Following is background from Your Business Blogger(R) in an article published just after 9.11. Things have changed since then. A little.

Booby traps at the Pentagon: Charmaine and Jack Yoest introduce you to the Pentagon's babes in arms. What do they want? An "open dialogue" on breastfeeding. (Defense Advisory Committee on Women in the Services)

Originally published in The Women's Quarterly; January 01, 2002;


Pentagon attack
ON SEPTEMBER 10TH, [2001] the Defense Advisory Committee on Women in the Services, the group most responsible for promoting women in combat, gathered in Pentagon Conference Room 5C1042. This civilian advisory committee, whose members have the protocol status of three-star generals, monitors the concerns of women in uniform. And what was the topic on the eve of the worst attack in U.S. history?

After briefings from representatives of the Army, Navy, Marine Corps, Air Force, and Coast Guard, DACOWITS, as the committee is known, issued a formal request for more information on what they deemed a matter of paramount military significance: breast-feeding.

As the terrorists prepared to hit the World Trade Center towers and the Pentagon itself, our military leaders were directed "to engage in open dialogue" on lactation tactics.

The Defense Advisory Committee on Women celebrated its fiftieth anniversary last April. At the birthday party, President Bush's deputy secretary of defense, Paul Wolfowitz, a man well regarded for his level-headed and conservative approach to military issues, lauded DACOWITS in his address as an outstanding organization" and told the...

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Posted at 10:32 AM | Permalink

Originally published in 1899, By Elbert Hubbard, this classic deserves a wide audience even in these more modern times. This is a timeless case study on management delegation and staffer initiative.

A Message to Garcia

By Elbert Hubbard

In all this Cuban business there is one man stands out on the horizon of my memory like Mars at perihelion. When war broke out between Spain & the United States, it was very necessary to communicate quickly with the leader of the Insurgents. Garcia was somewhere in the mountain vastness of Cuba- no one knew where. No mail nor telegraph message could reach him. The President must secure his cooperation, and quickly.

What to do!

Some one said to the President, "There's a fellow by the name of Rowan will find Garcia for you, if anybody can."

Rowan was sent for and given a letter to be delivered to Garcia. How "the fellow by the name of Rowan" took the letter, sealed it up in an oil-skin pouch, strapped it over his heart, in four days landed by night off the coast of Cuba from an open boat, disappeared into the jungle, & in three weeks came out on the other side of the Island, having traversed a hostile country on foot, and delivered his letter to Garcia, are things I have no special desire now to tell in detail.

The point I wish to make is this: McKinley gave Rowan a letter to be delivered to Garcia; Rowan took the letter and did not ask, "Where is he at?" By the Eternal! there is a man whose form should be cast in deathless bronze and the statue placed in every college of the land. It is not book-learning young men need, nor instruction about this and that, but a stiffening of the vertebrae which will cause them to be loyal to a trust, to act promptly, concentrate their energies: do the thing- "Carry a message to Garcia!"

General Garcia is dead now, but there are other Garcias.

No man, who has endeavored to carry out an enterprise where many hands were needed, but has been well nigh appalled at times by the imbecility of the average man- the inability or unwillingness to concentrate on a thing and do it. Slip-shod assistance, foolish inattention, dowdy indifference, & half-hearted work seem the rule; and no man succeeds, unless by hook or crook, or threat, he forces or bribes other men to assist him; or mayhap, God in His goodness performs a miracle, & sends him an Angel of Light for an assistant. You, reader, put this matter to a test: You are sitting now in your office- six clerks are within call.

Summon any one and make this request: "Please look in the encyclopedia and make a brief memorandum for me concerning the life of Correggio".

Will the clerk quietly say, "Yes, sir," and go do the task?

On your life, he will not. He will look at you out of a fishy eye and ask one or more of the following questions:

Who was he?

Which encyclopedia?

Where is the encyclopedia?

Was I hired for that?

Don't you mean Bismarck?

What's the matter with Charlie doing it?

Is he dead?

Is there any hurry?

Shan't I bring you the book and let you look it up yourself?

What do you want to know for?

And I will lay you ten to one that after you have answered the questions, and explained how to find the information, and why you want it, the clerk will go off and get one of the other clerks to help him try to find Garcia- and then come back and tell you there is no such man. Of course I may lose my bet, but according to the Law of Average, I will not.

Now if you are wise you will not bother to explain to your "assistant" that Correggio is indexed under the C's, not in the K's, but you will smile sweetly and say, "Never mind," and go look it up yourself.

And this incapacity for independent action, this moral stupidity, this infirmity of the will, this unwillingness to cheerfully catch hold and lift, are the things that put pure Socialism so far into the future. If men will not act for themselves, what will they do when the benefit of their effort is for all? A first-mate with knotted club seems necessary; and the dread of getting "the bounce" Saturday night, holds many a worker to his place.

Advertise for a stenographer, and nine out of ten who apply, can neither spell nor punctuate- and do not think it necessary to.

Can such a one write a letter to Garcia?

"You see that bookkeeper," said the foreman to me in a large factory.

"Yes, what about him?"

"Well he's a fine accountant, but if I'd send him up town on an errand, he might accomplish the errand all right, and on the other hand, might stop at four saloons on the way, and when he got to Main Street, would forget what he had been sent for."

Can such a man be entrusted to carry a message to Garcia?

We have recently been hearing much maudlin sympathy expressed for the "downtrodden denizen of the sweat-shop" and the "homeless wanderer searching for honest employment," & with it all often go many hard words for the men in power.

Nothing is said about the employer who grows old before his time in a vain attempt to get frowsy ne'er-do-wells to do intelligent work; and his long patient striving with "help" that does nothing but loaf when his back is turned. In every store and factory there is a constant weeding-out process going on. The employer is constantly sending away "help" that have shown their incapacity to further the interests of the business, and others are being taken on. No matter how good times are, this sorting continues, only if times are hard and work is scarce, the sorting is done finer- but out and forever out, the incompetent and unworthy go.

It is the survival of the fittest. Self-interest prompts every employer to keep the best- those who can carry a message to Garcia.

I know one man of really brilliant parts who has not the ability to manage a business of his own, and yet who is absolutely worthless to any one else, because he carries with him constantly the insane suspicion that his employer is oppressing, or intending to oppress him. He cannot give orders; and he will not receive them. Should a message be given him to take to Garcia, his answer would probably be, "Take it yourself."

Tonight this man walks the streets looking for work, the wind whistling through his threadbare coat. No one who knows him dare employ him, for he is a regular fire-brand of discontent. He is impervious to reason, and the only thing that can impress him is the toe of a thick-soled No. 9 boot.

Of course I know that one so morally deformed is no less to be pitied than a physical cripple; but in our pitying, let us drop a tear, too, for the men who are striving to carry on a great enterprise, whose working hours are not limited by the whistle, and whose hair is fast turning white through the struggle to hold in line dowdy indifference, slip-shod imbecility, and the heartless ingratitude, which, but for their enterprise, would be both hungry & homeless.

Have I put the matter too strongly? Possibly I have; but when all the world has gone a-slumming I wish to speak a word of sympathy for the man who succeeds- the man who, against great odds has directed the efforts of others, and having succeeded, finds there's nothing in it: nothing but bare board and clothes.

I have carried a dinner pail & worked for day's wages, and I have also been an employer of labor, and I know there is something to be said on both sides. There is no excellence, per se, in poverty; rags are no recommendation; & all employers are not rapacious and high-handed, any more than all poor men are virtuous.

My heart goes out to the man who does his work when the "boss" is away, as well as when he is at home. And the man who, when given a letter for Garcia, quietly take the missive, without asking any idiotic questions, and with no lurking intention of chucking it into the nearest sewer, or of doing aught else but deliver it, never gets "laid off," nor has to go on a strike for higher wages.

Civilization is one long anxious search for just such individuals. Anything such a man asks shall be granted; his kind is so rare that no employer can afford to let him go. He is wanted in every city, town and village- in every office, shop, store and factory. The world cries out for such: he is needed, and needed badly- the man who can carry a message to Garcia.

THE END-

Thank you (foot)notes,

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack also blogs at Reasoned Audacity and at Management Training of DC, LLC.

Posted at 7:30 AM | Permalink

Liberal Fascism, by Jonah Goldberg Charmaine and I are preparing for the National Review Cruise coming up in November.

We've got to get ready: Packing, scheduling work, care for the kids.

And most important--reading the books of the speakers.

We are just now finishing up Jonah's book, Liberal Fascism, published by Doubleday.

We should have read it earlier but didn't.

Because we were mistaken--I judged his book by its cover. The yellow smiley face with a Hitler mustache appeared to be just another polemic by just another smart conservative.

Jonah should have looked to the cover art of another very good book for tips, Tilting the Playing Field: Schools, Sports, Sex, and Title IX, by Jessica Gavora. His wife.

Jonah Goldberg and Jessica GavoraI expected a light, breezy book. Nope. I started it and couldn't put it down.

The Alert Reader knows that Your Business Blogger(R) teaches graduate students at The Catholic University of American and undergrads at the Northern Virginia Community College. But while reading Jonah's book I was constantly a-yelling every five minutes to Charmaine, "Did you know...? Did you know...?" some fact from Liberal Fascism. Usually, she didn't. And she has a Ph.D. in government (political science) from UVA. That's how deep liberals (the fascists) have buried the simple truth.

We got the e-book for our iPad; sorry no page numbers. Word search your copy if you doubt.

Jonah credits George Carlin "Smiley-Face Fascism" for the juxtaposed title-image.

(This even sounds like Carlin. In the movie Dogma, Carlin as a Catholic cardinal, announces a new marketing campaign featuring Jesus as a goof-ball statue, the "Buddy Christ.")

Jonah's quotes will be bold(ed).

"American Liberalism is a totalitarian political religion...where truly no child is left behind."

Goldberg published this book in 2007 and he describes how fascist governments work. One indicator, for example, is by appropriating large businesses.

How on earth did he know that president Obama would be taking over General Motors a few years later?

Introduction, "Everything you know about Fascism is wrong." (Which is how another speaker on the NRO Cruise, Ramesh Ponnuru, begins The Party of Death, Everything you know about Roe vs Wade is a lie...)

Goldberg wisely leads off by attempting to define Fascism. Hard for anyone to do but in broad brush-strokes. Jonah starts by drawing an outline with the French Revolution with Robespierre and then Napoleon as the first modern dictators leading the first Fascist movement: "totalitarianism, terrorist, nationalistic, conspiratorial, populist..." "Some fifty thousand people ultimately died in the Terror, many in political show trials that Simon Schama describes as the "founding charter of totalitarian justice.""

Leave it to the French to be first in something in the modern era.

"It was Rousseau who originally sanctified the sovereign will of the masses while dismissing the mechanics of democracy as corrupting and profane."

Goldberg continues at the beginning of the last century, where, "Progressivism was a sister movement of fascism."

Fascism is a "Form of populist ultra-nationalism."

Jonah quotes Emilio Gentile, "New regime, destroying democracy."

"Wilson was the first president to speak disparagingly of the Constitution..."No doubt," [Wilson] wrote, taking dead aim at the Declaration of Independence, "a lot of nonsense has been talked about the inalienable rights of the individual, and a great deal that was mere vague sentimental and pleasing speculation has been put forward as fundamental principle..." Wilson, of course, was merely one voice in the progressive chorus of the age."

"Adolf Hitler was indisputably to Wilson's left." Italics in original.

"American progressives were obsessed with the "racial heath" of the nation, supposedly endangered by mounting waves of immigration as well as overpopulation by native-born Americans...Leading progressives intellectuals saw eugenics as an important... tool in the quest for the the holy grail of "social control.""

"Hitler "studied" American eugenics while in prison..."

"[HG] Wells call[ed] for an "enlightened Nazism"...a keen eugenicist and particularly supportive of the extermination of unfit and darker races."

HG Wells was also a lover of Margaret Sanger, the founder of Planned Parenthood.

"John Maynard Keynes, the founding father of liberal economics...declared eugenics "the most important...genuine branch of sociology..." Italics in original.

"In 1927 [Oliver Wendell] Holmes wrote, "I...delivered an opinion upholding the constitutionality of a state law for sterilizing imbeciles...and felt that I was getting near the first principle of real reform." [Italics in the original]...referring to...the notorious case of Buck v. Bell."

Why should a civilized society not perform human experimentation on embryos? "Who is troubled by euthanasia, abortion, and playing God in the laboratory?" Goldberg continues,

Good dogma is the most powerful inhibiting influence against bad ideas and the only guarantor that men will acto on good ones. A conservative nation that seriously wondered if destroying a blostocyst is murder would not wonder at all whether it is murder to kill an eight-and-half-month old fetus, let alone a "defective" infant.

"How, exactly, is this substantively different from Margaret Sanger's [policies]...after the Holocaust discredited eugenics per se, neither the eugenicists nor their ideas disappeared...Indeed...Planned Parenthood is today more eugenic than Sanger intended. Sanger, after all despised abortions [so she wrote publicly, but in private letters Sanger often expressed different opinions]...as "barbaric" abortion resulted in "an outrageous slaughter" and "the killing of babies"..."

