Friday, May 31, 2019

The Sniper :: essays research papers

War is a very controversial dilemma, which could be solved in an orderly fashion rather therefore a callous disaster where young men and women die. This cataclysmic written report takes place in a short story written by Liam OFlaherty, the story takes place in Dublin, Ireland during the 1920s where a Republican sniper is involved with a terrible accident. He suffers dramatic injury to the soul and heart when someone that he loves affectionately is shot. The storys theme is intensified through situational irony, which shows the pointlessness of armed conflict. Unexpected senseless occurrences happen when situational irony comes to effect. Like the time the Republican sniper unnecessarily lights up a smoke, which glows and shows his location on a rooftop the irony unexpectedly occurs when an hoary lady whom is a spy descries the Republican sniper. This incident is humorous because one doesnt expect for an old lady to be a spy because old crumbly elders can barely move. This shows that the sniper commits such an imprudent occasion as to light up a smoke, which could have gotten him killed right on the spot. Many other ironic moments take place such as the time a free state sniper was in a armored truck, which is basically like a tank, and he gets out of the his cage and then gets capped. This is ironic because why would someone do something as idiotic as getting out of protection and giving himself a death wish, which concludes why contend is pointless because all thats going to happen is doom. This besides shows that war is needless because all one is doing is hurting himself by killing a related specie. Furthermore, war can be even more ironic like the time when the Republican sniper unknowingly shoots his loved one, whom is his own brother. This is ironic because people usually that are family, dont have very many different beliefs. This to a fault unveils that war is pointless and ironic because after a war everybody seems to regret what had happened. This short story was exposed in a way that shows how ironic and purposeless war and expresses the pain, sorrow, and agony one suffers caused by war.The theme of this story essentially illustrates a sequence of ironic occasions to impart a message that war is pointless. The first ironic event is the lighting of the glowing smoke and how it is abnormal that someone at an altitude so high can be seen with the comminuted lighting of a cigarette.

Thursday, May 30, 2019

The Victims of Jack the Ripper Essay -- Research Papers Serial Killer

The Victims of crap the Ripper Jack the Ripper is remembered as one of historys most famous serial killers. His technique of getting his victims to lay strike down before he slashed their throats, then disemboweling them in a matter of a minute or two with as little blood liquefy as possible distinguishes him as one of the most methodical, ruthless killers to ever live. He even performed some of his gruesome murders right in the street and left wing wing his victims to be found minutes later by people or policemen passing by. This demonstrates what extremes he would actually go to fulfill his desire for killing. Through my make known I will create a brief profile of Jacks victims as well as explore the methodical and horrendous shipway they were murdered. Mary Anne Polly Nichols Mary Anne Nichols was found dead on Aug. 31, 1888 between 330 and 400 A.M. by a porter on his way to work. At first, it appeared to the porter that the woman was just laying down in the street unconsci ous. Police officer John Neil was summoned to the scene minutes after the body was found. The lighten up from his lamp revealed that the woman was in fact dead with a slashed throat. Dr. Rees Ralph Llewellyn was performing a surgery when he was called to make an official psychometric test of the body. After the examination was complete he pronounced the woman dead by means of a slashed throat. He also took special note that the body was quiesce warm, indicating that the victim had been dead perhaps only minutes before being discovered. The body was removed to the mortuary shed at the Old Montague Street Workhouse infirmary to be autopsied. Only then was the unusually large puddle of blood that had collected beneath the body seen. Once at the mortuary, Dr. Llewellyn performed a full autopsy, which revealed more(prenominal) about the manner of the murder that was not acknowledged during the street examination. Not only was her throat slashed, but also her abdominal area and sexual variety meat had been brutally sliced and mutilated, which explained the large puddle of blood beneath the body. Furthermore, there were many bruises on the sides of her face, which indicated that she had been knocked unconscious before being mutilated. The murder was believed to have been move with a stout-handled blade of six to eight inches long (Geary, p.7). Mary Anne Nichols was the first victim of Jack the Ripper who was deliberately ... ... handful of prostitutes. Another theory was that maybe he was taking revenge for a family member who was in a similar situation, or that he came from the same situation as some of the children of the prostitutes and was also left by his mother who ended up as a prostitute. Or maybe he just felt that he was merely cleansing ball club and doing it a favor by killing off a handful of people who he felt were scum who corrupted society. The ideal profile of Jack the Ripper was a single man, probably a doctor, who had bad experiences with pr ostitutes in the past, and had lived in capital of the United Kingdom long enough to become familiar with its streets and alleys. He was obviously actually daring and nerveless to commit such crimes in the streets, because he could have been caught at any time by anyone who happened to be passing by. Bibliography Beg, Paul, Martin Fido and Keith Skinner. The Jack the Ripper A-Z. London Headline Book Publishing, 1991. Geary, Rick. Jack the Ripper A Journal of the White Chapel Murders. New York Nantier Beall Minoustchine Publishing, Inc., 1995. Sugden, Philip. The Complete History of Jack the Ripper. New York Carroll & Graf Publishers, Inc., 1994.

Wednesday, May 29, 2019

Multicultural Social Studies Essay -- Education

Multicultural companionable StudiesMore now than invariably before in the educational autobiography of our nation has multicultural education become pregnant. Due to the ever increasing diversity in our nation, the global economy, and the mobility of our work force, diversity in the classroom is poignant our classrooms. With such a diverse student population teachers must understand that each student will bring his own background knowledge and puzzle into the learning environment. The task that is presented to teachers is to prepare the students to understand and interact with all the different cultures that are present or that the student may come into contact with, temporary hookup at the same time teach them content which does not offend a students cultural identity.Why is multicultural education important? Curriculum Standards for societal Studies (NCSS,1994b) endorses the belief that students should be helped to construct a pluralist perspective based on diversity. This perspective respects differences of opinion and preference, race, religion, gender, class, ethnicity, and culture in general. (Hass & Sunal, 2011, p. 304) With the ever increasing diversity found within this country, and the interdependency between different cultures on a world-wide platform it is important for our students to not only accept these differences, precisely to also understand the differences. Dr. Geneva Gay statesMulticultural education can ease these tensions by teaching skills in cross-cultural communication, interpersonal relations, perspective taking, con-textual analysis, understanding alternative points of view and frames ofreference, and analyzing how cultural conditions affect values, attitudes,beliefs, preferences, expectations, and behaviors.... .../pdf/session3/3.Multiculturalism.pdfBanks, J. (2008). Teaching Strategies for ethnic studies. (8th Ed.). Boston Pearson.Cushner, K., McClelland, A., & Safford, P. (1992). Human Diversity in Education. New York Mc Graw-Hill.Fry, T. S. (2000). Muticultural Perspectives Help by Preservice Social Studies Teachers. The Journal of Critical Inquiry Into curriculum and Instruction .Gay, G. P. (1994). A Synthesis of Scholorship in Muticultural Education. Retrieved May 5, 2012, from North Central Regional Educational Laboratoryhttp//www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htmHass, M. E., & Sunal, C. S. (2011). Social Studies for the Elementary and Middle Grades. Boston Pearson.Kostelink, M., Whiren, A., Soderman, A. S., & Gregory, K. (2002). Guiding childrens social development Theory to practice. Albany, NY Thomson Delmar.

Comparing Hinduism and Buddhism Essay -- Compare Contrast

Comparing Hinduism and BuddhismWhile Hinduism and Buddhism come from the same cultural backgrounds, they are highly diverse in their beliefs on afterlife, deity, and rituals. Both religions believe in reincarnation, but it is where an individual goes after he or she gets off the endless cycle that differs. These religions to a fault part when it comes to whom they do or do not worship. Every religion comes with rituals and Hinduism and Buddhism are no exceptions.Hindu followers have no doubt they go to moksha after they accomplish redemption, but Buddhists believe that the main goal is to achieve nirvana in the afterlife. A Hindu can conquer redemption by living a life of asceticism. After becoming a Sadhu, or holy man, and renouncing all material possessions they are able to be one wit...

Tuesday, May 28, 2019

Attitudes of Marriage in Chaucers the Canterbury Tales :: essays papers

Attitudes of union in Chaucers the Canterbury Tales Chaucers The Canterbury Tales, demonstrate servicemany distinct attitudes and perceptions towards wedding party. Some of these ideas are very traditional, such as that illustrated in the Franklins Tale. On the other hand, other tales present a liberal view, such as the marriages portrayed in the moth millers and The Wife of Baths tales. While several of these tales are rather comical, they do indeed depict the attitudes towards marriage at that time in history. D.W. Robertson, Jr. calls marriage the solution to the problem of love, the force which directs the will which is in turn the source of moral action (Robertson, 88). Marriage in Chaucers time meant a union between spirit and flesh and was thus part of the marriage between Christ and the Church (Bennett, 113). The Canterbury Tales visualize many abuses of this sacred bond, as will be discussed below.One example of corruption in marriage is The Millers Tale. This t ale includes a lecherous clerk, a vain clerk, and an aging man entangled in a web of deceit and adultery construed by a married women. It is obvious in this story that almost each of these characters show complete disregard to the institution of marriage. The two men, Nicholas and Absalon, both try to engage in adulterous affairs with Alison, the old mans wife. Both of the men are guilty of trying to seduce Alison, which shows their indifference towards the sanctions and laws of marriage. Still Alison, who should be the wiser, also breaks the laws of marriage. She takes Nicholas because she wants to, just as she ignores Absalon because she wants to. Lines 104-109 of the Millers Tale show Alisons blatant disrespect for her marriage to Old John and her planned deceit That she hir love hym graunted atte laste, And swoor hir ooth, by seint Thomas of Kent That she wol been at his commandment, Whan that she may hir leyser wel espie. Myn housbonde is so ful of jalousie That but ye wayte w el and been privee On the contrary, Alisons husband loved her more than his own life, although he felt foolish for marrying her since she was so offspring and skittish. This, in turn, led him to keep a close watch on her whenever possible. The Millers main point in his story is that if a man obtains what he wants from God or from his wife, he wont ask questions or become jealous.

