COMU 410 Sales Presentation Rubric 1 Student Name .docx

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This rubric evaluates student presentations on content accuracy, how well they match the assignment requirements, demonstration of an understanding of critical concepts, creativity, and professionalism. Students can earn scores between 90-100 points for exemplary work, 80-89 points for proficient work, 70-79 points for developing work, or up to 69 points for emerging work based on how well their presentation meets the criteria in each category.

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COMU 410 Sales Presentation Rubric
1
Student Name:
Total Score:
Additional Comments:
Presentation
Rubric
Exemplary
(90-100)
Proficient
(80-89)
Developing
(70-79)
Emerging
(up to 69)
Score
Content
Accuracy

All content throughout the
presentation is accurate. There are
no factual errors. Applies
terminology and concepts
appropriately.
Most of the content is accurate
but there is one piece of
information that seems confusing.
Applies most terminology and
concepts appropriately.
The content is generally accurate, but
one piece of information is clearly
inaccurate. Applies some terminology
and concepts appropriately.
The content is confusing or contains
more than one factual error. Does
not apply terminology and concepts
appropriately.
Match with
Assignment
The presentation fulfills all
instructions and its content is an
obvious response to the
requirements.
The presentation fulfills most
instructions and its content is an

obvious response to the
requirements.
The presentation fulfills some
instructions and most of its content is a
response to the requirements.
The presentation does not meet
many instructions, and/or its content
has little relation to the
requirements.
Understanding
of Critical
Concepts
Communicates an excellent
understanding of theory or concepts
by explaining in own words and
always using the theory or concepts
appropriately in the presentation.
Communicates a good
understanding of theory or
concepts by explaining in own
words and usually using the theory
or concepts appropriately in the
presentation.
Communicates some understanding of
theory or concepts but relies on more
paraphrasing and quoting than own
words and sometimes uses the theory or
concepts appropriately in the
presentation.

Does not communicate
understanding of theory. Relies on
paraphrasing and quoting and does
not uses theory or concepts
appropriately in the presentation.
Creativity Idea, written product or project is
innovative and thoroughly
developed. It demonstrates unique
individual perspectives that require
the application of techniques that
enhance creativity. The work stands
out as an exceptional example of
creativity.
Idea, written product or project is
innovative and thoroughly
developed. It demonstrates
unique individual perspectives that
consider the application of
techniques that enhance
creativity.
Idea, written product or project is
somewhat innovative and thoroughly
developed. It demonstrates some
unique individual perspectives that
consider the application of techniques
that enhance creativity.
Idea, written product or project is
not innovative and thoroughly
developed. It demonstrates some
unique individual perspectives that

consider the application of
techniques that enhance creativity.
Professionalism The presenter was clear in speech. The
presenter was generally clear
in speech but made a few errors.
The presenter mumbled at times. The presenter mumbled and
shifted
throughout the presentation.

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Judgement in Managerial Decision MakingBased on examples fro.docx

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Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband. Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control." As the crisis worker: 1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them? What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario .

Joyce is a 34-year-old woman who has been married 10 years. She .docx

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Journal: Write in 300-500 words about the following topic. After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets? What is the motivation of rapists on TV and in the movies? What “types” of women get raped or sexually assaulted and harassed in movies and television? Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.” How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture? In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces? .

Journal Write in 300-500 words about the following topic.After .docx

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Journal: Supervision and Management Style When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing. In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses. After completing the self-assessment tool in this week’s Learning Resources, reflect on the results. RESULTS: I am very good at executing the work of a task, though I like clarity about the desired outcome. 1. Engaging 2. I really prefer to be peaceful and calm, finding ways to help others achieve their goals 3. Achieving consensus among followers assures the best success 4. It is ok to breech boundaries if we can all move in the same direction 5. Being a change agent is never easy, but it is very stimulating for me 6. I really prefer to be in control, though it does not have to be out in public 7. Challenges should be addressed head on 8. I like predictability 9. I like to always put my best foot forward 10. I am known to sometimes be argumentative, I believe it is the way new ideas emerge 11. The best way to succeed is to trust oneself 12. When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing 13. The best way for me to relax is to spend some time alone quietly. 14. When decisions are necessary my primary concern is its effect on the persons involved 15. I am confident and assertive 16. I am a compassionate person and there is significant value in the person (s) knowing where it comes from 17. I am a very consistent person and am guided by my values 18. I am a compassionate person but would rather show it behind the scenes 19. I am conscientious and organized 20.Next I like to focus on group cohesion 21. When decisions are necessary I can make them easily and quickly as circumstances demand it 22. My strong ability to envision the future makes me a result oriented leader 23. Building and sustaining a strong image is a principle contributor to progress 24. I see the big picture 25. The best way for me to relax is to be reflective with a friend 26. I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict 27. Realistic 28. I lik.

