Describe how will you use the knowledge you have gained in this course to change the way you interact and do business in the future?

The purpose of the Final Project Paper is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of Organizational Behavior. The Final Paper should also focus on real life, real time application of topics covered in this course; the uses you have seen and the uses you can envision.Focus of the Final PaperSelect a topic of interest in organizational behavior that you would like to explore with additional research (must use at least five references). Some suggested topics for your paper are:PersonalityStressAttitudesMotivationAttributionPerformance ManagementTeam buildingLeadershipDecision Making ProcessCommunicationOrganizational GoalsPaper must:Apply the research to your personal working environment, or an environment you have previously experienced. (For example the Military or restaurant).Describe how will you use the knowledge you have gained in this course to change the way you interact and do business in the future?Writing the Final PaperMust be six to eight double-spaced pages in length, exclusive of Appendix, References, Exhibits, etc.Formatted according to APA style as outlined in the approved APA style guide (including title page and reference list).Must include an introductory paragraph with a succinct thesis statement.Must address the topic of the paper with critical thought.Must conclude with a restatement of the thesis and a conclusion paragraph.Must include at least five appropriately documented, academic sources plus the use and citation of the course textbook.Must include, on the final page, a Reference Page that is completed according toAPA style as outlined in the student guide.

Based on the AVG scan data, explain the likely target or intent of each type of detected malware, including its capabilities and uses, in your analysis.

ScenarioYour manager is particularly concerned about the malware you recently discovered on campus systems due to a large number of recent attacks. S/he has asked you to research the malware and/or Trojans found, their placement, and the data included with them, with the goal of understanding their capabilities and the risk they present.Required ResourcesAccess to the InternetText sheet: Malware Infection Details (ts_malwaredetails)Text sheet: AVG Whole Computer Scan Results (ts_avgscan)TasksRefer to the data generated by an AVG computer scan in the text sheet. Using what you have learned in class, research the items detected during the computer scan and write a report for Aim Higher College management. Include a non-technical overview of the problems identified by the scan for management review with recommendations on actions to be taken by the information technology (IT) staff, information security analysts, and end users. Explain the role of management, and what communications, technologies, and processes should be created, used, or reviewed.Based on the AVG scan data, explain the likely target or intent of each type of detected malware, including its capabilities and uses, in your analysis. You will explain these in the context of the environment and the threat it poses. Finally, you will suggest detection methods and means of protection against the malware. Your report must have the following essential elements:Best security practicesAwareness trainingTechnical, administrative, and physical security controlsFormat: Microsoft Word (or compatible)Font: Arial, 10-pointLine Spacing: DoubleLength: 1 to 2 pages

Identify at least five (5) things you might do to increase your knowledge and use of evidence in your nursing practice

Promoting Evidence-Based PracticeIn recent years, the implementation of evidence-based practice has been identified as a priority across nearly every nursing specialty (Prevost & Ford, 2020). In addition, nurses are increasingly accepted as essential members and often as leaders, of the interdisciplinary health-care teams. To effectively participate and lead a health-care team, nurses must have knowledge of the most effective and reliable evidence-based approaches to care, increase their expertise in critiquing research, and apply the evidence of their findings to select optimal interventions for their patients (Prevost & Ford, 2020).Instructions:Read the infomation above, and then answer the following questions:Identify at least five (5) things you might do to increase your knowledge and use of evidence in your nursing practice? (explain each suggestion and how it fits in the nursing practice)What are the most significant and driving and restraining forces to make this change?Would you expect covert or overt resistance to your efforts?Will you need to enlist support from others or acquire additional resources for this planned change to occur? (be specific as in administrative support or scientific journals, etc)Your assignment should be:One (1) pageTyped according to APA style for margins, formatting and spacing standardsTyped into a Microsoft Word document, save the file, and then upload the file

Generate a 95% confidence interval estimate of the true BMI.

