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Redemption and Stopping the Violence What do Christian views on the possibility of redemption have to do with stopping violence? Kennedy’s discussion of the intervention in High Point, North Carolina is soaked in the language of reconciliation and redemption. Do Christian views on how God responds to sin shed any light on this process of stopping inner-city violence in America? Make sure to explain the particular view of justification or redemption you are discussing, make references to the source readings on “Justification” and Don’t Shoot , and include your own experiences and thinking on this topic. -10 to -20 pts: Writing Problems (mistakes in grammar, spelling or tone that distract from the content of the paper) -10 to -20 pts: Structural Problems (thesis vague or purely informational, essay organization does not support thesis) -5 to -20 pts: Source Problems (misrepresentation of source views, incomplete or unclear citation) *Not citing one’s sources may constitute plagiarism and be grounds for rejecting the paper. .

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Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate. Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation. .

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Recognizing Arguments In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments. There are two parts to the assignment. Complete both parts. Part 1 1a: Identify Components of Arguments Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion. Refer to the following example: “All men are mortal. Socrates is a man. Therefore, Socrates is mortal.” All men are mortal. Premise Socrates is a man. Premise Therefore , Socrates is mortal. Conclusion “Therefore” is a key word indicating the claim is the conclusion. 1. Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret. 2. If the library has The Lord of the Rings, you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time. 3. “After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011). Reference Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes. The New York Times . Retrieved from http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general 1b: Identify Arguments as Strict or Loose Identify the arguments as strict or loose for the following passages: 1. I was late for class because my car ran out of gas and I could not find a gas station. 2. It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy. 3. “Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.

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Recognition, Reification, and Practices of Forgetting: Ethical Implications of Human Resource Management Gazi Islam Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012 � Springer Science+Business Media B.V. 2012 Abstract This article examines the ethical framing of employment in contemporary human resource management (HRM). Using Axel Honneth’s theory of recognition and classical critical notions of reification, I contrast recognition and reifying stances on labor. The recognition approach embeds work in its emotive and social particu- larity, positively affirming the basic dignity of social actors. Reifying views, by contrast, exhibit a forgetfulness of recognition, removing action from its existential and social moorings, and imagining workers as bundles of discrete resources or capacities. After discussing why reification is a problem, I stress that recognition and reification embody different ethical standpoints with regards to organizational practices. Thus, I argue paradoxically that many current HRM best practices can be maintained while cultivating an attitude of recognition. If reification is a type of forgetting, cultivating a recognition attitude involves processes of ‘‘remembering’’ to foster work relations that reinforce employee dignity. Keywords Human resources � Recognition � Dignity � Frankfurt School � Critical theory � Reification Introduction The rapid growth of Human Resource Management (HRM) has involved attempts to frame HRM’s role in understanding the human consequences of the contemporary world of work (Heery 2008). Such attempts have generated discussions around the ethics of HRM (Pinnington et al. 2007), varying from principled and ‘‘purist’’ perspectives drawn from moral theory and philosophy (Rowan 2000) to more ‘‘user-friendly’’ approaches that mix ethical-theoretical foundations and formulate managerial guidelines for practice (Winstanley and Woodall 2000; Heery 2008). More recent approaches to HRM have begun to emerge from critical theory, focusing on ideological and exploit- ative aspects of HRM, and challenging mainstream approaches to ethics by combining a practice-based approach with a critical lens (Greenwood 2002). The growing importance of critical ethical approaches brings with it an increased focus on ‘‘macro’’ critiques of HRM (Townley 1993; Islam and Zyphur 2008), calling into question the ethical grounding of the field in general (Greenwood 2002). While traditional views frame human resources as costs to be minimized or resources to be deployed strategically, critical ethical views highlight the potentially problematic idea of ‘‘using’’ people (Green- wood 2002), inherent in such framings. In Simon’s (1951) seminal work, the employee is defined as one who ‘‘permits his behavior to be guided by a decision reached by another, irrespective of his own judgment as to the merits of that decision’’ (p. 21), a characte.

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Recipe Format for Café Laura (and HM courses) Header Information: Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms. Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work. Mise En Place: Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC) Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient. Procedures: Preparation (Title of First Stage): Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product! These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place. If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps. Line Prep/Service (Title of a Stage): This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.

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Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins. Your task, for this assignment, is to work in one of three teams representing three groups identified in the Group Violence Intervention document from the National Network for Safe Communities . The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above. Questions to answer: 3 pages How will your group interact with the organizers and/or attendees of the event? How will your group interact with any counter-protestors at the event? For the above two questions, also consider any communication you might have with those groups either before or after the event. .

