Please read all attachments. -reading-assignment-Rubic-APA format -Benchmark Please read all attachments below!!!!Sturgeon Point Productions
Weekly Sales Numbers
Videos
Price
Pilates
156
29.99
Step
392
14.99
Weight Training
147
54.99
Kickboxing
282
29.99
Yoga
165
Total
539
Total
$ 4,678.44
$ 5,876.08
$ 8,083.53
$ 8,457.18
$ 5,773.35
34.99
$
–
$
32,868.58
Weight Training
Kickboxing
Total
$9,000.00
$8,000.00
$7,000.00
$6,000.00
$5,000.00
$4,000.00
$3,000.00
$2,000.00
$1,000.00
$Pilates
Step
Yoga
Course Code
MGT-420
Class Code
MGT-420-O501
Criteria
Content
Percentage
80.0%
Freeman-Brown Private School (FBPS) as an
Open System and Complex Adaptive System
10.0%
Organizational Culture and Climate at FBPS
10.0%
Closure Decision and Closure Process
10.0%
Social Responsibilities and Impact on
Stakeholders
15.0%
Administration Closure Options
15.0%
Plans for Future Direction of FBPS
10.0%
Concluding Statement
10.0%
Organization and Effectiveness
14.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
4.0%
Format
6.0%
Paper Format (use of appropriate style for the
major and assignment)
3.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Assignment Title
Freeman-Brown Private School Case
Unsatisfactory (0.00%)
Evaluation of FBPS as an open system and as a complex
adaptive system during the time of the campus closures is
absent, inappropriate, or irrelevant.
Evaluation of the organizational culture and organizational
climate within FBPS during the time of the closures is absent,
inappropriate, or irrelevant.
Evaluation of the decision to close the campuses and the
process of going about the closure is absent, inappropriate,
or irrelevant.
Evaluation of demonstrated social responsibilities and the
impact on three specific stakeholders, is absent,
inappropriate, or irrelevant.
Explanation of how the administration could have handled
the closure according to organizational theories as specified
in the assignment (one theory from each of the three
approaches) is absent, inappropriate, or irrelevant.
An identification of one long-term and one short-term plan
for the future direction of FBPS is absent, inappropriate, or
irrelevant.
A statement that integrates the 4 functions of management
in order to revamp management at FBPS and meet the
recommended goals is absent, inappropriate, or irrelevant.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately, or documentation format
is rarely followed correctly.
Sources are not documented.
Total Points
80.0
Less than Satisfactory (65.00%)
Evaluation of FBPS as an open system or as a complex
adaptive system during the time of the campus closures is
vague or incomplete. Presentation of facts to support
whether FBPS was effective as an open system or as a
complex adaptive system is weak or marginal with gaps in
presentation. Supporting material is often confusing or
Evaluation of either the organizational culture or the
organizational climate within FBPS during the time of the
closures is vague or incomplete. Evaluation of the climate or
culture at FBPS is weak or marginal with gaps in presentation.
Supporting material is often confusing or inappropriate.
Evaluation of the decision to close the campuses and the
process of going about the closure is vague or incomplete.
Evaluation of the impact on three specific stakeholders is
weak or marginal, with gaps in presentation. Supporting
material is often confusing or inappropriate.
Evaluation of demonstrated social responsibilities is vague or
incomplete. Evaluation of the impact on three specific
stakeholders is weak or marginal, with gaps in presentation.
Supporting material is often confusing or inappropriate.
Explanation of how the administration could have handled
the closure according to organizational theories as specified
in the assignment (one theory from each of three
approaches) is vague or incomplete. Supporting material is
often confusing or inappropriate.
An identification of one long-term and one short-term plan
for the future direction of FBPS is vague or incomplete. The
justification of the plans is weak or marginal. Supporting
material is often confusing or inappropriate.
A statement that integrates the 4 functions of management
in order to revamp management at FBPS and meet the
recommended goals is vague or incomplete. Supporting
material is often confusing or inappropriate.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (75.00%)
Evaluation of the effectiveness of FBPS as an open system
and as a complex adaptive system during the time of the
campus closures is provided, but at a cursory level.
