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R\ � �\ ] ] 6] g_ B �_ �_ �� �� �� �� �� �� �� $ �� R �� � � �j '_ @ g_ �j �j � � � ] 6] � '� q q q �j � � R ] ( 6] �� q �j �� q q v� � � " �� 6] F\ �W��� >Y 3m H :� > � � =� 0 m� x� . �� {n �� | �� � � � � �� � �� X� � �_ 2 �b H q Ce � g � �_ �_ �_ � � $O >Y �p v >Y Management 336: Organizational Behavior The University of Texas at Austin Spring 2009 Learning Outcomes Our goal is to achieve knowledge and skills for your successful performance in a complex business environment requiring intellectual abilities to organize work, make and communicate sound decisions, and react successfully to unanticipated events. This involves your continued development in such learning areas as communications abilities, problem-solving abilities, ethical reasoning skills, and a general understanding of the process that managers utilize to create and manage successful organizations. An important part of your learning is to study the body of knowledge that has been created in Organizational Behavior and to learn not only from the mistakes of others but from your own mistakes. Our operating environment will be global in scope as I want you to be prepared to interact with persons from other cultures and to manage in circumstances where business practices and social conventions are different than the United States. Our main learning objectives will include: Individual ethical behavior and community responsibilities in organizations and society. Management responsiveness to ethnic, cultural, and diversity issues. Group and individual dynamics in organizations. Human resource management and development. Management and decision-making in an integrative organizational environment. Individual and group decision making processes The development of skills, knowledge, and tools as they influence the roles and techniques of management Domestic and global perspectives on managing people to achieve organizational goals and objectives The development of negotiation skills to learn how to influence stakeholders And finally, to develop techniques that allow you to understand situations that require constructive confrontation skills with the goal of resolving organizational conflicts Introduction: By the time you graduate, you can expect to experience continued restructuring, downsizing, re-engineering, entrepreneurial growth, intense competition, technological change and an expanding web of international linkages among firms. Hence, an important focus of this course is the application of principles and concepts relevant to managing and leading people in dynamic organizations. In addition, you will gain an understanding of the impact of behaviors and attitudes on others within organizational settings. This will allow you to both recognize group/organizational dynamics and understand how you are contributing to that dynamic. We will undertake several exercises to grow your �people skills� to help you recognize the effect that your behavior has upon others. �The readings and especially the cases are critical to your learning. We will also learn concepts to help develop skills to deal with ethical decision making. Course Design: The topic of �Organizational Behavior� encompasses team performance, leadership, ethics, role structure, conflict, motivation and a host of other issues that drive the effectiveness and ultimately the performance of organizations. The course will present these issues through text readings, articles, case studies, lectures and group/team experiences. Lectures follow the text and will build upon the readings from text and assigned readings/cases. Students are expected to be prepared for each lecture by completing the relevant assignment before class. Please see the attached course schedule for assignments and important dates. Required Text: ISBN 0-324-58132-7 � OrgB by Nelson and Quick, 2008 edition. You can purchase the book and course pack as a bundle from the University Coop or you can purchase the book separately and all the cases in #6 & #7 below directly from Harvard Business School Press. I believe that you will find the bundle less expensive. Subarctic Survival Situation Participants Booklet � SM 15101.� This is published by Human Synergistics International. Available at the Coop AES Corporation: Rewriting the Rules of Management (Case Study). Available at the Coop. �The Grid Theory of Leadership� by Grid International. Available at the Coop. �The Art of Possibility� by Rosamund and Benjamin Zander, ISBN 0142001104 Course pack from University Coop: Please note that case #6.1 is for female students and case #6.2 is for male students. Conflict on a Trading Floor (A) 9394060 Managing Diversity at Cityside Financial Services 9405047 Dave Armstrong (A) 9396300 Oil and Wasser (R0405X) Lincoln Electric Company 9376028 Jensen Shoes If you are female, please read: Jensen Shoes: Jane Kravitz�s Story 9395120 If you are male, please read Jensen Shoes: Lyndon Brook�s Story 9395121 Two cases purchased directly from Harvard Business School Press. These cases can only be purchased online at Harvard Business School Press HYPERLINK "www.hbsp.harvard.edu"www.hbsp.harvard.edu Utah Symphony and Utah Opera: A Merger Proposal. Product#: 404116 Mount Everest � 1996. Product#: 303061 Required Readings (no cost) � click hyperlink to access HYPERLINK "http://ezproxy.lib.utexas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=11801003&site=ehost-live"Narcissistic Leaders: The Incredible Pros, the Inevitable Cons HYPERLINK "http://ezproxy.lib.utexas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=17602054&site=ehost-live"Managing for Creativity HYPERLINK "http://ezproxy.lib.utexas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4288815&site=ehost-live"Six Habits of Merely Effective Negotiators Expectations: I expect that we will all: 1. Come to every class, on time and prepared. 2. Maintain a relaxed but professional environment in class. 3. Give each other our best effort at all times. 4. Place your name tag in front of you at all times. 5. I encourage you to visit me during office hours so we can get to know each other. Perhaps you want to talk about career options, future goals & aspirations, or have questions about projects or grades. 6. Blackboard is required for this course. Look at Blackboard announcements weekly for updates, important class notices, and grades. It is your responsibility to check Blackboard regularly. 7. Students must respect the views and opinions of their colleagues. Disagreement and debate are encouraged. Intolerance or disrespect for the views of others is unacceptable. 8. Due to abuse by those who came before you, I regret to announce there is a NO LAPTOP policy in my classroom. Also, please turn off your cell phone ring tone. 9. If you have concerns, suggestions, or feedback about any aspect of this class, please voice them to me. You can always talk with me during office hours or by scheduled appointment. 10. I have no tolerance for acts of academic dishonesty. Such acts damage the reputation of the school and the degree and demean the honest efforts of the majority of students. The minimum penalty for an act of academic dishonesty will be a zero for that assignment or exam. I reserve the right to scan all submitted documents for plagiarism using such tools as Google, TurnItIn, SafeAssign and other such tools. 11. If you are late to class you will probably miss the chapter quiz. Do not feel you should skip class. Please come in quietly and take a seat. If you must leave class early, please tell me before class starts. I would appreciate it greatly. Exams will not be given early for any reason. An exam or quiz absence is considered excused if 1) you are out of town on a university sponsored event, 2) you or a member of your family is sick or hospitalized, or 3) you are attending a funeral or 4) you are observing a religious holy day. I must approve all absences in advance and I must receive your written documentation within one week of the absence. Unexcused absences will result in a score of zero on a quiz or exam. Make-up exams will not be given except in emergencies and only within five days of the scheduled examination. If you miss an exam for an illness or other emergency reason, you should notify me as soon as possible and present written documentation (e.g., note from attending physician). I have final authority to determine if your absence is excused. There will be no make-up quizzes and no opportunity to raise your course grade by doing �extra credit� work during the semester. Class Participation Class participation is important and critical in this class. Active class participation will be one measure of your ability to make and communicate sound decisions. Unexcused absences will negatively affect your grade. Your on-going preparation for, participation in, and contribution to the various discussions and activities of the class will be assessed. In addition, attendance, quantity, and quality of contribution count. In short, my expectation is simple--You are expected to �come to every class prepared.� More specifically, what does it mean to �come to class prepared?� Coming to class prepared means that: you will have read the material and have completed all of the assigned cases, exercises and readings; you will be able to articulate the central thesis and the arguments that supported it (them); you will have already mentally critiqued each reading: be able to see how readings relate to and combine with each other. you will be able to provide your answers (and support for those answers) to the questions discussed in class. you will place your name tag in front of you for each class In short, I expect that you will come to class prepared and ready to actively participate. Regarding in-class discussions, some of the characteristics of effective class participation are as follows: Do your comments show evidence of a thorough reading and analysis of the materials? Are your points relevant to the discussion in terms of increasing everyone's understanding, or are they merely a regurgitation of the readings? Do your comments take into consideration the ideas offered by others earlier in the class, or are the points isolated and disjointed? (The best class contributions following the lead-off tend to be those which reflect not only excellent preparation, but also good listening, and interpretative and integrative skills as well.) Do you show a willingness to test new ideas or are all comments cautious and "safe"? Do you interact with class members by asking questions or challenging conclusions? In addition, you are required to participate in the MedTest Diagnostics simulation. MedTest Diagnostics is a fictitious company that faces many organizational behavior challenges. Approximately every other week, a new scenario about MedTest will be posted on the MedTest web site. After reading the scenario, you are to respond to the questions in the discussion forum. Announcements will be made on Blackboard. We will discuss the scenarios in class and you will be asked to defend your position. Clearly, you must participate if you are going to share your ideas with others; but excellent participation does not mean simply contributing in every class. The best contributors in past classes have been those whose contributions were both insightful and persuasive. The issue is one of quality, not simply quantity. If I call on you and you do not want to answer, you are allowed to simply �pass� on the opportunity to respond. Passing once or twice is acceptable however passing regularly is not advised. Grades for participation will be based (loosely) according to the following criteria: A First and foremost, actively participating in the class, classroom discussions and classroom forums. Contributing to the discussion, raising relevant points that illustrated comprehension and application of the readings and discussion forum. I�m looking for growth over the course of the semester and the ability to go outside your comfort zone. B Actively present in class. Obviously listening and paying attention, however participation in class is not to your fullest potential or not value added (i.e. not raising relevant points, rambling, etc.) C Present in class. Participation in class is minimal. D Present in class, but not obviously engaged in the discussion or the material. 0 Unexcused absences from class. Note that this is a zero on a scale of 1-100. I realize that each person has a unique personality and that not everyone is comfortable actively participating in class.� My role is to provide you an incentive to go beyond your comfort zone.� I will know the individuals who push themselves beyond their personal standards.� I will observe each of you over the course of the semester and make a judgment.�In addition, I will provide you an opportunity to give me your perspective regarding your class participation. If you are not confident that your participation has been as strong as you like, it is suggested that you stop by during office hours so that we can discuss your participation and how it can be improved. Writing Assignments General criteria for a successful written assignment Focus on the issue (does the writing deal with the problem or issue?) Evidence (does it support its position with adequate data?) Coherence (does the argument hold together and move forward?) Scope (does it deal with all important aspects of the problem?) Originality A = excellent performance on all five criteria B = above average on four or excellent on some but flawed on others C = average across the board or above average in part but with significant flaws D = below average across the board Group Project You will join a team for the group project consisting of 5 members. You are responsible for choosing your own team members and by February 17, I will need an e-mail from your team telling me the team members in your group and a paragraph describing the company and problem you intend to research. Each team will conduct a group consulting project for this course. The project requires you to examine a current people-related problem (as apposed to a process-related problem) in a real organization. A problem that has already been resolved or is historical in nature is not acceptable. The purpose of the project is to give your team an opportunity to apply what has been learned in the course to organizational problems in an organization of the team�s choice. Your team should identify a public, private, or not-for-profit organization (or part of one) to study. You may select an organization in which one or more of the team members has worked or has been a member. I advise you to be selective in choosing an issue or problem within an organization, as a lack of depth in the issue itself will not be an acceptable excuse for lack of depth in the analysis. You will want to ensure that you conduct primary research and that you document this primary research in your report. Gathering first-person information is important in any project. In addition, you need to come up with at least one highly creative, out-of-the-box solution. It should not be based on the text or other solutions that are commonly known or discussed in class. This solution should reflect your creative, innovative and �wildly� imaginative thinking. Your group is required to gather first-hand (primary) information from people in the organization through direct contact with these people. To obtain a balanced unbiased view, you should speak with more than one person to fully understand the scope of the problem. This information must be documented and verifiable. In person meetings are best although you can have conference calls with the individuals as well as follow up questions via e-mail. However, e-mail should not be your primary form of communication. You may supplement this information with secondary data. Secondary data will only be accepted if it comes from a reliable source. For purposes of this project, data is considered reliable if (1) it comes from the web site of the organization you are studying or (2) if the data comes from any book, magazine, database or journal that is available at any UT library either in paper or electronic format (www.lib.utexas.edu). You should identify a current problem to analyze rather than historical problem. You should focus your analysis by applying the concepts from the course. At some point, you may find one member of your team who is not pulling his/her own weight. You are urged not to let problems develop to the point where they become serious. Beware of excuses such as �too busy� or �work-health-social problems.� Be reasonable, but don�t let the problem continue to grow. Try to solve the problem yourselves. If you can�t, bring it to me but don�t wait until the end of the project. If I am convinced that someone has not carried his/her fair share � for any reason- I will reduce that person�s grade as low as a zero if I believe it is warranted. I suggest that you openly communicate with the individual. During your career, you will find people who will take advantage of the other group members. Learn to deal with this situation now. Your group is required to submit a Group Project Interim Report which is worth 20 points Each group is required to submit an interim report by end of class on March 26. The report must be less than two single space pages and typed. This report should provide information regarding the status of the group project as well as what requirements are still needed to complete the project. The report must include the following seven headings and items: Names of group members Name of organization being studied Specific nature of the organizational behavior problem being studied Status of primary research including people contacted and brief summary of what has been learned from primary research Preliminary recommended and creative solution What still needs to be completed Any obstacles that are preventing the project completion Your final written project is due May 5. It should contain a maximum of 8 double spaced pages (12 point font, 1 inch margins). The limit does not include appendices, which you are free to use to provide charts, figures, primary research findings, or other material not necessary in the main body of your analysis. If you utilize any published works, please add the appropriate references and properly formatted citations. MLA (Modern Language Association) citation styles are acceptable. Appendices which are not directly reference in the main text will not be read. Both a bound printed copy and electronic copy are required by the deadline. Your written report will be graded based on the following criteria. The written report is worth 150 of the 220 total points. Use and understanding of course concepts (20 points) Did the project utilize concepts, terminology, and theories that were discussed in the textbook, class discussions, and class exercises? Are the concepts, terminology and theories properly used? Understanding of the problem(s) (20 points) Does the group truly understand the problem? Is the problem an organizational behavior (people) problem or a process problem? Sometimes a problem is caused by a process that is in place rather than a real people problem. If the process were changed, the problem would resolve. Is the cause and effect of the problem related? Is the problem reflective of what was learned/determined via primary research? Standard solution (20 points) Provide your overall best recommendation first. This recommendation should have a good balance between solving the problem, solving the problem quickly, and at a �reasonable� cost. In addition to the preferred solution, the group should also provide two alternatives that may not meet all the criteria listed above. If I worked at the company, would I view the recommended solution as feasible and within reason to implement? The solutions should demonstrate that the group understands the benefits and the risks of the recommended standard solutions presented. Creative solution (20 points) The creative solution should be highly creative yet believable. Solution needs to be a positive solution, not negative (fire everyone, bankruptcy, etc.) There are no barriers to the creative solution in regards to cost, time or actual feasibility. Creative solution must have high certainty of solving the problem. Primary research (20 points) Demonstration and proof of primary research is required including names of people contacted and summaries of discussions in the appendix. If surveys were completed, survey results must be presented in the appendix. Understanding what you learned from your sources of primary research should be demonstrated. If one of your group members works for the firm, or a family/friend works at the firm, additional contacts are required to fulfill this requirement. Writing-style-grammar (20 points) Is the report written properly with good grammar, punctuation, sentence structure and spelling. Does the report have a natural flow or is it fragmented and difficult to follow. Are secondary sources of information cited and referenced? Please use the Modern Language Association (MLA) style for citations. Does the report read like it was written by 5 different people or is the tone and voice consistent throughout the document? Overall analysis (30 points) Was the overall report well thought through, designed, and implemented professionally? Does the report provide a brief synopsis of the company and the problem? After reading the entire report, is it clear and concise and the solutions clearly address the problem? Is the document balanced between research, understanding the problem, and providing solutions? Does the report ramble on or is it direct and to the point. If the report were submitted to the company, would it be viewed with credibility? Final presentations. The final presentation is worth 50 points. The final presentation will be given during the scheduled final exam period for this class. You are only required to attend 1 hour of presentations. Each and every member in your group must participate in the oral presentation. Please dress professionally. Don�t read slides to the audience and don�t have wordy slides that the audience tries to read while you verbalize something different. Do use key words or phrases and do use lots of graphics. Make it interesting and professional. Rehearse! Important considerations: Please ensure that you speak loud and clear and that you rehearse your presentation. Make sure you introduce your team members and your organization. You will have 15 minutes to deliver your final presentation plus 2-3 minutes for Q&A. Use your time wisely! Points will be deducted if your presentation goes over the allotted time and if your overtime becomes excessive, I will have to stop your presentation in order to accommodate the other groups presenting. I prefer that you not use any note cards during your presentation. Remember, you are only speaking for a few minutes. If you feel you must use a crutch, I will allow you one 4x6 note card per person during your presentation. I will provide a laptop so all you will need is your presentation on a memory stick. If you prefer to use your own equipment � you are required to test it prior to the presentation. Each semester, someone brings equipment that has not been tested and they run into problems. This is the quickest way to lose points. Please ensure that you speak loud and clear and that you rehearse your presentation. Please look professional, act professionally, and present professionally. Grading of Group Project Your group project is worth 220 points and will be graded as follows. Group project interim report is worth 20 points Final Presentation is worth 50 points 50% of your oral presentation grade will be determined by the average grade you receive from your classmates 50% of your oral presentation grade will determined by me. Written report is worth 150 points. Your completed written report is due by May 5. You must submit both a written, bound copy of your report and an electronic copy of your report. Electronic copies must be uploaded to the proper assignment section on Blackboard. Only one person in the group needs to submit the electronic version. Both must be received by the due date otherwise it is considered a late submission. Confidential Group Project Evaluation Form 20% of your written report grade will be based on how your team members grade your participation in the group project. Each team member is required to submit a copy of the Confidential Group Project Evaluation Form found on the next page by midnight of the last day of class, May 7. A copy of the form has been uploaded to Blackboard. Failure to submit the form will result in 25 points being deducted from your grade. Please e-mail this form to me and the TA � do not provide a paper copy. Confidential Group Project Evaluation Form Evaluator: Class Hour: ___ 1. Evaluate each team member, as well as yourself, on the items listed below. Emotions should not be part of this performance evaluation. 