(1)Influence of Informal GroupsInformal groups exist in al.docx
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(1)Influence of Informal Groups Informal groups exist in almost every kind of organization. Answer the following questions and provide examples to support your position: · What types of informal groups do you belong to in your workplace? · How do norms of the informal groups to which you belong influence your behavior and that of other group members? (2) Positive Interdependence and Knowledge Sharing Select a contemporary article that you perceive as demonstrating positive interdependence and knowledge sharing. Using the course textbook, the article, and at least one other scholarly source, explain how the article proves or refutes the interrelational processes involved. Required Resources Text Read the following chapters in Group behavior in organizations : · Chapter 3: Interpersonal Relations, Communication and Group Effectiveness · Chapter 4: Diversity Recommended Resources Multimedia Calderon, A. (Producer), & Riggen, P. (Director). (2015). The 33 (Links to an external site.) [Motion picture]. Chile: Warner Bros. Retrieved from http://www.imdb.com/title/tt2006295/ · This film supports the Destructive Communication assignment this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Forbes (2015, January 9). How Admiral Michelle Howard is innovating within the Navy (Links to an external site.) [Video file]. Retrieved from https://youtu.be/rpLI88LExTg · This video supports the Positive Interdependence and Knowledge Sharing discussion this week. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) McChrystal, S. (2011). Listen, learn...Then lead (Links to an external site.) [Video file]. Retrieved from https://www.ted.com/talks/stanley_mcchrystal · This video supports the Influence of Informal Groups discussion this week. This video has closed captioning and a transcript that can be accessed here: https://www.ted.com/talks/stanley_mcchrystal/transcript (Links to an external site.) Accessibility Statement does not exist. Privacy Policy .
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![Read the following chapters in
Group behavior in organizations
:
· Chapter 3: Interpersonal Relations, Communication and Group
Effectiveness
· Chapter 4: Diversity
Recommended Resources
Multimedia
Calderon, A. (Producer), & Riggen, P. (Director). (2015).
The 33 (Links to an external site.)
[Motion picture]. Chile: Warner Bros. Retrieved from
http://www.imdb.com/title/tt2006295/
· This film supports the Destructive Communication assignment
this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Forbes (2015, January 9).
How Admiral Michelle Howard is innovating within the Navy
(Links to an external site.)
[Video file]. Retrieved from https://youtu.be/rpLI88LExTg
· This video supports the Positive Interdependence and
Knowledge Sharing discussion this week.
Accessibility Statement (Links to an external site.)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
2 pagesDestructive CommunicationWrite a 2 page paper c.docx
2 pages
Destructive Communication
Write a 2 page paper considering the following: Destructive communication takes many forms. This is vividly depicted in the film,
The 33
.
Describe a work interaction in which you witnessed or experienced one-upping, withdrawing, bottling negative emotions, lashing out unexpectedly, engaging in personal insult rather than addressing a problem, or insistence on handling issues alone. Be sure to define the term(s) you are using for this example.
Explain the response this behavior created in the interaction and how you or the other person reacted in turn.
NOTE: If you cannot think of a personal work situation where one of these events occurred, you might want to view
The 33
and use an example from the film.
Given what you have learned in this chapter, discuss what you would have done differently in that interaction and what advice would you give others in a similar situation. If you choose to use the film, discuss what did the miners did to resolve their communication and work through group conflict.
Use at least three sources in addition to the course text. The paper is to follow
APA guidelines (Links to an external site.)
as outlined in the Ashford Writing Center.
Required Resources
Text
Read the following chapters in
Group behavior in organizations
:
Chapter 3: Interpersonal Relations, Communication and Group Effectiveness
Chapter 4: Diversity
Recommended Resources
Multimedia
Calderon, A. (Producer), & Riggen, P. (Director). (2015).
The 33 (Links to an external site.)
[Motion picture]. Chile: Warner Bros. Retrieved from http://www.imdb.com/title/tt2006295/
This film supports the Destructive Communication assignment this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Forbes (2015, January 9).
How Admiral Michelle Howard is innovating within the Navy (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/rpLI88LExTg
This video supports the Positive Interdependence and Knowledge Sharing discussion this week.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)
McChrystal, S. (2011).