Rudimentary evaluation of the effectiveness of FBPS as an
open system and as a complex adaptive system may contain
some inconsistencies. Supporting material is of baseline
Evaluation of the organizational culture and organizational
climate within FBPS during the time of the closures is
provided, but at a cursory level. Rudimentary evaluation of
the climate and culture at FBPS may contain some
inconsistencies. Supporting material is of baseline acceptable
quality and quantity.
Evaluation of the decision to close the campuses and the
process of going about the closure is provided, but at a
cursory level. The analysis of the decision and process may
contain some inconsistencies. Supporting material is of
baseline acceptable quality and quantity.
Evaluation of demonstrated social responsibilities is provided,
but at a cursory level. Rudimentary evaluation of the impact
on three specific stakeholders may contain some
inconsistencies. Supporting material is of baseline acceptable
quality and quantity.
An explanation of how the administration could have handled
the closure according to organizational theories as specified
in the assignment (one theory from each of three
approaches) is provided, but at a cursory level. Supporting
material is of baseline acceptable quality and quantity.
An identification of one long-term and one short-term plan
for the future direction of FBPS is provided, but at a cursory
level. The justification of the plans is satisfactory. Supporting
material is of baseline acceptable quality and quantity.
A statement that integrates the 4 functions of management
in order to revamp management at FBPS and meet the
recommended goals is provided, but at a cursory level.
Supporting material is of baseline acceptable quality and
quantity.
Thesis is apparent and appropriate to purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied
sentence structure and audience-appropriate language are
employed.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (85.00%)
Evaluation of the effectiveness of FBPS as an open system
and as a complex adaptive system during the time of the
campus closures is clear and well integrated Supporting
material is of above average quality and quantity.
Evaluation of the organizational culture and organizational
climate within FBPS during the time of the closures is clear
and well integrated. Supporting material is of above average
quality and quantity.
Evaluation of the decision to close the campuses and the
process of going about the closure is clear and coherent.
Supporting material is of above average quality and quantity.
Evaluation of demonstrated social responsibilities is clear and
well integrated. A comprehensive evaluation of the impact on
three specific stakeholders is provided. Supporting material is
of above average quality and quantity.
Explanation of how the administration could have handled
the closure according to organizational theories as specified
in the assignment (one theory from each of three
approaches) is clearly articulated and well integrated.
Supporting material is of above average quality and quantity.
An identification and justification of the selection of one longand one short-term plan for the future direction of FBPS are
clearly articulated and well integrated. Supporting material is
of above average quality and quantity.
A statement that integrates the 4 functions of management
in order to revamp management at FBPS and meet the
recommended goals is clearly articulated and well integrated.
Supporting material is of above average quality and quantity.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progression. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
Comments
Evaluation of the effectiveness of FBPS as an open system
and as a complex adaptive system during the time of the
campus closures is definitive and detailed. A thorough
evaluation of FBPS as an open system and as a complex
adaptive system, including examples and insights that further
understanding, is provided. Supporting material is of
Evaluation of the organizational culture and organizational
climate within FBPS during the time of the closures is
methodical and detailed. A comprehensive evaluation of both
the organizational culture and climate at FBPS, including
examples and insights to further understanding, is provided.
Supporting material is of exceptional quality and quantity.
Evaluation of the decision to close the campuses and the
process of going about the closure is thorough and provides
insight to further understanding. Supporting material is of
exceptional quality and quantity.
Evaluation of demonstrated social responsibilities is thorough
and well integrated. A thorough evaluation of the impact on
three specific stakeholders, including examples and personal
insights to further understanding, is provided. Supporting
material is of exceptional quality and quantity.
Explanation of how the administration could have handled
the closure according to organizational theories as specified
in the assignment (one theory from each of three
approaches) is thorough and well integrated. Examples and
personal insights are used to further understanding.
Supporting material is of exceptional quality and quantity.
