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Mini Case Study Assignment

Mini case 8-Mini Case Study Assignment
Lewis Securities Inc. has decided to acquire a new market data and quotation system for its Richmond home office. The system receives current market prices and other information from several online data services and then either displays the information on a screen or stores it for later retrieval by the firm’s brokers. The system also permits customers to call up current quotes on terminals in the lobby.
The equipment costs $1,000,000 and, if it were purchased, Lewis could obtain a term loan for the full purchase price at a 10% interest rate. Although the equipment has a 6-year useful life, it is classified as a special-purpose computer and therefore falls into the MACRS 3-year class. If the system were purchased, a 4-year maintenance contract could be obtained at a cost of $20,000 per year, payable at the beginning of each year. The equipment would be sold after 4years, and the best estimate of its residual value is $200,000. However, because real-time display system technology is changing rapidly, the actual residual value is uncertain.
As an alternative to the borrow-and-buy plan, the equipment manufacturer informed Lewis that Consolidated Leasing would be willing to write a 4-year guideline lease on the equipment, including maintenance, for payments of $260,000 at the beginning of each year. Lewis’s marginal federal-plus-state tax rate is 40%. You have been asked to analyze the lease-versus-purchase decision and, in the process, to answer the following questions.
 

  1. (1) Who are the two parties to a lease transaction?

(2) What are the five primary types of leases, and what are their characteristics?
(3) How are leases classified for tax purposes?
(4) What effect does leasing have on a firm’s balance sheet?
(5) What effect does leasing have on a firm’s capital structure?

  1. (1) What is the present value cost of owning the equipment? (Hint: Set up a time line that shows the net cash flows over the period t=0 to t=4, and then find the PV of these net cash flows, or the PV cost of owning.)

(2) Explain the rationale for the discount rate you used to find the PV.

  1. What is Lewis’s present value cost of leasing the equipment? (Hint: Again, construct a timeline.)
  2. What is the net advantage to leasing (NAL)? Does your analysis indicate that Lewis should buy or lease the equipment? Explain.
  3. Now assume that the equipment’s residual value could be as low as $0 or as high as $400,000, but $200,000 is the expected value. Because the residual value is riskier than the other relevant cashflows, this differential risk should be incorporated into the analysis. Describe how this could be accomplished. (No calculations are necessary but explain how you would modify the analysis if calculations were required.) What effect would the residual value’s increased uncertainty have on Lewis’s lease-versus-purchase decision?
  4. The lessee compares the cost of owning the equipment with the cost of leasing it. Now put yourself in the lessor’s shoes. In a few sentences, how should you analyze the decision to write or not to write the lease?

 

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leadership assignment

Let’s revisit some central ideas about leading and leadership, including the qualities that are necessary and the ways that leaders act. Regardless of how we lead, we all seek to influence others and create change. Leaders want people to function differently – for the better – as a result of their influence.
leadership assignment
Leaders know how to express a vision that promotes change. We are learning how to do this successfully, and how to “mobilize others to struggle for shared aspirations”? (Kouzes and Posner).
For this week’s discussion, please consider two dominant approaches to leadership, “transactional” and “transformational.” Defining transformational leadership may be difficult – let’s get clear and specific in our understanding.  We may understand it more fully when we compare it to transactional forms.
Start a new thread in Discussion Board and discuss two questions.
1) Consider Homrig’s ideas. Transactional and transformational approaches are very different. Can they work together? How?
2) Boyle’s article is about non-monetary rewards. Are these important only in times of economic stress, when resources are scarce?
Or are intrinsic rewards always important? Why or why not?

