Category: Essays

we had an assignment before this one to use our imagination and look at how we will use technology to communicate in the next 4 years and how it will change our lives. For this assignment we have to use that same 4 year period but use it in a newsroom and look at how technology will change newsrooms. what are the factors driving change in newsrooms? how are news organisations around the world organising to deal with these changes? how are you gonna maintain journalistic integrity when technology is so fast? how will reporters become more mobile? what kind of digital rooms are available now and how will they change? (we have to answer these questions in the paper and use our imagination to imagine how it will change and we can use the sources to mention how they are now in the time being. I will send an attachment of the previous assignment.)

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Review the following report at: https://openregs.com/docs/copeland-rulemaking-process.pdf Using this Congressional Report for members of Congress and your textbook, write a 5-page memorandum/paper on the topic of rulemaking. You are a summer intern with Harry Smith, a Congressman from your home district. He has to advise his congressional committee on the impact of interest groups on legislation. Write the memorandum to explain the purpose and influence on rulemaking in the operation of the legislation. You should offer suggestions on the importance of the implementation phase of the legislation.

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This paper is on Injury and Violence talk about how environmental hazards cause problems. Use a scholar article at the end of the paper and cite it

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Respond to post A separately and post B separately Assignment: Share any observations you have about the similarities or differences between the town and gown issues for each post separately. post A; Philipa Behling (2014) defined community service as service given by faculty to the university and the community. Discussing community service in higher education, Behling bemoaned the lack of a clear definition, and a lack of specifications, wondering if it could be taken as extra time, as extra curriculum, or as volunteering. Moore, (2014) provided a clearer picture, saying it was university-community engagement—a mutual partnership, which was place bound; and of educational, research, knowledge sharing, and financial types. Griffo, (2015) provided more detail on the history of town-gown relations, that originally, these were issues of off-campus, accommodation for students, etc., which have now expanded to financial and economic relations, public health and sustainability. The Associated Press (2012) presented an example of souring relations when city councils look at universities as revenue sources, imposing taxes on universities, which were traditionally tax exempt. Rooney, J. D. (2015) argued that the term town-gown was coined to indicate acrimony and disharmonious relations. But recently (20 years ago), the potential of a good relationship was realized. Symbiotic relations arose, with the university helping training workers. Universities recognized now as stationary anchors of economic growth. In agreement with Rooney (2015), Laureate Education (2015) mentioned that a distinct divide between the university and our surrounding community existed before, but that changed and attitudes have changed through the university reaching out to the community, creating partnerships that are mutually bene­ficial. Describe the top three issues that arise from the town and gown topic that are relevant to the Nazarbayev University Astana, Kazakhstan. Nazarbayev University (NU, 2014) in Astana, Kazakhstan, has the goal to become the first research and world-class university in Kazakhstan. Gubaidulin, (2016) endorsed NU as the best university in Kazakhstan, also in relation to the community too. For NU, sports, knowledge and research are the main types of services. Sports, Education, and Research Nazarbayev University is reported as creating a community that loves and supports sport. It promotes intercollegiate sports, encouraged to help create country champions, and provide sporting facilities. NU is part of the sports organizing committee in the country, and can be just attend as a fan. With an impressive sporting timetable, NU uses its sporting abilities to unite the community with the university, and