HRM Essay Example | Topics and Well Written Essays - 5000 words

HRM - Essay Example They tend to hire, promote, and retain minorities; encourage vendor diversity; and training for employees. Some, like Coca-Cola, Motorola, and Mars, actually conduct cultural audits to ensure that diversity is pervasive in the organization. Employee development is designed to help the organization ensure that it has the necessary talent internally for meeting future human resource needs. The focus of employee development is on a future position within the organization for which the employee requires additional competencies. Stoner, J. A. F. Freeman, R. E. Gilbert, D. R. (2006, pp. 187-216) argued that all managers are required to perform duties that are ceremonial and symbolic in nature. For instance, when the president of a college hands out diplomas at commencement or a factory supervisor gives a group of high school students a tour of the plant, he or she is acting in a figurehead role. All managers also have a leadership role. This role includes hiring, training, motivating, and disciplining employees. The third role within the interpersonal grouping is the liaison role. Mintzberg, H. (1989: pp. 176-219) described this activity as contacting outsiders who provide the manager with information. These may be individuals or groups inside or outside the organization. The sales manager who obtains information from the quality-control manager in his or her own company has an internal liaison relationship. When that sales manager has contacts with other sales executives through a marketing trade association, he or she has an outside liaison relationship.1 Formal education: Golden, K. A. & Ramanujam, V. (1985: pp. 89-96) mentioned that the use of educational qualifications in screening candidates seems to be a universal practice. A recent study of 300 large organizations in 22 countries demonstrate that employee selection practices differ by nations but a few common procedures were found and formal education is one of them. Employee development and

