Discussion Question Better Self-Awareness

Self-awareness is critical to effective leadership. You are on a committee for creating a leadership development program at a large corporate organization with 12 VPs, who provide oversight to over 4,000 employees.

Please discuss:

What processes would you introduce to help leaders who participate in the leadership development program to constructively develop a better self-awareness (e.g., personality, values, and personal biases)?

Please be sure:

  • To support your response with credible sources and examples (Encouraged, not required).
  • All sources used, including the textbook, must be referenced (listed at the end of all responses); paraphrased and quoted material must have accompanying in text citations.

To get more value out of DBs:

  • Online DBs are similar to face-to-face conversations. Real conversation requires that you give extended responses (a minimal response, an explanation or anecdote, a question of your own).
  • Self-edit, know your subject matter, read up, research to see what others are saying, think about what you are going to say, gather your thoughts, make an outline, express concisely.
  • To add depth, breadth, credibility, and validity to your submission add research component in your responses, make sure to list, and cite the sources in the text.
  • End your submission in a way that it grabs the attention of other students, encouraging collaborative thinking, a multiplicity of viewpoints and perspectives.
  • Use Socratic Method (“what,” “how,” “why” questions are open-ended and invite further discussion; “can,” “are,” and “do” questions are closed).

Course Textbook

McShane, S. L., & Von Glinow, M. A. (2013). Organizational behavior: Emerging knowledge, global reality (6th ed.). New York, NY: McGraw-Hill/Irwin.

85 word composition in spanish

  1. VERBS: Use verbs from your text (p. 39, 75, 111, 149, 183, 215, 247, 281). Preterit or imperfect tenses only. Clue words on eText page 267 are helpful. POINTSwill be lost for any verb tenses which are not preterit or imperfect (except for a sentence or two with your opinion at the end of the composition).
  2. NOUNS: Use any nouns, even if not in this textbook.
  3. ACCENTS and TILDES (ñ): Use correctly.
  4. PUNCTUATION: capital letter at the beginning of a sentence, period at the end of a sentence, commas when needed; no run-on sentences.
  5. WRITE 85 to 100 (Spanish) words. NO ENGLISH.
  6. Choose ONE TOPIC below for a title:
    1. Machu Picchu (optional video in Folder 6)
    2. OR Los Uros (optional video in Folder 6)
    3. OR your famous person from Oral Presentation. Write only about their occupation, or life situations. Do not tell the family names, nor dates, nor education, nor places they lived. (This is not a copy of the 15 sentences from the Oral Presentation.)
  7. Must be factual (not fictional) and original (not copied).
  8. At the end, you may give your personal opinion on the topic. (Probably would be a sentence or two – part or all present tense.)

weekly short essay week 6

Weekly Short Essays-Week Six

This is a short essay assignment with a mixture of multiple-choice/short answer and essay questions that cite evidence or research to explain/support your answer.

Your essay answers must be in your own words with paraphrasing properly source credited. Quotes in lieu of answering in your own words will not receive points.

Please submit your responses as a Word document (.docx file). Make sure to number your responses so your instructor will know where one response ends and the next starts. It is not necessary to rewrite each question in your document. For multiple choice questions, CLEARLY indicate your response (a, b, c, or d) so that your instructor does not have to search and try to determine your response in your short answer explanation.

Each response is worth 20 possible points. Please see the attached Rubric for the grading schematic that will be used to evaluate your responses. Your responses should be approximately one-half page each (double-spaced) for a total of three pages (not including Title and References Pages if you choose to include them).

1. Jorge states, “I always knew that guy Johnson was a sneak. I’m not at all surprised that they finally caught him stealing money out of the cash drawer.” Jorge’s statement is best thought of as an example of:

a. an authoritarian personality

b. hindsight bias

c. the psychology of inevitability

d. mutual interdependence

Why is this the best answer?

2. According to Jacobs and Eccles, what is the best way for mothers to encourage their daughters to develop strong math skills?

