Browse Month: May 2017

The Role of a Leader in Transforming Public Higher Education

The Role of a Leader in Transforming Public Higher Education” Please respond to the following:

  • From the weekly readings and first e-Activity, recommend a distributive, servant, or other leadership theory that a public leader could apply in order to resolve conflicts and implement change while working with external stakeholders. Conclude if your selected leadership theory holds true if it is applied to the Department of Defense, the United Way, or the Department of Taxation. Provide a rationale and examples to support your response.
  • From the weekly readings and second e-Activity, conclude the main manner in which public leadership from higher levels of government both positively and negatively impacts public leadership on lower levels of government. Propose two (2) strategies that public leaders in each level of government could use in order to work collaboratively, thus ensuring that decisions do not adversely affect citizens. Provide a rationale for your response.
  • Imagine that you are a leader in a state owned university. Read the following articles located in Week 6 of the course shell, and be prepared to discuss:
    • “Distributed Leadership: A Collaborative Framework for Academics, Executives and Professionals in Higher Education”
    • “Influences of School Superintendents’ Servant Leadership Practices to Length of Tenure”
    • “Quality Leadership in The Public Sector: Strategies and Challenges”


IT Governance Structure and Decision-Making Processes – Case Assignment

Case Assignment

Write a 4-5 page essay describing the IT governance structure and decision-making processes in your organization. Include a discussion on the strengths and weaknesses of your organization’s circumstances and present and justify one specific improvement you would make to either the structure or a process; be sure to apply the concepts and use the terminology provided in the readings.

Assignment Expectations

Your assignments will be graded following these expectations:
  • Precision: the questions asked are answered.
  • Clarity: Your answers are clear and show your good understanding of the topic.
  • Breadth and depth: The scope covered in your paper is directly related to the questions of the assignment and the learning objectives of the module.
  • Critical thinking: It is important to read the “required readings” posted in the background material plus others you find relevant. Your paper should include important concepts from these readings and incorporate YOUR reactions and examples that illustrate your reflective judgment and good understanding of the concepts.
  • Your paper is well written and the references are properly cited and listed (refer to TUI guidelines
  • Your paper meets the page requirements not counting the cover page or the references pages.

Ordinary Germans And The Nazi genocide – Sample Paper


Were Ordinary Germans Aware of the Holocaust?

The question of the German public’s awareness of Nazi genocide is at the core of any conceptualization of World War Two and the Holocaust. Increasingly, Functionalist understandings of the era show that Hitler and his party never had a precise, specific plan for Nazi policies and instead developed many of them spontaneously. [1] Conversely, intentionalist theories maintain that Nazi party objectives were well established from the beginning and deviated little from their original intent.[2] However, before these arguments over the nature of the Holocaust’s development can be considered, it is first crucial to establish what exactly the German public themselves knew about the Holocaust. This essay will contend that despite retrospective claims to the contrary, knowledge of the Holocaust within Germany was, in fact, endemic. Beginning with an effort to define some of the more imprecise terms in the question this piece will then go on to establish four key reasons why the vast majority of ordinary people within Nazi Germany would have been aware of the systematic extermination of the Jews.  These will be: what Nazi leaders were saying about the Jews; the effect of international press and Allied propaganda campaigns; what could be seen or heard personally by German citizens and finally the veracity of retrospective accounts of the era.  Utilizing a number of primary sources from the period and secondary source analysis this essay will show how the majority of German people during World War Two were cognisant of the mass slaughter of European Jews.

In order to accurately gauge German knowledge and awareness of the Holocaust it is necessary to define a number of otherwise unclear terms. First, the Holocaust itself. For some scholars the Holocaust encompasses all peoples systematically exterminated by the Nazis during World War Two – including Jews, Communists, Roma, homosexuals and the disabled[3]. While this definition can be useful for pieces with a broader scope this essay will focus primarily on the attempted extirpation of European Jewry by the Nazis during the Second World War – otherwise known as the Shoah. Second, “Ordinary” Germans. The notion of an “Ordinary” German, particularly during this time, is a necessarily fraught one with many different possible definitions. In this piece, ordinary Germans will be viewed as those not actively involved in the Werhmacht army or any of Germany’s other numerous paramilitary organizations (e.g. the Schutzstaffel (SS) and Gestapo), and will also exclude those partisan enemies of the state actively resisting Nazi oppression. Finally, “awareness”. This is perhaps the most complicated of these three terms to quantify and in an effort to do so I will propose a model called the continuum of culpability. This continuum will consider the German public in three groups: those who heard and saw nothing; those who heard or saw something but did not believe it was part of a widespread plan to destroy the Jews, and finally those who heard and saw something believing it constituted a genuine attempt to eliminate the Jewish race. Awareness, I propose, sits somewhere between the second and third groups. By utilizing this scale of knowledge, understanding and complicity it will be easier to assess what was known by ordinary Germans at the time and not just ignored or lost amongst the clatter of the rumor-mill. This scale will be particularly useful in considering much of the rhetoric used by senior members of the Nazi party – including Hitler himself – who regularly alluded to, and even explicitly mentioned, the desired destruction of Europe’s Jewish populace.

While it has been well established that much of the Nazi party’s rhetoric was deliberately verbose and inflammatory, its importance in disseminating knowledge about the Shoah should not be underestimated. While some historians have claimed that Hitler “toned down [his] rhetoric after consolidating power”, examples before and after 1933 do not seem to support this.[4] In 1919, Hitler unequivocally stated that “the ultimate goal” of Nazism must be “the elimination of the Jews altogether”.[5] Then, twenty years later, at the start of the war in 1939 Hitler reiterated his desire to see “the annihilation of the Jewish race in Europe”.[6] Finally in January 1942, just ten days after the ostensibly secret Wannsee Conference “confirmed the regime’s determination to murder all Jews within reach” Hitler publicly announced as much in a broadcast rally before thousands of spectators at the Sportspalast in Berlin, stating:[7]

“this war can only end with the disappearance of the Jews from Europe…[and] their complete annihilation”.[8]

This kind of language was evident throughout Germany and certainly not just exclusive to Hitler. Joseph Goebbels, Nazi Propaganda Minister and one of Hitler’s closest associates, was quoted in an editorial from his weekly newspaper The German Empire (Das Reich) in November 1941 as saying “Hitler’s prophecy concerning the extermination of the Jewish race in Europe was now coming true”.[9] Similarly, a report of Hitler’s speech made on February 24, 1942 was published in The Lower Saxony Newspaper (Niedersaechsische Tageszeitun) containing a paragraph with the heading “the Jew is being Exterminated”.[10] Prior to the formulation of the Final Solution Alfred Rosenberg, a key architect of Nazi ideology, extolled the benefits of a mass forced-migration of Jews to Madagascar where; “in the wild island with its deadly climate the obnoxious Jewish race will find itself with one exit – death”.[11] From these statements it is clear that the upper echelons of the Nazi party, openly and unapologetically proclaimed the active extermination of the entire European Jewish populace.

Certainly, it cannot be argued that for public relations purposes the Nazis made any effort whatsoever to conceal their desires for the Jewish race, in fact, Nazi language was so extreme that it has been suggested many dismissed it “as mere rhetorical flourish”.[12] Regrettably for Germany’s public this seems unlikely. Some may have honestly refused to believe the sheer bombast of their own leader but “to listen to Hitler’s broadcasts was a public duty; work stopped, all were assembled and the press gave them extensive coverage” so it is hard to imagine that anyone did not at least hear what was being said.[13] Furthermore, it was not just the Fuhrer who made such extreme statements but rather the entire leadership of the Nazi party. This language saturated Berlin and abroad, Hitler essentially telling “Germans of the regime’s determination to kill the Jews of Europe and repeat[ing] it with utter clarity on several ceremonious and solemn public occasions”.[14] Along the continuum of complicity this indicates that very few Germans would have fallen within the first category of hearing nothing. Instead, the extensive coverage of Nazi propaganda meant that the vast majority of Germans would have heard (if not believed) their own leaders condemning the Jewish population to death. Despite contemporary protestations from Germans claiming that they did not know, it is undeniable that the most senior members of the Nazi party were describing the Holocaust in detail to the entire German populace, even if they were not listening.