2. Use a grade of A, B, C, D or F. 3. These evaluations remain confidential and will be used to determine the group project score for each member of the group. Please be honest with your evaluations or they will not provide insight into the way your members worked together as a team. 4. Extremely high or extremely low scores for all team members do not constitute acceptable evaluations. 5. If any team member does not complete this on time, he/she will lose 25 points off their group project score. Team Members� Names (in alphabetic order last name first points deduction if done incorrectly) 1. 2. 3. 4. 5. 1 2 3 4 5 Attended meetings; acted reliably and responsiblyThe level of participation of each group member wasContribution by each group member toward completion of the final projectContributed and initiated ideas and solutionsCooperation shown by each group memberShared decision-making, planning, and organization responsibilitiesIf I were grading each member of my group (and myself) I would give the following grades If you need to make any comments concerning the above score for any team member, please feel free to do so. Self-Assessment Library CD-ROM You can fulfill this assignment online at HYPERLINK "https://mail.mccombs.utexas.edu/exchweb/bin/redir.asp?URL=http://www.passovoy.com/assessment/sal/quick.html" \t "_blank"http://www.passovoy.com/assessment/sal/quick.html. You may want to print out the results as you cannot save them. You are required to complete a minimum of 25 assessments. Each student is required to write a maximum two-page write-up regarding what you learned about yourself. You do not need to tell me what scores you received. You do not need to tell me which assessments you took. I simply want to know what you learned about yourself. In some cases, you will be surprised by what you learn about yourself � both positive and negative. Each write-up must (1) include a statement stating that the minimum requirements (completed a minimum of 25 assessments) were met (2) be typed and single spaced and (3) be signed by the student. Do not submit your individual assessments � this is for your use only. Your write-up is due at the beginning of class on March 31. Since I require your original signature on the document, you may not e-mail your write-up. The Art of Possibility Report: During the semester, you are to read the book The Art of Possibility. I strongly suggest that you begin reading early to ensure that you complete it. Based on the concepts presented in this book, you are to write a maximum two-page, single spaced report, due on March 3. I require both a hard copy and electronic copy of your report. Both must be received by the due date otherwise it is considered a late submission. In addition, you will be given a quiz on February 12. The basis of your report is to discuss how, as a manager, you should be interacting, managing, and treating people that report to you. The book basically highlights 12 key points in twelve chapters. You are to adopt one of the points and try an experiment with live subjects. Try to be true to the key attributes of the point you choose especially when experimenting with others. The book report grade (100 points) will be based 75% on your written report and 25% on your quiz. Your report should include the following items. Which chapter you are focusing on and why did you choose this particular chapter. In your own words, describe the attributes of the point and why you believe this point is important and any disadvantages that you foresee. As a manager, how will this chapter help you to manage, treat or interact with people that report to you. Describe the experiment you designed and provide a brief account of the methodology. What were the results and were there any surprises. When referencing specific topics or theories, or taking quotes from secondary sources, provide a full reference citation as a footnote or endnote. Please use the Modern Language Association (MLA) style for citations. AES Case Study Your homework assignment prior to class is to write a one-page paper (as described below) on one of three positions based on the AES case study prior to coming to class. You will need to turn in this paper at the end of class on March 12. All papers must be typed. Hand written papers will not be accepted. The AES case is about a public, independent power generator that has gone from the �darling of Wall Street� to hard times as market conditions conspired to severely affect their financial future. What makes them unique is that with over 30,000 employees and 179 power plants in 31 countries, they have a virtually flat management hierarchy. Here are the �rules� for your paper: - This is an individual exercise. Bullet points are acceptable. One type written page only with your name and UT EID. The position you argue for will need to be written from the perspective of you as a director on the Board of Directors trying to convince the other directors that your position should prevail. - Please select only one of the three positions to write about and defend. 1) Status quo � You should argue for the founders to be left in place and any changes made will be left up to the founders. No changes will be dictated by the Board. 2) Keep founders, but changes need to be made � You should argue for the founders to be left in place but you should also argue that changes need to be made. It is not necessary for you to redesign the company here unless it is for the purpose of making your point about change; just present the reasons why additional changes are necessary. 3) Fire the founders, and changes need to be made � You should argue for the founders to be fired by the Board and be replaced by a new Chairman and a new CEO. You should also argue that changes need to be made. It is not necessary for you to redesign the company here unless it is for the purpose of making your point about change; just present the reasons why additional changes are necessary. Your argument should draw on the facts presented in the case study, along with the concepts you have learned in this course. Extra Credit I will provide you with one opportunity to obtain extra credit. The credit will be in the form of 20 extra points. To obtain the extra credit, you are to attend one classical music concert which may include the Austin Symphony Orchestra, the UT Symphony, or any UT classical chamber music concert during this semester. If you are unsure if the event you want to attend qualifies as a classical music concert, feel free to ask. Attending jazz, modern, or other non-classical events will not qualify for extra credit. You must submit a one-page analysis of how organizational behavior has a role in this concert by April 30. Please attach either your ticket stub or concert program as proof of your attendance. Student tickets for the Austin Symphony (HYPERLINK "http://www.austinsymphony.org"www.austinsymphony.org) are only $5 at the door with your student ID and can only be purchased for $5 immediately before the concert. The UT Symphony and chamber music events are generally free and their calendar can be found by clicking on the calendar at HYPERLINK "http://www.music.utexas.edu"http://www.music.utexas.edu. I will also announce concerts from time to time. Grading: Grading will be determined by the following factors: Task Quantity Points Total Quiz1215180Exam 11200200Project1220220Exam 21180180Class ParticipationAll Semester100100Self-Assessment12020Art of Possibility1 paper & 1 quiz75/25100Total1,000 Grades 900-1,000 A 800-899 B 700-799 C 600-699 D At the end of the semester, there will be some students with 898 or 798 points who will be asking for a few more points to increase their grade. If you find yourself in this situation, let me share with you some words of wisdom. Let me know why you have earned the higher grade � not that you only need a few more points. Grading Questions or Appeals: I am happy to discuss a paper or exam grade with you. Talking to me about your graded assignments is a great way to learn how to improve throughout the semester. If you wish to have a grade reconsidered, you must first submit to me a written statement outlining your reasons. This allows you to collect your thoughts and make your best case for a higher grade. In order for the assignments to remain fresh in both of our minds, you must submit this appeal within 10 days of receiving the grade. The ten-day period will begin on the day the grade is posted on Blackboard. If the grade is in regards to a quiz, you must bring a copy of the quiz to me or the TA. All Scantrons are kept in the office however I allow you to keep all copies of each quiz. BRING THE QUIZ WITH YOU. Regarding writing assignments, I will re-grade the entire work, and if I was overly generous I will deduct points. Thus, your grade can go up or down on a re-grade. DO NOT WAIT UNTIL THE END OF THE SEMESTER, ONCE YOU REALIZE YOU MAY NEED ADDITIONAL POINTS, TO TAKE THIS ACTION. IT WILL BE TOO LATE! Work Turned in Late: Numerous problems are lurking out there to help you miss assignment deadlines. Computer failures, family crises, work obligations, and misreading the syllabus will all send you scrambling to complete papers on time. Plan ahead and be ready to work around problems. Papers are due at the beginning of the class period. Late papers will be docked a letter grade for every weekday they are overdue. If you know ahead of time that you will have a problem completing an assignment on time, please contact me. Missed deadlines can only be excused upon presentation of either an obituary about a deceased relative or a legal or medical document. Communication: I encourage every student to contact me whenever there is a question or concern. Sooner is better than later and dealing with a potential problem in advance is far better than making an excuse after the fact. I expect that emergencies will arise for some members of the class. If an emergency arises that impacts your class performance or contribution, please contact me. Absences: To perform as well as possible, you are advised to attend every class. If that is not possible, you may get lecture notes from class members. If, after doing that, you still have questions about the information presented on a given day, please contact me. University Standards and Expectations: The University of Texas at Austin has standards that apply to all classes. Below are excerpted pertinent standards. Scholastic Dishonesty: The McCombs School of Business has no tolerance for acts of scholastic dishonesty. The responsibilities of both students and faculty with regard to scholastic dishonesty are described in detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business: By teaching this course, I have agreed to observe all of the faculty responsibilities described in that document. By enrolling in this class, you have agreed to observe all of the student responsibilities described in that document. If the application of that Policy Statement to this class and its assignments is unclear in any way, it is your responsibility to ask me for clarification. Policy on Scholastic Dishonesty: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. You should refer to the Student Judicial Services website at HYPERLINK "http://www.utexas.edu/depts/dos/"http://www.utexas.edu/depts/dos/ or the General Information Catalog to access the official University policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes scholastic dishonesty. Prerequisites: Students should be advised of specific prerequisites for a course and encouraged to drop the class if they have not been met. These prerequisites will be enforced and students will be dropped from the course. Instructors may not make exceptions to prerequisites. Class Web Sites and Student Privacy: As part of the e-University Initiative, the University is creating Web sites for all classes using software called Blackboard.� In addition to these sites, many faculty have created their own sites using other tools like WebCT.� A very common and useful feature in these class Web sites is a�class e-mail roster which is available to both the instructor and the students in a class.� While this electronic class roster can facilitate collaboration it also raises some privacy concerns.� For example, under the Family Educational Rights and Privacy Act (FERPA) individual enrollment information cannot be released, even to other students in the same class, without consent of the student. A recent opinion from the US Department of Education states that the University must inform students in advance if their name will be appearing on an electronic class roster.� Because these electronic rosters exist in many class Web sites, we must inform students of this fact. The paragraph below, which addresses this issue, appeared in the Fall 2001 Course Schedule.� In addition, this paragraph should be an included statement in both online and print syllabi for faculty members using an electronic class roster with their class Web sites. Beginning Fall 2001, web-based, password-protected class sites will be available for all accredited courses taught at The University. Syllabi, handouts, assignments and other resources are types of information that may be available within these sites.� Site activities could include exchanging e-mail, engaging in class discussions and chats, and exchanging files.� In addition,�class e-mail rosters will be a component of the sites. Students who do not want their names included in these electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1.� For information on restricting directory information see: HYPERLINK "http://www.utexas.edu/student/registrar/catalogs/gi00-01/app/appc09.html"http://www.utexas.edu/student/registrar/catalogs/gi00-01/app/appc09.html. Students with Disabilities: The University of Texas at Austin provides, upon request, appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY. Course Schedule Date Reading Assignments January 20Course Introduction and SyllabusJanuary 22Chapter 1 - OrgBJanuary 27 Chapter 2 - OrgB Guidelines for case analysis on Blackboard Consolidated Products on BlackboardJanuary 29Subarctic Survival Situation (booklet required from Coop)Complete Part 1 of Subarctic prior to classFebruary 3 Chapter 3 - OrgBFebruary 5Chapter 4 � OrgB Chapter 4 exercise - BlackboardMedTest Scenario 1February 10Conflict on a Trading Floor (A) case studyFebruary 12Chapter 5 - OrgBArt of Possibility quizFebruary 17Chapter 8 � OrgB Chapter 8 exercise - BlackboardE-mail group project members and project summaryFebruary 19Chapter 9 � OrgB Chapter 9 exercise - BlackboardMedTest Scenario 2February 24Jensen Shoes Case study Ladies � Read Jane Kravitz�s story Gentlemen � Read Lyndon Brook�s storyFebruary 26Chapter 10 - OrgB Dave Armstrong Case study (A)March 3Mount Everest � 1996 Case Study Art of Possibility PaperMarch 5Lincoln Electric case studyMarch 10Exam 1March 12AES Corporation � Case studyOne-page AES PaperMarch 24Chapter 12 - OrgB Chapter 12 exercise - Blackboard Reading - Narcissistic Leaders: The Incredible Pros, the Inevitable Cons (see link to article on page 2)MedTest Scenario 3 March 26Group Project Work Day I will visit with each group during classGroup project interim reportMarch 31Job negotiation in-class exercise MBA Hacker Case (on Blackboard)Self-Assessment paperApril 2 Chapter 13 - OrgB Chapter 13 exercise - Blackboard Reading - Six Habits of Merely Effective Negotiators (see link to article on page 2)April 7Lecture- Around The Globe and Back to Austin in 75 minutesMedTest Scenario 4April 9Chapter 16 - OrgB Oil and Wasser Case StudyApril 14Managing Diversity at Cityside Financial Services Case StudyMedTest Scenario 5April 16Chapter 18 � OrgB Chapter 18 exercise - Blackboard Reading - Managing for Creativity (see link to article on page 2)April 21Group Project Work Day in classApril 23Vanatin Case Study (Blackboard)April 28Exam 2April 30Utah Symphony and Utah Opera: A Merger Proposal Case StudyExtra creditMay 5The Grid Theory of Leadership (packet required at Coop)Group Project Reports May 7Lecture � What They Don�t Tell You in the BookConfidential Group Project Evaluation FormFinal Exam Date to be determinedGroup Project PresentationsGroup Project Presentations Case Study Questions: Conflict on a Trading Floor What are the stakes for the protagonist in �Conflict on a Trading Floor?� What options are available? Which would you choose? Cityside Financial Services What is the root cause of the problems that Cityside Financial Services are encountering? What needs to change in each organization to address these problems? Should organizations aspire to be culturally diverse and, if so, why? Jensen Shoes Think about the three following situations. Their initial meeting where they set the tone of their relationship, discussed work assignments, and communicated their respective goals and expectations Their first meeting after Brooks completed the environmental buying trends report, when they revisited work assignments and deadlines Their final meeting after Taylor has directed Kravitz to begin documenting Brooks performance What seems to be the underlying problem in this case? Lincoln Electric How would you describe Lincoln's approach to the organization and motivation of their employee? What role do you think this approach has played in Lincoln's performance over the last 25 years? Have any other factors been more important? What factors will be critical to Lincoln's continued success? What recommendations would you make to Mr. Willis? What is the applicability of Lincoln's approach to motivation to other companies and situations? Mount Everest � 1996 Why did this tragedy occur? What is the root cause of this disaster? Are tragedies such as this simply inevitable in a place like Everest? What is your evaluation of Scott Fischer and Rob Hall as leaders? Did they make some poor decisions? If so, why? What are the lessons from this case for general managers in business enterprises? Oil and Wasser What do we know about these two companies? What about their organizational cultures, and the way they go about leadership development? What factors (i.e., personal, organizational, cultural) might be involved in producing the tension between Michael Brighton and Dieter Wallach? In your opinion, what can HR do to promote a �global mindset� in the combined organization? What recommendations would you make concerning the requested leadership development plan? What about for HR and the combined organization in general? Utah Symphony and Utah Opera: A merger Proposal Does it make sense to combine these two organizations? What are the major obstacles Anne Ewers will have to overcome to integrate the two organizations? If you were writing a headline in the year 2015 regarding this merger, what would you write? Mihran Aroian MAN 336 � Spring 2009 Page PAGE \* MERGEFORMAT 1 Instructor: Mihran A. Aroian Office Phone: (512) 471-5912 Office: GSB 5.124H����� Office Hours: T/Th 11-12 & 2-3, or appointment E-Mail: HYPERLINK "mailto:email@example.com"firstname.lastname@example.com Class Meeting: #04240, T/Th 8:00-9:30, UTC 4.102 #04245, T/Th 9:30-11:00,UTC 4.102 TA: Maria Gonzales TA Office Hours: Tuesday 3:30-5:00pm GSB 5.124H HYPERLINK "https://mail.mccombs.utexas.edu/owa/redir.aspx?URL=mailto%3amaria.gonzales%40bba04.mccombs.utexas.edu"email@example.com "Would you tell me please which way I ought to walk from here?� asked Alice. �That depends a good deal on where you want to get to,� said the Cat. "I don't much care where," said Alice. �Then it doesn�t matter which way you walk," said the Cat. "So long as I get somewhere," Alice added as an explanation." Oh, you're sure to do that," said the Cat, "If you only walk long enough." From Lewis Carroll�s Alice�s Adventures in Wonderland ' ( J V W X Y Z \ ] p k 0 O R S r G H � � � � � B C ����˽������wmwcwcwVw�K�K�K hbI h);s OJ QJ h


