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Module 6 Assignment Please list and describe four types of Cyber crime. Rubric for Assignment submission Criterion Description Points possible Content Student posts and describes four types of Cyber crimes 40 Word count 500 words 10 Total Points possible 50 .

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Much of the focus in network security centers upon measures in preventing network intrusions and handling security events. There is also a growing debate about what proactive measures an organization should take. From a practical matter, what could some of these practical measures be? Also, are there any biblical principles around taking proactive measures against a probable attacker - and if so, to what extent should these measures go? .

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Mt. Baker Hazards Hazard Rating Score High silic.docx

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Motivation and Cognitive Factors Question A Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post. Question B Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post. OR Select one of the personality tests from Similar Minds . Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post. View your discussion rubric . 13 .

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Motivation in Organizations * Motivation in Organizations Chapter 7 Chapter 7 Preview: Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating? Components of motivation: What are the basic components of motivation? Page Ref: 214 Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215 Guidelines for setting effective performance goals: What are they? Page Ref: 220-223 Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227 Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230 Copyright Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance. Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations. * Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory * Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory * The set of processes thatarousedirect, and maintain human behavior toward attaining some goal Motivation * Motivation Components * Motivation Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money * What Motivates You to Work? * What Motivates People to Work? * Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory * Goal Setting * Goal Setting Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals? * Goal Setting Guidelines For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment * Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory * Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves * Equity Theory Possible Reactions to Inequity * Equity Theory Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees * Equity Theory Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments * Equity Theory Pay Practices in the NewsQuestions to co.

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Motivations to Support Charity-Linked Events After Exposure to Facebook Appeals: Emotional Cause Identification and Distinct Self-Determined Regulations Kaspar Schattke Université du Québec à Montréal Ronald Ferguson and Michèle Paulin Concordia University Nonprofit organizations are increasingly dependent on the involvement of Millennial constituencies. Three studies investigated their motivations to support charity-linked events: emotional identification with a cause, self-determination theory (SDT) regulations, and context-related Facebook promotions. This article addresses the recent call to expand SDT research from a simple analysis of autonomous versus controlled motivation, to studying the effects of all the regulations in the SDT continuum, in particular, the inclusion of the tripartite dimensions of intrinsic motivation and integrated motivation. Results demonstrated that the greater the emotional identification with the cause, the stronger was the tendency to support the charity-linked event. Also, the results in these social media contexts revealed that specific intrinsic dimensions (e.g., experience stimulation) are motivators of online and offline support, as is the personal value nature of integrated regulation. Whereas only autonomous motivational regulations predicted support for the two events organized specifically a for charitable causes, both autonomous and controlled regulations predicted support of a for-profit event organized with a charitable cause as an adjunct. These findings can assist practitioners in designing more effective social media communications in support of charity-linked events. Keywords: social media, self-determination theory, integrated regulation, tripartite model of intrinsic motivation, charitable causes Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp Social media is a new domain offering excit- ing opportunities to investigate research questions in social psychology (Greitemeyer, 2011; Kende, Ujhelyi, Joinson, & Greitemeyer, 2015). Our research examined motivation to support charity-linked events of nonprofit organizations that are currently faced with increased compe- tition for resources and declining government support (Paulin, Ferguson, Jost, & Fallu, 2014; Reed, Aquino, & Levy, 2007; White & Peloza, 2009). Presently, they depend on an ageing set of traditional supporters (Urbain, Gonzalez, & Le Gall-Ely, 2013). However, their future success lies in ensuring the sustainable involvement of the Millennial generation (Fine, 2009), distinguished from other generations by their intense exposure at an early age to interactive technology and social media (Bolton et al., 2013). Facebook, the most detailed social media, is used primarily to maintain or solidify existing offline relationships allowing people to develop a public or semipublic profile and to emotion- ally participate with those whom they can share This article was published Online First December .

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“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. · One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. · The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. · She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.

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MOVIE TITLE IS LIAR LIAR starring JIM CARREY Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it. What are your impressions of the environments (include graphic elements)? Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not? What are the cultural verbal cues that you notice in the movie? What are the cultural nonverbal cues that you notice in the movie? Describe two of the characters' use of language including word arrangement, word choice, and intended meaning. Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction. .

