Part 1

Reflect on the Chapter 15: Foundations of Organizational Structure, Chapter 16: Organizational Culture and Chapter 17: Organizational Change and Stress Management and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in society or business. After submitting your two page paper as an initial post in the “Reflection and Discussion Forum,” then type at least two peer replies in response to your classmates posts (200 word minimum each).

Part 2

Provide at least a 150 word graduate level response to each of the following questions.

1. How does organizational culture develop?

2. Describe the simple structure. Discuss its advantages and disadvantages.

3. Experience on the job tends to be negatively related to work stress. Why?

Requirements:

• Provide at least a 150 word minimum response for each question.
• Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.

Make sure to cite the text and other resources used in the content as well not just the references.

Attached Textbook

I need to write 8 slides power-points about the PDF I have attached

here is the aritcle

Overview of Stafford Act Support to States

This overview illustrates actions Federal agencies are likely to take to assist State, tribal, and local governments that are affected by a major disaster or emergency. Key operational components that may be activated include the National Response Coordination Center (NRCC), Regional Response Coordination Center (RRCC), Joint Field Office (JFO), and Disaster Recovery Centers (DRCs).

1. TheDepartmentofHomelandSecurity(DHS)NationalOperationsCentercontinually monitors potential major disasters and emergencies. When advance warning is received, DHS may deploy—and may request that other Federal agencies deploy—liaison officers and personnel to a State emergency operations center to assess the emerging situation. An RRCC may be fully or partially activated. Facilities, such as mobilization centers, may be established to accommodate Federal personnel, equipment, and supplies.
2. Immediatelyafteramajorincident,tribaland/orlocalemergencypersonnelrespondand assess the situation. If necessary, those officials seek additional resources through mutual aid and assistance agreements and the State. State officials also review the situation, mobilize State resources, use interstate mutual aid and assistance processes such as the Emergency Management Assistance Compact to augment State resources, and provide situation assessments to the DHS/Federal Emergency Management Agency (FEMA) regional office. The Governor activates the State emergency operations plan, declares a state of emergency, and may request a State/DHS joint Preliminary Damage Assessment (PDA). The State and Federal officials conduct the PDA in coordination with tribal/local officials as required and determine whether the impact of the event warrants a request for a Presidential declaration of a major disaster or emergency. Based on the results of the PDA, the Governor may request a Presidential declaration specifying the kind of Federal assistance needed.
3. Afteramajordisasteroremergencydeclaration,anRRCCcoordinatesinitialregional and field activities until a JFO is established. Regional teams assess the impact of the event, gauge immediate State needs, and make preliminary arrangements to set up field facilities. (If regional resources are or may be overwhelmed or if it appears that the event may result in particularly significant consequences, DHS may deploy a national- level Incident Management Assistance Team (IMAT).)
4. Dependingonthescopeandimpactoftheevent,theNRCCcarriesoutinitialactivations and mission assignments and supports the RRCC.
5. TheGovernorappointsaStateCoordinatingOfficer(SCO)tooverseeStateresponse and recovery efforts. A Federal Coordinating Officer (FCO), appointed by the President in a Stafford Act declaration, coordinates Federal activities in support of the State.
6. AJFOmaybeestablishedlocallytoprovideacentralpointforFederal,State,tribal,and local executives to coordinate their support to the incident. The Unified Coordination Group leads the JFO. The Unified Coordination Group typically consists of the FCO, SCO, and senior officials from other entities with primary statutory or jurisdictional responsibility and significant operational responsibility for an aspect of an incident. This group may meet initially via conference calls to develop a common set of objectives and a coordinated initial JFO action plan.
7. The Unified Coordination Group coordinates field operations from a JFO. In coordination with State, tribal, and/or local agencies, Emergency Support Functions assess the situation and identify requirements. Federal agencies provide resources under DHS/FEMA mission assignments or their own authorities.