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Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals on her team. They bitterly resented her overbearing style, unwillingness to consult them on key questions, and aloof nature. Rather than directly confront her, however, team members began a campaign of passive resistance to her leadership. They would purposely drag their feet on important assignments or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself and her project team harder, barraging subordinates with increasingly urgent communications demanding faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due to poor team performance and ended up costing the project organization large penalties for late delivery. Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize the feelings and expectations of others and take them into consideration. Questions 1. Discuss how Kathy lacked sufficient emotional intelligence to be effective in her new project manager assignment. 2. Of the various dimensions of emotional intelligence, which dimension(s) did she appear to lack most? What evidence can you cite to support this contention? This assignment involves that the student read the case study and answer all questions at the end of the case study in a 4-5 page paper . Your answers must include substantial support from at least two (2) scholarly journal articles on project management. Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.

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Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families. Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility. ***Write a policy that covers the following areas. (and the file that I uploaded)*** 1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy 2. Do you think your facility needs a social media policy? 3. What departments should be included on the social media policy committee? 4. Are there any hospital departments or staff that should be excluded on the social media policy committee? 5. How will you present this new policy to new employees? Existing employees? 6. How will you address social media as an organization? Who will have ownership of this policy? 7. How will you address staff who wish to express their opinions or views about health care issues on social media. Use correct policy format to include: Title Date Affected Content Procedure as applicable Signature page .

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Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way. While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic. Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount. .

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Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material. 1) Identify the specific problems the organization faces: support this material with research. 2) What should management’s role be? Relate this section specifically to the text material and apply that material. 3) Determine who their audiences are and what they need to say to each of them. 4) What media should use to get this message across? Be specific. 5) How will the organization evaluate the success of their public relations? Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation. .

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Recall a time when you received bad news, either in your academic or professional experience, which was not delivered in a very tactful manner. Or, recall a time when you delivered bad news, which you might have delivered in a more sensitive way. What were the circumstances of the event? What bad news buffering strategies could have lightened the blow of the bad news you received, or, how might you have better buffered the bad news you delivered? Finally, comment on why you think it is important to be sensitive when delivering bad news within organizations and to other organizations? Obviously, there are individual’s feelings to consider, but what are some other important considerations? .

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Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is "made" throughout one's life. A quote by Warren Bennis informs this discussion when he said "more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together." Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently? .

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Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited. For this Discussion, review the budget provided in the grant proposal that you discussed in Discussion 1 of this Week. Consider how you would prioritize budgetary needs and fundraise to continue covering costs of this program after the grant period has ended. By Day 4 Post a brief description of the budget presented in the grant proposal you selected. Describe how you might alter the budget after the grant ended or which budget items you would prioritize as you sought additional funding to continue the program. Explain why you would make these changes or prioritize specific budget items. Finally, explain how you would fundraise to meet the budget priorities. Support your post with specific references to the resources. Be sure to provide full APA citations for your references. Required Readings Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage. Chapter 9, “Fundraising and Development” (pp. 285–320) Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits. Nonprofit Management & Leadership , 22 (1), 37–51. LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations. Administration & Society, 41 (2), 158–184. Barasa, E. W., Cleary, S., Molyneux, S., & English, M. (2017). Setting healthcare priorities: a description and evaluation of the budgeting and planning process in county hospitals in Kenya. Health policy and planning, 32 (3), 329-337. Nelson, D., & Ruffalo, L. (2017). Grant writing: Moving from generating ideas to applying to grants that matter. The International Journal of Psychiatry in Medicine, 52 (3), 236-244. Foundation Center. (2018). GrantSpace: Sample documents. Retrieved from https://grantspace.org/resources/sample-documents/ Note: You will need to create a log-in to the website to access and download the documents. This is a free service. Required Media Foundation Center. (2015, September 10). Introduction to project budgets [Video file]. Retrieved from https://grantspace.org/training/introduction-to-project-budgets/ Foundation Center. (2015, April 21). Introduction to proposal writing [Video file]. Retrieved from https://grantspace.org/training/introduction-to-proposal-writing-3/ Foundation Center. (2015, September 10). Introduction to fundraising planning [Video file]. Retrieved from https://grantspace.org/training/introduction-to-fundraising-planning/ Optional Resources Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). (2012). Retrieved from http://www.arnova.org/ Wald.