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mple selection, and assignment to groups (as applicable). Describe the process of obtaining informed consent, if applicable. Data Analysis Procedures: Begin by describing your demographic data from your participants. How will you analyze this data using descriptive statistics? Restate each project question or PICOT question. For each question, describe in detail what inferential statistics you will use to analyze your data. Include steps to ensure your data meet the assumptions for each inferential statistic used. Describe the a priori alpha level you plan to use. Ethical Considerations: Provide a description of ethical issues related to your project and how you plan to deal with them. Consider your methodology, design, and data collection. Compare to a randomized controlled trial. Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflicts of interest. Discuss how you plan to adhere to the Belmont Report key principles (respect, justice, beneficence). .

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More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict? .

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Module Five: Directions for the Comparison/Contrast Essay Write a five paragraph essay, using sources and MLA style with a works cited page and include photos and illustrations, to document the similarities and differences of the two major NASA missions: 1. The past Apollo missions to the Moon and 2. The planned future missions to Mars NASA.gov is a primary source for both missions, use it for quotations and include it in your Works Cited page. Also, there are many other sources available through our library online databases and others via google.search. A sample outline could be: I. Introduction and thesis statement II. How the two missions are alike III. How the Apollo missions were unique for traveling to the Moon and back IV. How the planned Mars missions are unique for traveling to the Red Planet. V. Conclusion .

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Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buying and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying. Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled. Case Application Questions 1. What should be done about Richard’s spending? 2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped? 4. Contrast their two views of money. Do you have any recommendations? 5. How can Monica’s fears be dealt with? .

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Module 7 Discussion Forum Discussion: Statement of Cash and Financial Analysis: Discussion: Capital Budgeting and Financial Analysis Review at least 2 academically reviewed articles on capital budgeting and 2 articles on financial analysis and complete the following: A. Write an annotated bibliography of each article. B. Based on the articles you reviewed, discuss what you learned C. In addition, discuss how a manager would use the concepts in the articles you reviewed in managerial decisions. Instructions: 1.Completed the above assignment by over 1000 words and references. 2.Read and respond to at least 3 of your classmates' posts. (Below posted my classmate discussions) Read a selection of your colleagues' postings. Respond to at least 3 of your classmates’ posts. (Each response should be 150 words, It should include the stuff like supporting their discussion and Study Materials Link: TextBook:https://saylordotorg.github.io/text_managerial-accounting/index.html Lesson Lecture: 1. https://www.youtube.com/watch?v=TaND4xx28VM 2. https://www.youtube.com/watch?v=kYKqmWJtPKs 3. https://www.youtube.com/watch?v=x6dd0IHuC98 Assigned Reading/Study Materials Use the following links to study Module 7 topics Analysis of the Statement of Cash Flows: https://saylordotorg.github.io/text_managerial-accounting/s16-how-is-the-statement-of-cash-f.html Analysis of Financial Statements and Nonfinancial Data: https://saylordotorg.github.io/text_managerial-accounting/s17-how-do-managers-use-financial-.html 3-Clasmate discussion Discussion1: PART A De Motta, A., & Ortega, J. (2018). Incentives, Capital Budgeting, and Organizational Structure. Journal of Economics & Management Strategy, 22(4), 810-831. doi: 10.1111/jems.12033 According to this article, capital budgeting is a crucial element when it comes to shaping and establishing a stable organization structure (De Motta & Ortega, 2018). The article focuses on several vital organizational issues that should be looked at keenly if an organization wants to be successful and competitive in the long run. The authors highlight that for an organization to be successful when making investments, it must do a thorough analysis of a project. As much as diversification and expansion would greatly help the organization achieve its set goals and objective and also improve its profitability, it is paramount to evaluate the investments. Capital investments are known to require substantial capital and resources so that they can successfully be implemented. Additionally, the article highlights that an organization ought to ensure that they have enough capital resources before deciding to invest in many capital projects. Last but not least, the article stresses the importance of organizations comparing the costs incurred when implementing a project and the resulting benefits to know if the project is financially viable. Hoffmann, S., Krumholz, N., & O’Brien, K. (2018). How Capital Budgeting Helped a Sick City: Thirty Years.

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Module 4: DQ Post: Evidence-based Practice What is the staff nurse’s role in evidence-based practice in your organization? How much do you think evidence-based practice is valued by your colleagues on the nursing staff? Online Materials & Resources Introduction to Evidence Based Practice [Video file]. (2015, May 26). Retrieved from https://www.youtube.com/watch?v=GZWkh-gpC8U Introduction to Evidence Based Practice by Molly Montgomery Hain, D., & Haras, M. S. (2015). Changing nephrology nurses’ beliefs about the value of evidence-based practice and their ability to implement in clinical practice. Nephrology Nursing Journal , 42(6), 563-567. Neil, H. P. (2015). Nursing liability and evidence-based practice. MedSurg Nursing , 24(5), 10. Evidence-based Practice What is the staff nurse’s role in evidence-based practice in your organization? How much do you think evidence-based practice is valued by your colleagues on the nursing staff? Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. .