"Revealing enough, roughly 80 percent of Planned Parenthood's abortion centers are in or near minority communities."

"Peter Singer [not 'Sanger'] widely hailed as the most important living philosopher and the world's leading ethicist. Professor Singer, who teaches at Princeton, argues that unwanted or disabled babies should be killed in the name of "compassion." He also argues that the elderly and other drags on society should be put down when their lives are no longer worth living."

"Singer doesn't hide behind code words...[see his] essay..."Killing Babies Isn't Always Wrong"...his views are popular or respected in many academic circles..."

But maybe not at The Catholic University of America. Thank goodness.

"The sociologist Andrew Hacker decries "white logic," ...argue[s that] blacks...under perform academically because the subject matter in our schools represents white-supremacist thinking. Black children reject schoolwork because academic success amounts to "acting white."

"To forgive something by saying "it's a black thing" is philosophically no different from saying "it's an Aryan thing." The moral context matters a great deal. But the excuse is identical."

"Without the standards of the Enlightenment, we are in a Nietzschean world where power decides important questions rather than reason. This is exactly how the left appears to want it."

Progressives run a-muck? Sinclair Lewis says of The Jungle on the Chicago meat packing industry, "The Federal inspection of meat was, historically, established at the packers' request," Sinclair wrote in 1906. "It is maintained and paid for by the people of the United States for the benefit of the packers." The historian Gabriel Kolko concurs..."

"[Marian Wright] Edelman [of The Children's Defense Fund] greatest influence has been in welfare policy, and there her ideas have proven to be spectacularly wrong..."When you talked about poor people or black people you faced a shrinking audience," she has said. "I got the idea that children might be a very effective way to broaden the base for change." Indeed, Edelman...can be blamed for the saccharine omnipresence of "the children" in American political rhetoric."

"Hitler banned religious charity, crippling the churches role as a counterweight to the state. Clergy were put on government salary, hence subjected to state authority. "The parsons will be made to dig their own graves," Hitler cackled. "They will betray their God to us. They will betray anything for the sake of their miserable little jobs and incomes.""

In Germany "In 1935 mandatory prayer in school was abolished, and in 1938 carols and Nativity plays were banned entirely."

Goldberg brings us up todate, "Gloria Steinem is rhapsodic about the superior political and spiritual qualities of "pre-Christian" and "matriarchal" paganism."

"We joke a lot about "health fascists" these days...This is... nothing new. Herbert Hoover, Woodrow Wilson's food administrator, required children to sign a loyalty pledge to the state that they wouldn't eat between meals."

"Hitler loathed cigarettes, believing they were the "wrath of the Red Man against the White Man, vengeance for having been given hard liquor.""

The Nazis used the slogan "Gemeinnutz geht vor Eigennutz" -- "the common good supersedes the private good" -- to justify policing individual health for the sake of the body politic."

How then can we communicate with Liberals?

The problem is, we now live in a world conditioned by the progressive outlook. People understand things in progressives terms. Even if you are skeptical about such notions, you cannot convince others of the rightness of your own positions if you do not speak the lingua franca.

To wit: "If you believe that abortion is evil, you will not convince someone who rejects moral categories like good and evil."

"[Pat] Buchanan calls himself a "paleoconservative," but in truth he's a neo-progressive. During the 2000 election he denounced free marketeers and flat taxers, saying that they spent too much time with "the boys down at the yacht basin." He came out in favor of capping executive pay..."

This would explain Buchanan's continued employment at CNN.

"Already it is becoming difficult to question the pagan assumptions behind environmentalism without seeming like a crackpot. My hunch is it will only get harder. Liberals and leftists for the most part seem incapable of dealing with jihadism-- a quintessentially fascist political religion --or fear of violating the rules of multicultural political correctness."

"Liberals are right because they "care," we are told, ..[and] therefore control the argument without either explaining where they want to end up or having to account for where they've been. They've succeeded where the fascist intellectuals ultimately failed, making passion and activism the measure of political virtue, and motives more important that facts."

Liberal Fascism is well research and documented. Over 20 percent of the volume is in footnotes and appendices-making good, additional reading for policy wonks. For example, "Christine Rosen, Preaching Eugenics: Religious Leaders and the American Eugenics Movement..."

"58. Peter Singer, "Killing Babies Isn't Always Wrong," Spectator, Sept. 16, 1995, pp 20-22." More on Singer.

"35. Competition to get into veterinary school is tougher than it is to get into medical school. Why? Because Congress stays out of it (and because they haven't allowed the trial lawyers to get into it). And because the government leaves the vets alone, the vets leave the government alone."

Go and buy Goldberg's book and join us on the National Review cruise.

Holland America, Charmaine Yoest, Ph.D.

Thank you (foot)notes,

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack also blogs at Reasoned Audacity and at Management Training of DC, LLC.

Sail the Seas with AUL on the National Review's Holland America Adventure

Americans United for Life supporters offered special vacation package deal

Dr. Charmaine Yoest will join a Who's Who of policy and media luminaries later this year for a cruise sponsored by National Review, bringing together notables from across the political spectrum so that they can mingle, speak and vacation with all those looking for a unique experience.

If you would like to combine high seas adventure with in-depth discussions, vibrant social events and informative policy sessions from award winning authors, leaders and commentators, this event is for you.

Americans United for Life President and CEO Dr. Charmaine Yoest will be featured as a speaker along with Tony Blankley, Mark Steyn, Sen. Fred Thompson, Dinesh D'Souza, John Bolton, Andrew Klavan, Rich Lowry, Jonah Golberg, and Ramesh Ponnuru, among others. Numerous social events will provide opportunities to dine and interact with well-known experts and celebrities from the world of politics.

What are you doing in November?

The luxurious Holland America Line's ms Eurodam will set sale November 12, 2011, from Fort Lauderdale, FL, returning to that same port on November 19, 2011. The ship will travel to San Juan, Puerto Rico; St. Thomas, USVI; and Half Moon Cay, Bahamas, allowing plenty of shore time for shopping and entertainments.

You can be in the center of the action. AUL has arranged for its supporters to receive a special rate when signing up through the tour website set up by National Review.

Join Charmaine on the trip of a lifetime. For more information or to book your vacation, go here.

Speakers at the jump.

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Posted at 7:23 PM | Permalink

Originally published by mo/bahab/king and deserves a wide audience. http://www.angelfire.com/mo/baha/king.html

Dr. Martin Luther King Jr. and Abortion

THE CLAIM

Reproductive rights (i.e. "abortion" rights) for women is like civil-rights for blacks and other minorities. To try to deny women reproductive rights is the same as trying to deny African-Americans civil-rights. Dr. Martin Luther King Jr. was a great advocate of women's reproductive rights, and for this he was awarded Planned Parenthood's Margaret Sanger Award on May 5th, 1966.

THE TRUTH

Dr. Martin Luther King Jr. certainly believed in birth-control, but all the evidence available shows he was staunchly against abortion.

One researcher writes:

"Dr. Martin Luther King, Jr., stridently denounced abortion as a form of genocide in many speeches." (Lifelines, Winter 1997, p.14 online)

Dr. King did in fact receive the Margaret Sanger Award in 1966. But it is also a fact that in 1966, Planned Parenthood was still (at least publicly) anti-abortion. They were still using a pamphlet they wrote and published in 1963 titled Is Birth Control Abortion?. The pamphlet read:

"Is birth control abortion? Definitely not. An abortion kills the life of a baby after it has begun. It is dangerous to your life and health. It may make you sterile so that when you want a child you cannot have it. Birth control merely post-pones the beginning of life." (Is Birth Control Abortion, Planned Parenthood pamphlet, Aug. 1963, p.1)

Planned Parenthood was anti-abortion until the early 1970s because of two reasons:

1) Some of its members and directors were anti-abortion.

2) PP did not wish to hurt their campaign to promote and legalize birth-control by advocating legalized abortion.

In 1966, and before, Planned Parenthood was publicly against abortion, but for birth-control. So was Dr. King; so it shouldn't be surprising that he accepted an award from them.

Dr. King did not know (as most people even today don't know) that Margaret Sanger was a racist, elitist, and eugenicist. She knew that if he hopes for a controlled black population were to be realized then PP would have to enlist the help of black ministers. She knew that black ministers were very well respected in their communities. She once wrote:

"The mass of Negroes, particularly in the South, still breed carelessly and disastrously, with the result that the increase among Negroes, even more than among Whites, is from that portion of the population least intelligent and fit.***

"The most successful educational approach to the Negro is through a religious appeal. We do not want word to go out that we want to exterminate the Negro population and the Minister is the man who can straighten out that idea if it ever occurs to any of their more rebellious members." (Black Pro-Lifers March, Protest Racist Nature of Planned Parenthood and Abortion, p.1 online)

Planned Parenthood used Dr. King in order to promote birth-control; a practice he would have vehemently agreed with. But today, pro-Choice advocates use the memory of Dr. King to promote abortion; a practice which he vehemently disagreed with.

Another researcher has written:

"Some people against abortion: Mother Teresa, Martin Luther King, Jr., Gandhi, His Holiness the Dalai Lama (the leader of Tibetan Buddhism), feminist Susan B. Anthony, Elizabeth Cody Stanton,...and Alice Paul (author of the original Equal Rights Amendment)." (Sacred Heart Catholic Essays: Abortion, p.1 online, emphasis added)

Author Tanya L. Green wrote:

"Blacks in the civil rights movement first charged the abortion industry with genocide in the 1960s." (The New Civil Rights Movement, p.2 online)

On January 17, 2000, Martin Luther King Jr.s niece, Alveda King, spoke at a pro-life meeting at Faneuil Hall of Boston University. She said:

"What would Martin Luther King say if he saw the skulls of babies at the bottom of abortion pits? If Martin Luther King's dream is to live, our babies must live. We have been fueled by the fires of women's rights. What about the rights of the baby who is artificially breached. We can't sit idly by and allow legal murder." (Martin Luther King's Niece Supports Right To Life, Boston University Daily Free Press, 18 January 2000, p.1)

Alveda King's father was A.D. King; Martin's brother, and a civil-rights leader in his own right. He died in 1969.

Dr. Martin Luther King Jr. (1929-1968)

DR. RALPH DAVID ABERNATHY

In 1957 Dr. Martin Luther King Jr. founded the Southern Christian Leadership Conference as the umbrella organization for the civil-rights movement in the South. The co-founder of Dr. Ralph David Abernathy. When Dr. King was assassinated in 1968, Dr. Abernathy became President of the SCLC. Dr. Abernathy also became a founder and Vice President of the American Freedom Coalition:

"Among the values promoted by AFC are a strong national defense, opposition to abortion and pornography,...." (A Promise for the Future, American Freedom Coalition pamphlet, Sept. 1987, p.1)

Dr. Abernathy continued to preach against abortion until his death.

REV. JESSE JACKSON

The only associate of Dr. King that has become a pro-Choice advocate is the Rev. Jesse Jackson. But this was not always so. From the 1960s until about 1980 Rev. Jackson was a staunch pro-Life advocate. Father Richard A. Donnelly writes:

"The most well-known religious leader who has parted from the pro-life stand of his leader, Rev. Martin Luther King Jr., is the Rev. Jesse Jackson." (Current News, p.3 online)

In many speeches Rev. Jackson gave during the late 1960s and 1970s he always likened abortion to slavery and genocide. Rev. Jackson was a featured speaker at the 1977 pro-Life "March on Washington", where he told the tens of thousands who had gathered the following:

"There are those who argue that the right to privacy is of [a] higher order than the right to life,...that was the premise of slavery. You could not protest the existence or treatment of slaves on the plantation because that was private and therefore outside your right to be concerned.
What happens to the mind of a person, and the moral fabric of a nation, that accepts the aborting of the life of a baby without a pang of conscience? What kind of a person and hat kind of a society will we have 20 years hence if life can be taken so casually? It is that question, the question of our attitude, our value system, and our mind-set with regard to the nature and worth of life itself that is the central question confronting mankind. Failure to answer that question affirmatively may leave us with a hell right here on earth." (Abortion Flip-Flops, p.2 online)

Steven Hayward writes:

"And then there was the prominent Democrat who said of abortion in 1973 that it is 'too nice a word for something cold, like murder.' That author of these words was the Rev. Jesse Jackson." (Who Are The Extremists?, p.3 online)

In a letter to Congress Rev. Jackson once wrote:

"As a matter of conscience I must oppose the use of federal funds for a policy of killing infants.***
...in the abortion debate, one of the crucial questions is when does life begin. Anything growing is living. Therefore human life begins when the sperm and egg join." (American Life League Newsroom, 17 Jan 01, p.1 online)

Pro-Life advocate and President of the American Life League, Judie Brown, has written:

"As Jackson implied, a human person exists from fertilization/conception. Jackson's remarkable admissions are facts that cannot be changed with time, no matter how many politicians abandon this truth for the sake of political gain." (ibid.)

