25+ documents containing “Historical Perspective”.
Historical Case Study Analysis: Critical Evaluation
Industrial and Organization Psychology has its emphasis in the areas of scientific discipline and professional practice. As a science, the goal is to discover the phenomena that influence behavior on the job and throughout the organization. In identifying observable phenomena, predictions about behavior and the resulting consequences can be inferred. As a practice, information obtained from empirical research can be used in decision making to solve practical problems in organizations. Given the uses of each side of the discipline, it is easy to see how I and O go hand in hand. In the history of I/O, the process of identifying organizational behaviors, the context in which they occurred, and resulting consequences, usually took form of case studies or experiments. The information obtained from historical case studies has major implications for the way we conduct ourselves today.
Conduct a search for a case study in the field of I/O.
In finding a case study, please use the textbook or any of the assigned articles as the basis of origin to conduct the search.
Write a 4 page paper (not including title and reference pages) that demonstrates critical thinking and evaluation of the study as it relates to contemporary standards.
Use the online library to provide references that back up and support your analysis.
Important: All of the I/O psychologists assigned did far more work in their lifetime than could be described in such a brief paper, thus a focus on some small aspect of the person?s work is critical to success on this assignment.
The paper should be structured as follows:
1. Focus on some aspect of the person?s study or contribution to the field of Industry and Organizational Psychology (4 pages).
2. What you select as the focus is up to you and should reflect your own interests. A list of possible areas of focus can be found below.
3. The focus is obviously the key part of this paper. It should include a treatment of some aspect of the person?s work as well as YOUR evaluation of that work.
4. You should be able to answer such questions as:
a. Which direction was the emphasis of the author?s case study or experiment inclined ? more I or O?
b. How was the work received by other I/O psychologists at the time?
c. What influence did the work appear to have on the field?
d. How is that work regarded today? Beware of hagiography: There is a tendency in writing these papers to present the individual in a largely positive light. In
some cases such an assessment may be entirely merited. But your job as ?historian? in this assignment is to interpret the data as objectively as you can, and
that means being critical when such criticism is called for.
e. This means you should express your ideas as to (a) elements that were left out or were not considered (b) population and/or diversity issues (c) how results
were possibly misinterpreted (d) how the results differ from a contemporary perspective.
Possible areas of focus:
Consider the level at which the author focused the case study or experiment. The levels of focus in I/O would include: individual, team, departmental, organizational, and environmental.
Determine whether the inclination of the author? experiment leans toward Industrial or Organizational measures. Industrial subjects would include topics concerning measurement such as: Job analysis, selection and placement, training, performance appraisal, and measurement scales. Organizational subjects would lean more toward topics such as: motivation and work attitudes, influence and leadership, culture and climate and organizational learning, development and change.
Consider the historical context in which the study took place: World War I (1917 - 1918), Between Wars (1919-1940), World War II (1941-1945), (1950s and 1960s). Consider the philosophical era in which the study took place: pre-modernism (up until 1650s), modernism (1650s to 1950s), postmodernism (1950 to current times).
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
1. Textbook:
Koppes, L. (2007). Historical perspectives in industrial and organizational psychology. (Ed.) Mahwah, NJ: Erlbaum.
Chapter 1: Industrial and Organizational Psychology: An Evolving Science and Practice
Chapter 2: Early Contributors to the Science and Practice of Industrial Psychology
2. Article:
Landy, F. (1993). Early influences on the development of industrial/organizational psychology. Exploring Applied Psychology: Origins and Critical Analyses, 79-118.
(EBSCOhost Accession Number: AN 2006-08238-003).
Recommended Websites
American Psychological Association: www.apa.org
The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.
Organization Development Network: www.odnetwork.org
The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.
Society of Industrial and Organizational Psychology: www.SIOP.org.
Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.
Historical perspective is undoubtedly the most important heritage of Renaissance humanism; we are all children of the Renaissance to the extent that we take this perspective for granted, regarding it as the standard of commonsense. Yet before the Renaissance, this perspective did not exist, and a universalizing interpretation of documents like the Bible and Roman law provided the standard of commonsense. What factor or factors caused the rise of historical perspective; and how, by the end of the sixteenth century, did its very success entail the end of the Renaissance?
This is the question handed out by the professor. I will fax you more information on how to write it.
There are faxes for this order.
paper that describes from a Historical Perspectives How the Supervision of Curriculum and Instruction in a public school has evolved.
Include example from your own experience as a Teacher being a supervisor and any changes that you have observed.
Criteria
1. The historical perspective is described.
2. The current situation is described including its strengths, weaknesses, opportunities and threats.
3. The central issues are described.
4. The alternatives and solution are described and evaluated.
5. An implementation plan is developed.
I wanted to clarify expectations for the case analyses in this course. Please read the following carefully as, moving forward, I will direct questions regarding case analyses to this post.
1. You must thoroughly address ALL of the required criteria listed in the attached case study scoring guides. For every case analysis you submit, I carefully check to be sure that each one of these areas has been thoroughly addressed. Miss a required criterion and you miss points. Period.
2. A good way to ensure a better score on your case analyses is to include headings for each of the required criteria listed in the attached case study scoring guides.
3. You may either write your case in outline format or in narrative (written paper) format. However, again, ALL of the required criteria listed in the attached case study scoring guides must be thoroughly addressed. As a general rule, you should plan to write at least 3-5 pages for each case (single-spaced if using outline format; double-spaced if using a narrative format).
4. I do not require APA format for case analyses. However, I DO require that you cite references using whatever method you are comfortable with.
5. The most common oversight I see in case analysis is that many students do a good job recapping the case. However, their alternative solutions and implementation plan are either severely lacking in depth or they simply skip the alternative solutions and implementation plan altogether.
6. There are usually no right answers for case analyses. What we look for is the quality and depth of your logical analysis.
There are faxes for this order.
Customer is requesting that (freelancewriter) completes this order.
Write an MA dissertation of 12000 words discussing the topic:
Interventionism; between Humanitarian and States? National Interest. Case Study Libya and Syria.
Discuss the title above in a 12000 words dissertation covering an introduction, three or four chapters, and a conclusion.
References and Bibliography from the suggested list below.
an introduction should ideally contain:
-The title or topic of your dissertation ? introduction to your puzzle ? justifying: why you are interested in this topic and why is this topic important/relevant?
-Concepts definitions etc. should be included early on.
-Your research question.
-Your central argument ? remember this is a value choice dependent on your standpoint.
-The structure of the dissertation (Chapter One will look at?In Chapter Two?)
-Choice of case studies and justification if appropriate (why these and not others?).
-Methodology
-Literature review.
The Thesis of the dissertation should argue and support the realistic point of view and belief towards Great Powers national interest in other states for intervention.
Syria Case: Why states didn?t intervene until now although there have been a strong case for humanitarian intervention: mass killing, immigration, slaughtering?.
What are the political reasons behind inaction in Syria ?
Reasons vary from political, geopolitical, economical to strategic interest for great powers in the region.
Libya Case: Why states intervene in Libya ?
Reasons behind intervention: humanitarian intervention : yes, but favored with economic interest.
Talk about Western countries that support humanitarian interventionism and they have not yet intervened in Syria. What are the states? national interests that dictate against humanitarian intervention.
-Political Interest.
-Israel Position in the region and the US concern to secure its borders.
-Economical Interest.
-Instability in the region.
Responsibility to Protect doctrine: Is it only meant to protect civilians or it goes beyond this ?
Case of Libya ?
Suggested Readings:
Alexidze, Levan (1981), ?Legal Nature of Jus Cogens in Contemporary International Law?, in Recueil des cours, Vol. 172, p. 219-270.
Amn?us, Diana (2012), ?Has Humanitarian Intervention Become Part of International Law under the Responsibility to Protect Doctrine??, in Julia Hoffmann and Andr? Nollkaemper, eds., Responsibility to Protect. From Principle toPractice, Amsterdam, Pallas Publications and Amsterdam University Press, p. 157-171.
Bellamy, Alex J. (2011), ?Libya and the Responsibility to Protect: The Exception and the Norm?, Ethics & International Affairs, Vol. 25, No. 3 (September), p. 263-269.
Boisson de Chazournes, Louise, and Condorelli, Luigi (2006), ?De la ?responsabilit? de prot?ger?, ou d?une nouvelle parure pour une notion d?j? bien ?tablie?, R?vue g?n?rale de droit international public, Vol. 110, No. 1, p. 11-18, http://archive-ouverte.unige.ch/unige:6162.
Bokova, Irina (2012), ?Culture in the Cross Hairs?, International Herald Tribune, 3 December, p. 12, http://www.nytimes.com/2012/12/03/opinion/global/cultural-sites-must-be-protected.html.
Brownlie, Ian (1974),?Humanitarian Intervention?, in John Norton Moore, ed., Law and Civil War in the ModernWorld, Baltimore, Johns Hopkins University Press, p. 217-228.