Attitudes of Marriage in Chaucers the Canterbury Tales :: essays papers

Attitudes of art object and wife in Chaucers the Canterbury Tales Chaucers The Canterbury Tales, demonstrate many unalike attitudes and perceptions towards sexual union. Some of these ideas are very traditional, such as that illustrated in the Franklins Tale. On the other hand, other tales present a liberal view, such as the marriages portrayed in the milling machines and The Wife of Baths tales. While several of these tales are rather comical, they do indeed depict the attitudes towards marriage at that time in history. D.W. Robertson, Jr. calls marriage the solution to the problem of love, the force which directs the will which is in turn the source of moral action (Robertson, 88). Marriage in Chaucers time meant a union between spirit and flesh and was thus part of the marriage between Christ and the Church (Bennett, 113). The Canterbury Tales extract many abuses of this sacred bond, as will be discussed below.One example of corruption in marriage is The Millers Tale. This tale includes a sexy clerk, a vain clerk, and an elderly man entangled in a web of deceit and adultery construed by a married women. It is obvious in this story that almost each of these characters show complete disregard to the institution of marriage. The two men, Nicholas and Absalon, both try to engage in adulterous affairs with Alison, the old mans wife. Both of the men are guilty of trying to seduce Alison, which shows their indifference towards the sanctions and laws of marriage. Still Alison, who should be the wiser, also breaks the laws of marriage. She takes Nicholas because she wants to, just as she ignores Absalon because she wants to. Lines 104-109 of the Millers Tale show Alisons blatant disrespect for her marriage to Old John and her planned deceit That she hir love hym graunted atte laste, And swoor hir ooth, by seint Thomas of Kent That she wol been at his commandment, Whan that she may hir leyser wel espie. Myn housbonde is so ful of jalousie That but ye way te wel and been privee On the contrary, Alisons husband loved her more than his own life, although he felt foolish for marrying her since she was so childly and skittish. This, in turn, led him to keep a close watch on her whenever possible. The Millers main point in his story is that if a man obtains what he wants from God or from his wife, he wont ask questions or become jealous.

Monday, May 27, 2019

Report from an Interview with a Muslim-American Woman

Oftentimes, personal taradiddles git become the grounding point for theoretical research. Experiences reflect the neighborly tendencies of an individual or a participation. Here social tendencies deal to the highest degree the overall capacity of an individual or group to adapt to the social environment. It withal includes the ability to maintain beliefs (or ideologies) and protect personal or group aspirations. Thus, a thorough study of social tendencies whitethorn provide the researcher knowledge about the nature of a given individual or community.Although the individual is an entity by itself that is, it have an existence independent of a given group, the cultural values of such an individual unremarkably reflect the cultural values of the community he/she originated. Thus, it can be said that personal values are often influenced by collective values. The tendency of an individual to move in certain manners is in bring out influenced by his/her capacity to incorporate soc ietal values and practices. Thus, consequence becomes a tool for extracting genuine data.Although uncertainties may be present (as to the reliability of the data procured), we may excessively assume that such uncertainties were borne out of pre-judged propositions. Remember that in the real world, propositions have no truth values unless tested by empirical research. In my case, I chose to study Muslim American communities in order of magnitude to examine the conditions of this particular ethnic group in the United States. I really want to examine the specific problems, aspirations, social and economic conditions of this group of people. quite an than providing a lengthy description of the chosen community, I chose to reference an individual from that community.My best choice for the interview was an 80-year superannuated woman who called himself tiger Lily and usually wore huge, gilded hats ein truth day. She often danced around the senior center with a wooden marionette fro m the centers thrift shop just for the laughs she got. For a stranger, she may be labeled a crazy old lady (an eccentric individual who wants all the attention of people focused to her), but for the community (Muslim-American) she was the experience of the community. Her cheerfulness often got into the lives of every person in the community. Certainly, this person would be the around viable person for an interview. The range of data I could procure from her is very big. Thus, I began constructing an interview outline which would be used in the interview.I came into the house of the old lady and asked her permission for an interview. She asked me the purpose of the interview. I told her that the interview was part of the course requirements. Added to that, the interview would serve as the parting point for describing Muslim-American communities (in the United States). She told me to come back to the next day.She promised that she would prepare a delicious launch for two of us. I c ame back to the house of Tiger Lily. I got a little nervous and excited. I felt a little disoriented because I cleverness offend the old lady from the questions that I would be asking in the interview. The bitter pill is necessary was the thought running in my mind. So when the old lady asked me to sit down, I willingly obeyed. For Muslim-Americans, respect for individual dignity is one of the greatest virtues. I thanked the old lady for approving the interview. She said that it was her commerce to share her knowledge of the community to students like me.What she did not know that the interview was not about the community per se. It was about her in relation to the community. Her personal narrative would serve as the grounding point for a deeper analysis of her community. I did not show any sign of faltering. For me, an interview is not just a question and answer procedure. It is the blood life of a qualitative research. Without further ad due, I began the interview.The first part of the interview dealt with the social life of Tiger Lily. Here are some transcripts of the interview doubt People usually call you Tiger Lily. What does Tiger Lily stands for? Are they connected with your personal attributes?Tiger Lily I really do not know why people call me Tiger Lily. Probably because most of the people in the community comprehend me as a person who could get along with everybody. Personally, I view myself as a strong woman who possesses the qualities of a fine lady. Well, thats Tiger and Lily for sure.Question Do you consider yourself a liberated woman that is, a modern woman?Tiger Lily I dont know if I can classify myself as a modern woman. There are some things in this country I find really intriguing. There are also some things I find fine. However, I am generally blimpish in worldview. Family life, the community, and of course my personal views are the finest things in life. Maybe, thats a conservative outlook.Question Does your religion (Islam) affect yo ur path of life, your approach to people?Tiger Lily There is so much in my religion that affects (sic) my way of life. In our community, everybody is expecting from everybody. Solidarity is the most cherished values for Muslims like us. One should not be detached from the community.Doing so, would give one a headache. Islam is a way of life. It is life connected and governed by the laws of Allah, the One-God. In any case, I am bound by my religion to stick to the beliefs of my community. There is no alternative but obedience. Living outside the community for a Muslim is like living in a dark cave. You have the impression that you are different.Question Are you aware that people perceive you as different?Tiger Lily Thats their view. I find interacting with people a lot beneficial than isolating myself in my house. For us Muslims, interaction is the mark to a fulfilling life. As what I have (sic) earlier, there is no alternative. Maybe, my way of interacting with otherwise people i s different. The purpose is the same though.The second part dealt with Tiger Lilys perception of the community she belongs (and some of the problem the community encounter). Here are some transcripts of the interview.Question What is your perception of your community?Tiger Lily One, happy big family. We usually celebrate birthdays and holidays with the members of the community. Even though those nasty white policemen always suspect one of our fellows in various crimes, we console each other. Thats one way of showing respect and dignity to our fellows.Question What are some of the problems your community is currently facing?Tiger Lily Maybe unemployment is the most pervasive problem in our community. Most of the young adults here are facing the difficulty of finding jobs because they are Muslims. After the 9/11 attack, many of the companies here are hydrophobic of hiring Muslims even though they are also American citizens. I am really saddened by this instance. We also find it very difficult to interact with other people outside our community. Once they know that you are a Muslim, they turn their backs and refuse further correspondence. Its really hard for us.What we can derive from this interview can be summed up in the following statements. Tiger Lily is a conservative folk who clings to the values of her community. The problems of the community are reflected on her personal narrative. She shows largess and respect for the community because she believes in the efficacy of her religion (who greatly influences her life).Work CitedInterview with Tiger Lily (transcript). (2007). Conducted on 31 October 2007 with the consent of the interviewee.