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Past Workshops and WebinarsTo help educators make the most of the CLEAN collections and learn more about teaching climate literacy and energy awareness, we offered a series of professional development events. There are no events scheduled for the 2012-2013, but the session recordings and workshop products from past workshops are freely available. See classroom materials created at CLEAN workshops.
Workshops for undergraduate facultyThese online workshops provided opportunities for faculty of all disciplines to learn in-depth science, see examples of innovative classroom projects, and to create new classroom materials for teaching about energy and climate. Sign up for CLEAN Announcements to be notified of upcoming workshops.
Communicating Climate Science in the Classroom - April 2-11, 2012See results of the 2011 workshops about climate and energy.
This workshop explored effective practices for communicating climate science and climate policy and showcased strategies to help improve student understanding of this complex and sensitive topic.
Teaching Climate Complexity - May 7-16, 2012
This workshop was designed to help faculty expand their knowledge of the climate system, and offered demonstrations of successful teaching approaches. Faculty collaborated to create new classroom materials for teaching climate literacy.
See classroom materials created at CLEAN workshops.
Interactive Webinars for teachers of grades 6-12These Interactive Webinars addressed a variety of topics within climate and energy. Each session was designed for teachers to gather information about science, see example teaching materials from the CLEAN collection, and consider classroom strategies that are particularly suited to these topics.
The Interactive Webinar series for the 2011-2012 academic year has concluded; a recording of each iWebinar is available below:
- Teaching Essential Principle 1:The Sun is the primary source of energy for Earth's climate system
- Teaching Essential Principle 2: Climate is regulated by complex interactions
- Teaching Essential Principle 3: Life on Earth depends on, is shaped by, and affects climate
- Teaching Essential Principle 4: Climate varies over space and time through both natural and human-made processes
- Teaching Essential Principle 5: Our understanding of the climate system is improved through observations, theoretical studies, and modeling
- Teaching Essential Principle 6: Human activities are impacting the climate system
- Teaching Essential Principle 7: Climate change will have consequences for the Earth system and human lives
- Teaching the Guiding Principle: Humans can take actions to reduce climate change and its impacts
- Teaching Energy Awareness: Making informed choices about energy and sustainability
Learn about CLEAN at Professional Meetings
Upcoming presentations:
Past presentations:
- Presentations about CLEAN at the [link http://fallmeeting.agu.org/2013/ 'American Geophysical Union Fall Meeting']- December 5-9, 2011, San Francisco, CA
- Presentation about CLEAN at NSTA regional conference, New Orleans, Louisiana: November 10–12, 2011
- Presentation about CLEAN at NSTA regional conference, Hartford, Connecticut: October 27–29, 2011
- Presentation about CLEAN at NAAEE Annual Meeting, Raleigh-Durham, NC: October 12-15, 2011
- Presentations about CLEAN at the Geological Society of America Annual Meeting , Minneapolis, MN: October 9-12, 2011
- Webinar presentation at a K-12 teacher workshop, Ecology in Context: Understanding Climate Change, August 23, 1011
- Poster on CLEAN at CIRES Rendez-vous, Boulder, CO: April 22, 2011
- Hands-on presentation about CLEAN at "Climate & Colorado's Water Future" Workshop, Golden, CO: March 11, 2011
- Demonstration of CLEAN at TERC booth at NSTA National Conference, San Francisco, CA: March 10-13, 2011
- Poster on CLEAN at NSF-NOAA-NASA Tri-agency PI meeting, Fairfax, VA: February 28-March 2, 2011
- The CLEAN team presented at the American Geophysical Union Fall Meeting- December 13-17, 2010, San Francisco, CA
- The CLEAN Team presented at the Colorado Science Conference - November 18-19, 2010, Denver
- The CLEAN Team presented at the Geological Society of America Annual Meeting - October 31 - November 3, 2010, Denver, Colorado
- The CLEAN Team presented at the National Science Digital Library (NSDL) Annual Meeting- November 1-3, 2010, Washington DC
- The CLEAN Team presented at the COLTT conference - August 11-12, 2010.
- The CLEAN Team presented at the Cosmo in the Classroom Conference - July 31- August 4, 2010.