Adding to this climate of anti-Jewish hysteria were extensive Allied propaganda efforts designed to inform the German populace of the slaughter of European Jews. Perhaps the most salient of these attempts were BBC international service broadcasts. These broadcasts stretched across much of the Third Reich, reaching millions of Germans after the battle of Stalingrad when reliable casualty numbers became increasingly difficult to ascertain.[15] Broadcasts such as these were an important source of information about the extermination of Jews in general, with the BBC going to “considerable pains to ensure that the [information] was accurate and believable”.[16] These “deeply disturbing, unambiguous and factually based” reports detailed the mass murder of millions of Europeans Jews, one excerpt from the service relaying:[17]

“Extermination and death is the new message of the season. Darkness lies over the concentration camp at Auschwitz where thousands upon thousands have had to bear the tortures of the SS.”[18]

While on December 27 1942 in the “War Against the Jews”, the BBC service made its most powerful and unequivocal appraisal of the Nazi party:

“Hitler’s regime is murdering hundreds of thousands of completely innocent men women and children in cold blood only because they are Jews.”[19]

For those Germans who listened many did not believe what they heard, too conscious of the “power of propaganda” and suspecting the BBC of only trying to demoralize them.[20] Others trusted the words from across the Channel, diaries recounting how some would listen to the English enemy broadcasts “with the volume soft” to avoid detection.[21] As with Nazi political rhetoric of the time, many chose to shut their ears to the evils being reported and claim a kind of plausible deniability, after all, the British were a long-standing enemy and this could easily be seen as scurrilous propaganda. But information about the extermination of Jews was too widespread and readily available (from both sides) for anyone to really claim that they had not at least heard about what was happening. Using the model proposed at the start of this essay, it is clear that on the continuum of complicity Nazi and Allied propaganda was informing the German population of what was going on and almost everyone besides the most closeted would have heard something. Although this information may have been dismissed as merely rhetorical flourishes or baseless propaganda, it would have been more difficult for Germans to deny the heinous crimes that were perpetrated by the Nazi party in front of their very eyes.

Perhaps the most significant indicator of German awareness of the Shoah was the evidence that was personally available to individuals at the time. During this period Nazi Germany was a nation entirely geared towards war, across every facet of society the Nazi party and the effects of global conflict left their indelible mark. From the beginning of the war the SS organized specific killing units (Einsatzgruppen) and began hanging Jews and anti-Nazis “in public squares for all to see” across “hundred of towns and villages”.[22] These “murders in the killing centers of Germany were of public knowledge” and when Nazi efforts to eradicate the Jews turned mechanistic in 1942 jokes about “ending up in the baking ovens” abounded.[23] Looking specifically at the archetypal death camp, Auschwitz, it is clear that ordinary people across Germany would have been privy to the internal mechanisms of systematic Jewish annihilation.

Auschwitz, like many other death camps, was not some “rural backwater” but rather a major railway junction, which serviced hundreds of thousands of Germans a year.[24] It was an affront to the senses on every level, belching five-meter high flames into the air from the crematoria while the stench of burning bodies was detectable for miles beyond the camp.[25] Auschwitz also “had fifty satellite work camps spread out all throughout Silesia” and was in close proximity to the German border and large populations centers.[26] Obviously anyone living anywhere near the camp would have had enough visual and olfactory information to be aware of the Nazi’s odious activities.

The Nazis blasé attitude towards public knowledge of the Holocaust is supported by diary records kept at the time, while Nazi gas vans were driving through different cities “day after day”, scrupulous Germans such as Victor Klemperer and Adam Grolsch were keeping meticulous records of everything they saw.[27] Grolsch personally witnessed a massacre in Pinsk where thousands were murdered reporting:

“I saw with my own eyes in two days 25,000 men women and children [murdered] in the most beastly ways”. [28]

Although this did not occur within Germany proper it is clear little effort was made to keep it hidden from Germany citizens. Grolsch goes on to reveal that he had seen mobile gas chambers “used for smaller operations” throughout the Reich, his attention first drawn to their existence by the BBC.[29] Similarly, Victor Klemperer kept “exact and minute details about” the persecution and murder of the Jews, including chillingly accurate deductions about the nature of Auschwitz as a death camp from which “nobody comes back [alive], literally no one”.[30] In terms of awareness, there can be no equivocating from what is personally seen. Although people may have dismissed, Nazi words as just rhetoric and the smell of rotting corpses or crematoria as the cost of war, few witnessing the mass execution of innocent Jews could so easily dismiss what was in front of their eyes. An operation the size of the Holocaust could not have been conducted clandestinely and in the process of such mass genocide thousands of civilians would have been exposed to the Nazis’ horrifying methods. This is supported not only by circumstantial evidence regarding the layout and processes of camps such as Auschwitz but also by the reports kept by Germans at the time, who personally witnessed such brutality. In the continuum of complicity, this indicates that Germans were not just hearing about the holocaust from their leaders and through allied propaganda, but also witnessing it.

Less reliable than sources from the period are retrospective accounts regarding German knowledge of the Holocaust. While imperfect, these interviews with ordinary Germans give a crucial insight into how civilians conceptualized their role in the Shoah. Broad studies undertaken since the end of the Second World War have shown that many Germans maintain that they did not know about the annihilation of the Jews. This was shown in a retrospective study of 3,000 Germans conducted in the 1990s by Eric A. Johnson and Karl-Heinz Reuband in What We Knew. This survey found that just over a third of those asked at the end of the war claimed to have “known, heard or suspected the Jews were annihilated en masse”.[31] However, “all historic, social-psychological evidence indicates that this is not true”.[32] Individual interviews with Germans who lived through the war as civilians show that some are now willing to confront how much they truly knew during this period. This is corroborated throughout What We Knew which exhaustively details interviews with German civilians who admit the full scope of their knowledge. Many recognized that the talk of pushing Jews Eastward for resettlement was a euphemism designed to cover their total destruction. One respondent explaining:

“extermination camps, that’s what I imagined concentration camps to be”.[33]

Others denounce their fellow German’s claims of absolute ignorance, excoriating, “if someone says today that he had never known, that it is absolutely untrue”.[34] These firsthand accounts confirm that evidence was everywhere to corroborate stories of mass extermination but most were just unwilling to listen. In terms of awareness this shows that once again, people knew about the fate of the Jews even if they were unwilling to admit it while it took place.

The arguments given in this piece to support the contention that Germans knew of the widespread murder of European Jews leave little room for alternative explanations. From every German speaker in the home and workplace came Nazi speeches consistently and explicitly stating the desired goal of Jewish extermination. Meanwhile, Allied broadcasts corroborated such claims with specific references to German mass-murder and mechanized death-camps. Yet this is not even the most damning evidence available. Across Germany, the country witnessed the extirpation of Jews by the most repulsive methods imaginable; gassing, starvation, hanging, shooting, beating and even live burial.[35] These atrocities occurred in German towns, cities, farms and provinces, not in the ephemeral East but in full view of the German citizenry. This is supported by primary sources from the period in diaries kept by those brave enough to describe the true horror of what was going on. Increasingly, this has been recognized by the rest of the world and Germans themselves, who now admit the true breadth of knowledge during the Shoah. It was not within the scope of this essay to investigate what caused the Holocaust nor how it could have been stopped, instead, this investigation was designed to show how knowledge and information may not necessarily be enough to stop governments and people from committing acts of evil. What is clear is that the worst genocide of the 20th century was not committed in the dark without consciousness or consent but under bright lights in front of a captivated German audience.


Primary Sources:

BBC, German Language Broadcasts (30) (British Broadcasting Corporation, Written Archives Centre Reading, England, European news directives files VIII November-Dec 1942.

Goebbels, Joseph,  Das Reich from the, Daily Telegraph, 30 June, 1942.

Grolsch, Adam (interview) Krefeld, 2003.

Hitler, Adolf speaking to a crowd at the Sports Palace in Berlin, January 30, 1942, monitored by the Foreign Broadcast Monitoring Service, Federal Communications Commission.

Hitler, Adolf, memo of Sept. 16, 1919, Ernst Deuerlein (ed.), “Hitler’s Eintritt in die Politik und Die Reichsweh,” in Vierteljahrssheft fur Zeitgeschichte Vol. 7 1959.

Hitler, Adolf, The Jewish Question, January 30, 1939, speech given at the Reichstag.

Klemperer, Victor, I Will Bear Witness: A Diary of the Nazi Years 1933-42, (Ich will Zeugnis ablegen bis zum letzten: Tagebucher), Berlin, 1995.