1. The following are body mass index (BMI) scores measured in 12 patients who are free of diabetes and participating in a study of risk factors for obesity. Body mass index is measured as the ratio of weight in kilograms to height in meters squared. Generate a 95% confidence interval estimate of the true BMI. 25 27 31 33 26 28 38 41 24 32 35 402. Consider the data in Problem 1. How many subjects would be needed to ensure that a 95% confidence interval estimate of BMI had a margin of error not exceeding 2 units?3. The mean BMI in patients free of diabetes was reported as 28.2. The investigator conducting the study described in Problem 1 hypothesizes that the BMI in patients free of diabetes is higher. Based on the data in Problem 1 is there evidence that the BMI is significantly higher that 28.2? Use a 5% level of significance.4. Peak expiratory flow (PEF) is a measure of a patient’s ability to expel air from the lungs. Patients with asthma or other respiratory conditions often have restricted PEF. The mean PEF for children free of asthma is 306. An investigator wants to test whether children with chronic bronchitis have restricted PEF. A sample of 40 children with chronic bronchitis are studied and their mean PEF is 279 with a standard deviation of 71. Is there statistical evidence of a lower mean PEF in children with chronic bronchitis? Run the appropriate test at a=0.05.5. Consider again the study in Problem 4, a different investigator conducts a second study to investigate whether there is a difference in mean PEF in children with chronic bronchitis as compared to those without. Data on PEF are collected and summarized below. Based on the data, is there statistical evidence of a lower mean PEF in children with chronic bronchitis as compared to those without? Run the appropriate test at a=0.05.GroupNumber of ChildrenMean PEFStd Dev PEFChronic Bronchitis2528168No Chronic Bronchitis25319746. Using the data presented in Problem 5,a) Construct a 95% confidence interval for the mean PEF in children without chronic bronchitis.b) How many children would be required to ensure that the margin of error in (a) does not exceed 10 units?7. A clinical trial is run to investigate the effectiveness of an experimental drug in reducing preterm delivery to a drug considered standard care and to placebo. Pregnant women are enrolled and randomly assigned to receive either the experimental drug, the standard drug or placebo. Women are followed through delivery and classified as delivering preterm (< 37 weeks) or not. The data are shown below.Preterm DeliveryExperimental DrugStandard DrugPlaceboYes172335No837765Is there a statistically significant difference in the proportions of women delivering preterm among the three treatment groups? Run the test at a 5% level of significance.8. Using the data in Problem 7, generate a 95% confidence interval for the difference in proportions of women delivering preterm in the experimental and standard drug treatment groups.9. Consider the data presented in Problem 7. Previous studies have shown that approximately 32% of women deliver prematurely without treatment. Is the proportion of women delivering prematurely significantly higher in the placebo group? Run the test at a 5% level of significance.10. A study is run comparing HDL cholesterol levels between men who exercise regularly and those who do not. The data are shown below.Regular ExerciseNMeanStd DevYes3548.512.5No12056.911.9Generate a 95% confidence interval for the difference in mean HDL levels between men who exercise regularly and those who do not.11. A clinical trial is run to assess the effects of different forms of regular exercise on HDL levels in persons between the ages of 18 and 29. Participants in the study are randomly assigned to one of three exercise groups – Weight training, Aerobic exercise or Stretching/Yoga – and instructed to follow the program for 8 weeks. Their HDL levels are measured after 8 weeks and are summarized below.Exercise GroupNMeanStd DevWeight Training2049.710.2Aerobic Exercise2043.111.1Stretching/Yoga2057.012.5Is there a significant difference in mean HDL levels among the exercise groups? Run the test at a 5% level of significance. HINT: SSerror = 7286.5.12. Consider again the data in Problem 11. Suppose that in the aerobic exercise group we also measured the number of hours of aerobic exercise per week and the mean is 5.2 hours with a standard deviation of 2.1 hours. The sample correlation is -0.42.a) Estimate the equation of the regression line that best describes the relationship between number of hours of exercise per week and HDL cholesterol level (Assume that the dependent variable is HDL level).b) Estimate the HDL level for a person who exercises 7 hours per week.c) Estimate the HDL level for a person who does not exercise.13. The table below summarizes baseline characteristics on patients participating in a clinical trial.CharacteristicPlacebo (n=125)Experimental (n=125)PMean (+ SD) Age54 + 4.553 + 4.90.7856% Female39%52%0.0289% Less than High School Education24%22%0.0986% Completing High School37%36%% Completing Some College39%42%Mean (+ SD) Systolic Blood Pressure136 + 13.8134 + 12.40.4736Mean (+ SD) Total Cholesterol214 + 24.9210 + 23.10.8954% Current Smokers17%15%0.5741% with Diabetes8%3%0.0438a) Are there any statistically significant differences in baseline characteristics between treatment groups? Justify your answer.b) Write the hypotheses and the test statistic used to compare ages between groups. (No calculations – just H0, H1 and form of the test statistic)c) Write the hypotheses and the test statistic used to compare % females between groups. (No calculations – just H0, H1 and form of the test statistic)d) Write the hypotheses and the test statistic used to compare educational levels between groups. (No calculations – just H0, H1 and form of the test statistic)14. A study is designed to investigate whether there is a difference in response to various treatments in patients with rheumatoid arthritis. The outcome is patient’s self-reported effect of treatment. The data are shown below. Is there a significant difference in effect of treatment? Run the test at a 5% level of significance.SymptomsWorsenedNo EffectSymptoms ImprovedTotalTreatment 122141450Treatment 214152150Treatment 3912295015. Using the data shown in Problem 14, suppose we focus on the proportions of patients who show improvement. Is there a statistically significant difference in the proportions of patients who show improvement between treatments 1 and 2. Run the test at a 5% level of significance.16. An analysis is conducted to compare mean time to pain relief (measured in minutes) under four competing treatment regimens Summary statistics on the four treatments are shown below.TreatmentSample SizeMean Time to ReliefSample VarianceA533.817.7B527.015.5C550.89.7D539.616.8a) Complete the following ANOVA TableSource of VariationSSdfMSFBetween GroupsWithin Groups3719.48Totalb) Write the hypotheses to be tested.c) Write the decision rule.d) What is the conclusion?17. The following data were collected in a clinical trial to compare a new drug to a placebo for its effectiveness in lowering total serum cholesterol. Generate a 95% confidence interval for the difference in mean total cholesterol levels between treatments.New Drug(n=75)Placebo(n=75)Total Sample(n=150)Mean (SD) Total Serum Cholesterol185.0 (24.5)204.3 (21.8)194.7 (23.2)% Patients with Total Cholesterol < 20078.0%65.0%71.5%18. Using the data in Problem 17,a) Generate a 95% confidence interval for the proportion of all patients with total cholesterol < 200.b) How many patients would be required to ensure that a 95% confidence interval has a margin of error not exceeding 5%?19. A small pilot study is conducted to investigate the effect of a nutritional supplement on total body weight. Six participants agree to take the nutritional supplement. To assess its effect on body weight, weights are measured before starting the supplementation and then after 6 weeks. The data are shown below. Is there a significant increase in body weight following supplementation? Run the test at a 5% level of