.
When the era of international development began, the major
actors were states, along with international institutions like the
World Bank. Rich states shaped world trade policies and the
special trade arrangements (for example, the Generalized System of Preferences) that affected the trade of poor countries.
Not much foreign investment in poor countries was carried out,
and even then it was sometimes unwelcome. Essentially, the
governments of rich countries provided aid to the governments
of poor countries. It was, in the language of telecommunications, a ?one-to-one? world.
This has changed. Governments still play a major role but
they are joined by civil society organizations, both in developed and developing countries. These groups deliver services,
funded both by governments and through private giving, and
advocate for more action to improve the lives of the poor. Growing numbers of corporations are investing large amounts in poor
countries. They are also funding development activities on their
own, often in public-private partnerships that also involve governments of rich countries and NGOs. These activities are part
of corporate social responsibility programs, or even part of businesses? marketing strategies.
The scale of global philanthropy has grown over time, and
the number of philanthropic organizations funding development activities has also grown. The Gates Foundation is the
most prominent of the new foundations but there are many
others. Countless so-called social entrepreneurs have come
on the scene as well. These are individuals in developed and
developing countries who create NGOs to tackle development
problems?as well as ?venture philanthropists? who create
enterprises with double and triple bottom lines, enterprises
that aim to do good while doing well. (An example would be
an equity fund that combines investing with providing technical assistance to small enterprises that have few alternatives
for capital or training.)
These actors have created a ?many-to-many? development
space that promises to grow in the coming decades. Also contributing to many-to-many development is the growing flow
of remittances from immigrants working in rich countries to
their families in poor countries. Indeed, the flow of remittances exceeds the global total of foreign aid by a considerable
amount.
The Technology Revolution
All these trends have been facilitated by new information technologies. We are living, in fact, in the midst of several technology revolutions?information technology, biotechnology,
nano-technology, and materials technology. All of these hold
the promise of radically changing not only our lives but also the
lives of the poor in developing countries.
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6 SociologyArticle 1. The New Face of Development
5
Information technology is already connecting many inhabitants of developing nations to the internet, as computers become
increasingly affordable in poor countries. Cell phones are being
used for banking, medical investigations, market updates, and
obtaining all manner of otherwise out-of-reach information (as
well as for political networking). The continued evolution of
information technologies will empower the poor, probably in
ways we cannot foresee. It has already provided new means
for financial support to reach the poor through NGOs operating
in developing countries, as wealthy people contribute through
internet portals. This innovation cuts out middlemen and encourages direct giving. The internet has also facilitated the transfer
of remittances from rich to poor countries. And it permits the
poor to network as never before, an opportunity that will surely
be seized even more in the future as cell phones come to resemble computers and become more affordable for all.
The biological revolution promises gains in medicine and agriculture, though these are not without controversy. The benefits
have not yet reached a large enough scale to have a major impact
on the lives of the poor, but this seems only a matter of time.
Nanotechnology fosters miniaturization that, among other things,
will make more powerful and cheaper cell phones possible. And
advances in materials technology could lead to the production of
commodities especially designed for difficult environments, an
encouraging prospect for the poor living in those environments.
The Third World?s End
During much of the past 40 years, people spoke and wrote about
the ?Third World??the many developing countries that were an
arena of competition between the United States and the Soviet
Union. The Soviet Union, of course, is gone. But so is any semblance of shared poverty among the 150 or so countries comprising Asia, Africa, and Latin America. China has provided the
most dramatic example of a poor country achieving rapid growth
through manufacturing and exporting. In the past 25 years, China?s development has lifted a quarter of a billion people out of
poverty. This is a degree of economic progress, even with all of
its accompanying problems, that is historically unprecedented.
China is in fact now a major source of trade, aid, and investment
for countries in Africa, Latin America, and elsewhere in Asia.
Economic progress in India?the other country with largescale poverty and a population in excess of a billion?is increasingly evident as well. There, development is based to a large
extent on the export of services. Poverty has fallen somewhat
in Latin America, too, as many economies there diversify and
grow. This means that the world?s hard-core poverty and development problem is now concentrated in sub-Saharan Africa.
In many countries in sub-Saharan Africa, little economic
progress has been achieved since independence. The difficulties standing in the way of the region?s advancement include
a difficult climate and the heavy disease load that comes with
being located in the tropics. Also, many sub-Saharan nations are
small and landlocked. Others are resource-rich but have found
these resources to be a curse (Nigeria with its oil; Sierra Leone
with its diamonds; the Democratic Republic of Congo [DRC]
with its copper, cobalt, and other minerals).
One discerns a real opportunity?for the
i rst time in history?to eradicate severe
poverty worldwide.
Governments in these countries have long exhibited incompetence and corruption, and their resources have made it
possible for them to provide little accountability to their citizens. Discontent has often led to violent conflict, which has
been further stoked by competition for the control of resources.
Civil conflicts in the DRC, Sierra Leone, and elsewhere have
killed large numbers of people, created even more refugees
and displaced persons, and destroyed national assets. Nigeria
continues to teeter on the brink of a political abyss, the DRC
continues to be plagued by internal war, and Somalia is still a
collapsed state?with predictable effects on development.
But not all the news out of Africa is gloomy. Economic growth
in India and China has increased demand, and thus prices, for
the raw materials that many African countries export. Economic
management in Africa, at least in most places, is better than
it has been in several decades. Democratic development?or
political openness, anyway?is greater than it has been during
much of the period since independence.
Corruption, on the other hand, remains a major problem in
many African countries. Additionally, China?s extraordinary
success in producing cheap manufactured goods appears to
have left African countries?which lack the cheap, productive labor that China has?with few opportunities to attract
the investment that might lead them into world manufacturing
markets. In short, Africa is experiencing some new economic
opportunities but also some new challenges.
Global Challenges
Beginning in the 1990s, major powers began to take greater note
of global and transnational problems when they calculated their
foreign policy and foreign aid policies. For much of that decade,
the focus of this set of concerns, known as global public goods,
was the environment?pollution, loss of plant and animal species,
and loss of the ozone layer. While these transnational concerns (other
than the ozone layer) have not abated, two more have joined them:
infectious disease (above all HIV/AIDS) and climate change (which
was not yet such a prominent concern in the 1990s).
The Bush administration has promised an extraordinary
amount of aid to fight HIV/AIDS worldwide?$30 billion over
the coming five years. Concern over this disease has risen in the
United States as its global impact has become ever more evident,
above all in Africa. The American religious right?long skeptical
of the appropriateness and efficacy of foreign aid?has embraced
fighting HIV/AIDS as the duty of Christians to aid those, especially women and children, who are suffering through no fault of
their own. Although allocations of assistance so far have not kept
pace with pledges, it is possible that fighting this disease will
become the largest element in US foreign aid in the future.
But the next US president will also need to confront the issue
of climate change, the reality and probable impact of which can
no longer be ignored. That impact, incidentally, is expected to
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be particularly damaging to many of the world?s poor countries.
It seems likely, given that the governments of rich countries
only have so much money to spend on development, that some
development money will be shifted over the coming decades
to fund activities intended to combat global warming?perhaps
some of it as incentive payments to encourage governments to
reduce greenhouse gas emissions.
Beyond climate change, two other trends may produce major
development challenges in decades to come: the continuing
growth of the world?s population and the economic growth in
China, India, and elsewhere. Global population is expected to
continue expanding over the coming years?with nearly all of
the growth taking place in the world?s poor countries. Increased
population will mean additional greenhouse gas emissions,
as well as additional pressure on supplies of food, water, and
energy. Economic growth, though it is hoped for and expected,
will exacerbate those pressures, especially as demand for superior foods?meats instead of grains?increases. (A widely
observed growth pattern is that as people?s incomes rise they
demand more protein in their diets in the form of meat and fish.
But producing one pound of beef requires eight pounds of grain,
and this increases pressures on food production systems.)
As for water, pressures on supply are already evident in
Africa, the Middle East, northern China, and the Indian subcontinent. Where adequate water supplies cannot be procured,
threats to human health and well-being emerge, along with
threats to peace, stability, and income growth. Severe tensions
over water already exist in the Middle East, and such situations
are likely to become more common as population continues to
increase. Meanwhile, a growing world population will use more
fossil fuels, which will not only lead to progressively higher
petroleum prices but will also exacerbate global warming.
These trends suggest that the combination of worldwide population growth and income growth needs to be managed carefully if
the planet is to remain livable for our children and grandchildren.
This challenge may prove the greatest of the twenty-first century.
An additional problem affecting development worldwide will
be movements of people. The populations of many rich countries, and China as well, are growing at or below the replacement
rate (with the United States, for reasons that are not entirely
clear, a notable exception). The average age of people in these
countries is rising, and this means that the dependency ratio is
rising as well?each worker is in effect supporting more people.
Unsurprisingly, the demand for additional workers is growing
in these economies, and immigration from poorer countries to
richer ones?from China to Japan, from North Africa and subSaharan Africa to Europe, and from Latin America to the United
States?has exploded. Much of this immigration is illegal.
This movement of people has delivered benefits both to host
countries and to countries of origin. It allows necessary work
to be carried out in host countries while immigrants are able
to send home remittances that finance consumption and investment there. This seems like a win-win arrangement?except that
some citizens of the host countries experience the arrangement
as a threat to their identities and ways of life. Even in the United
States, where national identity is based on the idea of republican
democracy rather than ethnicity, religion, or language, tensions
surrounding immigration are increasingly evident.
Such tensions, in the United States and also in Japan and
Europe, threaten sometimes to erupt into social strife (as indeed
has occurred in recent years in France). It is not clear what will
happen as the irresistible force of immigration continues to collide with the immovable object of host-country resistance, but
certainly if the remittance economy and access to labor are constrained, international development will suffer a setback.
After Poverty
Since the end of the cold war, because we no longer live in a
bipolar world, we have lacked a certain clarity that allowed us to
order our international relations and forge domestic consensus
on urgent problems. Today?s world has a single major power?
and many complex problems that are beyond that power?s ability to resolve. International development is one of them.
Nevertheless, within this complex and fluid world, one discerns a real opportunity?for the first time in history?to eradicate severe poverty worldwide. The resources and know-how are
available and much progress has already been made, especially
in China and, increasingly, in India. It will not be easy to ?make
poverty history? over the coming decades. A great deal needs
to be achieved in education, investment, and governance, and
in addition we must address the issue of migrations of people
away from areas of the world with too few resources to sustain
a minimally acceptable standard of living. The obstacles may be
insuperable in some cases. But the opportunities are there.
Meanwhile, as the traditional development challenge of
reducing poverty is increasingly met, a new development challenge for the twenty-first century emerges: that of ensuring
a livable, peaceful, and prosperous world. This will require
addressing the global problems that arise when growing populations and rising incomes collide with limited resources.
Assess Your Progress
1. What trends account for the current perspective on international development?
2. How has the view of international development changed
over the past five decades?
3. How would you define the terms human development,
human security, and sustainable development?
4. What actors have increasingly come to play a role in
development?
5. What global challenges are likely to affect development in
the future?
Carol Lancaster is an associate professor at Georgetown University?s Walsh School of Foreign Service and director of the university?s
Mortara Center for International Studies. A former deputy administrator of the US Agency for International Development, she is author of
the forthcoming George Bush?s Foreign Aid: Revolution or Chaos?
(Center for Global Development, 2008).
From Current History, January 2008. Copyright ? 2008 by Current History, Inc. Reprinted by permission.
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8 Sociology7

You are to write a 3-page paper. The various forms of distance education discussed in the readings(correspondence, audio conferencing, Web, ect) in light of what you have found to be the strengths and weaknesses of the particular forms. Carefully reflect on Chere Campbell Gibson view about the future of distance education make reference to a comments in the paper.