3. (Based on Article #32 in Readings About the Social Animal) Social identity theory suggests that people make comparisons between others like themselves (in-group) and others who are dissimilar to themselves (out-group). What did Fein and Spencer determine about these sorts of comparisons in their studies?

4. What is your current understanding of meaning of the word “scapegoat?” Have you always understood the meaning of the word? Describe any early impressions you had at a much younger age as to what a “scapegoat” was. Give an example of a scapegoat.

5. Summarize the most effective strategy when it comes to changing deeply rooted attitudes and behavior.

Long Paragraph – Please follow instructions

What are social determinants of health? How do social determinants of health contribute to the development of illness? What is a communicable disease chain? Are there steps that a nurse can take to break a link within the communicable disease chain? Give a specific example. Please include citations and references.

Readings within your text covering international/global health and the following websites will assist you in answering these questions:

  1. U.S. Centers for Disease Control and Prevention (CDC) Global Health website: http://www.cdc.gov/cogh/index.htm
  2. U.S. Department of Health & Human Services (HHS) Global Health website: http://www.globalhealth.gov/index.html
  3. Families USA – Why Global Health Matters—Here and Abroad website: http://www.familiesusa.org/
  4. World Health Organization (WHO) website: http://www.who.int

Is it Moral? Yes, No, . 2-3 pages

The Situation:

You
have suspected for a long time that your supervisor has been regularly
taking home supplies bought by your employer, but which are not
immediately missed since they are rarely used by the company. One day,
your supervisor tells you that it is alright for you to start taking
home these supplies, because your employer will never miss them.

Part
1: Pretend that you are a Moral Relativist and all of your reasoning is
based on the tenets of Moral Relativism. Are you, as an employee, going
to follow your supervisor’s lead and to start taking home the supplies
you want? Explain why or why not.

o You will need to discuss if
“taking things that belong to others” is morally right, wrong, or just a
personal opinion. And, keep in mind that for Part 1, you are trying to
think like a Moral Relativist.

Part 2: Now, pretend that you are
the owner of the company who actually purchased the supplies that have
been going missing. Using Aristotle’s Virtue Ethics, how would you
explain to your thieving employees that they are not demonstrating
“virtuous living” (which means rationally choosing the “just right”
moment of no excess or deficiency in the Virtue and consciously trying
to do everything as excellently as you can)?

o Try not to fire
your employees when you provide all of the details in your explanation,
since, as a follower of Aristotle’s Virtue Ethics, it would be more
rational to rehabilitate them and to teach them to develop the habit of
living virtuous lives.

For both parts, it will probably be
necessary to discuss the relationship between happiness and morality (if
there is one). Also, both parts together should end up being a single
essay between 500 and 800 words, and you should be following standard
grammatical rules and APA formatting. Also, please do not use anything
other than your textbook as a source for this paper.

3 days ago

HRM 562- Memorandum to the CEO

Supporting Document 1: Memorandum to the CEO
Worth 100 points

Using the same scenario from Assignment 1, as the Vice President of Human Resources, you must create a memorandum to the CEO on the issues you discovered from the research. This memorandum serves as your communication to share the discovered problems and request permission to continue researching future solutions.

Write a two (2) page memorandum in which you:

  1. Identify the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.
  2. Elaborate on the significant barriers that you discovered impact the process of learning within the organization’s culture. Provide a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Justify the selection.
  3. Suggest two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Justify your suggestions.
  4. Use Microsoft Word or other equivalent software to select a memorandum template for this supporting document, or use the template located here.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Examine the processes of how organizations learn and organizational barriers that impact the process.
  • Examine the concepts of personal mastery and mental models and their related importance in a learning organization.
  • Use technology and information resources to research issues in developing a learning organization.
  • Write clearly and concisely about developing a learning organization using proper writing mechanic.

Click here to view the grading rubric.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

Points: 100

Supporting Document 1: Memorandum to the CEO

Criteria

Unacceptable

Below 70% F

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Identify the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.