An identification and justification of the selection of one longand short-term plan for the future direction of FBPS are
thorough and well-integrated. Examples and personal insight
are used to further understanding. Supporting material is of
exceptional quality and quantity.
A statement that integrates the 4 functions of management
in order to revamp management at FBPS and meet the
recommended goals is thorough and well-integrated.
Examples and personal insight are used to further
understanding. Supporting material is of exceptional quality
and quantity.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument presents a persuasive claim in
a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Grand Canyon University
American Psychological Association [APA]
Style Guide for Writing
Introduction
Students of Grand Canyon University (GCU) are required to use the guidelines provided by the
Publication Manual of the American Psychological Association (6th ed.) for preparing written
assignments, except where otherwise noted. GCU has made APA templates and other resources
available within the Student Success Center; therefore, students are not required to purchase the
APA manual.
PLEASE NOTE:
The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by
GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies
on APA as a framework but that modifies some formatting criteria to better suit the nature and
purpose of instructional materials. Students and faculty are advised that GCU course materials do
not adhere strictly to APA format and should not be used as examples of correct APA format
when preparing written work for class.
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APA Format and Style
General
Academic writing, which is independent thought supported by reliable and relevant research,
depends on the ability to integrate and cite the sources that have been consulted. Use APA style
for all references, in-text citations, formatting, etc.
Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you;
instead, use he, she, and they. Do not use contractions.
Paper Format
1)
2)
3)
4)
5)
6)
Use standard-sized paper of 8.5″ x 11″.
Margins should be 1″ all around (top, bottom, left, right).
Use Times New Roman 12-point font.
For emphasis, use italics (not quotation marks, bold, etc.).
Double-space.
Align the text flush left.
Organization
The basic organization of an APA-style paper includes the title page, abstract, body, and
reference section, though students are encouraged to follow any specific directions given in their
Overview assignment.
Title Page
The title page includes four elements that should be centered in the middle of the page: title,
author byline, institutional affiliation followed by the course prefix and number (e.g., Grand
Canyon University: PSY 351), and date of submission. Please note that even though APA does
not require the date on a title page, it is a requirement for GCU papers.
Being the first page, the title page is where to set up your page header, which includes the
running head and the page number. The running head—an abbreviated title that is a maximum of
50 characters—should appear flush left in all uppercase letters in the header on all pages. Page
numbers should be in the header, flush right.
To format your running head and page numbers in Microsoft Word 2010, click Insert→Header
→Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE.
After the title, tab over till the cursor is at the right margin, highlight the space, and click
Insert→Page Number and select Current Position→Plain Number.
Abstract
The abstract covers the main points of the paper and is not always required in a GCU writing
assignment. Read the assignment instructions carefully to determine whether the assignment
requires an abstract or not.
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1)
2)
3)
4)
Abstract is page 2 of the assignment.
The word Abstract should be centered at the top of the page.
As per GCU policy, the abstract should not exceed 120 words.
Do not indent the abstract paragraph.
Body
The body will contain all of the author’s main points as well as detailed and documented support
for those ideas.
1) The body begins on its own page.
2) The title of the paper should be centered at the top of the first page of the body, in initial
caps.
3) The introduction follows the title, but is not labeled.
4) Use headings to separate sections of the paper, but none of the sections should start their own
page. The first level of heading is centered and bolded with each word of four letters or more
capitalized (see template for an example). The second level of heading (subheading) is flush
left and bolded, with each word of four letters or more capitalized. Note that not all papers
will have headings or subheadings in them. APA dictates that you should avoid having only
one subsection heading and subsection within a section. In other words, use at least two
subheadings under a main heading, or do not use any at all.
References
The references page will contain a list of all sources actually cited in the paper.
1)
2)
3)
4)
This should start its own page.
The word References, though not in italics, is centered at the top of the page.
Include all, any, and only sources that were actually cited in the paper.
Arrange the sources in alphabetical order using the authors’ last names.
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Style, Punctuation, and Mechanics
Numbers
1) Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below
10 grouped for comparison (2 of 16 responses); for numbers representing times, dates,
measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied
by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table
(Table 3, Group 3, page 32).