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Video Script

IDST 1002H: Human Inequality in Global Perspective — Issues
Video assignment instructions
From the Course Syllabus: “Your task in this assignment is to select one of the
Sustainable Development Goals and prepare a scripted and storyboarded video on a
smartphone or similarly-equipped device that explains in your own words why the
Sustainable Development Goal that you have selected is important to you. The reasons
that you can offer can range from the personal to the global. The video can be as amateur
or as professional as you would like it to be; the extent of the editing that you undertake
for your video is your own decision. The video must be between 45 seconds and 3:30
minutes long. When you have completed your video, you will upload it to a Youtube
channel, along with the other students in the course. The video must be uploaded by no
later than Thursday, 1 February at 12:00 p.m., and is worth 5 per cent of the final grade.”
In order to undertake this assignment:
1. the students in each workshop will create a YouTube channel specifically for that
workshop, with only the students in the workshop being allowed to upload to the
channel. Students in the workshop must decide among themselves which of their
members will take responsibility for this task.
2. Each student will write a script for their video. Each script must explain
1. what are the SDGs;
2. why you have selected the SDG that you are presenting;
3. why the SDG that you are presenting is important to you.
3. Only after you have written your script should you record the video. Take as
many or as few takes as you think necessary.
4. If you choose to edit the video, do so.
5. Each video must be identified by the student’s name, student number and email
address so that the video can be marked. This identification can be done onscreen,
in the file name, or in the upload description.
6. Once completed, upload the video to the workshop’s YouTube channel.
The videos will be marked by your Workshop Leader in conjunction with the Course
Leader. Good will receive 5 marks; average will receive 3 marks; and poor will receive 1
mark.
The YouTube address of all videos will be shared among the entire student body of the
course. The Course Leader may select some videos to be viewed by UN agencies.

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National Patient Safety Goal and view the 2017 National Patient Safety Goal Presentation