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Kyle Kendrick gets bombed as the Phillies are unable to come back from a 9-1 defecit as they lose to the Marlins, 10-8.
Kyle Kendrick is knocked out of the box in the second inning, after giving up seven runs, as the Phillies lose to the Marlins, 10-8. The Marlins would take the lead in the first as, with the bases loaded thanks to two singles (John Baker and Mike Jacobs) and a walk (Jorge Cantu) and with one man out, Dan Uggla would hit a two-run single, scoring Baker and Cantu, giving the Marlins a quick 2-0 lead, while sending Jacobs to third. Josh Willingham would follow with a sacrifice fly, scoring Jacobs, to make it 3-0 Marlins. The Phillies would get a run back in their half of the first as, with a runner on third and one out, Chase Utley would hit a soft grounder to the shortstop for the inning's second out, 6-3, scoring Jayson Werth, who would get on base with a single, and then steal first second and then third, to cut the Marlins' lead to 3-1. But the Marlins would go back to work on Phils' starter Kyle Kendrick in the second, as, with a runner on second and one out, Hanley Ramirez would hit a RBI double, knocking in Marlins' starter Chris Volstad, who has doubled earlier, to give the Marlins a 4-1 lead. Two batters later, after Baker walks, Cantu would hit a three-run home run, his twenty-fourth home run of the year, scoring Ramirez and Baker, giving the Marlins a 7-1 lead. That would be it for Kendrick as Charlie Manuel would take him out of the game for J.A. Happ, who would get out of the inning with no further damage. The Marlins would then add to their lead in the fourth as, with a runner on first and one out, Jacobs would hit a two-run home run, his thirty-second home run of the year, knocking in Cantu, who has earlier singled, to make it 9-1 Marlins. The Phillies would then start their comeback in their half of the fourth, as, after Volstad is taken out of the game, because of a ball hitting off his leg, and replaced with reliever Eulogio De La Cruz, with one man on base and no one out, Ryan Howard would hit a two-run home run, his forty-first home run of the year, scoring Utley, who has earlier singled, to make it 9-3 Marlins. Two batters later, Shane Victorino would ground out, first to the pitcher, knocking in Pat Burrell, who has earlier tripled, to cut the Marlins' lead down to 9-4. The Marlins would get a run back in the fifth as Cody Ross would hit a lead-off home run, his twenty-first home run of the year, to give the Marlins a 10-4 lead. The Phillies would then explode in the sixth. Howard would start the inning off with a double. Burrell would then follow with a walk, putting two men on base. Victorino would follow with a single, scoring Howard, making it a 10-5 Marlins' lead, and sending Burrell over to third. De La Cruz is then taken out of the game and replaced with Doug Waechter. After Victorino steals second to put runners on second and third, Greg Dobbs would hit a two-run double, scoring both Burrell and Victorino, cutting the Marlins' lead down to 10-7. Pinch hitter Matt Stairs would then follow with a RBI single, scoring Dobbs, making it 10-8 Marlins, with still no one out. After Chris Coste flies out for the inning's first out, Jimmy Rollins would hit a single, sending Stairs to third, putting runners on the corners, with still one man out. Rollins would then steal second, to put both runners in scoring position. Werth would then fly out to right for the inning's second out, which would unfortunatley not be deep enough to score Stairs from third. Waechter is then taken out and replaced by Andrew Miller, who would end the inning by getting Utley to pop up. The Phillies would mount one last threat in the eighth as they put runners on the corners with two singles (pinch hitter Pedro Feliz, later replaced by pinch runner So Taguchi, and Rollins) with two men out. But the threat would end as Werth lines out to right. The Phillies would then go down 1-2-3 in the ninth, as the Marlins would use two different pitchers in that inning to record the final three outs, with Matt Lindstrom recording his second save of the year.
Kyle Kendrick would get the lost as he is knocked out of the ballgame early, as he goes only an inning and a third, giving up seven earned runs on six hits and two walks. His record is now 11-9 with a 5.44 ERA. J.A. Happ would go three and one third innings, giving up three earned runs on five hits, while striking out five, all three runs coming on two home runs. Clay Condrey would pitch one and a third innings of scoreless ball, giving up only one hit. Rudy Seanez would pitch two-thirds of an inning, giving up no runs on no hits, while striking out two. Scott Eyre would pitch a third of an inning, giving up no runs on no hits. Ryan Madson would pitch an inning, giving up no runs on no hits, while striking out a batter. Brad Lidge would also pitch a scoreless inning, giving up one hit and strking out a batter. Chris Volstad would get a no-decision, as he is taken out of the game because of a ball hitting one of his legs, going three innings, giving up one earned run on two hits. Eulogio De La Cruz would pitch two innings plus three batters, as he gives up six earned runs on five hits and two walks, Doug Waechter would go two-thirds of an inning, giving up an earned run on three hits. Andrew Miller would pitch a third of an inning, giving up no runs on no hits. Kevin Gregg would get the win as he pitches a scoreless inning, giving up no hits. His record is now 7-8 with a 3.73 ERA. Joe Nelson would also pitch a scoreless inning, giving up two hits. Arthur Rhodes would pitch two-thirds of an inning, giving up no runs on no hits. Matt Lindstrom would record his second save of the year as he goes a third of an inning, giving up no runs or hits.
Kyle Kendrick would get knocked around by the Marlins, not lasting two innings, thus showing that his stint in the bullpen last weekend didn't seem to do anything for him. Because of the seven runs that he gave up, along with the three that J.A. Happ would give up later on a pair of home runs, the Phillies' offense would be put in an early hole that they could not fully climb out of. I hate to say it, but Kendrick needs to be seated on the bench for a while, until he can find out what his problem is and correct it. If this means some time back in the minors at the start of '09, then so be it, he just need to get back into attacking batters and not worry about what they are going to do with his pitches. He might also develop an out pitch while he's at it.
The Phllies (79-66) are right now playing the final game of their three games series with the Marlins (73-72) at Citizens Bank Park. The Phillies' starter is Brett Myers (9-10, 4.19), who is coming off a recent win against the Mets on September 5, where he threw eight shut out innings, giving up only three hits, in the Phillies' 3-0 win. Since coming back from the minors, Myers has posted a 6-1 record with two no-decisions, which the Phillies have split. He will be looking to even his record while keeping the Phillies paced with the Mets. The Marlins will send to the mound Ricky Nolasco (13-7, 3.56), who is coming off a no-decision against the Cardinals on September 5, as he would go seven innings, giving up only one earned run on six hits, in the Marlins' 4-1 win. His previous start against the Phillies on July 18 was a lost, as he went seven innings, giving up four earned runs on seven hits in the Marlins' 4-2 lost. He will be trying to improve his record while trying to do better against the Phillies then he did in his previous start.
The Phillies now trail the Mets by two and a half games in the East as they face the Nationals later today. They lead the Marlins by six games going into this afternoon's game. In the wild card chase, they are now three and a half games behind Milwaukee, as they have just defeated the Reds, while they are presently a half game ahead of the Cardinals who will play the Cubs tonight and a game ahead of the Astros who will play the Pirates tonight. The Phillies will need to win today to keep pace in both the division and the wild card.