2) Spell out numbers below 10 that do not represent precise measurements (eight items, nine
pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded.
Ten subjects improved.); for common fractions (one fifth of the class); and for
approximations of numbers of days, months, and years (about three months ago).
Acronyms
An acronym uses the first letter of each word in a name or title.
1) Acronyms must be spelled out completely on initial appearance in text. The abbreviation or
acronym should appear in parentheses after that initial spelling out.
Example:
The No Child Left Behind Act (NCLB) had a profound impact on public education in the
United States. The NCLB was an initiative of President George W. Bush in 2002.
Spelling and Word Usage
Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can
also be used as a resource for hyphenation, capitalization, etc.
In-Text Punctuation
1) According to the American Psychological Association (APA), one space after terminal
punctuation is considered correct for papers submitted for a grade.
2) Use ellipses when omitting material within a quote.
3) Place a comma after the penultimate word in a series. For example: Your books, ball, and bat
are under the bed.
4) If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for
clarity rather than omit them.
5) Hyphenate compound adjectives that precede the noun they modify, except when the first
word of the compound is an adverb ending in -ly. For example: role-playing technique, twoway analysis, middle-class families, widely used method
6) Do not hyphenate a compound adjective if its meaning is established or it cannot be misread.
For example: grade point average, health care management
7) See page 98 of the APA Manual for further rules on hyphenation.
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Initial Capitalization
1) Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This
rule does not apply within the References section, except for the titles of periodicals.
2) Capitalize proper nouns and names.
In-Text Citations
In-text citations are used in the body of a paper to show which sources a student used for
particular material.
When you use material from a source, you need to document that source by using a citation and
reference note. All quotations, paraphrases, and summaries must be referenced. Using material
from a source without citing that source is considered plagiarism; please reference GCU’s policy
on Plagiarism in the University Policy Handbook.
Citation Rules
1) In-text citations should note the author information, plus the publication year.
2) For a work by one author, cite last name followed by year on every reference. This citation
can be placed at the end of the sentence, or it can be incorporated into the grammatical
structure of the sentence.
Examples:
Researchers have concluded that food and comfortable setting were more important than
games available to most students (Liu, 1999).
According to Liu (1999), researchers have concluded that food and comfortable setting
were more important than games available to most students.
3) For a work by two authors, cite both last names followed by year on every reference.
Examples:
(Walker & Allen, 2004)
According to Walker and Allen (2004)…
4) For a work by three to five authors, cite all last names followed by year on first reference,
and the first author’s last name followed by et al. and year upon subsequent references.
Examples:
(Bradley, Ramirez, Soo, & Walsh, 2006)
(Bradley et al., 2006)
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5) For a work by six or more authors, cite last name of the first author followed by et al. and the
year on all references.
Examples:
(Wasserstein et al., 2005)
According to Wasserstein et al. (2005)…
6) If no author exists for the source, use the first few words of the title.
Example:
Students were more concerned about having a place to socialize with other students than
about all-out competition (“Philosophy and the Science,” 2001).
7) When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and
ending). The first time the Bible is cited in the paper, also include the version used. This
system of citation for the Bible is sufficient and requires no reference note for the Bible on
the References page.
Examples:
•
•
Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20
King James Version).
Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:1620).
8) If the material is a direct quote, the page or paragraph number of the source should
immediately follow.
Examples:
“Ethics examines moral values and the standards of ethical behavior”
(Ornstein et al., 2008, p. 162).
Basu and Jones (2007) went so far as to suggest the need for a new “intellectual
framework in which to consider the nature and form of regulation in cyberspace”
(para. 4).
9) Quotations with 40 or more words should be in block format.
a. Omit the encompassing quotation marks.
b. Start a block quote on a new line.
c. Indent the entire block 0.5 inches from the left margin (in the same position as a
new paragraph)
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d. Additional paragraphs within a block quote should have the first line indented an
additional 0.5 inches.
e. The in-text citation for a block quote is placed outside the final punctuation for
the quote.
f. Double space.