Kuhnel, Hiltred (interview), June 7, 2001.

Lutz, Hubert (interview), May 29, 2001, Ann Arbor, Michigan.

The Lower Saxony Newspaper, Der Jude wird ausgrottet, Obenaus “Haben sie wirklich nichts gewusst?”  Obenaus “Schreiben wie es wirklich war!.

Secondary Sources:

Davies, Norman, The Forgotten Holocaust: the Poles Under German Occupation, 1939–1944, New York Hippocrene. 2001.

Johnson, Eric, Karl-Heinz Reuband, What We Knew, Cambridge, Basic Books, 2005

Johnson, Eric, Nazi Terror, New York, Basic Books, 1999.

Kochavi Arieh, “Britain and the War Criminals Question at the Conclusion of the Second World War: The Military DimensionThe British Journal of Holocaust Education Vol 3, London, Frank Cass and Company, 1993.

Spector, Shmuel (ed). Encyclopedia of Jewish Life: Before and During the Holocaust, New York, New York University Press, 2001.

Stackelberg, Roderick, Hitler’s Germany, New York, Routledge, 2002.

Turner, Henry, “Victor Klemperer’s Holocaust”, German Studies Review, Vol. 22, No. 3, Oct., 1999.

Weiss, John, Ideology of Death, Chicago, Ivan R. Dee, 1996.

Welzer, Harald, How Fully Normal People Became Mass-Murderers. Frankfurt, Tater, 2005.


[1] Roderick Stackelberg, Hitler’s Germany, New York, Routledge, 2002, p. 216.

[2] Ibid.

[3] Norman Davies, The Forgotten Holocaust: the Poles Under German Occupation, 1939–1944, New York Hippocrene. 2001, p. 23.

[4] John Weiss, Ideology of Death, Chicago, Ivan R. Dee, 1996, p. 374

[5] Hitler’s memo of Sept. 16, 1919, Ernst Deuerlein (ed.), “Hitler’s Eintritt in die Politik und Die Reichsweh,” in Vierteljahrssheft fur Zeitgeschichte Vol. 7 1959, p. taken from Ideology of Death, p. 374.

[6] Adolf Hitler, The Jewish Question, January 30, 1939, speeh given at the Reichstag, quoted from N.H. Baynes, ed., The Speeches of Adolf Hitler, London, 1942, p. 738.

[7] Ideology of death, 374

[8] Adolf Hitler speaking to a crowd at the Sports Palace in Berlin, January 30, 1942, monitored by the Foreign Broadcast Monitoring Service, Federal Communications Commission, Quoted in “The Holocaust”, by Gilbert, et al,  New York, 1985, p. 285.

[9] Jospeh Goebbels, Das Reich from the Daily Telegraph, 30 June, 1942.

[10] The Lower Saxony Newspaper, der Jude wird ausgrottet, Obenaus “Haben sie wirklich nichts gewusst?” pp. 28-9 Obenaus “Schreiben wie es wirklich war!” taken from Ian Kershaw’s Hitler, The Germans and the Final Solution, Connecticut, Yale University Press, 2008, pp. 107-8.

[11] J. Weiss, Ideology of Death, p. 328.

[12] Ibid., p. 374.

[13] Ibid., p. 375

[14] ibid. 375

[15] J. Weiss, Ideology of Death, p. 374.

[16] Eric A. Johnson, Nazi Terror, New York, Basic Books, 1999, p. 435.

[17] Ibid., p. 442.

[18] BBC, German Language Broadcasts (30) (British Broadcasting Corporation, Written Archives Centre Reading, England, European news directives files VIII November-Dec 1942.

[19] ibid.

[20] Eric A. Johnson, Karl-Heinz Reuband, What We Knew, Cambridge, basic Books, 2005, p. 382.

[21] ibid. p. 160.

[22] J. Weiss, Ideology of Death, p. 325.

[23] Ibid, p. 376.

[24] Eric A. Johnson, Nazi Terror, p. 435.

[25] Ibid., p. 434.

[26]  J. Weiss, Ideology of Death, p. 377.

[27] Eric A. Johnson, Karl-Heinz Reuband, What We Knew, p. 367.

[28] Interview with Adam Grolsch, Krefeld, 2003, taken from What We Knew, p. 367

[29] ibid. p. 367.

[30] Victor Klemperer, I Will Bear Witness: A Diary of the Nazi Years 1933-42, (Ich will Zeugnis ablegen bis zum letzten: Tagebucher), Berlin, 1995, p. 23 and Henry Turner, “Victor Klemperer’s Holocaust”, German Studies Review, Vol. 22, No. 3, Oct., 1999,p. 387.

[31] Eric A. Johnson, Karl-Heinz Reuband, What We Knew, p.393.

[32] Harald Welzer, How Fully Normal People Became Mass-Murderers. Frankfurt, Tater, 2005, p. 89.

[33] Hiltred Kuhnel, interview, June 7, 2001, Frankfurt from What We Knew p. 187.

[34] Idib., p. 187

[35] Shmuel Spector (ed). Encyclopedia of Jewish Life: Before and During the Holocaust, New York, New York University Press, 2001, p. 1199.


Suppose a UAWlabor contract with General Dynamics is being renegotiated. Some of the many issues on

  1. Suppose a UAWlabor contract with General Dynamics is being renegotiated. Some of the many issues on the table include job security, health benefits, and wages. If you are an executive in charge of human resource issues at General Dynamics, would you be better off
    • letting the union bear the expense of crafting a document summarizing its desired compensation, or
    • making the union a take-it-or-leave-it offer? Explain.
  2. Price comparison services on the Internet (as well as “shopbots”) are a popular way for retailers to
    advertise their products and a convenient way for consumers to simultaneously obtain price quotes from several firms selling an identical product. Suppose that you are the manager of Digital Camera, Inc., a firm that specializes in selling digital cameras to consumers that advertises with an Internet price comparison service. In the market for one particular high-end camera, you have only one rival firm—The Camera Shop—with which you’ve competed for the last four years by setting prices day after day. Being savvy entrepreneurs, the ease of using the Internet to monitor rival firms’ prices has enabled you and your rival to charge extremely high prices for this particular camera. In a recent newspaper article, you read that The Camera Shop has exhausted its venture capital and that no new investors are willing to sink money into the company. As a result, The Camera Shop will discontinue its operations next month. Will this information alter your pricing decisions today? Explain.

Today’s Human Resource strategies for Company Assessment

Submit your assignment to the Dropbox by Tuesday, August 19, 2014.

Reference book: Schultz; Schultz, D. (2005). Psychology and Work Today [VitalSouce bookshelf version]. Retrieved from 


Conduct an interview with an employee (preferably a supervisor or manager) at your current job or a previous job. If you have no prior work experience, you may interview a family member or friend who is currently employed.  You have just been promoted to the manager of your department and have been asked to review the following:

  • Value of a team environment: Is the company operating with a team structure?  How effective is the team structure?  How could the company improve the effectiveness of the team environment?  If there is no team structure currently in place, how should one be implemented?
  • Job satisfaction of the employees: Are the employees satisfied or is there a lot of complaining, absenteeism, and turnover?  What could the company be doing to improve job satisfaction?
  • How does the company currently communicate with their employees regarding company changes?  Do they rely on technology for their announcements?  Is this an effective method of communication?
  • Efforts made to motivate your employees: What is being done to motivate the employees? Do employees get regular pay raises?   Is there a rewards program?  Are they being recognized for their accomplishments?  Name at least three things the company could be doing to motivate their employees.
  • Assistance offered in helping your employees to deal with stress management: Are the employees given any tools to deal with stress management?  Does the company have access to mental health counselors?  Are employees given permission to take any mental health days?  What could the company be doing to help employees deal with their employees’ stress?

Prepare a 4-6 page report that includes an overall assessment of how each of the above is currently being handled and how you would change the system.  Be sure to provide examples and be specific in your reasoning behind your suggested changes.  Utilize at least three scholarly resources in your report (one of which may be your text book). This report must include:

Suppose you were going to create your own study to examine what course-delivery format (online, blended, or face-to-face) leads to the best performance in a psychological statistics class.