Cassese, Antonio (1999), ?Ex iniuria ius oritur: Are we Moving towards International Legitimation of Forcible Humanitarian Countermeasures in the World Community??, European Journal of International Law, Vol. 10, No. 1,p. 23-30, http://dx.doi.org/10.1093/ejil/10.1.23.
Chesterman, Simon (2011), ??Leading from Behind?: The Responsibility to Protect, the Obama Doctrine, and Humanitarian Intervention after Libya?, Ethics & International Affairs, Vol. 25, No. 3 (September), p. 279-285.
Francioni, Francesco (2000),?Of War, Humanity and Justice: International Law after Kosovo?, Max Planck Yearbook of United Nations Law, Vol. 4, p. 107-126, http://www.mpil.de/shared/data/pdf/pdfmpunyb/francioni_4.pdf.
Francioni, Francesco (2005), ?Balancing the Prohibition of Force with the Need to Protect Human Rights: A Methodological Approach?, in Enzo Cannizzaro and Paolo Pacchetti, eds., Customary International Law on the Use of Force. A Methodological Approach, Leiden and Boston, Nijhoff, p. 269-292.
Hannikainen, Lauri (1988), Peremptory Norms (Jus Cogens) in International Law. Historical Development, Criteria,Present Status, Helsinki, Finnish Lawyers? Publishing Company.
Hehir, Aidan (2008), Humanitarian Intervention after Kosovo. Iraq, Darfur and the Record of Global Civil Society,Basingstoke and New York, Palgrave Macmillan.
16 WORKING PAPER 15
Hehir, Aidan (2012), The Responsibility to Protect. Rhetoric, Reality and the Future of Humanitarian Intervention, Basingstoke and New York, Palgrave Macmillan.
Hilpold, Peter (2012), ?Intervening in the Name of Humanity: R2P and the Power of Ideas?, Journal of Conflict and Security Law, Vol. 17, No. 1 (Spring), p. 49-79.
Hoffmann, Julia, and Nollkaemper, Andr?, eds.(2012), Responsibility to Protect. From Principle to Practice, Amsterdam, Pallas Publications and Amsterdam University Press.
Hurd, Ian (2011), ?Is Humanitarian Intervention Legal? The Rule of Law in an Incoherent World?, Ethics & International Affairs, Vol. 25, No. 3 (September), p. 293-313, http://faculty.wcas.northwestern.edu/~ihu355/Home_files/is%20hi%20legal.pdf.
Joffe, George (1994), ?Sovereignty and Intervention: The Perspective from the Developing World?, in Marianne Heiberg, ed., Subduing Sovereignty. Sovereignty and the Right to Intervene, London, Pinter, p. 62-95.
Krause, Joachim, and Ronzitti, Natalino, eds. (2012), The EU, the UN and Collective Security, London and New York, Routledge.
Lillich, Richard (1974), ?Humanitarian Intervention: A Reply to Ian Brownlie and a Plea for Constructive Alternatives?,in John Norton Moore, ed., Law and Civil War in the Modern World, Baltimore, Johns Hopkins University Press, p.229-251.
Mohamed, Saria (2012), ?Taking Stock of the Responsibility to Protect?, Stanford Journal of International Law, Vol.48, No. 2 (Summer), p. 319-339, http://ssrn.com/abstract=2065520.
Ortega, Martin, ed. (2005), ?The European Union and the United Nations. Partners in Effective Multilateralism?, Chaillot Papers, No. 78 (June), http://www.iss.europa.eu/publications/detail/article/the-european-union-andthe-united-nations-partners-in-effective-multilateralism.
Pattison, James (2010), Humanitarian Intervention and the Responsibility to Protect. Who Should Intervene?, Oxford and New York, Oxford University Press.
Picone, Paolo (1995), ?Interventi delle Nazioni Unite e obblighi erga omnes?, in Paolo Picone, ed., Interventi delle Nazioni Unite e diritto internazionale, Padova, Cedam, p. 517-578
.
Powell, Catherine (2012), ?Libya: A Multilateral Constitutional Moment??, American Journal of International Law, Vol. 106, No. 2 (April), p. 298-316, http://scholarship.law.georgetown.edu/facpub/983.
Ronzitti, Natalino (1986), ?Use of Force, Jus Cogens and State Consent?, in Antonio Cassese, ed., The Current Legal Regulation of the Use of Force, Dordrecht, Nijhoff, p. 147-166.
Ronzitti, Natalino (2012), ?NATO Intervention in Libya: A Genuine Action to Protect a Civilian Population in Mortal Danger or an Intervention Aimed at Regime Change??, The Italian Yearbook of International Law, Vol. 21: 2011, p. 3-21.
17 WORKING PAPER 15
Simma, Bruno (1999), ?NATO, the UN and the Use of Force: Legal Aspects?, European Journal of International Law, Vol. 10, No.1, p. 1-22, http://dx.doi.org/10.1093/ejil/10.1.1.
Simms, Brendan, and Trim, David J.B., eds. (2011), Humanitarian Intervention. A History, Cambridge and New York, Cambridge University Press. Task Force on the EU Prevention of Mass Atrocities (2013), The EU and the Prevention of Mass Atrocities. AnAssessment of Strengths and Weaknesses, Budapest, Foundation for the International Prevention of Mass Atrocities, 6 March, http://www.massatrocitiestaskforce.eu/Report.html.
Tes?n, Fernando (2003), ?The Liberal Case for Humanitarian Intervention?, in J.L. Holzgrefe and Robert O. Keohane, eds. Humanitarian Intervention. Ethical, Legal and Political Dilemmas, Cambridge, Cambridge University Press, p. 93-129.
Tes?n, Fernando R. (2005), Humanitarian Intervention. An Inquiry into Law and Morality, 3. edn, New York, Transnational Publishers.
Vierucci, Luisa (2012), ?The No-Fly Zone over Libya: Enforcement Issues?, The Italian Yearbook of International Law, Vol. 21: 2011, p. 21-44.
Welsh, Jennifer (2011), ?Civilian Protection in Libya: Putting Coercion and Controversy Back into RtoP?, Ethics & International Affairs, Vol. 25, No. 3 (September), p. 255-262.
Wouters, Jan, De Man, Philip, and Vincent, Marie (2012), ?The Responsibility to Protect and Regional Organisations: Where Does the European Union Stand?,? in Julia Hoffmann and Andr? Nollkaemper, eds., Responsibility to Protect. From Principle to Practice, Amsterdam, Pallas Publications and Amsterdam University Press, p. 247-270.
2. Documents and Judicial Decisions
EP (2009a), Resolution on a political solution with regard to the piracy off the Somali coast (P7_TA(2009)0099), 26 November, http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2009-0099&language=EN&ring=B7-2009-0158.
EP (2009b), Resolution on violence in the Democratic Republic of Congo (P7_TA(2009)0118), 17 December, http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2009-0118&language=EN.
EP (2011), Resolution on the Southern Neighborhood, and Libya in particular (P7_TA(2011)0095), 10 March, http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2011-0095&language=EN.
EU Council (2005), Council Conclusions on UN World Summit, 2687th External Relations Council meeting, Brussels,
7 November, http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/gena/86844.pdf.
18 WORKING PAPER 15
EU Council (2008a), Council Joint Action on the European Union Rule of Law Mission in Kosovo, EULEX Kosovo(2008/124/CFSP), 4 February, http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2008:042:0092:0098:E
N:PDF.
EU Council (2008b), Report on the Implementation of the European Security Strategy. Providing Security in a Changing World (S/407/08), 11 December, http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressdata/EN/
reports/104630.pdf.
EU Council (2010), EU Priorities for the 65th United Nations General Assembly (10170/10), 25 May, http://register.consilium.europa.eu/pdf/en/10/st10/st10170.en10.pdf.
ICISS (2001), The Responsibility to Protect. Report of the International Commission on Intervention and State Sovereignty, Ottawa, International Development Research Centre, http://responsibilitytoprotect.org/ICISS%20Report.pdf.
ICJ (1949), Judgment on the Corfu Channel case (United Kingdom of Great Britain and Northern Ireland v.Albania), 9 April, http://www.icj-cij.org/docket/index.php?case=1.
ICJ (1970), Judgment on the Barcelona Traction case (Belgium v. Spain), 5 February, http://www.icj-cij.org/docket/index.php?case=50.
ICJ (1986), Judgment on the case concerning Military and Paramilitary Activities in and against Nicaragua(Nicaragua v. United States of America), 27 June, http://www.icj-cij.org/docket/index.php?case=70.
ICJ (2003), Judgment on the case concerning Oil Platforms (Islamic Republic of Iran v. United States of America),6 November, http://www.icj-cij.org/docket/index.php?case=90.
ICJ (2004), Judgment on the Avena and Other Mexican Nationals case (Mexico v. United States of America), 31 March, http://www.icj-cij.org/docket/index.php?case=128.
ICJ (2007), Judgment on the case concerning the Application of the Convention on the Prevention and Punishment of the Crime of Genocide (Bosnia Herzegovina v. Serbia and Montenegro), 26 February, http://www.icj-cij.org/docket/index.php?case=91.