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Sample Paragraph With In-Text Citations
Liu and Berry (1999) conducted a survey of college campuses to determine the best
design for a student lounge. They concluded that food and comfortable seating were more
important than games available to most students. Students were more concerned about having a
place to socialize with other students than about all-out competition. In fact, they continue,
arcade games could be a turn-off for some students because they did not want to compete
with the noise to talk. These same students said that they would prefer to have a place
where they could study and casually socialize at the same time, so seating, lighting, and
noise level were all crucial. (Liu & Berry, 1999, p. 14)
This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al.,
2004) confirm that while having activities is important, students are more drawn to comfortable
multi-purpose environments.
In-Text Citation Examples
Book Reference:
Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company.
With a direct quote:
Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning
and problem solving” (p. 223).
Without a direct quote:
It may be more appropriate to think creatively during earlier planning and problem-solving
stages (Ellis, 2006).
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APA References
The reference list should appear at the end of a paper. It provides the information necessary for a
reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in
the paper must appear in your reference list; likewise, each entry in the reference list must be
cited in your text.
Your references should begin on a new page separate from the text of the essay; label this page
References (with no quotation marks, underlining, etc.), centered at the top of the page. The
References page should be double-spaced just like the rest of your essay.
1) All lines after the first line of each entry in your reference list should be indented one-half
inch from the left margin. This is called hanging indentation.
2) Invert all authors’ names; give surnames and initials for up to and including seven authors
(e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more,
include the first six authors’ names, then insert three ellipses, and add the last author’s name.
Example:
Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., …
Botros, N. (2004). Effects of quitting smoking on EEG activation and attention.
Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305
3) In reference notes for journal articles, include both the volume and issue numbers if each
issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates
continuously throughout the volume, then use only the volume number in the reference note.
4) Reference list entries should be alphabetized by the last name of the first author of each
work.
5) If you have more than one article by the same author, single-author references or multipleauthor references with the exact same authors in the exact same order are listed in order by
the year of publication, starting with the earliest.
6) When referring to any work that is NOT a journal—such as a book, article, or Web page
title—capitalize only the first letter of the first word of a title and subtitle, the first word after
a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second
word in a hyphenated compound word.
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Reference Examples: Books, Reference Books, and Book Chapters
Entire Book — Print Version
Format:
Author, A. A. (Year). Title of work. Location: Publisher.
Example:
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
Electronic Version of a Print Book
Format:
Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx
Example:
Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader
version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp
Format:
Author, A. A. (Year). Title of work. doi:xxxx
Example:
Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing,
recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722
Electronic-Only Book
Format:
Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx
Example:
O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from
http://www.onlineoriginals.com/showitem.asp?itemID=135
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Edited Book
Format:
Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.
Example:
Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns
Hopkins University.
Chapter in a Book
Format (Print):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B.
Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.
Example (Print):
Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R.
J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY:
Guilford Press.
Format (Online):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B.
Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx
Example (Online):
Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R.
J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from
http://www.science.com/ Philosophy and the science.pdf
Format (Online with DOI):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B.
Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx
Example (Online with DOI):
Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R.
J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762000
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Multiple Editions of a Book
Format:
Author, A. A. (Year). Title of work (xx ed.). Location: Publisher.
Example:
Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th
ed.). Boston, MA: Allyn & Bacon.
Entry in an Online Reference Work — Byline Available
Format:
Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.).
Retrieved from http://www.xxxxx
Example:
Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of
philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/
behaviorism
Entry in an Online Reference Work — No Byline Available
Format:
Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx
Example:
Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from
http://www.m-w.com/dictionary/heuristic
Entry in Reference Work — No Byline
Format:
Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx).
Location: Publisher.
Example:
Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New
York, NY: Jones and Lawrence.
© 2014 Grand Canyon University
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Book Written and Published by Organization
Format:
Organization Name. (Year). Title of work. Location: Publisher.
Example:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Note that the organization is both the publisher and the author, so the word “Author” is noted
in place of the publisher’s name.