Correspondence education and home study
Today as in the past, millions of people in the United States and even more in less developed countries study in distance education programs in which the main medium of communication this text sent through the post (i.e. by correspondence). Of these, the largest number in the United States take courses from private home study schools accredited by the distance education and training Council. The distance education and training Council estimates that more than 4 million people enroll in their courses every year. The council of credits more than 60 schools offering more than 1000 different subjects, such as training of beauticians, truck drivers, jewelers, gun repair, Cooks, hotel managers and travel agents. Almost all these courses are presented in print and distributed by the mail, with into action between injectors and students also by mail. CD-ROMs and the Internet are also increasingly used. Two of the most famous home study schools are the American school, founded in 1897 in Chicago, and the international correspondent school, founded in 1891 in Scranton, Pennsylvania. Since its founding the international correspondent school has provided courses to over 12 million students; it is now owned by the Thomson publishing and has been renamed education direct. It offers more than 40 diploma programs and technical skills, such as electronics and auto mechanics, computers (PC repair, programming), and business (accounting, marketing), as well as associate degrees in business and engineering. In other historically important home study school is Hadley school for the blind, founded in 1920, which provides high school and continuing education for the blind and their families using Braille, large print, and audio cassettes. The US military and other government agencies make extensive use of correspondents studying in their training programs. For example, the Air Force Institute for advanced distributed learning offers approximately 350 courses in every aspect of the Air Force training, from specialized military subjects to correct development skills. Home study course is generally involve a relatively low degree of interaction between student and the ensure that no interaction with other students. Assignments are submitted and graded Everett with vegetables and usually the student decides when to take the final examination; this is usually done under the supervision of a Proctor. This is generally an individual, self-directed form of study.
Independent study
The term independent study was chosen in the mid-19 60s by University administrators to decide that corresponded courses and to distinguish them from a private, for profit schools. There are more than 150 universities providing such courses in the United States. Compared with courses offered by distance education and training Council institutions, the content tends to be more academic and vocational, and it is likely there will be more interaction between inched doctors and students. In addition to the printed study guides and text, University independent study courses are more likely to include other technologies, such as videotapes, television broadcast, CD-ROMs, and the use of the Internet. Access to independent study courses for credit is not as open as access to home study course is, since students must satisfy the entrance requirements of the university offering courses. Bachelor, or Masters levels, as well as certificate programs, and none credit courses. Many universities allow their on-campus students to take their correspondence courses as well as of solving class schedule problems. Usually no distinction is made in transcription between the grades awarded for courses taken in class and courses taken by independent study. Although most homes for the schools have an open enrollment policy (i.e. students can register and begin a course at any time), universities may require students to wait until the beginning of the semester to began a course. Some universities provide high school courses through independent study. The University of Nebraska at Lincoln has been the leading institution of this, offering such horses since 1929. It currently offers 160 courses in 15 subject areas. Other universities that offer rate high school programs include Alaska, Brigham Young (Utah), Kansas, Indiana, Iowa, Michigan, Minnesota, Missouri, North Dakota, Ohio, South Carolina, Texas, and Wisconsin.
Replacing print with electronic media
The American Association of collegiate independent study is a professional association of administrators and academics in independent study. In 2001, AACIS conducted the survey of its members. The members were asked, when would you anticipate your programs enrollment in online courses to exceed those in print base courses? Respondents indicated: 0-5years: 7 (29%), 6-10 years: 10(42%), 11-20: 2 years (8%), 20 + years: 1 (4%), never: 0, and already has: 3 (13%).
Telecourse
The term telecourse covers those courses in which the principal communication technology is recorded and broadcast (i.e. not live) video. Course materials may be as simple as videotaped classroom sessions, or may be produced with sophisticated and structural design and to very high production standards. Telecourses can be attributed in a variety of ways: through videotapes, broadcast on cable or satellite, by ITFS (and structural television fixed service) networks, or as steaming video over the Internet. One of the first significant efforts and the telecourse area was the work of the Chicago community colleges, which started to offer an associate of arts degree by television in 1956. Today, hundreds of community colleges as well as universities across the country offer telecourses for credit in their degree programs more for noncredit learning. PBS serves as a national coordinating Center for college telecourses; its PBS campus provides access to 120 credit courses at more than 400 colleges. In 1981 the publisher Walter Annenberg made a grant of $150 million to corporations for public broadcasting (CPB)to be used for the improvement of higher education through telecommunications. One of the Annenberg projects main contributors has been the provision of funds, typically in the $2-3 million range, for the production of exemplary telecourses. More than 170 college credit courses have been produced. The Annenberg project does not produce programs itself, but enters into agreement with producers who compete for the projects funding. For example, the Southern California consort, and dead by coastline community college, was awarded $5 million to produce the mechanical universe. Such a course includes not only television programs, but textbooks, study guides, and faculty and administrator guides. Teams of television and other media specialist, instructional designers, and content experts from the contracting Institute for consort of design courses, and usually including experts from universities and colleges nationwide. Once produced, and telecourses arm bought by colleges and universities that provide their own injunction and student support either on campus or through their independent study divisions, and also give their own testing and credit. Many telecourses are delivered by the adult learning service, part of PBS in cooperation with 190 television stations and over 2000 colleges around the country. In an any one year about 60% of American colleges and universities have licensed telecourses through the PBS and nearly 96% of the nations public television stations have broadcast college telecourses. Since its creation in 1981, more than 5 million students have earned college credit by PBS/telecourses. In addition, sme states have set up their own telecourse organizations. For example, the consortium of distance education is a consortium of approximately 30 community colleges in New Jersey, New York, and Pennsylvania set up to manage sharing of telecourses. During the 12 month 2000-2001 academic year, 56% (2320, of all degree granting institutions offer distance education courses. A further 12% reported plans to offer courses in the next three years. 90% of public two-year and 89% of public four-year institutions offer distance education courses, compared with 16% of private to hear and 40% of private for your universities. Credit granting courses were offered at the undergraduate level 548% of all institutions and at the graduate level by 22% of all institutions. In the 12 month 2000-2001 academic year, there were an estimated 3,077,000 enrollments institutions. (Note that the survey asked only about electronically delivered programs and thus excluded some print based programs.) An estimated 127,400 different distance education courses were offered in the 2000 2001 academic year. About one quarter (27%) of the institutions offered 10 or fewer courses, and 15% offered more than 100 courses. The majority of institutions used Internet, with 90% reporting that they used asynchronous communication and 43% used synchronous communication. 51% use two-way video and two-way audio, and 41% use one-way pre-recorded videos (telecourses). 29% use the CD-ROM as a principal delivery technology and 19% use multimedia packages. 60% participated in some type of distance education Consortium. Of those institutions, 75% participated in a state consortium, 50% in a consortium within a single university system more community college District, 27% in a regional consortium, and 4% of an international consortium.
Opened Universitys
When the United Kingdom Open University (UK OU) was established in 1969, it was not the first major university dedicated solely to distance learning. The right to such a title probably belongs to the University of South Africa, which began its nationwide distance education system soon after the end of WWII. In fact the British studied the South African experience as well as that of Australia, the Soviet Union, Japan, and United States as they were prepared plans for their Open University in the late 1960s. Within a few years of UK OU has proven itself to be so excellent and so successful that it transforms distance education (many would say higher education in general and became a model for similar institutions around the world). With over 2 million graduates since 1972 and more than 200,000 students taking courses every year, full-time staff of 2800 and eight part-time staff over 5000 tutors and counselors, and 13 regional and 330 local learning centers across Britain and overseas, the UKOU is one of the most successful example of a total system approach to distance education. Community making them at the time of the establishment of the OU , admission to higher education was very restrictive; it was particularly difficult for to occur in a working-class homes to obtained admission. Introducing distance education was a political decision taken up by a labor government as a means of breaking down various and opening up opportunity. Thus the term open, which is often attached to distance education in Europe, very specifically reflect the political ambition of the founders of the UKOU. In the United States, where higher education was never a close as in Europe, it is important that we do not confuse the method (i.e. distance education) with the political policy (i.e. openness). In particular, it is necessary to understand that although there is a substantial body of theory about the method of teaching and learning at a distance there is a little theory of open education. Combining the vision of openness with the myth of distance education, multiple universities adhere to the following principles of the UK Open University: in a person can enroll, regardless of previous education. Study is done at home, work, or anywhere the student chooses. And course materials are provided by teams of experts. Tutoring is provided by other specialists. The enterprise is large-scale, usually national, and scope. It enrolls large numbers and enjoys economies of scale. There are large investments, mostly from public funds. A wide variety of technologies are used. A highly integrated system combined with heavy investment result in high quality.
There are exceptions or modifications to some of these principles. For example, although the UKOU admits any one on a first-come, first-served basis, it imposes a lower age limit, and enrollment in a particular course may require prerequisite; UKOU courses have fixed start dates and schedules that are all students must meet; some horses may insist on petition nations in locally study groups or residential week; purchased as well as University produced materials (such as text or tapes) may be used; and tutoring may not be provided to all students or fall courses. Since they are distance education institutions, a distinguishing characteristic of all open universities in their commitment to the use of audio, video, and computer-based technologies, integrated with print and in a very systematic way. The UKOU produces its courses in association with BBC television initially it was to be called the University of the air in Europes largest educational broadcasting studios. CD-ROMs, audio, and videotapes are components of most horses, and online learning is being integrated into existing as well as new courses. However, as with independent study courses in the United States, print materials provided the backbone of most Open University courses. Open universities have now established a tradition of investing money, time, and human resource to ensure their printed materials are extremely well-designed and will produce, very attractive to study from, and pedagogical sound. However, to correct any impressions that an institution that values printed text is not also capable of innovations with new technologies. Although United States does not have an open University party because he always open extension departments of the state and other universities provide the kinds of opportunities the British look for when they set up the UKOU, there are a number of other innovative institutions that share some special characteristics with the open universities. We have already mentioned some early. Western Governors University was formed following a 1995 meeting of association of Western Governors. A joint project of 19 states and Guam , WGU is a nonprofit institution designed to offer courses developed by its members. Bates (2000) suggests that the main motive of the Western states in setting up WGU was the frustration regarding University responses to business and industrys needs in training the workforce. Its program are in the fields of business, information technology, and education. Therefore, the WGU does not design courses itself. Rather, it is an administrative body, which endorses, presents to the public, and coordinates the provision of distance education courses through participating traditional universities. However, it does provide its own degree program in certification. Western Governor University is innovative in that it opens the educational process by focusing less on how much time he still puts in two octane credits, a more on evaluating outputs; that it is to say, that knowledge to student of choirs, regardless of where, how, and when it is acquired. This allows students to make progress toward a degree based on work and life experiences as well as traditional study. All Western governors University courses or online; it does not spend money on maintaining traditional tenure teaching faculty, but instead as signs mentors to help students design and complete their individualized academic plans. In spite of the highly publicized launching of this initiative, Western Governors University was slow to take off. Student enrollment was just 208 in te 1999 2000 academic year. In September 2000 the state of Utah released the port with severe criticism of the organization for its low enrollments. Later that year, the interregional credit the committee (IRAC) granted Western governors University of the status of candidate of accreditation. By the mid-2001, the accrediting commission of distance education and training Council, granted accreditation to Western governors University. In early 2002, the university claimed its enrollment had risen to 2500 students. Of those, 450 to Western governors Universitys degree or certificate program and the other 2050 students took courses to supplement other educational goals. Some observers think the Western governor University lacks sufficient funding to develop its full potential. Certainly, the experiences of many open universities have shown that costs are often under estimated in the beginning. Also, the organizational structure that makes Western governors University a broker of both individual courses and full programs, and the defendants on the state institution for course development seems to be not yet completely refined. Empire State College, which is a part of the State University of New York and Thomas A. Edison State College in New Jersey are other notable examples of American universities that emphasize open collar sees in making admission convenient and flexible and provide study opportunities that are equally convenient and flexible through distance education methods. Nova Southeastern University, founded in 1964 and based in Fort Lauderdale, Florida, offers graduate degrees, Master degrees and doctorial degrees through a system of regional learning centers. It achieves cost-effectiveness, like the UKOU, by relying on an adjunct faculty. Students are assigned to groups called clusters that meet together for week in face-to-face seminars. A professional educator and usually a professor located at a university in the area is hired to coordinate the academic and administrative affairs for each cluster and serve as liaison between the students, faculty, and the University. Students stay in their clusters until they complete their program. Walden University, based in Minneapolis, Minnesota, offers graduate programs in a ministrations/management, health services, human services, and education. Walden University use this procedure similar to Nova, organizing weekend sessions regionally, with adjunct faculty and three summer sessions held at the University of Indiana, Bloomington. Perhaps the most important point to bear in mind about open universities, from the American point of view, is the pressure and the stimulus that their success into mistreating the principles of a system approach have had on institutions in this country, including new virtual institutions that have emerged with the availability of online technologies. It is not a coincidence that the quality of courses designed and delivered in the United States improved and distance education became much more excepted following the establishment of the UKOU van had been the case for nearly 100 years before that.
Interactive television: satellite and cable networks
The use of satellite to deliver courses was the most talked about form of distance education and training in the last two decades of the 20th century, just as delivery by Internet is uppermost in peoples mind at the beginning of the 21st century. It is estimated that there are over 60,000 received sites in the United States by the middle of the 1990s. Unlike the other forms of distance education discussed so far in this chapter, satellite-based courses are usually delivered to students in groups according to a schedule determined by the teaching institution. What makes them different from telecourses is that they are enter active, with feedback, questions, and discussions transmitted usually by telephone links from the audience to the content experts in a distance studio.
Business television and corporate training
Distance education became a training approach of significant interest to American corporations with the evolution of interactive television delivered by satellite, which became known as business television. Companies found they could provide training that was very specific to their particular products at their branch offices and plants around the country and the world, use their own private television network, and was received by means of a satellite dish located outside local business offices or plants. In recent years there has been a tendency to outsource programming and delivery to specialist vendors. Business television link is a corporate satellite user group that includes satellite television pioneers such as Ford Motor Co., American Express, General Electric, Anheuser-Busch, and Re/Max. This is a television proved to be a cost-effective way to apply employee training. For example, when there is a new product, the capability of training the entire sales force at one time means more standardized training, more immediate sales, and his extra revenue. One of authority reports, on the behalf of a bender of satellite programs that this is television results in a: 64% decrease in cost for new product introductions, 81% reduction in product cycle time, 50% reduction in Time out a field. This is television program in accomplishes other functions important to companies besides delivering formal training courses. One of these is the development and maintenance of company morale and employees motivation. These broadcasts provide details about current operation or problems as well as focusing on examples of outstanding employee performance. It is common for the senior executives of companies to make regular appearances to explain policies and answer questions. At one point there was over 80 private business television networks and the United States, some which reach thousands of sites and millions of employees. Today many of these had given way to online communication systems.
Interactive video and higher education
The national University telecommunication network has a membership of approximately 50 universities, community and Junior colleges, and vocational and technical institutes with nearly every state represented. The national University telecommunication network courses consist of one or more broadcast, with video delivered by satellite, and with interactions conducted among receiving sites by telephone. Most courses offered by the national University telecommunication network and continuing education courses produced by the members institutions. A member institution developed the videoconference on a topic of current interest, using expert presenters, and offers a program to other institutions throughout the country. Other members provide reception facilities. The typical program consists of a live video presentation transmitted by satellite and an audio discussion by question period. Each receiving site pays a registration fee to the originating institution; these fees typically range from $200-$500 per site the national University telecommunication network administration help member market their horses, but does not get involved in their production or transmission, which is responsibility of the originating site. The national University telecommunication network also conduct some training activities. When it was established in 1984, was also based on the idea of delivering satellite video courses. It offers its own master degree and a variety of engineering fields, as well as continuing education courses, mainly in engineering also. The national University telecommunication has no sovereignty of its own or campus, and uses satellite, compressed digital video, and computer technology to deliver more than 1000 courses taught by faculty from 50 major universities to more than 1000 work locations internationally. National telecommunication University clients are not individual students, but organizations. Over 200 major corporation and government agencies subscribe to national Telecommunication University and pay fees for eah course they receive. Corporations cooperating and national Telecommunication University including Boeing, Kodak, General Electric, IBM, Motorola, and Xerox. The organizations decide which employees will participate and arrange on-site facilities for taking part in the programs. National telecommunication University has granted more than 1600 master degrees to individuals left completed one of their programs of study. In any one year, more than 30,000 technical professional participate in national telecommunication universities noncredit professional development short courses. In recent years, all these systems have had to accommodate their programming to the emergence of online technologies, in some cases Michelson programs and in others by merging what can be offered by the two technologies. The satellite deliver program can be more suitable for presentations of live lectures, demonstrations, or film; while the online program provides opportunities for small group enter activity, communication from individual participants to instructors, and in-depth follow-up search activities. In the 2000s, the star schools program evolved away from satellite teleconferencing programs toward programming for delivery on the Internet. Although some of the original Star schools consortia had disbanded, among those that have survived are the satellite education resources Consortium, and the telecommunication education for advances in math and sciences.
Online learning and virtual universities
The biggest technological development in distance education in the past decade has been the rapid emergence of the Internet and World Wide Web. Almost all distance education programs, including correspondence and independent study, now have some online presence. In some institutions online learning has replaced telecourses and interactive video courses. Some institutions have been created specifically to offer online learning usually calling themselves virtual universities. Jones international University was originally established in 1987 by entrepreneur Glyn Jones when did it was called mind extension University. Mind extension University provided courses through cable television, but it turned to the Web in 1995, changed its name, and claimed to be the first fully online, accredited university. Like many other online universities, and Jones international University aims to capture an adult audience, mainly working professionals. Is courses had a professional development character with emphasis at undergraduate, Masters and certificate level in the fields of business, education, communications, and information technology. About half of the students had tuition paid by their employers, and most are enrolled in non-degree or certificate programs. In 1999, the North Central Association of colleges and schools accredited Jones international University, a decision that rendered the university more credibility. Some and academic community contested this accreditation, which was defended by the association. The University of Phoenix is one of the largest and most successful online universities. He is a for-profit, proprietary higher education institution, founded in 1976 by the CEO John G. Sperling . The north-central Association of colleges and schools granted it accreditation in 1978. The University of Phoenix is a dual-mode institution; it delivers courses both the classroom through 55 campuses and 98 learning centers in 18 states and through distance education. Most 90% of Phoenix online faculty is part-time. Its full-time faculty designs the courses, and instructors facilitate the online lessons. There is an emphasis on standardizing courses, the doctors worked in a highly structured environment. The university claims that it prefers practitioner faculty who have full-time employment in the discipline they teach. Methods emphasize teamwork, problem-solving activities, and practical application of knowledge. Since it began offering online courses in 1979, it has grown tremendously, in 2003, it had over 70,000 students and 4000 online instructors. The focus of Phoenix is working adults, and its courses have a vocational orientation. Degrees are offered online in business, management, technology, education, and nursing. The degrees range from associates of arts in general studies to a doctor but management and organizational leadership. The majority of students 43% are enrolled in the College of undergraduate business, followed by the college graduate business 20%. Of the university is another private, for profit web-based virtual University and its CEO Steve shank founded it in 1993, aiming at an adult professional audience. Capella University has institutional procedures that resemble those of the traditional universities: the individual professor teaches his or her own courses, for no more than 12 students. However, most of its 170 from two members are part-time, as with Phoenix University online and Jones international University. Capella University was granted accreditation in 2000 Iva North Central Association. It offers degree programs in business, education, psychology, human services and technology, at the certificate, bachelors, masters, and Doctoral levels. The Fielding graduate Institute was founded in 1974 as a distance learning institution specifically for midcareer adults one would create a national learning community in the behavioral sciences. It was an earlier adopter of computer conferencing and now makes extensive use of online learning. Some virtual universities have been created by conventional universities for the delivery of their own programs; examples are pinned states moral campus, University of Illinois online, and the University of Texas Tele campus. Temple University establish virtual temple, New York University created in why you online, and the University of Maryland University College set up its for profit unit. Cornell University has to redesigned its eCornell either it into a non--degree continuing education effort. States have created virtual universities serve as portals for the whole secondary institutions in that state, and not awful courses or programs of their own. Examples include Arizona, Florida, California, Illinois, Iowa, Kentucky, Maryland, Minnesota, and Texas. However, some of the most talked about virtual universities quickly passed away. California virtual university was abandoned in 1999. Fathom an ambitious consortium of megastars in education and the arts, closed in 2003. Some institutions described as virtual universities have been created as a means of marketing a product. For example Barnes & Nobles University offers free courses to the public talk about authors and experts as a way to increase book sales. Macromedia University provides online course to teach people how to use the multimedia design programs sold by Macromedia. Other information-technology companies, including Microsoft, IBM, Cisco, Sun, and Novell provide extensive online education programs relevant to their products.
Virtual schools
Although K-12 schools have been interested in the use of technology for a long time, they have been slow to set up virtual schools. Reason for this includes lack of network access, face-to-face teaching Coulter that includes some political resistance, and lack of teacher training. However, in recent years at least 12 states have established some form of virtual schools intended to offer K-12 class of systems anywhere in the states. In addition, there are virtual high schools offered by some universities, as well as locals who districts and private/charter schools. Some examples are the secondary curriculum via distance education offered by University of Idaho, and the program of University of Nebraska. All these programs started out with a correspondence course model, and have been adding Internet based course. Surveyed virtual schools are reported that at the time of this report, estimated 40-50,000 students were enrolled in online courses and most of these students were taking advanced placement courses. One of the firs and most established virtual high schools is called virtual high school inc. Established in 1996 as a partnership between the Hudson, Massachusetts school district and the Concorde consortium , VHS offers over 100 horses in arts, business, four languages, language arts, life skills/health, math, science, social studies, and technology education. These courses are developed and taught by teachers at the virtual high school 162 in 2003 located in 21 states and overseas. Each participating schools space and annual membership fee to belong to virtual high school and this entitles its to us to course access. For a detail evaluation of virtual high school based upon studies conducted by the Center for technology and learning. Another example is Keystone national high school, which was founded and licensed by the state of them something and and 94 and a credit in 1998. It provides both correspondent courses and Internet based courses and offers year-round enrollment, with a full credit high school curriculum that aims to meet the needs of home school students as well of souls in road of public and private schools. Major information technology, these also offer educational training programs to K-12 schools IBM has formed partnerships with 15 school districts and six states and a project that declares as it contains the reinvention of American schools and selling a line of products and services as well. Microsoft also provides programs to K-12 including an online magazine.
Corporate training
Marchese in 1998 states that private business stands about $58 billion annually on employee training and about 85% of the Fortune 500 companies are subsidizing distance education for their employees. A survey conducted by in 2003 reported that 41% of responding organizations were using online learning. Most large corporations develop their their own online training to meet specific needs of their business and employees, and many have set up their own corporate universities. According to one estimate by corporate University exchange, there are over 1000 such entities. Some of these corporate universities like more Motorola University have bilked physical campuses, other such as the old university only exist virtually. Companies like Microsoft, Oracle, Novell, and Cisco are all in the direct provision business. Sun Microsystems education services division off for over 200 courses and classroom, web-based, and CD modes. Hardware and software manufacturers have provided a plethora of training products as a means to support their customers. Sun Microsystems wraps support, education, consulting, integration, and channel services, as well as direct access to Suns online support tools, under one umbrella; further indicating the integration of training into the design, manufacturing, and distribution of information technologies. Some businesses have teamed up with universities to provide training for their employees. For example, MetLife has teamed up with Drexel University to offer distance master degrees in information systems; the Saturn Corp. and the Bechtel National Inc. formed a partnership with the University of Tennessee, Western governors University is supported by 14 business partners including Sun, IBM, and AT&T.
Vendors
There are vendors will offer off-the-shelf online distance education courses as well as tailor-made courses for specific companies. For example, the college is a company comprised of educators and technologist that partner with University of Colorado and in other five universities to deliver courses online; a contracted with Microsoft to deliver Microsoft 2000 productivity courses to university faculty. The 100 degree online grant program is eCollege effort to sell a range of online degrees and certificate programs. Smart force, another in the learning Company with sales of 168,000,002 thousand, claims to be the worlds largest the learning Company, serving over 2500 corporate customers and having over 30,008 learning objects into its library. It provides online mentors, a library of laboratory simulations, threaded discussion forums, and the chance to interact with guest speakers on a pay-per-view basis. Vcampus Corporation distributes a library of more than 5200 web-based courses, and has delivered more than 2.5 million horses to over 700,000 adult learners. A method example is NETg, which has provided 700 online modules for the national Institute of health, including over 100 codeveloped with Oracle education, with the majority devoted to database administration, and an Internet Master series developed by Netscape. In one form of online learning that is frantically popular and corporations is Web conferencing. This involves the simultaneously use of voice and shared whiteboards the latter usually used for showing PowerPoint slides, and may also involve video all sharing of application programs. This form of distance education is readily adopted by trainers who had their first exposure to distance education in the video teleconferencing and audio graphics boom of the 1980s. Deliver a Web conference is very similar, except that the numbers up trainees at each screen are generally smaller than the audience is distributed more widely. There are a number of vendors that sell Web conferencing services. All the company has to do is to provide is the subject matter experts who deliver the presentation.
Certification and testing companies
There are three testing companies that dominate the market. They are Prometric acquired from Sylvan learning systems by Thomson Corp. of Canada Forest $775 million cash, CatGlobal a division of Houghton-Mifflin, and virtual University Enterprises a division of national computer systems. Prometrics operates about 2500 testing centers and 140 countries. Virtual University Enterprises has nearly 1500 locations, including 20 in Mexico, 28 in Russia, 23 in Brazil, 19 the South Africa, and 50 in China. CatGlobe offers wholly online computer-based testing from servers and 16 countries. Some vendors have developed their own certification. Learning tree international, for example, will qualify you as a certified professional and Cisco router or Oracle7 database administrator on completion of coursework minimum of 22 days and $4500 for Cisco; 19-24 days and $4500 for Oracle and passing examinations.
Military education
US military has always been a major user of distance education, and he should come as no surprise that it has actively embraced online learning. There have been doers distance education programs involving interactive satellites and television in military settings. The Army logistics Management College has offered one-way video/2-way audio programs on its satellite education network for a number of years 2000 of learners with the armed forces and government agencies. The pair technology network is operated by the Air Force Institute of technology; the program reached over 18,000 students at 69 sites across the United States. The Navy operated the CNET electronic schoolhouse network with downlinks classes to major naval training centers around the country that government education and training network provides programs of interest to the Department of Defense agencies. The armys TNET system can seem and received training from over 110 other TNET locations and over 300 site and other military and state networks including all SEN sites. TNET provides the full transfer of video, audio, and data between all sites and allows tactical communication equipment to be included as part of the videoconferencing infrastructure. The navys video teletraining system used digital video compression to network 11 sites and 16 classrooms it was available 24 hours a day and in use for 10 hours a day. Over $2 billion have been in allocated for distance education in 1997-2007. United States General accounting office, national security and international affairs division 1997. Distance education program and the Department of Defense are supported by vertically and horizontally massive technological infrastructure. For example, the National Guads distributive training program is compromise of 250 learning centers, with another 150 under development, supporting programs and 50 states and all US territories. The centers are outfitted with two-way audio and videoconferencing and Internet and Web capabilities. This network was conceived from the beginning as the basis for supporting distance education in the civilian communities, and so the centers are open for Adult Education in college programs, professional teleconferencing meetings, and telemedicine in rural and small communities. In 1997 the Army had only 100 military and television network sites United States General accounting office, national security and international affairs, 19 and seven but plans to have established over the hundred high technology, high bandwidth distance learning centers linked by land-based, commercial telecommunications network by 2005. The goal is to have a digital training facility within 50 miles of every soldiers work location. Unique perhaps to the armed forces, Molson systems are required to meet the needs of most geographically isolated military learners. The US Marines and Navy have been working on setting up deployable learning resource centers that will deliver courses to sailors and hard to reach locations such as on ships in the middle of the ocean. One of the most ambitious effort of the Armys virtual University. The six leaned on luncheon will be spent on the target of having 80,000 soldiers studying via the Army University access online, that unknown by the name of this Internet portal, EArmyU. Launched in 2001, it provides soldiers with access to over 116 certificates and degree programs offered by 32 institutions, with the most enrollment going to Central Texas College, Troy State University, Thomas Edison State College, Saint Leo University, Rio Salado College, and Embry-Riddle aeronautical University. The levels of these programs range from certificate, an associate, bachelor, and masters degrees. All soldiers taking EArmyU courses are eligible for tuition assistance in all courses credited earned are transferable across participating universities. The army continuing education system includes the work of learning centers at Army bases worldwide. In addition, soldiers receive computer equipment, technology support, Internet accounts and service through Galileo online library at the University system of Georgia. In 2003, nearly 31,000 me and women at more than 20 Army bases in the United States and abroad were enrolled in the program. In the beginning, the consortium of institutions that provide courses was managed by noneducational rations, and Price Waterhouse Coopers consulting firm, on a 359 million multi-year contract. Online curriculum was provided through smart thinking, a specialist company hired by Price Waterhouse Coopers. In November 2000, the U.S. Navy entered into an agreement with 16 institutions to provide a variety of associate and bachelor degree programs. Because of the mobile lifestyle sailors, and the Mimi London institutions to provide courses through various technologies and not only online. The same types of degrees are offered by several of incorporating institutions, thereby providing sailors with the choice of program and institution. In the guidance in the selection process is given by the Navy advisers and the institutions representatives. Institutions selected in the first stage of the Navy program included: Dallas County community college District, and George Washington University, University of Maryland University College, City University( Renton, Washington),coastline community college, Embry-riddle aeronautical University, Empire State University, and Florida community college, Florida State University, Fort Hays State University in Kansas, Old Dominion University, Rogers State University Oklahoma, Thomas Edison State College, Troy State University, Vincennes University Indiana. The Air Force Institute for advanced contributed learning, a merger of Air Force distance learning office with the extension course Institute, provides training and who education programs for the Air Force, and air National Guard, and Air Force reserve. The institute also provides career development courses to personnel throughout the Department of Defense and to civil service employees and other federal agencies. The Air Force Institute for advanced distributed learning offers a resident and nonresident curriculum. The nonresident curriculum covers over 400 horses in three categories: professional military education courses, and specialized courses and corporate development courses. Specialized and career development courses are available on CD-ROM or computer-based instruction, in such subjects as: weather, aircrew operations, medical, nursing, command-and-control system operation, communications-electronics systems, and information management. Other military schools that are developing their own distance education programs including the Army National Guard, the defense acquisitions University and Air University.