significance.SubjectInitial WeightWeight after 6 Weeks11551572142145317618041801755210209612512620. The following table was presented in an article summarizing a study to compare a new drug to a standard drug and to a placebo.Characteristic*New DrugStandard DrugPlacebopAge, years45.2 (4.8)44.9 (5.1)42.8 (4.3)0.5746% Female51%55%57%0.1635Annual Income, $000s59.5 (14.3)63.8 (16.9)58.2 (13.6)0.4635% with Insurance87%65%82%0.0352Disease Stage0.0261 Stage I35%18%33% Stage II42%37%47% Stage III23%51%20%*Table entries and Mean (SD) or %a) Are there any statistically significant differences in the characteristics shown among the treatments? Justify your answer.b) Consider the test for differences in age among treatments. Write the hypotheses and the formula of the test statistic used (No computations required – formula only).c) Consider the test for differences in insurance coverage among treatments. Write the hypotheses and the formula of the test statistic used (No computations required – formula only).d) Consider the test for differences in disease stage among treatments. Write the hypotheses and the formula of the test statistic used (No computations required – formula only).21. A small pilot study is run to compare a new drug for chronic pain to one that is currently available. Participants are randomly assigned to receive either the new drug or the currently available drug and report improvement in pain on a 5-point ordinal scale: 1=Pain is much worse, 2=Pain is slightly worse, 3= No change, 4=Pain improved slightly, 5=Pain much improved. Is there a significant difference in self-reported improvement in pain? Use the Mann-Whitney U test with a 5% level of significance.New Drug: 4 5 3 3 4 2Standard Drug: 2 3 4 1 2 322. Answer True or False to each of the followinga) The margin of error is always greater than or equal to the standard error.b) If a test is run and p=0.0356, then we can reject H0 at a=0.01.c) If a 95% CI for the difference in two independent means is (-4.5 to 2.1), then the point estimate is -2.1.d) If a 95% CI for the difference in two independent means is (2.1 to 4.5), there is no significant difference in means.e) If a 90% CI for the mean is (75.3 to 80.9), we would reject H0: m=70 in favor of H1: m?70 at a=0.05.23. A randomized controlled trial is run to evaluate the effectiveness of a new drug for asthma in children. A total of 250 children are randomized to either the new drug or placebo (125 per group). The mean age of children assigned to the new drug is 12.4 with a standard deviation of 3.6 years. The mean age of children assigned to the placebo is 13.0 with a standard deviation of 4.0 years. Is there a statistically significant difference in ages of children assigned to the treatments? Run the appropriate test at a 5% level of significance.24. Consider again the randomized controlled trial described in Problem 22. Suppose that there are 63 boys assigned to the new drug group and 58 boys assigned to the placebo. Is there a statistically significant difference in the proportions of boys assigned to the treatments? Run the appropriate test at a 5% level of significance.25. A clinical trial is run to evaluate the effectiveness of a new drug to prevent preterm delivery. A total of n=250 pregnant women agree to participate and are randomly assigned to receive either the new drug or a placebo and followed through the course of pregnancy. Among 125 women receiving the new drug, 24 deliver preterm and among 125 women receiving the placebo, 38 deliver preterm. Construct a 95% confidence interval for the difference in proportions of women who deliver preterm.26. “Average adult Americans are about one inch taller, but nearly a whopping 25 pounds heavier than they were in 1960, according to a new report from the Centers for Disease Control and Prevention (CDC). The bad news, says CDC is that average BMI (body mass index, a weight-for-height formula used to measure obesity) has increased among adults from approximately 25 in 1960 to 28 in 2002.” Boston is considered one of America’s healthiest cities – is the weight gain since 1960 similar in Boston? A sample of n=25 adults suggested a mean increase of 17 pounds with a standard deviation of 8.6 pounds. Is Boston statistically significantly different in terms of weight gain since 1960? Run the appropriate test at a 5% level of significance.27. In 2007, the CDC reported that approximately 6.6 per 1000 (0.66%) children were affected with autism spectrum disorder. A sample of 900 children from Boston are tested and 7 are diagnosed with autism spectrum disorder. Is the proportion of children affected with autism spectrum disorder higher in Boston as compared to the national estimate? Run the appropriate test at a 5% level of significance.28. A clinical trial is being planned to investigate the effect of a new experimental drug designed to reduce total serum cholesterol. Investigators will enroll participants with total cholesterol levels between 200-240, they will be randomized to receive the new drug or a placebo and followed for 2 months, and the total cholesterol will be measured. Investigators plan to run a test of hypothesis and want 80% power to detect a difference of 10 points in mean total cholesterol levels between groups. They assume that 10% of the participants randomized will be lost over the 2 month follow-up. How many participants must be enrolled in the study? Assume that the standard deviation of total cholesterol is 18.5.29. An observational study is conducted to investigate the association between age and total serum cholesterol. The correlation is estimated at r = 0.35. The study involves n=125 participants and the mean (std dev) age is 44.3 (10.0) years with an age range of 35 to 55 years, and mean (std dev) total cholesterol is 202.8 (38.4).a) Estimate the equation of the line that best describes the association between age (as the independent variable) and total serum cholesterol.b) Estimate the total serum cholesterol for a 50-year old person.c) Estimate the total serum cholesterol for a 70-year old person.30. For each statement below, indicate whether the statement is true or false.a) In logistic regression, the predictors are dichotomous, and the outcome is a continuous variable.b) When calculating a correlation coefficient between two continuous variables, the scales on which the variables are measured affect the value of the correlation coefficient.c) It is more difficult to reject a null hypothesis if we use a 10% level of significance compared with a 5% level of significance.d) The sample size required to detect an effect size of 0.25 is larger than the sample size required to detect an effect size of 0.50 with 80% power and a 5% level of significance.31. For each question below, provide a brief (1-2 sentences) response.a) How is the slope coefficient (b1) in a simple linear regression different than the coefficient (b1) in a multiple linear regression model?b) When would a survival analysis model be used instead of a logistic regression model?c) What is the appropriate statistical test to assess whether there is an association between obesity status (normal weight, overweight, obese) and 5-year incident cardiovascular disease (CVD)? Suppose each participant’s obesity status (category) is known as is whether they develop CVD over the next 5 years or not.32. An observational study is conducted to compare experiences of men and women between the ages of 50-59 years following coronary artery bypass surgery. Participants undergo the surgery and are followed until the time of death, until they are lost to follow-up or up to 30 years, whichever comes first. The following table details the experiences of participating men and women. The data below are years of death or years of last contact for men and women.MenWomenYear of DeathYear of Last ContactYear of DeathYear of Last Contact58194121720914242114232624152926172719292130223024302530a) Estimate the Estimate the survival functions for each treatment group using the Kaplan-Meier approachb) Test if there is a significant difference in survival between treatment groups using the log rank test and a 5% level of significance.