ICJ (2012), Judgment on the Ahmadou Sadio Diallo case (Republic of Guinea v. Democratic Republic of Congo), 19 June, http://www.icj-cij.org/docket/index.php?case=103.
ILC (2001), Draft Articles on Responsibility of States for Internationally Wrongful Acts, http://untreaty.un.org/ilc/texts/9_6.htm.
UN (2005a), In Larger Freedom: Towards Development, Security and Human Rights for All (A/59/2005), 21 March,http://undocs.org/A/59/2005.
UN (2005b), Resolution on the 2005 World Summit Outcome (A/RES/60/1), 24 October, http://undocs.org/A/
RES/60/1.
19 WORKING PAPER 15
UN (2006), Resolution on the Protection of civilians in armed conflict (S/RES/1674), 28 April, http://www.un.org/en/sc/documents/resolutions/2006.shtml.
UN (2009a), Implementing the Responsibility to Protect (A/63/677), 12 January, http://undocs.org/A/63/677.
UN (2009b), Resolution on The responsibility to protect (A/RES/63/308), 7 October, http://undocs.org/A/RES/63/308.
UN (2011a), Report of the Working Group on the Universal Periodic Review. Libyan Arab Jamahiriya (A/HRC/16/15), 4 January, http://undocs.org/A/HRC/16/15.
UN (2011b), Resolution on Libya (S/RES/1973),17 March, http://www.un.org/en/sc/documents/resolutions/2011.shtml.
UN (2011c), Resolution on Peace and security in Africa (S/RES/1970), 26 February, http://www.un.org/en/sc/documents/resolutions/2011.shtml.
UN (2011d), Statement the Secretary-General on Libya, 17 March, http://www.un.org/sg/statements/?nid=5145.
US (2005), Letter from Ambassador Bolton on the Responsibility to Protect, 30 August, available at http://www.responsibilitytoprotect.org/files/US_Boltonletter_R2P_30Aug05%5B1%5D.pdf.
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Topic Neonatal ethics:
Assignment: Paper describing all sides of an ethical issue, the position taken by student, and description of ethical theories applied. For your final paper you will explore a topic of your own choice within bioethics.
Pick a problem, do relevant reading so that you understand the problem, and construct a clear argument about an interesting aspect of the problem. Try to integrate philosophical and historical perspectives. Be sure to define a topic that can be managed in 8-10 pages, double-spaced. Use MLA style.
Grading will consider how well the paper defines a problem and tries to understand it, including use of evidence, argument, organization, and clarity. More specific information will be provided later in the course. In this paper the stakeholders must be clearly identified as well as how your viewpoint will influence each of them. The purposes in writing this analysis are to improve your ability to synthesize, analyze, and evaluate information carefully and objectively, solve problems effectively, present your ideas in clear written form.
Sociotechnical Systems and Work Approaches Paper
Write a 1,400- to 1,750-word paper explaining the premise of sociotechnical systems and work approaches.
Assess sociotechnical approaches from both of these perspectives:
? The historical perspective: establishing how management styles evolved to support and encourage a sociotechnical approach
? Stages of innovation: explaining how Rogers? diffusion of innovation informs the implementation of, or lack thereof, sociotechnical systems
Include at least five scholarly references to support your position.
Format your paper consistent with APA guidelines.
Individual
Historical Perspectives of Abnormal Psychology Prepare a 700- to 1,050-word paper in which the field of abnormal psychology is examined and address the following items:
?Briefly examine the origins of abnormal psychology. Include challenges to defining and classifying normal and abnormal behavior.
?Provide a brief overview of how abnormal psychology has evolved into a scientific discipline.
?Chapter Two presents information on a number of different theoretical models including: biological, psychodynamic, cognitive-behavioral, humanistic-existential and family systems/socio-cultural. Provide a brief explanation of how each of these theories has advanced our understanding of psychopathology.
The assignment was given as follows:
Historical analysis
Do some historical research on some aspect of Man's Fate. Create a carefully written analytical essay that uses that research to critique or illuminate some aspect of the novel. This is not a history paper, but a literary critique based on historical evidence.
.....
I thought that although the historical aspects of this novel were somewhat acurate, the real analysis could be on the human emotions and conflicts affected during times of war. So in effect any historical conflict could be the backdrop of Malraux's characters. Each of the characters have their flaws and secrets. Ch'en murders for the first time and deals with his fears for his soul, that is why he is able to compelte suicide bombing so exuberantly. Ferral's primal need for control over everything that is around him. Old Gisors opium addiction and love for his son. Kyo's relentless patriotism and drive for his people's cause. And finally Katov's sacrifice to relieve his comrades suffering before his own.
Maybe all of these personal characteristics were prevalent during that period of time and Malraux chose the Chinese revolution as a backdrop over another conflict.
......
Here are some further comments from the professor:"I am open to any variety of historical research. You could, for example, research the details of the Shanghai uprising and write a paper arguing for or against the historical accuracy of the novel. You could also research the philosophical and political movements of the era and speculate as to how they may have influenced the novel. Other possibilities include attempting to place Malraux into historical perspective aesthetically, or dicussing the influence of the artistic movements of the era on his writing."
I too am open to just about anything. I am hoping that this will help me with my block on this topic. I hated the book and want nothing more to do with it. Thanks!!!!
Length: 1000 words minimum
MLA style
Use at least 4 quality sources
Due Date: 7/24
Historical analysis
Research a historical aspect of Man's Fate. Create a carefully written analytical essay that uses that research to critique or illuminate some aspect of the novel. This is not a history paper, but a literary critique based on historical evidence.
Please pay close attention to the lectures that cover writing the paper.
You may also choose The Power and the Glory for this assignment.
Topics
I am open to any variety of historical research. You could, for example, research the details of the Shanghai uprising and write a paper arguing for or against the historical accuracy of the novel. You could also research the philosophical and political movements of the era and speculate as to how they may have influenced the novel. Other possibilities include attempting to place Malraux into historical perspective aesthetically, or dicussing the influence of the artistic movements of the era on his writing.
Global Changes in the Missiology of the 20th Century (40 pages needed by 15 February 2010)
The aim of this chapter is to examine influential ideas that shaped mission thinking over the last century. It will seek to point out to some theological differences and emphases represented by the various confessional groups such as evangelicals, ecumenical and Eastern Orthodox Church. At the same time it will seek to identify points of convergence in missionary thinking developed in the course of 20th Century that go across national and confessional boundaries. Not all missiological shifts are defined, described or included here. The main focus is on discernable changes, shifting in emphasis on the role and understanding of Church in mission, particularly in Pentecostal missiology vis- -vis ecumenical missiology..
Therefore, this chapter consists of two closely related sections. The first one, traces the shape the Church has taken throughout its missionary worldwide expansion, especially in the light of dominating three-self formula of the 19th century and the gradual theological shift of emphasis from a Church-centred mission to a mission-centred Church.
The second section will examine the relationship between kingdom, Church and world in the mission of God (Missio Dei) the search for a holistic missiology that dominated much of the missiological discourse in the second half of the 20th century. It will start to explore the new focus on the Trinitarian character of mission that had been evidenced after the Willingen meeting of 1952.
This will not be an exhaustive study of the subject and it aims to identify some of the main outlines and directions of Church in mission by the end of 20th Century.
Useful bibliography for this chapter:
Bosch, D.J., 1991. Transforming mission : paradigm shifts in theology of mission, Maryknoll, N.Y.: Orbis Books.
Wilbert R. Shenk, Changing Frontiers of Mission (Maryknoll, NY: Orbis Books, 1999)
Phillips, James M and Robert T Coote, Toward the 21st Century in Christian Mission, Eerdmans, 1993
Anderson, Gerald Christian Mission in A. D. 2000: A Glance Backward,. Missiology July, 2000, pp. 275 290
Escobar, Samuel, A Time for Mission: The Challenge for Global Christianity (Leicester: InterVarsity Press, 2003
Tim, Chester. Awakening to a World of Need: The Recovery of Evangelical Social Action Tim Chester (IVP, 1993)
Terry, John Mark (2000), "Indigenous Churches", in Moreau, A. Scott, Evangelical Dictionary of World Missions, Grand Rapids, MI: Baker Books, pp. 483-485
The Continuing Conversion of the Church (The gospel & our culture series) by Darrell L. Guder (2000)
YATES, TIMOTHY. Christian Mission in the Twentieth Century. Cambridge: Cambridge. University Press, 1994.
Evangelical Dictionary of World Missions, (Grand Rapids: Baker, 2001) by A. Scott Moreau Here several authors are of use to the topic.
Hiebert, Paul G. Missiological Education for a Global Era. In Missiological Education for the 21st Century, ed.. J. Dudley Woodberry, Charles Van Engen, and Edgar J. Elliston. Maryknoll, NY: Orbis Books, 1997.
Hiebert Paul G. Critical Contextualization, International Bulletin of Missonary Research, Col.11. No.3, pp. 104-112.