create amicable relationships. (http://nu.edu.kz). Through conferences and for and seminars, NU is leading the development of education both in the country and in the Eurasian region. Depending on focus of seminar, conference or event, NU aims to build an educationally strong nation and region (https://nu.edu.kz). With the innovation and intellectual cluster, the university aims to build a group that is highly motivated, that spearheads the development of the university as a research center, which will serve the country and the region. Country wide, NU links the university to industry, so that their research is directly linked to industry and employment. The Innovation Intellectual Cluster (IIC) was set up to integrate education, science, innovations, and industry under Nazarbayev University, empowering the University to develop into a research university of international reputation, and form a ring and environment of research-intensive and high-technology companies around Nazarbayev University in order to attract investments to new technology research. International community Nazarbayev University (2015) has many international universities in the USA and the UK playing pivotal roles in the being of the NU. Looking at international partners of NU, it is tempting to think of NU’s town and gown relations as being wide and far reaching, not only its geographically delimited area (as Buller stated). Pittsburgh, (2015) narrated its partnership with NU to set up the Nazarbayev University School of Medicine (NUSOM), to become a model for every medical school in Kazakhstan. Jean Long (2016) narrated of NU students in Philadelphia, so that they become a community, and get the feeling of what it is like to be in a truly western university. The participating students value the experiences and the interaction they get from their exchange university community, with so many international students (https://nu.edu.kz). Exchanges like these are important community interaction in a globalizing world, so university relations and community service is no longer restricted. Briefly describe the ROI (return on investment) that the institution contributes to its community. The university returns to the community knowledge, resources, human resources, advice, and a general community improvement. One example from Rooney (2015) was that visitors and tourism increases to university towns because of their academic status, and that the university helps training the community workers. The status of the town rises when it has a university. The research from universities usually in the community generates information important for the improvement of the community. In providing accommodation to university students (Griffo, 2015), the community gains revenue, while student get rentals near their university. References Behling, L. L. (Ed.). (2014). The resource handbook for academic deans (3rd ed.). San Francisco, Ca: Jossey-Bass. Gubaidulin, V. (2016). Is Nazarbayev University the best in Kazakhstan? Quora, Feb. 13. Retrieved from: https://www.quora.com/Is-Nazarbayev-University-in-Kazakhstan-a-good-university Griffo, K. (2015). The blending of communities: Town and gown relationships at colleges/Interviewer: Retrieved from https://www.higheredjobs.com/higheredcareers/interviews.cfm?ID=347 Pittsburgh, (2015). In Strategic Partnership with Pitt, Nazarbayev University inducts inaugural med school class. Retrieved from: http://www.upmc.com/media/NewsReleases/2015/Pages/nazarbayev-university-inducts-first-med-school-class.aspx Laureate Education (Producer). (2015e). Director of public relations [Multimedia file]. Baltimore, MD: Author. Moore, T. L. (2014). Community-university engagement: A process for building democratic communities. San Francisco, CA: Jossey-Bass. International Town & Gown Association. (2015). Retrieved from http://www.itga.org/ Rooney, J. D. (2015). Town-gown: A new meaning for a new economy. Retrieved fromhttp://compact.org/resource-posts/town-gown-a-new-meaning-for-a-new-economy/4261/ The Associated Press (2012). Cash-strapped cities getting more money from tax-exempt colleges. The Times-Picayune, May, 7. Retrieved from: http://www.nola.com/politics/index.ssf/2012/05/cash-strapped_cities_getting_m.html Rooney, J. D. (2015). Town-gown: A new meaning for a new economy. Retrieved fromhttp://compact.org/resource-posts/town-gown-a-new-meaning-for-a-new-economy/4261/ Post B, laquanda, There is a twofold impact on hosting communities of college systems (Humphreys, 