Listen, learn...Then lead (Links to an external site.)
[Video file]. Retrieved from https://www.ted.com/talks/stanley_mcchrystal
This video supports the Influence of Informal Groups discussion this week. This video has closed captioning and a transcript that can be accessed here:
https://www.ted.com/talks/stanley_mcchrystal/transcript (Links to an external site.)
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
.
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.
Choose one of the following questions 1. Using what you have.docx
Choose one of the following questions:
1. Using what you have learned about groups, organizations, and bureaucracies this week, compare and contrast two different groups or organizations of which you are a member. Describe the two groups. How do they differ in terms of leadership, membership, purpose, and activities? What is your role in the group? Provide examples in your discussion.
2. Do you agree with Emile Durkheim that deviance is functional and is a necessary part of society? What functions might deviance provide? In your answer be sure to describe Durkheim's main thesis regarding the function of deviance. Think of a time when you used informal negative sanctions. To what act of deviance were you responding? How did your reaction help maintain social control?
The Week 3 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Identify and describe bureaucracies and formal organizations.
Describe deviance and social control from a sociological perspective.
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
...
Amnesty International Empire Essays.pdf
This document provides instructions for an essay assignment on analyzing a global issues organization. Students are asked to:
1) Review readings on globalization and discuss key aspects relevant to global citizenship.
2) Describe a global issues organization, including its mission, structure, key programs and issues addressed.
3) Analyze how the organization exemplifies themes from the class, such as approaches to global civic action.
4) Reflect on the possibilities and obstacles of engaged global citizenship based on insights from the organization and course.
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.
It Is A Branded World
The document discusses branding and how brands use digital platforms and data to connect with consumers. It notes that everything around us is branded, from clothes to communication platforms. A powerful brand has a distinctive personality and image that is consistently communicated. The document argues that exploiting digital channels is the most effective way for brands to reach consumers today. Technology has created new digital markets and restructured traditional ones. It has also made consumers more powerful but provided benefits to marketers like cheaper exposure and direct interaction. Big data now allows for detailed consumer profiling and insights that help marketers better understand preferences. While technology has transformed marketing, successful branding requires more than just digital intelligence.
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.
OVERVIEWWrite a 3–4-page assessment in which you observe and des.docx
This document provides instructions for an assessment on prosocial and antisocial behaviors. Students are asked to write a 3-4 page paper describing prosocial and antisocial behaviors observed in media clips and advertisements. They must also apply a social psychology concept to explain factors influencing these behaviors. Finally, students must examine how media can promote prosocial behavior. The assessment aims to demonstrate competencies in applying social psychology research, analyzing theory, and communicating professionally.
Recommended
2 pagesDestructive CommunicationWrite a 2 page paper c.docx
2 pages
Destructive Communication
Write a 2 page paper considering the following: Destructive communication takes many forms. This is vividly depicted in the film,
The 33
.
Describe a work interaction in which you witnessed or experienced one-upping, withdrawing, bottling negative emotions, lashing out unexpectedly, engaging in personal insult rather than addressing a problem, or insistence on handling issues alone. Be sure to define the term(s) you are using for this example.
Explain the response this behavior created in the interaction and how you or the other person reacted in turn.
NOTE: If you cannot think of a personal work situation where one of these events occurred, you might want to view
The 33
and use an example from the film.
Given what you have learned in this chapter, discuss what you would have done differently in that interaction and what advice would you give others in a similar situation. If you choose to use the film, discuss what did the miners did to resolve their communication and work through group conflict.
Use at least three sources in addition to the course text. The paper is to follow
APA guidelines (Links to an external site.)
as outlined in the Ashford Writing Center.
Required Resources
Text
Read the following chapters in
Group behavior in organizations
:
Chapter 3: Interpersonal Relations, Communication and Group Effectiveness
Chapter 4: Diversity
Recommended Resources
Multimedia
Calderon, A. (Producer), & Riggen, P. (Director). (2015).
The 33 (Links to an external site.)
[Motion picture]. Chile: Warner Bros. Retrieved from http://www.imdb.com/title/tt2006295/
This film supports the Destructive Communication assignment this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Forbes (2015, January 9).