Go to The Joint Commission Website and read the 2017 National Patient Safety Goal and view the 2017 National Patient Safety Goal Presentation
Watch Video –  Select TST for Hands off Communication Webinar located in your module under multimedia.
Read the Case Study located in your module . In answering the questions, please write in paragraph style using APA format for this formal paper.
View the sample paper provided to help guide you.  Select your own topic for this assignment ( ex: bar codes) and answer the questions listed and support with 1-3 professional journals to support your thoughts.  The rubric will also be a guide to be sure to includes all required components. You are answering the question as it pertains to Ms Kain at the end of the case study (What can be done to keep it from happening again)? Brief evidence should be included to support your thoughts. Please also review grading rubric to be sure all components are within your submission.
Use the grading rubric to assess your paper prior to submission.
Submit this assignment under  the “assignments tab” at the top of the page
No discussion board due in week 2.
Remember – Do not quote (if possible) in homework. When you quote you are just cutting and pasting what the author said. We want you to ready and interpret the information and re-write it in your own words.
Originality checking – Once you submit your assignment in the drop box, view the originality score. A lower percentage rating indicates that most of the content is original; a higher percentage rating indicates that much or all of the content matches content found in other sources and may require further investigation. The percentage ranges are associated with colors:
Blue: >= 0 and < 20% (SON accepts only blue and green)
Green: >= 20 and < 40% (SON accepts only blue and green)
Yellow: >= 40 and < 60% (You will earn a zero on your paper, yes you can re-submit before the deadline)
Orange: >= 60 and < 80% (You will earn a zero on your paper, yes you can re-submit before the deadline)
Red: >= 80 and <= 100% (You will earn a zero on your paper, yes you can re-submit before the deadline)
Do not plagiarize, which is stating verbatim from your reading and not giving someone credit by using at the end of the citation (Author, Year).
The National Patient Safety Goals (NPSGs) have become a critical method by which The Joint Commission promotes and enforces major changes in patient safety. The criteria used for determining the value of these goals, and required revisions to them, are based on the merit of their impact, cost, and effectiveness. Recent changes have focused on preventing hospital-acquired infections and medication errors, in addition to existing goals promoting surgical safety, correct patient identification, communication between staff, and identifying patients at risk for suicide. In 2014, the group added improving the safety of hospital alarm systems, with a plan for a phased implementation of performance measures. For 2017, there are no new NPSGs, but new requirements related to establishing policies and procedures for managing alarms and educating staff about alarm systems will go into effect starting January 1, 2016. A recently added Patient Safety Primer discusses alert fatigue.
Please visit  2017 National Patient Safety Goals Presentation As nursing professionals, we must all be familiar and adapt the safety goals in our nursing practice. The National Patient Safety Goals, will enhance your knowledge and further review the NPSG.
Citation: The Joint Commission. (2017). National patient safety goals effective January 6, 2017. Retrieved from Citation: The
Applying National Patient Safety Goals
What can be done to keep the scenario below from happening again?
Please just submit a title page, answer these questions summarizing in paragraph form (not question 1,2,3), and then a reference page for grading, do not include the entire case study.
Title Page HYPERLINK “http://owl.english.purdue.edu/owl/resource/560/01/” Sample Title Page in APA format
Introduction
Analyze the communication of the interdisciplinary team. Example -create a culture of safety (such as, open communication strategies and organizational error reporting systems)
Address critical thinking and what could be done to prevent future miscommunication from re-occurring.
Recommend changes where critical thinking was lacking and strategies to prevent this from occurring.
Evaluate the use of nursing informatics for improvement in patient outcomes in the case study.
How will making the changes you recommend promote quality safe and cost effective patient care to improve patient outcomes?
Summary
Reference Page HYPERLINK “http://owl.english.purdue.edu/owl/resource/560/10/” Sample Reference Page in APA format
Case Study
Ms. Kain, a 75-year-old retired teacher, made a rare visit to her primary physician, Dr. Summer, who was affiliated with Curative Health. Melissa saw Dr. Summer that day to discuss persistent heartburn, which had progressively worsened despite taking Prilosec OTC for the last month. Dr. Summer examined Ms. Kain, discussed her symptoms and decided she needed an esophageal motility study and a 24-hour esophageal pH study to be performed in the Curative Health GI lab. Dr. Summer wrote an order for the tests, completed the appropriate forms and signed his name.
