Prepare your blog for Chapter 2 using the following prompt questions.docx
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Prepare your blog for Chapter 2 using the following prompt questions. As you post your response keep in mind that the purpose of a blog is to allow you to record your opinions and information. In essence write as if you are the expert who wants to share your knowledge about the topic. Voice your opinion and provide the information (documentation) to support those opinions. Think of the groups in which you have been a part. Identify some of the different factors which brought members to those groups (perhaps make a list). Analyze what effect on the group these differences had. Contemplate the effects of our interpersonal needs on group participation. (E.g., how might the behavior of a person motivated by inclusion needs differ from that of a person motivated by a need for respect?) Observe a group discussion on television eg PBS or other news and entertainment channels. Periodically stop and identify the phase of the group’s cycle (forming, storming , norming, and performing) the group is operating in. What are the verbal and nonverbal cues that lead you to this conclusion? Continue and note the group’s strategies for passing from one phase into the next. Can you observe any differences in the members’ communicative behavior as the group repeats the cycle? .
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You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities
( GOOGLE IT )
You need to know Genre :
G
enre canTells me how people in the group relate to each other:
Relationships range: personal to formal
Leaders/experts Become clearer
Genre Can help me organize my paper:
Arrange By social media, formal electronic communication, printed documents,etc.
Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated
Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users)
OUT LINE
1)
INTRODUCTION
Answer:
Why do we use a discourse community to
understand language?
End with thesis statement.
EX. Consistent observation, [specific
documents], and an interview with
[expert/novice name & title] reveal
[discourse community name]’s
mechanisms/ communicative
aims/goals/ideas about [concept]
(2
SUMMARIZE SWALES’S
CHARACTERISTICS
One strategy:
•
Introduce a characteristic (w/citation)
•
Explain characteristic (w/citation)
•
Provide examples
Ex. Swales requires “specific lexis” of any group th
at might be called a discou
rse community (222). He
does not rule out terms that can be used in other
contexts (222). For instance, a group of roommates
might be just as concerned with parking as a communi
ty of factory workers, and words related to that
idea can be found in both communities. His em
phasis, however, is on “shared and specialized
terminology” as a way to understand group dynami
cs through communicative formats (222). It would
be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common
abbreviation for a major assignment than to know that
instructor uses the phrase “freak out” frequently.
3
BASIC INFO
•
Consider
•
What makes this group a discourse
community?
•
What makes the analysis of this DC
unique or interesting?
•
What matters to members of the
community? What do they do? What
do they value?
3) METHODOLOGY
•
How did I gather my data?
•
How often did I observe my DC? In what setting?
•
Whom did I interview? Why was this person selected?
4) APLY SWALES’S CHARACTERISTICS TO
MY DC
•
Why does the group exist? What does th
e group do? What are its shared goals?
•
How do group members communicate with one anot
her (e.g., meetings, phone calls, e-mail, text
messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)?
•
What are the purposes of the group’s communicati
ons (share information, reinforce values, make
money, improve performance, offer support, declare identity, etc.)?
•
Which of the above communications can be considered
genres
(i.e., textual responses to recurring
situations that all group members recognize and understand)?
•
What kinds of specialized language (
lexis
) do group members use in their conversations and in
their written genres?
•
Who are the “old timers” in the group with expert
ise? Who are the newcomers with less expertise?
How do newcomers learn the appropriate language, ge.
Bus 610 entire course
This document contains information for the BUS 610 Entire Course, including discussion questions, assignments, and a final paper for each of the 6 weeks. The course covers topics such as organizational culture, motivation, leadership, ethics, and managing change. Assignments include analyses of theories like the Hawthorne Study and ERG Theory. The final paper asks students to summarize factors contributing to resistance to change and ways to facilitate change. The document provides links to download files for each weekly assignment.
Enc1101 collecting data unit3
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology or "lexis".
4) Practice interviewing in groups and share sample interview questions.
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality Construct
Each individual observes the world through their own perceptions. Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. Their website has a series of test that are available to test your social attitudes.
Instructions:
First, take two of the
Harvard Project Implicit (Links to an external site.)
tests by going to the website then continue as a “guest.” After taking two of the tests, read through the material under the “Education” tab.
Second, address the following in about three paragraphs (about 300 words):
1. Describe your results for each test.
2. Explain how your membership in different subcultures influenced your perceptions of others.
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide on
Writing a Discussion Board Post. (Links to an external site.)
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
2 -Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.
Instructions:
First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:
1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
4. How has privilege shaped your life opportunities, life chances, experiences, etc.?
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide
Writing a Discussion Board Post (Links to an external site.)
.
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
3 - Inclusive C.
JRN 380 Final Project Spring 2020 Select one of the t
This document outlines the three options for the final project for a JRN 380 course on multiculturalism. Students can either 1) conduct an interview with someone from a minority group about their experiences with media representation, 2) examine articles from multicultural news sources and analyze their perspectives, or 3) follow a minority writer and analyze their work. Whichever option is chosen, the project requires analyzing interviews, articles or columns and connecting them to class materials.
Collecting Data: Discourse Community Ethnography
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology. Practice interviewing in small groups.
4) Bring all collected data to class to share results of observations, texts, and interview questions.
What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Compare and Contrast Personal Learning Theory
This document provides instructions for an activity where students will compare and contrast their personal learning theories with others in their group. They are asked to identify similarities and differences between theories, list common and different factors on a wiki page, and discuss these factors by explaining why they should be included or excluded from the group's collaborative learning theory. The goal is for the group to broaden perspectives on collaborative learning factors through open discussion.
Recommended
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities
( GOOGLE IT )
You need to know Genre :
G
enre canTells me how people in the group relate to each other:
Relationships range: personal to formal
Leaders/experts Become clearer
Genre Can help me organize my paper:
Arrange By social media, formal electronic communication, printed documents,etc.
Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated
Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users)
OUT LINE
1)
INTRODUCTION
Answer:
Why do we use a discourse community to
understand language?
End with thesis statement.
EX. Consistent observation, [specific
documents], and an interview with
[expert/novice name & title] reveal
[discourse community name]’s
mechanisms/ communicative
aims/goals/ideas about [concept]
(2
SUMMARIZE SWALES’S
CHARACTERISTICS
One strategy:
•
Introduce a characteristic (w/citation)
•
Explain characteristic (w/citation)
•
Provide examples
Ex. Swales requires “specific lexis” of any group th
at might be called a discou
rse community (222). He
does not rule out terms that can be used in other
contexts (222). For instance, a group of roommates
might be just as concerned with parking as a communi
ty of factory workers, and words related to that
idea can be found in both communities. His em
phasis, however, is on “shared and specialized
terminology” as a way to understand group dynami
cs through communicative formats (222). It would
be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common
abbreviation for a major assignment than to know that
instructor uses the phrase “freak out” frequently.
3
BASIC INFO
•
Consider
•
What makes this group a discourse
community?
•
What makes the analysis of this DC
unique or interesting?
•
What matters to members of the
community? What do they do? What
do they value?