Weight: 25%

Did not submit or incompletely identified the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.

Partially identified the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.

Satisfactorily identified the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.

Thoroughly identified the issue(s) you discovered in the organization’s mystification from individual learning to the organizational learning using the examples that you provided in Assignment 1.

2. Elaborate on the significant barriers that you discovered impact the process of learning within the organization’s culture. Provide a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Justify the selection.
Weight: 30%

Did not submit or incompletely elaborated on the significant barriers that you discovered impact the process of learning within the organization’s culture. Did not submit or incompletely provided a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Did not submit or incompletely justified the selection.

Partially elaborated on the significant barriers that you discovered impact the process of learning within the organization’s culture. Partially provided a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Partially justified the selection.

Satisfactorily elaborated on the significant barriers that you discovered impact the process of learning within the organization’s culture. Satisfactorily provided a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Satisfactorily justified the selection.

Thoroughly elaborated on the significant barriers that you discovered impact the process of learning within the organization’s culture. Thoroughly provided a brief description of the selected OLM (e.g., Off-line/Internal, On-line/Internal, Off-line/External or On-line/External) that will be most suitable for this transition. Thoroughly justified the selection.

3. Suggest two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Justify your suggestions.

Weight: 30%

Did not submit or incompletely suggested two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Did not submit or incompletely justified your suggestions.

Partially suggested two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Partially justified your suggestions.

Satisfactorily suggested two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Satisfactorily justified your suggestions.

Thoroughly suggested two (2) actions that management can take in order to raise the level of trust as part of their strategy to create psychological safety. Thoroughly justified your suggestions.

4. Writing Mechanics, Grammar, and Memo Formatting

Weight: 10%

Serious and persistent errors in grammar, spelling, punctuation, or memo formatting.

Partially free of errors in grammar, spelling, punctuation, or memo formatting.

Mostly free of errors in grammar, spelling, punctuation, or memo formatting.

Error free or almost error free grammar, spelling, punctuation, or memo formatting.

5. Clarity and Coherence of Writing

Weight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

Supporting Document 2: Resistance Risk Mitigation Intervention Table
Due Week 6 and worth 100 points

Using the same scenario from Assignment 1, you realize that transitioning your organization to a learning environment may not be as easy as first imagined. You have encountered several resistance issues relating to the culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You decide to gather a decision-making team to assist in identifying the high or moderate resistance risks that may stop or slow down the process of this transition. The decision-making team must also recommend some mitigation intervention to lower the identified resistance risks to either moderate or low. For example, a high resistance risk can become moderate or low and moderate resistance risk can become low.

Your final product will be a table that identifies five (5) issues related to the organization’s culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You must also provide a description of each resistance issue and rate the resistance risk before the mitigation intervention as either High (H) or Moderate (M). Then, you must provide a description of your team’s mitigation intervention and determine the resistance risk’s downgrade from High (H) to Moderate (M) or Low (L) and / or Moderate (M) to Low (L) after the mitigation intervention.

Create a table in which you:

  1. Determine one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  2. Predict one (1) psychological learning threat that may result from the transition and then provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  3. Assess the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  4. Critique the workforce commitment to this transition and predict one (1) major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  5. Propose one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Next, provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  6. Use the Resistance Risk Mitigation Intervention Table template located here. You may also use Microsoft Word or other equivalent software to create a table in an equivalent format for this supporting document.

Your assignment must follow these formatting requirements:

  • Be typed, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Examine the processes of how organizations learn and organizational barriers that impact the process.
  • Examine the concepts of personal mastery and mental models and their related importance in a learning organization.
  • Examine the driving forces related to organizational learning.
  • Evaluate management behaviors that influence organizational learning.
  • Analyze the key components of a learning organization and the role of a chief learning officer.
  • Use technology and information resources to research issues in developing a learning organization.
  • Write clearly and concisely about developing a learning organization using proper writing mechanic.