On that same day, Ms. Kainer, a 52-year-old bus driver, was seen at the Internal Medicine clinic at Curative Health for her yearly physical with Dr. Kim. She reported some arthritis problems in her right knee and a little “stomach trouble” after eating Mexican food. Dr. Kim ordered routine blood work and asked Mary to schedule her annual mammogram at her convenience. Mary thanked Dr. Kim and left.
Late that afternoon, Dr .Summer’s nurse called Curative Health’s centralized scheduling service to schedule Ms. Kain’s tests. Here’s how the call went:
Nurse: “Hello. This is Jane from Dr. Summer’s office. I need to schedule an esophageal motility study and a 24-hour esophageal pH study for Melissa Kain.”
Scheduler: “Okay. Let me pull that up on the computer. Now make sure I have those tests right … an esophageal motility study and a 24-hour esophageal pH study. Right?”
Nurse: “Yes, that’s right for Miss Kain, Dr. Summer’s patient.”
Scheduler: “We’ve got a slot at 2:30 on January 5. I’ve got that scheduled. Thanks.” The call ended.
While she was on the phone, Curative’s centralized scheduler was looking at the online scheduling system called IDX. After working 20 years in admissions, she had just transferred to the centralized scheduling center, but was well experienced with scheduling patients into IDX. When the scheduler heard the patient’s name, she entered the last name into the computer and found the patient. She completed making the appointment and filled out a form called the Diagnostic Center Patient Information that would be sent to the GI clinic. This “pink sheet” contains patient demographics, primary physician name, referring physician name, insurance information, and exam information. She then faxed the sheet to the GI lab, scheduling the GI tests on January 5 for Ms. Kainer. In order to prepare the patients for their procedures, the GI nurses call all patients the day before the procedure to give instructions about any preparation they need and to remind patients of their appointment times. On January 4, a GI nurse called Ms. Kainer’s house to speak with her about her GI tests that would be performed the following day. Mary was on her afternoon bus route, so she did not receive the call. The GI nurse left the following message on Mary’s answering machine:
“Your primary care physician has scheduled you to have an esophageal motility study and a 24-hour esophageal pH study at 2:30 p.m. tomorrow with Dr. Magee at the GI lab. Please arrive at the lab 15 minutes early and bring your insurance card. The GI lab is located in the Physicians Office Park on Rangeline. Thank you.”
Although Mary wasn’t expecting the call and knew nothing about a GI appointment, she assumed that Dr. Kim wanted a specialist to check on her stomach troubles so she arrived promptly at the GI clinic at 2:30 p.m. on January 5. She checked in with the receptionist who “arrived” Mary at the clinic into the IDX system. The receptionist pulled Mary’s pink sheet, notified the nurses that she was here and asked Mary to have a seat in the waiting room.
The GI lab was running on time that day; the nurse called out “Ms. Kainer,” and she was quickly taken back to the procedure room. The GI lab does not routinely gain informed consent for a motility study because the risks from the procedure are very low; most patients just experience some minor discomfort. The GI nurse slipped an esophageal pressure tube through Mary’s nose into her esophagus and was just completing the test as Dr. Magee entered the room. When he mentioned that he would be sending results of this test to Dr. Summer, she responded, “I’m not sure what doctor you’re talking about. My family doctor is Dr. Kim.”
At that point, Dr. Magee asked to see the original order from Dr. Summer’s office. Sure enough, the order from Dr. Summer was for Ms. Kain. Dr. Magee immediately informed Mary of the mistake, apologized and told her his office would get to the bottom of the incident and make sure it didn’t happen again. Mary was not upset and asked Dr. Magee about her “stomach troubles.” Dr. Magee told Mary her esophageal motility study was completely normal. The second test was not performed, and Mary was not charged for the first study.
Case Contributing Factors:
Equipment (design, availability and maintenance)
There were no alerts built into IDX computer system for duplicative or sound alike names or no forcing function to verify all demographic information before scheduling.
Environment (staffing levels and skills, workload and shift patterns, administrative and managerial support, physical plant)
Were there too many calls or scheduling tasks at once?
Teamwork (verbal and written communication, supervision and assistance)
Was communication between front line team members (scheduler and nurse) adequate?
Staff (knowledge and skills/training, competence, physical and mental health)
Team may blame the scheduler for not picking the right patient (misunderstanding sound alike names and not verifying the correct patient). Reasons: Humans are fallible and errors are to be expected. “Leaving out necessary task steps is the single most common human error type.” How many times have you left the last page of your original in the photo copier?