Pierson Paul E. Great Awakenings .in Moreau, A. Scott, Evangelical Dictionary of World Missions, Grand Rapids, MI: Baker Books.
Sanneh lamin. Theology of Mission in David F. Ford, editor, The Modern. Theologians, Oxford: Blackwell Publishers, 1997
Kirk J. Andrew, What is Mission? Theological Explorations. London:DLT 1999
Scherer James. Church, Kingdom and Missio Dei: Lutheran and Orthodox Correctives to Recent Ecumenical Mission Theology, in Charles van Engen The Good News Of The Kingdom: Mission Theology For The Third Millennium. 1999
Wilbert Shenk, The Mission Dynamic, in Mission in Bold Humility: David Boschs Work Considered, ed. Willem Saayman and Klippies Kritzinger (Maryknoll: Orbis.,1996
Pentecostalism bibliography
Alvarsson, Jan-ke 1999. Conversion to Pentecostalism among Ethnic Minorities. SMT: Swedish Missiological Themes/ Svensk Missions Tidskrift 87:3 (359-388)
Amstutz, John L 1994. Foursquare Missions: Doing More with Less. Pneuma 16:1 (63-80)
Anderson, Allan H 1999. The Pentecostal Gospel and Third World Cultures, Paper given at the 28th Annual Meeting of the Society for Pentecostal Studies, Toward Healing Our Divisions: Reflecting on Pentecostal Diversity and Common Witness (Vol I), Springfield, Missouri, March 1999
1999 The Study of Pentecostalism and the Research Unit for New Religions and Christian Churches, SMT: Swedish Missiological Themes/ Svensk Missions Tidskrift 87:3 (447-452)
1999 The Gospel and Culture in Pentecostal Missions in the Third World, Missionalia 27:2 (220-30)
1999. The Pentecostal Gospel and Third World Cultures. SPS Vol. 1
1999 African Pentecostals in Mission, SMT: Swedish Missiological Themes/ Svensk Missions Tidskrift 87:3 (389-404)
2000 Signs and Blunders: Pentecostal Mission Issues at Home and Abroad in the Twentieth Century. SPS Vol. 1
2000 The Gospel and African Religion, International Review of Mission 89: 354 (373-383)
2000. Signs and Blunders: Pentecostal Mission Issues at Home and Abroad in the Twentieth Century, Journal of Asian Mission 2:2, September 2000 (193-210)
2001. "The Forgotten Dimension: Education for Pentecostal-Charismatic Spirituality in Global Perspective." SPS
2002. Christian Missionaries and Heathen Natives: The Cultural Ethics of Early Pentecostal Missionaries, JEPTA: Journal of the European Pentecostal Theological Association XXII, 2002 (4-29).
Anderson, Bradford A 2006 'Missional Orientation and its Implications for Pentecostal Education', JEPTA 26:2 (134-46)
Bonino, Jos Miguez 1994. Pentecostal Missions is More than what it Claims. Pneuma 16:2 (283-288)
Bundy, Davie D 2000. Problems and Promises: Pentecostal Mission in the Context of Global Pentecostalism.. SPS Vol. 1
Cavaness, Barbara 1994.. God Calling: Women in Assemblies of God Missions. Pneuma 16:1 (49-62)
French, Talmadge L 2000. The Whole Gospel to the Whole World: A History of Missions of Oneness Pentecostalism. SPS Vol. 1
Garrard, David J 2006 'Questionable Assumptions in the Theory and Practice of Mission', JEPTA 26:2 (102-12)
Greenway, Roger S 1994. Protestant Missionary Activity in Latin America, in Miller, Daniel R (ed). Coming of Age: Protestantism in Contemporary Latin America. Washington: University Press of America (175-204)
Gros, Jeffrey 1991. An Ecumenical Perspective on Pentecostal Missions, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (285-298)
Hodges, Melvin L 1986. A Pentecostals View of Mission Strategy, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (82-89)
Hollenweger, Walter J 1986. After Twenty Years Research on Pentecostalism. International Review of Mission 75:29 (3-12)
1995. Evangelism: A Non-Colonial Model. JPT 7 (107-128)
1998. Fire from Heaven: A Testimony by Harvey Cox. Pneuma 20:2 (197-204)
Johns, Jackie David 1999. Yielding to the Spirit: The Dynamics of a Pentecostal Model of Praxis, Dempster, MW, Klaus, BD & Petersen, D (eds), The Globalization of Pentecostalism: A Religion Made to Travel. Oxford: Regnum Books (30-51)
Johnson, Alan R 2000. Frontier Missions and Beyond: An Emerging Paradigm for Missions in the 21st Century. SPS Vol. 2
Johnson, Todd M 1992. Global Plans in the Pentecostal/Charismatic Tradition and the Chalenge of the Unevangelized World, World A, in Jongeneel, Jan A B, ao (eds) Pentecost, Mission and Ecumenism Essays on Intercultural Theology. Frankfurt am Main: Peter Lang (197-206)
Jongeneel, Jan A B 1992. Ecumenical, Evangelical and Pentecostal/ Charismtic Views on Mission as a Movement of the Holy Spirit, in Jongeneel, Jan A B, ao (eds) Pentecost, Mission and Ecumenism Essays on Intercultural Theology. Frankfurt am Main: Peter Lang (231-246)
Krkkinen, Veli-Matti 1999. Mission, Spirit and Eschatology: An Outline of a Pentecostal-Charismatic Theology of Mission. Mission Studies 16:1, 31 (73-94)
2000. From the Ends of the Earth to the Ends of the Earth: The Expansion of the Finnish Pentecostal Missions from 1927 to 1997, JEPTA XX (116-131)
Kay, Peter 1999. The Pentecostal Missionary Union and the Fourfold Gospel with Baptism in the Holy Spirit and Speaking in Tongues: A New Power for Missions?. JEPTA 19 (89-104)
2006 'Personal reflections on Incarnation as the Model for Mission', JEPTA 26:2 (127-34)
Kay, William K 2006 'Apostolic Networks and Mission', JEPTA 26:2 (156-67)
Gee, Donald 1986. Spiritual Gifts and World Evangelisation, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (62-67)
Klaus, Byron D 1991. National Leadership in Pentecostal Missions, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (225-241)
1994. Missiological Reflections on Twentieth-Century Pentecostal Missions: North American Perspectives. Pneuma 16:1 (3-10)
1999.. Challenges to Pentecostal Mission Praxis in the 21st Century, SPS Vol. 2
2005. "The Holy Spirit and Mission in Eschatological Perspective: A Pentecostal Viewpoint", Pneuma 27:2 (322-342)
2007. 'Pentecostalism and Mission', Missiology 35:1 (January 2007), 39-54.
Kraft, Charles H 1991. A Third Wave Perspective on Pentecostal Missions, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (299-312)
Lord, Andrew M 1997. Mission Eschatology: A Framework for Mission in the Spirit. JPT 11 (111-123)
2000. The Voluntary Principle in Pentecostal Missiology, JPT 17 (81-95)
2003. The Pentecostal-Moltmann Dialogue: Implications for mission, JPT 11:2 (271-287)
Ma, Julie C. 2007. 'Pentecostalism and Asian Mission', Missiology 35:1 (January 2007), 23-37.
McClung, L Grant 1985. From BRIDGES (McGavran 1955) to WAVES (Wagner 1983): Pentecostals and the Church Growth Movement. Pneuma 7:1 (5-18)
1986. Truth on Fire: Pentecostals and an Urgent Missiology, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (47-55)
1986. Spontaneous Strategy of the Spirit, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (71-80)
1986. Another 100 Years? Which Way for Pentecostal Missions?, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (137-149)
1986. Annotated Bibliography of Pentecostal Missions, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (173-236)
1994. Pentecostal/Charismatic Perspectives on a Missiology for the Twenty-First Century. Pneuma 16:1 (11-22)
1999. Try to Get People Saved: Revisiting the Paradigm of an Urgent Pentecostal Missiology, Dempster, MW, Klaus, BD & Petersen, D (eds), The Globalization of Pentecostalism: A Religion Made to Travel. Oxford: Regnum Books (30-51)
McGavran, Donald A 1986. What Makes Pentecostal Churches Grow?, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (120-123)
McGee, Gary B 1988. The Azusa Street Revival and Twentieth-Century Missions. International Bulletin of Missionary research 12:2 (58-61)
1991. Pentecostal Strategies for Global Mission: A Historical Assessment, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (203-224)
1992. Pentecostal Mission Strategies: A Historical Review. Missionalia 20:1 (19-27)
1994.. Pentecostal Missiology: Moving beyond Triumphalism to Face the Issues. Pneuma 16:2 (275-282)
1997. Power from on High: A Historical Perspective on the Radical Strategy in Missions, in Ma, W & Menzies, R P (eds), Pentecostalism in Context: Essays in Honor of William W Menzies. Sheffield: Sheffield Academic Press (317-336)
1998. The Legacy of Melvin L Hodges. International Bulletin of Missionary Research 22:1 (20-24)
1999. The Debate Over Missionary Tongues Among Radical Evangelicals: 1881-1897. SPS Vol. 2
Newberry, Warren 2001. "Signs and Wonders in Twenty-First Century Pentecostal Missiology: Continuation, Domestication or Abdication?" SPS
Pfister, Raymond R 2000. The Ecumenical Challenge of Pentecostal Missions: A European Pentecostal Perspective for the 21st Century. SPS Vol.2
Pate, Larry D 1991. Pentecostal Missions from the Two-Thirds World, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (242-258)
Pomerville, Paul 1986. The Pentecostals and Growth, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (150-155)
Pousson, Edward Keith 1994. A Great Century of Pentecostal/Charismatic Renewal and Missions. Pneuma 16:1 (81-100)
Powers, Janet Evert 2000. Missionary Tongues?, JPT 17 (39-55)
Robeck, Cecil M. Jr.. 2007. 'Pentecostalism and Mission: From Azusa Street to the Ends of the Earth', Missiology 35:1 (January 2007), 75-92.