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Mood disorders This chapter discusses disorders characterized by abnormalities of mood: namely, depression, mania, or both. Included here are descriptions of a wide variety of mood disorders that occur over a broad clinical spectrum. Also included in this chapter is an analysis of how monoamine neurotransmitter systems are hypothetically linked to the biological basis of mood disorders. The three principal monoamine neurotransmitters are norepinephrine (NE; also called noradrenaline or NA), discussed in this chapter, dopamine (DA), discussed in , and serotonin (also calledChapter 4 5-hydroxytryptamine or 5HT), discussed in .Chapter 5 The approach taken here is to deconstruct each mood disorder into its component symptoms, followed by matching each symptom to hypothetically malfunctioning brain circuits, each regulated by one or more of the monoamine neurotransmitters. Genetic regulation and neuroimaging of these hypothetically malfunctioning brain circuits are also discussed. Coverage of symptoms and circuits of mood disorders in this chapter is intended to set the stage for understanding the pharmacological concepts underlying the mechanisms of action and use of antidepressants and mood stabilizing drugs, which will be reviewed in the following two chapters ( and ).Chapters 7 8 Clinical descriptions and criteria for how to diagnose disorders of mood will only be mentioned in passing. The reader should consult standard reference sources for this material. Description of mood disorders Disorders of mood are often called affective disorders, since affect is the external display of mood, an emotion that is felt internally. Depression and mania are often seen as opposite ends of an affective or mood spectrum. Classically, mania and depression are "poles" apart, thus generating the terms depression (i.e., patients who just experience the or depressed pole) and unipolar down (i.e., patients who at different times experience either the [i.e., manic] pole or the bipolar up down [i.e., depressed] pole). Depression and mania may even occur simultaneously, which is called a mood state. Mania may also occur in lesser degrees, known as , or switch somixed hypomania Figure 6-1. . Bipolar disorder is generally characterized by four types of illness episodes: manic,Mood episodes major depressive, hypomanic, and mixed. A patient may have any combination of these episodes over the course of illness; subsyndromal manic or depressive episodes also occur during the course of illness, in which case there are not enough symptoms or the symptoms are not severe enough to meet the diagnostic criteria for one of these episodes. Thus the presentation of mood disorders can vary widely. fast between mania and depression that it is called .rapid cycling Mood disorders can be usefully visualized not only to contrast different mood disorders from one another, but also to summarize the course of illness for individual patients by showing them mapped onto a mo.

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Module Name: Strategic Business Project Module Code: BUSN 11076 Module Coordinator: Dr Chee Seng Chan Student: XXX Banner ID: XXXXXXXX Research Title: XXXXXXXXXXXXXXX Abstract XXXXXXXXXXX Acknowledgement XXXXXXXXXXXXXXXXXXX Table of Content XXXXXXXXXXXXXXXXXXXXXXXXXX Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Reference Appendix “The title of your questionnaire” The full content of your questionnaire SBP��ҵս��Ŀ��Ĳο��/1. SBP��Ŀ˵��/SBP Structure and Contents.pptx SBP Structure and Contents It is suggested that you adopt the following format in presenting your SBP: 1. Title Page: Please use the standard cover page attached as per prescribed in SBP Handbook. 2. Abstract: It should provide a brief summary of the SBP not exceeding 300 words 3. Acknowledgements: Acknowledgements of outside help and support. 4. Table of Contents: It should list the sequence with page numbers of all relevant subdivisions of the dissertation; i.e. chapter headings, section and sub-section (if appropriate). 5. List of Tables 6. List of Figures / Illustrations SBP Structure and Contents 7. Chapter 1: Introduction 8. Chapter 2: Literature Review 9. Chapter 3: Theoretical Framework and Research Methodology 10. Chapter 4: Data Presentation, Analysis and Findings 11. Chapter 5: Conclusion (s) and Recommendations 12. Reference List: The SB should include a list of all relevant texts / journals used following the Harvard Referencing System / Style. Please refer to Referencing Guide . 13. Appendices: The appendices should only include material that is not central to the arguments in the main text. SBP Marking Criteria/ GuidePercentageMargin (up to 5%)SupervisorExaminer 2SupervisorExaminer 2Abstract, introduction, continuity and presentation (15%)Literature review (25%)Research Methods (20%)Results & Discussion ( 30%)Conclusion & Recommendations( 10%) 1. Abstract, introduction, continuity and presentation (15%) In general, your markers will assess the clarity of stated aims and objectives, relevance to sector related issues, feasibility of aims of SBP, the rationale and significance of the research undertaken. Title: is the title focused, summative, and does it reflect the proposed SBPcontent? Abstract: is it short (300 words), self-contained, summative, objective, precise and easy to read. Introduction: is background information included? Is an introduction to current research included and developed? An introduction to the organisation (if applicable)? 1. Abstract, introduction, continuity and presentation (15%) Have you demonstrated the relevance of your SBP to the field and is it theoretically grounded? Links to relevant literature and academic debates, the evidence of extensive reading will be valued. Aim(s): is the aim feasible and manageable (have resource and data accessibility been taken into account)? Is the aim original and does it have the potential to add insights to the field of study? D.