2009). College systems spend money that goes back into the community and they also provide graduates who are able to obtain jobs in the community which enhances the business, industry, and government on a local level. The benefits of being a hosting community are beneficial to the individuals who attend. However, the skills that they obtain from college are essential to the individuals success and the local industry and businesses benefit from a number of local citizens who are capable to of working within their own community (Humphreys, 2009) Local agencies based themselves around a local university or college setting because this gives them the opportunity to meet individuals who can be beneficial to agency growth and economic growth (Humphreys, 2009). Programs that are established by college systems have the goal of enhancing community. These outreach programs usually are aimed at certain targets or needs of the community such as mental health, physical health, domestic violence, or child abuse (Humphreys, 2009). These outreach programs are servicing students and people who are in close proximity in the community as a way to improve the quality of life of those in the community (Humphreys, 2009). These outreach programs are often education base services that can help the average person improve themselves in some way. These efforts can make a huge difference to the community hosting a college. Service to the university is just as critical to the mission of a college as research and teaching (Behling, 2014). Not servicing students means that the institution is not meeting the student halfway in successfully gaining those skills and helping to ensure employment after graduation (Behling , 2014). At Georgia Southern University, there is a tremendous amount of employee impact (jobs) that are generating based upon the input and output values that are spent by the institution. In 2008, there were 1014 jobs generated and filled, which included both full-time and part time jobs associated with the institution (Humphreys, 2009). Although spending is done by these systems, they are also generating money and jobs for the community (Humphreys, 2009). Engagement of services toward the campus and community is one of the important areas that enhance a college system’s quality (Behling. 2014). Southeastern Technical College is a community college that focuses its mission on workforce development. With the mission having this as a focus, the community benefits from the effort of placing workforce development at the center because it provides the community with opportunity for education, but it also provides the community with graduates who are skilled to enter into positions right in the community (Southeastern Tech, 2015). The institution is located in a small community, but there have been many efforts made on the institutions and work sites to build a relationship that allows them to interact for the sake of enhancing the community through the mission’s focus: workforce. A campaign is held often by the institution which is a community based campaign to establish donors and sponsors for student scholarships (Southeastern Tech, 2015). This campaign is called the RIDE campaign, which stands for Raising Interest and Donations for Education. This campaign has helped established donations from businesses in the local community. These efforts have come out of the tight budget that each state has incurred over the years for colleges (Southeastern Tech, 2015). These efforts from businesses provide the school to establish a relationship as they donate, but the return of investments is the students are able to receive and education and possibly obtain employment from these local businesses (Southeastern Tech, 2015). Therefore the relationship established between businesses and the institution is one that each party can receive a return on investment. Institutions are spending to educate students. Businesses are donating to help fund this education, but will eventually receive graduates who are workforce ready. Behling, L. L. (Ed.). (2014). The resource handbook for academic deans (3rd ed.). San Francisco, CA: Jossey-Bass. Humphreys, J. (2009). The town-and-gown economy. Georgia Business and Economic Conditions. University of Georgia. 69(1), 1-15 Southeastern Tech RIDE fundraiser nets $40k+ in 4 Weeks. (April 2015). Southeastern Technical College. Retrieved from http://www.southeasterntech.edu/news/news-southeastern-tech-ride-fundraiser.php on April 6, 2016

