Answer to Question #88101 in Other English for Khutso




 1.what matters are discussed at management board meetings at a preschool?
The matters discussed in a management board meeting at a preschool are meant to gauge whether the preschool is in the right track in line with its set goals and objectives. In addition, the meeting is meant to gauge the performance of the respective preschool thus being in a position of understanding areas that needs improvement to enhance the quality of service offered at a preschool. Planning for the future is also another major matter discussed in the board meeting for it gives direction to the school management. Furthermore, the board meeting has to put into consideration, the Preschool budget as well as tuition rates. Staffing is also another aspect that should be discussed in a preschool board meeting to ensure that it has adequate number of staff to enhance effectiveness and efficiency in a particular preschool.
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 thanks. a. lot...... sir msom 301 exam #2 review guide chapters 9, 10, 11, 12, and 15  50 multiple choice questions worth one point each (plus an extra credit question worth one point)  review (don’t memorize) all powerpoint slides on blackboard and your notes  bring a #2 pencil and a blank scantron form, and valid gmu id.  i post your grade on blackboard; i do not return the test. please note – the number of questions given below for each chapter might not equal to  the number of topics since, in a few instances, there is more than one question on a topic. chapter 9 ­ 9 questions  managing diversity/providing opportunities o managing diversity and inclusion­ managing a culturally diverse  workforce by recognizing the characteristics common to specific group of  employees while dealing with such employees as individuals and  supporting, nurturing, and utilizing their differences to the organization’s  advantage o equal employment opportunity (eeo): “freedom from discrimination on the basis of sex, color, religion, national origin, disability, and age”  diversity management programs­ value and leverage diversity  of all stakeholders—from employees to customers—to achieve  competitive advantage  affirmative action­ special efforts to recruit and hire qualified  members of groups that have been discriminated against in the  past  hostile work environment occurs when unwelcome sexual conduct “has the  purpose or effect of unreasonably interfering with job performance or creating an  intimidating, hostile, or offensive working environment.” o i.e. persistent or pervasive displays of pornography, lewd or suggestive  remarks, and demeaning taunts or jokes  sexual harassment­ conduct of a sexual nature that has negative  consequences for employment  glass ceiling­ metaphor for an invisible barrier that makes it difficult to rise  above a certain level in the organization  employee support groups can provide emotional and career support for  members who traditionally haven’t been included in the majority’s informal group o i.e. apple has a jewish culture group, gay/lesbian group, african­ american group, and technical women’s group  anticipated labor force  o by 2050:  the percent of whites in the labor force will decrease to about  48.2%  1/3 of workers will be of hispanic origin  hispanics are the largest and fastest­growing minority  percentage of black workers will slightly increase to 12.4% 1 
  asians will make up 8.6% of all civilian workers o  phased retirement­ allow older employees to work fewer hours per week o retirees return to work because employers don’t want to lose their  accumulated knowledge, willingness to work nontraditional shifts, and  their reliable work habits chapter 10 ­ 10 questions   strategic leadership is a behavior that gives purpose and meaning to  organizations, envisioning and creating a positive future  sources of power o legitimate power­ leader has the right or authority to tell people what to  do; employees are obliged to comply with legitimate order o reward power­ leader influences others because s/he controls valued  rewards; employees comply to receive those rewards o coercive power­ leader has control over punishments; employees comply to avoid punishments o referent power­ leader has personal characteristics that appeal to others; employees comply because they like the leader, desire for approval, or  want to be that leader o expert power­ leader has certain expertise or knowledge; employees  comply because they believe in, can learn from, or otherwise gain from  that expertise  traits of effective leaders o drive­ set of characteristics that reflect a high level of effort, including high need for achievement, constant striving for improvement, ambition,  energy, tenacity (persistence in the face of obstacles), and initiative o leadership motivation  extraversion is consistently related to leadership emergence and  leadership effectiveness o integrity­ correspondence between actions and words o self­confidence­ ability to overcome obstacles, makes decisions despite  uncertainty, and instills confidence in others o knowledge of the business: leaders should have a high level of  knowledge about their industries, companies, and technical matters  leaders should also have intelligence to interpret vast quantities of information  behavioral approach­ leadership perspective that attempts to identify what  good leaders do­­ that is, what behaviors they exhibit 2 