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Mohit Ahuja Essay on The Reunion by John Cheever As children, we look up to our parents as role models, and it's important to have them in our lives to know they care. A parent's responsibility is not only to provide food and shelter, but also to set a good example for their child. Sadly, this isn't always the case. Oftentimes, parents are inattentive to their child’s needs, parents who don't set the right example for their children. In John Cheever's story "Reunion", we see a classic example of how a father does not play the ‘role model dad’ his son was hoping for. In this story's narrative, Charlie is seeing his father three years after his mother divorced him. We instantly see what Charlie thinks of his father: "to me he was a stranger, my flesh and blood, my future and my destiny”. We see that this relationship is a distant and an estranged one. A son normally wants to look up to his father, however, in this case Charlie sees this role model as a "doom." As I read the first part of the story, I couldn’t help but try to put myself in Charlie’s shoes. Growing up, I was fortunate enough to have a family where I shared a good relationship with my parents. However, as I lived in a joint family, I watched how my grandfather’s job as a policeman affected his behaviour. I, then, understood Charlie’s position. My father told me how he used to long for more time with my grandfather, who was rarely at home as he was a cop. My father also told me how, on most evenings, he found my grandfather in a negative mood and how little time he had available to spend with his family. I could see how this most have affected my father. Charlie gives us his father's initial characterization by observing the following: "He was a great looking man,I smelled my father as my mother sniffs a rose. It was a rich compound of whisky, aftershave lotion, shoe polish, woolens, and the rank of a mature male." When they go into a couple of restaurants, it is visible that the father has a condescending attitude towards the waiters. He raises his voice while trying to order his whisky and talks in various languages to show his dominance. As humorous as it is, he orders "two Bibson Geefeaters" while trying to belittle the waiter at one of the restaurants. As the hour and a half went by, the actions of Charlie's father became increasingly obnoxious. We could infer with the information given in the exhibition that Charlie knew he could never see his father again. This part of the story reminds me of those nights my father told me about, when he was a child, where he would try to stay awake till late, just so he could see my grandfather after he came back from work. My father said, “I remember, quite often, seeing empty cans of beer on the table, and my father being loud and acting ‘strange’. With time, I realized that alcohol affects behaviour, and I was disappointed in my father”. I sympathized with Charlie, and I could feel his disappointment. Circling back to where th.

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"Mom, they want me to play for the National Women's Hockey League!" Josie yelled as she ran into the living room. She had just finished practice, and the scouts had old her afterward how impressed they were with her moves. Finally, her lifelong dream of winning an Olympic gold medal for Canada might actually come true! She'd had to make some sacrifices, like living at home after high school, but it looked like that would all pay off. As soon as she saw the looks on the faces of her parents, her smile disappeared. "Honey, we just got back from the doctor. It turns out that your brother's recurrent bouts of pyelonephritis have led to irreversible renal damage. The nephrologist is recommending that Xavier have a kidney transplant." her mom explained with a pained look. "We know that he has a better chance if he has a related donor, but he could always go on hemodialysis and wait for a cadaver donor..." Josie saw her dreams of a hockey career fade away. After Xavier's third bout with nephrotic syndrome, the whole family had been tested for compatibility in case he needed a transplant. Josie was the only one with a positive cross-match. The doctors had explained to her then that what it would mean if she decided to donate one of her kidneys, but Josie had brushed it off, assuming that her brother would get better. Now the voices of the doctors came back to her. "No contact sports after a nephrectomy," she heard them say. "There's too big a risk of rupturing the remaining kidney." Josie was faced with the toughest decision of all she loved Xavier, but hockey was her life. Discuss both the potential side-effects of having an organ transplant and the long-term repercussions of being a living organ donor. .