Suppose you were going to create your own study to examine what course-delivery format (online, blended, or face-to-face) leads to the best performance in a psychological statistics class. In a paper identify the following for your study:

  • What is your research question?
  • What is your hypothesis (both null and alternate)?
  • Is this a qualitative or quantitative design (based on type of variable collected) and why?
  • Is this a descriptive, correlation or experimental design and why?
  • What would be an example of a variable for this study that could be measured on a nominal scale? Ordinal scale? Interval scale? Ratio scale?
  • Once you have collected your data, would you use inferential or descriptive statistics and why?
  • Create a sample frequency distribution for one of the variables. Choose either a simple or grouped frequency distribution and explain your choice.

Course Type: Blended

Research Question: What Course-delivery format leads to the best performance in a psychological statistics class.

Hypothesis: Blended or face-to-face courses will lead to better productivity and the best results for a psychological statistics class.

 Need a Professional Writer to Work on this Paper and Give you Original Paper? CLICK HERE TO GET THIS PAPER WRITTEN

Need a Professional Writer to Work on this Paper and Give you Original Paper? CLICK HERE TO GET THIS PAPER WRITTEN

Forecast Accuracy Uncertainty and Momentum

Who wouldn’t want credit for watching movies? There are lots of movies out there about social movements and activists, but they usually offer pretty shallow portrayals of these movements. Here’s your chance to watch one of them and dig a little deeper with research of your own. Craft a 4-page report on each film highlighting details about the movement portrayed in the film.

Instructions: Choose a film (not a documentary) in which a social movement plays at least a moderately significant role. See the list below for possibilities. If you can’t find these titles at your local mega-chain rental place, try a local video store.

  • …….

Pour a glass of your favorite beverage, put on your most comfortable clothes, and enjoy the movie. No need to take notes or answer any difficult questions about the film, so make the most of it. The most important thing that you should get from it is which movement is being portrayed.

Next, research. Learn as much as you can about the social movement in the film – but don’t rely exclusively on Internet sources! You can search magazines, academic journals, books, and (some) websites to find out whatever you can about the movement. When did it emerge? Why then? Is it still around? Where did it emerge, and did it spread since then? What conditions appear to have led to its emergence? How big is it? What is the campaign for (or against), and is/was there widespread agreement within the movement about its goals? What about its tactics? That’s a lot of questions! The more answers and insights you can provide the better.

Lastly, write all of this up in 4-pages (double-spaced). You should very briefly introduce the film you watched and how the social movement is a part of its story. Then, present what you learned about the movement (be sure to cite your sources). This paper is primarily a historical description of a social movement, not an editorial; so fight that urge to say your opinion about film making or politics (although I love these conversations in my office!). If you think of movies that are missing from the list below, please do let me know. Have fun!
some films you might watch…

Rosa Luxumburg (Germany)
The White Rose (Germany)
The Boxer (Ireland)
Michael Collins (Ireland)
In the Name of the Father (Ireland)
Bloody Sunday (Ireland)
On the Waterfront
Mississippi Burning
Salvador (El Salvador)
Iron Jawed Angels
Bread and Roses

Patty Hearst
American History X
Gandhi (India)
Get on the Bus
Romero (El Salvador)
Brassed Off (UK)
Citizen Ruth
Year of the Gun (Italy)
Norma Rae
Malcolm X
The Killing Fields (Cambodia)
The Dancer Upstairs (Peru)
Rojo Amanecer (Mexico)

  • …….

Assignment 1: Staffing Organizations–Part 1

Assignment 1: Staffing Organizations–Part 1
Due Week 4 and worth 250 points

You plan is to open a gourmet coffee shop next to a college campus in Washington, DC. The hours of operation will be from 6:00 a.m. until 10:00 p.m. Monday – Friday and 7:00 a.m. until 3:00 p.m. on weekends. Initially, the coffee shop will have three (3) store managers and ten (10) coffee servers. Your local bank has preapproved your business loan based on your forecasted profit and loss statement and collateral. Before the bank will give final approval for the loan, the bank has requested that you provide them with two documents (Staffing Organizations Part 1 and Staffing Organizations Part 2) that explain how you plan to staff and manage the business for the next three years. Note: Staffing Organizations– Part 2 will be due in Week 8. Write a 4-5 page paper in which you:


  1. Identify the type of employment relationship you would establish between the coffee shop and employees from a legal perspective. Explain your reasoning.
  2. Suggest ways that you could avoid claims of disparate treatment.
  3. Identify the type of external influences that could hinder staffing and how you would address them.
  4. Create a plan that you can use to deal with employee shortages and surpluses.
  5. Outline a strategy for workforce diversity.
  6. Conduct a job requirements job analysis for the store managers and coffee servers in order to identify tasks, KSAOs, and context for those positions.
  7. Use at least three (3) quality resources in this assignment.


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; citations and references must follow APA or school-specific format. 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 and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Develop a model for staffing an organization that supports the firm’ ? s Human Resources Management strategy and sustains productive operations.
  • Summarize the key legal compliance issues associated with staffing organizations.
  • Explain the planning considerations for staffing organizations, the use of job analysis, and the components of a staffing plan.
  • Use technology and information resources to research issues in staffing organizations.
  • Write clearly and concisely about staffing organizations using proper writing mechanics.


Mergers and Acquisitions Research Paper Instructions

Use the Internet to research a publicly traded company in the United States that has undergone a merger or acquisition within the last three (3) years. Take note of the circumstances surrounding the merger or acquisition.

Write a four to six (4-6) page paper in which you:

  1. Examine the circumstances that resulted in the merger or acquisition for the selected company. Speculate on two (2) reasons why the resulting decision to merge or to acquire / be acquired was made.
  2. Assess the significant positive (or negative) effects of the merger or acquisition. Provide at least two (2) examples of those effects now that the merger or acquisition has been completed.
  3. Examine the organizational structure that has resulted from the merger or acquisition. Analyze the major differences between the resulting company and the original two (2) organizations.
  4. Determine whether or not the human resources management practices of the company were modified to reflect the outcome of the merger or acquisition. If no changes were necessary, speculate on the reasons why they were not. Provide a rationale for your response.
  5. Use at least four (4) academic quality resources in this assignment. Note: Wikipedia does not qualify as an academic resource.

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; citations and references must follow APA or school-specific format. 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 and the reference page are not included in the required assignment page length.


The specific course learning outcomes associated with this assignment are:

  • Evaluate the different forms of business ownership to determine the optimal structure in different scenarios and the process for a business start-up.
  • Integrate the core human resource management functions and considerations into viable recommendations to meet the organization’s operating requirements.
  • Use technology and information resources to research issues in contemporary business.
  • Write clearly and concisely about contemporary business using proper writing mechanics.

Cultural Audit – South Korea Leadership Behaviors

Assignment Instructions

Your company plans to establish MNE manufacturing operations in South Korea. You have been asked to conduct a cultural audit focusing on leadership behaviors of South Korea. The results of your report will be used for internal training for plant managers due to be reassigned to work with South Korean managers in a few months. You are aware of a high-collectivism culture with a Confucian code of ethical behavior in South Korea. What kinds of South Korean leadership behaviors would you expect to include in your report? Describe these in terms of interaction between the U.S. and Korean managers as well as interaction between Korean leader-followers.



Cultural Audit

Recently, South Korea and the U.S have proceeded in efforts aiming to become closer trading partners through allowing the U.S-Korea Free Trade Agreement and FTAs. With the more economic integration, there is need for a stronger understanding of all the influences of each other’s cultures(Bass, 1990). Some major influences include history, religion and philosophy, the influences of these cultures in leadership style need to be explored.

The avoidance or absence of leadership in South Korea is one of the unique leadership aspects.Leaders mostly avoid getting involved when most important issues arise among their followers. When the management is considered in South Korea, respect for employees is around 30.4%, initiator attitude is 22.8% and summoning spirit is 20.8%.

The overview of the traits and leadership styles of South Korean CEOs focused on comparing successful and unsuccessful South Korean firms. With these traits, three leadership styles can be deduced which are; network builders, can do spirit and battlefield commander (Shin, 1999).

Similar evidence can be reported when comparing leadership perceptions in South Korea and the U.S. (Yoon, 2009). The interaction among the Korean managers and the U.S and also between the leaders and followers, shown cultural uniqueness in some leadership concepts. Americans are prone to report more explicit behaviors than South Koreans. The South Koreanshave abstract features ofleadership among them intuitive, harmonious and good administrator. These different results might be due to not only culture or history but also current circumstances in the two countries.

