Category: Essays

Assignment Overview

Crisis Leadership Phases and Challenges
From the leadership view, being alert on the signs of crisis is important. Leaders must be able to detect organizational crisis, and being able to react timely and appropriately.

James (2005, 2011) defines two primary types of organizational crisis. James defines organizational crisis as “any emotionally charged situation that, once it becomes public, invites negative stakeholder reaction and thereby has the potential to threaten the financial well-being, reputation, or survival of the firm or some portion thereof.”

These two types of crisis include a sudden crisis and smoldering crises. Sudden crises are circumstances that occur without warning and beyond an institution’s control. Smoldering crises differ from sudden crises in that they begin as minor internal issues that leaders can control and detect due to manager’s negligence, develop to crisis status. James categorizes five phases of crisis that require specific crisis leadership competencies:
1. Signal detection
2. Preparation and prevention
3. Containment and damage control
4. Business recovery
5. Learning

Each phase contains an obstacle that a leader must overcome to improve the structure and operations of an organization.

Case Assignment
1. Discuss the two types of organization crisis that leaders face? What are some examples based on your experience?

2. Describe the crisis phases and the challenges for a leader to be successful.

3. Describe some of the top leadership characteristics needed to cope with a crisis. Give at least one example of good crisis leader and one example of a poor crisis leader.

Assignment Expectations:

Length: This Case Assignment should be at least 3 pages, not counting the title page and references.

References: At least two references should be included from academic sources (e.g., peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (preferably in APA format).

Organization: Subheadings should be used to organize your paper according to question.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standards guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

The following items will be assessed in particular:
• Relevance—all content is connected to the question.
• Precision—specific question is addressed. Statements, facts, and statistics are specific and accurate.
• Depth of discussion—points that lead to deeper issues are presented and integrated.
• Breadth—multiple perspectives and references, multiple issues and factors considered.
• Evidence—points are well supported with facts, statistics, and references.
• Logic—presented discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
• Clarity—writing is concise, understandable, and contains sufficient detail or examples.
• Objectivity—use of first person and subjective bias is avoided.

Helpful References:

Harris, R. (2011, Jul 5). What went wrong in Fukushima: The human factor NPR News, Retrieved from: http://www.npr.org/2011/07/05/137611026/what-went-wrong-in-fukushima-the-human-factor

James, E., & Wooten, L. (2005). Leadership as (un)usual: How to display competence in times of crisis, Organizational Dynamics, 34(2), 141-152. (Available from TUI)

James, E. H., & Wooten, L. P. (2011). Crisis management: Informing a new leadership research agenda. Annals, 5(1), 455-493. (Available from TUI)

Hayashi, C. & Soo, A. (2012). Adaptive leadership in times of crisis. National Defense University Press. Retrieved from: https://www.hsdl.org/?view&did=727927

Strickland, Eliza (2011, Mar 16), Explainer: What went wrong in Japan’s nuclearreactors IEEE Spectrum, Retrieved from: http://spectrum.ieee.org/tech-talk/energy/nuclear/explainer-what-went-wrong-in-japans-nuclear-reactors

FEMA, Program Management: http://www.ready.gov/program-management

FEMA, Business Impact Analysis: http://www.ready.gov/business-impact-analysis

FEMA: http://www.fema.gov

National Fire Protection Association (NFPA), NFPA 1600: Standard on Disaster/Emergency Management and Business Continuity Programs (2013). Retrieved from: http://www.nfpa.org/codes-and-standards/document-information-pages?mode=code&code=1600&DocNum=1600

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The project is EXCEL based evaluation of the business plan. The business plan has future projections of balance sheets and income statements items for three to five years. The valuation of the project requires estimation of the project’s weighted average cost of capital (WACC) and then computing the net present value (NPV) of the project. To calculate the project’s NPV you will need to estimate the terminal value at the end of the high growth period and discount it back to time zero. You have already been working with examples like that in the valuation’s module. You are provided with an EXCEL sheet that contains a template that you can use to input specific data for your project. You will be required to submit the EXCEL template with a final one page report explaining whether or not the project is acceptable. In case of project being acceptable you should highlight sensitive balance sheet or income statement’s items that are critical for the future success of the project. In case of the project being unacceptable you should provide your analysis of why this is the case and what critical factors that may need to change before the project becomes acceptable. If the project is done as a group, then each student of the group should submit different scenarios of the analysis. For example, one student could use a growth rate of 5% and WACC of 12% while another student could use growth rate of 6% and WACC of 11%. It will be required then to combine the different growth rates and WACC into a table showing the NPVs under different scenarios. A group report will be needed to explain the scenarios’ table.

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Construct an appropriately titled academic poster which concisely and attractively identifies, summarises and communicates an evidence-based healthcare quality, safety and governance framework which is vital for the provision of high quality and safe services in modern healthcare organisations.
Your goal is to convey a clear message supported by a compelling combination of images and short blocks of text.