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Module/Week 6: Case Study 5 Kent Lampert Instructions Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond to the questions with direct, thorough responses. Each case study assignment should include the following: · Title Page in APA format · Introduction to the case summarizing the situation · Questions converted to sub-headings – responses to each question · Strong conclusion that summarizes the ideas · APA Style Reference page (as needed) Submit each Case Study by 11:59 p.m. (ET) on Monday of the assigned module/week, except for Case Study 7, which is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Kent Lampert Case Study One year ago Kent Lampert achieved his primary professional goal. At age 42, he was named athletic director of the third largest university in his state, StateUniversity. It was quite an accomplishment, considering that his background in athletics was modest and the university has had a history of hiring well-known high-profile former athletes to lead its athletic program. As a child, Kent dreamed of playing professional sports, particularly basketball or golf. Ever since he could remember, sports were a big part of his life ,and he never doubted that he would someday be involved in the management of a sport organization. After high school, Kent attended a small private university where he earned a bachelor’s degree in business administration. While in college, Kent played on the basketball and golf teams, lettering in golf during his last two years. Upon graduation, Kent worked as a salesman for a small golf manufacturing company. He traveled to golf pro shops and sport stores throughout the midwest, promoting and selling the company’s golf equipment. After seven years of golf equipment sales, Kent decided to go back to school at a local university to purse an MBA with an emphasis in marketing. While earning his MBA, Kent got involved with the intercollegiate athletic office by providing extra help for event management. In addition, he worked with the sport marketing department, using his skills in marketing the golf and soccer teams. When he earned his MBA, the university’s athletic director, recognizing Kent’s leadership traits, offered him a position as an assistant director of athletics to oversee minor sports. Kent enjoyed his new job, and coaches liked his leadership style. He worked with each coach and let the coaches participate in the marketing strategies for their particular sports. The coaches respected Kent’s marketing expertise and sought his advice regarding their operations. Word spread quickly of Kent’s success as an assistant athletic director, and it was apparent to many people that Kent had promise to be a good athletic director. At the end of Kent’s fifth year as assistant athletic director, he receive.

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MODULE 3.4 - DiscussionInstructionsClick and read t.docx

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Module 4 SLP, we return our focus from the specifics of information technologies and the formulation of ideal strategies to the wider world of real corporate behavior. Our emphasis now shifts to the actual implementation of information technologies and the sociotechnical dynamics that implementation not infrequently founders upon. No technical solution—however brilliantly designed or competently backstopped or elegantly integrated with other corporate plans—is any better than its implementation at the lowest levels of the system to which it is addressed. All too frequently, plans and solutions are developed in a vacuum apart from the context within which they are to be deployed and used. It is hard to overestimate the quantity of corporate resources that have been squandered on poor IT implementations over the years—to say that it would exceed the GNP of many third world countries would probably not be an exaggeration. Implementation is by no means an all-or-nothing proposition; even though the full measure of system changes may not be as successful as desired, there can often be positive local results, particularly if the implementation process is oriented toward learning as well as doing, or even more so, doing unto others. The one sure way to implementation failure is to assume that all knowledge resides in IT management—or even in management generally. Success is inevitably based on user involvement in varying degrees, generally more rather than less. All modules in the course draw on everything that you have learned in the program; however, this module most specifically draws on your courses in computer-human interaction, systems development, and project management as well as on your general introductory courses. Implementation is a drawn-out process requiring effective collaboration among many different kinds of specialists and generalists, extended over time and across space, and requiring explicit attention to both the social and technical systems of the organizational units affected. Above all, implementation must be sensitive to feedback, resilient enough to deal with changing circumstances, personnel, and goals, and focused much more on the users than on the technologists. Effective implementation always embraces the fundamental sociotechnical criterion of "incompletion"—that is, the idea that no change process is ever "finished" as such, but that change is an ever-flowing river in which one set of adjustments is merely the prelude to another set. Sociotechnical life in organizations is a soap opera, not a novel. There is never a "happily ever after," just an ever-evolving and constantly reconfiguring cast of players and problems. Sometimes things get better; sometimes they get worse—but they will always be different. Videos of Interest… Something to Think About… Andrew McAfee discusses an array of revolutionary technologies that are replacing routine jobs with machines that can speak, understand, translate, and hear. McAfee bel.

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