Sunday, May 26, 2019

Application of Balanced Scorecard

A Case Study Application of the balance scorecard in racy procreation by Andrea Mae Rollins A dissertation submitted to the faculty of San Diego State University In partial ful touchment of the requirements for the degree Doctor of Educational Leadership June 28, 2011 iii Copyright 2011 by Andrea Mae Rollins v DEDICATION This work is dedicated to my br other(a) Jason, from as early as I can re outgrowth he has always been proud of his little sister and her accomplishments his pride, his love, and his clog pull up stakes forever be cherished and means much than he go forth ever know, and To my grandmother Dollie, who sacrificed so much in lodge to come through for me the life I motivationed she taught me to be kind and generous and to ask for help when needed, exclusively most importantly she taught me anything is possible, and To my dear friends, who give me more(prenominal) credit than I deserve and love me un full termally I am extremely fortunate to switch such a w onderful group of astonish women in my life, and To Fred, who never gave up on me his confidence in my abilities gave me the strength to push through all obstacles and make it to the finish line. v ABSTRACT The habit of this register was to examine the application of the equilibrize batting coiffure as a management peckerwood at heart the orthogonal and backup Affairs (EBA) whole at University of calcium, San Diego (UCSD). Specially, the study sought to examine how the hold in visiting card was communicated throughout the arranging, how the data ar utilize in doors the organization, and how the data argon use for decision making, salaried particular attention to the iv postures of UCSDs EBAs personalized match Scorecard.These four perspectives ar pecuniary/stakeholder, internal dish outes, innovation and scholarship, and the customer. This descriptive strip study, a re imbibe of program records, a quantitative survey and qualitative interviews with EBA emp loyees utilizing the constant comparative mode and descriptive statistics, identified four lessons learned the truly certified employees argon at the top of the organization and they find value in the Balanced Scorecard, most employees argon unaw ar of availability and usefulness of the Balanced Scorecard data, even an unbalanced Scorecard purifys business operations and the annual operation evaluation process is an opportunity to reinforce the Balanced Scorecard. The study allow ins triad recommendations for EBA.The recommendations be EBA leading needs to communicate the Balanced Scorecard process, outcomes, and application with greater clarity to all employees in the organization there needs to be an institutional be after for sustainability of the Balanced Scorecard to ensure it transcends the current people and environment and the Balanced Scorecard process within EBA must be bend subject for proximo organisational evolution. vi TABLE OF CONTENTS PAGE ABSTRACT.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 1INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Background The Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site of the Case Study University of calcium, San Diego. . . . . . . . . . . . . . . . . External and Business Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Problem Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Significance of This Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . supposititious Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Limitations of the Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delimitations of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organization of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 2REVIEW O F THE LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Expectations of high(prenominal) Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . Higher Education in California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v x xi xii 1 1 4 6 9 10 11 12 12 14 14 15 15 15 17 17 19 vii Reengineering Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . proceeding Funding.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Structure and counselling Tools. . . . . . . . . . . . . . . . . . . . . . . . . Total Quality Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Malcolm Baldrige Award Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard and Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Change and the Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 3METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Design.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Collection and Analysis.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical Principles Based on Human Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 22 24 28* 28 29 30 33 34 36 37 37 38 38 40 41 42 44 45 46 47 47 48 viii Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 4FINDINGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participant Profiles.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Source of Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . historic Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recent Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interview Themes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Tool With Many Names.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication Is an Individual Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . An Unbalanced Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Impact Is Personal.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Visionaries Can Be Found at severally(prenominal) Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 5DISCUSSION AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48 50 51 51 54 56 56 57 60 61 61 63 64 64 65 66 69 72 74 77 78 79 ix Informed Employee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Availability and Usefulness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unbalanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance Evaluation Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communicate With Clarity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sustainability Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Flexibility.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Process Mapping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard Comp superstarnts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traditional Academic Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Quantitative Outcome Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPENDICES A. Vice ChancellorExternal and Business Affairs Organization Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. Balanced Scorecard Example.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 86 88 92 95 97 98 99 100 102 102 103 103 104 104 one hundred 5 106 112 113 LIST OF TABLES PAGE Table 1. External and Business Affairs Personalized Balanced Scorecard. . . . . . . . Table 2. Unit Affiliation of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 3. Years of ser delinquency of process of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 4. Position of Survey Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 5. Interview Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 6. Survey Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 52 53 54 56 58 i LIST OF FIGURES PAGE image 1. The Balanced Scorecard visual created by Kaplan and Norton.. . . . . . . . . 3 xii ACKNOWLEDGMENTS I would like to thank my dissertation committee for their upkeep and patience in the completion of this study. Thank you to Dr. Fred McFarlane for always making time to hear me. There were many excuses used, that you never seemed frustrated or bilk but rather your continued attendant kept me motivated and committed. Thank you to Dr. Shaila Mulholland for continuously pushing me a bit further and your continued support darn doing so. Thank you to Dr. Mark Tucker for your careful review of this work and your sound ad vice and guidance.I would also like to thank Dr. Angela Song and the UCSD community. Dr. Song, throughout this entire process, if felt as though I had a partner in you. Your generosity in terms of sharing your time and knowledge meant a lot and was a evidentiary contributor to my success. To the UCSD community, thank you for your honesty and openness. Lastly, I want to thank my friends and family. Thank you for always believing in me. Your encouragement and support helped make this possible. A last-place thanks goes to Bailey and Hershey for their unconditional love, especially in those moments when I had little time and attention for them they rode this wave with me. CHAPTER 1INTRODUCTION Steven Covey is quoted as saying, People and their managers are working so hard to be sure things are done right, that they hardly sire time to decide if they are doing the right things (Rohm, 2002, p . 1). Managing an organization is a balancing act. This balancing act requires the organization and all its members to ensure the development of good business strategies that allow for efficient operations and practices. The Balanced Scorecard is a doing management tool that assists the organization in finding its balance (Rohm, 2002). According to Kaplan and Norton (2007), The balanced Scorecard supplemented traditional financial measures with criteria that measured mathematical process from three addendumal perspectivesthose of customers, internal business, and learning and growth (p. 2).This case study examines the application of The Balanced Scorecard in External and Business Affairs (EBA) at the University of California, San Diego (UCSD). Specifically, it looks at the personalized Balanced Scorecard that UCSD developed for their implementation. Background The Balanced Scorecard The Balanced Scorecard, developed in 1992, issues organizations with an opportunity to measure more than financial proceeding indicators. Kaplan and Norton (1992) developed the Balanced Scorecard so that managers should not carry to choose amid(prenominal)st financial and operational measures (p. 71). The development of the balanced scorecard was in reaction to a changing and more competitive environment where executives felt traditional measures of financial performance were not sufficient.The Balanced Scorecard was designed as a model for measuring several dimensions of 2 performance. The model provided managers with a format that allowed them the opportunity to incorporate additional perspectives beyond financial performance measures. By victimization this model, organizations are able to complement their financial measures with additional nonfinancial performance measures for the purpose of planning hereafter growth and creating an organization with more collaborative leadinghip (Kaplan & Norton, 2007). Kaplan and Norton (1992) completed a yearlong research project t hat was comprised of 12 companies that they draw as existence at the leading edge of performance management.The result of this yearlong research project is the Balanced Scorecard, which is an assessment tool comprised of a set of measures that go beyond the traditional measures of financial criteria to include measures that are inclusive of two financial and operational indicators. The Balanced Scorecard provides answers to four basal questions 1) How do customers see us? 2) What must we excel at? 3) Can we continue to alter and create value? and 4) How do we look to shareholders? (Kaplan & Norton, 1992, p. 72). Kaplan and Norton get by that by giving managers the answers to these four basic questions, they will form multiple measures to judge the performance of their organization, but will not be overloaded by a large number of measures. Additionally, the variety of measures requires the financial and operational leaders to work together.The Balanced Scorecard serves as an easy tool for determining whether the success in one area occurs to the detriment of another, as well as identifying if success in one area is associated with strong performance in another area (Kaplan & Norton, 1992). By considering the four perspectives altogether, the Balanced Scorecard indicates when a process that serves a benefit to your customers whitethorn in fact hinder the 3 organization from the innovation and learning perspectives. Figure 1 is a visual of the tool Kaplan and Norton created to describe the Balanced Scorecard. Figure 1. The Balanced Scorecard visual created by Kaplan and Norton. Adapted from The Balanced Scorecard Measures That Drive Performance, by R. S. Kaplan & D. P.Norton, January-February 1992, Harvard Business Review, p. 72. The tool provides the four questions of the Balanced Scorecard in relationship to one another and links the questions to the perspective to which they are responding. Additionally, the Balanced Scorecard provides the format for t racking the data, which they break up into goals and measures. The four perspectives are financial, inwrought Business, Innovation and Learning, and Customer (Kaplan & Norton, 1992). These four questions are the foundation of the Balanced Scorecard. Goal setting and tracking 4 measures help to make the Balanced Scorecard a successful performance measurement tool for organizations.Site of the Case Study University of California, San Diego In actualization of its innovative approach to cutting costs, solving problems, and increasing efficiency (UCSD, 2003, para. 1) the University of California, San Diego was inducted into the Balanced Scorecard mansion of Fame in 2003 (External and Business Affairs EBA, 2011b). Robert S. Kaplan and David P. Norton founded the palladium Group (2010), a world(prenominal) organization that provides, among other work, consulting in strategy and performance management. The Palladium Group developed the Balanced Scorecard planetary house of Fame, whi ch honors organizations that have achieved performance excellence through the use of the Balanced Scorecard.There is a formal application process, and the pickaxe criteria requires an organization to have implemented the Balanced Scorecard methodology, have completed a breakthrough in performance results for