What is Nutrition Essay Example for Free

What is Nutrition Essay OBJECTIVES: 1. Identify and discuss factors that affect food choices. (Course objective 1) 2. Define: nutrition, nutrients, essential nutrients, non essential nutrients, kilocalorie 3. Identify the six classes of nutrients utilized by humans and describe their basic functions in the body. (Course Objective 4) 4. Describe the steps of the scientific method. 5. Describe the following components of research studies: experimental group, control group, placebo, double-blind placebo-controlled study 6. Discuss the types of research studies and methods used to acquire valid nutrition information. (Course objective 2) 7. Differentiate between reputable and non-reputable sources of nutrition information. 8. Differentiate between the various methods used to assess the nutrient status of individuals and population groups. Discuss the pros and cons TEACH YOURSELF THE BASICS: What Drives Our Food Choices? 1. Identify at least five factors that influence our food choices. Taste,enjoyment, culture, environment, social reasons, and popular trends. 2. Discuss examples of at least three of the factors identified in question 1. Taste is considered the number one factor when it comes to choosing foods. Foods that are salty and sweet are among the top choices. Culture plays an important role in choosing food. Foods that are easily available to a group of the population are more likely to be eaten over foods that are rare to the location. Someone from China may have different choices than someone from Italy. Social trends also have a role to play in choosing food. What family and friends eat and foods considered popular may be chosen over other foods, despite health concerns. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 7) What is Nutrition? 1. Explain how the focus of the study of nutrition has changed over time. Nutrition began a few hundred years ago as a science relating nutrients to diseases and its affects, but today is used as a way to promote good health and long life by healthy eating. ​** Make sure to read â€Å"The Take-Home Message† for this section (Pg. 9) What are Nutrients? 1. List the six categories of nutrients found in foods and in the body. Carbohydrates, Lipids (fats), Proteins, Vitamins, Minerals, and Water 2. Which nutrients provide energy? Carbohydrates, lipids, and proteins. Alcohol also provides energy but is not considered a nutrient. 3. When we use the term â€Å"calorie† to describe the energy content of food, are we actually referring to the word â€Å"calorie† or are we referring to the word â€Å"kilocalorie†? Explain. Kilocalorie, not calorie, is the correct term when referring to the energy content of food. Calorie is a much smaller unit of measurement. 4. How many kilocalories are provided in a gram of carbohydrate? Protein? Fats? Carbohydrates and Proteins have 4 kilocalories and Lipids or fats have 9 kilocalories. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 13) What Are the Primary Roles of the Individual Nutrients? 1. For each of the 6 classes of nutrients, briefly describe their primary role in the body. Use the table below to guide you. Macronutrients include carbohydrates, proteins, fats and water. Carbohydrates are the body’s Mai’s source of energy. Proteins provide the building blocks, or amino acids, for tissue in the body. Fats are also a source of energy but in a more concentrated form. Water makes up a majority of the fluids in the body, as well as its tissues. Micronutrients include vitamins and minerals. Vitamins help regulate metabolism and use other nutrients, while minerals assist in body processes. 2. List some food sources for carbohydrates, lipids and proteins. Carbohydrates include bread, cereals and nuts. Lipids include butter and oils. Proteins include meat and dairy. 3. Classify the vitamins according to whether they are water soluble or fat soluble. Water soluble vitamins include vitamin C and the 8 B-complex vitamins. Fat soluble vitamins include A, D, E, and vitamin K. 4. Give examples of major minerals and trace minerals. Major minerals include calcium and magnesium, while Trace minerals include iron and zinc. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 16) What is Credible Nutrition Research? 1. What are some questions you can ask yourself to evaluate the credibility of published nutrition information (in print or on the internet)? Was the research findings published in a peer-reviewed journal? Was the study done on animals or humans? Is this the first time I have heard this? Do the study participants resemble me? 2. Describe the steps of the scientific method. Scientists observe the natural world, ask questions, and put forth or submit an explanation, called a hypothesis, bases on what they observed. Next they test this hypothesis to determine if it is correct or not. After testing or conducting an experiment, it can be determined if the hypothesis is supported or not by the findings. If supported, the findings can be published. If not supported, the scientist then must revise or redo the hypothesis. 3. Why is a double-blind placebo-controlled study considered the â€Å"gold standard† of research? This study is the gold standard because all variables are the same and controlled for the groups with no bias toward any group or researcher. 4. How does sample size affect the credibility of research results? The sample sizes must be large enough so that any differences in the study are related to treatment and not just chance. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 21) What Is Nutrition Assessment and What Does It Involve? 1. Briefly describe the different methods for assessing the nutrition status of individuals. Which one is the â€Å"best† method? Explain your reasoning. Anthropometric data is used to determine body size or composition. Data gathered is compared to reference standards, which can help determine risk factors for developing disease. Biochemical tests assess nutrient levels in body fluids, how fast nutrients are excreted through urine, and metabolic by products of nutrients found in urine. Clinical tests inspect the body for over or under nutrition by inspecting hair, nails and lips. Dietary intake can be measured by interviews and questionnaires to reveal lifestyle habits. The most important of the four would be anthropometric due to its ability to evaluate for disease such as diabetes. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 27) How Do We Assess the Nutritional Status of a Population Group? 1. How are nutritional assessment methods for a population group different than those which would be used for an individual? For a large population national surveys are used to determine nutritional status. How Does the American Diet Stack Up? 1. Summarize how the American diet compares to dietary recommendations. Americans eat too much protein, sugar, sodium, saturated fat and not enough fiber, some vitamins and minerals. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 30) What’s the Best Dietary Strategy for Health? 1. Is the following statement true or false: A variety of whole foods will meet everyone’s nutritional needs and there should be no need for nutritional supplements. Explain your ​answer. False. Some individuals have diet restrictions or higher nutrient needs such as a pregnant woman or someone who is lactose intolerant. **Make sure to read â€Å"The Take-Home Message† for this section (Pg. 31) VOCABULARY: Nutrition: The science that studies how nutrients and compounds in foods nourish the body and affect body functions and overall health. Nutrients: Compounds in foods that sustain body processes. There are six classes of nutrients: carbohydrates, fats, proteins, vitamins, minerals, and water Essential Nutrients: Nutrients that must be consumed from foods because they cannot be made in the body in sufficient quantities to meet its needs and support health. Nonessential Nutrients: Nutrients that can be made in sufficient quantities in the body to meet the body’s requirements and support health. Energy Yielding Nutrients: The three nutrients that provide energy to the body to fuel physiological functions: carbohydrates, lipids, and protein. Kilocalorie: The amount of energy required to raise the temperature of 1 kilogram of water 1 degree centigrade; used to express the measurement of energy in foods; 1 kilocalorie is equal to 1000 calories. Macronutrients: Organic nutrients, including the energy-containing carbohydrates, lipids, proteins, and water that the body needs in large amounts. Micronutrient: Essential nutrients the body needs in smaller amounts: vitamins and minerals. Water Soluble Vitamins: Vitamins that dissolve in water: Generally cannot be stored in the body and must be consumed. Fat Soluble Vitamins: Vitamins that dissolve in fat and can be stored in the body. Major Minerals: Minerals needed by the body in amounts greater than 5 grams; Aka Macro minerals. Trace Minerals: Minerals needed by the body in amounts less than 5 grams; Aka Micro minerals. Peer Reviewed Journal: A journal in which scientists publish research findings, after the findings have gone through a rigorous review process by other scientists. Observational Research: Research that involves systematically observing subjects to see if there is a relationship to certain outcomes. Experimental Group: In experimental research, the group of participants are given a specific treatment, such as a drug, as part of the study. Control Group: in experimental research, the group that does not receive the treatment but may be given a placebo instead; used as a standard for comparison. Placebo: An inactive substance, such as a sugar pill, administered to a control group during an experiment. Double-Blind Placebo-Controlled Study: An experimental study in which neither the researchers nor the subjects in the study are aware who is receiving the treatment or the placebo. Nutritional Genomics: A field of study of the relationship between genes, gene expression, and nutrition. Registered Dietician: A health professional who is a food and nutrition expert; RDs obtain a college degree in nutrition from an American Dietetic Association (ADA) accredited program, and pass an exam to become a Registered Dietician. Malnourished: A condition that results when the body does not receive the right amount of essential nutrients to maintain health; over nourished and undernourished are forms of malnutrition. Malabsorption: A problem associated with the lack of absorption of nutrients through the intestinal tract. Medical Nutrition Therapy: The integration of nutrition counseling and dietary changes based on individual medical and health needs, to treat a patient’s medical condition. Quackery: The promotion and selling of health products and services of questionable validity. Body Mass Index (BMI): A measurement calculated as height divided by weight squared; used to determine whether an individual is underweight, at a healthy weight, or overweight. Overweight: For adults, having a BMI greater than 25. Obesity: For adults, having a BMI greater than 30. ​Here are a few examples of reliable nutrition and health websites. †¢ American Dietetic Association: www.eatright.org †¢ Centers for Disease Control: www.cdc.gov †¢ Food and Drug Administration: www.fda.gov †¢ National Institutes of Health: www.nih.gov †¢ U.S. Department of Agriculture: www.nutrition.gov †¢ American Cancer Society: www.cancer.org For additional resources, animations, and news stories over topics from this chapter, click on â€Å"Chapter Contents† on your Blackboard page, then click on â€Å"Chapter 1.†