Course sharing initiatives
There have been a number of initiatives aimed at sharing in the distribution of web-based materials. One of the earliest was the world lecture hall created by the University of Texas, Austin in 1993, which has a database listing thousands of courses and over 70 subjects. In 1997, Merlot multimedia education resource for learning and online teaching was established by the California State University system and down compromises 15 other partner institutions. The multimedia education resource for learning and online teaching database includes thousands of courses and seven subject areas. All courses are peer reviewed and reviewers ratings and comments can be viewed with the course description. The Maricopa learning exchange is a method database of web based courses aimed at the needs of community college students. One of the most talked about efforts and course sharing has been the Massachusetts Institute of technology open courseware project in an effort to make MIT course materials available free to the public. At the time of its official launch in September 2003 in, materials related to more than 100 courses offered by MIT online by 2007 for each course, the syllabus, readings, and lectures notes, schedule, assignments, exams, and study materials are provided. The considerable discussion that the project has provoked within the higher education world highlights the issues of product versus process in higher education, (i.e. although it appears that MIT has given away valuable intellectual property, it really has not since the education process requires a resource more valuable than reading a lecture notes. This is the value added by the instructor and involvement in interaction with peers.

Viewpoint: Chere Campbell Gibson
Technology has brought us access to information to a degree unheard of in the past. As I reflect on the future of teaching and learning with technology and distance education, and I see a decrease in the presentation of content and an increase emphasis on the learning process. Learning through authentic problem-solving, inquiry-based learning and context-based problem posing will be accentuated at all levels of education. Learners will be challenged to work on increasingly more complex problems as well as to engage in problem identification itself. Working with others, both within disciplines and across disciplines in interdisciplinary problem-solving teams, will be encouraged to help learners broadened their repertoire of skills to critically assess information and create knowledge, as well as apply it. Actually believe the future will focus on the use of the available tools and information for personal, organizational and community growth. Teaching content becomes less relevanttool mastery, mastery of the processes of learning, both alone and with others, working within and across disciplines for problem solution, as well as problem identification and critical assessment of resources, will come to the fore.(I hope!)

Select one of these leading ethical issues to explore using the decision-making framework. Please be specific about the issue that you are focusing on in your narrative. Prepare a minimum 3- 5 page, double-spaced paper and submit it to your Assignments Folder as an Here are some suggested issues-
1. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
2. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-business over the Internet.
3. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
4. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
5. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea?
6. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
7. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not?
8. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.
9. Software piracy. How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?
10. Predictions for Ethical IT Dilemma in 2020. What is your biggest worry or your prediction for ethical concerns of the future related to information technology?
11. Consumer Profiling. With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?
12. Biometrics & Ethics. Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the infosphere. What new and old ethical problems must we address?
13. Ethical Corporations. Can corporations be ethical? Why or why not?
14. Social Networking. What are some of the ethical issues surrounding using new social networks? How are these now considered for business use? What are business social communities? Are new/different protections and security needed for these networks?
15. Gambling in Cyberspace. Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?
16. Pornography in Cyberspace For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography
17. Medicine and Psychiatry in Cyberspace. Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?
18. Counterterrorism and Information Systems Your protection versus your rights
19. Open-source Software versus Closed-source Software Ethical ramifications and impact on intellectual property law
20. Creative Commons Licenses How do they work and what are the legal and ethical impacts and concerns?
21. Universal ID Card. What is the general position of the U.S. government about issuing each individual a unique ID Card? Which individual U.S. government agencies have already provided a unique ID Card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?
22. Federal and State Law Enforcement?s Role to enforce computer-based crime.













attached Microsoft Word file. Remember to select one of the four common approaches to ethical decision making [elaborated in your textbook (Chapter 1, Table 1-5; see also Appendix A)] and explain why you chose that approach?how it fits with the issue?to help decision makers find the right balance concerning the acceptability of their actions.
Indicate appropriate American Psychological Association (APA) reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.

? Describe a current IT-related ethical issue; and define a problem statement
? Apply the decision-making process?see especially the Framework in Reynolds, pp. 16 ? 20. Note: A framework provides a methodical approach for developing a problem statement, identifying alternatives, evaluating and choosing alternatives, and implementing the decision, and evaluating results.
? Consider the impact of the decision on you, your organization, stakeholders, your customers and suppliers, and he environment
? State the approach that comes closest to your ethical decision an dprovide your rationale using one of the four common approaches.