Why did Rev. Jackson turn from a pro-Life advocate to a pro-Choice advocate? Some have speculated it had to do with his bids to become President of the U.S. Some claim that the Democratic Party hierarchy informed Jackson in 1983 that they would oppose his bid to be nominated as the Democratic presidential candidate if he did not take "the Party-line" (i.e. become pro-choice). Rev. Jackson ran for the Democratic nomination in 1984 and 1988. He lost both bids.

Rev. Jesse Jackson

DICK GREGORY

Another civil-rights leader and King associate was Dick Gregory; comedian, actor, author, and Presidential-candidate. Gregory had authored a number of books on racism in America. In 1968 he ran for President under the Peace and Freedom Party; which called for equal rights and an immediate end to the Vietnam war.

In 1971, Gregory told Ebony magazine the following:

"Government family programs designed for poor Blacks which emphasize birth control and abortion with the intent of limiting the Black population is genocide. The deliberate killing of Black babies by abortion is genocide--perhaps the most overt of all." (Ebony magazine, October, 1971)

Decades later Gregory said:

"I fully support the right to life of every human being, from conception until natural death. In addition, I unequivocally endorse a total human life amendment to the U.S. Constitution, that would promote the value and dignity of every human life." (Statements of Black Americans On Abortion, p.1 online)

FANNIE LOU HAMMER

One of the best-known civil-rights activists in the 1960s was Fannie Lou Hammer. She was born in 1917 in Montgomery County, Mississippi, the granddaughter of slaves and the youngest of 20 children. On August 31 1962 she and 17 other black Mississippians took a bus to the courthouse in Indianola, the county seat, to register to vote. Police stopped the bus, and because, they said, the bus was "the wrong color", they arrested Fannie and the 17 others. After being released from jail her white landlord told her to get off her land.

Her offense?

She had tried to vote.

Ten days later 16 bullets were fired into the home where she was staying.

Mrs. Hamer began working on welfare and voter registration programs for the Southern Christian Leadership Conference and the Student Nonviolent Coordinating Committee (SNCC).

On June 3, 1963, Fannie and other civil-rights workers were arrested in Winona, Mississippi. Their crime was, again, trying to register to vote. While in Montgomery County jail she was stripped and beaten severely; with injuries that would last her until her death in 1977.

In 1964 civil-rights groups created the Mississippi Freedom Democratic Party (MFDP); because the Mississippi Democratic Party had only white delegates; even though the state was 51% black. Fannie appeared at the 1964 Democratic National Convention in Atlantic City, New Jersey, and her testimony on the injustices in Mississippi, and the Mississippi Democratic Party (which did not allow black delegates) was aired on all three television networks (ABC, CBS, NBC). The Democratic Party then agreed to seat two delegates of the MFDP in their delegation. Most historians believe that the public exposure of her plight on national television led President Johnson to sign the Voting Rights Bill the next year; giving millions of African-Americans (especially in the South) the right to vote for the first time since the late 1870s.

Journalist Mary Galbraith writes:

"During the Civil Rights Movement, Mississippi sharecropper Fannie Lou Hammer helped change the nation's attitudes on democracy and the right to vote.***
The word of Hamer and other men and women who pioneered the voting rights of minorities eventually resulted in the seating of an integrated delegation from Mississippi at the Democratic National Convention. Hamer went on to work with the National Council of Negro Women helping organize relief and aid for the poor and furthering the political processes in her community."(Inspiring others goal of Outreach Committee, p.2 online)

Fannie has said:

"The methods used to take human lives, such as abortion, the pill, the ring, etc., amount to genocide. I believe that legal abortion is legal murder." (Similar Principles, p.6 online)

Today, feminists and civil-rights activists all over the world portray Fannie as a hero. There is even a play about her which is presented at many meetings of Feminists and civil-rights workers around the world. No mention is made of her pro-Life stance.

Fannie Lou Hammer (1917-1977)

CONCLUSION

Dr. Martin Luther King Jr. was not a champion of "reproductive rights", but rather a man who believed in the human rights of all people; including the Unborn. Most (if not all) African-American civil-rights leaders in his day agreed with him.

Posted at 11:44 PM | Permalink

Organizational Behavior (Lecture), MGT 311, Syllabus, Fall Semester 2011

Credit Hours 3

Enrollment Requirements: MGT323 or 423; Junior status or above

Time and Location of class meetings:

MGT 311-01 (3070)

Aug 29 to Dec 17, 2011

Mondays 1:10 to 3:40PM

McMahon 201

Instructor contact information:

Professor John Wesley Yoest, Jr.
Cell phone 202.215.2434
Yoest@CUA.edu
JackYoest@gmail.com
Offices Hours Tuesdays at 3:30 p.m. or by appointment.

Course Description

Organizational Behavior (OB) is the study of individuals and groups in organizations and is also concerned with the behavior of organizations as whole systems.

This class considers each of these dimensions and their interrelations relevant to the functioning, performance, viability and vitality of human enterprises.

Specific topics addressed include the history of management and organization concepts; perception, attitudes and individual differences; motivation; communication; group dynamics; work teams and intergroup relations including managing collaboration and conflict; leadership, power and decision making; the organizational environment; organization structure and design; organizational culture and effectiveness; organization development and change; and OB research methods.

Instructional Methods, Lecture and Discussion

Required Texts (Two)

1. Primer on Organizational Behavior, Author: Bowditch, Publisher: John Wiley & Sons, Incorporate, Edition: 7th, Year Published: 2008, Price: 102.25 USD, ISBN 9780470086957

2. Classics of Organizational Behavior, Author: Natemeyer, Publisher: Waveland Press, Incorporated, Edition: 4th, Year Published: 2011, Price: 49.95 USD, ISBN 9781577667032

Course Goals

Overview of human behavior in work organizations. Theoretical, empirical and applications issues examined from individual, interpersonal, group and organizational perspectives. Including an overview and history of the field, perceptions, attitudes, learning processes, personality, motivation, stress, performance appraisal, group dynamics, leadership, communication, decision making, job design, organizational structure and design, organizational change and development.

Goals for Student Learning

This Primer on Organizational Behavior, places attention on information technology in the workplace and how it's reshaping organizations and the management practices within them. The class will cover early management thought, workplace incivility, social justice, conformity in groups, virtual teams, team conflict, leader-member relations, and organizational change.

The Alert Student should learn all the terms and concepts needed to understand OB and its application in modern organizations, and to comprehend practitioner and scholarly publications.

Course Requirements

Quizzes at Random; short answer
Examinations; Multiple choice, short answer
Case Studies; turned in, oral presentation
Class Participation; reviewed below

Expectations and policies

Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student's own work, cheating, and fabrication.

The following sanctions are presented in the University procedures related to Student Academic Dishonesty.

The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student's past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.

(From http://policies.cua.edu/academicundergrad/integrityprocedures.cfm).

Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm.

Cell Phone

Don't. Cell phone or PDA usage including texting and e-mailing is not allowed in class. Do not open a laptop in class. If you anticipate an emergency call, please inform Your Business Professor at the beginning of class and excuse yourself from the classroom to take the call.

Attendance

Punctuality is the courtesy of kings. All students are expected to attend every class on time. Attendance will be recorded for each class. The best tactic to earn class participation points is to show up. If for some reason you will not be in class, please notify Your Business Professor 24 hours ahead of time.

Campus Resources for student support:
Library: Information 5070
Hours 5077
Writing Center 111 OB 4286
Counseling Center 127 OB 5765

Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu.

Assessment

Your final grade will be calculated as follows:

Grade Point Allocation:
3 Tests and the Final Exam: 10 points each; 40 points total
Two Case Studies: 25 points each
Class Participation/Pop quizzes 10 points total
Total = 100 points/percent

Course Grading System:

Test #1 10%
Test #2 10%
Test #3 10%
Final Exam 10%

1st Case 25%
2nd Case 25%
Class Participation 10%

Case Study: Two case studies will be solved in writing (Typed, 12 pt type, double-spaced with a cover sheet) 800 words in length and returned to the instructor on -- or before -- the date due. The Alert Student will be prepared to deliver a five-minute oral presentation to the class.

See How to Write a Business Case Study. http://www.yoest.com/2009/10/23/how-to-write-a-business-case-study/

Case Study points grading scale:
5 Topic
7 Content
5 Supporting statements
3 Grammar
3 Appearance/delivery
2 Follow directions
==
25 total

Additional information and public speaking helps. http://www.yoest.com/2008/07/31/current-event-presentation-helps/

The Final Exam is comprehensive and will cover material from the entire semester. The Final will be a take-home, open-book and notes exam. All Exams are the individual work and intellectual property of the student with no contact with other individuals permitted.

The Alert Student will expect a quiz in every class.

There is no make up for quizzes or exams-unless approved by the Instructor.

If an assignment is accepted late, a letter-grade grade penalty or at least a 10 percent reduction will be imposed

Class Participation is a subjective measure at the discretion of the Instructor. This is like a job interview: No show; no offer.

Class attendance is mandatory for a number of reasons:

1) Examinations will contain course lecture material that is not in the assigned reading;

2) Your Business Professor asks a lot of questions. It is convenient to attend so that the student might answer;

3) A variety of in-class activities are not available for make-up;

4) The Class Participation portion of the course grade is based upon the significance and quality of the student's contribution to the discussion and activities

If the Student fears any difficulty with participating in class please see Your Business Professor.

Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu.

When Your Business Professor says "Tomorrow" he means the next class meeting - not the next day.

It is normal and customary to wait for any late Professor for 20 minutes.

Draft Your Own Reference Letter. http://www.yoest.com/2011/04/22/how-to-write-a-letter-of-recommendation-or-an-endorsement-from-a-third-party/

See Job Search Tips. http://www.yoest.com/2009/03/30/looking-for-a-job-pass-this-test/

There will only be 14 class sessions.

COURSE OUTLINE

1. August 29
Introduction and Expectations
Chapter 1. Management And Organizational Behavior.

September 5 No Class

2. September 12
Chapter 2. Perception, Attitudes, And Individual Differences.
Chapter 3. Motivation.
Chapter 4. Communication.

3. September 19
Chapter 5. Group Dynamics.
Chapter 6. Work Teams And Intergroup Relations: Managing Collaboration And Conflict.
Chapter 7. Leadership, Power, And The Manager.

4. September 26
Test #1

5. October 3
First Case Study

October 10 No Class

6. October 17
Chapter 8. Macro-Organizational Behavior: The Organization's Environment.
Chapter 9. Organization Structure And Design.
Chapter 10. Organizational Culture And Effectiveness.
Chapter 11. Organization Development And Change.