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Received: Revised: Accepted: ISSN: 1307-9298 Copyright © IEJEE www.iejee.com December 2018, Volume 11, Issue 2, 201-206 The Language Acquisition Approaches and the Development of Literacy Skills in Children Ahmet Çakıroğlu* DOI: 10.26822/iejee.2019248600 22 September 2018 24 November 2018 27 December 2018 *Correspondance Details: Ahmet Çakıroğlu, Aksaray University, Faculty of Education, Department of Primary Education, 68100, Aksaray, Turkey. E-mail: [email protected] Phone: +90 382 288335 Abstract The purpose of this study is to examine the language acquisition approaches whose conceptions of language acquisitions are transferred to learning environments through adjustments made on the basis of application methods. The paper also discussed their similarities and differences. Different approaches to language acquisition in various disciplines, different views, and perceptions of it have been developed. There are some approaches completely distinct from others, while there are some others affected by different perspectives. In addition to the language acquisition approaches mentioned above, the paper delineated what literacy skills are and what kind of hierarchical order is followed by the development of these skills. The study, on one hand, deliberated children’s innate abilities and their acquired skills. by examining the reading and writing methods and from which approach they have been affected. The study, on the other hand, summarized the views of Vygotsky, whose contributions to learning in general and language acquisition in particular are better understood today. In brief, this paper discusses and explains the language acquisition approaches and the development process of children’s literacy skills. Keywords: Language Acquisition, Language Acquisition Approaches, Development Of Literacy Skills İn Children © 2018 Published by T& K Academic. This is an open access article under the CC BY- NC- ND license. (https://creativecommons.org/licenses/by/4.0/) Introduction Literacy skills are of vital importance for all people and en- able children to get to know the life and interact with their environment and other people, leading the way to a success- ful career. Starting primary school is certainly a new chapter and an exciting step for both students and their families. First-grade students attending elementary school which is the beginning of a tiring process for both teachers and students, are equipped with the speaking skill that is the most natural communication tool in a language. The hearing and speaking skills, which are essential for teaching, are two basic elements of basic language skills and they have an important role in the acquisition of two other basic skills of reading and writing. How to inculcate literacy skills in children and what methods and techniques should be applied have been tried several times for these techniques to be implemented and today new applications have b.

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Received: 9 December 2017 Revised: 19 September 2018 Accepted: 21 September 2018 DOI: 10.1111/1748-8583.12217 R E V I E W P A P E R When your resume is (not) turning you down: Modelling ethnic bias in resume screening Eva Derous1 | Ann Marie Ryan2 1 Department of Personnel Management, Work and Organizational Psychology, Ghent University, Ghent, Belgium 2 Michigan State University, East Lansing, Michigan, USA Correspondence Eva Derous, Department of Personnel Management, Work and Organizational Psychology, Ghent University, Henri Dunantlaan 2, Ghent 9000, Belgium. Email: [email protected] The review paper is based on a keynote held by th Organizational Psychology, May 18, 2017, Dublin, Hum Resour Manag J. 2018;1–18. wileyo Abstract Resume screening is the first hurdle applicants typically face when they apply for a job. Despite the many empirical studies showing bias at the resume‐screening stage, fairness at this funnelling stage has not been reviewed systematically. In this paper, a three‐stage model of biased resume screening is presented. We first discuss relevant theoretical perspectives (e.g., job market signalling and impression formation theories) to explain why resume screening is vulnerable to biased decision‐making and ethnic discrimination in particular. On the basis of the best available evidence, we consider contingencies of ethnic discrimination in the applicant, the decision‐maker, and the broader context (e.g., organisation), as well as the effectiveness of interventions that might counter ethnic bias in resume screening. The paper ends with a critical agenda for further research and practice. KEYWORDS discrimination, diversity, ethnicity, recruitment, resume screening 1 | INTRODUCTION Despite decades of legislation and HR professionals' commitment to equal opportunities, ethnic minority members still suffer a weaker labour market position compared with equally qualified majorities (Shen, Chanda, D'Netto, & Monga, 2009). Human capital factors may explain some of the differences in hiring outcomes, but discrimination has also been put forward as a possible explanation (Derous & Ryan, 2018; Hoque & Noon, 1999). Ethnic minorities, for instance, still need to complete 50% more applications to get invited for a job interview when compared with equally qualified ethnic majorities (Zschirnt & Ruedin, 2016). e first author at the 18th Conference of the European Association for Work and Ireland. © 2018 John Wiley & Sons Ltdnlinelibrary.com/journal/hrmj 1 http://orcid.org/0000-0001-7874-5836 mailto:[email protected] https://doi.org/10.1111/1748-8583.12217 http://wileyonlinelibrary.com/journal/hrmj 2 DEROUS AND RYAN Resume screening, the first hurdle applicants typically face seems particularly vulnerable to hiring discrimination. Fairness in resume screening, however, is less well investigated when compared with the number of studies on the adverse impact of personnel selection tests (Outt.

Received 9 December 2017 Revised 19 September 2018 Accepted.docx

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Recall our discussion of perceptions and how they influence our behavior. In organizational communication, perceptions play a big part in our thinking and response mechanisms; thus, affecting how we behave. We encounter barriers and noise that only compound the decision-making process. This dynamic is in motion each time we face a situation at work or anywhere we may be. Respond to the following work scenarios according to this scale: A – Always B – Sometimes C – Never I believe and trust everything that my superior tells me. With communication, I process and filter the details to my advantage. Information is shared across my organization efficiently. Open and honest communication is always encouraged. Rumors and grapevine are effectively managed. Reflect on each of your answers and describe your thought process. Provide any theoretical support for your communication behavior. The Portfolio Activity entry should be a minimum of 400 words and not more than 750 words. Use APA citations and references if you use ideas from the readings or other sources. .

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