Scheduler performed task at least 50 times a day … wasn’t lack of experience or training. Sometimes humans omit necessary steps from common tasks.
Reason’s work on approaches to human error – viewed either as person approach or system approach. In person approach, errors are the fault of a human who should have acted differently (labeled careless, poorly motivated, negligent, forgetful). In a systems approach, errors are seen as consequences of upstream system factors including recurrent “error traps” in workplace.
Institutional Context (economic and regulatory situation, availability and use of protocols, availability and accuracy of tests)
Were there methods for monitoring adequacy of staff communication in place at this institution?
Organization/Management (financial resources and constraints, organizational structure, policy standards and goals, safety culture and priorities)
1. GI nurse leaving message on answering machine.
Might blame the nurse for not directly speaking to patient instead of leaving a message.
Was it a workplace norm for GI lab to leave messages on machines? Also, it was procedure to call the day before necessitating leaving the message on machine, not waiting for patient to call back.
2. Process for scheduling patients did not include scheduling test from ORIGINAL order and also did not include a comparison of written ORIGINAL order with “pink sheet” sent from schedulers.
3. Process of clinic verification of patient included only patient agreement with demographic information. In this case didn’t catch wrong patient. Needed referring physician name. Standardized approach was missing. Left to individual receptionist, nurse, etc. to determine how to verify patient. Most used name only.
4. Process for consenting the patient. Verifying basic information BEFORE test performed.
May blame the patient. Why didn’t patient question the unknown test? Trust of health care system and personal physician. Patient get comfortable with physician’s not communicating what the treatment plans are. Cultural norm. Age differences.
sample paper
Application of National Patient Safety Goals
Student Sample
Columbus State University
NURS 3191 Professional Clinical Nursing RN I
Date
Application of National Patient Safety Goals
Every day in the healthcare profession, patients are at risk for being the victim of an unintentional error. As we know, humans are not perfect and unfortunately are susceptible to making errors. However, this is not an excuse and should never be. Once a nurse begins his or her shift, they are responsible for each life they come into contact. The life under their care can be a daughter, brother, husband, wife, mother, or father. Errors in the healthcare field happen every day, but we should not become numb to this fact. To prevent miscommunication errors in the future, solutions and changes include, the use of two patient identifiers by the National Patient Safety Goals, using the acronym STAR, and improvement in nursing informatics. The recommended solutions will improve overall patient care and outcomes while being cost effective.
According to the application of the 2017 National Patient Safety Goals case study, communication between the interdisciplinary team can be improved in many areas. Make sure to read the grading rubric and address each section in the body.
In conclusion, the importance of being educated on ways to prevent errors in the healthcare system is not a widely discussed topic. Now discuss your main points you mentioned in the introduction.
References
Househ, M., Ahmad, A., Alshaikh, A., & Alsuweed, F. (2013). Patient safety perspectives: The impact of CPOE on nursing workflow. Studies In Health Technology And Informatics, 183, 367-371. http://dx.doi.org/doi:10.3233/978-1-61499-203-5-367
Mazza, F. (2012). STAR: Preventing skill based errors. Retrieved from https://doctors.seton.net/stories/story-detail/star-preventing-skill-based-errors
The Joint Commission. (2016). https://www.jointcommission.org/hap_2017_npsgs/
National Patient Safety Goal Rubric (ADA)
Criteria    Level 5
10 points    Level 4
8 points    Level 3
7 points    Level 2
5 points    Level 1
0 Points
Criterion 1: Structural Integrity    10 points
Introduction clearly communicates topic
Ideas progress logically
Closing supports main idea    8 points
•Introduction communicates topic, Ideas in sequence, but don’t always progress
•Closing relates to main idea    7 points
Introduction fails to communicate topic, Ideas not in orderly sequence, Relationship between closing and main idea unclear    5 points
Poorly developed introduction No sequence, Relationship between closing and main idea not present    0 points
Criterion 2: Reasoning and focus consistency    10 points
Maintains focus on topic throughout
•Develops appropriate, logical, and relevant supporting detail and/or evidence
•Explains how, why, and in what way main evidence supports point    8 points
Appropriate focus on topic, but some deviation, Supporting detail and/or evidence is largely persuasive, Relationship between evidence and main point is largely explained
7 points
Insufficient focus on topic