7. October 24
Test #2

8. October 31
Section I: ORIGINS OF ORGANIZATIONAL BEHAVIOR

1. The Principles of Scientific Management (Frederick Winslow Taylor)

2. The Giving of Orders (Mark Parker Follett)

3. The Hawthorne Experiments (Fritz J. Roethlisberger)

4. Overcoming Resistance to Change (Lester Coch and John R. P. French, Jr.)

5. The Human Side of Enterprise (Douglas M. McGregor)

Section II: MOTIVATION AND PERFORMANCE

1. A Theory of Human Motivation (Abraham H. Maslow)

2. Achievement Motivation (David C. McClelland)

3. One More Time: How Do You Motivate Employees? (Frederick Herzberg)

4. Existence, Relatedness, and Growth Model (Clayton P. Alderfer)

5. Expectancy Theory (John P. Campbell, Marvin D. Dunnette, Edward E. Lawler, III, and Karl E. Weick Jr.)

6. On the Folly of Rewarding A, While Hoping for B (Steven Kerr)

7. Goal Setting--A Motivational Technique That Works (Gary P. Latham and Edwin A. Locke)

9. November 7

Section III: INTERPERSONAL AND GROUP BEHAVIOR

1. Cosmopolitans and Locals (Alvin W. Gouldner)

2. Assets and Liabilities in Group Decision Making (Norman R. F. Maier)

3. Origins of Group Dynamics (Dorwin Cartwright and Alvin Zander)

4. Group and Intergroup Relationships (Edgar H. Schein)

5. Groupthink (Irving L. Janis)

6. Transactional Analysis (Muriel James and Dorothy Jongeward)

7. The Johari Window (Jay Hall)

8. The Abilene Paradox: The Management of Agreement (Jerry B. Harvey)

9. Stages of Group Development (Bruce W. Tuckman and Mary Ann C. Jensen)

10. Self-Directed Work Teams (Ralph Stayer)

10. November 14
Test #3

11. November 21
Section IV: LEADERSHIP

1. The Managerial Grid (Robert Blake and Jane Mouton)

2. How to Choose a Leadership Pattern (Robert Tannenbaum and Warren H. Schmidt)

3. Leadership Decision Making (Victor H. Vroom and Arthur G. Jago)

4. One Minute Management (Kenneth H. Blanchard)

5. Fundamental Leadership Practices (James M. Kouzes and Barry Z. Posner)

6. Management and Leadership (John P. Kotter)

7. Servant Leadership (Robert K. Greenleaf)

8. Situational Leadership (Paul Hersey)

9. Crucibles of Leadership (Warren G. Bennis and Robert J. Thomas)

Section V: POWER AND INFLUENCE

1. Is It Better to Be Loved of Feared? (Niccolo Machiavelli)

2. The Bases of Social Power (John R. P. French, Jr. and Bertram Raven)

3. Position Power and Personal Power (Amitai Etzioni)

4. Who Gets Power--and How They Hold on to It (Gerald R. Salancik and Jeffrey Pfeffer)

5. The Power of Leadership (James MacGregor Burns)

6. Situational Leadership and Power (Paul Hersey and Walter E. Natemeyer)

Section VI: ORGANIZATIONS, WORK PROCESSES, AND PEOPLE

1. Bureaucracy (Max Weber)

2. The Individual and the Organization (Chris Argyris)

3. Mechanistic and Organic Systems (Tom Burns and G. M. Stalker)

4. Management Systems 1-4 (Rensis Likert)

5. Management by Objectives (George S. Odiorne)

6. Differentiation and Integration (Paul R. Lawrence and Jay W. Lorsch)

7. What's Missing in MBO? (Paul Hersey and Kenneth H. Blanchard)

8. Reengineering Work Processes (Michael Hammer and James Champy)

12) November 28

Section VII: INCREASING LEADERSHIP AND ORGANIZATIONAL EFFECTIVENESS

1. Skills of an Effective Administrator (Robert L. Katz)

2. Leadership Effectiveness Can Be Learned (Peter F. Drucker)

3. Organization Development (Wendell French)

4. In Search of Excellence (Thomas J. Peters and Robert H. Waterman)

5. The Learning Organization (Peter M. Senge)

6. Competing for the Future (Gary Hamel and C. K. Prahalad)

7. Emotional Intelligence (Daniel Goleman)

8. The Level 5 Leader (Jim Collins)

9. Feedforward (Marshall Goldsmith)

13. December 5
2nd Case Study

14. December 12, 2011 In-class exam and take home

Final Exam ______________________________________

If the student would like his/her graded final exam returned, please submit a stamped-self-addressed-envelope to Your Business Professor before the examination on December 5, 2011.

NOTE: This syllabus is subject to change by the instructor without
notification. It may be changed at anytime for any reason without notice by Your Business Professor. The class schedule, course content or tests may be amended or guest speakers may be added without any prior notification.

John Wesley (Jack) Yoest Jr., is a senior business mentor in high-technology,medicine, non-profit and new media consulting. His expertise is in management training and development, operations, sales, and marketing. He has worked with clients in across the USA, India and East Asia.

Mr. Yoest is an adjunct professor of management in the Science, Technology and Business Division of the Northern Virginia Community College. Mr. Yoest also teaches graduate business students at The Catholic University of America. He is also the president of Management Training of DC, LLC.

He has been published by Scripps-Howard, National Review Online, The Business Monthly, The Women's Quarterly and other outlets. He was a columnist for Small Business Trends, and was a finalist in the annual 2006 Weblog Awards in the Best Business Blog category for Reasoned Audacity at www.yoest.org which covers the intersection of business, culture and politics. The blog has grown to receive over a million unique visitors in five years.

Mr. Yoest served as a gubernatorial appointee in the Administration of Governor James Gilmore in the Commonwealth of Virginia. During his tenure in state government, he acted as the Chief Technology Officer for the Secretary of Health and Human Resources where he was responsible for the successful Year 2000 (Y2K) conversion for the 16,000-employee unit. He also served as the Assistant Secretary for Health and Human Resources, acting as the Chief Operating Officer of the $5 billion budget.

Prior to this post, Mr. Yoest managed entrepreneurial, start-up ventures, which included medical device companies, high technology, software manufacturers, and business consulting companies. His experience includes managing the transfer of patented biotechnology from the National Institutes of Health to his client, which enabled the company to raise $25 million in venture capital funding.

He served as Vice President of Certified Marketing Services International, an ISO 9000 business-consulting firm, where he assisted international companies in human resource certification.

And he also served as President of Computer Applications Development and Integration (CADI), the premier provider of software solutions for the criminal justice market. During his tenure, Mr. Yoest negotiated a strategic partnership with Behring Diagnostics, a $300 million division of Hoechst Celanese, the company's largest contract.

Mr. Yoest served as a manager with Menlo Care, a medical device manufacturer. While at Menlo, Mr. Yoest was a part of the team that moved sales from zero to over $12 million that resulted in a buy-out by a medical division of Johnson & Johnson.

Mr. Yoest is a former Captain in the United States Army having served in Combat Arms. He earned an MBA from George Mason University and completed graduate work in the International Operations Management Program at Oxford University.

He has been active on a number of Boards and competes in 26.2-mile marathon runs.

Mr. Yoest and his wife, Charmaine Yoest, Ph.D., who is president and CEO Americans United for Life, a public interest law firm, live in the Washington, DC area with their five children.

Be sure to grade Your Business Professor at www.RateMyProfessors.com Key word search 'Yoest.'

Posted at 6:15 PM | Permalink

under construction

Organizational Behavior, MGT 311, Syllabus Fall 2011, The Catholic University of America

Following and linked are the two books for MGT 311 Organizational Behavior for the Fall 2011.

1) A Primer on Organizational Behavior, 7th Edition
James L. Bowditch (Boston College), Anthony F. Buono (Bentley College)
November 2007, ©2008

http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000080.html

2) Classics of Organizational Behavior Fourth Edition

Walter E. Natemeyer and Paul Hersey
http://www.waveland.com/Titles/Natemeyer-Hersey.htm

MGT 311-01
(3070)

Aug 29, 2011-
Dec 17, 2011

Mo 1:10PM - 3:40PM

McMahon 201

Organizational Behavior (Lecture)

Chapter 1. Management And Organizational Behavior.

Learning About Organizational Behavior.

Ethics and Organizational Behavior.

A Historical Framework for the Study of Management and OB.

Early Management.

Classical Management.

Neoclassical Management and Organization Theory.

Modern Management and Organization Theory.

Societal Change and Organizational Behavior.

OB and Advanced Information and Manufacturing Technologies.

The Quality Movement.

Discontent, Cynicism, and Fear in the Workplace.

Sociodemographic Diversity in the Workplace.

Fads and Foibles in Management.

Conclusion.

Notes.

Chapter 2. Perception, Attitudes, And Individual Differences.

Basic Internal Perceptual Organizing Patterns.

Gestalt Psychology.

External Factors in Perception.

Social and Interpersonal Perception.

Schemas and Scripts.

Perceptual Distortion.

Attribution Theory.

Perception and Individual Differences.

Personality.

Self-Concept.

Perception, Individual Differences, and Decision Making.

Attitudes and Attitude Formation.

Attitude Formation.

Attitude Change.

Emotional Intelligence.

Conclusion: The Social Context of Judgment and Choice.

Notes.

Chapter 3. Motivation.

Managerial Assumptions about Human Nature.

Static-Content Theories of Motivation.

Maslow's Hierarchy of Needs.

Alderfer's ERG Theory.

McClelland's Theory of Socially Acquired Needs.

Needs and Goal Orientation.

Herzberg's Motivator-Hygiene Theory.

Managerial Application: Work Design and Job Enrichment.

Process Theories of Motivation.

Expectancy Theory.

Path-Goal Theory of Motivation.

Goal-Setting Theory.

Managerial Application: Management by Objectives.

Environmentally Based Theories of Motivation.

Operant Conditioning and Reinforcement Theory.

Managerial Application: Organizational Behavior Modification.

Punishment and Discipline.

Social Comparison Theory.

Intrinsic and Extrinsic Rewards and Motivation.

Managerial Application: Gainsharing.

Motivation and the Psychological Contract.

Organizational Commitment and the Psychological Contract.

Choosing an Appropriate Motivational Model.

Contrasting Motivation and Learning.

Conclusion.

Notes.

Chapter 4. Communication.

The Communication Process.

Interpersonal Communication.

Communication Modes.

Barriers to Effective Communication.

Improving Interpersonal Communication.

Organizational Communication.

Knowledge Management.

Communication Networks

Organizational Symbols and Rituals.

In-House Publications.

Communication Roles.

Media Richness and Communication Effectiveness.

Envisioning and Communicating Organizational Change.

Ethics in Organizational Communication.

Conclusion.

Notes.

Chapter 5. Group Dynamics.

Types of Groups.

Primary and Secondary Groups.

Formal and Informal Groups.

Heterogeneous and Homogeneous Groups.

Interacting and Nominal Groups.

Permanent and Temporary Groups.

Basic Attributes of Groups.

Individual and Group Status.

Roles.

Norms.

Cohesiveness.

Group (Organizational) Commitment.

Groupthink.

Choice-Shift (Risky-Shift) Phenomenon.

Social Loafing.

Group Process and Development.

Group Development.

Group and Organizational Socialization.

Observation of Group Process.

Conclusion.

Notes.

Chapter 6. Work Teams And Intergroup Relations: Managing Collaboration And Conflict.

Work Teams.

Managing Teams.

Teams and Social Identity Theory.

Trust Building and Teamwork.

Teams in Action.

Virtual Teams.

Team Conflict.

Intergroup Relations.

Group Interdependence.

Intergroup Conflict.

Conclusion: Implications for Managers.

Notes.

Chapter 7. Leadership, Power, And The Manager.

Leadership and Power.

Power and Authority.

Types of Power.

The Need for Power in Managerial Performance.

Theories of Leadership.

Trait Theory.

Behavioral and Functional Theories.

Contingency Theories.

Attribution Theory.

Leader-Member Relations.

Leadership and Management.

Mintzberg's Managerial Role Set.

The Role of the General Manager.

Implications for Management and Leadership.

Substitutes for Leadership as Supervision.

Transformational Leadership and Organizational Change.

Gender, Power, and Leadership.

Leadership: A Synthesis.

Notes..

Chapter 8. Macro-Organizational Behavior: The Organization's Environment.

Organizational Environment.

Defining Organizational Environment.

Environmental Change and Uncertainty.

Organization-Environment Relations.

Controlling the Environment.

The International Environment.

Globalization and Organizational Behavior.

Transferability of Management Practices.

Societal Culture and Management.

Conclusion.

Notes.

Chapter 9. Organization Structure And Design.

Organizational Structure.

Complexity.

Formalization.

Centralization.

Key Organization Structure Challenges.

Determinants of Structure.

Organization Design.

Simple Structure.

The Functional Organization.

The Divisionalized Form.

Adhocracy.

Market-Based, Network Organizational Forms.

Conclusion.

Notes.

Chapter 10. Organizational Culture And Effectiveness.

Organizational Culture.

Uniqueness of Organizational Cultures.

Objective and Subjective Organizational Culture.

Organizational Subcultures.

Summary.

Diagnosing Organizational Culture.

Culture Change in Organizations.

Culture as Sustained Competitive Advantage.

Ethical Considerations and Organizational Culture.

Organizational Climate.

Organizational Effectiveness.

One-Dimensional Views of Effectiveness.

Competing Values and Organizational Effectiveness.

Conclusion.

Notes.

Chapter 11. Organization Development And Change.

Organization Development.

Laboratory Training.

Survey Research and Feedback.

Sociotechnical Systems.

The Nature of Organization Development.

Intervention Strategies and Change.

Managing Organizational Change.

Changemakers.

Approaches to Organizational Change.

Enabling Large-Scale Organizational Change.

Interventions and Organizational Politics.

Resistance, Support, and Coping with Change.

Organizational Downsizing, Retrenchment, and Resizing.