3) METHODOLOGY
•
How did I gather my data?
•
How often did I observe my DC? In what setting?
•
Whom did I interview? Why was this person selected?
4) APLY SWALES’S CHARACTERISTICS TO
MY DC
•
Why does the group exist? What does th
e group do? What are its shared goals?
•
How do group members communicate with one anot
her (e.g., meetings, phone calls, e-mail, text
messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)?
•
What are the purposes of the group’s communicati
ons (share information, reinforce values, make
money, improve performance, offer support, declare identity, etc.)?
•
Which of the above communications can be considered
genres
(i.e., textual responses to recurring
situations that all group members recognize and understand)?
•
What kinds of specialized language (
lexis
) do group members use in their conversations and in
their written genres?
•
Who are the “old timers” in the group with expert
ise? Who are the newcomers with less expertise?
How do newcomers learn the appropriate language, ge.
Bus 610 entire course
This document contains information for the BUS 610 Entire Course, including discussion questions, assignments, and a final paper for each of the 6 weeks. The course covers topics such as organizational culture, motivation, leadership, ethics, and managing change. Assignments include analyses of theories like the Hawthorne Study and ERG Theory. The final paper asks students to summarize factors contributing to resistance to change and ways to facilitate change. The document provides links to download files for each weekly assignment.
Enc1101 collecting data unit3
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology or "lexis".
4) Practice interviewing in groups and share sample interview questions.
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality Construct
Each individual observes the world through their own perceptions. Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. Their website has a series of test that are available to test your social attitudes.
Instructions:
First, take two of the
Harvard Project Implicit (Links to an external site.)
tests by going to the website then continue as a “guest.” After taking two of the tests, read through the material under the “Education” tab.
Second, address the following in about three paragraphs (about 300 words):
1. Describe your results for each test.
2. Explain how your membership in different subcultures influenced your perceptions of others.
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide on
Writing a Discussion Board Post. (Links to an external site.)
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
2 -Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.
Instructions:
First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:
1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
4. How has privilege shaped your life opportunities, life chances, experiences, etc.?
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide
Writing a Discussion Board Post (Links to an external site.)
.
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
3 - Inclusive C.
JRN 380 Final Project Spring 2020 Select one of the t
This document outlines the three options for the final project for a JRN 380 course on multiculturalism. Students can either 1) conduct an interview with someone from a minority group about their experiences with media representation, 2) examine articles from multicultural news sources and analyze their perspectives, or 3) follow a minority writer and analyze their work. Whichever option is chosen, the project requires analyzing interviews, articles or columns and connecting them to class materials.
Collecting Data: Discourse Community Ethnography
The document provides guidance for conducting an ethnographic study of a discourse community. It instructs students to:
1) Observe the community in action for 30 minutes to 1 hour, taking notes on behaviors, language practices, and evidence of authority.
2) Collect texts used by the community such as emails, newsletters, and social media posts.
3) Interview community members, preparing questions about goals, expertise/participation, communication/genres used, and specialized terminology. Practice interviewing in small groups.
4) Bring all collected data to class to share results of observations, texts, and interview questions.
What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Compare and Contrast Personal Learning Theory
This document provides instructions for an activity where students will compare and contrast their personal learning theories with others in their group. They are asked to identify similarities and differences between theories, list common and different factors on a wiki page, and discuss these factors by explaining why they should be included or excluded from the group's collaborative learning theory. The goal is for the group to broaden perspectives on collaborative learning factors through open discussion.
I have attached this file with all of the questions briefly a.docx
***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.***
Group Influence
This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.
Note:
Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Observe
a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group.
Study
how the group members interact and influence one another.
Analyze
how the group behaviors and communication patterns influence social facilitation.
Integrate
your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
How were the people arranged in the physical environment (layout of room and seating arrangement)?
What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
What are the group’s purpose, mission, and goals?
What is the duration of the group (short- or long-term)? Explain.
Did the group structure its discussion around an agenda, program, or rules of order?
Describe the structure of the group. How is the group organized?
Who are the primary facilitators of the group?
What subject or issues did the group members examine during the meeting?
What types of information did members exchange in their group?
What were the group's norms, roles, status hierarchy, or communication patterns?
What communication patterns illustrated if the group was unified or fragmented? Explain.
Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
Was there any indication that members might be vulnerable to groupthink? Why or why not?
In your opinion, how did the collective group behaviors influence individual atti ...
Task Your task is to follow a conversation in society right now .docx
Task:
Your task is to follow a conversation in society right now
to which social movements and influential organizations are responding
. "Following a conversation" means examining how different writers define and respond to similar issues, and listening/reading closely for moments where different writers connect, where they overlap, and where they conflict. It also means that you examine
how
different writers enter the conversation (which will require rhetorical analysis) and how those differences impact what they are trying to say.
In order to make sure that your exploration considers differing points of view, we are going to ground your exploration in this unit by focusing on a social movement or an influential organization and an issue that is central to their cause. For example, you could look into conversations related to
social movements
like #MeToo, #BlackLivesMatter, March for Our Lives, or #MMIW. You could look at conversations in the news that involve
influential organizations
, like Planned Parenthood, the Red Cross, the ACLU, and RAICES. The project will ask you to read several sources about a topic that that group cares very much about, think about how different writers take different approaches to the topic, and then look at how the major organization or social movement you chose is responding to that same topic.
The project will ask you to do four things:
Summarize
the specifics of the conversations that you are following, including the main topics/ideas being discussed, the modes being used throughout the conversation, and the context in which the conversation is taking place.
Discuss
the ethos/credibility and varying levels of expertise of groups/people taking part in the conversation,
Analyze
the ways in which your chosen social movement or organization uses writing and rhetoric to facilitate change
Reflect
on what you learned, including how this activity informs your understanding of research in a digital society.
Importantly, this assignment is not a paper: you will complete this project as a series of 4 posts, culminating in a final project reflection. All
5
of these assignments will be collected into one project grade.
Note: while each of these assignments might seem "small" on their own, and will appear separately in the modules, together they make up a paper/project grade and will significantly impact your grade. Therefore it is important that for each post you work to find the best sources you can find, and that you answer the questions on each assignment thoroughly. Also, please edit and revise your posts to the best of your ability, as the quality of your writing will also be graded.
Each post will ask you to look for a different kind of text, each one centered around a social movement, and then the post instructions will give you specific questions to answer. All of the posts ask you to make specific references to the text you are analyzing. Please do not talk in broad terms abou.
Bus 610 entire course organizational behavior
This document provides an overview of the course requirements for BUS 610 Organizational Behavior. It outlines 6 weekly modules that cover topics such as the Hawthorne Studies, motivation theories, leadership styles, organizational culture, change management, and virtual organizations. Students are required to write papers and participate in discussion forums applying course concepts. Papers analyze cultures, identify sources of conflict, evaluate leadership ethics, and assess factors influencing resistance to change. Discussion posts explore concepts like emotional intelligence, motivation theories, and effective communication in teams. The course appears to take a multifaceted approach to examining organizational behavior through readings, individual assignments, and peer interactions.
