best-writer, Author at Grand Term Papers

In the article, “Why I Teach ‘The Walking Dead’ in My Native Studies Classes,” what connection does the author make between a zombie apocalypse and California Gold Rush history?

“The Gold Rush Decimated Native Americans.” What new information did you learn about the California Gold Rush? What specific scenes, quotes, or facts from the video stood out to you?

How does our key term “Manifest Destiny” connect to this week’s materials on the California Gold Rush?

Research the political environment of the country you have chosen for your final project.

Specifically, describe the following political factors for your selected country:

● Political stability

● Tax policies

● Contract enforcement laws

● Employment laws

What is the “panopticon”? How is visibility a “trap”? How does the panopticon work to “induce in the inmate a state of consciousness and permanent visibility that assures the automatic functioning of power”?

What is the “panopticon”? How is visibility a “trap”? How does the panopticon work to “induce in the inmate a state of consciousness and permanent visibility that assures the automatic functioning of power”?

What does “subjection” mean? How does Bentham’s panopticon work to produce “a real subjection born from a mechanically fictitious relation”?

Foucault writes, “One also sees the spread of disciplinary procedures, not in the form of enclosed institutions, but as centers of observation disseminated throughout society.” In your own society, who or what functions as “centers of observation”?

Foucault writes, “One also sees the spread of disciplinary procedures, not in the form of enclosed institutions, but as centers of observation disseminated throughout society.” In your own society, who or what functions as “centers of observation”?

How, or in what ways, are we surveilled in 21st century America?

How, or in what ways, are we surveilled in 21^st century America?

What and why are the best segments to target for donations for this not for profit organization?

Which training methods and media might have been used by the Academy?

If you want to evaluate the training effectiveness of the Academy and if your purpose is to give feedback to trainers, what will be your evaluation target? Which outcome(s) will you be interested in? How will you design your evaluation?

Northwestern Memorial Hospital

(Stewart & Brown, 2014)

Many in the Chicagoland region and around the nation would consider Northwestern Memorial Hospital (NMH), a 138-year-old institution, to be among the very best teaching hospitals. It has earned this distinction because of its high-quality patient care, extraordinary physicians and hospital staff, strong financial position, and world-class facilities.

Not one to rest on its laurels, NMH is continually changing and striving for excellence. In 1999, the hospital opened its new, 2 million square foot health- care facility. The 17-story Feinberg Inpatient Pavilion and the 22-story Galter Outpatient Pavilion share an eight-floor base of public areas and diagnostic and therapeutic services. “This was a major accomplishment. When we were finished, we asked ourselves, ‘What’s the next mountain we should climb?’” says Dean Manheimer, Senior VP, Human Resources. That mountain turned out to be an ambitious strategic plan with three critical interrelated goals: (1) provide the best patient experience; (2) recruit, develop, and retain the best people; and (3) develop the resources to achieve its mission and vision through exceptional financial performance. Among other things, this strategy strives for a more comprehensive and integrated approach to workforce development. Central to its success is NMH’s new Learning Academy, launched in 2002. Seen as the lever to advance its “best people” strategy, the Academy oversees all management development, clinical and other functional education, facilitates the creation of new training and certificate programs, and builds outside workforce development partnerships. Early in 2000, Human Resources staff conducted an internal audit of its education programs. While the hospital always had an abundance of opportunities for staff development, the audit uncovered unnecessary redundancies within the hospital’s education offerings. For example, six courses were being taught six different ways for Body Mechanics—the movement of patients. NMH developed the Academy to establish standardized training policies and solutions, link the education programs closely to the organization’s business strategy, provide staff easy access to learning, and utilize the most efficient technologies.

Today, the Academy provides an online catalog and registration system for all the hospital’s education programs, which total over 200 courses ranging from communications, project management, information services, and budgeting to an array of healthcare specialties, some of which have been designed by internal instructional staff in cooperation with employees who are subject matter experts. Area community colleges and universities are also brought onsite to deliver high-demand, credit-based courses. Last year, the Academy delivered approximately 55,000 hours of training to 21,000 employees and received a 91 percent satisfaction rate. In addition, the Academy delivered over 3,000 hours of management training to higher level staff, including human resources best practices, diversity education, building collaborative workplaces, and delivering/receiving constructive performance feedback. The Academy also hosts skill development “Lunch and Learn” sessions where managers and employees learn, for example, flexible scheduling strategies, personal development planning, and interviewing techniques. But what many staff members are most proud of are the three “schools” the Academy developed for Nuclear Medicine, Radiation Therapy, and Diagnostic Medical Sonography. The schools offer onsite programs that are open to both employees and community members. In August 2003, the first class of seven graduated from the school of Nuclear Medicine, an important achievement, given the skill shortage in this area. NMH hired many of the students, eliminating all hospital vacancies for the first time in five years. In addition, NMH eliminated staff overtime and agency usage, resulting in a cost savings of $800,000.