Click here to view the grading rubric.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

Points: 100

Supporting Document 2: Resistance Risk Mitigation Intervention Table

Criteria

Unacceptable

Below 70% F

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Determine one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.

Weight: 17%

Did not submit or incompletely determined one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Did not submit or incompletely recommended one (1) mitigation intervention to downgrade the identified resistance in your table. Did not submit or incompletely provided a rationale for your selected mitigation intervention.

Partially determined one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Partially recommended one (1) mitigation intervention to downgrade the identified resistance in your table. Partially provided a rationale for your selected mitigation intervention.

Satisfactorily determined one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Satisfactorily recommended one (1) mitigation intervention to downgrade the identified resistance in your table. Satisfactorily provided a rationale for your selected mitigation intervention.

Thoroughly determined one (1) challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Thoroughly recommended one (1) mitigation intervention to downgrade the identified resistance in your table. Thoroughly provided a rationale for your selected mitigation intervention.

2. Predict one (1) psychological learning threat that may result from the transition and then provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
Weight: 17%

Did not submit or incompletely predicted one (1) psychological learning threat that may result from the transition and did not submit or incompletely provided one (1) mitigation intervention to downgrade the identified resistance in your table. Did not submit or incompletely provided a rationale for your selected mitigation intervention.

Partially predicted one (1) psychological learning threat that may result from the transition and partially provided one (1) mitigation intervention to downgrade the identified resistance in your table. Partially provided a rationale for your selected mitigation intervention.

Satisfactorily predicted one (1) psychological learning threat that may result from the transition and satisfactorily provided one (1) mitigation intervention to downgrade the identified resistance in your table. Satisfactorily provided a rationale for your selected mitigation intervention.

Thoroughly predicted one (1) psychological learning threat that may result from the transition and thoroughly provided one (1) mitigation intervention to downgrade the identified resistance in your table. Thoroughly provided a rationale for your selected mitigation intervention.

3. Assess the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.

Weight: 17%

Did not submit or incompletely assessed the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Did not submit or incompletely provided one (1) mitigation intervention to downgrade the identified resistance in your table. Did not submit or incompletely provided a rationale for your selected mitigation intervention.

Partially assessed the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Partially provided one (1) mitigation intervention to downgrade the identified resistance in your table. Partially provided a rationale for your selected mitigation intervention.

Satisfactorily assessed the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Satisfactorily provided one (1) mitigation intervention to downgrade the identified resistance in your table. Satisfactorily provided a rationale for your selected mitigation intervention.

Thoroughly assessed the current organization structure as it relates to the free flow of knowledge then specify one (1) issue that may cause a major resistance to the transition. Thoroughly provided one (1) mitigation intervention to downgrade the identified resistance in your table. Thoroughly provided a rationale for your selected mitigation intervention.

4. Critique the workforce commitment to this transition and predict one (1) major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.

Weight: 17%

Did not submit or incompletely critiqued the workforce commitment to this transition and predict one (1) major resistance you may encounter. Did not submit or incompletely provided a mitigation intervention to downgrade the identified resistance in your table. Did not submit or incompletely provided a rationale for your selected mitigation intervention.

Partially critiqued the workforce commitment to this transition and predict one (1) major resistance you may encounter. Partially provided a mitigation intervention to downgrade the identified resistance in your table. Partially provided a rationale for your selected mitigation intervention.

Satisfactorily critiqued the workforce commitment to this transition and predict one (1) major resistance you may encounter. Satisfactorily provided a mitigation intervention to downgrade the identified resistance in your table. Satisfactorily provided a rationale for your selected mitigation intervention.

Thoroughly critiqued the workforce commitment to this transition and predict one (1) major resistance you may encounter. Thoroughly provided a mitigation intervention to downgrade the identified resistance in your table. Thoroughly provided a rationale for your selected mitigation intervention.

5. Propose one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Next, provide one (1) mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.