National Response Framework: Stafford Act Support to States 1 of 2

1. As immediate response priorities are met, recovery activities begin. Federal and State agencies assisting with recovery and mitigation activities convene to discuss needs.
2. TheStaffordActPublicAssistanceprogramprovidesdisasterassistancetoStates,tribes, local governments, and certain private nonprofit organizations. FEMA, in conjunction with the State, conducts briefings to inform potential applicants of the assistance that is available and how to apply.
3. Throughout response and recovery operations, DHS/FEMA Hazard Mitigation program staff at the JFO look for opportunities to maximize mitigation efforts in accordance with State hazard mitigation plans.
4. As the need for full-time interagency coordination at the JFO decreases, the Unified Coordination Group plans for selective release of Federal resources, demobilization, and closeout. Federal agencies work directly with disaster assistance grantees (i.e., State or tribal governments) from their regional or headquarters offices to administer and monitor individual recovery programs, support, and technical services.

The following chart summarizes Stafford Act support to States.

National Response Framework: Stafford Act Support to States 2 of 2

Texts: Singer, “Visible Man: Ethics in a World Without Secrets,” YoY o Ma, “Necessary Edges: Arts, Empathy, and Education,” Tori Rose De Ghett, “The War Photo No One Would Publish”

Today we have the technology to gather information with the click of

button
. We can communicate in cyberspace at any time, anywhere. Our private lives become public matters, and how we understand one another can become influenced by the social media that surrounds us. The realities of

technology then
shape what ethical choices are made by ourselves and the society that we live in. For Singer, the fact that surveillance is a way of life poses profound questions about how we respond to the technology that we use. His essay is a cautionary tale, and complicated by the ideas raised in the essays by Ma and De Ghett.

Please consider this question.

How might

empathy
better educate people about the ethical responsibilities that technology needs to have?

Here are some suggestions.

• What role does surveillance play in ethics? How is it possible that the practice might actually make society more ethical—and why?
• How can education impact on our understanding of what it
  
  mean
  to maintain an ethical balance in society? What is the intersection that exists between education and ethics—and why is empathy a crucial factor in that process?
• How does the idea of privacy complicate what it means to have an ethical society—and what role might
  
  empathy play
  in our understanding of the tension between what is private and public?
• Need to be 4 full pages, 1 intro 3 body paragraph and the conclusion. Be sure each body paragraph has a quotation from each article.

The Consumer Decision-Making Process

Whether you realize it or not, you’ve been a consumer all your life. The types and costs of your purchases have changed over time, but you’ve learned from watching others and experiencing the sensation of choosing an item and making the purchase. What you may not realize is that you’ve likely followed a consumer-purchase process.

For this assignment, you will do a three-part deep dive into the consumer decision-making process.

Part One. Complete the following:

• Identify and discuss the process, taking care to explain each step. Walk your reader through each step of the consumer purchase process, defining each step.
• Choose a major purchase that you plan to make in the future (e.g., a vacation, a car, a smartphone, a computer, a Hermes handbag, a horse, etc.).
• Apply each step to your purchase (e.g., identify why you find yourself making this purchase, perform an information search, evaluate alternatives using a table, make a choice and justify it, and so forth.).

You are not expected to actually make the purchase, so you may predict the outcome, as opposed to actually describing it.

Part Two. In this section, you will identify and analyze the factors that have influenced your actions and decisions throughout the process. These include:

• Personal factors that affect your perspective (e.g., faith, age, lifestyle, location)
• Pricing and personal accounting
• The type of purchase—functional versus hedonistic
• Family influence
• Ethical considerations
• Image
• Ease and place of purchase

Part Three. For this final section, synthesize your findings and analysis from Parts One and Two. Consider the following questions: What factors are strongest and least likely to change your purchase decisions? What factors are more variable? How can marketers use these insights to attract new customers and deepen relations with existing ones?

Your paper should meet the following requirements:

• Be 10-12 pages in length.