As a result of the ethnicity identity of both the leader and the follower, interaction between leaders and followers in any organization was influenced. It is evident that South Korean have a holistic view whereas Americans have an analytic view of leadership representation. These unique characteristics in leadership makes the two states experiences some extensions during interactions. The managers from South Korea could not interact effectively as expected with both the followers and the U.S.

Systems Consideration in Human Resource Information Systems

HRIS (Human Resource Information Systems) are essentially the HR software intersections of IT (information technology) and HR (human resources). The intersections allow for the electronic occurrence of HR processes as well as activities. HRIS help businesses execute various activities, including HR-related activities like payroll management and accounting. Besides, HRIS enables businesses plan, manage, as well as control, their HR expenditures effectively devoid of allocating excessive resources, or funds, towards them. Most HRIS are designed to flexibly integrate with various HR database systems according to Grobler (2006). My organization uses diverse HR database systems, including Workable and HR Quik.

Advantages and Downsides of Workable and HR Quik

Workable is a recruitment software that is rather useable and affordable. It takes the place of spreadsheets and email in recruitment processes, with a system for tracking applicants. It helps write job descriptions, build pages of branded careers and post manifold job boards. It allows the organization to browse profiles of prospective employees and helps recruitment teams keep their notes, analytics, schedules, communications, and notes in single places.

The main advantage of Workable is that it quickens recruitment processes, reducing the associated costs as well. The customer service team addressing the concerns of Workable clients is quite polite and polite in resolving the concerns and related inquires or questions. The only downside associated with Workable is that it is muddled with numerous applications, making its usage a challenge to many (Capterra, 2015).

HR Quik was developed by Data Ingenuity. It is a rather straightforward staff database system geared towards reducing HR costs through the saving of time as well as effective usage of data. It has varied advantages. First, it is versatile. It is loadable on diverse servers, hard drives, networks, or cloud-based platforms. Second, it helps organize staff data in ways that are easy to utilize. Third, it generates reports that are run easily. Fourth, it generates staff termination and hiring forms automatically. Besides, it allows for the saving of scanned staff records (Data Ingenuity, 2015).

I propose that the organization adopts and uses ClearCompany HRM Software system. The software system works for recruiting teams and HR management teams, especially in industrial settings. There various reasons motivating the proposal. First, the software system links hiring, new staff on-boarding and management of staff performance.

Second, the system is equipped with automated reporting capabilities. The capabilities support clients to comply especially with the extant labor laws regarding staffing processes. Third, the system’s on-boarding solution has the ability of automating new recruitment processes, with an option of integrating the related verification, management, and approval tasks according to Software Advice (2015).

Efficiencies and Inefficiencies Associated With SAAS Usage

Many organizations utilize SAAS for their HRIS requirements. SAAS affords organizations particular efficiencies especially regarding the delivery of documents. Organizations that have adopted the usage of SAAS enjoy cost efficiency since their expenses are moved to operational tasks from acquisition, as well as deployment tasks. Organizations that have adopted the usage of SAAS save on hardware-related expenses since its maintenance does not require specific software or hardware (Torres-Coronas & Arias-Oliva, 2009).

As well, SAAS assists in shortening cycles of transactions, enhancing productivity. Particularly, it enhances productivity by helping bolster process control, as well as visibility; lessening daily outstanding sale rates; and focusing resources on key client competences and services as opposed to merely supporting technological applications according to Grobler (2006).

The maintenance, as well as running, of MS Access-related database applications is characterized by diverse inefficiencies. The inefficiencies include challenges in internet connectivity, problems in handling sensitive data, scalability limitations, and size-related limitations. The applications are devoid of the server capabilities associated with databases that are ODBC-compliant. The handling of data that is sensitive requires marked investment in varied data security tools, which MS Access lacks. Besides, the applications have limitations in their physical capacities (Torres-Coronas & Arias-Oliva, 2009).

Threats Linked to Building an HRIS from Products from Several Vendors

When an organization builds its HRIS using different products supplied by different vendors, it faces several risks. First, the organization faces a heightened exposure to varied security threats. Second, the organization faces a heightened exposure to emerging, or evolving, legal challenges related to the products’ terms of use. Third, the organization may suffer an erosion of own network parameters. The parameters become increasingly vague, as well as challenging, to safeguard (Kandula, 2003).

Unexpected Effects of Managing HR Databases Improperly

Organizations that fail to manage their HR databases appropriately suffer various problems. First, the organizations have challenges in the development, as well as maintenance, of healthy contacts with their staff members. Second, the organizations have their operational costs rising over time according to Grobler (2006).

Third, the organizations face varied difficulties in their staff recruitment processes as they lack credible data or records for use in the processes. Organizations can steer clear of the three negative effects by making certain that they engage competent organizations in the choosing, implementation, as well as maintenance, of their HR databases. Besides, the organizations can steer clear of the effects by recruiting competent staff to manage the databases.

State Farm’s Business and HR Strategies And HR Department Job Positions

The planning, as well as formulation, of HR strategies is a significant HR process component. Ideally, every HR process, as well as initiative, is formulated an element of a larger, or overall, people strategy. The strategy is ideally aligned with the corresponding organizational goals and strategy (Eigenhuis, Dijk & Eigenhuis, 2008). This paper entails an examination of the State Farm’s business strategy along with HR strategy, the extant job positions in its HR departments, and how it markets itself concerning human capital. Notably, State Farm is a conglomerate of financial along with insurance service firms incorporated in USA. The Canada-based Desjardins Group bought State Farm’s operations in mid-2014. State Farm’s principal enterprise is a mutual insurance company, the SFMAIC (State Farm Mutual Automobile Insurance Company), which holds the shares of all the other firms under the State Farm.

How to Align State Farm’s Business Strategy with Its HR Strategy

There are various ways through which State Farm’s business strategy can be aligned with own HR strategy. Notably, the alignment of the strategies would ensure that the HR department of the conglomerate of firms operates proactively, planning for the conglomerate’s future talent requirements rather than just focusing on the present vacancies (Kearns, 2003; Tansky & Heneman, 2006). The alignment will compel the department to afford the conglomerate continuous talent flows and forecast skill gaps, skill re-supply, re-skilling, and skill training.

The alignment can be actualized through a number of ways relating to the HR department and the State Farm’s board directors. First, the department can be re-engineered to focus on talent management, ensuring that it focuses on identifying State Farm’s talent requirements for its prospective business strategy. The department should put in the requisite measures to attract the talent required to match the strategy (Eigenhuis, Dijk & Eigenhuis, 2008). Second, the HR department can be reconfigured to bolster its capacity for retaining, as well as growing the careers of, the already available talent.

Third, the directors can be retrained to learn the factors capable of adding value via an in-depth appreciation of external commercial realities and how external, as well as internal, stakeholders characterize the value (Kearns, 2003; Tansky & Heneman, 2006). Fourth, the directors can be supported to appreciate how internationalization, or globalization, affects State Farm, particularly its organizational culture and talent management. The directors should plan on how to respond to the internationalization effects in a timely and effective manner.

HR Job Positions

In its website, State Farm has listed various HR jobs and their diverse roles. The HR jobs are presented as closely related to training positions within the conglomerate. The job positions include: HR data analytic, HR representative, talent manager, employee relations manager, and credit union liaison officers. These positions support various HR functions, including staff recruitment and compensation. The HR positions of medical assistant and occupational health nurse are charged with assisting staff members to stay well and healthy. Those holding the positions are as well responsible for promoting an appreciation of the available wellness resources, policies, benefits, and programs among other employees (State Farm, 2015).

Occupational Health Nurse as the Preferred HR Job Position

Among all the available HR job positions at State Farm, I prefer the occupational health nurse position owing to some reasons. First, those holding the position are deemed leaders in workplaces. Second, I draw marked pleasure, as well as satisfaction, from helping other live healthily. Third, the position can assist me gain the support and supervision needed when posted in other settings (Eigenhuis, Dijk & Eigenhuis, 2008).

Improving Competitive Advantages through the Establishment of HR Strategies

            There are varied ways via which State Farm can improve own competitive advantages based on the establishment of HR strategies; through recruitment, performance measurement, and compensation. It can plan strategically to develop recruitment programs at colleges prior to graduations. The programs would give it a clear competitive advantage over competition in attracting highly trained candidates (Eigenhuis, Dijk & Eigenhuis, 2008). It can also enjoy the advantage by developing social events and open houses to offer prospective employees access to its operations.