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Journal of Soc. & Psy. Sci. 2018 Volume 11 (1): 51-55 Available at: www.jspsciences.org HISTORY OF PSYCHOLOGY AND THE ROLE OF ETHICS IN THE DISCIPLINE Ian Lawson ABSTRACT This paper discusses some of the moral and ethical issues associated with psychological research throughout history. This is a very broad area which covers a vast array of topics. However, it is not within the scope of this paper of focusing on absolutely every single aspect of this area. Thus, not sacrificing depth of analysis, the present paper brings relevant issues for discussion by examining some key areas including, schizophrenia, and gender and IQ research, as well as hypothesis and significance testing, which normally constitutes the basis for changes in ethics and research development. These areas have become paradigmatic for much criticism concerning its moral and ethical implications for individuals who received diagnostic labels as a consequence of such research. This paper takes the position that the very practice of uncritically presenting such research as being ‘value free’ or as some form of universal and absolute truth is in itself a cause for major ethical concerns. Keywords: Critical Psychology, history of psychology, IQ, Schizophrenia Journal of Soc. & Psych. Sci. (2018) Vol.11 (1): 51-55 Ian Lawson 52 © Oxford Mosaic Publications 2018. All rights reserved ISSN 1756-7483 (print) 1756-7491 (online) INTRODUCTION One can trace the development of contemporary ethics back to the Vienna Circle and its associated philosophers, researchers and theorists attempt to demarcate science from pseudo-science (Wlash, Teo & Baydala, 2014). It was at this point that theorists defined what aspects of reality were worthy of studying, and thus defining the very course of alleged scientific progress (Wlash, Teo & Baydala, 2014). It should also be noted that early research being carried out in human participants involved deliberate violation of ethics conduct (Mandal, Acharya & Parija, 2011). For instance, in 1946 the American tribunal brought leading German physicians to justice due gross negligence of ethics and crimes against humanity. More specifically, these physicians were being tried mainly due to conducting medical experiments on thousands of concentration camp prisoners without their consent. As a result of such experiments most prisoners would either be permanently disabled or would die (Mandal, Acharya & Parija, 2011). It should be evident that much of such atrocities were carried out in the name of scientific progress, which seems to be the usual argument for changes and negligence in ethics. When it comes to examining epistemological and ontological stand point of scientific underpinnings of mainstream psychology it should be evident that many constructs emerging through psyc.

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Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37 Ethnicity, Values, and Value Conflicts of African American and White Social Service Professionals Andrew Edwards, MSW, Ph.D. Cleveland State University, Emeritus [email protected] Mamadou M. Seck, Ph.D. Cleveland State University [email protected] Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018) Copyright 2018, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of ASWB. Abstract This aspect of a broader study included 110 (68 White/European American and 42 Black/African American) social service professionals. The primary focus of this aspect of the study was to verify the value orientation or core beliefs of the practitioners who deliver services to clients through social service agencies and programs. The conceptualization of the core beliefs explored the values and value conflicts in relation to professional practice. The participants were employed in a Midwestern metropolitan region. They responded to a survey instrument that included vignettes, closed-ended items, scaled responses, as well as either-or type items. Major categories of the exploration included: life and death issues, lifestyle, domestic and social perspectives, value conflicts with the social work profession, and personal responses to value conflicts. Specific items measuring values related to abortion, homosexuality, religiosity, euthanasia, and corporal punishment were included. Study results showed statistical significance on 26 issues as African American participants were compared with White participants. Keywords: value conflicts, social work, ethical dilemmas, ethnicity, professional relationship Introduction The complexity of American society (Jarrett, 2000), specifically due to its historic, economic, social, and ethnic makeup, requires that social work professionals take their clients’ ethnicity, values, and professional-client value conflicts into consideration. Historical dynamics, such as unproductive treatment, have contributed to the reluctance of various population groups to engage with professional service providers. This history (Barker, 2014) has influenced the adoption of guidelines that require social workers to be culturally aware during interventions and recognizing that diversity-related characteristics have influence upon an individual’s thoughts, feelings, and behaviors. Barker (2014) further noted that the concept of values is influenced by one’s perceptions of what comprises appropriate principles, practices, and behaviors. An individual’s personal values are often considered as a representation of one’s core beliefs and what an individual may perceive as right. Therefore, these beliefs do not require supporting evidence for those who embrace them and may result in behavio.