This process may be applied to real-world situations. First, apply the model; then use one of the four common approaches in implementing your decision.
Here are some suggested issues-
1. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
2. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-business over the Internet.
3. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
4. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
5. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea?
6. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
7. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not?
8. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.
9. Software piracy. How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?
10. Predictions for Ethical IT Dilemma in 2020. What is your biggest worry or your prediction for ethical concerns of the future related to information technology?
11. Consumer Profiling. With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?
12. Biometrics & Ethics. Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the infosphere. What new and old ethical problems must we address?
13. Ethical Corporations. Can corporations be ethical? Why or why not?
14. Social Networking. What are some of the ethical issues surrounding using new social networks? How are these now considered for business use? What are business social communities? Are new/different protections and security needed for these networks?
15. Gambling in Cyberspace. Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?
16. Pornography in Cyberspace For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography
17. Medicine and Psychiatry in Cyberspace. Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?
18. Counterterrorism and Information Systems Your protection versus your rights
19. Open-source Software versus Closed-source Software Ethical ramifications and impact on intellectual property law
20. Creative Commons Licenses How do they work and what are the legal and ethical impacts and concerns?
21. Universal ID Card. What is the general position of the U.S. government about issuing each individual a unique ID Card? Which individual U.S. government agencies have already provided a unique ID Card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?
22. Federal and State Law Enforcement?s Role to enforce computer-based crime.

DIRECTIONS FOR WRITING A POSITION PAPER
1. Write a 700-1050 word Position Paper on Time to kill ? Europe and the Politics of Leisure .
2. After you have read the article carefully, determine your "position" on the issue.
-Do you agree with the author?s argument?
-Why or why not?
-What salient points does the author make?
-What important points does the author seem to overlook?
-What is YOUR position on the issue?
3. A Position Paper is NOT an article report. You should not simply paraphrase the article in your paper. Instead, you are to articulate your views on the issue. You should briefly summarize the topic of the article, but this should constitute no more than ? a page of your paper. The rest of the paper should be your own thoughts on the issue and the rationale for those ideas. If you agree with the author of the article, discuss the reasons that you think he or she is right. If you disagree with the author?s position, point out the weaknesses in the article and describe the important points that you feel were either left out of the article or were misrepresented.
4. A Position Paper is NOT a research paper. Write it in the first person (use "I" and "my" to refer to yourself), and only include data from other sources if it is critical to the discussion of the issue and supports your position.
5. Your Position Papers should be typewritten, double-spaced, 12/Arial font. Use a cover page and number your pages according to APA format.

Article
Title: Time to kill ? Europe and the Politics of Leisure
Subject(s): ECONOMIC history; COLD War -- Social aspects -- Europe
Source: National Interest, Summer97 Issue 48, p26, 11p, 1 chart
Author(s): Muller, Steven
Abstract: Focuses on the efforts made by Europe to reconstitute
it self after being liberated from the Cold War. Investigation into the
economic analysis of Europe; Description on reversal of social
functions; Information on type of labor used; Examination into the rate
of unemployment; Discussion on the political implications of Europe.
INSET: Sick leave.
AN: 9707224547
ISSN: 0884-9382
Full Text Word Count: 6498

EUROPE, NOW liberated from the Cold War, is seeking to recono stitute
itself, and in doing so fulfill the lofty integrationist expectations of
the early post-World War II era on a fully continental basis. Despite
minority undertones of skepticism both here and in Europe, the
prevailing expectation is that a new and better Europe is taking shape,
one that will be united, prosperous, stable, and democratic. But such
expectations mirror hopes, not reality. Europe as a whole is far more
likely to face a period of acute economic stagnation, the undermining
rather than the expansion of democracy, and serious social upheaval.

Conventional economic analysis and a few select sociological
observations suffice to account for most of Europe''s coming trouble-of
these more below. But it may be, too, that what would otherwise be
merely trouble will turn into a full-blown crisis for a reason that has
so far received little attention: that Europe is destined to bear the
initial brunt of a revolutionary change in the human condition. Such a
bold assertion naturally invites skepticism if not outright rejection.
Nonetheless, humanity may well be standing on the edge of a fundamental
reversal of the human condition: the elevation of work into a privilege
and the denigration of leisure into the burden of idleness.

Revolutionary is indeed the only way to describe the implications of
such a reversal of the social functions and values of work and leisure.
Throughout the ages, for all but a privileged minority that could
command servants, the need to labor has been accepted as an inescapable
burden. Only that same privileged minority had the luxury of true
leisure, meaning not merely time free from work but discretionary time
and energy uncontaminated by exhaustion or deprivation. Now we face a
future in which the need for human labor will rapidly diminish to the
point where there is no longer enough work to occupy the majority--let
alone the entirety--of the human talent and energy available. Leisure
will become ever more abundant, up to and indeed beyond the point of
idleness and boredom. Increasingly, those with meaningful work to
accomplish will constitute a privileged minority, while the majority
will consist of those burdened with idle "time to kill."

The origins of this transformation go back to the beginning of the
Industrial Revolution when, for the first time in history, machinery
began to replace heavy human and animal labor and also to provide
humanity with enormously increased mobility. The pace of that revolution
itself continuously accelerated, but since the arrival of electronic
technology it has been explosive. Smart machines, equipped with
increasingly sophisticated virtual intelligence, now more and more
perform the tasks of both production and service that human society
requires. The human home as well is far along in featuring autonomously
intelligent, comprehensively responsive technological enhancements of
human purpose-such as programmable environmental, communications,
cooking, cleaning, and security systems.

These developments are already so familiar as to require no further
elaboration to those living in the technologically most advanced
nations. Much of humanity, of course, finds itself in earlier stages of
industrial and technological development, but the more gradual pace of
the lateral extension of the industrial-technological revolution has not
retarded its headlong rush in the most highly developed countries. Nor
has the correlation between technological advance and the growth of
material prosperity broken step as this rush has continued. Up to the
present, too, the volume of work has remained sufficient to sustain more
or less acceptable levels of employment-and hence the consumption levels
required to keep a consumer society economically robust.

In the days ahead, however--and not so far ahead--there will be an
inexorable rise in unemployment in the societies already most
technologically advanced: the United States, Europe, and Japan. Much can
be done, and is being done, to share jobs between two or even more
people, to shorten worktime, increase holidays and vacations, and search
for other means to spread out employment opportunities more widely. But
despite such expedients, unemployment will increase as the need for work
decreases.

Now there is a standard economic objection to this scenario, and it will
be just as well that it be made explicit. It may be argued that the
problem of absolute scarcity was already solved thirty or forty years
ago in much of the West. Certainly, to someone living a century or two
earlier it would have seemed so. But people tend progressively to
transform their definition of "want" into "need", and there seems to be
an infinite capacity to create new---critics would say
"artificial"--demands in a consumer society. It is not self-evident that
this process cannot continue indefinitely, or at least for a very long
time; if people are willing to spend money on some thing or some
service, there will be jobs to make whatever that thing is or that
service delivers. There may be more smart machines, but there will also
be more demands and hence more (if different) jobs created by that
demand.

What is wrong with this argument? It vastly underestimates the
revolutionary impact of information technology, which holds a future
where machines can make other machines, and where the overall
substitution of machine for human labor will progress exponentially.
Already, smart machines have polarized the labor market in the most
advanced countries. On the one hand we have the symbol manipulators and
the machinebuilders and caregivers, and on the other the McDonald''s and
hospital laundry workers. This itself is a truly explosive social issue,
and one that technological dynamism is likely to make much more acute
as, with the passing of time, jobs on the lower end of the
sophistication scale disappear much faster than those on the upper end.


Europe''s Handicaps


WHETHER ONE SEES the owth of leisure as a truly revolutionary phenomenon
or as a serious but still manageable social problem, its full effects
are likely to be experienced first in Western Europe. For of the three
economically advanced areas of the world--North America, Northeast Asia,
and Western Europe--the last will be the least able to respond
effectively to it. The fimdamental reason for this lies in the
structures of government economic policy that the exceedingly generous
welfare states of the continent have adopted. Rising unemployment
increases demand for compensatory public expenditures, and the states of
Western Europe are badly placed to afford such additional expenditures.
Their plight is due to a combination of external and internal
circumstances, both of which restrict their ability to avoid a social
crisis.

As for the internal constraints, here we come to mostly conventional
economic considerations. While West European states are not all
alike--Britain after Thatcher, for example, has reduced the role and
cost of central government more than its Continental partners--they are
similar enough for present purposes. The Federal Republic of Germany
represents the quintessential and most acute example of the European
dilemma. The recent sharp rise in German unemployment suggests more than
merely cyclical adjustments and the costs of integrating the former
German Democratic Republic to the rune of nearly $2 billion per year; it
is almost certainly structural in nature. The current level exceeds 11
percent, one not experienced in the Federal Republic since the 1950s.
The current French unemployment level is even higher (12.8 percent) and
the Spanish much higher still (21.8 percent). Indeed, comparable
problems exist throughout the European Union today, suggesting not
random difficulties or mismanagement, but the result of something
embedded in Europe''s essential way of doing business.

The economic problems generated by generous welfare states are many, but
for Europe the implications for unemployment are the most graphic and
serious. The core of the problem is that the added costs of assisting
ever increasing numbers of unemployed require ever greater public
expenditures. Something has to give. Efforts to reduce the costs of the
welfare state and to increase tax revenues are predictably producing
heated controversy virtually everywhere in the EU countries. Governments
throughout Western Europe find themselves politically unable to cut
exceedingly generous benefits, and so they turn instead to efforts to
stimulate more economic growth in order to pay for it all. But
stimulating growth, if it is public sector growth--and that is the
easiest to bring about under current circumstances--only puts more
pressure on government budgets, which makes such forms of stimulation
too expensive even to contemplate for many countries today. If it is
private sector growth, on the other hand, that will only advance the
technological revolution that will breed still higher rates of
unemployment, which, of course, the state has obligated itself to
subsidize at still very generous levels. And private sector growth is
harder to stimulate precisely because the burdens of the welfare state
have made it prohibitively expensive to create such jobs.

Obviously, then, such "solutions" cannot work for long. Taken together
they resemble a sort of social welfare Ponzi scheme, where new growth is
used to pay past obligations, which in turn generates ever greater
future obligations. If indeed the world is entering a new era in which
work is becoming a privilege, then it no longer follows that increased
productivity and sales will increase employment. On the contrary, gains
in both productivity and sales may be dependent on greater reliance on
technology and consequent reductions in the use of human labor. If
European governments fail to understand this dynamic, they may manage
themselves straight into economic collapse.

NONETHELESS, it is inevitable that strenuous efforts will be undertaken
to find ways to avoid confronting the problem. One such effort will be
to allow human labor to remain cheaper than technology in performing
tasks at the lower end of a polarized labor market. At the moment, for
example, it is still possible for industries headquartered in
technologically advanced states to export production to parts of the
world where labor is cheaper than at home. It is also possible to
establish immigration policies that attract cheap labor. While both such
practices are now widespread, they create many problems. The former
often involves systematic violations of human rights: a vast amount of
apparel worn in the technologically most advanced nations, for example,
is manufactured in the Third World by child labor or prisoners. And
conclusive evidence of the extraordinarily high cost of German
labor--the most expensive in the world due in large part to the fact
that every Deutsche Mark of wages is nearly doubled by the cost of
mandatory social benefits--resides in the fact that German firms have
been driven to take advantage of lower labor costs in the United States
by establishing manufacturing plants there.

Exporting production is also significantly counterproductive in the
short run. Apart from the fact that it represents a kind of exploitative
neoncolonialism often involving human rights violations, it aggravates
unemployment at home and reduces domestic investment. In the long run,
economic growth and rising living standards are not only likely to raise
labor costs above present levels around the world, but will result
globally in continued reduction of the need for, and economic advantage
of, substantial human labor in all manufacturing, maintenance,
transportation, and clerical processes. There is no realistic prospect
that West European states can address their problems of rising
unemployment by lowering their cost of human labor sufficiently to
underprice technology-driven manufacture and production.

As for the second practice, that of encouraging immigration to supply
cheap labor, this is doubly injurious. The immediate effect is to
displace local labor, particularly local labor in unskilled and
semi-skilled jobs. Worse, as the forces of technology grind away lower
level jobs, immigrants end up disproportionately on the dole--as is
already the case in France, Italy, and Germany. This not only bloats
government financial responsibilities, but could introduce acute social
divisions, with the potential to undermine both civility and democracy
itself across the continent.

As to the external sources of trouble, the burden on public expenditures
is further seriously increased by the pledge to establish the single
European currency. While in itself that currency requires no vast new
expenditures, its adoption greatly restricts the borrowing caparty of
member states. As a condition for entry, the European Monetary Union
demands limits on national deficits of 3 percent of GDP and on total
public debt of 60 percent of GDP. West European states are therefore
left with very little discretion and face a zero-sum game: spending in
relief of unemployment must come at the expense of other public
spending, and vice versa.

The conditions for sharing in the euro currency are uniquely devised to
achieve monetary stability, but they do not stand altogether alone.
Singular as their purpose may be, they also form part of a larger--and
looser--design to standardize social and economic conditions within the
European Union, and to do so at a high and expensive level.
Bureaucracies being what they are, it comes as no surprise that the
European one in Brussels is energetically pursuing the many little, and
occasionally larger, steps toward the common standards and measures that
lend substance to the concept of common EU citizenship. The European
bureaucracy operates formally under the authority of governmental
representatives from all of the member states, but in practice the
servants of the European Union possess a growing ability to play a
virtually unsupervised regulatory role within member states. The odds
are that this ability will complicate, inhibit, and even frustrate
national governments rather than provide them with assistance or relief
as they struggle with the rapidly expanding problem of unemployment.

In addition, for the near future there is the added burden that Western
Europe--and particularly its main economic engine, Germany-remains
committed to heading a major effort to assist the economic and social
recovery of Central and Eastern Europe. This commitment also extends
prudentially to the successor states of the former Soviet Union, because
it is feared that their instability would adversely affect the rest of
Europe. From 1990-95, the member states of the European Union
contributed over $50 billion to twelve Central and Eastern European
beneficiaries, and these contributions have been extended to 1999.


Europe''s Social Disadvantages


ECONOMIC FACTORS alone cannot account for the fact that Western Europe
is already experiencing serious unemployment while U.S. unemployment is
currently at a record low: 4.9 percent, less than half the rate in
France and Germany. After all, America is technologically as advanced as
Europe, if not more so, and American social welfare programs are also
very expensive, even if they are less comprehensive and expensive than
their European counterparts. The United States too, like Western Europe,
devotes public funds to overseas assistance, not only to Central and
Eastern Europe and the former Soviet states, but to developing economies
all over the globe. Beyond that, America maintains a costly military
establishment that, while reduced from Cold War levels, dwarfs its
European counterparts not only in absolute terms but proportionally. How
then to explain the differences? The crucial difference between the
American and Western European economies lies in three areas: the leisure
industry; the service industry; and the "charitable" or, better, the
not-for-profit sector. Of these, the leisure industry is the most
significant.