Conclusion.

http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000080.html

Section I: ORIGINS OF ORGANIZATIONAL BEHAVIOR

1. The Principles of Scientific Management (Frederick Winslow Taylor)

2. The Giving of Orders (Mark Parker Follett)

3. The Hawthorne Experiments (Fritz J. Roethlisberger)

4. Overcoming Resistance to Change (Lester Coch and John R. P. French, Jr.)

5. The Human Side of Enterprise (Douglas M. McGregor)

Section II: MOTIVATION AND PERFORMANCE

1. A Theory of Human Motivation (Abraham H. Maslow)

2. Achievement Motivation (David C. McClelland)

3. One More Time: How Do You Motivate Employees? (Frederick Herzberg)

4. Existence, Relatedness, and Growth Model (Clayton P. Alderfer)

5. Expectancy Theory (John P. Campbell, Marvin D. Dunnette, Edward E. Lawler, III, and Karl E. Weick Jr.)

6. On the Folly of Rewarding A, While Hoping for B (Steven Kerr)

7. Goal Setting--A Motivational Technique That Works (Gary P. Latham and Edwin A. Locke)

Section III: INTERPERSONAL AND GROUP BEHAVIOR

1. Cosmopolitans and Locals (Alvin W. Gouldner)

2. Assets and Liabilities in Group Decision Making (Norman R. F. Maier)

3. Origins of Group Dynamics (Dorwin Cartwright and Alvin Zander)

4. Group and Intergroup Relationships (Edgar H. Schein)

5. Groupthink (Irving L. Janis)

6. Transactional Analysis (Muriel James and Dorothy Jongeward)

7. The Johari Window (Jay Hall)

8. The Abilene Paradox: The Management of Agreement (Jerry B. Harvey)

9. Stages of Group Development (Bruce W. Tuckman and Mary Ann C. Jensen)

10. Self-Directed Work Teams (Ralph Stayer)

Section IV: LEADERSHIP

1. The Managerial Grid (Robert Blake and Jane Mouton)

2. How to Choose a Leadership Pattern (Robert Tannenbaum and Warren H. Schmidt)

3. Leadership Decision Making (Victor H. Vroom and Arthur G. Jago)

4. One Minute Management (Kenneth H. Blanchard)

5. Fundamental Leadership Practices (James M. Kouzes and Barry Z. Posner)

6. Management and Leadership (John P. Kotter)

7. Servant Leadership (Robert K. Greenleaf)

8. Situational Leadership (Paul Hersey)

9. Crucibles of Leadership (Warren G. Bennis and Robert J. Thomas)

Section V: POWER AND INFLUENCE

1. Is It Better to Be Loved of Feared? (Niccolo Machiavelli)

2. The Bases of Social Power (John R. P. French, Jr. and Bertram Raven)

3. Position Power and Personal Power (Amitai Etzioni)

4. Who Gets Power--and How They Hold on to It (Gerald R. Salancik and Jeffrey Pfeffer)

5. The Power of Leadership (James MacGregor Burns)

6. Situational Leadership and Power (Paul Hersey and Walter E. Natemeyer)

Section V: ORGANIZATIONS, WORK PROCESSES, AND PEOPLE

1. Bureaucracy (Max Weber)

2. The Individual and the Organization (Chris Argyris)

3. Mechanistic and Organic Systems (Tom Burns and G. M. Stalker)

4. Management Systems 1-4 (Rensis Likert)

5. Management by Objectives (George S. Odiorne)

6. Differentiation and Integration (Paul R. Lawrence and Jay W. Lorsch)

7. What's Missing in MBO? (Paul Hersey and Kenneth H. Blanchard)

8. Reengineering Work Processes (Michael Hammer and James Champy)

Section VII: INCREASING LEADERSHIP AND ORGANIZATIONAL EFFECTIVENESS

1. Skills of an Effective Administrator (Robert L. Katz)

2. Leadership Effectiveness Can Be Learned (Peter F. Drucker)

3. Organization Development (Wendell French)

4. In Search of Excellence (Thomas J. Peters and Robert H. Waterman)

5. The Learning Organization (Peter M. Senge)

6. Competing for the Future (Gary Hamel and C. K. Prahalad)

7. Emotional Intelligence (Daniel Goleman)

8. The Level 5 Leader (Jim Collins)

9. Feedforward (Marshall Goldsmith)

Posted at 6:15 PM | Permalink

The following is a reprint from John Stemberger, President, Florida Family Policy Council. It deserves a wide audience.

Abortion in America: The Beginning of the End

Ten recent signs of hope that we are winning the battle

By John Stemberger, President, Florida Family Policy Council

June 24, 2011

There is an endless supply of bad news facing American culture. However, we can remain optimistic about some good news-- we continue to gain significant ground in the battle against abortion. As a movement, we are advancing the cause of life and winning people on the issue so quickly and on so many fronts, it is hard to keep track.

Despite President Obama's recent appointments to the U.S. Supreme Court and the challenge they present to the hope of ever seeing the Roe v. Wade decision reversed in our lifetime, abortions have continued to gradually decline since the 1980's.

In the past 20 years, abortions have dropped from 1.6 million to about 1.3 million per year. That's a drop of 19 percent. Below are just ten of many recent developments of the last decade that should give us great hope that we may very well be witnessing the beginning of the end of abortion in America.

1) Polls Show Americans, and Especially Young People, are more Pro-life Than Ever- For the first time in many years, the majority of Americans are pro-life. With each new poll, there is growing evidence that we are building a cultural consensus and winning hearts and minds for the idea that we should protect the unborn by banning or restricting abortion in most instances.

In May of 2011, a Gallup poll found that 61 percent of Americans want all or most abortions to be illegal and believe that abortion is "morally wrong." This equates to 61 percent of Americans who believe that abortions should be either legal under no circumstances or legal only under a few circumstances.

While one could argue that the data shows that many people have mixed feelings and want to identify with both sides, that conflict in and of itself is progress since even people who identify themselves as pro-choice continue to wrestle with and make concessions regarding the greatest moral and social issue of our day.

The only thing more encouraging than the poll numbers themselves is the fact that the young people are more pro-life than ever! This is exciting because if we can capture the imagination and convictions of a single generation, then we are well on our way to gradually moving the pro-life position to a morally preferred position in both secular and institutional circles.

One example of this progress is Students for Life, a national organization that is growing by leaps and bounds and which has become a major force in the pro-life movement as evidenced by its presence on hundreds of university and college campuses around the country.

2) Technology Shines Truth Into The Womb- One of the many reasons for the increase in public opinion against abortion is that technology has revealed with stunning visual clarity "what that really is that is in the womb" and it is not merely a "blob of flesh".

Pro-life leader and attorney Ken Connor has often said, "It's not a duck or a Buick-- it is a baby!" In 2004, Focus on the Family began distributing ultrasound machines for the Option Ultrasound Program which has provided 80 percent of the funding for ultrasound machines to pregnancy medical clinics. Focus estimates that over 90,000 babies have been saved since the program's inception.

In 2010, National Geographic started distributing an amazing video called the "Biology of Prenatal Development". This award-winning documentary uses state-of-the-art technology to present real-time footage of human development from fertilization to birth inside the womb and is designed to be used in schools as an educational tool.

The advent of the internet has also made readily available to women information about abortion including its risks and complications. Hundreds of videos and websites provide women with instant information to make a much more informed "choice" than was previously available.

3) Both Politicians and Public Policy is More Pro-life Than Ever- I was recently in Tampa with Phyllis Schlafly of Eagle Forum and Connie Mackey of FRC Action PAC to help them scout out facilities in which to hold the large pro-life caucus meeting held during the Republican National Convention.

Phyllis has been leading the fight to keep the pro-life plank in the GOP platform since the 1964 Goldwater campaign. Her experiences in recent history made it clear to me that since 2008, the GOP has virtually conceded that the pro-life position is a critical and non-negotiable part of the Republican platform. In fact, the leadership of the Republican Party now clearly understands that the GOP cannot win without being pro-life.

It is also apparent that Republican consultants now regularly advise candidates to say that they are pro-life for strictly pragmatic reasons. "Pro-choice" Republicans are apparently also "losing" Republicans in closed primaries in most political districts in America.

The challenge in 2011 is not to find pro-life Republicans, but to figure out which ones really mean it. The millions of Americans who view abortion as a morally disqualifying issue prove that being pro-life is not just good policy, but is also good politics. As Ronald Reagan once said, "It is not necessary for them to see the light-- but merely to feel the heat."

In April of 2011, Michael New wrote in State Politics and Policy Quarterly, a peer-reviewed publication aimed at state policymakers, that a review of abortion data from 1985 through 2005 provides "solid evidence" that laws restricting, but not outlawing abortion, "have an impact on the childbearing decisions of women."

Additionally, in just the past 90 days, state legislators around the country have enacted unprecedented pro-life legislation on the heels of the election upsets that occurred in November of 2010. For example, the Florida legislature has passed only four pro-life bills in the past 15 years, but has approved five major pieces of pro-life legislation in the 2011 Legislative Session alone.

4) Blacks and Latinos are Beginning to Lead the Movement- My good friend John Ensor has said that "abortion will end in America when Blacks and Latinos are not just involved-- but are leading the pro-life movement." He is right. And this "third wave" of the pro-life movement is gradually starting to appear and grow.

Babies of all ethnicities are being aborted at grossly disproportionate rates. Although Black and Latino women make up only 25% of the population, they account for 59% of all abortions.

In 2004, Planned Parenthood closed 20% of all their clinics nationwide but still performed about 25% more abortions. They did this by closing clinics in rural and sparsely populated areas and focusing instead on inner cities with higher concentrations of Black-American and Latino women. Roughly 94% of abortions clinics are located in cities.

I recently debated a Planned Parenthood leader at the FAMU College of Law in Orlando on this question chosen by the predominantly minority law school students: "Is Abortion Black Genocide?" Just the fact that the students from this prominent Black-American College chose this title for the debate actually says quite a bit about the progress that we are making in increasing awareness of the sanctity of life.

Every year in January during the anniversary of Roe v Wade, I go to the local Planned Parenthood clinic sidewalks with my children and others to pray and to peacefully draw attention to the great atrocity that takes place at these facilities.

This year, I was amazed to find that there were about 200 people gathered, and that almost half of them were people of color. I saw Blacks, Latinos, and mixed races. In addition, about half of those present were younger people under the age of 35. Furthermore, the minorities present led the prayers, the public speaking and the songs. When I saw this I first began to wonder, could we be witnessing the beginning of the end?

5) Hollywood and its Movies are more Pro-Life than Ever- In the last five to seven years, almost every major motion picture that has directly touched upon the issue of abortion or that has portrayed pregnant mothers has been pro-life.

This development is simply remarkable. The movies Bella, Juno, Knocked Up, Waitress, Children of Men, Look Who's Talking, and August Rush all portray mothers (and sometimes fathers) who made critical pro-life decisions. I could not even recommend all of these movies, but even the raunchy ones got it right on this issue.

Fully animated children's movies like Finding Nemo and Horton Hears-a-Who also present storylines that respect and honor life. Jason Jones, one of the producers of the movie Bella, told me that he knows politically liberal, secular Hollywood producers who are strongly pro-life. We are talking about Hollywood movie producers!

One openly gay movie producer, who stands in opposition to abortion, reportedly stated, "If I could raise enough money, we could end abortion in America-- through movies." This is serious progress toward reaching our goal of developing a cultural consensus.

6) The Resurgence of Side Walk Counseling and other Pro-Life Activism- This observation may just be isolated to my regional observations in Florida, but it appears that more and more pro-life supporters have become comfortable with the idea of physically going to abortion clinics.

By attending to the sidewalks in front of these clinics, pro-lifers are able to peacefully counsel, pray, provide assistance, hold signs, preach and plead with mothers to abstain from killing their babies. Sidewalk counselors are truly the front line of the pro-life movement; and their courage and commitment is truly admirable.

The depiction of pictures and videos outside of clinics is a more controversial, but some would argue effective tactic that displays the actual practice and product of an abortion by showing the dismembered and destroyed unborn child that results.

Greg Cunningham's group, the Center for Bioethical Reform, carefully and intentionally uses this strategy. CBR presents its Genocide Awareness Project (GAP) on college campuses all around the country after requesting the legal assistance of our organization to demonstrate its legal right to be there.

The GAP is a traveling photo mural exhibit which displays graphic forms of genocide in world history and places them in a historical context with abortion. The photos include the remains of dead bodies from the Cambodian Killing Fields, Jewish Holocaust victims, and African Americans killed in racist lynchings. The GAP has been to colleges and universities all over the country and has made a lasting impression upon the tens of thousands of students who have viewed it and experienced its sobering impact.

7) The Crisis Pregnancy Center Movement Begins Planning Strategically - In my view, Crisis Pregnancy Centers (CPC) and the people who run them are modern day heroes. The work they do is simply amazing.

Time magazine did a cover story in 2007 entitled: "The Abortion Campaign You Never Hear About: Crisis Pregnancy Centers are working to win over one woman at a time." However, CPC's have historically popped up organically without serious thought about how many others were around it or the locations of nearby abortion clinics.

In other words, the CPC movement has never thought about itself globally or strategically-- until recently. Heartbeat International under the leadership of Peggy Hartshorn and John Ensor has pioneered a strategic study and a plan to counter the systematic placement of Planned Parenthood's abortion clinics in inner cities...

Over the last 7 years, Ensor has lived for extended periods of time in Boston, Miami, Los Angeles and then to Pittsburg to plant sustainable CPC's in those cities that are plagued with the highest concentrations of abortion clinics in the county. This inner city CPC planting strategy reaches more women and allows Black and Latino churches to take local ownership in and leadership for the sustained support of the ministry.

8) Planned Parenthood's Fraud Has Been Exposed and is Being Stripped of Public Funding - 2010 and 2011 were without question the worst years in Planned Parenthood's (PP) recent public relations history.

Lila Rose, an unassuming but striking college student has rocked their world with a series of undercover sting operations that has exposed the largest abortion provider's rampant fraud, corruption, and criminal conduct.