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Answer this: In China in the eighteenth century, the Emperor Qianlong (r.
1736–1795) greatly expanded the imperial art collection,
commissioning and acquiring a diverse array of artworks. Consider
what the role of patron offered the Emperor, and how art intersected
with his wider aims. Select a maximum of four key works to discuss the
implications of the breadth of the Emperor’s activities as a patron of the
arts. Through a study of their visual qualities, present an understanding
of the significance of the diversity of his collection within the particular
conditions of his reign.
• Craig Clunas, Art in China. Oxford; New York: Oxford University
Press, 2009.

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The background of sex in China;
Talk about how about it is taboo and restricted in the past;
and how sex is slowly being liberated.

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Research Study Analysis

Locate a research study that uses a critical theory perspective. You might do a literature search using terms such as action research or participatory research.

• What methodology did the researchers in the study use?
• How is this methodology consistent with the philosophical assumptions of critical theory?

• What social action resulted from the study?

Keep in mind the expectations of a good piece of writing. Read the Comprehensive Exam Rubric (SEE BELOW): Logic and Flow and the Comprehensive Exam Rubric: Structure and Organization and their accompanying explanations.

This is the section of the comprehensive exam rubric that deals with logic and flow. The definition states the parameters of the criteria being measured, in this case, “logic and flow.” The rubric describes the requirements for the various levels of performance within the criteria, “logic and flow.” An additional table is provided to assist in explaining Bloom’s taxonomy. Finally, an example is given to illustrate an assignment that was scored at the proficient level.

The Comprehensive Exam Rubric:
Logic and Flow

EVALUATION 10
(Strong) 8
(Proficient) 6
(Satisfactory) 4
(Weak) 2
(Unacceptable)
Logic & Flow

Development is logical and clear to reader; points are addressed individually and linked appropriately. Development is logical and clear to reader; most points are addressed individually and linked appropriately. Development is generally clear to reader; points may be inadequately linked. Development is flawed (reasoning isn’t sound); points are insufficiently linked. Development is missing or otherwise unacceptable; points are not linked.

Definition of Logic and Flow

• The argument is well-structured. Groundwork is laid; accurate conclusions are drawn from the evidence used; points are argued and linked appropriately.

• Logic and flow presents a good example of building a case by presenting evidence and arguing toward a conclusion that represents the evaluation level of Bloom’s taxonomy. Lack of logic and flow would be the example of what is missing from synthesis, analysis, application, comprehension, and knowledge levels.

Bloom’s Taxonomy

Definitions are given for the categories of research, evaluation, synthesis, analysis, application, comprehension, knowledge.
Category Definition Examples
Research

Level added to Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, beyond the highest level
(7th and more advanced than 6 levels of Bloom’s Taxonomy)

Puts the new arrangements into either the old context or a new one to see what happens

Research is the capacity for conducting observations, formulating hypotheses (“if this, then that” statements), gathering data to test hypotheses, interpreting results, and developing new hypotheses to further the exploration of ideas on a topic. Researchers describe what is and what is not part of an observation. What if …
If (this), then (that)…
This is present …
This is absent …
Evaluation
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, highest level
(6th and most advanced of Bloom’s 6 levels)

Explains the value of previous analytical arrangements and subsequent synthesized arrangements. Judges internal evidence
Judges external criteria
Weighs alternatives to justify a decision about the best choice
Synthesis
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(5th and more advanced than 4th of 6 levels)
Puts analytical components together in a new way Produces unique communication, an original plan, a set of operations, a set of abstract relations, etc.
Analysis
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(4th and more advanced than 3rd of 6 levels)
Breaks facts and concepts down into their components.
Elements, relationships
Organizational principles
Breaking ideas into parts to see relationships, resulting in a clarification of ideas.
The basis for the arrangement of parts helps to convey the effects of the ideas.
Application
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(3rd and more advanced than 2nd of 6 levels)

Applies factual concepts to real life, academic specialization (scholarship), professional practice (present or anticipated), case studies from the disciplinary field of study, and/or examples from the professional literature (juried journals) Using abstractions in specific situations.
Comprehension
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, next highest level
(2nd and more advanced than 5th of 6 levels)

Puts facts from the literature into one’s own words.
Translation: This means; in other words….
Interpretation: One interpretation is…; this suggests that….
Extrapolation: From this we can see that
Knowledge
Bloom’s Taxonomy of Educational Objectives: Cognitive Domain, lowest level
(1st and most basic of 6 levels)

Recognizes, recalls, and repeats the facts and related trends and practices of the topic, professional discipline, or field.