What are some methods to assimilate new generations into the workforce to think about competitive advantage?

Chapter 11 – Review the employment challenge in the digital era (as well as the entire chapter). Reflect on the various challenges are present in the digital era. Will things get better or more complicated as times goes on? Explain. What are some methods to assimilate new generations into the workforce to think about competitive advantage?(Information Technology and Organizational Learning)The above submission should be one -page in length and adhere to APA formatting standards**Remember the page length does not include the APA cover page or any references**

Describe the problems based on the scenario.

Team Assignment: Address the following scenario including all the checklist items, and designate a person to submit the final team presentation response to the Unit 6 Dropbox. Once complete, each team member will be responsible for submitting his/her own peer evaluation form to the Unit 6 Peer Evaluation Assignment 2 Dropbox demonstrating how they contributed to the assigned team goals and objectives.Scenario (fictional):Artificial Intelligence Medical (i.e., AIM) Inc. is a very profitable new company that although in business just two years, has already doubled in size in terms of the workforce and quadrupled their profits. The CEO/founder has stepped aside recently in favor of a new CEO in the wake of employees’ frustration and social media messages about the benefits inequity and lack of motivation for teams at the company. The new CEO wants to change the way executive salaries are determined and find ways to motivate the project teams. The project teams typically are assigned to an artificial intelligence product such as a robot to perform routine surgeries or diagnostic software used by different medical units of a hospital for patient diagnosis.Your employee team is tasked by the new CEO with determining a general proposed solution to the inequity in pay at the company and to address the lack of motivation for the 125 technicians and medical staff that work in project teams of 25 employees each. Each technician or staff member receives a salary of $35,000 per year while the CEO and V.P.s receive $500,000 per year (the CEO also holds 10% of the company stock) and the managers receive $50,000 per year. There is a CEO, 2 VPs (Manufacturing and Finance), a Marketing Manager, a Sales/Customer Service Manager, and a Technical Support Manager along with the 125 Technology-savvy employees that work at the company.Access the Learning Activities and readings to assist the team in addressing the checklist items.Checklist: After identifying the team letter/number and members on the title slide:*Describe the problems based on the scenario.*Scholarly sources have been put through a peer-review by experts to ascertain that the content is original, proves any statements or claims with viable research, etc. Select “Library” under the Academic Tools area. Then select “Peer Reviewed” before doing your search on a topic.PowerPoint® templateAccess the Assignment 1: Team Assignmentrubric

Explore the interconnections between the life story of a person you interview and the larger social structure or culture.