Human leisure creates economic demands as does any other human appetite.
One demand generated by leisure is perhaps best designated as diversion,
that is, relief from idleness or boredom. Diversion can take many forms,
among them entertainment, learning, cultural pursuits, physical
exercise, substance abuse, and sexual indulgence. In response to such
demand, leisure industries have already mushroomed throughout the
technologically most advanced economies. Is it possible then, that
employment in leisure industries can over time replace jobs lost in
production and manufacture? The still multiplying profusion of fitness
clubs, for instance, designed to furnish healthy exercise for those
whose lives no longer demand much bodily exertion, certainly offers new
employment opportunities. So does the gathering of great numbers of
people at entertainment and sporting events, where audiences need food,
drink, sanitary facilities, transportation, and so on. Unquestionably,
leisure industries will grow along with increased leisure, and they are
bound to generate new employment.

The question is how much new employment, and of what kind.

It may well be that the most significant capacity of the new technology
will turn out to be its ability to cater profitably to individual
tastes. People who crave exercise can purchase for home use the very
machines that fitness clubs deploy for their users, or perform aerobics
under direction by video cassette rather than a live instructor. Fast
food of limitless diversity can be machine-produced and purveyed with
limited human involvement. Electronic programming of literally infinite
abundance can be summoned from cyberspace to meet individual taste
anywhere, anytime.

As things stand today, employed people tend to make the most use of such
leisure products and services; the unemployed cannot so easily afford
them. In the future, however, should a way be constituted--or, rather,
as a way is constituted, for it will have to be done in order for
society to function--to distribute wealth even to those for whom there
is no necessary and meaningful work to do in an age of smart machines,
this would not be the case. A greatly increased demand for leisure
products and services can be anticipated, but comparable increases in
employment cannot, for the same technological dynamic will apply here as
elsewhere in the smart-machine economy now coming into being. Today an
increasing number of people are employed making, handling, shipping,
retailing, and invoicing video cassettes, computer games, and the like,
but, as in other domains, much of the low-skilled employment involved in
this activity is being "exported" to lower-wage economies, and in the
future that sort of employment is the most vulnerable to information
science-based automation.

Obviously, some new jobs will continue to be generated by such leisure
products and entertainment programming, but not only will the number of
such jobs be limited, the better ones will be concentrated in a
particular locale--America. The capacity for individuation does not
eliminate the tendency of individuals to share common taste and
preference: mass enthusiasm, or rejection, is still much in evidence,
and such mass reaction is of great significance to those who use
telecommunications for financial or political gain. Mass appeal by
definition requires vulgarization. Vulgus is the Latin term for the
people, and accurately connotes the lowest common denominator. It
follows that the software (i.e., content) of telecommunications is
dominated by the United States, where from its very beginnings it has
been a commercialized, as opposed to a pro bono publico, product and
industry. The American global dominance of telecommunications software
generates significant employment in the United States, and also inhibits
the growth of this type of employment in Europe. The commercially driven
exports of American software appeal strongly to European tastes and
samrate the European mass audience to the point of virtual monopoly. In
this sense, Europe has been colonized by America, and to an extent that
even Jacques Servan-Schreiber did not anticipate in his 1960s
description of le dgfi'' americain.

The service industry sector in the United States is equally
characterized by aggressive commercialism. Personal services of infinite
variety are part of the American market economy. Their European
counterparts are in general less profuse and varied, more extensively
regulated, and to great extent provided by public agencies rather than
for-profit entrepreneurs. The health care sector provides just one
example. Although more regulated than in the past, and dependent on
taxfinanced subsidies for the care of the elderly and indigent, health
care in the United States continues to function as a commercial
industry. The recent American fervor for cost control has not reduced
commercialism, only changed its shape. For-profit health maintenance
organizations now charge fees for their work to reduce the direct
expenses for health'' care providers and products. The savings that
result from lower costs for medical services themselves therefore must
be balanced against the new expenditures for the middleman role of the
cost containers. More generally, despite recent privatization efforts in
Britain and elsewhere, whole ranges of public services, transportation,
sanitation, communications, public safety, and so on tend to be public
enterprises in Europe but private enterprises in the United States. Even
the U.S. Postal Service has been organized since 1971 to operate on a
for-profit basis, and there are many and increasing examples of business
as well as residential communities policed and sanitized by commercial
contract, or of prisons operated by private contractors.

While European practice in the service industries obviously generates
employment, that employment is funded by government budgets. These
tax-supported service activities can only sustain or increase employment
at public expense. The result is disproportionate European vulnerability
to conditions of scarce employment and excessive leisure. To the extent
that it results in greater profit and higher employment in the
commercial service industries, excess leisure in the United States is
not an economic disaster but an opportunity. In Europe, however, the
consequence of excess leisure is greater demand for government-operated
public services, increasing the need for tax revenues, and adding to
employment only at greater public cost.

The U.S. economy also contains a large "third sector" (the first being
the for-profit, and the second the publicly-financed), which consists of
the charitably supported component. To a very pronounced extent the
religious, cultural, educational, and intellectual activities of
American society are in the hands of not-for-profit organizations. These
provide a great range of community social services at no direct cost to
the consumer. (True, this multibillion-dollar component of the American
economy is partially tax-supported: the private gifts that support it
are tax-deductible for the donor, and the organizations that deliver its
services are tax-exempt. Thus public support is derived from
taxation--but from taxation foregone rather than from tax-funded
appropriations.)

The economic significance of this third sector is very considerable. Its
current annual operating expenditures, involving over a million
institutions, represent roughly 8 percent of gross domestic product, and
it utilizes over fifteen million people, composed of approximately ten
million full- and part-time employees and more than five million
volunteer equivalents of full-time employees. The sector''s share of
national income is nearly 7 percent, just under half the 15 percent
share of government. (The share of national income for for-profit
business is 78 percent.) A European counterpart of this not-for-profit
sector exists, but on a much reduced scale compared to the United
States.


The Political Implications of Europe''s Troubles


THE PURPOSE OF these observations is not to compare the American and
European economies overall, but to identify specific economic
circumstances that to some degree delay and cushion both the rise and
cost of unemployment in the United States, while causing Europe to be
more immediately and severely exposed to them. But on both sides of the
Atlantic, these are early days.

The impact of the increasing lack of work and the concomitant growth of
demand for tax-supported relief on advanced societies will greatly
strain the fabric of European society, and do so sooner than in the
United States. No one can forecast how Europe will respond to the
unprecedented challenge that it is still only beginning to face, but
experience suggests that its response may pass through four phases:
denial, amelioration, crisis, and resolution.

Denial is the typical initial human reaction to an unexpected
confrontation with threatening circumstances that defy easy
comprehension. Individuals as well as societies cling to the familiar,
and deny that it may no longer apply. Policymakers are of necessity
focused on the issues of today and tomorrow--on the "in" tray, as the
saying goes--and thus tend naturally to reject the prospect that the day
after tomorrow will present radical change. At any given time
politicians in Europe''s democratic states, no less than those in
America, keep at least one eye trained on the next election, and incline
to defer identifying new problems so long as current ones provide
sufficient challenge. The press and the public refer indications of
trouble to traditional experts who prescribe traditional remedies. Any
analysis forecasting radical change is likely to meet not only
rejection, but irritated denial.

But contemporary Western Europe is approaching a degree of discomfort
that already renders denial difficult to sustain. The triple burden of
rising unemployment, assisting Central and Eastern Europe, and adjusting
to the harsh requirements of the euro currency is directing attention to
the early warning signals of a new economic and social era. Thus the
second phase of response, ameliorationrathe effort to improve the
situation by making the necessary adjustments-already seems to be in the
infant stage. The issue of whether or how best to proceed with the
single currency is not universally regarded as definitively settled;
even the German government now suggests that the 3 percent debt figure
is not holy writ, but only a general target. There is a rising European
chorus urging belt-tightening and drastic measures to reduce
unemployment--witness the French effort over the past two years to rein
in labor benefits. But the effort to ameliorate unavoidably produces a
clash between the emerging new era of work as privilege and the deeply
rooted European commitment to social justice--hence, not incidentally,
the long and bitter strikes that the French government''s efforts have
occasioned. Unless dramatically new methods are established to
distribute an abundance produced by a minority of able-bodied adults in
society, that clash seems bound to produce a general and mounting
crisis.

On the surface, the technologically advanced societies of Western Europe
and the United States are much alike. Both exhibit the dominance of an
urbanized middle class whose value system sustains an essentially
free-market economy, as well as political democracy. Both prefer to
operate by compromise rather than command. Below the surface, however,
the legacy of centuries of class consciousness and class conflict still
remains part of the European social fabric. The open frontier spirit of
American society, ever optimistic and individualistic rather than
disciplined, ruthlessly self-centered and mobile rather than embedded in
a static communitarianism, sharply contrasts with the European
mentality. The sense that options are closed and that gain by one group
is made possible only by loss on the part of others, that expectations
should be restrained in the face of centuries of disappointment, still
prevails in European thinking.

One result of these differences is that political divisions in Europe
are far more deeply rooted than in the United States. The concept of
social justice, while wholly accepted in America as well as in Europe,
has connotations that are widely divergent from one side of the Atlantic
to the other. In the United States, it brings to mind human rights, the
individual freedoms of the Bill of Rights, a pragmatic need to protect
the public sensibility from intolerable affront, and a keen awareness
that even the indigent have economic potential. In Europe, however,
social justice has echoes of revolutionary struggle, of triumph over
past oppression, and of the ever present threat to "us"--who do the
work--by "them"--who rapaciously reap the profit. The fundamental
difference between the European welfare state and the American version
lies in the European conviction that it is the indispensable and
desirable role of the democratic state to promote and preserve social
justice, while for most Americans the state is at best a necessary but
dubious last resort. In theory at least, they continue to subscribe to
the Jeffersonian dictum that that government is best which governs
least.

Differences as to the meaning of social justice between Europe and the
United States are further complicated by divergences in the role of
religion. As Peter Berger has shown in these pages, church membership
has declined throughout the technologically most advanced nations of
Europe.1 But in the United States religion survives as a serious force,
and in recent years a significant conservative religious Christian
movement with important political implications has arisen. What is
commonly called the "religious right" is explicitly committed to
traditional Christian values, but it is also vigorously and explicitly
hostile to "big government" and what its leaders decry as godless
betrayal of the sacred--such as the right to life when abridged by
legalized abortion.

The American religious right has been evoked by an opposition to the
dominant secular religion of the day--that stream of American social and
political liberalism that gained great strength from the mid-1950s to
the mid-1970s. As in Europe, American liberals maintained, and still
maintain, that it should be a primary obligation of government to
promote social justice. Clearly it would be impossible to explain the
origins of the American civil fights movement without reference to such
a phenomenon. On both sides of the Atlantic, this obligation has become
a canonic element in the Western civil religion--both in its diluted
Christian form, and in the do-goodism into which the once proud
tradition of classical libera[ism has now degenerated.

The key difference between Europe and the United States in this regard
is twofold: nothing comparable to the American religious right is in
evidence in Europe nowadays; and the liberal orthodoxy is
institutionalized far deeper in the structures of the welfare state-and
even inside the churches--in Europe than it is in America. This lay
orthodoxy is under attack in America; in Europe, with the partial
exception of Britain, it really is not.

These differences suggest that the outcome of large-scale enforced
leisure will be a new form of social conflict in Europe. One could
envisage in addition to classical "proletariat" style social upheaval a
kind of cultural chaos. Masses of basically sated but bored people are
less likely to man barricades than to debauch society generally. The
lack of self-definition and self-respect, and the consequent
demoralization that is bound to afflict so many, is likely to lead to a
sense of alienation and purposelessness so acute as to touch off any
number of morbid cultural trends. Indeed, we already see the beginnings
of such phenomena among unemployed and underemployed youth all over the
continent-and here urban North America is no exception--from self-styled
anarchists in Germany to skinheads and assorted "punks" in Britain,
France, Italy, the Netherlands, and beyond.

The growth of such essentially antisocial forces could be as corrosive
to normal life as any amount of proto-Marxist rabbleraising. Those who
believe that they are denied the right to work, as well as those who
fear losing the work they still have, are likely to perceive themselves
as an oppressed lower class--again, some in proletariat terms that we
would recognize from the past, but others in terms of an underclass
characterized by an angry cultural anomie rather than a specific
political ideology. ''The crisis of work is already a likely source of
the "many factors encouraging populist politics in Europe today", as
Anthony Hartley described it. "Economic despair and xenophobia bring
violence in their wake .... All countries need totems. Their destruction
by... a corrosive skepticism confuses peoples who require national
landmarks by which to navigate."2 And surely national social landmarks
will be destroyed wholesale when those who have work and intend to
retain it behave as an upper class committed to the preservation of its
privileges.

As Hartley''s reference to xenophobia intimates, racism will also
inevitably play a role in future crises. Here, too, the European
experience may be more severe than that of the United States. That may
at first seem paradoxical, because the legacy of slavery, the partial
extermination and subsequent segregation of Native Americans, and
continuing eruptions of racial conflict are such well known aspects of
American society. However, despite all the problems involved, the United
States is well on the way to becoming a multiracial nation in which
Americans of European descent will-within the next century--become the
largest minority rather than, as in the past, the absolute majority of
the population. In the much more homogenous nations of Europe, however,
where the new era of work as a privilege will arrive first in full
severity, the priority certain to be claimed by the indigenous majority
in every country will inevitably produce racially discriminatory
treatment of foreign immigrants and residents, including demands for the
expulsion of foreigners. Already antiimmigration parties--the Italian
net-fascist movement, Le Pen''s National Front in France, and especially
Jorg Haider''s

Freedom Party in Austria--are gaining ground all over Europe. At
present, while the world in general and Europe in particular have yet to
recognize the key challenge lying ahead, and are busy treating seemingly
disconnected symptoms in lieu of recognizing their common cause, it is
impossible to be certain how the Continent will ultimately react to the
coming crisis. But there are reasons for believing that the responses to
the challenge are more likely to be authoritarian than democratic in
nature. Human beings are dependent on order and predictability in their
environment. A crisis that causes prolonged and acute disorder and
uncertainty therefore engenders an ever more urgent priority for the
most rapid and complete possible restoration of stability and
predictability. The quickest and most effective response to that
priority is authoritarianism.

Beyond the human need for order is the fact that the very technology
that is leading to the crisis of work and leisure augers in favor of
authoritarianism. The unprecedented surveillance and tracking
capabilities of the electronic communications technology are well known.
In the future it may become literally impossible for a human being to
escape surveillance. As for leisure as a burden, there is already
evidence that among the first human responses to an abundance of leisure
and unused energy is a craving for sedation. In part such sedation may
be the product of entertainment. In part it may also be the product of
what we have come to call substance abuse, be it alcohol, tobacco,
cocaine, or Prozac. In a society where no one can hide and in which any
malcontent can willingly or unwillingly submit to sedation, the
temptation to totalitarian control would appear to loom large.

The second and more important reason for anticipating an authoritarian
response is best termed civic. If huge numbers of adults never have to
take real responsibility for making their own way in the world, if their
education comes to consist entirely of tutorials in aesthetics and
leisure, if their families no longer serve as production units in every
traditional sense, then the very values and attitudes that undergird
democracy--independence of spirit, responsibility, resourcefulness,
honesty, moral integrity--will simply never develop. A majority of
people devoted to their own entertainment and idle-time management would
far more resemble H.G. Wells'' hapless Eloi in The Time Machine than the
robust practitioners of liberty and selfreliance captured in the
writings of Tocqueville, Locke, Montesquieu, and Mill.

This is not, of course, to maintain that the doom of European democracy
is certain. Indeed, democracy may well be a prerequisite for solving
social problems of the sort and magnitude described here, in the sense
that only with a broad political base willing to sacrifice and
experiment with new forms of social organization will leaders be able to
lead effectively. Neither can one ignore the power of historical memory
and political culture. Europe''s experience with authoritarianism in this
century may well serve to prevent its revival in the next. Democracy is
to some extent a habit, and habits, good and bad, are not easily broken.
Democracy is also part of Europe''s self-definition, and the exertions of
new democracies to the east may even have the surprising effect of
bolstering by example democracy''s prospects farther west.