Richie, Tony 2006. "Azusa-Era Optimism: Bishop J.H. Kings Pentecostal Theology of Religions as a Possible Paradigm for Today", JPT 14:2 (247-260)
Saayman, Willem 1993. Some Reflections on the Development of the Pentecostal Mission Model in South Africa. Missionalia 21:1 (40-56)
Tarr, Dell 1991. Preaching the Word in the Power of the Spirit: A Cross-Cultural Analysis, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (120-136)
Wagner, C Peter 1986. Characteristics of Pentecostal Church Growth, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing (124-132)
1991. A Church Growth Perspective on Pentecostal Missions, in Dempster, M W, Klaus, B D & Petersen, D (eds), Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson (265-284)
Wilson, Michael D. 2007 "Contending for Tongues: W.W. Simpson's Pentecostal Experience in Northwest China", Pneuma 29:2 (281-298)
Yong, Amos, 2007 . 'The Spirit of Hospitality: Pentecostal Perspectives toward a Performative Theology of Interreligious Encounter', Missiology 35:1 (January 2007), 55-73.
Zimmerman, Thomas F 1986. The Reason for te Rise of the Pentecostal Movement, in L Grant McClung (ed), Azusa Street and Beyond: Pentecostal Missions and Church Growth in the Twentieth Century. South Plainfield, NJ: Bridge Publishing
Research Paper: Personnel Psychology in Review
The purpose of this project is to introduce you to some of the basic research in the area of Personnel Psychology.
The articles selected for your paper should be chosen from the topics contained in discussions in 1 and 2.
Search for journal articles in the e-library and choose one article; this article may be chosen from a chapter in the textbook or the articles assigned in this segment.
Write a four page review of this article with a minimum of two article references.
Your review should contain at least the following elements:
1. A brief description of the purpose of the article.
2. What the author found and how she/he interprets their findings.
3. A description of how it relates to the course content covered in this class--does it add to your knowledge, contradict or support or add to what was discussed in class or in the textbook?
4. Any weakness you saw in the article ? that is the project/work of the author(s)
5. What you found confusing or did not understand about the article.
6. What you found most interesting or impressive about the author?s work.
Library Link:
http://library.rockies.edu/index.aspx
Use - lybois4944
Pass - Orionq93
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
1. Textbook:
Koppes, L. (Ed) (2007). Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Erlbaum.
Chapter 8: A History of Psychology Applied to Employee Selection
Chapter 9: A History of Job Analysis
Chapter 10: A Historical View of Human Factors in the United States
Chapter 12: The Expanding Role of Workplace Training: Themes and Trends Influencing Training Research and Practice
2. Articles:
Ruona, W. & Gibson, S. (2004). The making of twenty-first-century HR: An analysis of the convergence of HRM, HRD, and OD. Human resource Management, 43(1),
49-66. (EBSCOhost Accession Number: AN 2004-13928-011).
Salas, E. & Cannon-Bowers, J. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471. (EBSCOhost Accession Number: AN
4445612).
Recommended Readings
1. Articles:
Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public Personnel Management, 31(4), 569. (EBSCOhost Accession
Number: AN 9004432).
Cascio, W. (1995). Whither industrial and organizational psychology in a changing world of work? American Psychologist, 50(11), 928-939. (EBSCOhost Accession
Number: AN amp-50-11-928).
Cascio, W. & Aguinis, H. (2008). Research in industrial and organizational psychology from 1963 to 2007: Changes, choices, and trends. Journal of Applied
Psychology, 93(5), 1062-1081. (EBSCOhost Accession Number: AN apl-93-5-1062).
Dipboye, R., Gaugler, B., Hayes, T., & Parker, D. (2001). The validity of unstructured panel interviews: More than meets the eye? Journal of Business & Psychology,
16(1), 35-50. (EBSCOhost Accession Number: AN 12495421).
Furnham, A., Dissou, G., Sloan, P., & Chamorro-Premuzic, T. (2007). Personality and intelligence in business people: A study of two personality and two intelligence
measures. Journal of Business & Psychology, 22(1), 99-109. (EBSCOhost Accession Number: AN 26290227).
Harris, E. & Fleming, D. (2007). Examining employee--service personality congruence: The role of the five-factor model and influences on job outcomes. Services
Marketing (EBSCOhost Accession Number: AN 24824160).
Moskowitz, M. (1977). Hugo M?nsterberg: A study in the history of applied psychology. American Psychologist, 32(10), 824-842. (EBSCOhost Accession Number:
AN amp-32-10-824).
Newman, D. & Lyon, J. (2009). Recruitment efforts to reduce adverse impact: Targeted recruiting for personality, cognitive ability, and diversity. Journal of Applied
Psychology, 94(2), 298-317. (EBSCOhost Accession Number: AN apl-94-2-298).
Recommended Websites
Academy of Management: www.aomonline.org
The Academy of Management (the Academy; AOM) is a leading professional association for scholars dedicated to creating and disseminating knowledge about
management and organizations.
American Management Association: www.amanet.org
American Management Association (AMA), and its international affiliates, is an organization that provides training solutions for individuals, teams, organizations and
government agencies. This website offers seminars, webcasts, podcasts, articles and white papers, live and online training sessions. Visit this website for a review of
their comprehensive portfolio of twenty-one training subject areas.
American Psychological Association: www.apa.org
The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.
American Society of Training and Development: www.astd.org
American Society of Training and Development (ASTD). ASTD is the world?s largest professional association dedicated to the Training and Development field. Visit this
website for ASTD conference and events, social networking, certifications, career management, research and publications, learning circuits and education programs.
Bureau of Labor Statistics: Occupational Employment Statistics: http://www.bls.gov/OES/
The Occupational Employment Statistics (OES) program produces employment and wage estimates for over 800 occupations. These are estimates of the number of
people employed in certain occupations, and estimates of the wages paid to them. Self-employed persons are not included in the estimates. These estimates are
available for the nation as a whole, for individual States, and for metropolitan and non-metropolitan areas; national occupational estimates for specific industries are
also available.
Organization Development Network: www.odnetwork.org
The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.
Society of Industrial and Organizational Psychology: www.SIOP.org.
Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.
Society for Human Resource Management: www.shrm.org
Society for Human Resource Management (SHRM) is an organization geared to assist individuals in the Human Resource profession. Visit this website for information
on HR disciplines, certificates and certifications, awards and scholarships, HR jobs, legal issues, templates and tools, publications, research, education, conferences,
communities and advocacy.
A friend asks you to explain the reality/truthfulness of Jesus Christ coming into the human race 2000 years ago. How would you attempt to prove His Incarnation from (A) a Historical perspective (evidence outside the Bible,i.e. contemporaneous historians, verifiable dates, rulers, etc.); (B) a Prophetic perspective (evidence from the Old Testament), and (C) a Personal perspective (the impact of Christ on your life today) to your friend?
paper on Kurt Lewin to include
a) fairly detailed biographical information
b) a description of the major historical impact/contribution to the discipline of Psychology
c) a description of how his work was receieved at the time and how the Zeitgeist factored into that reception
d) an evaluation of their work from the present day perspective
paper is the emphasize the topic from the historical perspective
The purpose of this research study is to describe the instructional leadership behaviors as reported by assistant principals in middle schools in a large suburban school district in Texas.
This will be a survey research study utilizing the Sources of Instructional Leadership Instrument (SOIL) which was developed by Selim and Hallinger. This questionnaire will be mailed to middle school assistant principals in Texas for their self-perception of the instructional leadership tasks they perform.
Please provide the following:
Chapter I.
-Introduction
- Need for the Study
- Purpose of the Study (rationale)
- Statement of the problem
- Hypothesis
Chapter II.
Review of the literature (at least 11 pages)
1. roles and responsibilities of assistant principals
2) historical perspective as to the duties associated with the assitant principal role;
3) current and prior research (studies) related to the role and responsiblities of secondary assistant principals; recent studies within the last five or 7 years if possible.
4) any specific perspectives and/or research on middle school assistant principals and utilization of instructional leadership.
Please provide citations throughout the text as well as a
biblography page/s (APA style).