Her student lead organization Live Action, and its undercover investigations have repeatedly caught PP clinic personnel lying, covering up child sexual abuse, and aiding those involved in child sex trafficking. The stunning video that documents the findings of these historic student-led investigations have helped to fuel the fire that led to the defunding of PP by several states which stripped them of taxpayer dollars to pay for abortions.

PP receives approximately 363 million dollars from state and federal public funding. Recently, Congress tried but failed to ban the funding. As of June 2011, the states of Kansas, Indiana and North Carolina have all cut state funding directed to PP.

In 2012, Florida will also have a state constitutional amendment on the ballot which will give voters the opportunity to ban the public funding of abortions.

9) Post-Abortive Women have become an Increasingly Powerful Voice - The generations of women who grew up under Roe and who were lied to and told that abortion was a safe and simple procedure have become emboldened and are no longer silent about their difficult experiences.

Silent No More, Operation Outcry and A Cry without a Voice are three very different national organizations that all collect the voices, stories and testimonies of women who have had abortions and who want to speak and write about their experiences of pain and regret.

Relational and existential evidence of the dangers and risks associated with abortion is a powerful tool to spread awareness and concern for the issue of life.

These brave women share their deeply personal testimonies about the mental, physical and spiritual pain and complications that have resulted from the abortions they underwent.

10) Abortion doctors are being disciplined, leaving the industry and not replacing themselves- All across the country, abortionists are being reprimanded for their violations of local, state and federal laws.

Some have even had their licenses revoked. Some are being punished by medical boards and others have just walked away from the sickening practice or have been converted and are now pro-life advocates.

There are approximately 40 percent fewer abortion doctors than 20 years ago, and fewer men and women are willing to consider entering the industry. The bottom line is that each year, fewer abortions are performed and fewer individuals are becoming abortionists in our nation.

The skeptic may argue that many of my observations are anecdotal and unscientific. However, it seems clear that these developments are relatively recent, unique, and are all occurring at an unprecedented rate.

I was recently in Washington, D.C. speaking on this topic before a group of national leaders. After speaking, I sat next to Dr. Jack Wilke, one of the founders of the pro-life movement in America and asked him if he agreed with my observations nationally or whether they are confined to Florida.

He quickly agreed that amazing things are happening in the pro-life movement not just in Florida, but around the country. The entire abortion industry is on the ropes and is being hit hard from multiple sides. Now is not the time to rest but rather to double up our efforts and to work harder than ever while we have a providential window and extraordinary momentum.

My final prayer is that we will look back upon abortion in America with the same shame, outrage and sadness that we now look upon the barbaric practice of slavery. While we continue to labor diligently to reach that goal, we can be encouraged by the fact that we are making significant progress and may just be witnessing "the beginning of the end..." of abortion in America.

John Stemberger is an Orlando lawyer who leads the Florida Family Policy Council and has been an advocate in the pro-life movement for over 30 years

Posted at 10:19 AM | Permalink

2011 MidAtlantic Erg Sprints Junior Women (age 13) 1000 meter
Silver Medal Time (min) 04:06.4
January 29, 2011

Posted at 2:03 PM | Permalink

NVCC COLLEGE-WIDE COURSE CONTENT SUMMARY
MKT 221 - PUBLIC RELATIONS (3 CR)
Course Description
Introduces public relations as a marketing activity and focuses on media relations, publicity, strategic planning, public relations research, communication with multiple audiences, and the elements of an effective public relations campaign to influence public opinion. Equips students with the basic skills for writing publicity materials and coordinating media kits. Lecture 3 hours per week.
General Course Purpose
MKT 221 is a one-semester course designed to provide students with a broad overview of the principles of public relations and an understanding of the role of public relations within an organization. Public relations are presented as a component of corporate marketing. Students will learn the public relations skills necessary to enhance the reputation of an organization, strengthen its relationships with key audiences, and enable it to deal with crises from a position of strength. Critical thinking, writing, presenting and the use of the Internet will be covered as students focus on creating and maintaining favorable relationships with their publics in an ethical manner.
Course Prerequisites/Co-requisites
Knowledge of basic computer skills and MKT 201: Introduction to Marketing which will provide an understanding of basic marketing activities.
Course Objectives
Upon completion of this course, students will be able to:
• Explain the purpose and functions of public relations.
• Distinguish between the activities of public relations, advertising, and marketing.
• Describe how public relations builds and maintains relationships and persuades public opinion.
• Give examples to illustrate how public relations has been used to mobilize public opinion and to promote change.
• Explain the importance of ethical behavior and how it relates to public relations.
• Give examples of various types of public relations a company may use.
• Successfully write a press release and develop a basic media kit.
Major Topics to be Included
• Define and describe public relations.
• Explain how organizations can effectively use public relations.
• Building relationships with the media and using the Internet.
• Building relationships with the publics served.
• Examine types and methods of creating effective public relations.
• Define publicity and examine its role within public relations.
• Review examples of ethical and unethical behavior.
• Examine research as it applies to public relations.
• Understand the role of public relations in the marketing mix.
• Produce a successful press kit including a press release.

16-Week Session
Classes begin August 22
Schedule adjustments (add/drop/swap) on NOVAConnect (open to all) August 22-28
Late Schedule Additions--in-person, permission required August 29 - September 2
Drops on NOVAConnect with tuition refund August 29-September 8
Labor Day Holiday for faculty, students and staff, Offices closed September 5
Last day to drop with tuition refund or change to audit (Census Date)** September 8
Last day to apply for Fall graduation * October 1
Non-instructional days/no classes; College offices open October 10-11
Last day to withdraw without grade penalty October 31
Non-instructional day/no classes; College closes at Noon November 23
Thanksgiving Holiday for faculty, students and staff, College offices closed November 24-25
Non-instructional days/no classes November 26-27
Last week of classes December 5-11
Final exam week December 12-19
Examinations end December 19

Posted at 9:47 PM | Permalink

John Wesley Yoest III
Class of 2013

Email: JohnYoest at Gmail dot com

High School

Yorktown High School
5200 Yorktown Boulevard
Arlington, Virginia 22207
Phone: 703-228-5400

Head Coach, Mike Ruck, MikeRuck25 at hotmail dot com

Vitals

Position: Pitcher, 2nd, 3rd base

Height: 6' 0"

Weight: 175 lbs

GPA: 3.93 cumulative

ACT: na

SAT: not taken yet

Standards of Learning:

Algebra, Pass/Advanced
Chemistry, Pass/Advanced
World History, Pass/Proficient

Class Rank: Yorktown High does not measure class rank

Honors and Statistics

Senior Year 2013

Junior Year 2012
Executive Board, Student Government, for entire high school

Sophomore Year 2011

Honors

First Team All National District, Baseball (Pitcher) Virginia
Class President
Varsity Baseball
Varsity Football
JV Basketball
Principal's Award, In Recognition of Your Distinctly Positive Contribution To Our School, Community and School Climate. (Earned by the top seven percent of entire student body; Second Award.)

Virginia High School League, Academic Excellence Award, recognition of outstanding academic achievement while participating in VHSL Interscholastic Activities.

Athletic Honor Roll, Virginia High School League, Northern Region, for achieving a[t least] a 3.50 G.P.A. while participating in Baseball

Statistics

ERA, 3.96, Leading the team in strikeouts 55 facing 168 batters; with 35.34 innings pitched

All Met Sports The Washington Post statistics

Won/Loss: 5-1

Hitting: .333

60 yard dash:
7.00 sec, Timed at U.S. Naval Academy Baseball Leadership Camp, August 2011
7.19 sec, Timed at the Crab Claw Classic, July 2011

Freshman Year 2010

Honors

Class President
Homecoming Prince
JV Baseball
Freshmen Football, Team Captain
Freshmen Basketball
Principal's Award, In Recognition of Your Distinctly Positive Contribution To Our School, Community and School Climate.

John is always friendly to everyone, is always willing to help others and does so with a cheerful attitude and smile

ERA: 0.79

Eight Grade

One of two eighth graders to make the 22 man Junior Varsity Baseball Squad

ERA: 0.50

One of 60 students out of 1748 nominated for the ROCS (Respect Others Community and Self) Goals of Community Behavior June 2011 Sophomore Year

Virginia Baseball Club, Camp Counselor, Intern, Summer 2010, Arlington, Virginia

View image

Self-Defense Yellow Belt, 2nd Degree, April 23, 2004

National District Champions 2009-2010
ACADEMIC and Extracurricular Highlights


John Yoest with sister Hannah Yoest, rower at UVA, completes Suntrust Marathon

Virginia High School League.

Chess Champion, Charlottesville, Virginia Parks and Recreation, 2001

The Dude on set Non-verbal communication skills: Played Thomas Jefferson's grandson in the movie, The Sally Hemming Story age four.
CBS miniseries, Sally Hemings, An American Scandal, February, 2000.
Sam Neill .... Thomas Jefferson
Carmen Ejogo .... Sally Hemings
Diahann Carroll .... Betty Hemings

Baseball training camps (selected recent years)

George Washington University, Coach Steve Mrowka

United States Naval Academy, Coach Ryan Mau

University of Virgina, Coach Karl Kuhn

Virginia Baseball Club, Coach Mike Murray, Aaron Tarr

Student Athletic Performance Training, (SAPT) Fairfax, Virginia

Pinkman Baseball Academy, Coach Jeff Pinkman, Sterling, Virginia

http://www.charmaineyoest.com/2009/08/hannah_john_yoest_take_first_p.php

Yorktown High School Students Win OuterBanks Triathlon

Hannah and John

With Help From Rival, Generals Emerge in First Place, Sun Gazette, Arlington, VA May 7, 2011

Yorktown Wins Region Baseball Opener, Sun Gazette, Arlington, VA May 28, 2011

Yorktown High School Students Win Outer Banks Triathlon, Sun Gazette, Arlington, VA August 28, 2009

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Posted at 5:24 AM | Permalink

Update, December 10, 2010, Hannah Yoest joins University of Virginia Rowing

Virginia Rowing Announces Recruiting Class

CHARLOTTESVILLE - Virginia rowing head coach Kevin Sauer announced the signing of Hemingway Benton, Maggie Bowman-Jones, Chloe Carry, Emily Crump, Katie Fanikos, Chandler Lally, Maddie Keating, Lindley Smith, Hannah Yoest and Lizzy Youngling to National Letters of Intent to row for the Cavaliers beginning in 2011.

"This is a really good class and they are proven winners," Sauer said. "They will bring a lot of hard work and talent to our team next fall."

Hannah Yoest (5-6, Arlington, Va., Yorktown High School for coaches Carol Dinion, Kirk Shipley and Nick Johnson) was a team captain for her team and was named 2010 All-Met Honorable Mention. She was a participant at the 2010 Junior Women's National Team Sculling Selection Camp and 2009 Junior B National Sculling Development Camp. Yoest stroked the youth eight that placed third at the 2010 Canadian Henley and seventh at the 2010 Head of the Charles. She completed both the Marine Corps and SunTrust marathons and won her age group at the 2009 OBX Triathlon.

Hannah Yoest, Rowing Four Seat, Yorktown High School First Varsity Crew, 2010

Hannah Yoest, Jack Yoest signing letter of intent to Crew at UVA, Nov 17, 2010

Photo Credit: Charmaine Yoest, Ph.D.
click for larger image
HANNAH YOEST
Yorktown High School
5201 N. 28th Street
Arlington, Virginia 22207
Class of 2011
Coach: Carol Dinion
Personal 5'6" 140 lbs.

2012 US Junior Worlds Development Team Competition in Berlin, July 2011

Selection Camp, Junior Women's National Team, 2010: Guenter Beutter


Thompsons Boat Club, Washington, DC: Kirk Shipley
Old Dominion Boat Club, Alexandria, Virginia: Nick Johnson
Jr. B National Development Sculling: Bill Randall, Bob Spousta

ROWING ACCOMPLISHMENTS
2,000 meter time (2K):

7:21.0 May 2011
7:25.9 with a 1:51.4 negative split, March, 2011, Team Practice (253 average watts)
7:26.3 with a 1:51.3 split; April 27, 2010; Team Practice
7:33.1 March 7th; U.S. Rowing Junior National I.D. Camp
7:38.1 March 2nd; Team Practice
7:39:0 January 10th; Placed 2nd among Juniors, overall 8th of 54 rowers,
2010 MidAtlantic Erg Sprints.