at least 24 months, and have provided a testimonial that the organizations success is, at least in part, due to the Kaplan-Norton approach. In 2010, there were more than 130 current Hall of Fame Members. Members included domestic and international organizations. They were presented in the following industry groups consumer, fosterage and not-for-profits, energy and utilities, financials, governance, healthcare, materials and industrials, and telecommunications and information technologies (The Palladium Group, 2010). In 2003, UCSD was the first university to be added to the Hall of Fame.The recognition came 10 years after adopting the performance management system in 1993. Th ere are scarce two other universities that have been inducted into the 5 Hall of Fame. These two universities are the University of Leeds located in the linked Kingdom and the International Islamic University of Malaysia. University of California, San Diego, one of the 10 campuses in Californias University of California system, was founded in 1960. University of California, San Diego is highly regarded nationwide as both an outstanding institution of high learning and as a top tier research institution. In the 2011 the Statess Best Colleges Guidebook, issued by U. S.News and World Report (as cited in UCSD, 2010a), UCSD was ranked as the 7th best exoteric university in the nation. In 2010, there were five Nobel Prize winners among UCSDs faculty body (UCSD, 2010a). University of California, San Diego has material ties to the local community, specifically related to the amount of jobs it provides for members of the local community. University of California, San Diego is the third largest employer in San Diego County, employing intimatelyly 26,000 employees. Its faculty and alumni have contributed to at least 193 start-up companies in the San Diego community. The impact of the research at UCSD extends throughout California, which notes that UC San Diego contributes more than $7. billion in direct and indirect spending and personal income each year to the California economy and generates 39,400 jobs, based on an independent study conducted by CBRE Consulting released in 2008 (UCSD, 2010a, para. 7). The work of the students, faculty, researchers and alumni has a local, state, and national influence and a global reach. The campus consists of six undergraduate colleges, five schoolman divisions and five graduate and professional schools. In the fall of 2010, the total campus enrollment was 29,899 students. The annual revenues for UCSD are approximately $2. 6 billion with 22% of the revenues 6 coming from federally funded research and 11. 5% coming from the Stat e of California (UCSD, 2010a).The Washington periodic is a different be behave that ranks high reading organizations on an annual basis on their contribution to the reality good. The categories for the college guide and rankings for the award are Social Mobilityrecruiting and graduating low income students Researchproducing cutting-edge scholarship and PhDs and Serviceencouraging students to give something back to their country. In 2010, UCSD ranked number one on the Washington Monthly list. Washington Monthly apologises their rankings are unlike U. S. News and World Reports and other guides because they do not look at what colleges can do for the individual but rather what the colleges do for the country (College Guide, 2010).External and Business Affairs The mission of UCSD focuses primarily on precept and research. The leadership structure of the university is divided into seven vice chancellor areas. Three of the vice chancellor areas hold academic appointments and directl y serve the facts of life and research mission of UCSD. The other four vice chancellor areas serve this mission, as well, but in more of a peripheral tone of voice. The External and Business Affairs (EBA) vice chancellor area serves the university by providing leadership and management for the business and administrative functions. Despite the fact that UCSD is recognized by the Balanced Scorecard Hall of Fame, only EBA has implemented the Balanced Scorecard.The overall mission of EBA is raising financial support for UCSDs research, teaching and patient care, while delivering superior service to our stakeholders in a responsive and cost-effective manner (EBA, 2011a, para. 1). The organizational units in the EBA 7 include Administrative Computing and Telecommunications, Human Resources, Business and Fiscal Services, Housing, Dining and Hospitality Services, Alumni Affairs, University and Health Sciences Development, and the UCSD Foundation and Advancement Services. A full descript ion of the organizational unit is found in Appendix A. Currently, Steven W. Relyea serves as the Vice Chancellor for EBA.Through his leadership, UCSDs EBA adopted the Balanced Scorecard in 1993. When honored as a member of the Balanced Scorecard Hall of Fame in 2003, UCSD had saved more than $6 million since the Balanced Scorecard was adopted. Mr. Relyea is quoted as saying The Balanced Scorecard process provides UCSD with a roadmap which indicates where it should focus its energies, priorities, and resources in providing administrative services for UCSD. During difficult budgetary times, this approach is indispensable. While some whitethorn have viewed an approach such as the Balanced Scorecard as optional in the past, many will find it a key to survival in this era of shrinking funds. (UCSD, 2003, para. ) Stemming from the basic four questions outlined by Kaplan and Norton (1992) in the Balanced Scorecard (i. e. , 1) How do customers see us? 2) What must we excel at? 3) Can we con tinue to improve and create value? and 4) How do we look to shareholders? p. 72), UCSD created four perspectives for the focus of their Balanced Scorecard tool. The four perspectives of UCSDs Balanced Scorecard focus on the financial/stakeholder, the internal processes, innovation and learning, and the customer. These four perspectives link to Kaplan and Nortons questions as follows the financial/stakeholder perspective responds to Kaplan and Nortons question number four the internal process perspective responds to question number two the innovation and learning perspective responds to question number three and the customer perspective responds to question number one. University of California, San Diego prides itself on being a strategic, forward-thinking organization. University of California, San Diegos EBA kept this framework as their foundation when personalizing the four perspectives and outlining their foci for the implementation and application of the Balanced Scorecard. Ext ernal and Business Affairs determine these four perspectives (see Table 1) as tools and provides the organization with the following foci to further define the perspectives.Table 1 External and Business Affairs Personalized Balanced Scorecard Perspective Financial/Stakeholder Internal Process Innovation and Learning Customer Focus Looking Backwards Process Performance Employee Satisfaction and Wellness Customer Satisfaction University of California, San Diego has described their benefits from the Balanced Scorecard as the ability to align customer priorities with business priorities, the ability to track progress over time, the method for the evaluation of process revisions, the method for identification of opportunities for initiatives and partnerships, the source for accountability to constituents, and the source for the development of action plans and setting strategic direction. University of California, San Diego as an institution benefits by the application of the Balanced S corecard within EBA. Despite EBA being the only vice chancellor area that has implemented and applied the Balanced Scorecard, the benefits extend through all areas of the institution given up that the services EBA provides to faculty and staff extends throughout the entire institution. Problem Statement In soaked fiscal times, challenges and expectations increase for high grooming organizations. The concept of a high education organization running more like a corporation serves as a basis for criticism of the organization. In tight fiscal times, critics are extremely outspoken about the business of high(prenominal) education. They challenge everything from the manner in which high education organizations are organized and their funding decisions, to their staffing choices.Higher education organizations are viewed as a key component in overcoming tight fiscal times, therefore providing hope for the nation. However, their resources do not increase while their expectations by t he students and other customers do increase over time. Higher education organizations face external pressures to adapt and manage change by utilizing market and business strategies. The financing of high(prenominal) education organizations is cyclical. Therefore, tight fiscal times are either on the horizon or currently present for most publically supported high education organizations. Alexander (2000) described this issue when discussing the concept of higher education accountability.He stated that a innovative economic motivation is driving states to redefine relationships by pressuring organizations to become more accountable, more efficient, and more wareive in the use of publicly generated resources (p. 411). A related perspective is provided by Kotler and Murphy (1981), who wrote about tight fiscal times in higher education in the 1980s. Almost 30 years later their arguments are lock up very relevant given the cyclical nature of the 10 financing of higher education. They viewed the economic condition as a motivator, rather than seeing only setbacks and challenges. They looked at the economic condition as an opportunity to strategically move the organization forward. When fiscal times are tight, they see opportunities for higher education organizations.From their perspective, tight fiscal times are opportunities for planning and strategizing about the organizations future. If the higher education organization can look introspectively and begin to analyze their current situation rather than focus scarce on daily operations, they can look to the future and find newfangled opportunities (Kotler & Murphy, 1981). Presently higher education organizations face dilemmas of accountability. They are challenged to operate more strategically and are tasked with finding greater process efficiencies. Green (2003) argued that traditional approaches for managing higher education organizations are no longer relevant. Organizations need to reengineer themselves to be relevant in todays society.Higher education organizations must identify, explore, and implement strategies that can assist them in responding to these new expectations. In 1993, when EBA implemented the Balanced Scorecard, it was partially in response to tight fiscal times and change magnitude federal regulations. Consistent with Greens argument, EBA was looking for a way to reengineer their organization in order to respond to the challenges of disappearing resources and increased regulation while finding a way to be strategic and accountable. Definition of Terms The following terms were used in this study. 1. Balanced Scorecard refers to the performance management tool developed by Robert S. Kaplan and David P. Norton in 1992. 11 2.Balanced Scorecard foci refer to the foci established at UCSD in conjunction with their personalized Balanced Scorecard perspectives. 3. Balanced Scorecard perspectives refer to the personalized Balanced Scorecard at UCSD. 4. External Business and Affairs (EBA) refers to the vice chancellor unit at UCSD that has implemented the Balanced Scorecard. 5. Higher Education organizations refer to public and private nonprofit 2-year colleges and public and private nonprofit 4-year universities. 6. University of California, San Diego (UCSD) refers to the study site for this case study. 7. Western Association of Schools and Colleges (WASC) is the accrediting commission for Senior Colleges and Universities in the Western Region of the United States.Significance of This Study In light of the current and future expectations, higher education organizations require examples of successful implementation and adaptation of management strategies that address the need to become more productive, accountable and efficient. The Balanced Scorecard, which utilizes measures beyond financial performance, is a tool that can assist higher education organizations to become more efficient and accountable. This case study took an in-depth look at the applic ation of the Balanced Scorecard in units within the EBA vice chancellor area at UCSD. The results of the case study will provide other higher education organizations with a detailed view of how the Balanced Scorecard is communicated throughout the units, examples of what type of data elements are 12 tracked, and how these data elements are used for decision making.This detailed view of the Balanced Scorecard application will be useful for higher education administrators who are both internal and external to UCSD. For current UCSD administrators, this study provided them with a new view of the Balanced Scorecard. For external higher education administrators, this study will provide them with another model for doing business. This detailed view will provide them with examples of how one higher education organization has applied their Balanced Scorecard and impacted its performance. Purpose Statement This case study examined the application of the Balanced Scorecard as a management too l, and explored how the Balanced Scorecard and UCSDs EBA personalized perspectives/foci were communicated throughout the organization.The results identified the data elements that the Balanced Scorecard tracks and described how the data were used for decision making. This case study paid particular attention to the four perspectives of UCSDs EBA which were personalized for their application. These four perspectives are financial/stakeholder, internal processes, innovation and learning, and the customer. Theoretical Framework This study was informed by Bolman and comprehends Reframing Organizations