12 pt. Times Roman. 1 inch margins.Double spaced.
This is just the beginning. I will be requesting additions to the paper, particular the review of the literature once I propose this to the committee. I will also need your assistance with other chapters (soon). Just have to get through this mini proposal this week.
I have numerous source materials (literature) if you need them. Just let me know and I will send them to you. From studies to articles.
Thanks
sherry
TO INCLUDE IN FINAL PAPER- 1.TITLE PAGE, 2. ABSRACT, 3. TABLE OF CONTENTS, 4.INTRODUCTION, 5. HISTORICAL PERSPECTIVE, 6.STATEMENT OF THE PROBLEM, 7. PROPOSED FUTURE DIRECTIONS, 8. SUMMARY AND CONCLUSIONS, 9. REFERENCES.
There are faxes for this order.
Write a minimum three (3) double space page essay for this unit discussing any one continent of your choice for their historical perspective, social issues, and educational issues listed:
Use web resources to read about African, Asian, Australian, European and South American continents from their historical perspective, social issues, and educational issues.
Please choose a continent other than your native born (USA) continent.
If available please include this source: If , sources: Bryan, W. V. (2014) Multicultural aspects human behavior. Springfield, IL: Charles C.Thomas Publisher, LTD.
Meta-Analysis of Fibromyalgia Treatment
The following is a list of requirements for a concept paper and forthcoming dissertation quality research paper.
A list of required topics for the dissertation quality research paper that must be investigated include: (Highlighted portions are for the concept paper, which are to be incorporated into the dissertation at a later date ? See attached Fibromyalgia research for assistance). Concept paper information is to be fairly brief and basic in scope and depth. Graphs and/or charts may or may not apply for concept paper, but will be specified in later research investigation on this topic.
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I will also email/reply to an email from "Jayson" with this list in Word, which has highlighted portions. I will also email additional documentation, as it will be too long to fax.
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Historical Evolution of Fibromyalgia (FM): (General and/or Basic understanding for the purposes of the concept paper)
1. When was the first diagnosis of FM made and what was it then known as?
2. How far do symptoms and formerly diagnoses of FM go back into history?
3. Who were the major contributors to FM becoming discovered, when and where?
4. What was the etiology / genesis of FM?s history from myth to medical ?fact??
5. How was it / is it diagnosed then?
6. When was the first time FM was introduced into Medical Schools (1992) and where, by who?
7. Who was the typical patient diagnosed with FM and has it changed?
8. What psychological, sociological, anthropological, physiological, neurological, and familial etiologies / genesis of FM components existed and what were the possible relationships and/or links to each of these co-existing/co-morbid systems?
9. Any other historical information that can be helpful to the understanding of FM.
Present Understanding of FM: (Again General Concept for the Concept Paper)
1. What are the current standards of diagnosis?
2. Explain thoroughly (briefly for concept paper) the 18 tender points associated with FM and what there physiological and neurological pathways are (presently known/thought of pathways), as they relate to the pain signals that are relayed to the brain. How does the brain (to the best of our knowledge) receive a pain signal from these tender points?
3. What is the role of collagen in FM? (Collagen is the sticky stuff between joints and muscles, which helps the joint fight against friction, causing pain when collagen is not present as a buffer between joints and muscles).
4. FM is a collagen disorder, but what is collagen and why do we need it? (briefly for Concept Paper)
5. What is the role of sleep on FM and how does it affect collagen?
6. Explain the 4 stages of sleep, including REM sleep and what chemicals are released into the body in what stages of sleep? Also, where in the brain these chemicals come from and what path they take, if possible. (This is a crucial piece to the understanding of the role of sleep on FM).
7. Explain as specifically as possible the chemicals that are thought to play an important role in FM (Somatomadin-C and Substance-P for example).
8. How is this important in FM?
9. What theoretical/factual role do these chemicals released in stage-4 sleep (Somatomadin-C, among other restorative sleep chemicals) play in FM?
10. What is Substance-P and how is it important in FM? How do we test for it and what does it tell us and why? (test for it in blood, based on levels it exists?)
11. Why is sleep so important in FM?
12. Why are sleep aids (sleeping pills / medications) generally not effective for FM (they only increase quantity, not quality of sleep)? Site articles that come close to even supporting this.
13. What symptoms are specific to FM and what is the typical manifestation of FM symptoms?
14. Who typically gets diagnosed with FM, why do we think this is?
15. What is the trend of FM and what theories have been developed on what FM is and how to ?cure? it?
16. What medications are typically effective with FM?
17. Why and how do they work?
18. What systems do they work on and what is there to be known about the medications, i.e. general side effects, action potentials, routes of metabolism, etc.?
19. What is unknown about the medications used in general, which is specific to all medication limitations (action potential unknown for many medications, therefore side effect profile can be problematic)?
20. Explain the limitation often overlooked in medication research as compared to psychological research, i.e. double blind studies are often inappropriate for psychologically based studies.
21. What biases are often present with medication research? (See November / Winter Issue of Journal of Neurotherapy by snr-jnt.org ? The Society of Neuronal Regulation and the Journal of Neurotherapy. This is an editorial by the outgoing President of iSNR).
22. What other remedies have been and are currently reported in the literature as possible effective treatment modalities, i.e. biofeedback, yoga, exercise, and other nutritional remedies, etc.?
23. How and why do we think they are effective?
24. What role do we think they play in reducing the symptoms associated with FM?
25. What about Quantitative Electroencephalogram (qEEG) and Neurofeedback?
26. What emerging role do they play as reported in the literature? (see Donaldson?s research out of Canada for at least one reference from the journal of pain management).
27. Why is it proposed that they (emerging treatment modalities) may have some effectiveness in the diagnosis and treatment of FM?
28. What studies have been published at all with regard to standard EEG?s, qEEG (quantitative), and/or Neurofeedback?
29. Are they promising?
30. Why, what do they offer?
31. What theoretical underpinnings might exist with regard to the link between brainwaves and FM?
Historical Perspective of Electromyogram (EMG or muscles) and Electroencephalogram (EEG or Brainwaves) to Present Understanding:
1. What is EMG and what is the difference between surface EMG (sEMG)? (basic understanding will suffice)
2. How are EMG recorded and what role does the recording of standard EMG play? (they are typically invasive procedures and painful - again general understanding).
3. How is it related to general EMG-Biofeedback or what is often called sEMG (surface EMG)?
4. How has Biofeedback been used for FM?
5. Has it been proven effective and/or useful as demonstrated in the literature?
6. Who are the major contributors to EMG-Biofeedback and its application to FM?
7. What is the general conceptual understanding of how Biofeedback works?
8. How does Biofeedback basically differ from Neurofeedback? (Muscle feedback as compared to brainwave feedback)
9. What are brainwaves?
10. What is the general understanding of the role brainwaves play in humans? (why are they important to understand?) Theoretical framework.
11. How are they recorded?
12. What measurements are used and why? (Power, Amplitude, Percent Power, etc.)
a. See qEEG interpretations for a more comprehensive look at how brainwaves are viewed in their different mathematical underpinnings. Robert Thatcher?s work which can be seen at www.appliedneuroscience.com
13. What is the history of brainwaves?
14. When was the first brainwave recorded? (about 150 years ago)
15. what are the general criticisms of brainwave recordings and/EEG-Biofeedback / Neurofeedback in general? (how do we know what to make of them and how do we know that they are consistent throughout the life span, etc.
16. What is the proposed usefulness generally accepted by the medical community for recording brainwaves? (seizure activity and evoked potentials in standard EEGs?, etc.)
17. Who are some of the pioneers in brainwave research and more specifically Neurofeedback or EEG-Biofeedback research? (Joe Kamia Univ. of Chicago, Joel Lubar Univ. of Tenn., Barry Sterman UCLA, etc.)
18. Who are some of the pioneers with regard to EEG-Biofeedback, EMG-Biofeedback and FM? (Stu Donaldson out of Canada, etc.)
19. What research has been published with regard to the efficacy of Neurofeedback, Neurotherapy, and/or EEG-Biofeedback (all synonymous)?
20. What is qEEG?
21. What is the history of qEEG?
22. What is the importance of qEEG and how does it differ from standard EEGs? (standard EEGs only record individual sites, whereas qEEG records individual sites and compares them to each other, which helps to determine how well or not so well the brain communicates with itself, among other reasons).
23. What research has been done on the efficacy of qEEG and how has it evolved?
24. Who are some of the pioneers in the field of qEEG?
25. What research is available on qEEG and FM? (Stuart Donaldson out of Canada is a major contributor to qEEG, Neurofeedback and General Biofeedback?
26. What are all of the ways in which qEEG is measured and what do the difference mathematical calculations of the qEEG data generally mean? (co-modulation, coherence, synchrony, phase, power, percent power, amplitude, etc., again www.appliedneuroscience.com and R. Thatcher?s work).
27. What research is available to support the validity of qEEG data and who are some of the major contributors of qEEG research? (Dr. Duffy out of Harvard, Dr. Daniel Amen, Dr. Joel Lubar Univ. of Tenn., Dr. Barry Sterman UCLA, etc.)