Forest Soils on Acid Essay -- Ecology Nature Environmental Papers

Forest Soils on Acid Forest ecosystems are important both ecologically and economically. It is arguable that the most fundamental dynamic of the forest ecosystem is the forest soil. The acidity of forest soils can alter the chemistry, biota, and hydraulics of the soil, and thus, alter the soil formation characteristics and the soil composition. It follows that the acidification of forest soils demands a great deal of research and attention. Forest soils are commonly found to have pH readings of 4-6, even in areas of moderate to low acid deposition (Binkley et al, p. 4). In fact, an abundance of forest vegetation thrives on and stabilizes most forest soils at relatively low pH levels. It seems as though forest ecosystems generally thrive upon strongly acid soils. Though forest soils naturally are acidic, problems can occur when the acidity levels are raised artificially through processes such as acid rain. This paper will investigate the effects of higher than normal acidity and acid deposition in forest soils to gain a greater understanding of current and potential problems to forest soils and ecosystems. It is important to remember when discussing the implications of high acid in forest soils that there are several general factors that will alter acidic effects on soil chemistry, hydrology, biota, and weathering. These factors include soil type, soil sensitivity, and the quantity of precipitation. Texture, structure, grain size, and consistence are all crucial to defining the soil type or series and also to the amount of time soil is exposed to acid deposition. In a particular study on humus degradation based on simulated "acid rains" conducted by Greszta et al. (1991) revealed the extent to which soil type influenced ... ...556-563. Mulder, J., J.J. M. van Grinsven, and N. van Breemen. 1987. Impacts of acid atmospheric deposition on woodland soils in the Netherlands: III. aluminum chemistry. Soil Science Society of America Journal 51: pp. 1640-1646. Rampazzo, N., and W.E.H. Blum. 1992. Changes in chemistry and minerology of forest soils by acid rain. Water, Air, and Soil Pollution 61: pp. 209-220. Sharpe, W.E., B.R. Swistock, and D.R. Dewalle. 1992. A greenhouse study of northern red oak seedling growth on two forest soils at different stages of acidification. Water, Air, and Soil Pollution 66: pp. 121-133. Singer, M.J., and D.N. Munns. 1996. Soils: An Introduction. Prentice-Hall, Inc. New Jersey. Tamm, C.O., and L. Hallbacken. 1986. Changes in soil pH over a 50-year period under different forest canopies in SW Sweden. Water, Air, and Soil Pollution 31: pp. 337 341.