Artistry, Choice, and Leadership. Bolman and Deal, in 2008, the fifth release of work that was first published in 1984, provide a four-frame model that views organizations as factories, families, jungles, and temples (p. vii).The four frames are the structural frame, the human resource frame, the political frame, and the symbolic frame. A frame, 13 as delimitate by Bolman and Deal, is a mental model. It is a set of ideas and assumptions that you carry in your head to help you understand and negotiate a particular territory (p. 11). Frames are necessary so individuals within organizations can quickly create a mental model of their current situation so they know how to appropriately navigate the situation. Bolman and Deal explain that although it is key to have mental models (i. e. , frames in order to negotiate day to day situations), it is also important for individuals to have the ability to break frames they call this reframing. They argue that learning to apply all four frames creates a deeper appreciation and understanding of the organization. Bolman and Deal (2008) outline the frames with the following descriptions. The structural frame or the factory emphasizes organizational architecture and the formal roles and relationships in an organization. The structure of an organization is found in an organizations organizational charts, the linear or plumb relatio nships that have been defined and provided to employees. The human resources frame or the family emphasizes relationships, particularly interpersonal relationships. The human resource frame is concerned with the individual in the organization, their feelings and their needs.The political frame or the jungle refers to the political nature of an organization including the struggles of power, competition, and coalition building, as well as including the much needed negotiation and consensus building. The symbolic frame or temples refers to the informal refinement of the organization. The symbolic frame emphasizes symbols and rituals within an organization. In the context of the case study, it was important for the researcher to have an understanding of organizational theory. These four frames were selected by the researcher to guide her research design and methodology and to provide her lens for gathering and analyzing data due to the fact that the four frame 14 model provided by Bolm an and Deal are inclusive of the entire organization.The theory they have been working on since 1984 provided an appropriate context to study the Balanced Scorecard at UCSD it describes the organization in four competing and complementary frames, similar to the concept of the Balanced Scorecard. Research Questions In order to understand the application and management of the Balanced Scorecard in UCSDs EBA, the following questions were answered through this case study 1. How are the four perspectives of the Balanced Scorecard communicated in the EBA? 2. How are the data from the Balanced Scorecard used within the organization of the EBA? 3. What impact does the Balanced Scorecard have on decision making in the EBA?Limitations of the Study A limitation of this study is that all higher education organizations operate in a very distinct and unique manner. It may be difficult for some higher education organizations to find connections to this case study given the differences in mission, size, operations, and organizational structures of their institution when compared to UCSD. A second limitation is that since EBA is primarily a financial and administration unit within a high education organization, their processes and applications may not work for nonfinancial units. 15 Delimitations of the Study A delimitation of this study was the study site. The researcher selected UCSD based on proximity and familiarity.Within UCSD, the EBA is the only vice chancellor area that has adopted Balanced Scorecard. The other six vice chancellor areas have not adopted the Balanced Scorecard. Another delimitation of the study was that the researcher focused only on the Balanced Scorecard performance management tool rather than other performance management tools which are utilized at UCSD in the other vice chancellor areas. Role of the Researcher The researcher is currently a Director at UCSD in the Health Sciences Vice Chancellor area. The Health Sciences organizational unit has not a dopted the Balanced Scorecard as a management tool however, the researcher works with offices on a regular basis that have adopted the Balanced Scorecard.The researcher was invested in this case study because she wanted to come upon a greater understanding of how the Balanced Scorecard has been implemented and how this can be modeled throughout UCSD and other higher education organizations nationwide. Even though she is an employee at UCSD, she attempted to be unbiased and fair. Organization of the Study This research study is organized in five chapters. Chapter 1 includes an introduction to the study, the purpose statement, the moment of this study, research questions, definition of terms, the limitations and delimitations of the study, and the role of the researcher. Chapter 2 includes a review of the literature and research on the Balanced Scorecard and its role in higher education. Chapter 3 includes a discussion of 16 the methodology that was used in the study.Chapter 4 inclu des the results and analysis that emerged from the study. Finally, Chapter 5 includes a summary of the study and lessons learned and recommendations based on the findings. 17 CHAPTER 2REVIEW OF THE LITERATURE The roles and expectations of higher education organizations have significantly changed in the last decade. Higher education organizations are expected to provide a multitude of services in addition to providing the highest quality education for their students. Higher education organizations are expected to serve as a significant contributor to the nations economic state. They are expected to contribute to their communities via the students they educate.The students should transition quickly into productive workers in society as both versatile and knowledge workers. They are expected to contribute via technology advances and business start ups that emerge from academic research. Stemming from the academic research, they are expected to contribute via innovations that lead to n ew products, services, and new collaboration with industry (Berdahl, 2009 Douglass, 2010a Gumport & Sporn, 1999 Serrano-Valarde, 2010). Role and Expectations of Higher Education The new roles of the higher education organizations and the expectations placed on them have stemmed from societal expectations, public polices, and technological innovations.Higher education organizations are seen as a spark that once ignited can create vast benefits for society. This new role and the expectations of higher education organizations have created a need for university leaders to become increasingly accountable and to develop organizational structures that can support and fulfill current and future expectations. Higher education organizations are now being assessed on their ability to problem solve, their ability to provide a high quality product in a low cost environment, their ability to continue to maintain a direct of access despite budget cuts, and to produce graduates as knowledgeable an d skilled workers in a reasonable 18 timeframe.The demands upon higher education organizations require them to become more strategic in nature, and to explore discussions of restructuring, resource management, and quality self-assurance. Despite the new expectations, higher education organizations are not expected to receive additional funding or secure new funding streams. Rather, the reality is their operating budgets will continue to decrease (Gumport & Sporn, 1999). As an example, it was reported in January 2011 that higher education organizations in California should expect budget cuts of approximately $1. 4 billion for fiscal year 2011-2012 (Keller, 2011). Higher education organizations are increasingly challenged to meet these new expectations, given the current budget situation and the forecast of a bleak financial future.It is the opinion of many that 2011 and future years may be equally as troubling financially as the recent reductions higher education organizations have faced (Atkinson, 2009 Douglass, 2010a, 2010b). According to Douglass (2010b), the demand for higher education and societal gains from higher education organizations go up during economic downturns. There is an important relationship between the need to educate students and provide support for academic research and the funding available during times of economic downturn. Douglas (2010b) argues, Education funding and enrollment capacity may be as important as any other policy level to cope with the economic downturn (p. 2).Additional or continual budget cuts simply provide further limitations on the higher education organizations ability to meet these new expectations. The current budget cuts will have a significant impact on graduation rates and future worker shortages. Douglass (2010b) continues his argument, speaking specifically about the state of affairs of higher education in California by stating, It is undergoing a possibly 19 significant redefinition, driven solely by severe budget cuts and without a long-term strategic plan (p. 9). Higher Education in California Focusing on the state of affairs of higher education in California, Douglass (2010a) describes the near whirl of the system.The near collapse has been brought on by the states fiscal weakness and therefore a lack of funding to its three-tiered structure, the University of California System, the California State University System, and the California company College System. Public support for student funding has plummeted in California and, despite the continued growth of applicants, the three-tiered system is unable to accommodate qualified students. In addition to their capacity issues, California is challenged by its inability to graduate students, which continues to add to the worker shortage in the state. Many students in California are displaced and looking to nonprofit (i. e. , National University) and for-profit universities (i. e. , the University of Phoenix and Argosy University) to f ill the void left by the state-supported three-tiered system.The number of displaced students is predicted to continue to grow given that the population in California will increase exponentially in the next 40 years. The U. S. Census Bureau (2010) cites the current population in California at 36,961,664. It is projected to reach 60 million by 2050 (California Department of Finance, 2007 Douglass, 2010a U. S. Census Bureau, 2010). Douglass (2010c) describes the for-profit universities as providing a lesser quality product. It may be more accessible, but it often comes with a large cost and a decreased level of quality. The movement to for-profit universities as a result of lack of access is not unique to California or the United States.Douglass (2010c) describes this phenomenon as the Brazilian Effect. The Brazilian 20 Effect is when public education cannot keep pace with the growing public demand for access and programs. For-profits rush to fill that gap, and become a much larger provider (Douglass, 2010c, p. 5). The Brazilian Effect is commonly more prevalent in developing nationsnations that consist of large areas of high poverty rates, low high school graduation rates, and limited access to higher education. The research indicates this is more prevalent in countries such as Brazil, Korea, and Poland. California presently is experiencing these same qualities seen in developing nations.Douglass (2010c) argues the Brazilian Effect is presently being seen in California. In a response to Californias near collapse, Douglass (2010b) argues for a smart growth plan. This smart growth plan seeks clear goals such as degree attainment rates, with an appropriate restructuring of higher education, containment of costs for taxpayers and students, and a seriously revised funding model (Douglass, 2010b, p. 18). Of concern for Californias three-tiered system is its lack of management, vision, and planning for the future. It is this lack of a strategic plan that Douglass r eferred to that opens the door for extensive criticism surrounding the management of higher education organizations.The Western Association of Schools and Colleges (WASC) serves as the accreditation body for higher education organizations in the state of California and other western states and territories. The chief goals of the senior commission of WASC, which serves as the accrediting body for 161 institutions in California, Hawaii, and the Pacific Basin, are the promotion of institutional engagement in issues of educational effectiveness and student learning, the development of a culture of evidence that informs decision making, and the fostering of an active interchange among public and independent institutions (WASC, n. d. a). Under these goals, WASC can support higher 21 education organizations in their development of smart growth plans if they choose such a plan during the assessment of the organization.The WASC describes their purpose as assessing academic quality, education al effectiveness and institutional structures, processes, and resources (WASC, n. d. b). However, it does not appear this has translated to successful management and leadership in higher education organizations in California. Reengineering Education As a result of the new expectations for higher education organizations, attempts have begun to occur to reengineer higher education organizations to achieve closer alignment with market principles and management strategies, which have turn out successful in the private sector. Green (2003) suggested that supporters of this reengineering movement include leaders from educational administration, state governments, and the business world.He argued that traditional approaches to higher education organizations and management are increasingly out of step with demographic trends, technological innovations, and the accelerating pace of change