The Holy Bible
The Bible does not need to be listed on the reference page, but it does need to be cited intext. (Refer to in-text citation rule.)
Reference Examples: Periodicals
Journal Article With DOI
Format:
Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. doi:xxxxxx
Example:
Kalpič, B., & Bernus, P. (2006). Business process modeling through the knowledge
management perspective. Journal of Knowledge Management, 10(3), 40-56.
doi:10.1108/13673270610670849
Journal Article Without DOI and Retrieved From Internet
Format:
Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from
http://www.xxxxxxxx
Example:
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate
between perceived early parental love and adult happiness. E-Journal of Applied
Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap
© 2014 Grand Canyon University
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Last updated: October 3, 2020
Journal Article Without DOI and Retrieved From Print Version
Format:
Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx.
Example:
Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in
the United States and its implications for local law enforcement. Law Enforcement
Executive Forum Journal, 8(1), 73-82.
Article in a Magazine — Print
Format:
Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue), xxx-xxx.
Example:
Mehta, P. B. (1998, June). Exploding myths. New Republic, 290(25), 17-19.
Article in a Magazine — Online
Format:
Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from
http://www.homepage
Example:
Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of
research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor
Article in a Newspaper — Print
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx.
Example:
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington
Post, pp. A1, A4.
© 2014 Grand Canyon University
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Last updated: October 3, 2020
Article in Newspaper — Online
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from
http://www.homepage.com
Example:
Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times.
Retrieved from http://www.nytimes.com
Report from University or Government Organization, Corporate Author
Format:
Organization name. (Year). Title of report (Publication No. xx). Retrieved from
http://www.xxxx
Example:
U.S. Department of Health and Human Services, National Institutes of Health, National
Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools
(NIH Publication No. 02-2650). Retrieved from
http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf
Authored Report from Nongovernmental Organization
Format:
Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved
from Agency name website: http://www.xxxxxxxxx
Example:
Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to
poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research
on Poverty Alleviation website:
http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Uri
o.pdf
© 2014 Grand Canyon University
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Web Pages
The basic format for referencing Web pages is as follows:
Format:
Author, A. A. (year). Title of work [format description]. Retrieved from http://URL.
Note: The format description in brackets is used when the format is something out of the
ordinary, such as a blog post or lecture notes. For other examples of format descriptions,
refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.).
Examples:
Author Known
Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from
http://home.epix.net/~landis/histry.html
Author Unknown
TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved
from http://www.uaeinteract.com/news/default3.asp?ID=20
Note: Use the article title or Web page title as the first element of the citation if the author is
unavailable.
When discussing an entire website (as opposed to a specific page on the website), an entry
does not appear in the reference list, but is cited within text as shown in the following sample
sentence:
The International Council of Museums website provides many links to museums, codes of ethics,
and the museum profession (http://www.icom.org/).
© 2014 Grand Canyon University
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Refer to the “Freeman-Brown Private School Case Study” document for details pertaining to this assignment.
The board of directors at Freeman-Brown Private School (FBPS) has hired you as part of a consulting team to
review the situation and present your findings and recommendations. Write a paper (1,500-1750 words) that
discusses the case. Complete this assignment from the perspective of the hired consultants. Respond to the
following questions:
1. Review how organizations interact with their external environment (as open systems and complex
adaptive systems). How effective was Freeman-Brown as an open system at the time of the closure?
How effective was Freeman-Brown as a complex adaptive system at the time of the closure?
2.
3.
Review your reading this week on the internal environment of organizations. What is your evaluation
of the organizational culture and organizational climate at the time the decision to close two
campuses was made?
What is your evaluation of the decision made by Dr. Murphy and Caudill? What is your evaluation of
the process of going about the closure?
4.
Was FBPS demonstrating social responsibility? Discuss the closure impact on three specific
stakeholders.
5.
Provide an explanation, using appropriate management theories, for how the administration could
have handled the closure effectively with stakeholders? Include one theory from each of the
following: the classical approach, the human relations approach, and the modern management
approach.
6.