Required ResourcesRead/review the following resources for this activity:Textbook: Chapter 1-16Lesson: Week 1-7Minimum of 4 outside scholarly sources in addition to the textbook/lessonOne personal interview of another adult of your choosingIntroductionAs you learned in Week 3, for your Socioautobiography Narrated PowerPoint assignment, there is a strong tradition of creating both sociologically informed biographies and sociologically-informed autobiographies in the discipline of sociology. The socioautobiography is a “disciplined, systematic exploration of one’s life from a sociological point of view” (Hill, 2009, p. 3). Also, the sociobiography is the systematic exploration of another person’s life from a sociological point of view.For this assignment, you will be building upon the work you began in your Week 3 Socioautobiography Narrated PowerPoint. For this week’s assignment, you will interview an adult person of your choosing and complete a sociobiography of that person, and present that in a narrated PowerPoint. You will also compare and contrast that person’s sociological characteristics with your own.To begin this assignment, consider the sociological concepts you focused on for your Week 3 assignment about yourself and consider what sociological concepts you would like to compare and contrast with the person you interview.InterviewLocate an adult willing to be interviewed about their life story. The person can be any adult you choose, whether in your family or outside your family. Be sure to inform that person that you will be writing up your observations from the interview in a presentation for your Society and Culture course.PresentIn a narrated PowerPoint, compare and contrast your sociological observations about yourself that you shared in your Week 3 assignment with your sociological observations of the person you interview. Address the following 2 important sections:Explore the interconnections between the life story of a person you interview and the larger social structure or culture.Compare and contrast the sociological themes and concepts related to your own personal story with the sociological themes and concepts related to the story of the person you interviewed. Apply the sociological imagination in the analysis.Include the following in your analysis:Quotes or paraphrases and citations from 4 outside scholarly sources and assigned readings (online Lessons or textbook readings), to support your observations in your presentation.6 different concepts, key words, or vocabulary words from Chapters 1-16 in your analysis and observations on your slides, formatted in boldface and underlined on slides.You may repeat these 6 terms throughout the PowerPoint presentation if you want to, but you are not required to.InstructionsFor this comparative case study project, you are required to create a narrated presentation PowerPoint file.The presentation must include the following:Part or Parts of the Life Story of the Person You Interview: Explain and analyze the life story of the person you interview, or parts of the life story of the person you interview, as a sociologist might, examining sociological categories relevant to that person’s life story.Include details of family, culture, and background.Consider what types of categories a sociologist might use to describe the person.Comparison and/or Contrast of the life story of the person you interview with your own life story that you presented in your Week 3 assignmentEngagement: Be sure to deliver the presentation in a professional and engaging manner.Visual Aids: Images or symbols as visual aids should still be included. Include photos or symbols that represent the sociological concepts you are analyzing in your presentation. If you use any images from the Internet or from any sources other than your own personal photographs, you must include citations for those and those citations are *not* part of your required 4 outside scholarly sources plus the online Lesson or textbook. Key Words in Bold and Underlined: Be sure to include 6 different concepts, keywords, or vocabulary words from Chapters 1-16 in your analysis and observations on your slides, formatted in boldface and underlined on slidesVisual Appeal and Organization: Do not include slides with large blocks of text. Use bullet points, brief text, and clear organization to create an organized and visually appealing presentation.Citations: Include parenthetical in-text citations in the slide presentation citing at least 4 outside scholarly sources and assigned textbook/lesson reading to support observations made in the presentation. Remember, cite sources for all images, too, that are not your personal photographs and those sources do *not* count as part of your 4 required outside scholarly sources plus the textbook/lesson.Questions to ConsiderConsider the following questions for potential use in your interview:How might a sociologist introduce you?How have social influences shaped you?What were the social forces that constructed your life or lifestyle?How have you negotiated the crisscrossing pressures of autonomy and conformity?Who are you in social context and what does it mean to understand your life using the “sociological imagination,” or utilizing a sociological perspective?What sociological concepts would be most helpful in understanding and interpreting your life experiences, whether class, or reference group, conformity, agents of socialization, gender socialization, racial socialization, norms, roles, significant others, total institutions (particularly if you were in the military), achieved status, ascribed status, deviance, subculture, culture, culture shock, ethnocentrism, folkways, mores, peer groups, and any others described in the textbook chapters, to interpret your life experiences?What events, moments or relationships in your life have impacted you significantly?Presentation Requirements (APA format)Slide Length: 8 slides (not including title slide and references slide)Speaker notes to elaborate your bullet pointsAPA-style parenthetical in-text citations on slides for a minimum of 4 outside sources plus the textbook/lessonTitle SlideAt least one Comparison/Contrast Slide; though you are welcome to include more than one slide comparing and contrasting your life story characteristics with those of the person you interviewReferences slide (minimum of 4 outside scholarly sources in addition to the textbook/lesson)

What are EA components and how do they relate to a framework?

In your own words, answer questions 1-4 at the end of chapter 6.1. What are EA components and how do they relate to a framework?2. What are EA artifacts and how do they relate to EA components?3. What parts of an enterprise’s Strategic Plan could be viewed as EA components?4. Why can an enterprise’s business services, information flows, applications, and networks be viewed as EA components?

What was your initial reaction to learning about your strengths and weaknesses in these areas? Were your results expected or were you surprised?