found in other sectors of society (p. 196). Green labeled most higher education organizations as bureau cratic based on their organizational structure of being rigid, hierarchal, and inflexible. Kotler and Murphy (1981), who wrote on the topic 30 years ago, also visualised higher education organizations in a similar fashion. They described higher education organizations as being characterized by a high concentration of professionals and usually a significant amount of organizational inflexibility (p. 472). Kotler and Murphy also acknowledged that management strategies in higher education organizations do not jibe the processes in a business setting.Keeling, Underhile, and Wall (2007) discussed the silo nature of higher education organizations. They suggested the silos are 22 due to a primarily vertical organizational structure, where members of the organization are often competing amongst themselves for scarce resources. Green (2003) provided an alternate option to a bureaucracy, that being adhocracy. An adhocracy, a term popularized by Alvin Toffler in 1970 (as cited in Travica, 1 999), is a flexible organization, which operates collaboratively with cross-functional teams and matrix management. An adhocracy represents an organizational structure of the future not many examples of true adhocracies exist.Performance Funding Another option being explored by some is the concept of performance funding. Performance funding is the mechanism of being paid based on the higher education organizations accomplishments. Alexander (2000) explained that this transformation has resulted from the realization that to establish their competitive positioning, states and nations must increase their involvement in the development of human capital and research through higher education (p. 412). Consistent with the increased expectations of higher education organizations, there has also been a change in the interaction between higher education organizations and the government.Governments are seeking a greater level of production from higher education organizations, as well as an in creased level of accountability and efficiency in the organizations use of public funds. Similar to societal expectations, the governments expectation of higher education organizations has increased in terms of the organizations return on its investment. The government expects expanded access and enrollment growth and is continuing to seek out new ways to measure productivity and efficiency in higher education organizations. Performance based funding has seen its largest increase in the last decade. In 2000, three-quarters of 23 the states linked a portion of the state funding for higher education to performance measures.Higher education organizations continue to find themselves responsible to new state-mandated measures which require tracking and reporting of those measures (Petrides, McClelland, & Nodine, 2004). Liefner (2003) wrote about performance funding. He suggested that performance funding should be defined at the organization level. Governments should allow higher educatio n organizations the ability to manage their organization on an individual basis and define goals based on the historical and culturally accepted framework of the organization versus being forced by an external body. Petrides and colleagues (2004) concurred with Liefner. Their research suggested responses to external mandates are not necessarily drivers of performance.External mandates are becoming more and more prominent in higher education funding provided by the federal government. Field (2010) explained, in an article in The tarradiddle of Higher Education, that President Obama, more than his predecessors, is demanding results in exchange for funding. She explains that some administrators have seen this as meddling in their academic affairs. She states, Not surprisingly, the plans met with skepticism from colleges. Some community-college leaders worried that benchmarking could shift the balance of power from state and local governing boards to Washington, setting the stage for f ederal meddling in curricula (para. 18).Advocates, however, are praising him for increased accountability and assessment. The article concludes by explaining that higher education organizations will need to make the case for the funding they receive. This could be viewed as another form of performance funding but regardless how you label it, this requires higher education organizations to have an infrastructure that supports data gathering and metrics in order to be able to respond to the 24 requirements from the federal government to obtain funding that is required to run their organization. Accreditation A historically accepted manner to evaluate the quality of higher education organizations is accreditation.Accreditation is defined by the federal government as Recognition that an institution maintains standards requisite for its graduates to gain admission to other reputable institutions of higher learning or to achieve credentials for professional practice. The goal of accredita tion is to ensure that education provided by institutions of higher education meets acceptable levels of quality. (U. S. Department of Education, Office of Postsecondary Education, n. d. , para. 1) The Council for Higher Education Accreditation (CHEA, 2003) described accreditation as a process of external quality review used by higher education to scrutinize colleges, universities and educational programs for quality assurance and quality improvement (p. 4).In the United States, there are multiple bodies of accreditation for higher education organizations. Accreditation is regional, national, and specialized to individual disciplines. The definitions provided by the federal government and the CHEA speak specifically of quality. Quality within higher education organizations, however, has as many definitions as the number of people you ask. From the accreditators perspective, quality focuses more on the educational product delivered to the student rather than providing a direct linkag e to the new expectations higher education organizations are facing. Specifically, the WASC, Senior Commission identifies four standards for accreditation.These are normal I Defining Institutional Purposes and Ensuring 25 Educational Objectives Standard II Achieving Educational Objectives Through Core Functions Standard III Developing and Applying Resources and Organizational Structures to Ensure Sustainability and Standard IV Creating an Organization Committed to Learning and Improvement (WASC, n. d. c). Within each standard, there are references to leadership, vision, and strategic planning. However, none of the standards clearly articulates these new expectations, let only the evaluation requirements to determine whether or not higher education organizations are meeting these expectations.The lack of focus provided by accreditation bodies on these new expectations, higher education organizations role in contributing to the nations economic state perpetuates the systematic issue s higher education organizations face with little accountability, inefficient practices, and insufficient leadership. Higher education organizations, in order to maintain appropriate accreditation, are required to meet the WASC defined standards. If accountability, efficiency, and strategic leadership was clearly defined and articulated in terms of the new expectations of higher education organizations by WASC, then we would see an increased number of higher education organizations with these strengths.As indicated by the literature, the current state of higher education in America, as we looked specifically at California, is volatile. The current budget state, the societal expectations, the lack of resources and bureaucratic organizational structures show higher education to be at a state of necessary change. Higher education organizations continue to cling to organizational systems and structure that have served them in the past, but these systems and structures are risky and lac k the forward-thinking, strategic 26 leadership that is necessary for higher education organizations to survive, let alone thrive and evolve into organizations that can be successful today and into the future.Organizational Structure and Management Tools Despite the trend for accreditation to focus on program outcomes, quality is not explored in terms of higher educations role in the nations economic state either via the students productivity in the workforce or via academic research. Given this fancy that accreditation is not providing higher education organizations with a checklist for evaluation, organizations are forced to find ways to manage this internally. In order to meet the new expectations, higher education organizations must examine their organizational structure and management strategies to restructure, change, and implement management tools that will allow them to evaluate how well they are responding to the new expectations.Keeling and colleagues (2007) discuss highe r education organizations in the following manner The organization of institutions of higher education has been seen as operating with ambiguous purposes in vertically oriented structures that are only loosely connected. The rationale for this ambiguity is twofold (1) to allow for creative thinking, and (2) to respect and even encourage the autonomy of different disciplines. But ambiguity of purpose and vertical organization are at odds with thinking and expectations in an era of accountability and assessment, in which cross-institutional, or horizontal, reporting and measurement of institutional performance are highly regarded and increasingly demanded. (p. 22) 27 Keeling and colleagues argument was consistent with the new expectations of higher education organizations.The current structure of higher education organizations no longer fit in this era of accountability, efficiency, and productivity. Serrano-Valarde (2010) provided a similar argument, when she discussed the role of ma nagement consultants in higher education organizations. She described the new expectation of higher education as a shift that occurred in the mid-1990s. The shift, she explained, was a shift in the perception of responsibility to society . . . to provide a locus for individual development, transmission of civic values and basic research . . . to became directly accountable for the nations economic well-being (p. 126). Serrano-Valarde discussed the role of management consultants in the academic culture within higher education organizations.Prior to the shift of perception that Serrano-Valarde wrote of in 2010, Kotler and Murphy (1981) discussed the need for higher education leaders who had the strategic vision to serve as change agents. more than 30 years prior to Serrano-Valarde describing the need for management consultants, Kotler and Murphy argued few leaders are able and willing to focus systematically on change they are largely taken up in todays operations and results (pp. 47 0-471). This inability to lead change in higher education organizations still exists 30 years later, and Serrano-Valarde explained that this has created a need for management consultants who, once inserted in the organization, can serve as the change agents that most higher education organizations are lacking. Management consultants, regardless of the cause or their presence, open the door for higher education organizations to explore and implement strategies similar to business. The exploration of these strategies is necessary as a response to the new expectations of higher education organizations the need for greater accountability, 28 efficiency, and productivity. Gumport and Sporn (1999) described opportunities within higher education organizations, which allow for the injection of management strategies, the opportunities for quality expectations which focus on public accountability, student learning, faculty productivity and performance, program effectiveness, and institutional evaluation (p. 11).They acknowledged, however, that management strategies primarily benefit the administrative structures and processes within higher education organizations. They argued that over time the strategies may reach and therefore benefit the academic side of the organization, as well. Common management strategies explored in higher education organizations include Total Quality Management (TQM), the Baldrige Program Award, and the Balanced Scorecard. Total Quality Management Total Quality Management provides higher education organizations an opportunity to improve quality, increase performance, and decrease cost by utilizing the mechanisms of continuous improvement and cultural change throughout the organization (Chaffee & Sherr, 1992).According to Lozier and Teeter (1996), the early adopters of TQM, in the mid 1980s, were largely community and technical colleges the training component of their missions fit nicely with the principles of TQM. Lozier and Teeter explain, in order for higher education organizations to appropriately implement TQM, they need to first define quality as it relates to their organization. Secondly, the need to define their mission and vision and lastly implement processes which allow for continuous improvement. Total Quality Management relies on a total transformation of the organization, which is often difficult for higher education organizations which do not 9 operate in the pure top-down model like much of the corporate world where TQM has shown to be most successful. The Malcolm Baldrige Award Framework The award, which is a government program initially developed for industry, was converted into an award for education organizations in 1999. The Malcolm Baldrige Award evaluates organizations on seven categories including Leadership, Strategic Planning, Customer Focus, Measurement, Analysis and Knowledge Management, Workforce Focus, Operations Focus and Results (Karathanos & Karathanos, 2005). Since 2001, the recipients of the Baldrige award have been mixed between K-12 schools and higher education organizations.The award recipients have been recognized for their improvement of academi