Weight: 17%

Did not submit or incompletely proposed one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Did not submit or incompletely provided one (1) mitigation intervention to downgrade the identified resistance in your table. Did not submit or incompletely provided a rationale for your selected mitigation intervention.

Partially proposed one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Partially provided one (1) mitigation intervention to downgrade the identified resistance in your table. Partially provided a rationale for your selected mitigation intervention.

Satisfactorily proposed one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Satisfactorily provided one (1) mitigation intervention to downgrade the identified resistance in your table. Satisfactorily provided a rationale for your selected mitigation intervention.

Thoroughly proposed one (1) dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (i.e., motivating the recipient to share knowledge). Thoroughly provided one (1) mitigation intervention to downgrade the identified resistance in your table. Thoroughly provided a rationale for your selected mitigation intervention.

6. Writing Mechanics, Grammar, and Table Formatting

Weight: 10%

Serious and persistent errors in grammar, spelling, punctuation, or table formatting.

Partially free of errors in grammar, spelling, punctuation, or table formatting.

Mostly free of errors in grammar, spelling, punctuation, or table formatting.

Error free or almost error free grammar, spelling, punctuation, or table formatting.

7. Clarity and Coherence of Writing

Weight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

Distractors in our Environment

Distractors in our Environment.

Distractions are everywhere. They may include cellphones, the alarms sounding for multiple different reasons, overhead paging, monitors beeping, and staff interrupting our thoughts. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distraction when it comes to patient safety?

Welcome to the Week 6 discussion thread.In this week’s discussion, we are going to discussion distractors in our environment.Distractions are everywhere. They may include cellphones, the alarms sounding for multiple different reasons, overhead paging, monitors beeping, and staff interrupting our thoughts. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distraction when it comes to patient safety?I am looking forward to our discussion this week as I believe this is a very important topic and really can impact patient care and safety.

Thank you in advance for sharing your thoughts!


Complete the Reference Worksheet and write a 750-1000 word essay

Reference Worksheet and 750-1000 Word Essay Assignment

*The purpose of this assignment is to conduct research and locate academic and industry-relevant sources to support your Three Pillars Essay assignment, in which you will discuss your career goals following the completion of your degree. When conducting this research, consider selecting articles that support how you will use your university experiences to impact the greater social good in your industry and your community. Then the assignment will include the three pillars of the College of Business and consider how each of the pillars relates to the Christian mission of the University.

For this assignment, locate sources that provide a direction for your discussion of servant leadership, ethics, and entrepreneurism as they relate to your efforts to promote the greater social good in your career. Locate articles that are relevant to your personal vision and needs. While it is important to search for scholarly articles, it is not your only option for sources. The following expectations must be followed to complete the Reference List Table assignment (attached).

1.Using Google Scholar, locate a minimum of three scholarly articles to complete the worksheet. In addition, you may also locate two additional sources (interviews, videos, websites, etc.). The two additional sources are optional.

2.You must find a source that focuses on servant leadership, ethics, and entrepreneurism in your current or future career. These articles should help with writing a vision reflecting the impact you can have on the greater social good, while incorporating the three pillars of the College of Business.

3.These articles will be then used as sources for the Three Pillars Essay assignment.

4.Using the “Reference List Table” template (attached), complete each section of the table with information from the articles.

5.Then in 750-1,000-words, describe your vision for your career once you have completed your degree. In your discussion, address the impact completing this degree will have on meeting the greater social good in your industry and within the community. Include information from the sources relating to the three pillars of the College of Business (servant leadership, ethics, and entrepreneurism), as well as a discussing how the pillars relate to the Christian mission of the University.

**In short, complete the Reference List Table assignment (attached), focuses on leadership, ethics, and entrepreneurism. Then, using a completed Reference List Table assignment, write a 750-1000 word describing your vision for your career once you have completed your degree.