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Handling It
Copyright © 2001, Timothy Rowe
He's handling it good, they say
He's really getting on with his life
How do they think cancer victims should act?
How do they think we should handle the strife?
Should we scream, "Why me, why me?"
Or should we sit and cry?
Why do they think cancer victims
Are so afraid to die?
They think that we dwell on cancer
But then marvel at how we don't quit
They think cancer is a terrible thing
But want to think people can handle it
They want to see people handle it well
So that they can think they will too
They want to feel that if they get cancer
They'll be able to make it through
Cancer victims are all upbeat
Cancer awakens something in you
It taps some hidden inner strength
That helps you make it through
Cancer victims don't let it get them down
We don't have to pretend
We really do stay upbeat
Even though it may get us in the end.
T. C. Rowe


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She is survived by her husband, Jim; children, Cindy, Lee and Vanessa; and siblings, Bob, Jean, Annita, Susan, Linda and Teresa Gayle.
Funeral services will be conducted at 7 p.m. Thursday, Sept. 5, 2013, at Faith Is The Victory Church, 3344 Walton Lane, by Rev. Charles Cowan, with visitation from 6-7 p.m.
Memorial contributions may be made to Continuing The Vision Campaign, Faith Is The Victory Church, P.O. Box 160268, Nashville, TN 37212.
Arrangements are by Woodbine Funeral Home, Hickory Chapel Directors, (615) 331-1952.