Saturday, May 25, 2019

Human Instincts

Psychology Unit 1 Paper Human Instincts There atomic number 18 many a(prenominal) arguments about whether human beings have instincts and not salutary responsive reflexes. I believe human beings all have natural born instincts. The definition of instincts recount us that they be untaught and involuntary, which we all experience as humans. When animals are born they have certain instincts, just like humans. Instincts are in unlearned fixed action patterns or reactions to certain kinds of stimulis. Whether a particular behavior pattern is learned it is not always easy to determine because some behaviors tidy sum be changed by personal experiences.Any behavior is instinctive if it is performed without any prior knowledge, also known as a innate biological factor. You were born with instincts that are there to help you survive. Instincts are behavioral patters that do not seem to be learned , they occur in almost finished form the early time they are triggered. There is a convo luted relationship between instinct, habit and reason Theories involving these concepts typically have many implications, from the causes of human action to the constitution of social order. The terms instinct and habit both have unfortunate intellectual baggage.Nevertheless, for convenience I retain the word instinct as a tag for biologically inherited dispositions. Habit refers to learned dispositions. Instincts are inherited by dint of genes, and habits through culture and institutions Instincts are argued by some to be reflexes. A instinct should distinguished from a reflex which is a simple resolution of an organism to specific stimulus, much(prenominal) as the contraction of the pupil in response to a bright light or the spasmodic movement of the lower leg when the knee is tapped.Instincts, in contrast, are inborn complex patterns of behavior that moldiness exist in every member of the species and that arseholenot be overcome by force of will. However, the absence of voli tional capacity must not be mistake with an inability to modify fixed action patterns. For manikin, people may be able to modify a stimulated fixed action pattern by consciously recognizing the point of its activation and simply stop doing it, whereas animals without a sufficiently strong volitional capacity may not be able to recede from their fixed action patterns, once activated. (http//www. trans4mind. om/) Some people deny their instincts. Although we can repress our natural drives, these drives express themselves so starr or later. However, instinct serves a nominate on a basic level, instinct helps to assure our biological survival for surviving and maintain life. It is a permanent part of the repertoire of tools which allows us to answer to the many types of stimuli and challenges which we encounter all of which spur us to become even more conscious and responsive. (www. trans4mind. com/) Some common cited example of instincts in humans are the materal instinct and th e survivial instinct.These examples do not agree to the scientific definition of instinct. Many females dont desire children.. Males tend to contradict their own survival through suicide. The role of instincts in determining the behavior of animals varies from species to species. The more complex the neural system of an animal, the greater is the role of the cerebral cortex, and social learning, and instincts play a lesser role. Babies have a variety of instincts because they do many of the same patterns , such as sucking their thumb which wasnt taught. Human beings have three types of instincts survival, procreation, and worship. Instincts, such as the instinct of survival, manifest itself as an ensemble of organic and vital needs and drives. These needs and drives are not instincts but aspects that emanate from the instincts. The need to counterbalance oneself from harms way is a example of survival. Other examples include having fear, courage, and hope. Sexual desires can be sat isfied through sexual intercourse sexual intercourse can ultimately lead to the birth of a new child, continuing the existence of humanity by means of procreation. The love for ones spouse is other aspect of the instinct of procreation.The tendency of a parent to love and even risk his or her life in order to protect the child is an example of caring for someone who came about as a result of the act of procreation accordingly, this love is reciprocated by the child to the parent as well to ones relatives, such as in the kindness to family. ( dsc. discovery. com/)The most difficult part about understandinghumaninstinct is thathumanbrains are complex and may sometimes override instinct or over express it. People seem less tied to instinctual behavior than other animals. I deliberate that humans definitely have instincts.I also believe that human do have certain reflexes and habits as well. Certain times of your life you can be put in a position where you are asked to defend your li fe, and our instincts will kick in. We would be over protective and scared, but those are just instincts to check-out procedure alive. There has always been that one time where you had a feeling you shouldnt be around that certain group of kids at that point of time just because you knew something bad would happen, and you get that instinct of fear, so you choose to leave that situation and get out.Human instincts are unlearned, involuntary, a punch of complex fixed action patterns, they are activated by stimuli, and is presented in every member of the species. Works Cited http//www. trans4mind. com/jamesharveystout/instinct. htmInstinct causes, by definition, an unconscious act. http//dsc. discovery. com/adventure/6-types-of-natural-instincts. html http//brothermahdi. tripod. com/threeinstincts. html