***This assignment requires a minimum of three scholarly sources. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

**** You will be graded on:

1. Entrepreneurism: The student demonstrates clear understanding of entrepreneurial spirit through appropriate citations of the students selected article and other resources. The student clearly articulates elements of entrepreneurism.

2. Ethics: The student demonstrates clear understanding of innovation through appropriate citations of the students selected article and other resources. The student clearly articulates elements of ethics.

3. Servant Leadership: The student demonstrates clear understanding of servant leadership through appropriate citations of the students selected article and other resources. The student clearly articulates elements of servant leadership.

4. Application of Pillars in Students Career or Industry Contribute to the Greater Social Good: Clear, appropriate, and logical application of the three pillars is demonstrated. The student’s application exhibits rational thought of the appropriate contributions of their career/industry influencing the greater social good.

5. APA Formatting and Research Citations: Writer has a clear understanding of APA formatting and included all necessary components. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

Describe the social variables and determinants that are impacted by economic inequality, journal assignment help

Watch Richard Wilkinson’s TED Talk, “How Economic Inequality Harms Societies,” in the Reading and Resources section for this module. As a researcher, Wilkinson believes that the common thread between many social problems is economic inequality. In your 250–500-word journal entry, address the following:

  • Describe the social variables and determinants that are impacted by economic inequality.
  • Where does the United States rank in terms of economic inequality and in terms of the prevalence of some of these issues?
  • Does any of this data surprise you? Do you agree with Wilkinson? Has your thinking changed since we discussed this briefly in Module Two?

Justify your answers with data from your reading and research.

For additional details, please refer to the Module Eight Journal Guidelines and Rubric document in the Assignment Guidelines and Rubrics section of the course.

ted talks

Case Study B: “McCulloch v. Maryland & Marbury v. Madison”, political science homework help

Case Study B: “McCulloch v. Maryland & Marbury v. Madison”

In this case study we are going to examine and analyze two of the most important Supreme Court rulings in our nation’s history: Marbury v. Madison and McCulloch v. Maryland.

The way this analysis is conducted is going to be very similar to and essentially mirror your assignment for this week (though in your assignment you will be analyzing a different case, the steps will be very similar).

First, let’s examine the case of McCulloch v. Maryland

The Key Points of the Case

The petitioner in the case was McCulloch. McCulloch argued that the state of Maryland could not tax the Second Bank of the United States since the bank had been created by Congress, which was the Federal Government. He further argued that state governments could not tax the Federal Government as a means of controlling the Federal Government.

The respondent in the case was the state of Maryland. Maryland argued that they could tax the bank because nowhere in the Constitution had Congress been given the power to create a bank. The state of Maryland was the key state in the case.

The key part of the Constitution discussed in the case was the Necessary and Proper Clause.

The necessary and proper clause states that Congress has the power to make any laws that are, “necessary and proper” to carrying out their powers listed in Article I of the U.S. Constitution.

In this case, the necessary and proper clause was discussed because Congress believe that they had powers beyond those explicitly stated in the specific words of the Constitution. Congress claimed to have powers that were implied by the powers it was granted in the Constitution.

Also discussed was the Supremacy Clause. The Supremacy Clause states that federal law always supersedes state law. In this case, the Supremacy Clause was discussed because the state of Maryland was trying to tax the Federal Government as a means of limiting the powers of the Federal Government.

The Final Ruling

The case was heard in February of 1819 and decided in March of 1819. The court decided, with not a single justice disagreeing, that Maryland could not tax the Second Bank and that McCulloch was correct for not paying the tax. This decision meant that Congress had the power to pass laws beyond only those that were plainly allowed by the text of the Constitution. This also meant that states could not attempt to restrict, control, or prevent the Federal Government from doing something that the Federal Government had the power to do by the text of the Constitution – even if those powers were implied. This decision made it clear that acts of Federal Government were supreme to acts of state governments. The states had not created the federal government. Instead, the people had, through the Federal Government, created the states. This also paved the way for Congress, as well as other branches of federal government to expand their powers especially when the text of the Constitution is vague on a particular matter. This decision was a huge win for Federalists such as Alexander Hamilton that argued for a strong national federal government. This ruling still impacts our lives today. For example, this case means that the rulings in Roe v. Wade and Planned Parenthood vs. Casey, which sets abortion policy is supreme over state laws and regulations that attempt to restrict a woman’s right to access an abortion. Such as with the debate over abortion policy, the question of what is in the power of the states to do and what is in the power of the Federal Government to do impacts our current elections and political policy debates.