You have been asked to suggest two goals: one long-term and one short-term goal for the future
direction of FBPS. Justify your decision.
7.
Present a concluding statement that integrates the 4 functions of management as a means to revamp
management at FBPS and meets the recommended goals.
Use at least two academic resources as references for this assignment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion.
Freeman-Brown Private School Case Study
The following case study is based on true events. Names and identifying details have been
modified.
Freeman-Brown Private School (FBPS), based in Illinois, was founded in 1944 by the Brown
and Freeman families. Over the years, the school acquired a reputation as a leading academic
institution with an advanced curriculum. Parents described the school as having a highly
performing academic environment that provided a rigorous curriculum while fostering a safe,
family-oriented atmosphere in a place where community was valued. Not surprisingly, the
student population grew and the school opened multiple campuses in the metropolitan area
(Bristol, Culpeper, Richmond, Hampton, and Staunton). The Brown and Freeman families
eventually sold FBPS to the for-profit, Alabama-based Caudhill International Family of Schools
in 2007. The mission of the Caudhill group was to broaden the international focus of FBPS,
along with the nine other schools it owned (across the United States, Switzerland, and Mexico).
Even under the new ownership, the environment in the various FBPS campuses was still
described as achievement-oriented and supportive.
Milestones
•
1944 – Freeman-Brown Private School was founded by the Brown and Freeman families.
•
1944 – Inaugural opening established Hampton campus.
•
1969 – Culpeper campus was established.
•
1981 – Richmond campus was established.
•
2003 – Bristol campus was created.
•
2007 – Freeman-Brown Private Schools joined the Caudhill International Family of
Schools.
•
2008 – Culpeper campus relocated to Staunton campus.
•
2008 – The inaugural freshman class joined Freeman-Brown Preparatory High School.
•
2010 – Freeman-Brown Preparatory High School was designated an authorized
International Baccalaureate (IB) Programme School.
•
2012 – Freeman-Brown Preparatory (High) School graduated its first class in May.
•
2012 – Freeman-Brown’s new 6th-12th grade Middle and Upper School campus opened
in August in North Richmond.
•
2013 – The Upper School Athletic Complex and Student Center opened.
Within a year of Caudhill owning the school, parents noticed a subtle name change. The school,
which was previously known as “Freeman-Brown Private School,” was now “Freeman-Brown
Preparatory School.” This name change in itself did not seem to affect the school’s image or
© 2016. Grand Canyon University. All Rights Reserved.
functioning at an operational level, but it was an early indication of the strategic direction in
which the school would be heading.
In 2008, FBPS attempted to enter the high school business at its Culpeper campus, but that initial
attempt was not as successful as anticipated. This was probably a contributory factor to the
relocation of the high school to a new state-of-the-art campus in Richmond, known as the North
Richmond campus.
A high point for FBPS came in 2010 when it launched its International Baccalaureate
Programme (IB Programme). Its first IB graduating class was May of 2012. However, that same
year FBPS decided to close both the Culpeper and the Hampton campuses. At the time of the
Hampton closure, families were informed that low enrollment was the reason behind the closure
and that all other campuses would remain open. The economic recession in the United States
between 2005 and 2011 led to many organizations going out of business, and the education
sector was not exempt (U.S. Department of Labor, 2013).
In addition to the economic recession, private schools in Illinois have faced intense competition
from charter schools, which are independently run public schools. Between 2011 and 2013, two
top-rated charter schools opened campuses within 5 miles of the Staunton campus. Some FBPS
Staunton campus students transferred to those schools.
In 2013, FBPS sent an e-mail to parents in error, informing them that the Staunton campus (preK through middle school) would be discontinued. That e-mail was withdrawn on the same day,
and shortly afterwards, the head of the school retired. Caudhill appointed Dr. Audrina Murphy as
the new head of the school. Dr. Murphy, a well-educated and experienced administrator, worked
with “strategic planning experts” to create a niche and a new mission for the school. Dr. Murphy
embraced her new role and continuously assured parents that the Staunton campus would remain
open. Parents who attended the Parent Teacher Student Association (PTSA) meeting in midDecember 2013 affirmed that she offered assurances at the meeting.