The only certainties are that the transformation of a key aspect of the
human condition is challenging the technologically most advanced
nations; that Western Europe in particular is less able to cope with
this transformation than the United States; that the required
restructuring of society is so radical as to engender social conflict;
and that the manner in which Europe resolves this conflict, while
unpredictable, will be of utmost consequence to the human future.

1. Peter Berger, "Secularism in Retreat", The National Intevest
(Winter 1996/97).
2. Anthony Hartley, "Europe''s New Populism", The National Interest
(Winter 1992/93).


U.S. Japan France U.K. Neths.
GDP growt rate (%)
1996 2.4 3.6 1.3 2.1 2.7
1990 0.8 4.8* 2.5 0.4 3.9

Unemployment (%}
1996 5.4 3.3 12.4 7.5 7.6
1990 5.5 2.1 9.0 5.8 4.9
1985 7.2 2.6 10.2 11.3 15.7

Gov''t. subsidies and
tramfers (% of GDP)
1994 12.8 N/A 30.0 24.2 37.7
1980 11.9 9.9 24.5 20.2 38.6

Statutory vacation
allowance (clays)
1994 10+ 10 25 22* 20

Italy Spain Germany
GDP growt rate (%)
1996 0.7 2.2 1.4
1990 2.1 3.7 5.9

Unemployment (%}
1996 12.1 22.1 10.3
1990 11.0 16.3 7.2
1985 10.1 21.9 9.3

Gov''t. subsidies and
tramfers (% of GDP)
1994 29.4 16.3 22.6
1980 19.2 8.1 16.7

Statutory vacation
allowance (clays)
1994 25+ 22 24


Figure reflects GNP growth rate.

Typical allowance; no statutory minimum. U.S. figure, typically increase
to 15 days after 5 years work, and 20 days after 15 years work.

Compiled from: World Development Indicators (World Bank, 1997);
International Financial Statistics Yearbook (IMF 1996); Government
Finance Statistics Yearbook (IMF 1996); The Economist (December 23,
1995, p. 112); Employment Benefit Research Institute (Washington, DC);
Hewitt Associates (Illinois); Main Economic lndicators (OECD,
1988-1996); World Economic Outlook (IMF May 1996).

FROM 1980 TO 1992, PER CAPITA GOVERNMENT SPENDING (AT CONSTANT PRICES)
ON SOCIAL BENEFITS IN THE EUROPEAN UNION MEMBER STATES INCREASED 40.6
PERCENT.

FROM 1980 TO 1990, THE SIX MEMBER STATES WITH

THE LOWEST PER CAPITA GOVERNMENT EXPENDITURES ON SOCIAL BENEFITS
RECORDED A REAL GROWTH IN SUCH EXPENDITURES OF 68.2 PERCENT; FOR THE
REMAINING SIX MEMBER STATES, THAT GROWTH WAS 31.7 PERCENT.