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assignment: Respond to colleague with two additional strategies a leader should apply to address the change presente Reactive Change Reactive change is change initiated in a college or university because it is made necessary by external forces. This type of change is usually beyond the institution’s control. According to Buller (2015), when a leader is confronted with an external threat or crises, it is essential that he or she deals with the threat “in a timely manner, and in a way that is effective, creative, and appropriate” (p. 158). My professional experience with reactive change came when I was a professor at Howard University, a private, historically black, research university in Washington, D.C. Although I did not actively participate in the reactive change management incident highlighted below, I personally observed how the university president responded to an unexpected economic crisis. In 2012-2014, Howard University faced severe financial problems due to federal budget cuts as a result of the new sequestration law which mandated a 5 percent across the board reduction in federal funding. Stuart (2013, p.1) reported that Howard’s $200 million federal appropriations were cut by $2 million in 2013 and by an anticipated $25 million in 2014. In spite of this critical threat to the well-being of the institution, the university president continued his autocratic, hierarchical, top-down leadership style, and did not reach out to the faculty, staff, and other stakeholders for their suggestions on a way forward. In other words, he did not build a culture of innovation to resolve the problem. The president and his executive assistants arbitrarily laid out a budget savings plan that included limited closure of the university during spring break, layoffs and furloughs, reduction of salaries for some faculty and staff, a temporary suspension of contributions to the university’s employee savings plan, a restructuring of the university’s healthcare benefits, elimination of some degree offerings, and a 12 percent increase in undergraduate tuition. At the same time, the university was implementing a series of budget cuts; the president awarded approximately $1 million in bonuses to members of his senior leadership staff. In October 2013, the president was forced to resign by the university board of trustees. Trachtenberg (2013) highlighted the following six themes that may derail a college or university president: (1) ethical lapses, (2) poor interpersonal skills, (3) inability to lead constituencies, (4) difficulty adapting to institutional culture, (5) failure to meet business objectives, and (6) board shortcomings” (p. xi). Proactive Change Proactive change involves the identification and exploitation of opportunities, and in taking preemptory action against potential threats and crises. In order to avoid potential problems before the occur, the institution must identify what is causing the threat, devise a strategy that avoids it, and shift direction to a new, safer course (Buller, 2015). One of my professional experiences with proactive change occurred when I was employed as a professor at Howard University. When I arrived at the university, many colleges and departments of the university had attempted to upgrade the level of technology available to their instructors and students, but there is no master plan or corporate strategy to improve technology on a university-wide basis. Faculty members had the “academic freedom” to use whichever technology vendors they desired. Within the same academic department, there were instances where two professors were teaching sections of the same course, but the technology was not interoperable between the two courses. This piecemeal approach to the technology problem resulted in narrowly focused, conflicting computer programs and virtual courses in various departments, with little interoperability of hardware or software between the various colleges and departments of the university. The challenge for Howard University was to develop and implement an institutional strategy in which technology was used to advance the entire institution’s goals from quality education to efficient, cost-effective delivery of education. The dean of faculty directed me to lead a technology committee made up of representatives from all departments in the college. Our primary goal was to obtain by-in from all university stakeholders in order to develop a comprehensive technology plan. To achieve our goal, I created a culture of innovation in which everyone working on the project felt that their suggestions were considered, and their work was valued and rewarded. The change strategy I used in this undertaking was scenario planning, where members of the technology committee examined the worst-case, the most – likely, and the best-case scenarios. The final technology plan was approved by the dean and faculty senate and forwarded to the university president with a recommendation for implementation. Interactive Change Buller (2015) defines interactive change as, “changes that are needed because of internal rather than external factors” (p. 157). My profession experience with leading interactive change came when I was an adjunct faculty member at a local university. On my first day of classes, I had a meeting with the dean of faculty who made it clear that my job was to teach two courses in Russian Foreign Policy, and not to get involved in faculty governance issues or college politics. After this meeting, the dean accompanied me to my classroom, handed me a copy of the course syllabus, and wished me well in my teaching endeavors. I immediately got the impression that part-time faculty were “invisible” and were not integrated into the academic culture of the institution, in spite of the fact that hiring part-time faculty was advantageous to the college because many of them were experts in their professional fields and brought valuable, practical experience to the classroom. After meeting privately with many of the other adjuncts, I found we all had similar observations about how badly the college treated its adjunct and part-time faculty. There was a general consensus among the adjuncts of dissatisfaction with faculty orientation, mentoring, professional development opportunities, pay, and advancement opportunities at the college. Next, I requested another meeting with the dean to convey the concerns of adjuncts about their shabby treatment at the college. To change this perception, I proposed that the college organize an institution-wide working group comprised of full time faculty, adjuncts, administrators, and students to explore ways to integrate adjuncts fully into the college community. The dean enthusiastically accepted my proposal and obtained the support of the faculty senate and the college president. By collaborating with stakeholders throughout the college, and receiving support and by-in from all college constituencies, the working group developed an adjunct faculty handbook, a one-week adjunct faculty orientation program, a mentoring program for new instructors, and increased opportunities for adjuncts to attend professional development courses. One of the tools used in instituting interactive change at the college concerning the treatment of adjuncts was the strategic compass. Buller (2015) outlined the four steps of the strategic compass as follows: (1) what can we do best, (2) what do our strengths tell us about who we really are; (3) what does this identity say about where we should direct our resources; and how do we develop a culture of innovation that extends but doesn’t alter this identity (Buller, 2015, pp. 123-124). References Buller, J. L. (2015). Change leadership in higher education: A practical guide to academic transformation. San Francisco, Ca: Jossey-Bass. Stuart, R. (2013). Analysis: Howard university heading in harms’s way? Diverse Issues in Higher Education. Retrieved April 6, 2016 from diverseeducation.com/article/54238. Trachtenberg, S. J. (2013). Presidencies derailed: Why university leaders fail and how to prevent it. Baltimore, MD: John Hopkins University Press.