Friday, May 24, 2019

They Poured Fire on Us from the Sky

Ab stunned the Book Benjamin, Alepho, and Benson were raised among the Dinka tribe of Sudan. Theirs was an insulated, close-knit world of grass-roofed cottages, cattle herders, and tribal councils. The lions and pythons that prowled beyond the village fences were the greatest threat they knew. All that swapd the nighttime the g everywherenment-armed Murahiliin began attacking their villages. Amid the chaos, screams, conflagration, and gunfire, five-year-old Benson and seven-year-old Benjamin fled into the dark night. Two years later, Alepho, age seven, was forced to do the same.Between 1987 and 1989, thousands of other young Sudanese boys did likewise, joining this stream of child refugees that became know as the Lost Boys. Their journey would take them over one thousand miles across a war-ravaged solid ground, through landmine-sown paths, crocodile-infested waters, and grotesque extremes of thirst, thirst, and disease. The refugee cantonments they eventually filte cherry-red th rough offered little residue from the brutality they were fleeing. In They Poured molest on Us From the Sky, Benson, Alepho, and Benjamin, by turn, recount their experiences a great this unthinkable journey.This is a captivating memoir of Sudan and a powerful portrayal of war as seen through the eyes of children. And it is, in the end, an inspiring and unforgettable tale of trinity young boys who, cast against all elements, had the will, the tenacity, and the very good plenty to survive. TEACHING AND READING GUIDE In the Classroom This disarmingly intimate memoir delves beyond headlines to bring readers deep into the heart of the Sudanese conflict and into the flight of three children determined to escape it. It deciphers Sudans struggle from the inside. Who is fighting it? Why?Who argon the victims? How did these boys survive without feed, without family, for so long? At the same time, the journey of Benson, Alephonsion, and Benjamin over these numerous years and these thou sand miles reveals how small minds comprehend and process the violence of war. Their story also begs the question Can and should the international community intervene? What give the sack be done? Pre-Reading Activity accept students bring in recent news articles and clippings regarding developments in Sudan. Try to piece together the conflict from these accounts and clippings. Discuss the pen up of Sudans war.How do the students feel about the conflict? What do they think it is like to grow up during wartime? You may also invite them to bring in articles regarding intervention or immigration. Do they think intervention important? How do they feel about refugees, like the Lost Boys, seeking asylum in this country? USING THIS GUIDE To the Teacher Reading and Understanding the Story examines the readers comprehension and retention of the book itself, and of the war as Benson, Alepho, and Benjamin tie in it. Students should refer to the narrative to answer these questions.Themes an d Context encourages students to hire the book as a lens into whoppingr ideas, events, and issues. These questions encourage students to think freely and independently on the war in Sudan and the broader moral and political debates stemming from it. Teaching Ideas offers course-specific projects, essays, and discussion questions for classes English/Language humanities, Geography, History, Science, and Social Studies. READING AND UNDERSTANDING THE STORY Definitions Ask students to define the next terms with reference to the book Dinka SPLA refugee jihad genocide murahiliin UNHCR. ComprehensionLook at a exemplify of Africa. Locate Ethiopia, Kenya, Sudan, Kenya. Identify the Nile River. chance on Sudans capital city, Khartoum. Try to turn up Bhar al Ghazal (the region where the Dinka live). Before this phase of the Sudanese war, a treaty had brokered peace between northern and southern Sudan. What was the name of this treaty? (See Judy Bernsteins introduction. ) unwrap the land scape in which the authors grew up. What was their village life like? Benson abjures first learning of the war well-nigh village fires. What does he learn from the tribe elders? For much of his journey, Benson wears red shorts.Where did he get these? They are almost ruined one night. What happens to them? Why does he treasure these shorts so much? along their journey, Benson, Benjamin, and Alepho meet many kind family and friends. Who is Monyde? Who is Yier? Why are they important in this story? Despite their clear desperation and young age, time and again the boys find villages turning them away, denying them food, and direct them behind into enemy hands. Why do the villages do this? Yier recalls the government storming Wau Wau University. We were led to the dorms and questioned Do you know the leader of the rebels, ______? What was the name of this leader? As the refugee camp takes mold at Panyido, the UN begins sending food relief. What do they send? How does this diet differ from the usual Dinka diet? What are just about of its mis-intended consequences? (see p. 92) Benson writes I have many injurious memories that I will never erase from my brain but of these, the flight from Panyido stands out. Why were the Sudanese forced to leave Panyido (Ethiopia)? The refugees had only one means back into Sudan. What was it? What were the perils of this flight? Who was Mr. Hyena? Why did the refugees call him that?Name two positive aspects of Kakuma life for the Lost Boys. Name two negative aspects of it. At Kakuma, refugees receive food in the form of grain rations. Though the rations are small, many lock up end up selling some portion of these at the market. Why do they do this? What are the consequences when the camp learns of this underground grain market? The journey through the refugee camps and finally, to America introduces the Lost Boys to a new language (words like sweet and because), a new civilisation, and many new things. Recall two episodes wher e the authors encounter new objects or c at oncepts.Describe their initial reaction in each instance. BROADER THEMES AND QUESTIONS FAMILY AND FRIENDSHIP. Robert E. Lee once said What a cruel thing is war to fill our hearts with hatred instead of love for our neighbors. After reading this book, do you think this is ceaselessly the case? How does war impact families? How does it shape friendships? What qualities does it bring out in people throughout the story? RITES AND INITIATIONS. My mother wore the radiating scarification mark on her frontal bone as a sign of her bravery remembers Benson. Rites and initiations are important aspects of the Dinka culture.Explain two different cultural initiations common to the Dinka. What is the role of such rites in a culture? Do you know of any such rites, initiations, and/or identifying marks in your own family or culture? GROWING UP. Though torn from their homes and their families, the Lost Boys were still very much children. From their early childhood in the village to their adolescence in the refugee camps, we watch them grow up in this story. Can you relate to any of their experiences maturement up? What about the games they play? How do they view and interact with the opposite sex? How do their views of education relate to your own?How do their perceptions of adults and authority figures change through the story? THE OTHER. Bensons father attempts to nominate the enemy to his children. He explains The government troops are Arabs and call themselves Muslims. The Arabs wear a long white dress with a large handkerchief tied on their earsThey speak a strange language that we cannot understand. But when he continues he says You must beware. Some of the Muslims are traitors from Dinka tribes they speak the way we do. Imagine Bensons confusion. Are friends and allies easily distinguished in war?Consider how we try to describe and define people other than our peers and ourselves. Do physical traits define who we are an d who we are not? Link this idea to recent other conflicts and wars Rwanda Vietnam the Israeli-Palestinian conflict. LIFE AS A REFUGEE. Kakuma Refugee Camp in Kenya is the light at the end of a long and dark journey for the Lost Boys. They risk everything and endure unspeakable pain, hurt and thirst, just to enter the camp. Yet the camp presents them with its own menaces and challenges. After several years in the camp Benson decides he hates it than more than anyplace. What makes him say is this? How do the Kenyans and the camp administrators treat the refugees? What is life like as a refugee? SPIN. Joseph Goebbels, the Propaganda Minister in Nazi Germany, once declared We have made the Reich by propaganda. Throughout They Poured Fire on Us from the Sky, we see government and rebel forces alike manipulating facts and media to their own ends. Consider the role of propaganda in the book. How and why do you think leaders use propaganda? What is its purpose? What is its impact? Have y ou ever heard of or encountered propaganda in your own media? What about in the government?GEOGRAPHY AND CULTURE. When the Sudanese government institutes sharia law over all of Sudan, the Dinka tribes grow angry. Benson recalls the village elders complaining We have too much to do with our cattle, our plantations and hunting. What is Sharia Law? What are some of the reasons the southerners resist it? What role do you think physical and geographic constraints play in determining the ideals and traditions of a community? TEACHING IDEAS English/Language Arts Ask students if they know of any immigrants, in their family or community, who came to the US from another country?Have them interview these individuals about their journey and present that persons story to the class. Allow students to decide the medium for their presentation. For example, they can create a video-audio montage, enact it before the class, or rewrite that persons story as a first-person narrative. Immigration and i nterventionism make major news headlines these days. Have students select one of these issues and research both sides of the debate. Then have them select a position, write a position statement on the issue, and then team up to debate the issue in class. Have students create a Kakuma Camp newspaper.Possible sections could entangle Arts and Leisure, Sports, International News, Op-Eds, Marketplace (which could include articles on food rations or the state of trading in the Kenyan marketplace). Geography Make a present of Sudan. Have students chart out the major cities, rivers, mountains, and deserts. Have them demarcate the northern/southern divide and indicate the primary religion, resources, and activities of each region. Piecing together Africa. As the boys recall the landscapes they cross in they journey, they reveal Africa to be a land of rich and varied terrain far more so than American students sometimes think.Create a large outline map of Africa. Cut out the countries and d ivide these among the students. After researching their country(s), students should report back with their cutout clearly indicating the major physical and geographic traits of that area. Now reassemble the map (preferably on a large surface). Have the students examine the reassembled map and try to understand the great geographic differences and divides of this continent. The southern tribes resist Sharia Law because, in part, as farmers and cattle-herders We dont have time to pray five times a day. Have students research Islamic countries and report back on the major geographic features of these countries. What are the major resources, commodities, and products of these nations? Does physical geography correlate to cultural geography? Ask them what role they think geography played in shaping traits of their own communities. History Colonization, violence, and civil war represent only a part of Sudans history. Create a Sudanese cultural timeline around the classroom. Assign student s to specific periods in Sudanese history and ask them to research major events and cultural elements in that era.Have them create posters and/or dioramas replete with images and any objects they might find that illuminate their portion of the Sudanese timeline. History is always being created, and sometimes revised, by its sources. In August of 2005, John Garang died in a unwavering crash in Sudan. Have students locate accounts of this plane crash. Be sure they consult a variety of news media publications left, right, American, British, African, Sudanese. Have them read the different accounts out loud to the class. Do these vary at all in facts or in tone? Discuss the importance of noting, and cross-referencing, sources in historical research.Science We were all heads and hipbones. Along the journey, the boys describe unimaginable hunger, such that they become like stoneheads teetering along. Investigate the impact of hunger on the human body. What are the caloric needs of the b ody? How does hunger impact body functions? How does it affect mental capacity? Have students consider their own diets and create caloric scales. Balance their daily intake of calories versus those the boys received (through their rations) at Kakuma. Have students identify the major illnesses and diseases that appear in this story (e. g. ehydration, snake bite, yellow fever, dysentery). Have them create a medical chart of these diseases. What are the causes? What are the symptoms? What is the treatment? Social Studies The UN is a large and complex organization. Have the students research and create an organizational chart of the UN system. How is it organized? How is it governed? How is funded? Where do groups like the UNHRC fit in this scheme? How are such subsidiary bodies programs administered, funded, and maintained? Have students read the UN Convention on the Crime of Genocide. What organizations report on instances of genocide today?Find examples of such reports in recent time s. Distribute a template to the students and have them complete a rights report on one of these recent crises. Though governments, and economists, hate them, underground economies can be necessities at least to the producers and consumers within them. Why do the Kakuma refugees sell some of their precious rations? Why does the UN consider this wrong? Have students consider the case of Kakuma trading and set up a mock trial/debate that argues the social and economic consequences of such markets within aid-dependent economies.