Source: Europe in Figures, 4th Edition (Brussels: Eurostat, 1995).

~~~~~~~~

By Steven Muller

Steven Muller is president emeritus of The Johns Hopkins University.


SICK LEAVE



FRANCE


Employees with 3 years of service are eligible for paid sick leave if
they present a medical certificate within 48 hours of getting sick. A
benefit of 90 percent of gross earnings for the first 30 days and
two-thirds of gross earnin s for an additional 30 days is payable after
a ten-day waiting period. (No waiting period is required in the event of
an occupational injury or disease.) An additional 10 days are added to
each period for each complete fiveyear period of continuous service over
three}rears, subject to a maximum oil80 days after 33 years of service.

The employer is reimbursed by the government for the portion of sick pay
that would be payable under social security. Moregenerous benefits may
be provided to employees under collective agreements.


GERMANY


Employers are required to pay full salary for the first 6 weeks of
illness, after which benefits are paid from the health fund.

The mother and father combined may claim up to 20 days off per year in
order to care for a sick child under 12 years of age. This increases to
50 days for families with more than one

child. During this period, the employer must continue paying full
salary.


ITALY


For salaried employees, employers are required to pay fullsalary for
three months during illness. The national contracts for managerial staff
in industry and in commerce provide for 12 months of paid sick leave,
plus an additional 6 months of unpaid leave.

Source: Statutory Compensation and Benefits, 1996-7, Hewitt Associates
(Illinois). Information reflects statutory sick leave only. Personal
leave, maternity and parental leave, work accident leave, cash sickness
benefits, or other collectively-agreed arrangements are not included.

_____

Copyright of National Interest is the property of National Interest and
its content may not be copied or emailed to multiple sites or posted to
a listserv without the copyright holder''s express written permission.
However, users may print, download, or email articles for individual
use.
Source: National Interest, Summer97 Issue 48, p26, 11p

CASE STUDY INSTRUCTIONS
Provide a 1 page briefing paper about the case content and final decision. At a minimum, the briefing paper should include:
Overview of the case
Discussion of case important points
Your opinion of the GAO's final decision
Summary
Please advise if these instructions are not clear.

Case 1
Matter of: Future Solutions, Inc.
File: B-293194
Date: February 11, 2004
Vanessa Navarro, for the protester.
Jonathan S. Baker, Esq., Environmental Protection Agency; Thedlus L. Thompson,
Esq., General Services Administration; John W. Klein, Esq., and Kenneth Dodds, Esq.,
Small Business Administration, for the agencies.
Katherine I. Riback, Esq., and James A. Spangenberg, Esq., Office of the General
Counsel, GAO, participated in the preparation of the decision.
DIGEST
1. Protest that procurement should have been set aside for small businesses is
denied, where the agency reasonably determined that the items to be procured were
available under the Federal Supply Schedule (FSS); agencies need not consider small
business programs when purchasing from the FSS.
2. Protest that agency unreasonably and unfairly evaluated protesters response to
sources sought notice to small business Federal Supply Schedule vendors to
ascertain their capability of meeting the agencys requirements is denied, where the
protester does not rebut the agencys reasons for determining that the protester
lacked the requisite capability, but argues that it was treated disparately from other
vendors who were solicited to submit quotations for the services; the protester was
on a footing completely different from the vendors whose quotations were solicited,
and its response did not have to be considered in the same way as the other vendors
quotations because it was solicited for a different purpose.
3. General Accounting Office will not consider merits of protest that agency
improperly bundled its office supply requirements in violation of the Small Business
Act where the protester has not demonstrated a reasonable possibility that it was
prejudiced by the bundling.
DECISION
Future Solutions, Inc. (FSI) protests the award by the Environmental Protection
Agency (EPA) of a blanket purchase agreement (BPA) for office supplies to
Page 2 B-293194
Corporate Express, Inc., pursuant to request for quotations (RFQ) No. DC-03-00233.
FSI, a small business concern, argues that the requirements should be set aside for
small business concerns and that it was not given an equitable opportunity to
compete for this requirement. FSI also contends that the consolidation of the
agencys office supply requirements into the BPA constitutes improper bundling.
We deny the protest.
The RFQ contemplated award of a BPA for the procurement of office supplies, with
an emphasis on environmentally preferable products (EPP)1 and products of
organizations for the blind or other severely handicapped as authorized by the Javits-
Wagner-ODay Act, 41 U.S.C. 46-48c (2000). These products will be provided to
approximately 2,000 purchase cardholders, within approximately 70 EPA facilities,
located in the contiguous United States. The vendor selected for award of the BPA
was required to be a current holder of a contract under the General Services
Administrations (GSA) Federal Supply Schedule (FSS) 75 IIA, Office Supplies
Products and Equipment. The items covered by the RFQ included all general office
supplies offered under Special Item Number 75 200. The base term of the BPA was
1 year, with four 1-year options, and a maximum 15 months of award-term incentive
options.
In January 2003, the EPA obtained and evaluated the quotations and oral
presentations of four large business FSS 75 IIA contractors. On May 22, the agency
issued a sources sought notice seeking information on the capability of small
business FSS 75 IIA contractors for consideration for the BPA. Capability
statements were limited to 5 pages, and were to address the BPAs statement of work
and 10 other specific capabilities. EPA received capability statements from nine
small business FSS contractors, including FSI. Based on her review, the contracting
officer determined that none of the small business respondents would be able to
perform the BPAs requirements. Although the EPAs Office of Small and
Disadvantaged Business Utilization (OSDBU) concurred with this determination, the
OSDBU requested that the contracting officer participate in a teleconference with
two of the small business respondents (not including FSI), so that the contracting
officer could obtain additional information that might demonstrate that these small
business FSS vendors could meet the requirements. After the teleconference, the
contracting officer again concluded that no small business FSS contractors could
meet the RFQ requirements. The contracting officer then reevaluated the quotations
1 EPP is defined in Executive Order 13101 as products or services that have a lesser
or reduced effect on human health and the environment when compared with
competing products or services that serve the same purpose.
Page 3 B-293194
from the four large business FSS contractors and awarded the BPA to Corporate
Express, Inc. on October 23.2
FSI argues that the agencys purchase from the FSS should have been set aside for
small business concerns and that EPAs failure to do so violates Federal Acquisition
Regulation (FAR) 19.502-2(b), which generally requires an agency to set aside
acquisitions for small businesses where there is a reasonable expectation of
receiving fair market price offers from at least two responsible small business
concerns.
However, no statute or regulation required the agency to set aside this requirement
for small businesses in lieu of purchasing from FSS vendors. Indeed, FAR
8.404(a)(1) as it read when the solicitation for this BPA was issued, provided in
pertinent part:
Parts 13 [simplified acquisition procedures] and 19 [small business
programs] do not apply to orders placed against [FSS], except for [a
provision not relevant here]. Orders placed against a Multiple Award
Schedule . . . using the procedures in this subpart are considered to be
issued using full and open competition . . . .
(i) Ordering offices need not seek further competition, synopsize the
requirement, make a separate determination of fair and reasonable
pricing, or consider small business programs.3
This provision obviates the need for agencies to apply small business set-aside
procedures, where, as here, they are purchasing from the FSS. Information
Ventures, Inc., B-291952, May 14, 2003, 2003 CPD 101 at 2.
FSI also argues that its response to the agencys sources sought notice was not
reasonably evaluated, that the 5-page limit on its response was unreasonable, and
2 On October 20, the Small Business Administration (SBA) requested that the EPA
noncompetitively award the requirement to FSI, a certified 8(a) concern, under
SBAs 8(a) program. In a letter dated November 4, the contracting officer replied to
the SBA that the requirement had already been awarded and that it was not
otherwise suitable for a noncompetitive 8(a) award.
3 This FAR provision was amended effective October 20, 2003 to specifically
recognize that the requirements of FAR 19.202-1(e)(1)(iii) pertaining to bundling,
which implemented the Small Business Act, 15 U.S.C. 631(j)(3) (2000), were
applicable to FSS orders under FAR subpart 8.4. For the reasons stated below, we
do not decide whether the bundling requirements implementing the Small Business
Act were applicable to this acquisition.
Page 4 B-293194
that its response was evaluated in a prejudicially disparate manner inasmuch as the
large business vendors were given the opportunity to make oral presentations and
have discussions.
The FSS program provides federal agencies with a simplified process for obtaining
commonly used commercial supplies and services at prices associated with volume
buying. FAR 8.401(a). Section 259(b)(3) (2000) of title 41 of the United States
Code provides that the prcedures established for the GSAs multiple award
schedule program (that is, the FSS program) satisfy the general requirement in
41 U.S.C. 253(a)(1) for use of competitive procedures if participation in the
program has been open to all responsible sources, and orders and contracts under
the FSS procedures result in the lowest overall cost alternative to meet the needs of
the government. Use of the FSS in lieu of conducting a full and open competition is
premised on following the FAR Subpart 8.4 procedures to reach a determination
regarding what the agencys needs are and which FSS vendor meets those needs at
the lowest overall cost. Savantage Financial Servs., Inc., B-292046, B-292046.2,
June 11, 2003, 2003 CPD 113 at 6; Delta Intl, Inc., B-284364.2, May 11, 2000,
2000 CPD 78 at 4.
Here, FSI was on a footing completely different from the four large businesses
whose quotations were solicited. This was so because EPA determined that the
large businesses had the capability of performing the BPA requirements whereas
EPA had doubts whether any small business could perform these requirements.
Thus, EPA, in accordance with FAR 8.404(b)(2), conducted a competition among
the four solicited large businesses to determine which one represented the best
value.4 Because the agency solicited at least three qualified vendors, there was no
legal requirement for EPA to issue the sources sought notice to the small business
vendors to determine whether any had the capability of satisfying the BPA
requirements. Without endorsing the course that EPA took, we note that the agency
was not considering whether any of the small business responses represented the
best value, but only determining whether any of the small businesses had the
capability that would justify their being solicited for a quotation. Accordingly, we do
not believe that EPA was obligated to consider FSIs response to the sources
sought notice in the same manner that it evaluated the large business vendors
responses to the RFQ.
Nevertheless, having requested that small businesses respond to the sources
sought notice, EPA was required to evaluate the small business responses in a
reasonable manner. Based on our review, we find that the agency did so, and it had
a reasonable basis for determining that FSI did not show that it had the capability of
satisfying the BPA requirements. In this regard, after noting that FSIs response was
4 We understand the BPA is for orders below the applicable FSS maximum ordering
threshold.
Page 5 B-293194
difficult to evaluate because it was not in accordance with the 10 capability areas
listed the sources sought notice, EPA found that either FSI failed to address or did
not sufficiently address several of these areas. For example, while FSIs response to
the sources sought notice stated that a recycling program for the toner cartridges
and batteries will be established, the agency noted that FSIs response did not
include any mention of its track record with similar recycling programs or any plans
detailing how its recycling plan would work. In addition, even though FSI stated that
it has thousands of green products available for purchase, the agency noted that
FSI did not mention how many of the products available on its on-line ordering
system met the EPAs EPP criteria. EPA also noted that although FSI touted its
knowledge and environmental capabilities, it did not have correct information on
EPAs paper requirements. EPA also found that FSIs on-line system is very far
from [EPAs] requirements. Finally, FSIs response failed to mention a commitment
by the firm to the development and utilization of green delivery vehicles and fleet
maintenance programs, a training module, or the firms implementation of
Environmental Management Systems plans. Agency Report, Tab 6, Review of Small
Business Submission in Response to Sources Sought, at 2.
Rather than specifically rebutting the agencys comments, FSI primarily responds
that it was treated disparately from the solicited large business vendors, who were
not subject to the same page limitation and were accorded the opportunity to make
oral presentations and have discussions, and that the noted deficiencies in FSIs
response were due to the 5-page limitation. However, as indicated above, the agency
did not have to treat FSI in the same manner as it did the vendors that it had solicited
for quotations because of the more limited purpose of the sources sought notice to
ascertain if any small business vendors could possibly satisfy the BPA requirements
and given that EPA was not required to issue this notice. Moreover, inasmuch as FSI
does not specifically outline what additional information it would have included in
its response, had it been given additional pages in which to respond, we cannot
conclude that FSI was prejudiced by the page limitation. Based on our review, FSI
has not shown that the agencys determination that it lacks the capability to perform
the work under the BPA was unreasonable.
FSI finally contends that the agencys bundling of its office supplies requirements
into the BPA violates provisions of the Small Business Act, 15 U.S.C. 631(j)(3),
which requires agencies to avoid unnecessary and unjustified bundling of contract
requirements that preclude small business participation in procurements as prime
contractors.
We will not consider this aspect of FSIs protest because there is no showing that FSI
was prejudiced by the bundling of the requirements. Competitive prejudice is an
essential element of every viable protest and where no prejudice is evident from the
record, we will not sustain a protest. McDonald-Bradley, B-270126, Feb. 8, 1996,
96-1 CPD 54 at 3; Lithos Restoration, Ltd., B 247003.2, Apr. 22, 1992, 92-1 CPD 379
at 5. Where the record does not demonstrate that, but for the agencys actions, the
protester would have had a reasonable chance of receiving the award, our Office will
Page 6 B-293194

CASE 2
United States General Accounting Office
Washington, DC 20548
Comptroller General
of the United States
Decision
Matter of: Computer Information Specialist, Inc.
File: B-293049; B-293049.2
Date: January 23, 2004
Kevin P. Mullen, Esq., and David E. Fletcher, Esq., Piper, Rudnick, for the protester.
Mike Colvin, Department of Health and Human Services, for the agency.
Scott H. Riback, Esq., and John M. Melody, Esq., Office of the General Counsel, GAO,
participated in the preparation of the decision.
DIGEST
Protest that agency misevaluated proposals is sustained where record shows that
agencys evaluation conclusions with respect to protesters proposal were either
unrelated to the evaluation criteria or without a factual basis, and agency failed to
note two deficiencies in awardees proposal.
DECISION
Computer Information Specialist, Inc. (CIS) protests the award of a contract to Open
Technology Group, Inc. (OTG) under request for proposals (RFP) No. NLM-03-
101/SAN, issued by National Library of Medicine, National Institutes of Health (NIH)
to acquire telecommunications support services at the agencys Bethesda, Maryland
campus. CIS maintains that the agency misevaluated proposals and made an
unreasonable source selection decision.
We sustain the protest.
The solicitation contemplated the award of a requirements contract with fixed
hourly rates to perform telecommunications support services for a base year, with
four 1-year options. The RFP advised that the agency intended to make award on a
best value basis, with several non-price factors, collectively, being significantly
more important than price. RFP at 66. The non-price criteria (and their point values,
out of 100 possible points) were: qualifications and availability of personnel (30
points), past performance (30 points), technical competence (20 points), and
management approach (20 points). RFP at 66-67. For pricing purposes, offerors
were to submit fully-loaded, fixed hourly rates for various labor categories, RFP at
DOCUMENT FOR PUBLIC RELEASE
The deision issued on the date below was subject to a
GAO Protective Order. This redacted version has been
approved for public release.
Page 2 B-293049; B-293049.2
62; evaluated prices were derived by multiplying the proposed hourly rates by
estimated quantities stated in the solicitation. RFP at 51.
The agency received numerous proposals and, after an initial evaluation, established
a competitive range of four firms, including the protester and the awardee. Agency
Report (AR), exh. 6, at 1-3. The agency conducted discussions with the competitive
range offerors and solicited and obtained revised proposals. The final evaluation
results were as follows:
Offeror Technical Score Estimated Price Acceptability
OTG [deleted] [deleted] [deleted]
Offeror A [deleted] [deleted] [deleted]
Offeror B [deleted] [deleted] [deleted]
CIS [deleted] [deleted] [deleted]
AR, exh. 18 at 2. On the basis of these evaluation results, the agency made award to
OTG, the firm submitting what the agency deemed the highest-ranked, lowest-priced
proposal. Following a debriefing, CIS filed this protest in our Office, asserting that
the agency misevaluated both its and the awardees proposals.
In reviewing protests against an agencys evaluation of proposals, we do not
reevaluate the proposals. Rather, we consider only whether the evaluation was
reasonable and consistent with the terms of the solicitation and applicable statutes
and regulations. CWIS, LLC, B-287521, July 2, 2001, 2001 CPD 119 at 2. On the
basis of the record here, we find the agencys evaluation conclusions with respect to
both proposals unreasonable.
CIS
The evaluation record is limited, consisting solely of narrative materials prepared by
the evaluators. Of five evaluators, four prepared only cursory narrative comments to
support their scoring of the initial or revised CIS proposals. The comments that
were prepared during the initial evaluation criticized the proposal principally for not
offering personnel that met all of the solicitations minimum personnel experience
requirements.1 This was brought to CISs attention during discussions, and CIS
revised its proposal in this area. CIS asserts that it cured this deficiency, and that it
therefore was unreasonable for the final evaluation to reflect a downgrading of the
proposal in the area of personnel qualifications and availability.
1 The RFP divided the contract requirements into seven task areas, six of which
included experience requirements, expressed in terms of years of experience, for the
various personnel categories. For example, under task area 1, program manager, the
proposed program manager was required to have at least 5 years of relevant
experience. RFP, Statement of Work (SOW), at 4.
Page 3 B-293049; B-293049.2
We agree with CIS. In evaluating the revised CIS proposal, four of the five evaluators
again prepared only cursory narrative materials. In terms of scoring, three of these
four evaluators raised CISs score by [deleted] points; the agencys final consensus
technical evaluation report states that two of the three evaluators increased their
scores based on their conclusion that the CIS proposal now met the personnel
experience requirements, and that the third increased his score based on CISs
providing additional information in its revised proposal. AR, exh. 7, at 5-6. Among
these four evaluators, two assigned a final overall technical score of [deleted] points
and two assigned a score of [deleted] points. Id. at 7.
The fifth evaluator scored CISs revised proposal dramatically differently, reducing
CISs score from [deleted] total points initially to [deleted] points on reevaluation.
Unlike the other four evaluators, he prepared extensive narrative materials during
his rescoring of the proposal, AR, exh. 4, at 25-26, and his unedited comments were
ultimately incorporated into the final consensus technical evaluation report, along
with a summary of the other evaluators limited comments. AR, exh. 7, at 5. The
agencys source selection decision document, AR, exh. 18, does not reflect any
critical or independent analysis or evaluation of the proposals by the source
selection official (SSO); instead, it relies entirely upon the numeric scores for
purposes of the agencys source selection decision. This being the case, the
comments of the fifth evaluator regarding deficiencies in CISs proposal represent
the sole support in the evaluation record for the relatively low ranking of CISs
revised proposal. This is problematic for the agency because we find that the
conclusions expressed by the fifth evaluator are unreasonable.
The first paragraph of the fifth evaluators comments states as follows:
I was dismayed and unfavorably impressed with both the tone and the
substance of the proposers response for answers to technical
questions and for additional information. I was shocked with the
pedantry and the profound lack of intellect actually written in the
response. I was disappointed with the visible disregard for manners
and with the actual lack of respect written into and appearing in the
lines of the response. In conscience I cannot recommend that the
government take this proposer or the material presented as a serious
attempt to gain a contract. And I certainly would not wish upon any
government representative the responsibility of confronting or dealing
with any proposer who allows or perhaps promotes such attitudes or
such behavior.
AR, exh.7, at 5.
It is axiomatic that agencies are required to evaluate proposals based solely on the
evaluation factors identified in the solicitation, 41 U.S.C. 253b(a) (2000), Federal
Acquisition Regulation 15.305, and that they must adequately document the reasons
for their evaluation conclusions. Future-Tec Mgmt. Sys., Inc.; Computer & Hi-Tech
Page 4 B-293049; B-293049.2
Mgmt., Inc., B-283793.5, B-283793.6, Mar. 20, 2000, 2000 CPD 59 at 7. The
evaluation factors in the RFP here did not provide for downgrading a proposal based
on the tone of the proposal or the offerors manners, attitudes or behavior, and there
is nothing in the minimal evaluation record identifying the criterion applied or
otherwise explaining the basis for the evaluators statements. Moreover, having read
the proposal, we are at a loss to understand the basis for the evaluators
observations. For example, we are unable to identify any area or aspect of the
proposal that could reasonably be said to demonstrate a lack of respect (and, since
the evaluation apparently was based solely on the written submissions, there would
appear to be no other basis for the evaluators views). We conclude that this portion
of the fifth evaluators comments did not provide a reasonable basis for downgrading
CISs proposal.
The comments next observe that, on page three of the revised proposal, CIS offered
[deleted] in task area 2 (task order management) two individuals who do not meet
the RFPs experience requirements; the comments go on to reference page 18 of the
proposal in support of the observation that these two individuals are being offered in
task area 2. A review of the proposal language, however, establishes that this
observation is simply incorrect. In this regard, page 3 of CISs revised proposal--
responding to the agencys discussion question relating to the experience of its
proposed personnel-- specifically states [deleted]. AR, exh. 15, at 2. These two
individuals are mentioned again on page 18, but only for purposes of describing the
current--as opposed to the proposed--team performing the contract (CIS is the
incumbent for this requirement). We conclude that this aspect of the evaluation
record does not reflect the contents of CISs proposal, and thus did not provide a
reasonable basis for downgrading the proposal.
The next portion of the narrative observes that CISs past performance is limited in
terms of overall experience, years of experience and number of contracts requiring
similar performance. This observation is made in conclusory terms, with no
supporting detail from the firms ast performance information. The record shows
that CIS initially cited two prior contracts for purposes of demonstrating its past
performance, one of which was the prior contract for this requirement. During
discussions, the agency asked for additional past performance information, and CIS
provided information about three additional contracts. In each instance, CIS
organized the information by describing the work performed in terms of its
relevance to the seven task areas outlined in the RFP, and included in each of the
listings information relating to each of the seven task areas. CISs revised proposal
thus included five past performance references spanning the timeframe 1996 to the
present (approximately 8 years). Since the RFP requested only a list of the last two
contracts performed during the past 3 years, as well as those currently being
performed, RFP at 56-57, CIS appears to have presented information relating to an
adequate number of contracts that appear relevant to the requirement being
solicited. In the absence of some explanation for the fifth evaluators conclusory
Page 5 B-293049; B-293049.2
observations indicating why he found otherwise, we find no reasonable basis for the
downgrading of CISs proposal in this area.2
The balance of the narrative is devoted to criticism of proposed enhancements
offered by CIS in terms of [deleted]. The narrative criticizes these proposed
enhancements for three principal reasons: the enhancements were not provided
under the firms predecessor contract; any efficiencies achieved will benefit the