Shakespeares Othello - Pitied Desdemona Essay -- Othello essays

Othello and Pitied Desdemona  Ã‚        Ã‚  Ã‚   William Shakespeare’s tragic drama Othello sees the destruction of two very beautiful people because of a sinister intervention by a third. The most beautiful of all is the lovely and irreproachable Desdemona. Let us in this essay consider her character.    In her book, Everybody’s Shakespeare: Reflections Chiefly on the Tragedies, Maynard Mack comments on the heroine’s final song:    Desdemona, preparing for bed on the night that will be her last, remembers her mother’s maid â€Å"called Barbary†:    She was in love, and he she loved proved mad And did forsake her. She had a song of â€Å"Willow;† An old thing ‘twas; but it expressed her fortune, And she died singing it. That song to-night Will not go from my mind. (4.3.25)    Here time present, in which Desdemona speaks and sings, and time future, in which we know she (like Barbary) is to die from an absolute fidelity to her intuition of what love is and means, recede even as we watch into a lost time past, when Desdemona had a mother and all love’s agonies and complexities could be comprehended in a song. (132)    In Act 1 Scene1, Iago persuades the rejected suitor of Desdemona, Roderigo, to accompany him to the home of Brabantio, Desdemona’s father, in the middle of the night. Once there the two awaken him with loud shouts about his daughter’s elopement with Othello. In response to Iago’s vulgar descriptions of Desdemona’s involvement with the general, Brabantio arises from bed and, with Roderigo’s help, gathers a search party to go and find Desdemona and bring her home. Once that Brabantio has located Othello, the father presses charges publicly in order to have Desdemona returned:   ... ...om Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957.   

Organizational Structure and Culture Essay

Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability – Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

Connor Surname Meaning and Origin

Connor Surname Meaning and Origin Connelly is a patronymic surname, the shortened form O’Connor, which in turn is an Anglicization of the Gaelic Ó Conchobhair or Ó Conchà ºir, meaning descendant of Conchobhar. The name Conchobhar is thought to mean lover of hounds, from the Gaelic con, meaning hound or wolf, and cobhair, aid, or desiring. The Connor name is also thought to denote strength and leadership, from conn, meaning wisdom, strength, counsel, plus cobhair. The OConnors descend from several distinct royal Irish families and clans; they are from Clare, Derry, Galway, Kerry, Offaly, Roscommon, Sligo and the province of Ulster. CONNOR is one of 50 common Irish surnames of modern Ireland. Surname Origin: Irish Alternate Surname Spellings: CONNER, CONOR, OCONNOR, OCONOR, COUROY, CON, CONE, CONNE, KONNOR Famous People with the Surname CONNOR: Sandra Day OConnor - former U.S. Supreme Court justiceRoger Connor - American baseball Hall of FamerFlannery OConnor - American writerSinà ©ad OConnor - Irish singer-songwriter Genealogy Resources for the Surname CONNOR and OCONNOR British Surname Profiler - Distribution of the Connor Surname: Trace the geography and history of the Connor surname through this free online database based on a University College London (UCL) project investigating the distribution of surnames in Great Britain, both current and historic.Connor Family Genealogy Forum: Search this popular genealogy forum for the Connor surname to find others who might be researching your ancestors, or post your own Connor surname query.FamilySearch - CONNOR Genealogy: Find historical records, queries, and lineage-linked family trees posted for the Connor surname and its variations.CONNOR Surname Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers of the Connor surname.Cousin Connect - CONNOR Genealogy Queries: Read or post genealogy queries for the surname Connor, and sign up for free notification when new Connor queries are added.DistantCousin.com - CONNOR Genealogy Family History:  Free databases and genealogy links f or the last name Connor.