  decision styles o autocratic­ leader makes decisions on his/her own and then announces  those decisions to the group  results in higher performance than democratic style o democratic­ leader solicits input from subordinates  results in the most positive attitudes o laissez­faire­ leader essentially makes no decisions o situational approach­ leadership perspective proposing that universally  important traits and behaviors do not exist, and that effective leadership  behavior varies from situation to situation  participation in decision­making o autocratic leadership­ leader makes decisions on his/her own and then  announces those decisions to the group o democratic leadership­ leader solicits input from subordinates o laissez­faire­ leadership philosophy characterized by an absence of  managerial decision making  university of michigan studies concluded that task­oriented behavior and  relationship­oriented behavior should be exhibited in order to be an effective  manager  situational approach­ leadership perspective proposing that universally  important traits and behaviors do not exist, and that effective leadership behavior varies from situation to situation  vroom model­ situational model that focuses on the participative dimension of  leadership o factors used to analyze problems  decision significance  importance of commitment  leader’s expertise  likelihood of commitment  group support for objectives  group expertise  team competence  fiedler’s contingency model of leadership effectiveness postulated that  effectiveness depends on the personal style of the leader and the degree to  which the situation gives the leader power, control, and influence over the  situation chapter 11 ­ 13 questions  four consequences of behavior o positive reinforcement­ applying a consequence that increases the  likelihood that the person will repeat the behavior that led to it o negative reinforcement­ removing or withholding an unpleasant  consequence o punishment­ administer an aversive consequence o extinction­ withdrawing or failing to provide a reinforcing consequence.  when this occurs, motivation is reduced, and the behavior is  extinguished, or eliminated  expectancy theory­ theory proposes that people will behave based on their  perceived likelihood that their effort will lead to a certain outcome and on how  highly they value that outcome 3 
 o  abraham maslow’s need hierarchy­ human needs theory postulating that  people are motivated to satisfy unmet needs in a specific order o  erg theory postulates that people have three basic sets of needs that can  operate simultaneously o existence needs­ all materials and physiological desires o relatedness needs­ relationships with other people and are satisfied  through the process of mutually sharing thoughts and feelings o growth needs­ motivate people to productively or creatively change  themselves or their environment  extrinsic and intrinsic rewards o extrinsic reward­ reward given to a person by the boss, the company, or some other person (i.e. praise, paycheck, bonuses) o intrinsic reward­ reward a worker derives directly from performing the  job itself (i.e. sense of accomplishment)  job enlargement­ giving people additional tasks at the same time to alleviate  boredom  job enrichment­ changing a task to make it inherently more rewarding,  motivating, and satisfying o hackman and oldham model of job enrichment 4 
   skill variety­ different job activities involving several skills and  talents  task identity­ completion of a whole, identifiable piece of work  task significance­ important, positive impact on the lives of others  meaning, responsibility and feedback provide motivation  autonomy­ independence and discretion in making decisions  feedback­ information about job performance  growth need strength­ degree to which individuals want  personal and psychological development  herzberg’s two­factor theory describes two factors that affect people’s work  motivation and satisfaction o hygiene factors­ workplace characteristics (i.e. policies, working  conditions, pay, supervision) that could make employees dissatisfied o motivators­ nature of the work itself, actual job responsibilities,  opportunity for personal growth and recognition, and the feelings of  achievement the job provides  empowerment­ process of sharing power with employees, thereby enhancing  their confidence in their ability to perform their jobs and their belief that they are  influential contributors to the organization  procedural justice­ using a fair process in decision making and making sure  others know that the process was as fair as possible chapter 12 ­ 11 questions  group and team definitions o group­ collection of people who interact to undertake a task but do not  necessarily perform as a unit or achieve significant performance  improvements o team­ small number of people with complementary skills who are  committed to a common purpose, set of performance goals, and  approach for which they hold themselves mutually accountable  traditional environment vs new team environment o traditional work groups were closely supervised 5 
 o today’s teams have more authority and often are self­managed o teams are now used in many more ways than in the past   look at exhibit 12.1 in the textbook  types of teams o work teams­ teams that make or do things, such as manufacture, sell,  assemble, or provide service o project and development teams­ teams that work on long­term projects  but disband once the work is completed o parallel teams­ teams that operate separately from regular work  structure and exist temporarily o management teams­ teams that coordinate and give direction to the  subunits under their jurisdiction and integrate work among subunits o transnational teams­ work groups composed of multinational members  whose activities span multiple countries o virtual teams­ teams that are physically dispersed and communicate  electronically more than face­to­face  stages of team development o  team leader roles o task specialist­ individual who has more advanced job­related skills and abilities than other group members possess o team maintenance specialist­ individual who develops and maintains  team harmony  groupthink occurs when a tightly knit group is very cooperative that agreeing  with one another’s opinions and refraining from criticizing others’ ideas become  norms  social loafing­ working less hard and being less productive when in a group  conflict management strategies o avoidance­ ignoring the problem by doing nothing at all, or  deemphasizing the disagreement o accommodation­ style of dealing with conflict involving cooperation on  behalf of the other party but not being assertive about one’s own interests 6 