Assignment 1 SubmissionAssignment 1: Personal Assessment of Managerial SkillsDue Week 3 and worth 125 pointsPreparationTo complete this assignment, you will need to complete the “Apply Your Skills Experiential Exercise: Aptitude Questionnaire” on pages 30-31 in Chapter 1 of the textbook. (This was assigned to do in Week 1.) Interpret your assessment findings based on the provided scoring and interpretation instructions.InstructionsReview your assessment findings from the Aptitude Questionnaire exercise, and write a three to four (3-4) page double-spaced paper in which you address the following:For each skill area, conceptual, human and technical, summarize your findings (where you were stronger, and where you were weaker). What was your initial reaction to learning about your strengths and weaknesses in these areas? Were your results expected or were you surprised?Identify at least one (1) resource (for a total of at least three (3) to help you improve in each area: conceptual, human, technical. Use Strayer University Library at https://research.strayer.edu or in your Blackboard classroom, go to Career and search Lynda.com to locate resources.Describe how your strengths in these skill areas can transfer to promoting a positive culture in a global environment.Go to https://research.strayer.edu to locate two (2) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.Your assignment must follow these formatting requirements:Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.The specific course learning outcomes associated with this assignment are:Examine the concepts of management related to modern-day work environments.Analyze the corporate environment, culture, and challenges for managing in a global environment.Use technology and information resources to research issues in modern management.Write clearly and concisely about modern management using proper writing mechanics.Part 1 INTRODuCTION TO MANAgEMENT301. How do you feel about having management responsibilities in today’s world, which is characterized by uncertainty, ambiguity, and sudden changes or threats from the environment? Describe some skills and competencies that you think are important to managers working in these conditions. 2. Assume that you are a project manager at a biotechnology company and that you work with managers from research, production, and marketing on a major product modification. You notice that every memo you receive from the marketing manager has been copied to senior management. At every company function, she spends time talking to the big shots. You are also aware that sometimes when you and the other project members are slaving away over the project, she is playing golf with senior managers. What is your evaluation of her behavior? As project manager, what do you do? 3. Jeff Immelt, CEO of GE, tweeted for the first time in September 2012, prompting this response: “ @JeffImmelt how come my grandfather got on twitter before you?” Do you think managers should use Twitter and other social media? Can you be an effective manager today without using new media? Why? 4. Why do some organizations seem to have a new CEO every year or two, whereas others have top leaders who stay with the company for many years (e.g., John Chambers’s nearly 20 years at Cisco)? What factors about the manager or about the company might account for this difference?5. Think about the highly publicized safety recall at General Motors (GM) for defective ignition systems. One observer said that a goal of efficiency had taken precedence over a goal of quality within this company. Do you think managers can improve both efficiency and effectiveness simultaneously? Discuss. 6. You are a bright, hard-working, entry-level manager who fully intends to rise up through the ranks. Your performance evaluation gives you high marks for your technical skills, but low marks when it comes to people skills. Do you think people skills can be learned, or do you need to rethink your career path? If people skills can be learned, how would you go about learning them? 7. If managerial work is characterized by variety, fragmentation, and brevity, how do managers perform basic management functions such as planning, which would seem to require reflection and analysis? 8. A college professor told her students, “The purpose of a management course is to teach students about management, not to teach them to be managers.” Do you agree or disagree with this statement? Discuss. 9. Discuss some of the ways that organizations and jobs have changed over the past ten years. What changes do you anticipate over the next ten years? How might these changes affect the manager’s job and the skills that a manager needs to be successful? 10. How might the teaching of a management course be designed to help people make the transition from individual performer to manager in order to prepare them for the challenges they will face as new managers?ch1 Discussion QuestionsAptitude Questionnaire Rate each of the following questions according to the following scale: 1 I am never like this. 2 I am rarely like this. 3 I am sometimes like this. 4 I am often like this. 5 I am always like this. 1. When I have a number of tasks or homework to do, I set priorities and organize the work around deadlines. 1 2 3 4 5 2. Most people would describe me as a good listener. 1 2 3 4 5 3. When I am deciding on a particular course of action for myself (such as hobbies to pursue, languages to study,which job to take, or special projects to be involved in), I typically consider the long-term (three years or more) implications of what I would choose to do. 1 2 3 4 5 4. I prefer technical or quantitative courses rather than those involving literature, psychology, or sociology. 1 2 3 4 5 5. When I have a serious disagreement with someone, I hang in there and talk it out until it is completely resolved. 1 2 3 4 5 6. When I have a project or assignment, I really get into the details rather than the “big picture” issues. 1 2 3 4 5 7. I would rather sit in front of my computer than spend a lot of time with people. 1 2 3 4 5 ch1 apply Your Skills: Experiential Exercise NOT FOR SALEIntroductIon 1Cha Pter 1 THE WORLD OF INNOVATIVE MANAgEMENT 31 8. I try to include others in activities or discussions. 1 2 3 4 5 9. When I take a course, I relate what I am learning to other courses I took or concepts I learned elsewhere. 1 2 3 4 5 10. When somebody makes a mistake, I want to correct the person and let her or him know the proper answer or approach. 1 2 3 4 5 11. I think it is better to be efficient with my time when talking with someone, rather than worry about the other person’s needs, so that I can get on with my real work. 1 2 3 4 5 12. I have a long-term vision of career, family, and other activities and have thought it over carefully. 1 2 3 4 5 13. When solving problems, I would much rather analyze some data or statistics than meet with a group of people. 1 2 3 4 5 14. When I am working on a group project and someone doesn’t pull a fair share of the load, I am more likely to complain to my friends than to confront the slacker. 1 2 3 4 5 15. Talking about ideas or concepts can get me really enthusiastic or excited. 1 2 3 4 5 16. The type of management course for which this book is used is really a waste of time. 1 2 3 4 5 17. I think it is better to be polite and not hurt people’s feelings. 1 2 3 4 5 18. Data and things interest me more than people. 1 2 3 4 5 Scoring and interpretation Subtract your scores for questions 6, 10, 14, and 17 from the number 6, and then add the total points for the following sections: 1, 3, 6, 9, 12, 15 Conceptual skills total score ________ 2, 5, 8, 10, 14, 17 Human skills total score ________ 4, 7, 11, 13, 16, 18 Technical skills total score ________ These skills are three of the skills needed to be a good manager. Ideally, a manager should be strong (though not necessarily equal) in all three. Anyone noticeably weaker in any of these skills should take courses and read to build up that skill. For further background on the three skills, please refer to the explanation in the Management Skills section.Your best and Worst Managers Step 1. On your own, think of two managers that you have had—the best and the worst. The managers could be anyone who served as an authority figure over you, including an instructor, a boss at work, a manager of a student organization, a leader of a student group, a coach, a volunteer committee in a nonprofit organization, and so on. Think carefully about the specific behaviors that made each manager the best or the worst and write down what that manager did. The best manager I ever had did the following: ________________________________________________________________________________________________________________________________________________________________The worst manager I ever had did the following: ________________________________________________________________________________________________________________________________________________________________ Step 2. Divide into groups of four