Bus 610 entire course organizational behavior
The document provides an overview of the course requirements for BUS 610 Organizational Behavior. It outlines 6 weekly modules that cover topics such as the Hawthorne Study, motivation theories, leadership styles, organizational culture, change management, and virtual organizations. Students are required to write papers and participate in discussion forums applying course concepts. Papers include analyzing workplace culture using frameworks for values and artifacts, identifying sources of conflict and solutions, and assessing a leader's ethics. Discussions center on applying theories to personal experiences and responding to peers. The course aims to develop understanding of individual and group dynamics within organizations.
Click on ‘Week 2’ Under Course content to get all information abou
This document provides guidance for students on completing discussion assignments for their course. It outlines the requirements for two discussion assignments:
1) A case analysis of James Houghton and Signature Theatre using a five question strategy framework and developing a strategy map. Students are asked to analyze the theater's success, create a strategy map, and recommend future actions.
2) An evaluation of the mission, vision, and values of an organization they have chosen for their capstone project. Students are asked to analyze the strength and alignment of these statements and recommend improvements. They will add this analysis to the appendix of their strategy playbook.
The document provides questions for students to consider in their analysis and guidelines for posting their responses. It
1.Description and Analysis of the Hawthorne StudyDescribe how .docx
1.
Description and Analysis of the Hawthorne Study
Describe how the components of the Hawthorne study are incorporated in current human resource functions? What was the main idea behind this study? How have you been impacted by the components of this study in your current or past work setting? Respond to at least two of your peers posts.
2.
Dominant Cultures and Subcultures
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
3.
Cognitive and Non-Cognitive Abilities
Describe the cognitive and non-cognitive abilities relating to Emotional Intelligence. Provide an example of how you might use EQ in your daily life. Respond to at least two of your peers for this posting with suggestions that might work for them within their daily lives.
4.
ERG Theory and Maslow's Hierarchy
Describe the similarities and differences between the ERG Theory and Maslow's Hierarchy. How have you used either of the two theories in daily life? Respond to at least two of your peers for this posting.
5.
Self Esteem and Self Efficacy
Explain the dynamics of how self-esteem affects self-efficacy? Provide an example of an internal or external force that impacts your self-efficacy? Respond to at least two of your peers for this posting and provide recommendations to extend their thinking.
6.
Communication and Team Building
Discuss the importance of identifying norms within a team? Why clear communication is considered an essential element during team development? Provide an example when you were a team member and the lack of communication caused significant problems for the team. Respond to at least two of your peers for this posting.
7.
Leadership Style
What style of leadership is the most effective in leading an organization? Is it important to be well-liked, or are results all that matter? Cite examples that support your conclusions. Respond to the observations of at least two of your peers for this post.
8.
A Culture of Ethics
Based on the readings for the week, would you say that Steve Jobs was an ethical leader? State your rationale. Are you an Acolyte or a Rejecter? Why? Respond to the observations of at least two of your peers for this post.
9.
Nonverbal Feedback
Describe how nonverbal feedback conveys powerful messages. Provide an example where nonverbal feedback was used and describe the end result? Respond to at least two of your peers for this posting.
10.
Virtual Organizations
Describe the evolution of the virtual organization. What are the pros and cons associated with t.
The context, Content, Processes and Consequences.pptx
This document discusses socialization through social groups. It defines social groups and outlines the key types: primary groups, secondary groups, in-groups, out-groups, and reference groups. The document provides activities for students to identify the social groups they belong to and are influenced by, and to explain how social groups shape their identities and development. The objectives are for students to understand different social groups in society and explain how social groups influence individual identities.
Healthcare reform.docx
This document contains instructions for a multi-part healthcare assignment. It addresses several topics:
- The impact of macroeconomic factors on healthcare costs in the U.S. and Canada.
- The major differences between the U.S. and Canadian healthcare systems, specifically regarding financing.
- The World Health Organization's role in global health assistance and communicable disease prevention.
- A comparison of foreign medical education to programs in the U.S., and the impact on healthcare quality and costs.
- Different types of work teams, their advantages and disadvantages.
- Steps to build a strong, cohesive team as a newly assigned HR professional.
- Whether conflict is something for teams
Management homework helpReport IssueProposal for Dis.docx
Management homework help
Report Issue
Proposal for Discourse and Discourse Community Project
4-5 Body pages, 200 points
Due on BB by 11:59 p.m. on B.B. on Thursday, September 6
Write a proposal for a specific discourse community. You can start a business; propose an event; propose the creation of an app or videogame; create a new product; or something else intended for your discourse community. Identify your reader (investors, leaders of the discourse community, other?) and work to persuade why this proposal will work well and how it will benefit your audience. You will examine the secondary Discourse (identity of the individual member) and discourse community to understand how to engage these consumers. Then discuss your proposal and how it will engage your target audience (members of the discourse community). Please provide a Title Page, the Body of the proposal (contains the different sections), and a References (APA format) or Works Cited (MLA format) page. Please place the page number centered at the bottom of each page. Please consult sample on Blackboard. Use business block format to write this proposal document.
A Discourse, according to James Paul Gee, is an identity we learn through enculturation and perform through language, thinking, and action. A discourse community, according to John Swales, shares common goals; ways to participate and exchange information; genres; specialized vocabulary; and master members and novitiates.
Please select a discourse community that interests you. Introduce it in your opening paragraph; you will also introduce your proposal and purpose, too. Then examine the secondary Discourse, which focuses on the individual identity (use a heading titled Discourse of the Individual). Write several paragraphs discussing this individual identity. Then write another heading titled Discourse Community; this section will use multiple paragraphs to discuss the larger discourse community.
Please analyze how the secondary Discourse operates and causes problems and provides benefits (for example, does it favor a certain kind of person? How does it keep non-members out?). Do the same for the discourse community section: how does it operate and cause problems and provide benefits?
Then state your proposal (with the heading titled Proposal). Write your proposal and discuss how you will implement it and why it will work well (multiple paragraphs). Acknowledge counterarguments readers might suggest or potential problems and how you will respond to these arguments or work with these problems.
Incorporate your research throughout your paper (use research to support each section). Find sources to support your discussion of the Discourse section, Discourse Community section, and the Proposal section; the sources do not need to speak explicitly about each section; they can provide support by speaking to the theme or topic of the section. How do your sources represent your discourse community? Why? How have other o ...
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments. Remember to respond to the posts of at least two other students in this class
By
Sunday, June 14, 2015
, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
communication various purposes
This document covers different types of communication: persuasive communication aims to influence others' views or actions; ritualistic communication uses symbolic gestures to create unity; explanatory essays explain a topic clearly. It also discusses blogging, which allows sharing thoughts online through regular blog posts on various topics. Blogging benefits include improved writing, self-reflection, sharing knowledge, and potentially generating income or traffic.
