personal frame

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Personal Frame Orientation

Personal Frames Self-Rating Scale

In this phase of continuing your voyage of self-discovery, you will take a brief self-assessment that will introduce you to the four frames and provide a more intentional and informed understanding of your own “framing” orientation.

Instructions for the Frames Quick Self-Rating Scale

Rather than using Bolman and Deal’s Self-Rating Scale in the text, use the free self-scoring online version of Frames Self-Rating Scale available on Lee Bolman’s website. This assessment is quick to take—about 10 minutes—and will give you a dynamic report of your percentile ranking for the four frames.

The instrument’s reliability (consistency of the measurement) is high because it has been reused often. The validity (the strength of the conclusions or inferences) is not as high because the results are individualized and you are using it in a non-research environment. For the purposes of this course, however, the instrument will be quite useful for stimulating thinking and learning about leadership framing and reframing (Bolman & Deal, 2017).

Your Personal Frame Orientation

  • Complete the Leadership Orientations self-assessment to determine your own frame orientation. The leadership orientations instrument is keyed to four different conceptions of organizations and the task of organizational leadership.
  • Include in your post a 2- to 3-paragraph reflection on what these results might indicate about you as an agent of change. Also, consider what you might use as a professional growth area as a leader.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

References

Bolman, L. G. (2010). Frames quick self-rating scale. Retrieved from http://www.leebolman.com/frames_selfrating_scale.h…

Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership (6th ed.). Hoboken, NJ: Jossey-Bass.

assignment 6 oral history interviews

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Please find three people, preferably from an older, a younger, and a peer-generation with whom to have a conversation about the photographic.

I’ll leave it up to you as to what questions you’d like to ask, and issues or experience to discuss; you are welcome use some of the framing questions from our Assignment 1: Initial Queries to engage your subjects, if that’s helpful.

In particular, see if you can discern your interviewees relationship to the photographic, both in everyday life, and as an aspect of memory/identity.

How do they use — as takers/snappers and consumers — photographs?

How do they experience them (e.g. through magazines, websites, cell phones, books, billboards?) — and what is their memory of growing up with images and their impact?

How important is the photographic to them? Do they feel images create a sense of connection or community? Are there particular images that resonate with them, either personal or public?

And, if they can estimate, what is the volume of images they take, per day/week/month (or used to take, if they no longer do)? What are they documenting? And how do they use their own images, for what purpose?

In sense, have your subjects consider what habituations they have, regarding the taking and the consuming/partaking of the photographic.

Also, have them share five iconic images with you, public and private (I’ll have a post on this shortly, sharing iconic public images in my memory).

Finally, include a discussion/summation of your interviews — what common and contrasting experiences emerge? What conclusions might you draw about the significance of the photographic for these different generations?

You can submit these as MP3 recordings or a podcast, as well as in transcript or summary form, but do include a text version of your closing thoughts/conclusions, regardless, as well as images they share, if available.

are you able to write a 1 2 page esay

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Write 1-2 page, double spaced essay in response to the assignment prompt provided.

Stage 1: Knowledge Consumption

In the first stage of doctoral education, the admission process through the first year of coursework, students begin to cultivate their identities as doctoral-level learners. The early stage of the doctoral journey may include a rough transition into the learner role. This initial transition may bring challenges related to identity shifts from professional to student, changes in geographic locations, and generally adjusting to their new roles as nascent disciplinary members (Gardner, 2009b; Sweitzer, 2009; Vekkaila, Pyhältö, & Lonka, 2013). At this stage, students with career experience shed their prior professional identities. This may present a challenge as students do away with, or put on hold, hard-earned status and expertise and assume the identity of the novice and the new entrant into departmental, institutional, and disciplinary cultures (J. Austin et al., 2009; Gardner, 2009b; Sweitzer, 2009). In addition, the magnitude of the scholarly pursuit may come with feelings of fear, doubt, and isolation (Brill, Balcanoff, Land, Gogarty, & Turner, 2014), in addition to exhaustion, cynicism, and inefficiency (Vekkaila et al., 2013).

Also at this time, students learn the sociocultural norms and expectations of their fields, as well as the requirements and structural guidelines of their programs. First-year coursework provides foundational content knowledge, and communicates faculty expectations for student engagement and performance. Students engage in the traditional approach to learning, whereby the professor imparts foundational knowledge through classroom instruction. Acquiring this knowledge is the first step towards legitimacy in their chosen fields. Curricular expectations and disciplinary knowledge norms as communicated through coursework may challenge students considerably (Gardner, 2009b).