Inappropriate, illogical, irrelevant, or missing, detail and/or evidence
Fails to connect evidence to main point
5 points
Poorly developed focus on topic
Missing, detail and/or evidence
Fails to connect evidence to main point
0 points
Criterion 3:
Language and audience appropriateness    10 points
Demonstrates the voice of a professional nurse
Presents awareness that audience will interpret ideas offered
Employs word choice appropriate for professional nurse    8 points
Voice mostly reflects a professional nurse, but with some gaps
Lacks appropriate awareness that audience will interpret ideas offered
Word choice is largely appropriate for a professional nurse    7 points
Voice lacks professionalism in whole or part
Lacks awareness of professional and thinking audience
Word choice inappropriate for a professional nurse
5 points
Consistently poor word choices for a professional nurse
0 points
Criterion 4:
APA    10 points
Correct APA document format (title page, running head, headings, etc.)
•All APA In-text citations have correct author name’s) and source date
•Paraphrasing and/or quotations accurate
•List of references titled appropriately and references in correct format
8 points
APA document format (title page, running head, headings, etc.) largely correct
•Most APA In-text citations have correct author name’s) and source date
•Paraphrasing and/or quotations have few errors
•List of references formatted so that readers could find information cited therein    7 points
•APA document format (title page, running head, headings, etc.) is flawed
•Errors in APA in-text citations, including incorrect author name’s) and/or source date
•Paraphrasing and/or quotations have errors
•List of references format problems could prevent or delay readers from finding information cited therein    5 points
Poor APA throughout paper
0 points
Criterion 5:
Presentation
10 points
Grammar and mechanics support clear understanding of writer’s message, with few errors.  Length of body of paper 4-5 pages.    8 points
Grammar and mechanics rarely impede writer’s message, with some errors present. Does not adhere to prescribed length of paper
7 points
Grammar and mechanics impede writer’s message, with too many errors present. Does not adhere to prescribed length of paper.
5 points
Poor grammar and mechanics throughout paper
0 points
Criterion 6:
Introduction
10 points
Introduction clearly relevant to the NPSG case study    8 points
Introduction somewhat relevant
7 points
Introduction somewhat relevant  but on one sentence    5 points
Introduction is not addressed
0 points
Criterion 7:
Interdisciplinary Team
10 points
Interdisciplinary team is analyzed fully    8 points
Interdisciplinary team is analyzed partially    7 points
Interdisciplinary team is briefly analyzed
5 points
Interdisciplinary team is not analyzed    0 points
Criterion 8:
Critical Thinking    10 points
Fully addresses critical thinking and what could be done to prevent future miscommunication from re-occurring    8 points
Partially addresses critical thinking and what could be done to prevent future miscommunication from re-occurring    7 points
Briefly addresses critical thinking and what could be done to prevent future miscommunication from re-occurring    5 points
Does not address critical thinking and what could be done to prevent future miscommunication from re-occurring    0 points
Criterion 9:
Recommend Changes
10 points
Fully recommends sound solutions/changes/strategies where critical thinking was lacking in the case study for better patient outcomes
Fully identifies how making the changes/solutions identified will improve patient outcomes.
8 points
Partially recommends sound solutions/changes/strategies where critical thinking was lacking in the case study for better patient outcomes
Partially identifies how making the changes/solutions/strategies identified will improve patient outcomes.    7 points
Briefly recommends sound solutions/changes/strategies where critical thinking was lacking in the case study for better patient outcomes    5 points
Does not recommend sound solutions/changes/strategies where critical thinking was lacking in the case study for better patient outcomes
0 points
Criterion 10:
Promote improved patient outcomes    10 points
Conclusion/summary for the case study (summarize your points made in your introduction and does not add new material in the conclusion)    8 points
Partial conclusion/summary for the case study (summarize your points made in your introduction and does not add new material in the conclusion)
7 points
Only one point briefly identified to improve patient outcomes.
Does not make a conclusion/summary for the case study.
5 points
Does not identify how making the changes/solutions identified will improve patient outcomes.
Does not make a conclusion/summary for the case study.
0 points
Overall Score    Level 5
100 or more    Level 4
80 or more
Faculty reserve the right to award partial points for performance that does not fully meet the criteria    Level 3
70 or more
Faculty reserve the right to award partial points for performance that does not fully meet the criteria    Level 2
50 or more
Faculty reserve the right to award partial points for performance that does not fully meet the criteria    Level 1
0