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1326: St Albert the Great, Austin, Texas, USA
Mystery Worshipper:
Travelling Vision Guides.
The church:
St Albert the Great
, Austin, Texas, USA.
Roman Catholic.
The building:
It is a stonework building that evokes the aura of a cathedral but retains a modern look and feel. As you drive toward the building, the thing that catches your eye is a big metal cross atop a steel pyramid-like framework – it reminded me of an oil derrick. The interior is light and open, with plenty of windows. All sight lines converge on the altar, which is surrounded by seating on three sides.
The church:
It is predominantly a young congregation but encompasses all ages. They seem to have a robust twenty-something ministry that lends itself to the younger congregation overall. A sign outside the church mentioned a crisis pregnancy group, and they sponsor several organizations for youth and young adults. But their website lists several other ministries geared to the older set, such as a bereavement committee, a Great Club (a social organization for all over 50), St Al's Gals (open to all women of the parish), etc. They also hold a boar's head medieval festival during epiphany (costumes welcome).
The neighborhood:
St Albert is the patron saint of scientists, and Austin is home to a thriving technology industry. But nothing springs to mind as being unusual or especially interesting about the surrounding neighborhood.
The cast:
The Rev. Isidore Ndagizimana, pastor; the Rev. Joseph Geleney, associate pastor; Storm Knien, director of music; Andrew Stone, cantor.
The date & time:
Sunday, July 23, 2006, 10.00am.
What was the name of the service?
Sunday Mass.
How full was the building?
When we arrived 10 minutes before service time, it was only about a third full. By the time mass started, it was mostly full. I wouldn't say standing room only, but there weren't any obvious gaps or holes in the seating.
Did anyone welcome you personally?
We had several people greet us during the passing of the peace, but no one recognized us as visitors.
Was your pew comfortable?
Yes, as far as pews go. It did not hinder the experience in any way.
How would you describe the pre-service atmosphere?
Highly meditative, although there were a few babies that were crying and several kids that didn't want to sit still.
What were the exact opening words of the service?
"Good morning! Please rise and join us in singing the opening hymn: 'There's a wideness in God's mercy.'"
What books did the congregation use during the service?
The only book in the pew was
Glory and Praise
What musical instruments were played?
Organ and the human voice.
Did anything distract you?
A baby several pews in front of us started crying a few times, but her mother took her from the sanctuary each time. A cell phone went off in the pew in front of us during one of the prayers. Several times I caught myself looking at the stained glass at the back of the sanctuary and studying how the pastor used the stage space to address a congregation that was on three sides of him.
Was the worship stiff-upper-lip, happy clappy, or what?
Mostly a stiff upper lip kind of service, but there was a lot of call and response involved. Much of the service had the feeling of liturgy that is always present in the Catholic Church, but they also used refrains such as "God is good, all the time! All the time, God is good!" several times during the service.
Exactly how long was the sermon?
12 minutes.
On a scale of 1-10, how good was the preacher?
8 The pastor spoke clearly and concisely. He was very much aware of how to use the space he was in. He worked the room on the diagonals so he was always facing at least two-thirds of the congregation. Well done.
In a nutshell, what was the sermon about?
He connected the notion of holiday or vacation with the rhythms of a Christian life. Some Americans need a vacation from their vacations because they haven't learned how truly to rest and revitalize themselves.
Which part of the service was like being in heaven?
I am very enamored of a sung eucharist. It adds a certain depth to a liturgy that can become stale if it is always done in exactly the same way. And the building itself is quite conducive to worship. It has very clean lines and draws one's focus to the center of the room no matter where one may have decided to sit.
And which part was like being in... er... the other place?
Pet peeve: They asked visitors to stand up. This always makes me uncomfortable.
What happened when you hung around after the service looking lost?
No one said a thing. Almost everyone headed straight for their cars with little noticeable intermingling after the service.
How would you describe the after-service coffee?
It wasn't announced and no one pointed us to it. I have no idea what it was like if indeed there was any.
How would you feel about making this church your regular (where 10 = ecstatic, 0 = terminal)?
3 It seemed like the kind of active, involved group I'm looking for despite their unfriendliness, but other issues make this an unlikely fit. My personal theology does not mesh well with some of the things Roman Catholics believe.
Did the service make you feel glad to be a Christian?
I wouldn't say glad. It did make me stop and think about some of the cultural assumptions we make about what a vacation is and what it should be. I think this sort of challenge is one of the things a church should do. If we aren't challenging ourselves, I don't see much of a point.
What one thing will you remember about all this in seven days' time?
The building is what I'm most likely to remember. It was great to be in such an open, airy room that had a slight reverb to it.
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Easter 2010
From Yunnan in China to Louisville in Kentucky, we report on Easter services, 2010.
Read here
The Mystery Pilgrim
One of our most seasoned reporters makes the Camino pilgrimage to Santiago de Compostela in Spain.
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London churches
Read reports from 70 London churches, visited by a small army of Mystery Worshippers on one single Sunday.
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More Mystery Worshipper reports


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Walter Hawkins Dies
Walter Hawkins Dies
GRAMMY-winning gospel singer/composer Walter Hawkins died Sunday at his home in Ripon, Calif., after a battle with pancreatic cancer. Born in Oakland, Calif., Hawkins earned a degree in divinity from the University of California, Berkeley, where he also recorded his first album, Do Your Best, in 1972. He went on to receive eight GRAMMY Award nominations, and won Best Gospel Performance, Contemporary Or Inspirational in 1980 for "The Lord's Prayer." (7/12)
Best-Selling Albums In First Half Of 2010
GRAMMY winner Lady Antebellum's Need You Now is the best-selling album for the first half of 2010 through the week ending July 4 with 2.4 million units sold, according to Nielsen SoundScan. Justin Bieber's My World 2.0 placed second (1.4 million), Sade's Soldier Of Love third (1.2 million), Lady Gaga's The Fame fourth (1.2 million), and Eminem's Recovery (1.1 million) was fifth. Only four albums had sold more than 1 million units during the same period last year. The best-selling digital song is Train's "Hey, Soul Sister," with 3.4 million tracks sold, making it the only song to move more than 3 million units this year. Year-to-date album sales have reached 154 million, down 11 percent compared to the same point in 2009 while digital track sales stand at 597.4 million, down 1 percent from last year. (7/12)
BP To Fund Free Beach Concerts
The state of Alabama may use BP's $15 million donation of tourism promotion funds toward hosting additional free concerts this fall, following Sunday's concert by Jimmy Buffett. Officials say future concerts could include performances by GRAMMY winners Zac Brown Band and Faith Hill, and Jack Johnson. The state received the funds from BP in response to the Gulf Coast oil spill earlier this year. The concerts aim to bring visitors to areas where the economy has been affected by the spill. (7/12)


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23 February, 2010
Temporary Absence
3 comments:
- Kathrin said...
OMG :( Things like that remind me of Murphy's Law ("Whatever can go wrong, will go wrong")... Some years ago, when I wrote the paper for the geoscientific main seminar, my PC crashed too - irreparable. But I was lucky things didn't turn out worse; the hard drive was still readable :D Since then I do ALWAYS save my work AT LEAST on one USB-stick, too. Hope your PC (and especially your thesis) is "well" soon!!! *fingers cross*
- 23 February 2010 at 20:28
- Gunnar Ries said...
Da drücke ich dir alle Daumen. Ich hatte den Mist auf drei Festplatten plus 2 USB Sticks parallel, damit ich ruhig schlafen konnte.
- 23 February 2010 at 21:26
- Lost Geologist said...
I reactivated my dinosaur-age computer to access the internet. Well, I do make back-up copies quite regularly but in the last month I was too busy and stressed that I forgot. Considering the worst case I might lose all my fieldwork fotos only - the rest either exists as copies a friend of mine has who was proof reading (I checked she still has it) or in paper form in the fieldbook. But without a computer (this old one needs 3 to 5 minutes to load an empty word file) I can't work on the thesis - not to mention do meaningful communication with friends, job applications, the money the repair will cost, etc. pp.
Aber Danke euch! Oh and Kathrin, the USB-stick (that had one of the more recent copies) probably caused the problem here and houses useless data-garbage by now!!!!! :-(
- 23 February 2010 at 21:33


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Not trying to be a jerk but lately this site has been slacking.
No Gameday match up articles, No Roll calls ( if some ppl dont like them dont read them) and very late Game Post up articles ( no LA articles of any kind today).
Whats been going on, is there something we should know? Was somone fired?
Maybe the Authors have given up hope on the team completely?
Just really curious because its just so sudden and kinda feels like a Bad breakup and I need closure lol. It's like were loosing Chris bosh all over again.
Sorry RR but im throwing you under the bus this time.


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East Bergholt: Vicar in donation plea after thieves raid roof
PUBLISHED: 10:15 01 February 2013 | UPDATED: 10:15 01 February 2013
A VICAR is appealing for donations to help pay off more than £6,000 installation costs of CCTV and a roof alarm after thieves stole roof lead hours before a wedding.
St Mary the Virgin Church in East Bergholt was handed a £6,699.96 bill to install the safety equipment after the incident, which angered the community last September.
Crooks climbed on to the roof of the landmark and stole four sheets of the valuable material.
The discovery was made when a hole appeared in the church ceiling on Saturday, September 22.
The wedding went ahead in the afternoon as planned. The Rev Steph van der Toorn's husband later climbed on to the church roof to investigate and realised the lead had gone.
Mrs van der Toorn said: "People are still very upset. On the day it happened, people went up to the roof to cover it up.
"Others came up to me and stuck money in my hands.
"They were so appalled at what had been done to this beautiful church.
"It shows a total lack of respect for God, the congregation and anyone who uses the church. It's dreadful. People feel very strongly about it. We are a small congregation and it will be a big effort to raise the money, but we are asking everyone to help out in any small way they can."
Mrs van der Toorn said churchwardens put up the roof lead more than 200 years ago, inscribing their names and dates into it.
She added: "It had survived wars and weather until it was taken.
"They have damaged a historic building used by the whole village. It is a village resource.
"But we have been praying for the people who have done this.
"We would like them to change back to the way God created them."
Mrs van der Toorn is appealing for witnesses following the theft. Police are investigating.
The cost of metal thefts within the UK is estimated at around £50million annually.
If you would like to help the church pay this bill, donations may be submitted to the church in the form of cheques payable to East Bergholt PCC.