Absence of original thinking or interpretation about those facts.
Specifics
Terminology
Facts
Conventions
Trends
Sequences
Classifications
Categories
Criteria
Methodology
Principles
Generalizations
Theories
Example of Logic and Flow:
Learner’s Submission:

The coordination of services for people with special health care needs before, during, and after a traumatic event can be challenging. In the best of times, persons with mental, physical, or special health care needs often require additional assistance from their communities. In an emergency situation, these vulnerable people are at particularly high risk of missing emergency management services leading to gaps in crucial health care. For example, it has been demonstrated that most of those stranded in the city of New Orleans after Hurricane Katrina were persons with chronic or disabling conditions, along with those providing their care1. Early assessments of displaced survivors found that approximately 40 percent of those individuals sheltered in Houston, Texas reported having chronic conditions such as diabetes and high blood pressure, and/or a physical disability . Furthermore, anecdotal reports from emergency services personnel here in Arkansas confirm that a large percentage of evacuees using shelter services had a complex array of challenging physical and mental health needs.
One major barrier to appropriate health care after a disaster is that funding for the Medicaid system is provided on the state level and does not transfer across states. It is estimated that more than 2 million people from the areas affected by the Katrina and Rita disasters were receiving or became eligible for Medicaid and many more became uninsured. One study of individuals in shelters found that about half lacked health insurance coverage . An examination of the disruption of health services provided to Medicaid recipients is crucial. In addition to barriers associated with health care, it has also been demonstrated that those with mental illnesses were at particular risk for the disruption of services, even those targeting basic needs. In fact, one report suggested that Red Cross shelters were unprepared to serve persons with psychiatric disabilities who were sometimes even denied entrance to shelters . These examples indicate significant barriers to physical and mental health services for persons with disabilities or chronic illness. Arkansas provides a unique research opportunity for studying emergency management preparation, response, and recovery. Because Hurricanes Katrina and Rita did not directly impact the state’s infrastructure, (no damage to existing transportation, communication, or functionality of state or community agencies) an examination of the state’s disaster response provides a clearer picture of policies that could hinder or facilitate service provision to this population. The scope of the impact of Hurricanes Katrina and Rita in Arkansas, with an estimated 75,000 evacuees, tested the capacity of existing service systems. Arkansas’ response to the needs of those affected from the Gulf Coast was broad. Across the state, individuals and families sought the support of state and local government entities, as well as community non-profit and religious organizations. In addition to the mobilization of state resources, then Governor Huckabee requested the Arkansas Baptist State Convention open existing summer camps, shelters, and churches to expand immediately available housing to those in need. From the high of 75,000 evacuees, it is estimated that approximately 10,000 individuals still reside in the state of Arkansas .
The objective of this study is to identify barriers to obtaining services for this vulnerable population across several areas of emergency management. These areas include community education, risk communication, evacuation procedures, sheltering, and continuity of services, treatments, and/or medications. Further, these barriers will be examined across three components of emergency management, i.e. emergency 1) preparedness, 2) response, and 3) recovery and restoration. To accomplish this objective, we will gather information from evacuees detailing their experiences and perceptions of emergency management service delivery before, during, and after these disasters.

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Can we say that men are now ‘objectified’ in visual culture in the same way as women?
Make an argument as to why the social/political consequences of ‘objectifying’ images
might be different, or that they should be understood as the same, for men and women.
Your argument should address why and how the social context of ‘postfeminism’ (Gill,
2007) affects our understandings of images. You might find using magazines, movies,
television shows or an advertising campaign helpful for this analysis.

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Cody Article Reaction Paper
This paper is a reaction to the Cody article in the online classroom. You are to submit your paper to your writing partners prior to submitting it to the professor for editing. The paper is to be written in good essay format with correct sentence structure, grammar, and punctuation. See section in online classroom on how to write a reaction paper.
• Essay format includes at least three sections: introduction, discussion, and conclusion.
• This is to be no more than three pages in length.

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Identify Domestic and Global Environments (countries) that are in opposing cultural clusters (as identified in International business: theory and practice) identify which cluster(s) your two countries fit.Any countries will do
2. Identify the socio-cultural parts of each country as related to business for your company.
3. Identify and discuss the various sociocultural aspects of each country. Do they differ? How? What are the similarities?
4. How would these factors affect your company’s business in your Domestic and Global Environments (countries)?
5. Research requirement: minimum 2 scholarly sources PLUS the text and Hofstede.

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Marketing Plan
This week you will continue your comprehensive marketing plan researching the SAME company that you researched in Unit I. Again, utilizing the CSU Online Library, you will research the various elements of the marketing plan as it relates to this company. In Unit II you will present the Target Market and a SWOT Analysis.
Target Market
Begin by discussing segmentation of the market based upon demographic, behavioral, geographic, and psychographic criteria. Apply these criteria to your company, explaining their importance to the company. This analysis will enable you to identify the target market(s) thoroughly. Within your explanation, discuss why the identification of a target market is of the utmost importance to a company.
BBA 3201, Principles of Marketing 3
SWOT Analysis
Perform a SWOT analysis for your company remembering that the strengths and weaknesses are internal and the opportunities and threats are external. Set this up using a table and/or bullet points with clear explanation following the chart.
Your submission should be double-spaced with a reference page and title page. References should include at least one additional, credible reference beyond the textbook. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and cited per APA guidelines. Include the use of subheadings (This week consider using Target Market and SWOT Analysis).

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