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Journal of Policy Practice, 9:220–239, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1558-8742 print/1558-8750 online DOI: 10.1080/15588742.2010.489037 Journal of Policy Practice Are Social Work Advocacy Groups Using Web 2.0 Effectively? HEATHER R. EDWARDS and RICHARD HOEFER University of Texas at Arlington, Arlington, Texas PAGE 220 This article describes social work advocacy efforts, states what Web 2.0 technology has to offer social work advocacy, and presents original research on the current levels of Web 2.0 use on social work advocacy organization Web sites. This study employed a content analysis of a purposive sample of social work advocacy organization Web sites (N = 63). The researchers created a data collection instrument containing items related to communicating with policy makers, resource gathering, information, and use of specific Web 2.0 technologies. Findings reveal that social work organizations make good use of their Web sites for some advocacy activities, and grossly underutilize the Web forum for others. Furthermore, social work organizations do not use Web 2.0 often for advocacy. Barriers impeding Web 2.0 use and methods to overcome such barriers are also discussed. Implications for future social work education, practice, and research follow. KEYWORDS advocacy, Web 2.0, Internet advocacy, social work advocacy, policy practice The Code of Ethics for the National Association of Social Workers (NASW) states that social workers “pursue social change” and “challenge injustice” (NASW, 2008). Advocacy aimed at informing the policy process serves as a key method that social workers use to fulfill this mission (Hoefer, 2006; Jackson-Elmoore, 2005). Social work advocates must take advantage of every advocacy tactic available to the greatest extent possible to ensure timely policy change for vulnerable populations. PAGE 221 Advocacy tactics have been divided into “inside” and “outside” (Hoefer, 2001, 2005; Walker, 1993). Inside tactics are those that groups use to work directly with decision makers, such as lobbying. Outside tactics are employed by interest group members or the public to put pressure on decision makers. The Internet, as originally designed (Web 1.0), has been effectively used as an outside tactic to disseminate information from interest group leaders to decision makers and members of the public. Thus, the Web is a tool advocates can use to keep their message available at all times. In recent years, the Internet has moved from being a one-way highway to a more interactive entity, called Web 2.0. This second generation of Web site tools expands human services organizations’ advocacy efforts well beyond information dissemination. Through social media applications such as blogs, wikis, podcasts, videocasts, social networking, etc., human service organizations can promote information sharing, participatory knowledge generation, and collaboration building (Fine, 2007; McNutt, 2008; McNutt & Menon, 2008; Sche.

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Journal of Personality 86:2, April 2018 VC 2016 Wiley Periodicals, Inc. DOI: 10.1111/jopy.12301Unique Associations Between Big Five Personality Aspects and Multiple Dimensions of Well-Being Jessie Sun , 1,2 Scott Barry Kaufman, 3 and Luke D. Smillie 1 1 The University of Melbourne 2 University of California, Davis 3 University of Pennsylvania Abstract Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather than facets) and multiple well-being dimensions. Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being. Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with accomplishment, and Intellect with personal growth). Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for describing the relation between personality traits and multiple ways of thriving in life. Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being When multiple positive end states are examined, it becomes apparent that aspects of psychological well-being may be achieved by more people than just the nonneurotic, extraverted members of society. (Schmutte & Ryff, 1997, p. 558) The large literature describing the associations between personality traits and well-being suggests that Extraversion (the tendency to be bold, talkative, enthusiastic, and sociable) and Neuroticism (the tendency to be emotionally unstable and prone to negative emotions) are especially strong predictors of well-being (e.g., Steel, Schmidt, & Shultz, 2008). But is well-being only accessible to the extraverted and non-neurotic? We propose that more nuanced insights can be revealed by examining the relation between narrower traits and a broader spectrum of well-being dimensions. The goal of the current study is to comprehensively describe the unique associations between personality aspects and dimensions of well-being across three well-being taxonomies. Personality Traits and Three Taxonomies of Well-Being Personality traits and well-being dimensions can each be described at different levels of resolution. The Big Five domains provide a relatively comprehensive framework for organizing differential patterns of affect, behavior, and cognition (John, Naumann, & Soto, 2008). These broad traits can be further bro- ken dow.