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docx
This document outlines a proposed sociological study of rising crime rates in Baltimore. It identifies several factors that may be contributing to increased crime, including lack of employment opportunities, high rates of gun violence, and social inequality between classes and races. The proposed study would apply sociological concepts like strain theory and structural disorganization theory to better understand how these social conditions influence criminal behavior. A sociologist could provide new insights into this problem and ways to address its root causes from a social perspective. The proposal includes an annotated bibliography, research plan applying relevant concepts, and instructions for a short video presentation about the topic.
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion: Biblical Perspective
Getting Started
You will see that crossing cultures is nothing new. Characters in the Bible were frequently confronted by value systems that were in direct conflict with their own. One of the most apparent issues for those who manage globally is learning to respond to differences in cultural values. This refers to philosophies and practices that derive from a long standing practice in a society, as well as thought and behavior that is acceptable or unacceptable because of societal consensus. Such values can be externalized (intellectually accepted because they are normative) or internalized (fully embraced intellectually and emotionally as my own).
Upon successful completion of this discussion, you will be able to:
· Articulate the importance of integrating a Christian worldview with global business practice.
Resources
·
Bible
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the following passages in your Bible:
a. Matthew 5:21–22, 27–28, 31–32, 33–37, 38–42, and 43–48
b. Matthew 6:20–21 and 31–33
c. 2 Corinthians 6:14–18
3. After reading, think about how you would answer the following questions:
a. In the Matthew passages, you see just a few ways that Christ says the values of believers will be internalized as compared to the external norms established by societies. What are some of these differences?
b. In 2 Corinthian 6:14–18, Paul tells those who have believed in Christ that they are different. In what ways? What is his point?
c. 1 Corinthians 8 is a challenge for those who live in other cultures who have expectations of Christians (that may not even be correct). Why?
===========================================================================
2.2 Discussion: Power Distance (Part B)
Getting Started
Note: This is Part B of a two-week discussion forum. In the previous workshop, you made an initial post; in this workshop, you will respond to the posts of your classmates and will post a summary of your new learning. You and your classmates must pace yourselves to complete the discussion fully within the time allotted.
For this discussion, you will watch a 10-minute video in which researcher Geert Hofstede explains “power distance,” which is one of six dimensions of national culture that were described in his formative research on culture. From the video and the accompanying PowerPoint presentation, you will discover:
Definition of power distance
How power distance transfers between generations within a society
Differences between cultures characterized by large distance and small power distance
The role of the perception of inequality and hierarchy in power distance
Characteristics of power distance
Components of the power distance index (PDI)
Societal characteristics that can be correlated with the PDI
Upon successful completion of this discussion, you will be able to:
Examine theoretical concepts in th.
Soc 320 Education Redefined - snaptutorial.com
For more classes visit
www.snaptutorial.com
Public Policy
Consider and explain the following statement, “Public policy is both what government does and what it does not do” (Theodoulou & Kofinis, 2012).
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
This document outlines the Week 1 assignment for an education course. Students are asked to write a 2-3 page analysis of youth programs in their community. They must include an infographic with community statistics, summarize key youth issues, and create a table of existing youth programs that lists the program name, mission, how it engages youth, and which developmental assets it focuses on. Students are also asked to brainstorm how they could get involved in one of these programs. The instructor provides guidance, emphasizing exploring community strengths and culture, identifying the 40 developmental assets, and reviewing resources to complete the assignment and discussions.
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docx
SEI/300 v9
ELP Standard Level Comparison and Instructional Supports
SEI/300 v9
Page 2 of 2
ELP Standard Level Comparison and Instructional Supports
Complete Parts 1 and 2 below.
Part 1: ELP Standard Level Comparison
Review the most current (2019)
English Language Proficiency Standards and the
English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.
Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th).
Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate).
Fill out the table below with your chosen grade band, standard, and sub-skill.
Grade Band
Standard
Pre-Emergent / Emergent
Basic
Intermediate
Example:
Grades 2-3
Example:
Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
Example:
PE/E-4: retell a
familiar text using key words and phrases.
Example:
B-4: retell a variety of
texts using key details.
Example:
I-4: recount a variety of texts using key details.
Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator)
I-# (insert performance indicator)
Part 2: Instructional Supports and Adjustments
Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below,
describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1.
Refer to the standards document for guidance.
Proficiency Level
Specific instructional supports and adjustments to a lesson for each proficiency level
Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS)
Pre-Emergent / Emergent
Basic
Intermediate
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
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2
Response 1
Jaimee Villareal Borja
YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am
Manage Discussion Entry
Compare task groups versus educational, support, or skills groups.
According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Week 2 DiscussionPlease respond to one of the following questi.docx
Week 2 Discussion
Please respond to
one
of the following questions:
Question A
Investors and creditors are typically not interested in the same thing. Investors are typically interested in whether a company is going to turn a profit over time, while a creditor is interested in short-term cash flow. Decide whether you are an investor or creditor. Choose two ratios for the type of external user you chose and discuss its importance in analyzing a company.
Question B
When reviewing the financial statements of a company, there are many different ratios to choose from. Choose a ratio that looks at liquidity, solvency and profitability and discuss its importance.
.
Week 2 Discussion 1- 51415Social Versus Human CapitalThis we.docx
Week 2 Discussion 1- 5/14/15
Social Versus Human Capital
This week’s first discussion forum will focus on the population of abused individuals. Abuse is a pervasive problem in our society. Although the forms of abuse, as well as the intensity and duration can vary from case to case, each abused person is tasked with dealing with the scars left from the abuse. As you can imagine, this task can be very challenging to say the least. Using research to help you form an opinion, which form of capital (social or human capital) do you feel will have a greater influence over resources accessible to the abused? Discuss which form of capital you would rely on for emotional support and help through difficult times if abused. Explain your rationale. Chapter 3 of the course text defines these terms in more detail.
Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.
Week 2 Discussion 2- Due 5/14/15
Continuum of Care Evaluation and Analysis
This week’s second discussion forum focuses on the populations of the chronically ill and the disabled.
You may be familiar with the common quote “An ounce of prevention is worth a pound of cure.” In reality, however, you may know of a person, family, or group who is not receiving adequate preventive or medical care due to a lack of resources and funds.
Choose one specific chronic illness or disability of your choice.
Select two resources in your community that address issues related to the chronic illness/disability and describe the services offered.
Select two national resources that address issues related to the chronic illness/disability and describe the services offered.
Analyze whether or not the continuum of care services are adequate for the population with the chosen chronic illness/disability. Explain why or why not.
Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.
Week 2 Assignment Due 5/18/15
Assignment
To complete the following assignment, go to this week's
Assignment
link in the left navigation.
Vulnerable Population Summary and Proposed Program
The first of your two written assignments for the course will provide a beginning framework that you will utilize in the development of your
Final Project: a proposal for a community-based program in your area. For this first written assignment, you will select one of the vulnerable groups identified in the text that will serve as your target population of interest throughout the duration of your next written assignment and Final Project.
Select one among the following groups from Chapter 1:
Vulnerable mot.
Week 2 discussion topic1) Computer security is essential to .docx
Week 2 discussion topic
1) Computer security is essential to the protection of personal information and your company’s intellectual property. Please name some common procedures companies use to prevent business assets. Make sure to use real examples and share any resources you have studied?