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Google figures out what makes a great boss

Google figures out what makes a great boss

In this Assignment, through the Google performance measurement case study, you will engage in developing the following professional competencies:
Obtain and process information
Managing Talent: How Google Searches for Performance Measures
If there’s one thing Google knows, it’s how to use software to wade through massive amounts of data and find what is most relevant. So it should come as no surprise that when the information technology powerhouse wanted to develop better managers, it started by looking at the data. As it turns out, Google found plenty to learn. Like most businesses, Google had files of data about managers— results of performance reviews, surveys measuring employee attitudes, and nominations for management awards. Unlike most businesses, Google figured out how to analyze all that data to come up with a profile of the kind of manager whose team is most successful.
The company’s people analytics group (which brings together psychologists, MBAs, and data-mining experts) analyzed 10,000 observations about managers in terms of more than 100 variables, looking for patterns. The initial finding was a surprise to some at a company that had once operated without managers: teams with good managers outperform teams with bad managers. But what makes a good manager? Under the leadership of Google’s HR vice president, Laszlo Bock, the company distilled its findings into a list of the behaviors that get results:
Be a good coach.
Empower your team. Do not micromanage.
Express interest in team members’ success and personal well-being.
Don’t be a sissy: Be productive and results-oriented.
Be a good communicator, and listen to your team.
Help your employees with career development.
Have a clear vision and strategy for the team.
Have key technical skills so you can help advise the team.
Allen, F. E. (2011, March 13). Google figures out what makes a great boss. Forbes. Retrieved from http://www.forbes.com/sites/frederickallen/2011 /03/13/google-figures-out-what-makes-a-great-boss/
Perhaps those points sound obvious. But keep in mind that someone hired as a programming or analytic whiz and later promoted to a managerial role might not have given much thought to, say, cultivating the ability to express interest in team members’ success, which ranks far above technical skills. Seeing this on a list identifies the behavior as something statistically related to superior performance not just in general, but at Google specifically.
Furthermore, this is a behavior that can be measured (for example, by asking employees if their supervisor expresses interest in them), and it can be learned by managers who want to improve. By building performance measures in the eight key areas, Google was able to evaluate its managers’ performance and identify those who needed to improve in particular areas. It developed training programs in the eight types of desired behavior. Before and after providing performance appraisals, training, and coaching, Google conducted surveys to gauge managers’ performance. It measured a significant improvement in manager quality for 75 percent of its lowest-performing managers. But Bock isn’t resting on that success. Google intends to keep crunching the data, in case the criteria for a successful Google manager change at some point in the future. One thing is for sure: Google will continue to follow the data.
Answer the three questions below in a 2–3 page paper. Follow the project guidelines below.
Questions
Describe the five criteria for effectiveness of a performance management system and summarize how Google’s approach to performance management meets these criteria.
Identify errors that could arise in the way Google collects performance data on managers. Describe how it could minimize these errors.
Describe the steps or activities that might be involved in Google’s performance management process.
Requirements:
Use the Case Study Template here (also available in Course Documents) to format your paper.
Complete a 2–3 page paper (not including the title and reference pages).
Answer each question thoroughly.
Demonstrate your understanding of the information presented in the weekly reading assignments by defining terms, explaining concepts, and providing detailed examples to illustrate your points.
Include at least two references from your reading assignments, or other academic sources, to reinforce and support your own thoughts, ideas, and statements using APA citation style.

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Essay: Harriet Jacobs’ Incidents in the Life of a Slave Girl