Journal of Personality 862, April 2018VC 2016 Wiley Perio.docx

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Journal of Personality and Social Psychology 1977, Vol. 35, No. 9, 677-688 Self-Reference and the Encoding of Personal Information T. B. Rogers, N. A. Kuiper, and W. S. Kirker University of Calgary, Canada The degree to which the self is implicated in processing personal information was investigated. Subjects rated adjectives on four tasks designed to force varying kinds of encoding: structural, phonemic, semantic, and self-reference. In two experiments, incidental recall of the rated words indicated that adjectives rated under the self-reference task were recalled the best. These results indicate that self-reference is a rich and powerful encoding process. As an aspect of the human information-processing system, the self appears to func- tion as a superordinate schema that is deeply involved in the processing, inter- pretation, and memory of personal information. Present research and theory in personality appear to be placing more and more emphasis on how a person has organized his or her psychological world. Starting with Kelly's (1955) formulation of personal constructs, we see a gradual emergence of a number of avenues of inquiry that use this as their focal point. In person perception, the concept of lay personality theory stresses that the ob- server's analytic network of expected trait covariations is an integral part of how he processes (and generates) interpersonal data (Hastorf, Schneider, & Polefka, 1970). Bern and Allen (1974), in their embellishment of Allport's (1937) idiographic position, argue that an important determinant of predictive utility of trait measurement is the manner in which the respondent has organized his or her view of the trait being measured. These authors see the overlap between the respondent's and the experimenter's concept of the trait as a necessary prerequisite of predic- tion. Attribution theory (Jones et al., 1971) is another example of this increased accent on personal organization. Here the emphasis is on how the subject explains past behavior This research was supported by a grant from the Canada Council. We would like to thank the following persons for their useful ideas and comments on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J. Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello, and especially one anonymous reviewer. Requests for reprints should be sent to T. B. Rogers, Department of Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4. and how these explanations are organized in an attributional network. The common thread in all of these contemporary research areas is the notion that the cognitions of a person, particularly their manner of organization, should be an integral part of our attempts to explain personality and behavior. Of concern in the present article is the construct of self and how it is implicated in the organization of personal data. Our general position is that the self is an extremely active and powerful agent in the organizati.

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Journal of Pcnonaluy and Social Psychology 1»M. Vd 47, No 6. 1292-1302 Copynghi I9S4 by the American Psychological Association. Inc Influence of Gender Constancy and Social Power on Sex-Linked Modeling Kay Bussey Macquarie University New South Wales, Australia Albert Bandura Stanford University Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex- role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys. Most theories of sex role development as- sign a major role to modeling as a basic mechanism of sex role learning (Bandura, 1969; Kagan, 1964; Mischel, 1970; Sears, Rau & Alpert, 1965). Maccoby and Jacklin (1974) have questioned whether social practices or modeling processes are influential in the development of sex-linked roles. They point to findings that in laboratory situations children do not consistently pattern their This research was supported by Research Grant No. M-S162-21 from the National Institute of Mental Health, U.S. Public Health Services, and by the Lewis S. Haas Child Development Research Fund, Stanford University. We thank Martin Curland, Brad Carpenter, Brent Sha- phren, Deborah Skriba, Erin Dignam, and Pamela Minet for serving as models. We are indebted to Marilyn Waterman for filming and editing the videotape modeling sequence, to Eileen Lynch and Sara Buxton, who acted as experimenters, and to Nancy Adams, who assisted in collecting the data. Finally, we also thank the staff and children from Bing Nursery School, Stanford University. Requests for reprints should be sent to either Kay Bussey, School of Behavioral Sciences, Macquarie Uni- versity, North Ryde, Australia, 2113, or to Albert Bandura, Department of Psychology, Stanford University, Building 420 Jordan Hall, Stanford,.

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