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Please use OSCOLA reference style. You will have to finish the coursework. Please be careful and use only UK sources. Outline is ready. Follow the word limit and all of the steps placed near and under the headings in the outline.

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Refer to our textbook, Farm: A Multi-Modal Reader, pp 324-5, and decide if the rhetoric surrounding back-to-the-land movements are romanticizing the farm based on your readings this week. Choose a bullet point from page 324 of the textbook Connect that bulleted idea to one of the assigned readings or another you have explored Discuss how the text or the visual rhetoric has romanticized (glamorized, idealized, sentimentalized) the farm These movements are referred to with the terms “back to” and “return to”; reference an earlier era they are romanticizing and decide if this movement will be successful based on what you have learned. AS ALWAYS Your first original post should be submitted before 10:00 p.m. on Wednesday. Your response to classmates’ posts should be completed before 10:00 p.m. on Sunday. Grading: Grading will be based on the same rubric as posts on your blog. You should develop original, complex ideas that go beyond surface reading (we’ve all read the same thing, so a simple review is not what I’m looking for). Introduce fresh material, This may require additional research. Each post should be written as a complete thought. Identify your topic Narrow the topic by telling your audience your point of view on a specific point Show your audience what you mean by offering evidence Conclude A good test of whether or not it is a complete thought is if you can remove it from the discussion and have it still make sense Responses to classmates’ posts should always have a “because” clause Use appropriate netiquette. Nobody should feel attacked Link Discussion Rubric Participation – original post 3 Research – introduces fresh material 3 Discussion – responds to at least one classmate’s post 2 Writing Mechanics – free of errors 2 Submission: Typing on the discussion board automatically shows up as your submission, so additional submission is not required.