The regular appraisal of the performances of employees enhances the performances as they view their employers as have genuine interest in them. Lastly, wages, as well as salaries, should not be seen as the only motivation that employees have in staying with particular employers (Kearns, 2003; Tansky & Heneman, 2006). State Farm should strive to make certain that its employees are convinced that the benefits and compensation it affords them are competitive and just to retain them. State Farm’s HR department should develop a compensation structure that is evidently sound to increase its attractiveness to prospective staff, affording it a clear competitive advantage from the viewpoint of staff retention.

How to Enhance Diversity

There are varied via which State Farm can enhance diversity. First, it can engage local organizations or agencies with deep community linkages, including colleges, cultural agencies, and churches to link it with potential employees (Kearns, 2003; Vogelsang, 2013). The company can exploit the power of the internet to search for potential employees from far-flung areas and recruit them.

Second, State Farm can provide or facilitate diversity training within its premises. The training should make every employee understand that the company’s recruitment resolutions are hinged on hiring candidates with the best competencies in the labor market rather than on quotas. As well, the training should make the management teams fully appreciate the strengths associated with workplace diversity. Third, State Farm should develop affinity groups, which empower employees to reflect about enhancing their productivity in groups (Eigenhuis, Dijk & Eigenhuis, 2008). The affinity groups would afford State Farm fresh ideas and would assure the employees that the differences among them are assets.

How Conceptual Framework And Its Theoretical Structure Provides Information To Management, Creditors And Banks

Mergers and Acquisitions

This paper explains the manner in which conceptual framework and its theoretical structure provides the best information to management, creditors and banks so that these stakeholders can make the best informed decisions in growing the company, granting credit and extending financing to a business respectively. The conceptual framework is a modern terminology in the accounting literature. According to Weil and Schipper (2012), many setters of accounting standards have, for a long time, operated without consideration of a conceptual framework. This naturally resulted into haphazard accounting standards that could not be proactive, but reactive to the issues of the day.

Conceptual framework and its theoretical structure, generally, organizes the concepts and premises that are fundamental to corporate accounting, especially financial accounting. It is useful to management through provision of a better comprehension and foreseeability in the interpretation of accounting standards. It should, also, be clear that the conceptual framework and its theoretical structure provides the best information to management, creditors and banks through bolstering interpretation of financial information and making it relevant to the highlighted situations of decision making (Weil & Schipper, 2012). In the context of investment; for instance, it ensures that the information provided has information value. Such information plays a great role of improving predictions and behavior of investors. Through financial reporting, the conceptual framework and its theoretical structure provides financial information regarding the reporting entity that has usefulness to both the existing and potential investors, creditors and other lenders in making decision regarding provision of resources to the entity. Theoretically, the conceptual framework has the responsibility of driving the development of the standards of accounting.

In conclusion, conceptual framework and its theoretical structure, generally, organizes the concepts and premises that are fundamental to corporate accounting, especially financial accounting. It, also, structure provides the best information to management, creditors and banks through bolstering interpretation of financial information and making it relevant to the highlighted situations of decision making.

Information Systems Research Paper

The term Information System (IS) is defined differently depending on the contexts in which it is used. First, it refers to the set of infrastructure, hardware, trained personnel, and software used in facilitating planning, decision-making, coordination, and control in a given organization. Second, IS refers to the set of computer applications or systems used in the gathering, creation, storage, processing, as well as distribution, of information. Third, IS refers to particular integrated information elements or sets. Lastly, the term is commonly used in referring to sets of human and technical resources that provide for the distribution, computing, and storage of entrepreneurial information (Olson & Kesharwani, 2010; Oz, 2009).

There are different types of IS. Executive Support IS (ESIS) are IS used in supporting senior managements in formulating strategic decisions. ESIS collect, appraise, and summarize critical external, as well as internal sets of information within business settings. Management IS (MIS) are elementarily related to business information’s internal sources. MIS pick up data from TPIS (Transaction Processing Information Systems) and synthesize it into structured management reports (Olson & Kesharwani, 2010; Oz, 2009). Notably, the Management Reporting System (MRS) is a common MIS. MRS gets data streaming from TPIS and produce reports from it. MRS is commonly used by operational managers and middle managers (Olson & Kesharwani, 2010).

TPIS have data gathering, outputting, storage, as well as processing, functionalities. As earlier noted, some TPIS stream data into given MIS like MRS. TPIS deals with data sets that are critical to businesses’ core operations. One of the commonest forms Of TPIS is the Payroll System (PS). PS help organizations grow by streamlining payroll processes and eliminating the related mistakes. They assist organizations in automating how they compensate their staff. Like all TPIS, a PS processes transactions that are routine, accurately and efficiently (Olson & Kesharwani, 2010; Oz, 2009).

Decision Support Information Systems (DSIS) are common features in many organizations. DSIS are commonly taken as systems whose operations are hinged on knowledge.  They are commonly used by senior managers in facilitating the production of new knowledge. They are as well commonly employed in allowing for the integration of novel knowledge into given organizational processes. One common type of DSIS is the CSCW (Computer Supported Co-operative Work). CSCWs are used in the dissemination of innovative research outcomes. They offer interdisciplinary platforms for the exchanging and debating of emerging research ideas and outcomes concerning any social, technical, practical or theoretical issues in organizational settings.

Office Automation Information Systems (OAIS) are systems employed in projects that are aimed at enhancing staff productivity. Especially, they are used in enhancing the productivity of staff as regards the processing of particular data sets. Some OAIS allow employees to work from home and still remain highly productive. One form of such OAIS is the widely used Microsoft Office XP (Olson & Kesharwani, 2010; Oz, 2009).

There are various ways in which the examination of different forms of IS relates to this module’s learning objectives. First, the examination of the different IS allows the students taking the module opportunities for appraising how the elements taught in the module are applied in actual life. Second, the examination of the different IS allows the students taking the module opportunities for growing their extant expertise of the relevance of IS in enhancing the effectiveness of business processes.


Teaching Biblical Studies – Developing a Biblical Studies Program

Assignment Instructions:

Developing a Biblical Studies program (1500 words) 1.

Given a school’s vision/mission statement, (choose one from those given in part A Ch 4 or research another and state it in your document) develop the foundation statements for a one year biblical studies program.


  •  Rationale
  • Aims
  • Outcomes
  • Assessment guidelines
  • Criteria to evaluate the effectiveness of the program

2. Develop a one year Scope and Sequence for a stage 2 (Primary participants) or Stage 4 (Secondary participants) Biblical Studies program. Briefly explain how this Scope and Sequence reflects your foundation statements and supports the chosen vision/mission statement.




  • Introduction

God’s Bible School and College is one of the best academic institutions that offer Christian education for students in Canada and in the United States. The institution’s mission statement reads, “God’s Bible School and College seeks to glorify God and to serve His Church by providing higher education centered in Holy Scripture and shaped by Wesleyan conviction, thus preparing faithful servants to proclaim Jesus Christ and spread scriptural holiness throughout the world (God’s Bible School and College).” Its vision is “To develop a spiritually vibrant institution that is academically excellent, growth oriented, student centered, and financially sound (God’s Bible School and College).” God’s Bible School and College aspires to produce students who have a passion for God and His holiness. As part of its commitment to the mission and vision statement, God’s Bible School and College has employed qualified staff to serve students and to help them grow socially, spiritually, academically, and psychologically (God’s Bible School and College). This paper outlines a one year biblical studies program that guides God’s Bible School and College towards realization of its mission and vision. The rationale, aims, outcomes, assessment guidelines, and criteria for evaluating the effectiveness of the biblical study program have been addressed in this paper.

  • Rationale

Biblical studies sessions at God’s Bible School and College introduce students to the world of spirituality and religion and intend to help learners understand the power of God’s word. In order to assist students to become faithful Disciples of Christ, they must first be made to understand that the Bible talks about God’s people who are expected to be in fellowship with each other (Jericho, 2005). The Bible explains that human beings are expected to live according the will of God, their creator. Unfortunately, the world that God created sinless has decayed and people in it behave in a manner that does not please Him. One important thing that everyone must remember is the fact that God will come back to the world to take up the righteous, judge sinners, and make His creation holy. As it is written in the book of Matthew Chapter 28, verses 19 and 20, God gave the Church a duty to preach the Gospel to inhabitants of the earth, and to baptize, teach, and discipline believers (1984, NIV Bible).