Stage 1 strategies for students

We suggest that students conduct a needs assessment to identify the areas for which they need support, as well as the types of relationships that can provide that support (Baker, Pifer, & Griffin, 2014; Martinsuo & Turkulainen, 2011). This process, once implemented, can be repeated as needed across the stages of students’ doctoral programs. This is an important stage to establish the advising, mentoring, and peer support relationships that will be instrumental throughout the doctoral journey (J. Austin et al., 2009; Baker & Pifer, 2011; Stubb, Pyhältö, & Lonka, 2014). Students and their doctoral supervisors don’t always share perceptions and expectations of their own and each other’s roles (Holbrook et al., 2014; Wade-Benzoni, Rousseau, & Li, 2006; Woolderink, Putnik, van der Boom, & Klabbers, 2015); taking the initiative to inquire with their supervisors at this stage of the journey may help establish a shared understanding that reduces ambiguity and provides structure to that key relationship (Main, 2014). Additionally, this is a good time for students to become familiar with key disciplinary associations as they seek to become familiar with disciplinary norms and cross-institutional networks. Early participation in disciplinary meetings will also allow students to begin creating and cultivating their developmental networks, which will help combat the isolation that accompanies Stage 2 and will facilitate the research and job search tasks in Stage 3 (Adegbola, 2014; Sweitzer, 2009; Yerkes, Van de Schoot, & Sonneveld, 2012).

Stage 2: Knowledge Creation

Stage 2 includes the completion of coursework, candidacy exams, and the dissertation proposal development and defense. Such significant tasks can bring with them equally significant fears, concerns, and self-doubt. Research has revealed the potential difficulty in transitioning to independence as students engage in the development of their scholarly identities, professional skills, and research agendas (Baker, Pifer, & Flemion, 2013; Gardner, 2009b; Lovitts, 2005; Walker et al., 2008). This can be an isolating time, yet research suggests that academic integration is critical for persistence (Golde, 2000, 2005). There is often no precedent for the type of activity and responsibilities students encounter in Stage 2 as they move away from the structure provided by courses. No longer prompted by responsibilities such as attending class or collaborating on assignments, interactions with faculty and fellow students can become infrequent. Students’ relationships, both within and outside the academic program, must evolve to accommodate this transition. Work with faculty members shifts during this stage from structured dialogues in the classroom to the unstructured nature of collaboration and supervision that occurs in research projects, writing, and dissertation work. Interactions with family and friends can also become strained or less frequent if time for personal relationships is sacrificed for research and writing (Baker & Pifer, 2011; Gardner & Gopaul, 2012).

Stage 2 strategies for students

The pressure to develop professionally, while still completing their training in the new autonomy of Stage 2, can be overwhelming. Recognizing and understanding this stage can help students manage its challenges effectively. It is normal to feel uneasy with the rapid, ill defined, and sometimes confusing transition from coursework to independent scholarship. Stage 2 is a useful time for applying prior learning to the construction of their own scholarship, research agendas, expertise, and professional identities (Baker, Pifer, & Flemion, 2013). It is important for students to be proactive about communicating in both personal and professional relationships during Stage 2. One of the most important relationships is that with the advisor or dissertation chair (Barnes & Austin, 2009; Gardner, 2008; McAlpine & Amundsen, 2012). Students who are able to let their advisors know what they expect from those relationships, and who give their advisors the chance to express their style or expectations, may find it easier to approach difficult conversations or to address challenges that may arise. We encourage conducting a needs assessment with the advisor/supervisor as a way to establish expectations and goals for the working relationship moving forward (Baker, Pifer, & Griffin, 2014; Vaquera, 2007). As students balance teaching, research, publishing, and the other facets of doctoral training, talking about these experiences with peers and faculty members becomes important and can ease the stress associated with maintaining a careful balance between personal and professional responsibilities during the transitions of Stage 2 (Fenge, 2012; Jairam & Kahl, 2012; McDaniels, 2010; Pearson, Cumming, Evans, Macauley, & Ryland, 2011). Fellow students can provide formal support such as writing groups as well as informal support and friendship (Aitchison, 2009; Martinsuo & Turkulainen, 2011; Pilbeam, LloydJones, & Denyer, 2013).

The reading above is excerpted from the following article:

Pifer, M. J. & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34. https://doi.org/10.28945/2347

The full article can be accessed online at this link.

Stage-based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators, by Pifer, M. J. & Baker, V. L., in International Journal of Doctoral Studies, Vol. 11. Copyright 2016 by Informing Science Institute. Reprinted by permission of Informing Science Institute via the Copyright Clearance Center.

discussion should be in 500 words and use apa format please see the instructions for each question

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1) What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.

2) This discussion topic is to be reflective and will be using your own words and not a compilation of direct citations from other papers or sources. You can use citations in your posts, but this discussion exercise should be about what you have learned through your viewpoint and not a re-hash of any particular article, topic, or the book.

Items to include in the initial thread:

  • “Interesting Assignments” – What were some of the more interesting assignments to you?
  • “Interesting Readings” – What reading or readings did you find the most interesting and why? “Interesting Readings”
  • “Perspective” – How has this course changed your perspective?
  • “Course Feedback” – What topics or activities would you add to the course, or should we focus on some areas more than others?

Books and Resources

Required Text

Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562

swa apple 2014 inc and the global smartphone industry

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Apple 2014 and The Global Smartphone Industry : SWA Short Written Assignment Typed, outline format, 2 pages max, complete Ch.4 Exhibit 4.7 – Summarize your conclusions in one page – Typed – You do not have type exhibit 4.7.