contractors employees, as opposed to government employees; and the proposal
does not state that these enhancements currently exist or explain when they will be
implemented during contract performance. The narrative in this area concludes by
stating: Therefore, all of that information is no more than a pipe dream, mere vapor
to be disbursed with ones next breath. AR, exh. 7, at 5.
Again, these statements are not supported by the record. First, to the extent that the
evaluation criticizes CIS for not providing these enhancements under the
predecessor contract, there is nothing in the record showing that CIS offered the
same enhancements in its previous proposal, or that they were otherwise required
under the earlier contract.
Similarly, nothing in the proposal suggests that these enhancements will not actually
be provided at the commencement of performance. In this regard, the proposed
enhancements are based on CISs providing [deleted]. CISs proposal addresses the
enhancements as follows:
[deleted]
AR, exh. 13, at 5. Elsewhere, the proposal states:
[deleted]
AR, exh. 13, at 132. As with the areas discussed above, absent some explanation in
the record for the fifth evaluators conclusions regarding CISs proposed
enhancements, those conclusions are unsupported, and therefore unreasonable.
OTG
CIS asserts that the agency also misevaluated the OTG proposal. According to the
protester, the agency improperly accepted the proposal for award notwithstanding
that it failed to meet two solicitation requirements: the requirement to provide
2 This observation is all the more confusing given that, during the initial proposal
evaluation, the fifth evaluator identified CISs past performance as a strength and
stated: Good experience, especially with NIH. AR, exh. 4, Initial Evaluation
Worksheet of the Fifth Evaluator.
Page 6 B-293049; B-293049.2
letters of commitment for all of its proposed personnel, and the requirement to
provide a security program plan.
We agree with CIS. Regarding letters of commitment, the RFP provided: For all
proposed personnel who are not currently members of the offerors staff, a letter of
commitment or other evidence of availability is required. A resume does not meet
this requirement. RFP at 59. OTG proposed 14 individuals not currently employed
by OTG. AR, exh. 8, at 25-52. However, OTG presented only 10 letters of
commitment for these 14 individuals; OTG did not submit letters of commitment for
the other 4 proposed employees.
The agency asserts that it relied on other language in the OTG proposal in
concluding that OTG had satisfied the requirement for evidence of availability.
Specifically, the agency cites the following language: Finally we have requested and
received letters of intent from our proposed staff (see Attachment C). AR, exh. 8,
at 2. This representation did not satisfy the requirement. The statement itself is no
more than a self-serving representation, and in relying on it the agency ignored the
fact that Attachment C to the OTG proposal includes only the 10 letters of
commitment referenced above; Attachment C does not include any evidence of the
availability of the other 4 proposed employees. Under these circumstances, we find
that OTG failed to meet this solicitation requirement.3
As noted, CIS also asserts that the OTG proposal did not include an adequate
security program plan. The agency responds that CISs assertion in this respect is
simply disagreement with the agencys evaluation conclusion, asserting that it
reviewed the information in the OTG proposal and, in its discretion, concluded that
it satisfied the security program plan requirement.
The evaluation in this area was unreasonable. The RFP required offerors to submit a
detailed outline (commensurate with the size and complexity of the statement of
work) of its present and proposed information technology systems security program,
demonstrating compliance with the statement of works security requirements, as
well as various statutory and regulatory provisions relating to computer security.
RFP at 61. The RFP cautioned offerors as follows:
3 The agency, in a supplemental report, asserts, without supporting evidence, that the
protester failed to document the availability of three of its proposed employees.
However, the record shows that all three are current employees of CIS; there thus
was no requirement to furnish evidence of availability for these individuals. We note
in any event that CISs proposal included a signed letter from each of its proposed
employees--including the three employees mentioned by the agency--in which the
employees commit to their continued availability to perform the requirement in the
event that CIS is awarded the contract. AR, exh. 14, attach. 8.
Page 7 B-293049; B-293049.2
Proposals which merely offer to conduct a program in accordance with
the requirements of the Governments scope of work will not be
eligible for award. The offeror must submit an explanation of the
proposed technical approach in conjunction with the tasks to be
performed in achieving the project objectives.
RFP at 59.
The OTG proposal fails to provide the level of detail required by the solicitation. The
firms proposed security program is outlined in a half-page portion of its proposal
that is comprised of four short paragraphs. The first paragraph states that OTG and
its subcontractor understand that their personnel may require access to sensitive
data and systems, and that access to these systems and data may require their
personnel to submit to and pass various levels of investigation before employment
with the government. AR, exh. 8, at 64. The next paragraph--which includes the
language the agency states it relied upon in finding the OTG proposal acceptable--
states in its entirety:
The OTG/Verizon Team agrees to comply with the AIS (Automated
Information Systems) security requirements set forth in the statement
of work upon receipt of the government furnished DHHS Automated
Information Systems Security Program (AISSP) Handbook. OTG
further agrees to include compliance to these security guidelines in any
subcontract awarded pursuant to the Prime contract.
Id. The next paragraph of the proposal reiterates that OTG understands that its
employees working on the contract will be subject to various background checks,
and the final paragraph states that OTG agrees to adhere to all established security
training and awareness requirements, that its employes will maintain the integrity,
confidentiality, authenticity, availability and nonrepudiation of data processed,
transmitted or stored on systems in use by NIH, and that it agrees to be monitored to
ensure compliance with all security requirements. Id. (OTG, in its revised proposal,
also stated that it understood that its employees would be required to complete
online NIH computer security awareness training, and also that they will be required
to review and become familiar with any security information supplied by the
government during employee orientation. AR, exh. 10, at 16.)
This language does not set forth a technical approach or an explanation of such an
approach, as expressly required by the RFP; it is entirely lacking in any detail
relating to OTGs information technology security program, and fails to demonstrate
or describe how OTG plans to comply with the various security requirements
(statutes, regulations and agency guidance) called out in the RFP. Rather, the
proposal does little more than agree to conduct a security program in accordance
with the terms of the statement of work; this is precisely the kind of blanket
statement that the RFP cautioned offerors against. Accordingly, we find that there
was no reasonable basis for the agencys evaluation of the OTG proposal in this area.
Page 8 B-293049; B-293049.2
In view of the foregoing, we conclude that the agency misevaluated the proposals of
both CIS and OTG. We also find that the agencys misevaluation was prejudicial to
CIS, since there is a reasonable possibility that, but for the agencys errors, CIS might
have been selected for award notwithstanding its higher price. See McDonald-
Bradley, B-270126, Feb. 8, 1996, 96-1 CPD 54 at 3; see also Statistica v. Christopher,
102 F.3d 1,577, 1,581 (Fed. Cir. 1996). We therefore sustain CISs protest. 4
RECOMMENDATION
We recommend that the agency at a minimum reevaluate the proposals of the
competitive range offerors and make a new source selection decision. However, in
light of our finding that the OTG proposal may have been technically unacceptable,
the agency also may elect to reopen discussions and obtain revised proposals.
Should the agency find that another offeror is properly in line for award, we
recommend that the agency terminate the contract awarded to OTG for the
convenience of the government and make award to the firm found to be in line for
award.5 We further recommend that CIS be reimbursed the costs associated with
filing and pursuing its protest, including reasonable attorneys fees. 4 C.F.R.
21.8(d)(1) (2003). CISs certified claim for costs, detailing the time spent and the
costs incurred, must be submitted to the agency within 60 days of receiving of our
decision. 4 C.F.R. 21.8(f)(1).
The protest is sustained.
Anthony H. Gamboa
General Counsel
4 CIS also alleges that OTG and its subcontractor Verizon have an organizational
conflict of interest because of prior or current contractual relationships that the two
concerns have with the agency. This aspect of the protest is academic in light of our
recommendation (discussed below) that the agency reevaluate proposals and make a
new source selection decision.
5 The agency executed a determination and finding to continue performance of the
OTG contract notwithstanding CISs protest on grounds that urgent and compelling
circumstances significantly affecting the interests of the government would not
permit it to suspend performance of the contract. See 31 U.S.C. 3553(c)(2) (2000).
Nonetheless, because of the ongoing nature of the requirement, we believe the
agency can implement our recommendation and continue to meet its need for these
services without disruption.

CASE 3
Comptroller General
United States Government Accountability Office
Washington, DC 20548
of the United States
Decision
Matter of: Information Ventures, Inc.
File: B-294267
Date: October 8, 2004
Bruce H. Kleinstein for the protester.
James L. Weiner, Esq., Department of Interior, and John W. Klein, Esq., and Laura Mann Eyester, Esq., Small Business Administration., for the agencies.
Charles W. Morrow, Esq., and David A. Ashen, Esq., Office of the General Counsel, GAO, participated in the preparation of the decision.
DIGEST
Protest challenging agency determination not to set aside procurement for small business concerns is sustained where the decision was based on an unreasonably limited search of the potential small business market, and the contracting officer did not consider the responses of several small businesses to the presolicitation notice in making her determination.
DECISION
Information Ventures, Inc. protests the decision of the Department of the Interior, Minerals Management Service (MMS), to issue request for proposals (RFP) No. 35164, for assessing various health education methods, on an unrestricted basis. Information Ventures, a small business, contends that the requirement should be set aside for small business concerns.
We sustain the protest.
On May 28, 2004, MMS published a presolicitation notice on the Federal Business Opportunities website (www.fedbizopps.gov), in which it announced its intent to procure, on behalf of the Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP), and on an unrestricted basis pursuant to Federal Acquisition Regulation (FAR) subpart 13.5, Test Program for Certain Commercial Items, a report that draw[s] national attention to innovative health education methods and the commonalities of successful programs; and to
provide a resource for those who are developing health education materials for youth ages 9-13. Presolicitation Notice.1 (As subsequently clarified in the solicitation, issued on June 18, the purpose of the report was to evaluate the current state of health education methods and propose strategies for implementing more innovative health education methods, with a focus on physical activity and healthy eating programs that are integrative, interactive and engaging (e.g., interactive video and computer games, youth-developed messaging, and popular media programming). RFP II at II-1.)
The presolicitation notice set forth a two-step process in which interested parties were first required to demonstrate their qualifications to perform the required work by submitting a capabilities statement, and then, following review of the capabilities statements, the agency would request those deemed capable and qualified to perform the work to submit a proposal. The presolicitation notice specified June 4 as the deadline for requesting a copy of the solicitation and June 17 as the deadline for submitting capabilities statements.
Twenty business concerns requested a copy of the solicitation by the June 4 deadline, including six small business concerns (two of which included capability statements with their requests). Notwithstanding the expressions of interest on the part of small business concerns, the RFP, issued on June 18 (but with a June 21 Solicitation Issue Date), was not set aside for small business concerns, but instead was issued on an unrestricted basis. The solicitation provided that in order to compete, offerors must first demonstrate their qualifications by submitting a capabilities statement by July 7. In addition to the two small business concerns that had already submitted a capabilities statement with their request for a copy of RFP, an additional four firms (three small business concerns and one large business) submitted capabilities statements by the July 7 deadline. The agency found three of the firms (including two small business concerns) to be capable and qualified and requested each to submit a proposal. One of the two small business concerns determined to be capable and qualified was one of the small businesses that had submitted its capability statement with its request for a copy of the solicitation prior to issuance of the solicitation.
On June 30, prior to the due date for receipt of the required capabilities statement, Information Ventures filed this protest with our Office Information Ventures challenges several aspects of the solicitation, including the fact that the procurement was not set aside for small business concerns. According to the protester, the agency failed to conduct adequate market research before determining not to set aside the procurement.
1 MMS is authorized to contract on behalf of other federal agencies, and is conducting this procurement pursuant to an interagency agreement between MMS and ODPHP.
Page 2 B-294267
In this regard, the contracting officer, in response to the protest, has explained that she determined prior to issuing the presolicitation notice not to set aside the acquisition for small business concerns based on several types of market research. Contracting Officers Statement at 2. Specifically, the record indicates that in searching for potential contractors to perform the requirement here, the contracting personnel reviewed the GSA Advantage online database, which is a database of the products and services available from GSA and Department of Veterans Affairs federal supply schedules, GSA in stock programs, and GSA special order programs that may be purchased from supply schedule contractors. Five contractors in the GSA Advantage database, including three small business concerns and two large businesses, were contacted by telephone; according to the agency, all responded that they could not perform the agencys requirement. In addition, the contracting officer consulted the contracting officers technical representative, who suggested contacting Action for Healthy Kids, a volunteer coalition of organizations working to implement programs in schools to eliminate obesity. The coalition, however, indicated that it could not perform the requirement and reportedly was unable to recommend another source.2 As a result of this research, the contracting officer determined that there was not a reasonable expectation that two or more small businesses could perform this requirement. Id.
Information Ventures protests the adequacy of the market research conducted by the agency to determine not to set aside the acquisition, arguing that a proper market survey should have included researching the Central Contractor Registration (CCR) database, and not just the GSA database, and obtaining the input of the Small Business Administration (SBA), the Interior small business representative, and the ODPHP small business representative.
Contracting officers generally are required to set aside for small businesses all procurements exceeding $100,000 if there is a reasonable expectation of receiving fair market price offers from at least two responsible small business concerns. FAR 19.502-2(b). Generally, we regard such a determination as a matter of business judgment within the contracting officers discretion, and we will not sustain a protest challenging the determination absent a showing that it was unreasonable. McSwain & Assocs. Inc. et al., B-271071 et al., May 20, 1996, 96-1 CPD 255 at 2. However, an agency must undertake reasonable efforts to ascertain whether it is likely that it will receive offers from at least two small businesses capable of performing the work. Rochester Optical Mfg. Co., B-292247, B-292247.2, Aug. 6, 2003, 2003 CPD 138 at 4. Our Office will review a protest of an agency determination not to set aside a
2 Although the agency has stated that the contracting officer also participated in interactive, on-line communication among industry acquisition personnel and customers, Supplemental Agency Report at 4, the record indicates that these communications were e-mails related to the above inquiries.
Page 3 B-294267
procurement to determine whether a contracting officer has undertaken reasonable efforts to ascertain the availability of capable small businesses. Id. In this regard, we have found unreasonable the determination to issue a solicitation on an unrestricted basis where that determination was based upon incomplete information. McSwain & Assocs. Inc. et al., supra. While we have recognized that the use of any particular method of assessing the availability of small businesses is not required, and measures such as prior procurement history, market surveys, and advice from the agencys small business specialist and technical personnel may all constitute adequate grounds for a contracting officers decision not to set aside a procurement, American Imaging Servs., Inc., B-246124.2, Feb. 13, 1992, 92-1 CPD 188 at 3, the assessment must be based on sufficient facts so as to establish its reasonableness. Rochester Optical Mfg. Co., supra, at 5.
In our view, the record does not show that the contracting officer reasonably considered whether the procurement could be set aside for exclusive small business participation. On the contrary, the record indicates that the contracting officer failed to take into account known information indicating the interest of capable small business concerns in this procurement.
As discussed above, the contracting officer reports that prior to determining that there was no reasonable expectation of receiving offers from at least two responsible small business concerns, contracting personnel contacted five contractors in the GSA Advantage database, including three small business concerns and two large businesses, and also a nonprofit organization; according to the agency, all responded that they could not perform the agencys requirement. However, the agency has pointed to nothing in the record that indicates that the reported inability of the selected entities to undertake the contemplated contract was related to their size (rather than to other considerations, such as, for example, other commitments).
As part of our development of the record, we requested and received comments from SBA, who contends that the agencys market research was inadequate. SBA notes that the contracting officer failed to investigate other recommended, readily available sources of information concerning the availability of responsible small business concerns. For example, FAR 13.102, applicable to simplified acquisitions such as this one, provides that [c]ontracting officers should use the Central Contractor Registration [CCR] database . . . as their primary sources of vendor information. In this regards, SBA notes that small business concerns are encouraged to register in the CCR. The contracting officer, however, did not consult the CCR. Had she done so, using the North American Industry Classification System (NAICS) code that she views as appropriate, NAICS code 54161, Management Consulting Services, she would have discovered a large pool of small business
Page 4 B-294267
concerns from which to select firms for further evaluation.3 SBA also points to the agencys failure to search SBAs PRO-NET, which is an online database of information on more than 195,000 small, disadvantaged, Section 8(a), Historically Underutilized Business Zone (HUBZone), and women-owned businesses. (SBA recently merged the CCR and PRO-NET databases into the Dynamic Small Business Search database.)
In addition, FAR 19.202-2 generally requires contracting officers, before issuing solicitations, to make every reasonable effort to find additional small business concerns, which should include contacting the agency SBA procurement center representative, or if there is none, the SBA. Likewise, FAR 19.202 requires contracting officers to consider recommendations of the agency Director of Small and Disadvantaged Business Utilization, or the Directors designee, as to whether a particular acquisition should be set aside for small businesses, while FAR 19.501(e) states that the contracting officer shall review acquisitions to determine if they can be set aside for small business, giving consideration to the recommendations of agency personnel having cognizance of the agencys small business programs. Again, however, the contracting officer failed to utilize these available sources of information concerning potential small business participation.
Furthermore, the record establishes that the contracting officer in fact was on noice, prior to issuance of the solicitation on June 18, of substantial small business interest in this procurement, including interest from small business concerns that the agency itself ultimately determined to be capable of performing the requirement. In this regard, in response to the presolicitation notice, six small business concerns requested a copy of the solicitation, and two included evidence of their capabilities. Further, the agency ultimately found two of the small business concerns (including one that had submitted prior to issuance of the solicitation a qualifications statement with its request for a copy of the solicitation) to be capable and qualified and requested each to submit a proposal. The contracting officer, however, apparently did not evaluate the capabilities of any of the small businesses which had expressed
3 Although the contracting officer reports that she found no small business concerns on CCR when reviewing, for purposes of responding to the protest, NAICS code 54161, Management Consulting Services, it appears that the contracting officer simply failed to review the specific categories comprising this overall code. For example, had she reviewed NAICS code 541611, Administrative Management and General Management Consulting Services, a subcategory of 54161, she would have discovered 344 active small business concerns under that category in the District of Columbia alone. (Information Ventures was also listed under NAICS code 541611, albeit at a Philadelphia location.) Likewise, had the contracting officer reviewed NAICS code 541613, Marketing Consulting Services, another subcategory of 54161, she would have discovered 175 active small business concerns under that category in the District of Columbia alone.
Page 5 B-294267
interest in the solicitation to determine, before issuing the solicitation, whether her previous determination that there was no reasonable expectation of receiving offers from at least two responsible small business concerns was still supportable. The agency, instead, simply issued the solicitation on an unrestricted basis. We agree with SBA that the contracting officer should have assessed the capability of the small business concerns that had responded to the presolicitation notice before issuing the solicitation on an unrestricted basis. See Safety Storage, Inc., B-280851, Oct. 29, 1998, 98-2 CPD 102 at 3 (contracting officer failed to survey firms that had responded to Commerce Business Daily announcements to assess their capability to perform the contract); see also ACCU-Lab Medical Testing, B-270259, Feb. 20, 1996, 96-1 CPD 106 at 3 (contracting officer failed to consider small business concerns that showed interest when requirement was still set-aside).
Since the contracting officer did not assess the capability of the small business concerns that had responded to the presolicitation notice, and otherwise did not make a reasonable effort to survey the market to ascertain whether there was a reasonable expectation that two or more responsible small business concerns would submit bids at fair market prices, before issuing the solicitation on an unrestricted basis, we find that the determination that there was no reasonable expectation of receiving offers from at least two responsible small business concerns was not based on sufficient facts to establish its reasonableness. Therefore, we sustain the protest. 4
Because MMS has already determined that two small businesses are capable of meeting the requirement, we recommend that the contracting officer cancel the solicitation and re-issue it as a set-aside for small businesses, unless she can determine, after conducting a proper market survey, that there is not a reasonable expectation of receiving offers from at least two responsible small businesses at fair market prices. We also recommend that Information Ventures be reimbursed the reasonable costs of filing and pursuing the protest, including reasonable attorneys
4 Information Ventures also contends that it was improper to solicit the requirement under FAR subpart 13.5 because the services are not a commercial item. Under FAR 2.101, a commercial item with respect to services is defined as services of a type offered and sold competitively in substantial quantities in the commercial marketplace based on established catalog or market prices for specific tasks performed or specific outcomes to be achieved and under standard commercial terms and conditions. In this regard, agencies are required to conduct market research to determine whether commercial items are available that could meet the agencies requirements. FAR 12.101. Since it is unclear from the record whether there are established catalog or market prices for these services, the contracting officer should document her market research in this regard prior to reissuing the solicitation.
Page 6 B-294267
Page 7 B-294267
fees. 4 C.F.R. 21.8(d)(1) (2004). The protesters certified claim for costs, detailing the time expended and costs incurred, must be submitted to the agency within 60 days of receiving this decision.
The protest is sustained.
Anthony H. Gamboa
General Counsel
There are faxes for this order.