This biblical study program should act as one of the ways through which God’s commands are fulfilled. The Holy Spirit plays a significant role in convicting people of their sin and to strengthen the faith of believers. This biblical studies program cannot play the same roles as the Holy Spirit, but teachers at God’s Bible School and College are expected to teach students how God’s Spirit works. Additionally, while teachers may guide students through Biblical values and give them instructions on how to live in this world, it is God’s Spirit that has the power of manifesting positive fruits within the believer. Therefore, the teacher only acts as an instructor and a mentor, who must enable the Holy Spirit to guide him or her to reach out to students and to challenge them to commit their lives to Jesus Christ (Reitsma and Renn, 2010).

With the help of this biblical studies program, the teacher will be able to assist his or her students to apply biblical precepts in their daily lives. The truth that exists in the Bible will become clear if the Christian teacher acts as a good role model to the students by exhibiting behaviors that are similar to those of Christ. The Bible is a very big book that needs to be taught as a specific area of learning, and this is the goal that this biblical studies program seeks to fulfill. Student must take their study sessions seriously because the biblical principles and values can be applied in all areas of learning. God is the creator and sustainer of all creatures, and he helps all people through His word (Reitsma and Renn, 2010).

  • Aims

The main aim of this biblical studies program is to enable learners to understand that God can help people through His word. Specifically, this program intends to assist students to know God as the Father, the Son, and the Holy Spirit. Additionally, this biblical studies program will assist the learner to see God as a Savior, Helper, and Guider. Moreover, this biblical studies program will assist student to understand that their God is a God of justice who requires his people to remain just and walk humbly with God, as it is written in the book of Micah, Chapter 6 verse 8 (1984, NIV Bible). God’s Bible School and College have laid down some life skills that learners must possess for the aims of this biblical studies program to be achieved. For instance, for the student to know God as father, son and the Holy Spirit, he or she must investigate Bible stories to see how God reveals Himself to His people. Again, the learner must explore both New Testament and Old Testament stories to see how God fulfills His promises to His people (Jericho, 2005).

  • Outcomes

This section describes what students should be able to do after they will have been taken through this biblical studies program. The outcomes of this biblical studies program are measurable and reflect the complexity of the syllabus. At the end of one year study, the student should be able to identify different interpretations and perspectives of biblical divinity. In addition, the student should be able to locate and select a number of sources that are useful in conducting biblical research. Again, at the end of this biblical studies program, the student should be able to effectively use both oral and written forms of communication to talk about the Bible. Most importantly, learners should be able to examine Christian beliefs bout God’s actions and determine their relevance to today’s life (Reitsma and Renn, 2010).

  • Assessment guidelines

According to Jericho (2005), assessment refers to the process of gathering and analyzing evidence obtained from the work of a student to establish how he or she has demonstrated learning. The learning outcomes at God’s Bible School and College describe the learning components that are to be assessed. At God’s Bible School and College, assessment of outcomes involve interactive sessions between the teachers and students, and in the process, the teacher makes informed judgement on both current and future learning capabilities of the student. As the teacher collects evidence for assessment, he or she must focus on the scope and complexity of the study program, right from the beginning to the end of the year. The teacher will apply a balance approach to assessment that incorporates assessment of learning, assessment for learning, and assessment as learning. The teacher will gather evidence using a number of methods including self and peer assessment, consultation, focuses analysis and observation. Students can only achieve the learning outcomes if they clearly understand what they need to know (Reitsma and Renn, 2010).

  • Criteria to evaluate the effectiveness of the program

Evaluation refers to objective assessment of a completed program to find out whether the originally set objectives have been met. In this case, five criteria will be used to evaluate the effectiveness of the biblical studies program. These include relevance, effectiveness, efficiency, impact, and sustainability (United Nations Office on Drugs and Crime, 2015). As far as relevance is concerned, the teacher will assess the extent to which program activities are consistent with the needs of the Christian students. Under effectiveness, the teacher will assess whether the originally set objectives have been achieved. Assessment of the cost-effectiveness of the whole program in relation to the output is referred to as efficiency evaluation. Impact evaluation concerns the positive and negative effects of the program, either intended or unintended. As far as sustainability is concerned, the teacher will assess the probability of gaining long-term benefits from the biblical studies program after full implementation. These five criteria will provide relevant information that will be used by the decision maker to determine whether any changes should be made to the program (United Nations Office on Drugs and Crime, 2015).

Thunderbird & Night Train Express: A Role Playing Exercise!

E&J Gallow, the world’s largest winery, has just announced that it will stop selling its Thunderbird and Night Train Express wines in a rough neighborhood of San Francisco, called “the Tenderloin.” Thunderbird and Night Train Express are both inexpensive wines with an extremely high alcohol content. They are also some of the top-selling wines in this neighborhood. There are two sides to this issue:

1. SSS: Gallow decided to take these two wines off the shelves in this neighborhood after it met with an activist group called Safe and Sober Streets, “SSS.” SSS was formed by concerned citizens who say that drunks in this neighborhood created a menace to local families and law-abiding citizens. SSS argued that making such a potent wine available at a low cost was hurting the neighborhood

2. Local grocers and other retailers: This group thinks it is a terrible idea to take the wine off the shelves because it will hurt their businesses and families, many of whom have operated their family owned stores for generations. They argue that SSS is just trying to find someone to blame for the neighborhood’s problems. They also argue that taking the wine off the shelves in one neighborhood is only going to cause “the drunks” to go somewhere else and that it won’t ultimately solve the problem of alcoholism among many criminals and homeless people.


Pretend you work for SSS. In your initial post, argue why you think E&J Gallow has an ethical business responsibility to pull the wine from the shelves

Formal code of conduct Using Macy‘s Code of Business Conduct and Ethics

You‘re the CEO of a company that sells golf equipment, including clubs, bags, and balls. When your company was started and had only a handful of employees, you were personally able to oversee the conduct of your employees. But with your current workforce of nearly fifty, it‘s time to prepare a formal code of conduct in which you lay down some rules that employees must follow in performing job-related activities. As a model for your own code, you‘ve decided to use Macy‘s Code of Business Conduct and Ethics.

Go to the company‘s Web site ( to view its posted code of business conduct.

Your Formal code of conduct won‘t be as thorough as Macy‘s, but it will cover the following areas:

(1) conflicts of interest;

(2) acceptance of gifts, services, or entertainment;

(3) protection of confidential information;

(4) use of company funds or assets for personal purposes;

(5) competing fairly and ethically; and

(6) adherence to code. Draw up a code of conduct for your company.

2. (AACSB) Reflective Skills

Think of someone whom you regard as an ethical leader. It can be anyone connected with you—a businessperson, educator, coach, politician, or family member. Explain why you believe the individual is ethical in his or her leadership.

This assignment requires 2 pages and 2 work citations

You are the hospital administrator in a medium-sized, urban, for-profit hospital that caters to middle-income groups.

You are the hospital administrator in a medium-sized, urban, for-profit hospital that caters to middle-income groups. You wonder if patients’ satisfaction with the hospital stay will increase significantly if they are given better and more flexible meal options. You decide to conduct a research study to find the answer. The first step is to design the study.

Design a descriptive study to investigate if better meal options will increase patient satisfaction. Include the following elements of design:

  1. Develop a research question or purpose of the study
  2. Selection of subjects for study (what is the sample)
  3. Assignment of subjects to experimental or control groups
  4. Study time period
  5. Type of data to be gathered
  6. Measures of meal options and of patient satisfaction
  7. Method of data collection
  8. Guidelines for data interpretation

Company Financial Statements Analysis – Assignment Instructions

Financial Statements for that company.

  • Macy’s Inc.
  • JP Morgan Chase & Co
  • Hallmark Cards, Inc.
  • Coca-Cola Enterprises, Inc
  • New York Life Insurance Company
  • PetSmart, Inc.

Review the assigned company’s financial statements from the past three years.

Calculate the financial ratios for the assigned company’s financial statements, and then interpret those results against company historical data as well as industry benchmarks:

  • Compare the financial ratios with each of the preceding three (3) years (e.g. 2014 with 2013; 2013 with 2012; and 2012 with 2011).
  • Compare the calculated financial ratios against the industry benchmarks for the industry of your assigned company.