Now let’s consider the case of Marbury v. Madison.

The Key Points of the Case

The petitioner in the case was William Marbury. Marbury, along with several other federalists had been appointed to jobs right at the end of John Adam’s term in office. Adam’s had rushed to make these appointments before Jefferson (who was not a federalist) could take office. The commissions for Marbury and the other federalists’ jobs were accidentally forgotten on a desk by John Marshall (who hadn’t yet become Chief Justice of the Supreme Court) before Jefferson took office. Marbury was arguing that the appointment had been made, even though it had not been delivered and that he should have his job.

Madison, on behalf of Jefferson, argued that the court could not force the Jefferson administration to produce the appointment letters and thus Marbury and the Federalists would not have their jobs.

The part of the Constitution considered in this case was the powers of the Supreme Court under Article III of the U.S. Constitution. The law considered in this case was the Judiciary Act of 1789 that said the Supreme Court could create a “writ of mandamus” that could force someone to do something.

This case became very awkward as John Marshall (who had forgotten to deliver the commissions) was now the Chief Justice of the U.S. Supreme Court when the case was heard. He also knew that Jefferson and Madison, if they were ruled against, would simply ignore the court order. The court, as the judicial branch of government had no way of enforcing a law or a ruling be followed. It was for the executive branch to enforce their decision. However, in this case the executive branch was not going to enforce a decision against itself. Such a decision could significant damage the power and reputation of the court for the future.

The Supreme Court unanimously decided that on paper Marbury won the case and should get his job; however, the Court found that it had no power to enforce that ruling and that the law Marbury claimed allowed the Court to issue a writ of mandamus (forcing Jefferson to give Marbury and the federalists their jobs) was unconstitutional as the Supreme Court didn’t have the Constitution power to issue writs of mandamus.

This ruling meant that the Supreme Court had the power to review laws passed by Congress and declare them unconstitutional. This is called Judicial Review. Congress could not just make laws that violated the constitution. So in the end Marbury won the case, but Jefferson and Madison got their way, and the power of the Supreme Court was strengthened significantly.

Marshall famously wrote, “the Constitution was ‘the fundamental and paramount law of the nation’ and that “an act of the legislature repugnant to the constitution is void.”

This ruling establishing the Supreme Court as the final and supreme decider of whether or not a law was Constitutional. Judicial Review, in conjunction with the Supremacy Clause essentially creates a hierarchy of law in America. The text of the Constitution over the Supreme Court interpreting the law or Constitution (and what they say is the final accepted interpretation, no questions asked), followed by federal law, and finally state law.

It is also important to note that this case was decided in 1803, which means that most of the founders were alive and therefore the justices had a reasonable assessment as to the founders’ “original intent” as to the meaning of the Constitution. In our current political discourse, states’ rights advocates often criticize the Supreme Court for acting outside its Constitutional authority. For example, this charge was leveled against the court by some leaders in response to the Supreme Court ruling legalizing Same Sex Marriage. However, the Court’s power to make such a ruling and to have that ruling be the unquestioned supreme law of the land was determined in 1803 (only 15 years after the Constitution was ratified) with many of the founding fathers alive and present.

Sources

Marbury v. Madison. (n.d.). Oyez. Retrieved March 22, 2016, from https://www.oyez.org/cases/1789-1850/5us137

McCulloch v. Maryland. (n.d.). Oyez. Retrieved March 22, 2016, from https://www.oyez.org/cases/1789-1850/17us316