2) What is NIST 800-115. Explain how it works?
.
Week 2 Discussion - Best Places to WorkLooking at the top three (3.docx
Week 2 Discussion - Best Places to Work
Looking at the top three (3) large agencies in the Best Places to Work in the Federal Government 2013 (provided under this week's Web Resources list), what are the main factors from the People Factor Scorecard Figure 2.1 (page 43) that can be attributed to their high ranking? Why?
the link:
http://bestplacestowork.org/BPTW/index.php
.
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Group Influence
This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.
Note:
Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
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Study
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How were the people arranged in the physical environment (layout of room and seating arrangement)?
What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
What are the group’s purpose, mission, and goals?
What is the duration of the group (short- or long-term)? Explain.
Did the group structure its discussion around an agenda, program, or rules of order?
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Task Your task is to follow a conversation in society right now .docx
Task:
Your task is to follow a conversation in society right now
to which social movements and influential organizations are responding
. "Following a conversation" means examining how different writers define and respond to similar issues, and listening/reading closely for moments where different writers connect, where they overlap, and where they conflict. It also means that you examine
how
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In order to make sure that your exploration considers differing points of view, we are going to ground your exploration in this unit by focusing on a social movement or an influential organization and an issue that is central to their cause. For example, you could look into conversations related to
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Discuss
the ethos/credibility and varying levels of expertise of groups/people taking part in the conversation,
Analyze
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Reflect
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5
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This document provides an overview of the course requirements for BUS 610 Organizational Behavior. It outlines 6 weekly modules that cover topics such as the Hawthorne Studies, motivation theories, leadership styles, organizational culture, change management, and virtual organizations. Students are required to write papers and participate in discussion forums applying course concepts. Papers analyze cultures, identify sources of conflict, evaluate leadership ethics, and assess factors influencing resistance to change. Discussion posts explore concepts like emotional intelligence, motivation theories, and effective communication in teams. The course appears to take a multifaceted approach to examining organizational behavior through readings, individual assignments, and peer interactions.
Bus 610 entire course organizational behavior
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This document provides guidance for students on completing discussion assignments for their course. It outlines the requirements for two discussion assignments:
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1.
Description and Analysis of the Hawthorne Study
Describe how the components of the Hawthorne study are incorporated in current human resource functions? What was the main idea behind this study? How have you been impacted by the components of this study in your current or past work setting? Respond to at least two of your peers posts.
2.
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Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
3.
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4.
ERG Theory and Maslow's Hierarchy
Describe the similarities and differences between the ERG Theory and Maslow's Hierarchy. How have you used either of the two theories in daily life? Respond to at least two of your peers for this posting.
5.
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Explain the dynamics of how self-esteem affects self-efficacy? Provide an example of an internal or external force that impacts your self-efficacy? Respond to at least two of your peers for this posting and provide recommendations to extend their thinking.
6.
Communication and Team Building
Discuss the importance of identifying norms within a team? Why clear communication is considered an essential element during team development? Provide an example when you were a team member and the lack of communication caused significant problems for the team. Respond to at least two of your peers for this posting.
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9.
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Management homework help
Report Issue
Proposal for Discourse and Discourse Community Project
4-5 Body pages, 200 points
Due on BB by 11:59 p.m. on B.B. on Thursday, September 6
Write a proposal for a specific discourse community. You can start a business; propose an event; propose the creation of an app or videogame; create a new product; or something else intended for your discourse community. Identify your reader (investors, leaders of the discourse community, other?) and work to persuade why this proposal will work well and how it will benefit your audience. You will examine the secondary Discourse (identity of the individual member) and discourse community to understand how to engage these consumers. Then discuss your proposal and how it will engage your target audience (members of the discourse community). Please provide a Title Page, the Body of the proposal (contains the different sections), and a References (APA format) or Works Cited (MLA format) page. Please place the page number centered at the bottom of each page. Please consult sample on Blackboard. Use business block format to write this proposal document.
A Discourse, according to James Paul Gee, is an identity we learn through enculturation and perform through language, thinking, and action. A discourse community, according to John Swales, shares common goals; ways to participate and exchange information; genres; specialized vocabulary; and master members and novitiates.
Please select a discourse community that interests you. Introduce it in your opening paragraph; you will also introduce your proposal and purpose, too. Then examine the secondary Discourse, which focuses on the individual identity (use a heading titled Discourse of the Individual). Write several paragraphs discussing this individual identity. Then write another heading titled Discourse Community; this section will use multiple paragraphs to discuss the larger discourse community.
Please analyze how the secondary Discourse operates and causes problems and provides benefits (for example, does it favor a certain kind of person? How does it keep non-members out?). Do the same for the discourse community section: how does it operate and cause problems and provide benefits?
Then state your proposal (with the heading titled Proposal). Write your proposal and discuss how you will implement it and why it will work well (multiple paragraphs). Acknowledge counterarguments readers might suggest or potential problems and how you will respond to these arguments or work with these problems.
Incorporate your research throughout your paper (use research to support each section). Find sources to support your discussion of the Discourse section, Discourse Community section, and the Proposal section; the sources do not need to speak explicitly about each section; they can provide support by speaking to the theme or topic of the section. How do your sources represent your discourse community? Why? How have other o ...
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments. Remember to respond to the posts of at least two other students in this class
By
Sunday, June 14, 2015
, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
communication various purposes
This document covers different types of communication: persuasive communication aims to influence others' views or actions; ritualistic communication uses symbolic gestures to create unity; explanatory essays explain a topic clearly. It also discusses blogging, which allows sharing thoughts online through regular blog posts on various topics. Blogging benefits include improved writing, self-reflection, sharing knowledge, and potentially generating income or traffic.
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docx
This document outlines a proposed sociological study of rising crime rates in Baltimore. It identifies several factors that may be contributing to increased crime, including lack of employment opportunities, high rates of gun violence, and social inequality between classes and races. The proposed study would apply sociological concepts like strain theory and structural disorganization theory to better understand how these social conditions influence criminal behavior. A sociologist could provide new insights into this problem and ways to address its root causes from a social perspective. The proposal includes an annotated bibliography, research plan applying relevant concepts, and instructions for a short video presentation about the topic.
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion: Biblical Perspective
Getting Started
You will see that crossing cultures is nothing new. Characters in the Bible were frequently confronted by value systems that were in direct conflict with their own. One of the most apparent issues for those who manage globally is learning to respond to differences in cultural values. This refers to philosophies and practices that derive from a long standing practice in a society, as well as thought and behavior that is acceptable or unacceptable because of societal consensus. Such values can be externalized (intellectually accepted because they are normative) or internalized (fully embraced intellectually and emotionally as my own).
Upon successful completion of this discussion, you will be able to:
· Articulate the importance of integrating a Christian worldview with global business practice.