Paper instructions
Write an essay (~1000 words) in which you provide a close reading and interpretation of a short passage (one paragraph or so) from Harriet Jacobs’ Incidents in the Life of a Slave Girl or Kate Chopin’s The Awakening. You should provide adequate contextualization (i.e. at what point in the narrative does your passage appear?) in order to set up your discussion, and your thesis should make an argument about the significance of the passage in terms of the book as a whole. You may quote other short passages from the book in order to back up your claims about your major passage. While you may select any passage from the text, keep in mind that a strong paper should do more than reiterate class discussion; therefore, I’d highly encourage you to choose a passage we have not discussed in class. Basically, the goal of this assignment is to demonstrate that you can do a careful, patient reading of a key section of a text; this task is the building block for any larger paper.
Your paper will be evaluated primarily according to the following criteria:
-Does the paper provide a thesis that sets up the work of the paper and explains the significance of the analysis?
-Is the thesis clear, arguable, specific, and original?
-Is the interpretation grounded in thorough close readings of individual passages?
-Does the paper move beyond summary and description to analysis and interpretation?
-Does the paper provide sufficient textual evidence to support its position?
-Does the paper integrate quoted and paraphrased material smoothly and effectively?
-Is the paper logically organized, with strong topic sentences and transitions between ideas?
-Is the paper stylistically smooth and easy to read, generally free of grammatical or mechanical errors?
-Does the paper provide a title that sets up the argument?
Papers should be typed, double-spaced, with 1-inch margins on all sides. Use a standard serif 12-pt font (such as Times New Roman). Consult the MLA Style Guide, available online or in the library, for any questions about grammar and style. Papers should be stapled, with your name and page number on each page. No plastic cover sheets, please.
Stick to the text; do not consult or cite any outside sources for this paper. Evidence of doing so will be considered a violation of academic integrity and will result in a failing grade. If you work with a peer or writing tutor, please ensure that both the phrasing and ideas are legitimately yours.

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Reflective Assignment

A. Reflective Assignment – competed in class:
Read “The Red Coat” by Weatherston (2002), and respond to the following reflective questions. 
1.    What did you find yourself thinking about as you read this case?
2.    What feelings were evoked as you read the case and what was it about the case that brought those feelings to light?
3.    As you read this case and imagine yourself doing this work with infants and families, where do you think you would struggle and what do you think you might need to learn?
4.    If you were the therapist on this case what strengths would you bring to the work – try to be specific about the strengths and how they might help the family?
5.    What do you think brought about the most change in the case? Explain your answer.

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Annotated Bibliography: technology

Assignment 1: Annotated Bibliography
CCT 320, Professor Alex Hanna
As we discussed in lecture, technology is very much tied up with the development
of nation-states, politics, and cultural identity.
Your goal in this assignment is to write an annotated bibliography of several
popular and scholarly articles which describe how a particular kind of technology
has had political and/or social change. You will have to pick and read four
academic articles and four popular (e.g. newspaper, magazine, blog) articles on
the topic.
By technology, I mean some kind of physical or cultural artifact which is the
practical application of knowledge. This is an intentionally broad definition which
allows you to have some latitude. As examples, we will discuss the technologies
of railways, newspapers, and the printing press in class.
For the purposes of this exercise, you need to select a technology. Examples of
technologies which you can use include the following:
• Television (or some subset thereof, e.g. broadcast news)
• Radio (or some subset thereof, e.g. top 40 radio)
• Movies (or the movie theater)
• The scientific method
• The heliocentric system
• The telescope
• The cotton gin
• The steam engine
• The microprocessor
• The FORTRAN programming language
• Antibiotics
• Hand washing
I advise you to avoid picking a technology which is somewhat recent (e.g. social
media, gene editing) because it can be years or even decades before societal-level
changes manifest a result of these technologies.
You will be looking for both scholarly and popular articles. Andrew Nicholson
from the UTM Libraries will be in class next week to present on how best to
find scholarly sources related to your topic. For popular articles, please look
for sources which are well-regarded publications. The Globe and Mail is a
reputable source. Breitbart, OccupyDemocrats, and other clickbait-y sites are
not. Also be careful when sourcing from a site like Medium, which publishes
both professionally-produced content as well as user-generated content.
Each annotation should be about 150-200 words long. Each should contain the
following: – A clear explanation of the technology under discussion – The political
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or social change which occurred or is occurring as a result of the technology – A
clear reconstruction of the argument the author is making about the connection
between the technology and the change – An assessment on whether the article’s
argument is convincing
The annotated bibliography should follow proper APA style. You should write
out the citation to the article, followed by the annotation on the next line. An
example:
Anderson, B. (2006). Imagined Communities: Reflections on the
Origin and Spread of Nationalism. Verso Books.
This book is about the development of nationalism in the West.
There are multiple technologies under discussion. They include. . .