28. What are some of the general emerging applications that qEEG is being used for?
29. Why might it be important for FM research, at least according to Stuart Donaldson out of Canada?
Meta-analysis comparing most popular treatments for FM, as well as compared to Biofeedback and most importantly qEEG and Neurofeedback / EEG-Biofeedback:
1. Explain the general principals and dynamics of a meta-analysis and why it should be used for this type of comparative analysis with regard to how the most popular approaches to treatment stack up against each other, as well as compared to Neurofeedback / EEG-Biofeedback?
2. What are limitations, pros and cons for this type of analysis?
3. Explain what the research indicates about how close or far apart some treatment approaches really are from others?
4. What might contribute to limitations of any study included into the studies investigated here?
5. What are the conclusions of what might be/was found with regard to research available in this meta-analysis?
General Conclusions & Summary:
1. What is/was the overall purpose of this investigation? (to understand more thoroughly what research was available with regard to FM and how effective was any one treatment approach over another).
2. General conclusions about restatement of the problem, what was investigated, how, and what was the overall conclusion?
3. What are/were the limitations of this investigation?
4. What might be a better approach to investigating FM research and efficacious treatment modalities used to treat the symptoms of FM?
5. What direction might be next and of course there is a need for further research in this area?
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General Sections of the Concept Paper include the following:
A. Introduction
B. Statement of the Problem
C. Brief Overview of the Literature
D. Methods
E. Limitations of the Study
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Concept paper should be 15 pages with approximately 20-30 references.
There are faxes for this order.
***TIPS FOR WRITING TASK 1 ARE BELOW, BUT PLEASE WRITE FOR ALL TASK--ONE THROUGH THREE.!!!***
****Please review the following uploaded documents and write commentary for tasks 1-3, as if you were doing the EdTPA.The EdTPA handbook will help with how to write this. The lesson plan that it will be written on is Gustav Klimt Lesson plan. Look at the previous written examples that I have attached.****
Please write "Planning Commentary" by answering the questions in the edTPA handbook under "Planning Commentary" (task 1) The "Planning Commentary" that you will provide will be based on the lesson plan provided in the uploaded file on the teaching of Gustav Klimt Lesson plan
Please follow the example on the following website...www.passedtpa.com website for visual arts.
Please add on to the "Planning Commentary" provided in the uploaded file.
Please make sure to use the verbs that the "planning commentary" wants to be used.
Please prepare the "Planning Commentary" following the Rubric 5.
What Do I Need to Write?
In Planning Task 1, you will write
? a description of your context for learning (see ?What Do I Need to Do?? above for directions)
? lesson plans (see ?What Do I Need to Do?? above for directions)
? a commentary explaining your plans (see ?Planning Commentary? below for
directions)
Planning Commentary
In Planning Task 1, you will write a commentary, responding to the prompts below. Your commentary should be no more than 9 single-spaced pages, including the prompts.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning segment.
b. Given the central focus, describe how the standards and objectives within your learning segment support the development of students? abilities to create, present, or respond to visual art by incorporating at least one of the following components:
? interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
? developing works of art/design (using techniques, methods of experimentation, or investigation)
? relating art to context (personal, social, cultural, or historical perspectives)
while providing opportunities for student choice (of content, methods, or styles).
c. Explain how your plans build on each other to help students create, present, or respond to visual art and deepen their learning by making meaningful connections to at least one of the following components:
? interpreting art
? developing works of art/design
? relating art to context
while providing opportunities for student choice.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a?d), describe what you know about your students
with respect to the central focus of the learning segment.
a. Prior academic learning and prerequisite skills related to the central focus?Cite evidence of what students know, what they can do, and what they are still learning to do.
b. Personal, cultural, and community assets related to the central focus?What do you know about your students? everyday experiences, cultural and language backgrounds and practices, and interests?
c. Physical development or conditions, if applicable for your learning segment? What do you know about students? physical development (e.g., students? fine- motor skills) or conditions (e.g., attention deficit, processing issues) that will affect instruction for the central focus?
d. Visual art dispositions related to the central focus?What do you know about the extent to which your students
? persist in their ability to apply visual arts concepts to create, present, or respond to visual art and
? believe in their ability to learn visual arts?
3. Supporting Students? Visual Arts Learning
Respond to the prompts below (3a?c). To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, use principles from research or theory to support your justifications.
a. Justify how your understanding of your students? prior academic learning; personal, cultural, and community assets; and physical development or conditions (if applicable) (from prompts 2a?c above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the component(s) of visual art addressed within the learning tasks and students? prior academic learning, their assets, and research/theory.
b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.
edTPA Visual Arts Assessment Handbook
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
c. Describe common errors or misunderstandings within your central focus and how you will address them.
4. Supporting Visual Arts Development Through Language
a. Language Function. Using information about your students? language assets and needs, identify one language function essential for students to learn to create, present, or respond to visual art by incorporating the component(s) within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.
b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:
? Vocabulary and/or key phrases
? Plus at least one of the following:
? Syntax
? Discourse
d. Language Supports. Refer to your lesson plans and instructional materials as
needed in your response to the prompt.
? Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary and/or key phrases, and syntax or discourse).
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct evidence of students? abilities to create, present, or respond to visual art and monitor students? understanding or application of the component(s) you have chosen to address (interpreting art, developing works of art/design, and/or relating art to context) throughout the learning segment.
edTPA Visual Arts Assessment Handbook
As you respond to prompts 4a?d, consider the range of students? language assets and needs?what do students already know, what are they struggling with, and/or what is new to them?
Analyze
Compare/contrast
Critique
Describe
Interpret
Question
b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
edTPA Visual Arts Assessment Handbook
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
How Will the Evidence of My Teaching Practice Be Assessed?
For Planning Task 1, your evidence will be assessed using rubrics 1?5, which appear in the following pages. When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing.
Include and and separate by sections:
Introduction- areas to consider are situation, units invlved, mission and objectives
History-historical perspective should include events leading up to battle including political and military climates, social perspectives, or general history of the area of operations
Planning and Preparation- planning and preparation of all parties, comments on effectiveness of planning and prep
Deployment- deployment and troops and equipment: was deployment handled in an efficient manner? Were all materials required for mission available during the deployment? Were there delays due to the lack of these materials?
Execution/Action- Facts which inform the reader of how the mission was conducted, without regard for what went wrong or right
Lessons learned- discuss good and bad points of all the sections of the mission. the end of this section include ways to improve future operations of this type
Notes page should start on new page
references should start on new page
Include a 4 line spacing between each subheading ( intro, history etc)
1.What examples of the history of a particilar social problem or constuct could you use to illustrate the importance of an historical perspective to social work practise>
2. What are some historic or contemporary examples that illustrate the interwining nature of social work and teh economy?
3. What factors account for teh differences between the Charity Organization society and the settlement House Movement?
4. What factors contributed to the decline of social justice-oriented practise in social works history beginning in the 1920's?
5. What are some examples in your community that illustrate social work's engagemenet with human rights, peace, and citizenship?
Topic : Topic: Eminent Domain, the Police Power of the State to Regulate Land Use and the Fallout from Kelo vs. the City of New London US Supreme Court Case
Term Paper Guidelines
1. The paper should be at least 10 pages but no more than 12 pages. The page count does not include the abstract/outline or the bibliography. Instructor will provide scoring rubric during second week of class.
2. The paper is NOT original research but rather a summary/report of your research of current literature and/or historical information. The paper does not need to include your opinion. If, however, you add your personal opinions to this paper, be prepared to support your position with direct linkage to course
3. Select a topic from instructor provided list; should you chose to write on another topic, you must obtain instructor approval prior to submitting an abstract/outline. HINT: Write on a topic or subject that interests you and keep the scope of topic narrow.
4. Plan to use at least 6 quality references. In general, I recommend that you stay away from current news periodical/newspapers such as TIME, NEWSWEEK, US NEWS, USA TODAY. However, many of those publications have notable columnists/essayists who may add value to your research. Newspapers such as the NEW YORK TIMES and WALL STREET JOURNAL are acceptable. In addition, industry related journals are solid sources.
5. If the topic of the paper is a current issue, plan to use reference materials that are also current. (Reference materials should be no more than 3-4 years old unless the purpose of the references is to lend historical perspective. DO NOT USE YOUR COURSE TEXT OR ANY ENCYCLOPEDIA AS A REFERENCE. Papers submitted with text or encyclopedia references will be rejected without review or grading.
6. The preferred writing style is the APAP style. Please contact instructor if you plan to use something other than APA.
7. Any paper turned in no later than November 17, 2008, will be reviewed, assigned a preliminary score and returned to student. Student will have the option of keeping assigned grade or revising the paper for a regrade. Highest grade awarded will be final grade.
8. FINAL THOUGHTS: Proofread, proofread and proofread again. Spell check and spell check again. USE active voice only. Do not write in first or second person (no use of I, we, or you
Sections of dissertation requested listed below:
Title: Can Nationalised Healthcare in the UK Successfuly Continue in the 21st Century?