Using the Apple 2014 case and Ch. 4, Exhibit 4.7 (Forces and PESTEL Factors Driving Competition) Summarize your conclusions from Exhibit 4.7 – Length 2 pages (Completed exhibit 4.7 plus 1 page write,-up outline, bullets) Using the Apple 2014 case #1 ASTC and Ch. 4 Exhibit 4.7 (Forces and PESTEL Factors Driving Competition) fill in Exhibit 4.7 for Apple and of the Global Smartphone Industry. How might each competitive force (i.e., customer bargaining power, supplier power, other forces) of the global smartphone industry differ from the perspective of Apple versus other smartphone manufacturers?

write a short paper defining the effectiveness of cross cultural communication and its application to the leader within an organization

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For this activity, you will write a short paper defining the effectiveness of cross-cultural communication and its application to the leader within an organization.

In your paper, address the following items:

  • In your own words, define the effectiveness of cross-cultural communication.
  • Explain how cross-cultural communication applies to the leader within an organization.
  • Discuss the various cultural communication styles used by both formal and informal leaders. State the pros and cons of each style.

Paper Guidelines

  • Your paper must be written in current APA style.
  • Your paper must be a minimum of 1 page in length. Do not exceed 2 pages.
  • Paper structure
    • Title page.
    • Body: 1-2 pages and contain one parenthetical citation for each source listed on the reference page).
    • Reference page – must contain a minimum of two sources.

reflection paper 1 5 long follow instruction only

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see attachment to see the requirements

please do not start writing the paragraph from ” I am at the practicum blah blah blah” or “cousnling is about this and that blag blah”, we do not need this intro, just jump straight to what we want to right in this reflection paper

so, please follow the. direction recently two people did not wrote what I wrote and what I wanted to be in it.

maybe right this one. “I was working that day on the adolescent side and I had to do biopsychosicial assessment with the 15 year old patient (female). and I was confuse because I saw her yesterday at the program and ususullay when we have to do biopsychosocial that mean patient is new. So, it turned out she was PHP (part program yesterday) went home and cut her veins so he was admitted to inpatient that’s why I needed to do her intake. I was struggling personally, because when she was telling me about her first love that they broke up etc my heart wanted to scream ( and tell her my own experience) , but as a therapist we can not do that so it was what we call in psychology (Countertransference, which occurs when a therapist transfers emotions to a person in therapy, is often a reaction to transference, a phenomenon in which the person in treatment redirects feelings for others onto the therapist).

please add some reading to it and maybe cite or paraphrase someone into that paper !! and open the attachment !

power point presentation on organizational culture and values

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Organizational Culture and Values

Prepare a 10-15 slide PowerPoint presentation, with speaker notes, that examines the significance of an organization’s culture and values. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the Topic Materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning, and an additional slide for References at the end.

  1. Outline the purpose of an organization’s mission, vision, and values.
  2. Explain why an organization’s mission, vision, and values are significant to nurse engagement and patient outcomes.
  3. Explain what factors lead to conflict in a professional practice. Describe how organizational values and culture can influence the way conflict is addressed.
  4. Discuss effective strategies for resolving workplace conflict and encouraging interprofessional collaboration.
  5. Discuss how organizational needs and the culture of health care influence organizational outcomes. Describe how these relate to health promotion and disease prevention from a community health perspective.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Need to have this assignment back to me by 6 pm on Sunday night so that I can do the LOOM presentation

week 3 humanities

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Initial Post Instructions
This week you will read about architecture. The lesson includes information on Roman architecture, which was greatly influenced by the Greeks and Etruscans.

Locate at least two architectural works that were influenced by Greco-Roman architecture. These can be from any time period after the Greco-Roman period but should be from different periods themselves (e.g., one from Renaissance and one from Baroque). Then address the following:

  • What is the function of each structure?
  • How does each work exhibit influence of the Greco-Roman period? Is the influence specifically Greek, Etruscan, or Roman – or a combination?
  • How would you compare the two selected works? Take the role of the evaluative critic.

Use examples from the text, the lesson, and the library to help support your answer. Please remember to provide images and citations to help illustrate your points.

press release 14

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“Find or Make News” (Chapter 3) about an organization, club, program, etc. at Stetson, excluding fraternities or sororities.

You are trying to generate awareness, interest in, and attendance for an upcoming event at Stetson. Find something of interest that offers cultural credit. It has to happen in the future.

Draft – Ungraded

Rread Chapter 5 to understand the parts of the press release. Your draft should include a headline and lead paragraph information in the form of the relevant Five Ws and 1H (see section 5.4.4)

You will not be able to submit this assignment late via BlackBoard, so be mindful of the deadline. Remember, it is always better to submit an incomplete assignment rather than nothing at all.

The event should be in DeLand Fl. Also, the event should happen after March 11.

I want it to be 2 copies, one copy that is a draft and the other copy is the final copy.