Write a 500 to 750 word summary of your analysis.

Show financial calculations where appropriate.

View Custom Snowboards Financial Statements Analysis Sample Paper  which might help in completing this assignment or hire one of our professional writers to help with this assignment at an affordable price. 

The leader of a local health care organization, Cindy Janowski, has noticed leading organizations successfully implement QI plans…………

The leader of a local health care organization, Cindy Janowski, has noticed leading organizations successfully implement QI plans. Cindy wants to ensure her organization keeps current with those organizations’ quality standards. She has hired you to research the industry’s quality standards and to learn how to improve quality in her organization.

Cindy sent you an e-mail, which states:


Per our earlier conversation, I just want to make sure that we’re on the right track, and that I’m understanding everything. I’ve put together a list of questions I have. If you can answer these for me, that would really help me out. Here they are:

  • What is the purpose of quality management in the health care industry? And why is it needed?
  • Why do various health care stakeholders define the quality of care differently?
  • What roles are involved with QI?
  • What areas must be monitored for quality?
  • What accrediting and regulatory organizations are involved in QI? What are their roles?
  • What helpful resources and organizations affect QI?

Famous Creative Thinkers Presentation – Assignment Instructions

Review the list of names provided in the University of Phoenix Material: Creative Genius List. Select two individuals who are famous for their creative ideas (one from each column). Research their biographies in the University Library and/or on the Internet.

Write a 1,050- to 1,400-word paper to include the following:

  • Information about each of the thinker’s unique contributions to society
  • The problems or issues that their ideas sought to solve
  • A description of the solutions and how his or her ideas were implemented
  • Each thinker’s personal/ social/ political environments and how you think these factors contributed to their creativity
  • The creative process of each thinker, including any obstacles they faced, and a comparison of the creative processes underlying each individual’s work
  • A critique of their ideas: could they have done anything differently? How did their work fit into the existing framework of understanding in their field, and how did it advance further understanding of the field?
  • Format your paper consistent with APA guidelines and in a Word document.

Include at least four academic references.

Sources such as Wikipedia,, and, etc. are not acceptable or credible.

Write your paper in third person and not first person.

Compare And Contrast Learning Management Systems – Assignment Instructions

Assignment Instructions

Conduct an internet search for “best-of-breed” learning management systems (LMS).  Identify two and research each. In 1500 words, discuss the features of each and how you feel it can benefit the training function in your organization. What do you think is the future of LMS?  Based on your experiences with LMS, what do you feel is lacking?

What is a Learning Management System?

Learning management systems software gives companies everything they need to manage employee training programs. Using an LMS, companies can create training curricula to educate employees and allow them to demonstrate competencies or gain certification in areas relevant to their role.
Core LMS functionality includes:
  • Training administration. Employee training software helps users organize and simplify training administration, which includes processes such as distributing training content, managing user information, scheduling and course enrollment.
  • Content development and management. This functionality gives buyers the ability to author their own content and design and deliver courses within an LMS.
  • Curricula setting. With curricula setting functionality, users can combine courses by focus area and specialization, and assign and unassign courses. Certification paths. This includes tracking, managing and setting certification programs for industries that require employee certification to carry out a specific job duty.
  • Proficiency testing and reporting. learning management systems can administer tests to gauge employee knowledge or skill. Analytics and reporting functionality helps companies determine proficiency and identify learning gaps.
  • Employee self-service. With self-service functionality, employees can access training materials and on-demand learning courses from their own devices. Electronic record-keeping. By centralizing employee training records within an learning management systems, users can easily access training materials, test scores and course data from a single system.

Concept of Innate Good – Support Or Debate

In a paper of 1,000 – 1,250 words, support or debate the concept of innate good through the following lenses of personality development:

  1. Trait theories
  2. Biological theories
  3. Humanistic theories
  4. Behavioral theories

Psychologists and theologians alike have disputed the concept of innate good. It remains a central question in the study of personality. In this assignment, you will discuss the concept of innate good in relation to several personality theories.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

Explain the innovative process that must take place for successful integration of innovation.

Write a 3-page paper using APA format (with in-text citations) regarding the airline industry and answering the following:
1. Explain the innovative process that must take place for successful integration of innovation.
2. Recommend how an industry leader should search, select, implement, acquire, execute, launch, and sustain an innovative offering that is appropriate for the airline industry.
3. What can they learn from the adopting innovation?
4. How can this be used to maintain a competitive edge?
5. Were there any areas within this process that required extra emphasis?

Effects of Cyber Crime – Cyber Bullying

The emergence of internet in the year 1980s  resulted to the gradual evolution of cyberspace  as a section of human activity,the growth empowered individuals  in direction  of  information communication technology, however ,this advancement yielded others negative  effects on the technology which led to cyber-crime that became  a  challenge to  individuals ,administrators of cyber space and the government Cyber-crime is one of the most fast growing area of crime in the 21st century, more often the criminals  have secretly  identified the diverse range of committing crime through the use of internet, most the crime reported  is done by computer or any technology that supports criminal activities, this unlawful act is punishable by the information technology ,virtually all types of communication technologies can be used to intimidate or bully others,. For instance, emails, text messages can be used by criminals to threaten an individual

Cyber-crime can have broad  areas where the criminalactivities is done, attacks on computer hardware and software enables the criminals make intrusion to  network hence accessing  confidential information which eases a soft landing whenever an attack is mounted,(Gordon,2003)

Moreover financial corruption and crimes can be done online whereby criminals can manage into making fraud transactions through false information. It end up the victims being frustrated resulting to negative attitude in participating in online purchasing. This trends is becoming major challenge when promoting a global market of industrial goods among different states , highly and complex cyber criminal activities partner with individuals and other organization  to fund the criminal  activities Such as cheating on credit card frauds and money laundering.

Cyber bullying can also be through the pornography where slum children are abused through computers or published print media where they force them to appear in for obscene photographs the acts results to children experiencing negative socialization which later affects their day to day psychological functioning

Moreover cyber-crime can act a s a base  for sale of illegal articles such as weapons, narcotics and wildlife products, this websites becomes an a threat to growing wildlife population hence  disintegrating the activities  of conservation.(Kelly, 1999),

Email spoofing is another form  used by criminals to undertake their  cyber bullying, this is  one of the emails  that appears to originate from  one source but in the real sense it has been sent by a different person, itmight result from piracy ,trademark or theft of computer source codes,

Another technique  is the use of  programthathas deadly viruses to the software of computers is also a form of harms the files to computers. This affect the data of the computer either by deleting or altering the viruses, they merely make themselves multiple andrepeatedly until they consume the all computer memory. Statistics shows that it’s one ofdangerous threat to individual computers the virus struck one in every five personal computers.


According to   Baskerville,(1991).There are number of effects of cyber-crime on victims, its effects  results to other implications including financial losses , loss of consumer confidence and trust  on  online buying, property loss and overall impact to the society, there is also financial loss incurred by the government as they try to  secure  hacked network as they try to  recover from cyber attacks

Business people do suffer from the menace, More Often, the confidential information of business like  trade secretes  make it advantageous   for the criminal access opportunities  in commercial negotiations in the  market, these competing business strategy undermines the potential of the producing organization in expansion, For example theft of oil exploration  data or  sensitive  business negotiationinformation, most organization are unwilling to quantify their financial losses  due to security breaches ,they are always reluctant to  disclose for fear of embarrassment and negative publicity. Companies are worriedespecially if the information is leaked to their competitors which end up destroying their reputations, it generally lowers the organization firms stock price .therefore managers  must be cautious  on  the existing cyber-crime which might affect the  organizations performance.(Power, R., 2001).

A number of tactics can be used to reduce the magnitude of cyber bullying, for instance, training citizens and consumers is one of the fundamental action so that the mitigation ofthe attacks is reduced, theawareness makes them  knowledgeable on cyber threats and how to protecttheir ownpersonal information. Use of strong passwords for accounts is also encouraged.

There is also great concern to secure our mobile phones with software like anti-virus so as to make it secure from eternal intrusion of viruses which will at the end damage the sensitive information in the system

The other remedy emphasized in responding to cybercrime is to secure wireless networks since they are too vulnerable to attacks; it’s aided by avoiding transactions on these networks which are new to our system.

The members of the   public are to be cautious especially when giving out their personal information like the website address, financial information on the internet and especially when conducting online purchase.(Bowen Mace, 2009),