+ Competition in Berlin, July 2011
+ All-Met, Girls Rowing, The Washington Post, Spring, 2011
+ Invited: one of 25 selected to compete for a seat on the USRowing Junior National Team 4X
+ Head of the Charles, 2010, 7th Place in field of 70, stroked
+ Head of the Occoquan, 2010, 1st Place, stroked
+ All Met Honorable Mention, The Washington Post June 9, 2010. (Carol Dinion named Coach of the year.)
+ Elected Captain Varsity Crew for 2010-2011

4K 1:59.7 split, 15.56
6K 2:01.0 split, 24.23
500m 1:40.5
539 Watts

Junior Year, 2010

Spring 2010

Named Outstanding Rower for women's crew, Yorktown High School, 2010
8th Place, 76th Scholastic Nationals Regatta, Saratoga Springs, NY, 1st Varsity, rowed stroke.
Stotesbury: 4th in semi-finals, 8th overall by time, 6 seat
Charlie Butt: 2nd place in Finals, 6 seat
Darrell Winslow: 1st place in Finals, 2 seat

Hannah Yoest, Left, Gold Medalist
Mid-Atlantic Erg Sprints
Junior Mixed 2K Relay
Jan 10, 2010
photo credit: Helena YoestWinter 2010

Placed 2nd among Juniors, overall 8th of 54 rowers, 2010 Mid-Atlantic Erg Sprints.
Gold medal, mixed relay, Mid-Atlantic Erg Sprints

Fall 2009

12th Place, Head of the Charles, Old Dominion Boat Club, 4 seat
1st place, Head of the Potomac
2nd place, Head of the Christina (due to time penalty)

Summer 2009

US Rowing, Junior B Sculling camp

Hannah Yoest
Rower of the Year 2007Sophomore Year, 2009

Varsity Eight: Advanced to semifinals at SRAA Nationals, 1st Varsity; 4 seat
2nd at VASRA State Championship, 4 seat
15th at Stotesbury

Freshman Year, 2008

Freshman Eight: Bronze at Ted Phoenix Championship, qualifying for Nationals, rowed stroke Rowed stroke at SRAA Nationals
Awarded "Most Valuable Rower"

8th Grade, 2007

Novice Eight
Silver, Women's 4th Eight, Ted Phoenix Championship; 6th seat

Member The United States Rowing Association, USRowing, 996536

ACADEMIC and Extracurricular Highlights


Hannah Yoest completes Suntrust Marathon
HANNAH YOEST

GPA: 3.4
Recognized as an Advanced Placement (AP) Scholar by the CollegeBoard

Virginia Standards of Learning Program (SOL), Spring 2010, Writing, Pass/Advanced (Highest Category)

Spring 2010, Received Principal's Award
Spring 2009, Received Principal's Award

Student Government,
Junior Class Vice President, 2010;
Executive Board, Sophomore Class,
Student Representative, 2009

Visual Arts Gifted Program, Yorktown High School

Principal's Award, 2009-10, presented to 7 per cent of student body. Her teachers write,

Hannah is one of her class' leaders...Lively, involved and vivacious. Hannah is the first to help a fellow art student and even her teacher! She volunteers for any task...and can be counted on to follow through to completion. Her enthusiasm and love of life is infectious...

Principal's Award, 2008-09, for Distinctly Positive Contribution to School Community

Voted "Most Friendly" by the student body, 2009 and 2010.
Voted "Most Spirited" by the student body, 2008.

Completed the 2009 Suntrust Marathon, Richmond, Virginia, November 14, 2009

Completed the 2007 Marine Corps Marathon, Washington, DC; October 28, 2007

Gold Medal, 16-19 women's age group for the 2009 OBX Triathlon

Hannah Yoest rowing stroke
Novice year, copyright protected
Triathlon, Outer Banks, North Carolina

-Swim, Run, Bike Fall; Fall 2004
-Swimming Leg .9 mile; Fall 2003

Self-Defense Yellow Belt, 2nd Degree, April 23, 2004

Intern, Press Office, Senator Lamar Alexander, Spring, 2008

Intern, Production Assistant, Robert Wickers, December, 2008

Jack Yoest, dad; Hannah Yoest, 14, center;
Charmaine Yoest, mom
Marine Corps Marathon, 26.2 miles, October 2007Traveled to Peru as part of a construction team re-building a house, 2007.

Traveled to Dominican Republic to perform with a drama troupe at an orphanage, 2006.

Hannah Yoest with brother John Yoest
Gold Medals, OBX Triathlon, 2009

Hannah Yoest, Freshman Volleyball

Hannah Yoest state track finalist, 400 meters, 2003

Hannah Yoest Triathlon interview



Hannah Yoest at tennis lessons

Hannah Yoest first interview

Hannah Yoest with mom

Hannah Yoest studies with mom

Letter from Ronald Reagan

Hannah Yoest, Right, in the Dominican Republic

Hannah Yoest, washing feet in the Dominican Republic

Hannah Yoest, painting an orphanage in Peru

Gil Crouse, Ph.D., grandfather, Hannah Yoest
OBX Triathlon, 2004

Short Bio at the Jump

Continue Reading »

Posted at 5:22 AM | Permalink

Final exam review for MGT 323, from the test, class notes and outside sources.

This is only a review of possible questions that were included on past exams.

Printable document here.MGT 323 final exam review.doc

Management in one word
Management in a short sentence
The four functions of management
Why is a team leader or a first line supervisor position so difficult?
Efficiency
Effectiveness
Frederick Taylor
Frank Gilbreth
Benefits of Bureaucracies
Contingency Management
Time and Motion Studies
SWOT
MBO
Uncertainty in Business/management
Supplier Dependence
Public communications
Life lie - Business Lie
SMART Goals
Group Think
Brainstorming list one Rule
Competitive Advantage
SWOT
Purpose of Business
Manager's Formula
Staff's Formula
Tariff
GATT
WTO
NAFTA
Licensing
Chain of command
Matrix
Authority
Responsibility
Delegation
Departmentalization
Core vs Critical Functions
The customer is NOT always right. But the customer must always be___________.
In your job search, what does PASS stand for?
In a job interview, or business case study, what does PSR stand for?
What is the first law in dealing with Bureaucrats?
What is HRM?
In HRM, what are KSA's?
Does your manager have to buy your ideas? Why or Why not?
In selling, what does PAM stand for?
According to President John Adams, "I [the manager] must control events or events ______ _________ ___."
Cross Functional team
Virtual Team
Cohesiveness
Stages of Team development
Name three of the top ten problems reported by team leaders
BFOQ
Recruiting, internal; external
What are three questions not to ask in an interview of applicants?
360 degree feedback
ESOP
Employee turnover
Diversity
_______________ + _______________________ = Motivation
Equity theory
Goal setting theory
Leadership
Communication
Perception
Noise/signal
Formal communication channel
Grapevine
Control
Standards
Benchmarking
Feedback control
Nordstrom Rule #1
What suffers when only costs are controlled?
Cash flow analysis
What are three measures of quality?
Moore's Law
Communication cost
Data cluster
EDI
Where does knowledge reside?
Productivity = _________________ divided by ____________________.
ISO 9000
Baldrige National Quality Award
Manufacturing flexibility
Inventory
JIT
________ is the number of nonstandard parts per million when a company reaches Six Sigma.
Short answer 1 point each 5 points (10 extra points possible) please write about your personal experience

What is the hardest management job?

Why would a manager micro-manage a staffer?

Who is the most important person in a staffer's life and why?

How does a staffer get promoted?

In business, what is a monkey and why is the analogy important?

1. ____ is the process of finding, developing, and keeping the right people to form a qualified work force.
a. Functional resource planning
b. Human resource management
c. Work force forecasting
d. Recruiting
e. Human resource implementation

2. Which of the following statements about federal employment law is true?
a. This body of law has not changed during the last two decades.
b. The intent of anti-discrimination law is to make factors such as gender, race, or age irrelevant in employment decisions.
c. Federal law prohibits the use of gender, race, and age as the basis for employment decisions under all circumstances.
d. All federal laws are administered by the Department of Labor.
e. Federal employment laws do not deal with training and development activities.

3. To which of the following aspects of the human resource management process does federal employment law apply?
a. selection decisions
b. compensation decisions
c. performance appraisals
d. training and development activities
e. all of these

4. The fact that a 98-pound job candidate is not hired as a dock worker to move 60-pound boxes of produce is legal as a result of ____.
a. the four-fifths rule
b. adverse impact rulings
c. bona fide occupational qualifications (BFOQs)
d. gender selectivity
e. benefits and features for occupational quality (BFOQs)

1. Diversity ____.
a. exists in all organizations
b. is used to create affirmative action
c. is federally mandated
d. can exist in an organization's employees and its customers
e. is accurately described by all of these

2. A modem factory owned by 3Com in Morton Grove, Illinois, has 1,200 workers who speak 20 different languages. This factory illustrates ____.
a. Acculturation
b. Diversity
c. affirmative action
d. cultural organization
e. organizational plurality

3. In order to achieve diversity, organizations must have variety among their employees and their ____.
a. regulatory agencies' inspectors
b. Customers
c. external environments
d. shareholders/investors
e. all of these

1. According to the text, ____ is the set of forces that initiates, directs, and makes people persist in their efforts to accomplish a goal.
a. Attitude
b. self-management
c. Persistence
d. Motivation
e. Compliance

2. The three components of ____ are initiation of effort, direction of effort, and persistence of effort.
a. Compliance
b. self-management
c. Motivation
d. Performance
e. Efficiency

3. According to some industrial psychologists, ____ is a function of motivation times ability times situational constraints.
a. leadership skill
b. Creativity
c. job performance
d. performance valence
e. Compliance

4. According to some industrial psychologists, job performance is a(n) ____ function of motivation, ability, and situational constraints.
a. Circular
b. Multiplicative
c. Nonlinear
d. Additive
e. Corollary

5. Asa and Ruby both sell insurance. Asa is married, has three children, and a new house. Ruby is single and has recently purchased a new Lexus. According to some industrial psychologists ____.
a. they will be motivated by the same needs
b. Asa can be motivated through need, and Ruby cannot
c. Ruby has no needs
d. how well their employer motivates them relates directly to their individual needs
e. none of these is true

6. A sales manager has carefully selected the members of two sales teams so that they have, as nearly as possible, identical skills and abilities. Both are assigned potential customers in the same industry. Both groups are offered the same rewards. One team makes the sale, and the other does not. This information tells you that ____.
a. performance and motivation are unrelated
b. the concept of synergy is faulty
c. one of the components that leads to job performance was weak
d. nothing motivates some people
e. all of these are true

1. Effective managers define ____ as the process of influencing others to achieve group or organizational goals.
a. Management
b. Leadership
c. interpersonal influence
d. Supervision
e. Autonomy

2. Which of the following is a major concern of managers (as opposed to leaders)?
a. maintaining the status quo
b. inspiring and motivating others
c. taking a long-term view
d. promoting change
e. organizational improvements

3. One of the criticisms of the television industry is the networks' desire to maintain ratings by thinking in terms of next week's programming. The networks are also more concerned with how to get high program ratings quickly than achieving the ratings through giving viewers time to become acquainted with high-quality programs. Problem solving in terms of show placement or guest stars seems to be more important than inspiring great television innovations. This criticism assumes ____.
a. doing the right things is more important than doing things right in the television industry
b. the television industry benefits from strong leadership
c. long-term strategy is more important than tactics in the television industry
d. the television industry has a shortage of effective leadership
e. the television industry attracts more architects than builders

4. Which of the following is a major concern of leaders (as opposed to managers)?
a. controlling and limiting the choices of others
b. solving problems so that work can be done
c. preserving the status quo
d. inspiring and motivating others
e. a focus on productivity and efficiency

5. Ford Motor Company has always attracted and nurtured capable managers, but it has failed to do the same for leaders. So, as part of an overhaul of the automaker's organizational culture, Ford is embarking on a sweeping attempt to mass-manufacture leaders. It wants to build an army of "warrior-entrepreneurs." Ford's "warrior-entrepreneurs" will be expected to ____.
a. take a long-term perspective
b. inspire and motivate employees to embrace change
c. realize that results are more important than processes
d. be architects rather than builders
e. do all of these things

6. Airline companies have blamed their recent financial problems on labor unions, the events of September 11, and a weak economy. Those airlines in financial difficulties have tried to solve the problem through short-term price reductions, firings and early retirements, and asking for employees to take pay cuts. The CEOs of these companies have not tried to motivate employees to create long-term solutions to the problems facing the companies. The CEOs of these troubled companies ____.
a. are true leaders
b. are more interested in doing the right thing than doing things right
c. are promoting long-term change
d. tend to focus on organizational visions, missions, goals, and objectives rather than organizational efficiency and productivity
e. are more than likely managers rather than leaders

7. When Jack Welch went to work for General Electric, he immediately began to make drastic changes in the company's structure and product lines. He envisioned a bloated, inefficient General Electric becoming an efficient, profitable organization over time. He inspired and motivated his employees to change. Jack Welch ____.
a. would be characterized as a leader
b. had a short-term perspective
c. emphasized means rather than ends
d. acted as a builder rather than an architect
e. would be characterized as a manager

1. Which of the following statements about the importance of communication is true?
a. Many of the basic management processes cannot be performed without effective communication.
b. Oral communication is the most important skill for college graduates who are entering the work force.
c. Poor communication skill is the single most important reason that people do not advance in their careers.
d. Communication is especially important for top managers.
e. All of these statements about the importance of communication are true.