 o compromise­ style of dealing with conflict involving moderate attention  to both parties’ concerns o competing­ style of dealing with conflict involving strong focus on one’s  own goals and little or no concern for the other person’s goals o collaboration­ style of dealing with conflict emphasizing both  cooperation and assertiveness to maximize both parties’ satisfaction chapter 15 ­ 8 questions  world­class organization o requires applying the best and latest knowledge and ideas and having  the ability to operate at the highest standards of any place anywhere o world­class companies create high­value products and earn superior  profits over the long run.  o they implement more effective and competitive organizational strategies,  structures, processes, and management of human resources o the result is an organization capable of competing successfully on a  global basis  chief information officer responsibilities include: o coordinating the technological efforts of the business units,  o representing technology in the top management team, o identifying ways that technology can support the company’s strategy, o supervising new technology development, o assessing the technological implications of major strategic initiatives such as acquisitions, new ventures, and strategic alliances o managing organization’s information technology (it) group   “tyranny of the or”­ belief that things must be either a or b and cannot be both o “genius of the and”­ ability to achieve multiple objectives at the same time  organizational development (od)­ systemwide application of behavioral  science knowledge to develop, improve, and reinforce the strategies, structures,  and processes that lead to organizational effectiveness o  human resources management o od intervention: attracting good people, setting goals, and appraising and rewarding performance  reasons for resisting change o inertia o timing o surprise 7 
 o peer pressure o self­interest o misunderstanding o different assessments o management tactics  force­field analysis­ approach to implementing lewin’s  unfreezing/moving/refreezing model by involving identifying the forces that  prevent people from changing and those that will drive people toward change o unfreezing­ realize that current practices are inappropriate and that new  behavior is necessary o moving­ instituting the change o refreezing­ strengthening the new behaviors that support the change  proactive change­ anticipating and preparing for an uncertain future; implies  being a leader and creating the future you want 8 hi christy, thank you for visiting the moms panel! your little princess will be limited to ordering from the kid's menu; however, if you make reservations at restaurants with buffets, then she will have more of an option to choose from. my little princess is the same way. i always end up sharing my food with my little nemos! i hope this helps! have a magical day! ca'sandra do you have transport rules in place that are used for moderation?  sound like one is in place and isn't properly configured. 
emc > organization configuration > hub transport > transport rules tuesday, april 5, 2016 chapter 12 leadership and follower-ship 80%-85% are followers 15%-20% are leaders - leadership - process of guiding and directing the behavior of people in the work environment • formal leadership - ofﬁcially sanctioned leadership based on the authority of a formal position • informal leadership - unofﬁcial leadership accorded to a person by other members of the organization - management and leadership • management - planning and budgeting - organizing and stafﬁng - controlling and problem solving • leadership - setting a direction for the organization - aligning people with that direction - motivating people - early trait theories • distinguished leaders by - physical attraction - personality characteristics - abilities (speech ﬂuency, social skills, insight) �1 
 tuesday, april 5, 2016 - behavioral theorists - learning what behavior is strengthened or weakened by applying consequences or rewards • lewin on leadership - autocratic style - the leader uses strong, directive actions to control the rules, regulations, activities, and relationships in the work environment - democratic style - the leader uses interaction and collaboration with followers to direct the work and work environment - laissez-faire style - the leader has a hands-off approach ohio state studies • - initiating structure - leader behavior aimed at deﬁning and organizing work relationships and roles; establishing clear patterns of organization, communication and ways of getting things done - consideration - leader behavior aimed at nurturing friendly, warm working relationships, as well as encouraging mutual trust and interpersonal respect within the work unit • michigan studies - production-oriented leader • focus - getting things done • uses direct, close supervision • many written an unwritten rules - employee-oriented leader • focus - relationships • less direct, close supervision • fewer written or unwritten rules • displays concern for people and their needs - leadership grid - an approach to understanding a leader’s or manager’s concern for results (production) and concern for people �2 
 tuesday, april 5, 2016 figure 12.1: the leadership grid - organization man (5,5) - a middle-of-the-road leader �3 
 tuesday, april 5, 2016 - authority compliance manager (9,1) - a leader who emphasizes efﬁcient production - country club manager (1,0) - a leader who has great concern for people and little concern for production, attempts to avoid conﬂict, and seeks to be well liked �4 