Introduction
Literature Review
Chapter 1:
? Provide a historical perspective of NHS : with perspectives (several listed below) on why each plan/reform has been unsuccessful (do not include the 2000 plan)
o NHS lacked flexibility, incentives for efficiency, financial information (thus accountability) and patient choice of providers for secondary care.
o NHS has been a political pawn for the Central Government since it?s inception (the NHS is the most centralized healthcare system in the OCED area)
o NHS has been and is still financed mainly by direct taxation and not by the National Insurance contributions, which cannot even finance Social Security let alone healthcare. Demand has surpassed available resources since it?s inception. Provide data on Total Health expenditure as percentage of trend GDP and Growth rates of per capita health expenditure
(History is disastrous. Policy drivers have been short term and political)
Chapter 2:
? Summary of 2000 NHS plan
? Current and future UK healthcare needs.
? Is this plan currently meeting those needs.
(Plan has no strategic direction. It is operationally and strategically inefficient. Resource allocation is created by politics and not by community needs)
Chapter 3:
? Review of three other nationalized healthcare systems: Canada, New Zealand, and Germany (all OECD countries).
? Briefly compare each with UK system.
Chapter 4:
? World Health Organization position on health care funding.
? Brief review on current trends in Healthcare privatization
Conclusion:
? Complete privatization is not necessary
? Decentralization is necessary for the successful survival of nationalized healthcare in the UK.
? Additional funding options (increased private sector involvement in public sector business etc?) are necessary to meet the increasing financial pressure on the budget due to the rising elderly population, constantly changing technologies, and increased expectations.
(UK healthcare system is too centralized, and it cannot continue to provide quality healthcare services under current funding options. They will need to look at other systems and current trends in privatization an apply certain aspects into their system.)
Append. & bibliography
A minimum of 30 references.
Analysis and Application of OD Interventions ? Case Study
The purpose of this section is to develop analytical skills and apply OD intervention concepts to contemporary issues in organizations.
Organization structural design deals with the ways in which the overall work is organized and divided into subunits and distributed for task completion. Organizational strategy deals with the analysis of the organization?s current state and involves fundamental decisions and actions that determine how an organization will achieve its goals. Organizational Development looks at the entire organizational systems and the people within them and seeks to devise ways in which systems and people can achieve greater effectiveness. Organizational interventions aimed at effecting change involve determining the appropriate methods to be employed, as well as the organizational level(s) in which to apply them.
Instructions for the Assignment:
1. Select a case study from this week?s assigned articles; write a 5 page paper using a minimum of two additional references to support your position.
A. Describe the problem or reason for the initial study.
B. Provide a clear and concise description of the study: Please include the researcher?s methods of study, the population of the organization(s), and the industry in
which the organization operates
C. Describe the results. If applicable, report the results given in the article.
2. Once the results have been discussed, imagine that you are a consultant who has been hired to design an intervention for an organization with the presenting problem
discussed in the case study.
A. The results of the case study can be considered as the diagnostic phase ? with this information consider how you would proceed in resolving or preventing further
occurrences of this problematic situation. Include your opinion of the results and include any downfalls or limitations of the study.
B. In designing your intervention, write a brief outline of the steps you would take using the concepts discussed in this week?s session. Develop ideas to establish an
appropriate intervention and discuss your implementation strategies.
Helpful Tools and Hints for the Assignment:
Although OD is designed to look at organizations in their entity, it is necessary to be keenly aware of the levels of interaction within an organization. In designing interventions, OD professionals examine all levels of an organization which include the individual, group (team or department), organization and the environment. Interventions can be designed to address issues at any and all of these levels.
The following is a list of categories which provides a brief description of the names and specific types of OD interventions.
Human Process Interventions involve interpersonal and group approaches which may address issues such as how to communicate, solve problems, make decisions, and how to lead.
Team Interventions: Teams and Work Groups: Strategic Units of Organizations Team Building Interventions, Group Diagnostic Meetings, Team Building Meetings, Role Analysis Technique Intervention, Role Negotiation Techniques, Responsibility Charting, Force Field Analysis Technique, Gestalt Orientation to Team Building.
Intergroup Interventions and Third Party Peacemaking Interventions: Inter-group Team Building Interventions, Third Party Peacemaking Interventions Organization, Mirror Interventions, and Partnering.
Personal, Interpersonal and Group Process Interventions: Employee Empowerment, Sensitivity Training Laboratories, The Johari Window Model, Transactional Analysis, Behavior Modeling , Life and Career Planning Interventions, and Stress Management Interventions.
Human Resource Management Interventions can involve performance management issues including how to develop management and line staff, how to attract competent people, assess goals and rewards, plan and develop careers.
Comprehensive Interventions: Strategic Management Activities, Survey Feedback. Rensis Likert?s System & Management, Grid Organization Development, and the Contingency Theory of Lawrence and Lorsch.
Technological Interventions: May include restructuring organizations, employee involvement and work design, how to divide labor, how to coordinate departments, produce products or services and to design work.
Structural Interventions and OD: Suggested Criteria for Congruency/In congruency with OD Job Design, Quality Circles MBO and Appraisal, Socio technical Systems and Work, Restructuring Quality of Work Life Projects.
Readings
Textbooks: https://secure.coursesmart.com/login
User:: lynneboisrond (at) yahoo.com
Pass: Rigelq93
Readings
1. Textbook:
Koppes, L. (Ed) (2007). Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Erlbaum.
Chapter 6: The Influence of the Formal and Informal Organizations on the Development of I-O
Chapter 14: Applications of Organizational Psychology: Learning Through Failure or Failure to Learn?
2. Articles:
Sminia, H. & Van Nistelrooij, A. (2006). Strategic management and organization development: Planned change in a public sector organization. Journal of Change
Management, 6(1), 99-113. (EBSCOhost Accession Number: AN 2006-05852-008).
CASE STUDIES: please choose one
Allen, S. (2009). An exploration of theories of action in leadership development: A case study. Organization Development Journal, 27(2), 39-51. (EBSCOhost
Accession Number: AN 43798690).
Burns, S. (2005). The so what test: A case study of strategic educational change. Organization Development Journal, 23(4), 92-95. (EBSCOhost Accession Number:
AN 19282785).
Cangemi, J. (2009). Analysis of an adversarial labor/management situation in a Latin American industrial setting: A case study using Maslow's Hierarchy of Needs.
Organization Development Journal, 27(1), 37-47. (EBSCOhost Accession Number: AN 38797440).
deKlerk, M. (2007). Healing emotional trauma in organizations: An O.D. framework and case study. Organization Development Journal, 25(2), 49-P55. (EBSCOhost
Accession Number: AN 26232912).
Landau, D. (2005). Transformational change: The case of Nationalab. Organization Development Journal, 23(4), 61-76. (EBSCOhost Accession Number: AN
19282782).
Recommended Readings
1. Article:
Cronshaw, S. & McCulloch, A. (2008). Reinstating the Lewinian vision: From force field analysis to organization field assessment. Organization Development Journal,
26(4), 89-103. (EBSCOhost Accession Number: AN 38797435).
Recommended Websites
Academy of Management: www.aomonline.org
The Academy of Management (the Academy; AOM) is a leading professional association for scholars dedicated to creating and disseminating knowledge about
management and organizations.
American Management Association: www.amanet.org
American Management Association (AMA), and its international affiliates, is an organization that provides training solutions for individuals, teams, organizations and
government agencies. This website offers seminars, webcasts, podcasts, articles and white papers, live and online training sessions. Visit this website for a review of
their comprehensive portfolio of twenty-one training subject areas.
American Psychological Association: www.apa.org
The American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members,
APA is the largest association of psychologists worldwide. Visit this website to explore issues relating psychological topics, publications, the psychology help center,
news and events, research, education, careers and membership.
Organization Development Network: www.odnetwork.org
The Organization Development Network is an international professional association of organization development practitioners. Our members come from all 50 states of
the USA, Canada, Mexico, Puerto Rico, and around the world. Some are external consultants; others work within their organizations to promote healthy change. They
may specialize in such areas as human resources, training, leadership or talent development, change management, strategic planning, and a broad range of initiatives
designed to make organizations more effective.
Society of Industrial and Organizational Psychology: www.SIOP.org.
Society of Industrial and Organizational Psychology (SIOP), a division of APA, is a membership organization that provides invaluable and reliable resources for
professionals, students and educators. Visit this website for information about membership, meetings and conferences, services, publications, jobs, and learning
resources.
Read Chapter 2, Pages 22-40 of the book "Beyond UFOs, the search for Extraterrestrial Life " by Jeffrey Bennett, published by Princeton University Press. Answer three questions
below.
1.Write a very brief summary of your general thoughts about this Reading Assignment
2.What is "stellar parallax and how did it relate to the problem of creating a model of the universe?
3.Describe the historical perspective and the philosophers who contributed to the scientific method?
There are faxes for this order.
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