2. The last step in the perceptual process is ____.
a. Interpretation
b. Retention
c. Attention
d. Organization
e. Action

3. In the perceptual process, ____ is the process of noticing or becoming aware of particular stimuli.
a. Retention
b. Organization
c. Interpretation
d. Attention
e. Activation

4. In the perceptual process, ____ is the process of remembering interpreted information.
a. Apprehension
b. Organization
c. Interpretation
d. Retention
e. Activation

5. Which of the following statements about perception and perceptual filters is true?
a. People pay attention to similar things.
b. People organize and interpret what they pay attention to similarly.
c. People remember things similarly.
d. People are unaffected by differences in stimuli.
e. People perceive according to personality-, psychology-, and experience-based filters.

6. ____ is the process by which individuals attend to, organize, interpret, and retain information from their environments.
a. Active hearing
b. Passive listening
c. Perception
d. Apprehension
e. Participative communication

7. Because of ____, people exposed to the same information will often disagree about what they saw or heard.
a. defensive biases
b. feedback variables
c. differences in communication media
d. perceptual filters
e. communications deviations

8. Perceptual filters may occur as the result of ____.
a. stimulus-based differences
b. physiology-based differences
c. situation-contextual differences
d. personality-based differences
e. all of these

9. The steps in the basic perception process include all of the following EXCEPT ____.
a. attention
b. organization
c. analysis
d. interpretation
e. retention

10. The steps in the perceptual process in order are ____.
a. interpretation, attention, organization, action
b. organization, attention, interpretation, retention
c. attention, organization, interpretation, retention
d. attention, interpretation, organization, retention
e. attention, decision, intention, and action

1. The basic control process begins with ____.
a. either benchmarking or keystoning
b. the establishment of clear standards of performance
c. the comparison of actual performance to expected performance
d. problem identification
e. determining what corrective action will be if actual performance does not equal or exceed expected performance

2. ____ is the regulatory process of establishing standards that will achieve organizational goals, comparing actual performance to those standards, and then, if necessary, taking corrective action to restore performance to those standards.
a. Implementation
b. Goal-setting
c. Control
d. Suboptimization
e. Benchmarking

3. ____ are a basis of comparison for measuring the extent to which organizational performance is satisfactory or unsatisfactory.
a. Standards
b. Potentials
c. Autonomous goals
d. Degrees of centralization
e. Resource goals

4. The objective of the company that manufactures Jägermeister liqueur is to grow its international business. It determined its success in the international market in 2005 by comparing its annual exporting data for that year with the data gathered in 1998, the first year it had double digit growth in exports. For this company, the 1998 exporting data provide a(n) ____.
a. autonomous measurement
b. standard
c. value ratio
d. dependence measurement
e. performance predictor

5. In October 2005, Cadbury Schweppes said higher commodity prices and the bankruptcy of one of its U.S. bottling plants had increased its production costs and led it to scale back its financial projections for the remainder of the year. These financial projections were ____ for the beverage company.
a. autonomous measurements
b. standards
c. value ratios
d. dependence measurements
e. performance charts

6. Companies may determine standards by ____.
a. benchmarking other companies
b. implementing vertical loading
c. using outsourcing
d. taking corrective action
e. doing all of these

7. Ford Motor Company has been attacked by its own sustainability committee for failing to do enough to cut vehicular greenhouse gas emissions. According to the committee's 2005 report, "Ford has failed to define a goal for reducing global emissions from the company's products." The report called for the company to set clear targets to improve fuel economy and to cut factory emissions. This committee wants Ford to establish emission control ____.
a. autonomous measurements
b. standards
c. value ratios
d. dependence measurements
e. performance predictors

8. ____ allows a trucking company not only to compare its safety performance with other companies but to also adopt those practices found to be superior. A trucking company can gather data on how its competitors deal with total accidents per million miles, numbers of high severity accidents by type, missed deliveries, spills, driver out-of-service by type, and vehicle out-of-service by type and use this information to improve its own safety record.
a. Benchmarking
b. Data decentralization
c. Information processing
d. Mirroring
e. Comparative criterion

9. When Marriott decided to improve the quality of service it offered its customers, it asked special corporate guests to comment on the good and bad issues of their stay and also to tell what the competition is doing that is better than Marriott. The Marriott acted accordingly. In other words, it used ____.
a. benchmarking
b. data decentralization
c. information processing
d. mirroring
e. comparative criterion

1. According to ____, the cost of computing will drop by 50 percent as computer-processing power doubles every 18 months.
a. Moore's law
b. Gordon's law
c. the Peter principle
d. the rule of e-commerce
e. Gresham's Law

2. The term ____ refers to facts and figures depicted in a manner that is not usable.
a. nonspecific information
b. processed data
c. raw data
d. perceived knowledge
e. relevant information

3. The first company to use new information technology to substantially lower costs or differentiate products or services often gains ____.
a. first-mover advantage
b. lower profits
c. less market adaptability
d. increased synergy
e. all of these

4. According to the text, ____ is derived from ____.
a. information; raw data
b. raw data; perceived knowledge
c. perceived knowledge; raw data
d. raw data; information
e. influential knowledge; perceived knowledge

5. Pages listing all of the felony crimes perpetrated in New York during the last decade would be an example of ____.
a. a resource allocation table
b. traditional knowledge
c. raw data
d. perceived knowledge
e. information

6. Why is information strategically important for organizations?
a. Information can be used to obtain first-mover advantage.
b. Information is derived from perceived knowledge, which limits its availability.
c. Information cannot be used as a medium of exchange.
d. Information creates suboptimization opportunities.
e. All of these are examples of why information is strategically important for organizations.

7. A table showing the order frequencies as well as the average dollar value of the orders of different segments of a catalog retailer's market would be an example of ____.
a. an MIS
b. perceived knowledge
c. raw data
d. information
e. influential knowledge

8. In 1921, realtor Billy Ingram closed his real estate company and opened White Castle restaurants to sell hamburgers. In 1921, hamburgers were thought to be made from rotten beef and not fit for human consumption. Ingram ground fresh beef in front of customers to prove it was safe and was the first to successfully sell hamburgers to the middle class. Today Ingram is credited as the founder of the fast-food industry. Understanding that Midwesterners wanted clean, convenient food when they were away from home was the information Ingram used to ____.
a. acquire a source of perceived knowledge
b. create a tactical advantage
c. create a first-mover advantage
d. pioneer sales in the consumer food industry
e. sustain a competitive advantage

9. Which of the following is one of the critical issues companies need to address in order to sustain a competitive advantage through information technology?
a. Who will have access to the information technology?
b. Will the purchase of the information technology be viewed as an expense or as an investment?
c. Does the firm's use of the information technology violate any ethical standards?
d. Is the firm's use of information technology difficult for another company to create or buy?
e. What government regulations may influence the company's use of information technology?

10. The key to sustaining competitive advantage is ____.
a. faster computers with more memory
b. using information technology to continuously improve and support the core functions of a business
c. the Internet
d. the ability of the managers to delegate
e. how important the company's culture perceives conceptual skills

11. In 1921, realtor Billy Ingram closed his real estate company and opened White Castle restaurants to sell hamburgers. In 1921, hamburgers were thought to be made from rotten beef and not fit for human consumption. Ingram ground fresh beef in front of customers to prove it was safe and was the first to successfully sell hamburgers to the middle class. Today Ingram is credited as the founder of the fast-food industry. Yet, today White Castle has 330 locations, and McDonald's has 25,000 stores. From this information, you know ____.
a. tactics are more influential than strategies
b. the competitive advantage White Castle achieved from being first was not sustainable
c. White Castle lost its pioneering differential
d. product diffusion rates were slow
e. none of these

1. ____ is a measure of performance that indicates how many inputs it takes to produce or create an output.
a. Reliability
b. Performance accountability
c. Productivity
d. TQM
e. Effectiveness

2. At their core, companies are ____ systems that combine inputs such as labor, raw materials, capital, and knowledge to produce finished products and other types of output.
a. organizational
b. production
c. social
d. predictable
e. sociocultural

3. Which of the following shows the correct relationship for productivity, outputs, and inputs?
a. productivity = (inputs/outputs)
b. productivity = [(inputs  outputs)/100]
c. outputs = (productivity/inputs)
d. productivity = (outputs/inputs)
e. inputs = (productivity/outputs)

ANS: D PTS: 1 DIF: Moderate REF: 327
TOP: AACSB Analytic KEY: Operations Management

4. Which of the following statements about productivity is true?
a. Productivity is a ratio of benefits to costs (i.e., benefits divided by costs).
b. For companies, higher productivity can lead to lower costs.
c. For countries, higher productivity produces a lower standard of living.
d. Productivity decreases make products more affordable.
e. All of the statements about productivity are true.

5. Why is productivity important to countries?
a. Productivity matters because it produces a higher standard of living.
b. Greater productivity results in lower wages.
c. Productivity increases supply and reduces demand for products.
d. Productivity reduces taxation.
e. None of these statements explains why productivity is important to countries.

e

6. ____ productivity is a measure of performance that indicates how much of a particular kind of input it takes to produce an output.
a. Breakdown
b. Segregated
c. Unifactor
d. Partial
e. Fractional

7. The CEO of a company that manufactures maple wooden cutting boards has determined that it takes a piece of maple lumber 18 inches square and two inches thick, 2 hours of labor, a planer, a sander, an electric saw, and $5.67 to make one maple cutting board. The CEO has determined the ____ productivity of his company so he can compare its operation with that of its competition.
a. Integrated
b. Multifactor
c. Segregated
d. Functional
e. Breakdown

8. ____ productivity shows how much labor, capital, materials, and energy it takes to create an output.
a. Temporal
b. Multifactor
c. Functional
d. Continuous
e. Quantitative

9. If the manager of a company that manufactures signs was interested in how much glass tubing was needed to produce a Las Vegas casino neon sign, the manager would be interested in ____ productivity.
a. Composite
b. Multifactor
c. Partial
d. Breakdown
e. Fractional

10. In general, managers should use ____ to directly compare their overall level of productivity to that of their competitors, and ____ to analyze the contributions of individual components to that overall productivity.
a. efficiency measures; a productivity analysis
b. partial productivity; multifactor productivity
c. integrated productivity; segregated productivity
d. fragmented productivity; complete productivity
e. multifactor productivity; partial productivity

11. The American Society for Quality defines quality as ____.
a. a product free of deficiencies, or the characteristics of a product or service that satisfy customers' needs
b. a product that customers perceive as free of deficiencies
c. any product made from error-free components
d. a product produced according to a sacrificing design plan
e. none of these

Posted at 11:21 AM | Permalink

Alert Students at The Catholic University of America, Business and Economics Seniors
Do you need help finding a job after graduation?
Join us Tuesday, March 29th,
6:35p.m. in MCMA 200.

Learn how to develop a winning strategy to execute your job search.

Kristen Rompf, a recruiter/employment counselor will be giving a seminar on
career development and teaching job search techniques. Kristen has extensive experience working with students and professionals - advising them on finding positions with large and small companies, law firms, and nonprofit organizations.

Topics covered in the Career Development Seminar
• Creating a Strategy to Find a Job
• Corresponding with Potential Employers
• Networking and Reconnecting with References
• Developing Leads for New Jobs
• The Successful Interview
• Navigating from Second Interview to Offer

Looking for a job? Pass this test.

Thank you (foot)notes,

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack and Charmaine also blog at Reasoned Audacity and at Management Training of DC, LLC.

Posted at 9:07 AM | Permalink

Test for Management 323, The Catholic University of America, 10 points

You do not have to take the test if you are participating in the Business Simulation exercise on 22 March, 2:00 to 6:30 in PRYZ room 342. Class will not meet on 22 March 2011.

Take Home, open book and open notes. No collaboration. Due midnight 23 March 2011.

Chapters 1 to 11.

1. What is more important to the manager, technical skills or people skills and why?

2. Dr. Peter Drucker said that good managers _________________ the strengths of staff and ________________their weaknesses.

3. What is a monkey and whose back does it belong?

4. Management is

5. _______________ + ___________________ = motivation

6. Manager's formula for success

7. The manager should be: efficient or effective, and why?

8. The individual contributor should be efficient or effective, and why?

9. What did President John Adams say about controlling events?

10. What is the equity theory?

11. What is expectancy theory?

12. How do you know if you are being treated like a child at work, or behaving like a child?

13. What is the best way to learn to be a manager?

14. Describe the four E's of Jack Welch.

For questions 15 to 18: Competent, Incompetent, Industrious, lazy

15. Which two characteristics make for the best leader and why?

16. Which two characteristics make for the best staffer and why?

17. Which two characteristics make for the most dangerous manager and why?

18. Which two characteristics make for harmless-least dangerous manager and why?

19. What are the four components of management?

20. What is responsibility and can it be delegated?

Thank you (foot)notes,

Be sure to follow Your Business Blogger(R) and Charmaine on Twitter: @JackYoest and @CharmaineYoest

Jack and Charmaine also blog at Reasoned Audacity and at Management Training of DC, LLC.

Posted at 8:04 PM | Permalink