First-Year Residency Requirements for College

First-Year Residency Requirements for College At many colleges and universities, you will need to live in the residence halls for your first year or two of college. A few schools require campus residency for all four years. Even if your school allows students to live off campus, consider the pros and cons of living on campus before making a final decision. Why Youre Required to Live on Campus Your First Year of College Students are most likely to stay at a college when they feel like they belong. This sense of belonging has a direct impact on a colleges retention rate and graduation rate. When new students live off campus, they are less likely to get involved in campus clubs and activities and will have a harder time making friends among fellow students.When a student lives on campus, the college has an easier time helping out should that student encounter trouble on the academic or social front. Resident Advisors (RAs) and Resident Directors (RDs) are trained to intervene and assist when students are struggling, and they can help direct students to the appropriate people and resources on campus.A college education is about much more than taking classes and earning a degree. Residential life teaches many important life skills: resolving conflicts with a roommate, suitemates, and/or students on your hall; learning to live with people who may be quite different from you; building a living and learnin g community; and so on. At most schools, campus residence halls are much closer to important facilities (library, gym, health center, etc.) than off-campus apartments.Colleges have little ability to monitor illegal behavior off campus, but within the residence halls, activities such as underage drinking and illegal drug use can be detected and responded to much more readily.  When you are a new student, it can be a huge benefit to be living in the same building with upper-class students and/or RAs who know the campus and academic expectations well. Youre also more likely to find mentors in a campus residence hall than in an off-campus apartment.Along with having upper-class mentors, youll also have a peer group that will include students taking some of the same classes as you. Living on campus gives you ready access to study groups, and peers can often help if you are forced to miss a class or if you find material from a lecture confusing. Along with the obvious benefits of living on campus, colleges have a few reasons for keeping students on campus that may be a bit less altruistic. Specifically, colleges dont make all of their money from tuition dollars. For the great majority of schools, significant revenues also flow from room and board charges. If dorm rooms sit empty and not enough students are signed up for meal plans, the college will have a harder time balancing its budget. If more states move forward with free tuition plans for in-state students at public universities (such as New Yorks Excelsior Program), all college revenue will come from room, board, and associated fees. Exceptions to College Residency Requirements Keep in mind that very few colleges have residential policies that are set in stone, and exceptions are often made. If your family lives very close to the college, you can often get permission to live at home. Doing so obviously has significant cost benefits, but dont lose sight of the valuable experiences you might miss out on by choosing to commute. By living at home, you wont be getting the full college experience, including learning how to be independent.Some colleges with two- or three-year residency requirements allow strong students to petition to live off campus sooner. If youve proven your academic and personal maturity, you may be able to move off campus earlier than many of your classmates.At some schools, it may also be possible to petition to live off campus for reasons related to specific health and wellness needs. For example, you might be able to petition to live off campus if the college cant meet your atypical dietary requirements or if you need access to regular healthcare that simply isnt feasible in a college residence hall.   A Final Word About Residency Requirements Every college has residency requirements that were developed for the unique situation of the school. Youll find that some urban schools as well as some universities that have been experiencing rapid expansion, simply dont have enough dormitory space to handle all of their students. Such schools often cannot guarantee housing and may be happy for you to live off campus. At any school, its important to weigh the pros and cons of living off campus before making a decision. Time spent cooking meals and commuting to campus is time that wont be spent on your studies, and not all students do well with too much independence.