to six members. Each person should share his or her experiences, one at a time. On a sheet of paper or on whiteboard, write separate lists of best-manager and worst-manager behaviors. Step 3. Analyze the two lists. What themes or patterns characterize “best” and “worst” manager behaviors? What are the key differences between the two sets of behaviors? Step 4. What lessons does your group learn from its analysis? What advice or “words of wisdom” would you give managers to help them be more effective?ch1 apply Your Skills: Small Group BreakoutNOT FOR SALE1Part 1 INTRODuCTION TO MANAgEMENT32Can Management Afford to Look the Other Way?77 Harry Rull had been with Shellington Pharmaceuticals for 30 years. After a tour of duty in the various plants and seven years overseas, Harry was back at headquarters, looking forward to his new role as vice president of U.S. marketing. Two weeks into his new job, Harry received some unsettling news about one of the managers that he supervised. During a casual lunch conversation, Sally Barton, the director of human resources, mentioned that Harry should expect a phone call about Roger Jacobs, manager of new product development. Jacobs had a history of being “pretty horrible” to his subordinates, she said, and one disgruntled employee asked to speak to someone in senior management. After lunch, Harry did some follow-up work. Jacobs’s performance reviews were stellar, but his personnel file also contained a large number of notes documenting charges of Jacobs’s mistreatment of subordinates. The complaints ranged from “inappropriate and derogatory remarks” to charges of sexual harassment (which were subsequently dropped). What was more disturbing was the fact that the number and the severity of the complaints had increased with each of Jacobs’s ten years with Shellington. When Harry questioned the company president about the issue, he was told, “Yeah, he’s had some problems,but you can’t just replace someone with an eye for new products. You’re a bottom-line guy; you understand why we let these things slide.” Not sure how to handle the situation, Harry met briefly with Jacobs and reminded him to “keep the team’s morale up.” Just after the meeting, Barton called to let him know that the problem that she’d mentioned over lunch had been worked out. However, she warned, another employee had come forward and demanded that her complaints be addressed by senior management.What Would You Do? 1. Ignore the problem. Jacobs’s contributions to new product development are too valuable to risk losing him, and the problems over the past ten years have always worked themselves out anyway. There’s no sense starting something that could make you look bad. 2. Launch a full-scale investigation of employee complaints about Jacobs and make Jacobs aware that his documented history over the past ten years has put him on thin ice. 3. Meet with Jacobs and the employee to try to resolve the current issue, and then start working with Barton and other senior managers to develop stronger policies regarding sexual harassment and treatment of employees, including clear-cut procedures for handling complaints.ch1 apply Your Skills: Ethical Dilemmach1 apply Your Skills: Case for Critical analysisSmartStyle Salons Jamika Westbrook takes pride in her position as salon manager for SmartStyle Salon, one of six local hair salons associated with a large retail store chain located in the Southeast and one of five chain store groups under the Gold Group umbrella. She oversees a staff of 30, including hairdressers, a nail technician, receptionists, shampoo assistants, and a custodian. She enjoys a reputation as a manager who works very hard and takes care of her people. Hairdressers want to work for her. Following the salon’s new-hire policy, Jamika began as a shampoo assistant and quickly became a top hairdresser in the company through a combination of skill, a large and loyal client base, and long hours at work. In 2007, retiring manager Carla Weems hand-picked Jamika as her successor, and the board quickly approved. Initially, the salon, located in a suburban mall, managed a strong, steady increase, holding its position as one of the corporation’s top performers. But economic woes hit the area hard, with increases in unemployment, mortgage woes, and foreclosures among current and potential customers. As families sought ways to save, the luxury of regular visits to the hair salon was among the first logical budgetcuts. The past year has reflected this economic reality, and Jamika’s salon saw a sharp decrease in profits. Jamika’s stomach is in knots as she arrives at the salon on Monday. Scheduled to fly to Atlanta the next morning for a meeting at corporate, she fears potential staffing cuts, but more important, she fears the loss of opportunity to secure her dream job: replacing the retiring manager at the Riverwood Mall location, which is the top-performing salon and is located in an upscale area of the city. Distracted, Jamika walks past the receptionist, Marianne, who is busily answering the phones. Hanging up the phone, Marianne tells Jamika that Holly and Carol Jean, two popular hairdressers, called in sick, and Jamika now has to reschedule their clients. Jamika had denied their earlier request to travel out of town to attend a concert, and her irritation is obvious. She orders Marianne to call both women and instruct them that, when they return to work, they are to bring a doctor’s statement and a copy of any prescriptions that they were given. “They had better be sick!” Jamika shouts as she enters her office, slamming the door more forcefully than she intended. Startled employees and early-morning customers hear the outburst, and, after a momentary pause, they resume their activities and quiet NOT FOR SALEIntroductIon 1Cha Pter 1 THE WORLD OF INNOVATIVE MANAgEMENT 33 conversation, surprised by the show of managerial anger. Jamika knows she has let Holly and Carol Jean get away with unwarranted absences before and worries that she will do it again. She needs every head of hair that they can style to help the salon’s profit. Jamika takes a deep breath and sits at her desk, turning on the computer and checking e-mails, including one from the group manager reminding her to send the salon’s status report in advance of tomorrow’s meeting. She buzzes Marianne on the intercom to request final figures for the report on her desk by 1:00 p.m. Picking up the phone, she calls Sharon, a manager at another SmartStyle salon. “I really lost my cool in front of everyone, but I’m not apologizing,” Jamika admits, adding that she wished she had the guts to fire both stylists. “But this is not the day for that drama. I’ve got that report hanging over my head. I have no idea how to make things look better than they are, but I have to come up with something. Things look pretty dismal.” Sharon assures her that she did the best she could dealing with two “irresponsible” employees. “What will you do if they show up tomorrow with no doctor’s statement?” “I don’t know. I hope I scared them enough so that they’ll come in with something.” “I know you’re worried about the report and the effect it might have on the Riverwood job,” Sharon says. “But everyone knows you can’t control the economy and its effect on the business. Just focus on the positive. You’ll be fine.” At 10:30, as Jamika struggles to put the best possible spin on the report, she is paged to the receptionist desk to speak to an angry customer. “Another interruption,” Jamika fumes to herself. Just then, the door opens and top stylist/assistant manager Victoria Boone sticks her head into the office. “I know you’re busy with the report. I’ll handle this,” she says enthusiastically. “Thanks,” Jamika replies. No sooner has she handed off the irate client to Victoria than she second-guesses the decision. In addition to her talents as a hairdresser, Victoria had experience as the manager of a successful salon in another city before moving to the area. Recognizing her organizational and people skills, Jamika promoted Victoria to assistant manager soon after her arrival. Now each “I’ll handle this” remark by Victoria convinces Jamika that her assistant manager is positioning herself as a potential rival for the Riverwood job. Jamika appreciates her enthusiastic attitude, but she’s also trying to limit her opportunities to lead or appear too competent before staff, customers, and company officials. Jamika finds herself wanting to hide Victoria’s competence, and she has condescendingly reminded management that Victoria is a “great help to me.” Now, thinking of Victoria’s cheerful “I’ll handle this,” Jamika rises from her desk and marches to the door. No, Jamika thinks, I’ll take care of this personally. Questions 1. What positive and negative managerial characteristics does Jamika possess? 2. How do these traits help or hinder her potential to get the top position at the Riverwood Mall salon? 3. How do you think Jamika should have handled each of the incidents with Marianne? Holly and Carol Jean? Victoria?