Resources
·
Bible
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the following passages in your Bible:
a. Matthew 5:21–22, 27–28, 31–32, 33–37, 38–42, and 43–48
b. Matthew 6:20–21 and 31–33
c. 2 Corinthians 6:14–18
3. After reading, think about how you would answer the following questions:
a. In the Matthew passages, you see just a few ways that Christ says the values of believers will be internalized as compared to the external norms established by societies. What are some of these differences?
b. In 2 Corinthian 6:14–18, Paul tells those who have believed in Christ that they are different. In what ways? What is his point?
c. 1 Corinthians 8 is a challenge for those who live in other cultures who have expectations of Christians (that may not even be correct). Why?
===========================================================================
2.2 Discussion: Power Distance (Part B)
Getting Started
Note: This is Part B of a two-week discussion forum. In the previous workshop, you made an initial post; in this workshop, you will respond to the posts of your classmates and will post a summary of your new learning. You and your classmates must pace yourselves to complete the discussion fully within the time allotted.
For this discussion, you will watch a 10-minute video in which researcher Geert Hofstede explains “power distance,” which is one of six dimensions of national culture that were described in his formative research on culture. From the video and the accompanying PowerPoint presentation, you will discover:
Definition of power distance
How power distance transfers between generations within a society
Differences between cultures characterized by large distance and small power distance
The role of the perception of inequality and hierarchy in power distance
Characteristics of power distance
Components of the power distance index (PDI)
Societal characteristics that can be correlated with the PDI
Upon successful completion of this discussion, you will be able to:
Examine theoretical concepts in th.
Soc 320 Education Redefined - snaptutorial.com
For more classes visit
www.snaptutorial.com
Public Policy
Consider and explain the following statement, “Public policy is both what government does and what it does not do” (Theodoulou & Kofinis, 2012).
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
This document outlines the Week 1 assignment for an education course. Students are asked to write a 2-3 page analysis of youth programs in their community. They must include an infographic with community statistics, summarize key youth issues, and create a table of existing youth programs that lists the program name, mission, how it engages youth, and which developmental assets it focuses on. Students are also asked to brainstorm how they could get involved in one of these programs. The instructor provides guidance, emphasizing exploring community strengths and culture, identifying the 40 developmental assets, and reviewing resources to complete the assignment and discussions.
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docx
SEI/300 v9
ELP Standard Level Comparison and Instructional Supports
SEI/300 v9
Page 2 of 2
ELP Standard Level Comparison and Instructional Supports
Complete Parts 1 and 2 below.
Part 1: ELP Standard Level Comparison
Review the most current (2019)
English Language Proficiency Standards and the
English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.
Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th).
Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate).
Fill out the table below with your chosen grade band, standard, and sub-skill.
Grade Band
Standard
Pre-Emergent / Emergent
Basic
Intermediate
Example:
Grades 2-3
Example:
Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
Example:
PE/E-4: retell a
familiar text using key words and phrases.
Example:
B-4: retell a variety of
texts using key details.
Example:
I-4: recount a variety of texts using key details.
Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator)
I-# (insert performance indicator)
Part 2: Instructional Supports and Adjustments
Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below,
describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1.
Refer to the standards document for guidance.
Proficiency Level
Specific instructional supports and adjustments to a lesson for each proficiency level
Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS)
Pre-Emergent / Emergent
Basic
Intermediate
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
image1.png
2
Response 1
Jaimee Villareal Borja
YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am
Manage Discussion Entry
Compare task groups versus educational, support, or skills groups.
According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Similar to Prepare your blog for Chapter 2 using the following prompt questions.docx (18)
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I have attached this file with all of the questions briefly a.docx
Task Your task is to follow a conversation in society right now .docx
Task Your task is to follow a conversation in society right now .docx
Click on ‘Week 2’ Under Course content to get all information abou
Click on ‘Week 2’ Under Course content to get all information abou
1.Description and Analysis of the Hawthorne StudyDescribe how .docx
1.Description and Analysis of the Hawthorne StudyDescribe how .docx
The context, Content, Processes and Consequences.pptx
The context, Content, Processes and Consequences.pptx
Management homework helpReport IssueProposal for Dis.docx
Management homework helpReport IssueProposal for Dis.docx
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docx
36042 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docx
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docx
SEI300 v9 ELP Standard Level Comparison and Instructional Suppo.docx
More from candycemidgley
Week 2 DiscussionPlease respond to one of the following questi.docx
Week 2 Discussion
Please respond to
one
of the following questions:
Question A
Investors and creditors are typically not interested in the same thing. Investors are typically interested in whether a company is going to turn a profit over time, while a creditor is interested in short-term cash flow. Decide whether you are an investor or creditor. Choose two ratios for the type of external user you chose and discuss its importance in analyzing a company.
Question B
When reviewing the financial statements of a company, there are many different ratios to choose from. Choose a ratio that looks at liquidity, solvency and profitability and discuss its importance.
.
Week 2 Discussion 1- 51415Social Versus Human CapitalThis we.docx
Week 2 Discussion 1- 5/14/15
Social Versus Human Capital
This week’s first discussion forum will focus on the population of abused individuals. Abuse is a pervasive problem in our society. Although the forms of abuse, as well as the intensity and duration can vary from case to case, each abused person is tasked with dealing with the scars left from the abuse. As you can imagine, this task can be very challenging to say the least. Using research to help you form an opinion, which form of capital (social or human capital) do you feel will have a greater influence over resources accessible to the abused? Discuss which form of capital you would rely on for emotional support and help through difficult times if abused. Explain your rationale. Chapter 3 of the course text defines these terms in more detail.
Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.
Week 2 Discussion 2- Due 5/14/15
Continuum of Care Evaluation and Analysis
This week’s second discussion forum focuses on the populations of the chronically ill and the disabled.
You may be familiar with the common quote “An ounce of prevention is worth a pound of cure.” In reality, however, you may know of a person, family, or group who is not receiving adequate preventive or medical care due to a lack of resources and funds.
Choose one specific chronic illness or disability of your choice.
Select two resources in your community that address issues related to the chronic illness/disability and describe the services offered.
Select two national resources that address issues related to the chronic illness/disability and describe the services offered.
Analyze whether or not the continuum of care services are adequate for the population with the chosen chronic illness/disability. Explain why or why not.
Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.
Week 2 Assignment Due 5/18/15
Assignment
To complete the following assignment, go to this week's
Assignment
link in the left navigation.
Vulnerable Population Summary and Proposed Program
The first of your two written assignments for the course will provide a beginning framework that you will utilize in the development of your
Final Project: a proposal for a community-based program in your area. For this first written assignment, you will select one of the vulnerable groups identified in the text that will serve as your target population of interest throughout the duration of your next written assignment and Final Project.
Select one among the following groups from Chapter 1:
Vulnerable mot.
Week 2 discussion topic1) Computer security is essential to .docx
Week 2 discussion topic
1) Computer security is essential to the protection of personal information and your company’s intellectual property. Please name some common procedures companies use to prevent business assets. Make sure to use real examples and share any resources you have studied?
2) What is NIST 800-115. Explain how it works?
.