January 2014
Winter break started on Monday, December 23, 2013, and students were scheduled to return to
school on Tuesday, January 7, 2014. On Monday, January 6, 2014, the Staunton campus
principal received information that the campus would close at the end of the semester, and this
news was conveyed to faculty and staff at the school. Only two campuses would remain open:
the Richmond and North Richmond campuses.
Parents were outraged, students were in disarray, and faculty and administration were in shock.
If parents had been informed earlier, it would have been possible for them to try to secure a spot
for their children at one of the schools nearby. However, open admissions at the surrounding
schools had closed earlier in December. Parents attempted to place their children on waiting lists,
but most lists had already filled up, some in excess of 800 students. Additionally, many local
schools had already completed their hiring for the following academic year, leaving FBPS
faculty and staff limited in employment options.
As it turned out, FBPS was not the only school closing campuses. That period was a difficult
time for schools in Illinois in general, with reports from the Center for Education Reform (2011)
reporting that between 2010 and 2011 the major reasons schools closure were financial,
mismanagement, and district-related issues.
2
Parent Meeting
Parents were invited to a meeting on January 8, 2014, to meet with the head of the school and a
Caudhill official. Parents invited the media to the meeting, but the media was denied access. At
the onset of the meeting, Dr. Murphy took the podium and began by praising the Staunton
campus and its community. These statements bothered some of the parents, who demanded to
know why the school was closing if it had all the positive attributes just attributed to it.
The meeting grew tense and heated. Parents felt betrayed because of the timing of the closure
announcement. Dr. Murphy stated that buses would be provided to shuttle children ages 2-12 to
the new locations. However, the closest campus would require a trip of 40-miles (minimum)
twice every day. This would not be a viable option for many parents, but the announcement
timing left them with few options.
Other parents tried to negotiate with the administration to run the school for one more academic
year so families would have enough time to transition their children. Neither the Caudill official
nor Dr. Murphy agreed to this proposed solution.
Some parents offered to pay more in terms of tuition, but administration again did not agree to
this proposal. Parents asked if the closure was due to financial reasons. Dr. Murphy replied that
finances were “not a factor” and the closure was for “demographic reasons.”
While Dr. Murphy stated that the reason for the closure of the two campuses was not financial in
nature, Moody’s analytics reported that the parent company (Caudill) was experiencing some
strain. The rating of Moody’s analytics is a representation of the analysts’ opinion of the
creditworthiness of an organization. From August 2012 to 2014, the corporate family rating
(CFR) went from B2 to Caa2 indicating a lack of confidence in the financial health of Caudill.
Moving Forward
Following the parent meeting in January, some families pulled their children out of FBPS
immediately, prior to the completion of the academic year. Those families received no financial
reimbursement as parents had signed a contract for the academic year. Other families decided to
withdraw from the school at the end of the semester. By June 2014, student population had
significantly diminished on the affected campuses.
Some of the students who remained at Staunton planned to transfer to surrounding schools. Few
decided to continue at the Richmond and North Richmond campuses. Others registered at
Allegiant Academy, a new nonprofit private school opened by parents previously affiliated with
Staunton. Kasey Luce, daughter of one of the FBPS founders, came out of retirement to become
principal of Allegiant Academy. In addition to her role as principal of the school, Luce was also
the president of the nonprofit corporation that owned the school.
Allegiant Academy began with an enrollment of about 100 students (pre-K-8 grade), rising to
120 students by the end of the year. Most of these students were from the Staunton campus
population. The school leased a church for its first year to house the school. Parents described
Allegiant Academy in positive terms with approximately 90% of families choosing to reenroll
for the 2015-2016 academic year.
3
References
Center for Education Reform. (2011). Appendix D. Closed charter schools by state. Retrieved
from https://www.edreform.com/wpcontent/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf
U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011.
Retrieved from http://www.bls.gov/opub/ted/2013/ted_20130115.htm
4
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