Evaluate the perimeter security, make a list of access points internal and external (remote), identify vulnerabilities and make suggestions for improvements to perimeter and network security.

• From the devices and systems identified in the GFI Corporate Network Topology, conduct a thorough asset inventory, assign monetary values to each asset (quantitative), and assign a priority value for each asset (qualitative) that could be used to determine which assets are most critical for restoral in the event of a catastrophic event or attack.• Evaluate the perimeter security, make a list of access points internal and external (remote), identify vulnerabilities and make suggestions for improvements to perimeter and network security.• Evaluate the remote access infrastructure, identify vulnerabilities and suggest security improvements to mitigate risks to remote access.• Address the COO’s concern over the mobility security and design a secure mobile computing (smart phones, tablets, laptops, etc.) in terms of authentication technologies and data protection.• Identify wireless vulnerabilities and recommend what safeguards, authentication technologies,and network security to protect data should be implemented.• Evaluate the authentication protocols and methodologies within the wired, wireless, mobility and remote access environments and suggest improvements to secure authentication forGFI.• Evaluate the web system protocols and vulnerabilities within the Intranet server and suggest secure protocol improvements to improve security for web authentication.• Design a cloud computing environment for the company with a secure means of data protection at rest, in motion and in process.• Assess all known vulnerabilities on each asset in this environment and impacts if compromised.• Using the asset inventory and the assigned values (monetary and priority) conduct a quantitative and qualitative risk assessment of the GFI network.• Recommend risk mitigation procedures commensurate with the asset values from your asset inventory. Feel free to redesign the corporate infrastructure and use any combination of technologies to harden the authentication processes and network securitymeasures.• Provide an Executive Summary.• You are welcome to make assumptions for any unknown facts as long as you support your assumptions.• The Title Page, Table of Contents and References page(s) don’t count in your 15 page minimum!!!

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