 tuesday, april 5, 2016 - team manager (9,9) - a leader who builds a highly productive team of committed people - impoverished manager (1,1) - a leader who exerts just enough effort to get by (1,1) should be on the bottom left of grid - paternalistic “father knows best” manager (9+9) - a leader who promises reward and threatens punishment �5 
 tuesday, april 5, 2016 - opportunistic “what’s in it for me” manager (opp) - a leader whose style aims to maximize self-beneﬁt - fiedler’s contingency theory - ﬁt between leader’s need structure and favorableness of leader’s situation determine the team’s effectiveness • least preferred coworker (lpc) - single person leader has least preferred to work with - high lpc - leaders who describe lpc in positive terms - low lpc - leaders who describe lpc in negative terms - situation favorableness • task structure - number of rules, regulations, and procedures one likes to have in order to get the work done position power - legitimate authority given by organization that person belong to • - being able to grant rewards or punishments • leader-member relations - how leader interacts with coworkers and subordinates �6 
 tuesday, april 5, 2016 - path-goal theory of leadership • a - vroom-yetten-jago normative decision model • decide - can make the decision on their own without the opinion of anyone else • consult individually - person goes around and tells each person the situation and asks for their input • consult group - discuss the issue as a whole and asks for the groups input • facilitate - calls group together as a group consult, but the leader also puts in their input and the group makes a decision together • delegate - has the group discuss it alone without the leader and they make a decision together manager should use the decision method most appropriate for a given situation �7 
 tuesday, april 5, 2016 - the situational leadership model - leader-member exchange • leaders form two groups of followers - in-groups (inner circle) • members similar to leader • given greater responsibilities, rewards, attention • within leader’s inner circle of communication • high job satisfaction and organizational commitment, low turnover • stress from added responsibilities - out-groups (outer circle) • managed by formal rules and policies �8 
 tuesday, april 5, 2016 • given less attention; fewer rewards • outside the leader’s communication circle • more likely to retaliate against the organization • stress from being left out of the communication network - inspirational leadership theories • transformational leadership - inspire and excite followers to high level of performance • charismatic leadership - use the force of personal abilities and talents to have profound effects on followers • authentic leadership - have a conscious and well-developed sense of values and act in ways that are consistent to their value system - emotional intelligence - ability to recognize and manage your own emotions and the emotions of others figure 12.6: five types of followers - alienated • they’re passive in their behavior, they don’t have enough guts to stand up or challenge the panel that is speaking to the group • they do have their own opinions and ideas - sheep • group of people who ﬂock together that do not think independently or critically - effective follower • the group companies would like to see more of • they contribute to the company, work harder and smarter for the company, and are willing to contribute ideas to the company - yes people • people that are active in the company and are considered hard workers • committed to the company but are willing to be followers, and do not think for themselves �9 
 tuesday, april 5, 2016 - survivors • a person that somehow always chooses the best solution when faced with a crisis or challenge int the workplace • can recognize problems that are coming in the future much faster than the average person • make low risk decisions when recognizing the problem that’s coming • “better safe than sorry” �10 heart evaluations need to be discussed with your
doctor who did the exam so all information is there see more... 十幾歲的青少年有親密的經驗，在同年齡，性別，教育仍然是分裂的家長和教育工作者，寫薩拉尹 
阿梅里卡本月震驚學習十幾歲的未婚女兒共和黨副-總裁希望，佩林是懷孕了。 
保守黨堅信告訴青少年，以避免性別和相信節制是一切必要防止其發生。 
在現代國家有這麼多的信息提供給青年人，幾乎是不可想像的少女懷孕的可能發生。但它確實提出這個問題的態度，對性的教育。 
在香港，意見分歧，因為它們是在美國。 
有些人認為沒有足夠的性教育，也有人認為父母應該決定自己的孩子學習，和時間。 
還有人認為，沒有更多的全貌比節欲或避孕。 
但在青少年時代開始之日起早期，大多數專家同意在香港學校中的性教育需要改進。 
在2006年，青少年的性調查進行了家庭計劃指導會香港（家計會）的結論，但青少年更加開放性的經驗，他們的知識的許多後果性沒有改善，自2001年以來。 
張學友王頌-賢，發言人為香港性文化學會，認為青年應該教導說“不”預先-婚前性行為。

 2009-09-27 18:49:23 補充：
給我最佳回答!!thx xd university of california davis prof: alissa shubb intro to public speaking cmn 001 public speaking criterion ● public speaking situations ○ communicative intention ie. inform, persuade, entertain ○ unintended speaking ○ multiple listeners immediacy effect ● when engaging with the speaker you become more engaged in the message ○ increases the significance of the message and how well it gets across delivery style ● formal ○ written out and memorized/ read (manuscripted) ● impromptu ● extemporaneous confrontation reaction ● physiological reaction ○ adrenaline (fight or flight reaction) ○ spikes at the moment you see the audience and then begins to dissipate in 90s anticipation reaction ● those who have studied school psychology will be able to work with children who may have some issues in life. there are some children who sometimes need someone to talk to. the school psychologist will be the right person for that. a school hi ..ben, - - thank you for the note. you are more than correct. - you will see them the right way soon. - - all the best, - miro miroslavov - the telerik team - - - do you want to have your say when we set our development plans? - do you want to know when a feature you care about is added or when a bug fixed? - explore the - telerik public issue tracking - system and vote to affect the priority of the items - -