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assignment; Respond with two additional strategies a leader should apply to address the change presented. colleagues post: eactive change management Three types of change management are reactive, proactive, and interactive (Behling, 2015). Reactive change management is reacting to change that has been thrust upon an organization without prior warning or preparation. It is initiated after a change has occurred (Rasmussen, 2009). According to Approached to Planning (n. d.) the reaction is to restore things to what they were like before the change. But Behling (2015) stated that reactive change involves reacting to change in an innovative way, by taking a leading role in solving problems resulting from change that has been, not to return to the former state, but to go forward. Since reactive change comes suddenly and unprepared for, it is necessary that the leader leads this change, sometimes being decisive and top-down approach to avoid wasting time while the reaction is urgent, e.g., if reacting to an earthquake, or a fire. After the situation has calmed down, it is necessary for the leaders of reactive change to create an environment where all voices are heard, including the opposing ones, using the opposing one as a source of insight and better reaction (Behling, 2015). Scenario planning brings the necessary change in reactive change management, in order to take the institution beyond the recovery from the change, but forward into better situations, taking advantage of the opportunities provided by the change driver. The leader needs to be flexible and fast as there was no one was prepared for the change. Later as it becomes possible to plan for the change, the leader needs to gather all possible ideas from their team and finding the best way out. The change response can change along the way. Because of this, a mixture of top down authoritarian and humble inquiry leadership may be the best mix to be used at different times of the reaction to the change, and depending on the nature of the urgency of the matter (Behling, 2015). When I first took my current post, which was to teach a group of co-teachers to adopt new methods of teaching and learning, without preparation, without information, without a common language, without knowing the history of my teachers, I went into reactive mode. In that mode I was forced to learn as much as I could (language, culture, teachers’ teaching methods, culture, the school culture, administrative priorities, listening to everything that was said, etc.,) in the shortest time. Proactive change management Proactive change is reacting to change that would happen later (Buller, 2015). The planning for this change happens before the threat happens (Rasmussen, 2009). Using the example of Delta Airlines, Buller (2015) stated the importance in proactive change as to understand the core of the business, to enhance that, and not to get side-tracked by appearances, but by delivery. Also in proactive change, top-down dictatorship does not work. Guiding and being innovative is what works (Buller, 2015). In our school, we have a highly proactive leader, who, when she came, looked at the mission and values of the school, then at the issues that administration worried about, like teachers coming late by 5 minutes, and school colors of clothes, and how long teacher were at lunch, and how many times they visited the canteen for tea or a meal. She worked through this by asking, “If Phillipa comes late by 5 minutes, does that mean she does not so her work well? Are there times when Phillipa uses her extra time on school duties? If she wears an orange blouse and not a white one, does that affect the way she teaches?” Through this she managed to move administration to move away from focusing on petty issues, therefore being able to point them to the real issues of teaching, teacher training and student performance. Now that they were no longer focusing on petty issues, they could devote themselves to the core issues. Since then, we see a growth, from day to day, of the focus of what we are here for. Every day we have something to rejoice about, either a rule knocked off, or a success achieved. Interactive change management According to Buller (2015) interactive change is change that is in response to something not imminent or for an unforeseeable reason. Leading this kind of change is controversial as it is difficult to convince people to rally behind the leader preparing for what may not come. Top down leadership does not give the desired result, but opposite. People doubt their ability. Humble enquiry works better. Humble enquiry asks for what one does best, what is deeply passionate about, and what drives one’s economic engine. The answers to these provide a direction for action, because it is led by a leader who enables people to realize their passion and abilities, and to pursue these for the achievement of the goals (Buller, 2015). Our interactive leader is good at discovering the best in us, and harnessing our abilities for the development of our school. Where we were not allowed to explore our abilities under a dictator leader before, being restricted to assisting rather than training our co-teachers, our present leader removed many barriers, encouraging everyone to do what they are best at, to chase our professional dreams, and helping us all to build our skills. Today, we give professional development courses, we write modules, and we are changing the curriculum, and are always thinking of and building something new to help achieve our school’s goals. We are a much happier team, and more productive. References Approaches to Planning (n. d.). Retrieved from: http://www.entarga.com/stratplan/approaches.htm Buller, J. L. (2015). Change leadership in higher education: A practical guide to academic transformation. San Francisco, Ca: Jossey-Bass. Rasmussen, L. B. (2009). From a reactive to a proactive approach. Retrieved from: http://orbit.dtu.dk/fedora/objects/orbit:59878/datastreams/file_5227129/content

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I’m looking for Survey ( Questionnaire ) 20 question, just close ended. The questions should be relevant for 3 objective and I suggest around 3 question will be general for example: 1- what is your gender? Male Female what is your age ? 20-30 13-25 30- 40 Some Information to support you in my project : Aim of the project is: To investigate the goals of social work in hospitals in Dublin. Objective is: 1-To determine the role of social workers in Dublin hospitals. 2-To determine factors that causes stress on social workers in Dublin hospitals. 3-To determine the difficulties that hinder social workers in Dublin hospitals. Pleas ask me if you have any question ?

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You will need to analyse the impact of low interest rates in the Economy. You will need to use at least one Microeconomic ( Demand , Supply, Opportunity Cost, Scarcity, PED) and one Macroeconomic (Inflation , Growth, Fiscal, Monetary ) and try to find a variable that has been affected by the interest rate. You will need as well to conclude , on what you believe CBE will need to do in regard stop the interest rates. Keep them low, or bring them up. i would like for you to work on opportunity cost (microeconomic) and inflation (macroeconomic) I will also upload my assignment brief.

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