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ACParadise Network: American Cosplay Paradise American Cosplay Experience American Cosplay Snapshots
I'm Jeff, I'm 24, working at a Mcdonalds at the moment. While I works on saving up some cash, from a tech school and hopefully a car. Thinking about something to do with Video Game development. Been cosplaying since 2006, first cosplay was Hibiki from Vandread at Jacon 2006. I'm really shy, but I love meeting new people!
Top 3 Favorites Animes at the moment: Naruto, Death Note, and Vandread.
Favorites Scifi: Doctor Who, Stargate, Eureka, and Battlestar Galactica.
Recent Updates
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- NyaaKyou says, "kakashi is one of the hardest cosplays to do correctly ^^ you did an excelent job!!"
- For Kakashi Hatake from Naruto


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Search results for change by reversal
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Chang Liu, Chang Sabine, Chang Sea-jin, Chang Wanquan, Chang Wen-yuan, Change Minister Catherine McKenna, Change The Forest Service report, Channan Petrides, Channapha Khamvongsa, Channing Dungey


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NASA releases 'never-before-seen images' as part of archive month
Updated 10:12 pm, Monday, October 28, 2013
Sitting around in the NASA living room, fire crackling, flipping through an old photo album of the universe, snow falling across the window … wait …
It's American Archive Month, and the space agency found eight images from the archives of its Chandra X-ray Observatory that it wanted to share. (As you flip through the gallery above, you'll see the composite image first and then the images it was made from.)
These images have not been published before now, NASA said.
"These images represent the observations of thousands of objects that are permanently available to the world thanks to Chandra's archive," the agency wrote, continuing ...
The Chandra Data Archive (CDA) plays a central role in the mission by enabling the astronomical community – as well as the general public – access to data collected by the observatory. The primary role of the CDA is to store and distribute data, which the CDA does with the help of powerful search engines. The CDA is one of the legacies of the Chandra mission that will serve both the scientific community and the public for decades to come.
Jake Ellison can be reached at 206-448-8334 or firstname.lastname@example.com. Follow Jake on Twitter at twitter.com/Jake_News. Also, swing by and *LIKE* his page on Facebook.


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Arkansas State Police say the crash happened Tuesday morning on I-40 between Conway and Little Rock. A preliminary report says that 58-year-old Richard Barnes of Oxford, Miss., crossed the median into oncoming traffic and collided with a tractor trailer.
State police say Barnes was pronounced dead at the scene. The truck's driver wasn't injured.
Ole Miss says Barnes had been a member of the faculty since 1989. He taught contracts, secured transactions, commercial law and federal Indian law. Ole Miss says Barnes was twice selected as professor of the year by law school students.


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Application-driven Co-Design: Using Proxy Apps in the ASCR Materials Co-Design Center
31 May 2012 | Online Presentations | Contributor(s): Jim Belak
Computational materials science is performed with a suite of applications that span the quantum mechanics of interatomic bonding to the continuum mechanics of engineering problems and phenomenon...
Exascale Co-design for Materials in Extreme Environments: Heterogeneous Algorithms for Heterogeneous Architectures
30 May 2012 | Online Presentations | Contributor(s): Timothy C. Germann
Computational materials scientists have been among the earliest and heaviest users of leadership-class supercomputers. The codes and algorithms which have been developed span a wide range of...


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Show & Tell: Uncorked Studios
Thursday, November 7, 2013 - 12:00pm
Located in Portland, Oregon, Uncorked Studios is a digital product agency focused on the relationship between mobile environments and the physical world. They concept, design, build, iterate, and test across a variety of systems and platforms.
Show & Tell is an almost weekly lecture series that invites working professionals to blow our minds with wisdom, both in person and through the magic of the World Wide Web! Our lectures happen most Thursdays in the Art Building, 2000 SW 5th Avenue, Room 320. The public is welcome and the lectures are free!


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Just for fun! For all you BTDT (been there, done that) moms, what kinds of things do you remember telling yourself that you would always or never do as a parent that you are eating your words on now?
Here are a few of mine:
The carseat would never have crumbs in it. I'd keep it clean.
I never understood at my sisters house how all the toys and little things would get under the family room couch - I planned to always keep it tidy in there and the toys would be picked up!
My kids would never run around. They would stay by me when I told them to.


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Today is Memorial Day in the US, which is meant to commemorate those killed in wars while serving in some military capacity, though over time people also use it to commemorate the deaths of any loved ones. While there are official events such a parades and flag flying and laying of wreaths at war memorials and in cemeteries, the day coincides with the onset of summer-like weather, and thus is seen as the beginning of the season for summertime activities. Since 1971, when the date was shifted from the fixed May 30 to the last Monday in May, people in the wintry regions of the country have seen this three-day weekend as the date to signal the emergence from their winter cocoons and organize barbecues and picnics and go to amusement parks and the like to take advantage of the warm weather.
This does not sit well with some people and without fail you can expect to see opinion pieces and editorials and letters to the editor of your local newspaper complaining that Memorial Day is not being treated with the solemnity it deserves.
I don't understand these scolds who want to be able to dictate what other people should do and feel. If you want to treat the day solemnly and think deep thoughts about life and death, go ahead, knock yourself out. But if others want to use a holiday to enjoy themselves, let them be. As long as the fun-seekers don't get in the face of the solemn ones and vice versa, there really should be no problem.
I remember as an adolescent feeling bored one Good Friday (which is a government holiday in Sri Lanka) after going to our church in the morning for the traditional three-hour service. I asked my mother whether I could go and see a film. Since I was a religious boy, I felt that I was asking for something not quite appropriate since it did not seem right to go and enjoy myself on the day that we were supposed to commemorate Jesus dying for our sins, which is a pretty big deal. So I fully expected her to say no but she cheerfully agreed. I think she had the healthy attitude that no one was genuinely grieving about an event that (supposedly) happened 2,000 years ago and that one should not overdo the piety. Having me mope around the house was not benefiting anyone.
I have grown increasingly impatient with these public grievings over past events by people who have no connection to the events or the people being commemorated. It seems to me to have become mainly occasions for hypocritical sanctimony by elected officials who try to outdo each other in public piety. We can expect to see an orgy of this on the tenth anniversary of the events of September 11, 2001.