Week 2 Discussion - Best Places to WorkLooking at the top three (3.docx
Week 2 Discussion - Best Places to Work
Looking at the top three (3) large agencies in the Best Places to Work in the Federal Government 2013 (provided under this week's Web Resources list), what are the main factors from the People Factor Scorecard Figure 2.1 (page 43) that can be attributed to their high ranking? Why?
the link:
http://bestplacestowork.org/BPTW/index.php
.
Week 2 Argument Paper Outline TemplateENG200 Version 2 1.docx
Week 2 Argument Paper Outline Template
ENG/200 Version 2
1
3
Title of PaperStudent NameCourse/Number
Due Date
Faculty Name
Title of Paper
Revised Thesis StatementLevel One Heading (Topic 1)
Topic Sentence:
· Main Point 1
· Supporting Research
· Information Source
· Main Point 2
· Supporting Research
· Information Source
· Main Point 3
· Supporting Research
· Information SourceLevel One Heading (Topic 2)
Topic Sentence
· Main Point 1
· Supporting Research
· Information Source
· Main Point 2
· Supporting Research
· Information Source
· Main Point 3
· Supporting Research
· Information SourceLevel One Heading (Topic 3)
Topic Sentence
· Main Point 1
· Supporting Research
· Information Source
· Main Point 2
· Supporting Research
· Information Source
· Main Point 3
· Supporting Research
· Information Source
References
· APA-formatted reference for information source #1
· 25- to 50-word justification for why the source is appropriate for use in this paper, based on the evaluation you completed in the Evaluating Resources Worksheet in Part 1 of this assignment
· APA-formatted reference for information source #2
· 25- to 50-word justification for why the source is appropriate for use in this paper, based on the evaluation you completed in the Evaluating Resources Worksheet in Part 1 of this assignment
· APA-formatted reference for information source #3
· 25- to 50-word justification for why the source is appropriate for use in this paper, based on the evaluation you completed in the Evaluating Resources Worksheet in Part 1 of this assignment
Copyright © 2018 by University of Phoenix. All rights reserved.
From Student: A.C
Good evening everyone!
· How does sociological imagination help examine private acts such as suicide within a larger societal context?
Sociological imagination helps us examine private acts such as suicide, homelessness, obesity, and much more, by forcing us to think on a much grander scheme. If forces us to see past our first encounter of the situation or event. It helps us realize that there is an explanation beyond just what we may think we know. It helps remind us that there are several, bigger influencers out there, beyond just ourselves or those individuals, such as the world around us. As mentioned in an article, “blame has power” and sociological imagination helps us think wiser before putting the blame on someone or something and allows “various perspective” to be closer examined (Bousalis 2017).
· What are some examples of social forces influencing youth suicide trends in the United States, suicides in India, and suicide trends in the U.S. military?
As we all know, social media is a huge part of everyday life for many people. The includes youth, middle age people, and the older generations. Unfortunately, with it being easily accessible, it has also made it easy for our youth to be targeted and bullied. It allows for these bullies to go untraced because there is no physical evidence of the bulling occurring. Not onl.
Week 2 Assignment 1Challenges of Transitioning in a Professional E.docx
Week 2 Assignment 1
Challenges of Transitioning in a Professional Environment
1-2 PAGES APA FORMAT REFERENCES/ IN_TEXT CITATIONS... DUE TONIGHT 6/10/2015 11PM NEW YORK TIME
Tonight Wednesday 9/10/15 by 11pm New York Time
an explanation of personal and professional challenges you might encounter when transitioning from school to the professional field. Include how the ever-changing work environment of the public administration and policy and nonprofit sectors might contribute to these challenges. Then, explain strategies you might use to overcome these challenges to ensure you are prepared for a setting that is constantly changing.
.
Week 2 IPWeekly tasks or assignments (Individual or Group Projec.docx
Week 2 IP
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
You now need to write a script for user maintenance. Write a script that will perform the following tasks:
Prompt the system administrator for all valid input parameters
Generate a menu to ask which task is needed to be performed
Create a UNIX group
Drop a UNIX group
Create a user
Drop a user
Note that as part of the Create User section, a UNIX group many be identified that does not already exist, so that group will need to be created as part of the process.
A third script that you need to write will kill all of the processes associated with a user. The following are the requirements:
Prompt the system administrator for the target user name
List the running processes for that user
Confirm with the system administrator before killing the processes
Kill the processes after confirmation
It is very important to note with this task that you should only kill processes for a user and his or her running processes; do not arbitrarily kill running daemons.
Include a discussion about the difference between user processes and daemons.
What are daemons, and what are they used for?
What are the consequences of killing a daemon using this script?
Add the 2 scripts and the discussion about daemons to the project template section "UNIX Processes."
Week 3 IP
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
To become familiar with Perl programs and to see how to interact with the operating system, write a Perl program that performs the following tasks:
Generate a menu to ask the user for the task that he or she would like to see performed.
The available tasks are as follows:
Show current date and time.
Show users currently logged in.
Show the name of the working directory.
Show the contents of the working directory.
Prompt the user for the choice, and perform the system command.
Also, describe how
variables
in Perl are handled, specifically with respect to the need for declaration and type casting.
Add the script and the discussion about variables to the project template section "Introduction to Perl."
week 4 IP
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Convert your second shell script (User Maintenance) into a Perl script. This Perl script must perform the following tasks:
Generate a menu to ask the system administrator for the ta.
Week 2Testing means - T-testsIn qu.docx
Week 2
Testing means - T-tests
In questions 2 and 3, be sure to include the null and alternate hypotheses you will be testing.
In the first 3 questions use alpha = 0.05 in making your decisions on rejecting or not rejecting the null hypothesis.
1
Below are 2 one-sample t-tests comparing male and female average salaries to the overall sample mean.
(Note: a one-sample t-test in Excel can be performed by selecting the 2-sample unequal variance t-test and making the second variable = Ho value -- see column S)
Based on our sample, how do you interpret the results and what do these results suggest about the population means for male and female average salaries?
Males
Females
Ho: Mean salary = 45
Ho: Mean salary = 45
Ha: Mean salary =/= 45
Ha: Mean salary =/= 45
Note: While the results both below are actually from Excel's t-Test: Two-Sample Assuming Unequal Variances,
having no variance in the Ho variable makes the calculations default to the one-sample t-test outcome - we are tricking Excel into doing a one sample test for us.
Male
Ho
Female
Ho
Mean
52
45
Mean
38
45
Variance
316
0
Variance
334.667
0
Observations
25
25
Observations
25
25
Hypothesized Mean Difference
0
Hypothesized Mean Difference
0
df
24
df
24
t Stat
1.96890383
t Stat
-1.9132
P(T<=t) one-tail
0.03030785
P(T<=t) one-tail
0.03386
t Critical one-tail
1.71088208
t Critical one-tail
1.71088
P(T<=t) two-tail
0.0606157
P(T<=t) two-tail
0.06772
t Critical two-tail
2.06389856
t Critical two-tail
2.0639
Conclusion: Do not reject Ho; mean equals 45
Conclusion: Do not reject Ho; mean equals 45
Is this a 1 or 2 tail test?
Is this a 1 or 2 tail test?
- why?
- why?
P-value is:
P-value is:
Is P-value > 0.05?
Is P-value > 0.05?
Why do we not reject Ho?
Why do we not reject Ho?
Interpretation:
2
Based on our sample data set, perform a 2-sample t-test to see if the population male and female average salaries could be equal to each other.
(Since we have not yet covered testing for variance equality, assume the data sets have statistically equal variances.)
Ho:
Ha:
Test to use:
Place
B43 in Outcome range box.
P-value is:
Is P-value < 0.05?
Reject or do not reject Ho:
If
the null hypothesis was rejected, what is the effect size value:
Meaning of effect size measure:
Interpretation:
b.
Since the one and two sample t-test results provided different outcomes, which is the proper/correct apporach to comparing salary equality?
Why?
3
Based on our sample data set, can the male and female compas in the population be e.
Week 11a.Analyze the need for unbiased financial repor.docx
Week 1
1a.Analyze the need for unbiased financial reporting. Based on your analysis, determine at least two (2) drivers that may cause financial reporting to be biased. Provide a rationale to support your response.
1b.Analyze the audit opinion formulation process and suggest at least one (1) improvement to the process to strengthen audit opinions. Provide a rationale to support your suggestion
week 2
1a.Analyze the changes made to corporate governance rules since the implementation of the Sarbanes–Oxley Act of 2002. Based on your analysis, formulate an opinion on whether or not these changes are sufficient in preventing financial fraud. Provide a rationale for your response.
1b.Debate it! Audit committees are an effective tool for detecting and preventing fraud. Provide a rationale for your response.
.
Week 2 What is driving the need for this transformational change (.docx
Week 2: What is driving the need for this transformational change? (240-300 words)
Why is this considered a transformational change?
Why can the firm not just keep doing what it has been doing?
What is management's role in the transformational change?
Are there easier alternatives to accomplish the goal of remaining competitive?
.
This is for a case study on Jeffery Dahmer.I needBiological Fa.docx
This is for a case study on Jeffery Dahmer.
I need
Biological Factors that could lead to behavior/ crime
at least 400 word Paragraph
a)
Brief summary of Jeffrey Dahmer’s biological history
b)
Brief summary of his family background
i)
Mothers history of: postpartum depression, depression, and anxiety
c)
Compare common behaviors of serial killers to the behavior of Jeffrey Dahmer
.
This is due in 24 hoursThere are 4 big questions in total. The a.docx
This is due in 24 hours
There are 4 big questions in total. The answer for each question should be one and a half to 2 pages long.
I attached a document below with all the questions and related definition and answering points. Please follow the instruction carefully.
.
this is first questionDo you feel that the TCPIP model is more or.docx
this is first question
Do you feel that the TCP/IP model is more or less complicated than the OSI model? Why?
this is second question
Complete the main portion of this assignment as outlined below. When applicable, adhere to APA formatting and reference guidelines.
Consider the TCP/IP model and how it differs from the OSI model for this Discussion Board.
What reasons can you find to account for why TCP/IP has become the
de facto
standard for communication on the Internet? For example, Cisco networking equipment is designed using the TCP/IP model?
.
This is due by 2000 tonight EST. It must be 300+ words, MLA, and a.docx
This assignment is due by 8:00 PM Eastern Standard Time tonight. It must be over 300 words, follow MLA format, and include any in-text citations for references. The essay should discuss how Africans adjusted to imported religions like Islam and Christianity, addressing at least two of the following areas: social impacts including religious and educational changes, political impacts, economic impacts, cultural impacts, and impacts of global forces.
This is assignment is due tomorrow.Reread the discussion board res.docx
This is assignment is due tomorrow.
Reread the discussion board responses for the Discussion Board II assignment until you find a few possible topics that are of interest to you.
Topics are: Racism, welfare,spousal abuse, poverty
It's up to you which one you ant to choose above but you only have to choose one to write about. I have attached the rest of the instructions to it.
Also this is the website that she said you could go to in the attachement i attached: http://www.umuc.edu/writingcenter/writingresources/prewriting_outlining.cfm
.
This is basic college admissions essay.There are many interest.docx
This is basic college admissions essay.
There are many interesting places in the world. Different regions of the world have different cultures, geographic, climates, sights and activities. If you could choose to visit one place in the world that you have never been before where would it be? Why?
MLA Format
Focus and meaning- main idea or point of view
Content and development –elaborate on ideas and present supporting details
Organization-structure the response and present a logical sequence
Language use and style- vocabulary and sentence structure
Mechanic and conventions- writing is free of error
.
This is an open-book essay exam. Please answer both questions in.docx
This is an open-book essay exam. Please answer
both questions
in essay form.
You are expected to provide two short essays demonstrating specific understanding of the theorists and concepts we have studied.
Your essay should be
at least
the equivalent of one double-spaced page and
no more
than two double-spaces pages.
1) With Locke, Rousseau and Kant, we come across the idea of reason as having a moral component. This is often identified as "moral reason." How does reason and moral virtue in the political among Ancient Greeks appear in the moral reason and political thought of *
one
* of these thinkers: Locke, Rousseau or Kant? (Choose one)
2) How does John Rawls' Theory of Justice carry forward the modern social contract theory while also drawing on Kant?
Please be specific. In your response, use at least two of the following concepts: public reason, original position, veil of ignorance, primary goods, universal moral standards, liberty, moral autonomy, comprehensive background and overlapping consensus.
.
This is for a discussion post! Need to have one resource!!!To .docx
This is for a discussion post! Need to have one resource!!!
To help formulate your concepts of the kind of leader you want to become, examine your choice of current business periodicals (such as the Wall Street Journal, Forbes, Fortune, The Economist, Business Week, etc.). Locate at least one article exemplifying individual leadership and analyze and support the skills, attributes, or traits exhibited by the individual. Why did this leadership example capture your attention? Provide the title of the article and information where you located the article in your post to share with your classmates.
.
This is for kristine tutor Make sure I do not want to get a.docx
This is for : kristine tutor
**** Make sure I do not want to get any plagurizem.
we discause some information about fomuse people for example :
1- Mickle Jakson.
2- Nolsen Mandela.
3- Loather marten king.
Leadership reflection paper
10 credit points
No title page
Times New Roman style font
12 font size
1” margins
1.5 line spacing
No less than 3 pages
Post in
Canvas
, no hard copies
This paper needs to reflect the experience(s) we have had together in this intro. to leadership class. It should reflect the following:
·
Who are you as a person
·
Your past or present experience(s) as a leader or with leadership
·
Describe your personal leadership style or a style you are inspired or interested in pursuing and why?
.
This is an extra credit assignment. You are to write an essay on one.docx
This document provides instructions for an extra credit assignment requiring students to write three essays on topics related to the impact of technology on society and medicine. Each essay must be at least two pages long, single spaced, on one of the listed topics, citing at least three references and following formatting guidelines for font, spacing, and acceptable sources.
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