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Inspections, Compliance, Enforcement, and Criminal Investigations. U.S. Food and Drug Administration. December 21, 2009.
"Even the FDA seems to agree that FDA approval is superfluous."
Last August, the drug company KV Pharmaceutical filed for Chapter 11 bankruptcy protection after its run-in with Congress and the U.S. Food and Drug Administration (FDA). Although KV played by the rules, it experienced the capriciousness of Congress and the FDA and, shortly thereafter, the immutability of economic laws.
This story revolves around 17 alpha-hydroxyprogesterone caproate (17P), a long-acting form of progesterone used to reduce the risk of preterm birth. With 17P not available through normal drug manufacturers, compounding pharmacies—pharmacies that produce their own pharmaceutical products—had stepped in to produce and sell "homebrew" doses of 17P for $10 to $20 each. Once KV Pharmaceutical received FDA approval and marketing exclusivity for its branded version of 17P, named Makena, the price skyrocketed to $1,500 per dose, increasing the cost of a complete therapy from $300 to $30,000. What happened next and why? The backstory reveals several points: Drug companies can make questionable choices; some in Congress are surprised by the unintended consequences of their laws; the FDA encourages drug companies to price like monopolists; the FDA isn't committed to its own rules; and FDA approval is not a necessary condition for the successful use of pharmaceuticals.
In 1956, the FDA approved Squibb's Delalutin (the original version of 17P), but for conditions other than reducing the risk of preterm birth. After some time, Squibb (now part of Bristol-Myers Squibb) stopped marketing and manufacturing Delalutin. This opened the possibility of another company applying to the FDA to receive marketing approval and marketing exclusivity for a "new" branded version of 17P.
It wasn't until 2003 that 17P was actually studied for reducing the risk of preterm birth—defined as babies born before 37 weeks of pregnancy. A clinical trial involving pregnant women with a history of preterm delivery showed that weekly injections of 17P substantially reduced the rate of preterm delivery among these women and reduced health problems among their infants. This led to the "off-label" (for conditions not officially approved by the FDA) compounding by pharmacists.
Old "square peg" drugs, such as 17P, cast doubt on the whole rationale for the FDA. Do we really need the FDA to ensure that the medicines we consume are safe and effective? If so, then how do we explain the existence of a corner of the market where unproven "homebrew" drugs are being used—and the sky hasn't fallen? Quite clearly, FDA approval is not a necessary condition for the successful use of medicines.
Not surprisingly, given its tendency to seek greater control, the FDA's long-term goal is to bring these "misfit" drugs into compliance. As a carrot, the FDA rewards pharmaceutical companies that take such products through the expensive and lengthy approval process with multi-year marketing exclusivity under the Orphan Drug Act. KV bought into this promise. In February 2011, the FDA approved Makena to reduce the risk of preterm birth in pregnant women with a history of at least one spontaneous preterm birth, giving Makena seven years of marketing exclusivity.
As someone whose child was born prematurely, at 2 pounds 11 ounces, I can tell you that preterm births are both scary and expensive. (Thankfully, my son is now a healthy and happy 16-year-old.) While we were lucky, not everyone is, and preterm births remain a serious problem. According to Sandra Kweder, M.D., deputy director of the Office of New Drugs in the FDA's Center for Drug Evaluation and Research, "Preterm birth is a significant public health issue in the United States. This [Makena] is the first drug approved by the FDA that is indicated to specifically reduce this risk."
As a next step, the FDA was supposed to shut down all compounding operations because, according to the FDA's own compliance policy, when the FDA approves new, commercially available drugs, all production of compounded copies must cease.1 After all, how can it be "marketing exclusivity" if other producers are allowed to sell their own versions?
However, the FDA broke its own rules, presumably due to pressure from Congress. In a letter to the Federal Trade Commission, Senators Sherrod Brown, D-Ohio, and Amy Klobuchar, D-Minn., argued that Makena's price would reduce access to 17P and exhorted the FTC to investigate potential price-gouging and anti-competitive conduct by KV. The Senators expressed concern that KV was "taking advantage" of the FDA's approval and Makena's orphan-drug status, leading to "a monopolization of treatments to address preterm labors."23 Brown didn't stop with the FTC. At a Senate Appropriations Hearing, Brown grilled FDA Commissioner Margaret Hamburg on the "outrageous" price of Makena and asked her to "take leadership within HHS to find a strategy or path quickly to get this company to price its drug responsibly."45
Were Brown and Klobuchar serious? Of course KV had taken advantage of its situation with Makena. That's what companies do. Google uses its search-engine success to sell advertising. Microsoft uses its operating system dominance to sell copies of Office and its Office popularity to promote Windows. Apple uses iTunes to sell iPods and iPhones. Chinese manufacturers use their low-cost advantage to sell countless consumer products.
In this case, of course, the federal government essentially handed KV its advantage. Brown and Klobuchar are disingenuous for blaming the company for taking advantage of something that Congress gave it. And what is the FDA's award of market exclusivity other than a temporary, government-granted "anti-competitive" monopoly? The Senators should have started their investigation of anti-competitive conduct by looking in the mirror.
Under wilting political pressure, Hamburg and the FDA neglected to stop the compounding pharmacies, and the cheap doses of 17P continued. This put KV in a difficult position. Feeling stress from both the government inquiry and cheap competition, KV reduced the price of Makena to $690 per dose. This symbolic gesture didn't help matters, though, because competitors were still selling 17P at two percent of KV's price.
KV forced the issue by reversing roles with the FDA and analyzed some compounded versions of 17P, where it found that most failed to meet at least one FDA quality standard for potency and/or purity. The FDA retorted, after analyzing some compounded 17P products itself, that it had found no major safety problems, but it reserved the right to take enforcement action against the compounding pharmacies, if warranted. But did the FDA really want to set a precedent of allowing unapproved drugs on the market and then acting only if there were a major problem with them? Perhaps seeing the rhetorical corner it was boxing itself into, the FDA reiterated its belief that approved drug products such as Makena "provide a greater assurance of safety and effectiveness than do compounded products."
In August 2012, hopelessly trapped and facing disappointing sales, KV Pharmaceutical filed for Chapter 11 bankruptcy protection, blaming the FDA's lack of enforcement of the market exclusivity for Makena. KV explained that it had been "unable to realize the full value" of Makena after the FDA gave de facto approval to the compounded products, which "effectively nullified" Makena's seven years of exclusivity. KV had earlier sued the FDA to take "sufficient enforcement actions" to stop the distribution of compounded 17P, but in September 2012, U.S. District Court Judge Amy Berman Jackson dismissed the suit on the grounds that the case pertained to the FDA's "discretionary enforcement activities."
Was KV gullible for actually believing that it would get the seven years of marketing exclusivity promised by the FDA? Perhaps. The FDA has demonstrated that it is, at its heart, a political organization that bends its rules to accommodate the prevailing political winds. In the choice between following their own rules and keeping their jobs secure, the FDA's top brass chose the latter.
New drugs in the same price range as Makena are marketed regularly with no public outcry. But we normally don't get to see the generic price before the branded price; we normally see the high branded price for a decade or so and then, after patent expiration, we see generics enter the market at a fraction of the price. KV should have realized that it was operating in an unusual environment and refrained from setting such a high price for Makena. While KV Pharmaceutical played by the rules, it was far from astute.
If the products not approved by the FDA are priced at $15 per dose while the approved product is priced at $1,500, is the FDA partly responsible for high drug prices? Certainly.
If you are a pharmacist compounding 17P and facing many other producers, you think like a generics company and price your doses at the going rate. If you are KV Pharmaceutical, with a government-granted monopoly, you think like a monopolist. The key issue for a monopolist wishing to maximize profits is the ultimate value of the product. Here, the value is roughly equal to the cost of the condition being prevented. KV provided some figures to defend Makena's price:
If we divide $26 billion by 543,000, the cost per baby is about $48,000. If Makena worked in every case and if it were given to only those mothers who would have otherwise delivered a baby prematurely, then the price of around $30,000 for a full course of therapy would have made sense. In other words, "Pay me $30,000 now to avoid a cost of $48,000 later." However, we must also factor in the success rate for Makena and the fact that even women who will not deliver prematurely get the drug because we don't know beforehand exactly who will deliver a preterm baby. For instance, if the success rate is 63 percent and Makena is given to four women for every one that really needs it, then the decision is more like: "Pay me $120,000 now to avoid a 63-percent chance of facing a cost of $48,000 later."6 That's not a good deal.
A more thorough analysis in the New England Journal of Medicine by Joanne Armstrong, M.D., M.P.H. 7 concluded that every dollar invested in compounded 17P saved $8 to $12 in healthcare costs (a good investment). Makena, unfortunately, required $8 to $12 in drug spending for every dollar in costs it avoided (a bad investment). These data suggest that KV should have priced Makena at $150 per dose instead of $1,500.
Regardless of which price was the "correct" price, KV attempted to charge a monopoly price, as monopolists normally do, while the compounding pharmacies priced their 17P doses to match the competition. Therein lies the FDA's connection with high drug prices: The FDA encourages drug companies to price new medicines as monopolists. Under our current legal and regulatory framework, many pharmaceuticals are probably an order of magnitude more expensive than they otherwise would be.
Even with high drug prices, there are good reasons for such intellectual property protection, which plays an important role in the development and marketing of pharmaceuticals. After all, why pay for the expense of drug research, development, and marketing if another company can, without incurring these costs, produce a copy of your drug and undercut your price? One partial solution is to have full intellectual property protection for each original medicine, but have more medicines on the market, even erroneously maligned "me too" drugs. Having a dozen monopolistic statins on the market provides some good competition and gives doctors and patients welcome therapeutic alternatives.
Unassuming 17P was a misfit product brought into FDA compliance through the approval of branded Makena, but the resulting fiasco shone a light on the monopolistic pricing of branded drugs, the unintended consequences of certain laws, and the pliability of FDA rules, and provided a counterpoint to the argument that the FDA needs to vet all medicines.
For more on these topics, see Pharmaceuticals Economics and Regulation, by Charles L. Hooper in the Concise Encyclopedia of Economics. See also Richard Epstein on Property Rights and Drug Patents. EconTalk podcast, February 2007.
Most people believe that the FDA needs to ensure that the medicines we Americans consume have been proven to be safe and effective long before we ever get a chance to use them. Yet the Makena story gives us a peek into an area of medical practice where unproven "homebrew" drugs rule the market, where even the FDA seems to agree that FDA approval is superfluous. Is there a bigger lesson here?
A former commissioner of the FDA, David Kessler, once stated, "If members of our society were empowered to make their own decisions about the entire range of products for which the FDA has responsibility, however, then the whole rationale for the agency would cease to exist."8 He has a point.
Inspections, Compliance, Enforcement, and Criminal Investigations. U.S. Food and Drug Administration. December 21, 2009.
"Brown Leads Effort to Demand Federal Investigation Into Price Gouging of Pre-Term Labor Drug for Expectant Mothers," Senator Sherrod Brown press release, March 17, 2011.
"Senators seek investigation into KV drug pricing," Lisa Brown, St. Louis Post-Dispatch, March 19, 2011.
"Senators demand action on Makena price," BioCentury Extra, BioCentury Publications, March 17, 2011.
"Contradicting itself," BioCentury, The Bernstein Report on BioBusiness, BioCentury Publications, week of April 18, 2011.
If four women were treated with Makena, the price would be $30,000 times four, or $120,000. The cost of each premature baby is $48,000. The probability that Makena would work for the one woman that really needed it was 63 percent. So the cost would have been $120,000 with a benefit equal to 0.63 times $48,000.
Joanne Armstrong, M.D., M.P.H., "Unintended Consequences — The Cost of Preventing Preterm Births after FDA Approval of a Branded Version of 17OHP," N Engl J Med 2011; 364:1689-1691 May 5, 2011.
"David Kessler's Legacy at the FDA," Robert Goldberg, Quick Study, Institute for Policy Innovation, 1997.
The cuneiform inscription in the Liberty Fund logo is the earliest-known written appearance of the word "freedom" (amagi), or "liberty." It is taken from a clay document written about 2300 B.C. in the Sumerian city-state of Lagash.