How Admiral Michelle Howard is innovating within the Navy (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/rpLI88LExTg
This video supports the Positive Interdependence and Knowledge Sharing discussion this week.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)
McChrystal, S. (2011).
Listen, learn...Then lead (Links to an external site.)
[Video file]. Retrieved from https://www.ted.com/talks/stanley_mcchrystal
This video supports the Influence of Informal Groups discussion this week. This video has closed captioning and a transcript that can be accessed here:
https://www.ted.com/talks/stanley_mcchrystal/transcript (Links to an external site.)
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
.
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.
Choose one of the following questions 1. Using what you have.docx
Choose one of the following questions:
1. Using what you have learned about groups, organizations, and bureaucracies this week, compare and contrast two different groups or organizations of which you are a member. Describe the two groups. How do they differ in terms of leadership, membership, purpose, and activities? What is your role in the group? Provide examples in your discussion.
2. Do you agree with Emile Durkheim that deviance is functional and is a necessary part of society? What functions might deviance provide? In your answer be sure to describe Durkheim's main thesis regarding the function of deviance. Think of a time when you used informal negative sanctions. To what act of deviance were you responding? How did your reaction help maintain social control?
The Week 3 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Identify and describe bureaucracies and formal organizations.
Describe deviance and social control from a sociological perspective.
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
...
Amnesty International Empire Essays.pdf
This document provides instructions for an essay assignment on analyzing a global issues organization. Students are asked to:
1) Review readings on globalization and discuss key aspects relevant to global citizenship.
2) Describe a global issues organization, including its mission, structure, key programs and issues addressed.
3) Analyze how the organization exemplifies themes from the class, such as approaches to global civic action.
4) Reflect on the possibilities and obstacles of engaged global citizenship based on insights from the organization and course.
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.
It Is A Branded World
The document discusses branding and how brands use digital platforms and data to connect with consumers. It notes that everything around us is branded, from clothes to communication platforms. A powerful brand has a distinctive personality and image that is consistently communicated. The document argues that exploiting digital channels is the most effective way for brands to reach consumers today. Technology has created new digital markets and restructured traditional ones. It has also made consumers more powerful but provided benefits to marketers like cheaper exposure and direct interaction. Big data now allows for detailed consumer profiling and insights that help marketers better understand preferences. While technology has transformed marketing, successful branding requires more than just digital intelligence.
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.
OVERVIEWWrite a 3–4-page assessment in which you observe and des.docx
This document provides instructions for an assessment on prosocial and antisocial behaviors. Students are asked to write a 3-4 page paper describing prosocial and antisocial behaviors observed in media clips and advertisements. They must also apply a social psychology concept to explain factors influencing these behaviors. Finally, students must examine how media can promote prosocial behavior. The assessment aims to demonstrate competencies in applying social psychology research, analyzing theory, and communicating professionally.
Summer learning workshop-1
This document summarizes a workshop on using social media for nonprofits. The workshop covered how to build a social culture within an organization by being transparent and letting go of some control, and emphasized simplicity in social media strategies. It discussed establishing social media policies and operational guidelines. It also stressed leveraging existing networks rather than taking on all the work internally. Attendees reflected on applying the lessons to better communicate their missions externally in a networked way.
The Future Of Leadership Development
The document discusses the need for a shift from traditional individual and organizational leadership models to more collaborative approaches that leverage networks and partnerships. It argues that current leadership development is not scalable enough to address large societal challenges. A networked, collective model of leadership is proposed that focuses on engaging groups, catalyzing relationships across sectors, and enabling communities to solve problems themselves. Leaders are encouraged to develop skills for inclusive, collaborative practice that empowers networks and facilitates self-organization.
Week 2 - Discussion 222 unread replies.22 replies.Your initial d.docx
Week 2 - Discussion 2
22 unread replies.22 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Ethics and Moral Development [WLOs: 1, 2, 3] [CLOs: 1, 2, 3]
Prepare: In preparing for this discussion, you should first review the Week 2 required resources that focus on ethics and morals. This will help assist you in examining your own development of ethical and moral responsibilities.
Reflect: Take a deeper look at your own life and determine which experiences have inspired ethical and moral reasoning. Were there any huge influences in this process?
Write: For this discussion you will address the following prompts:
· Explain what it means to be ethical as it relates to personal, academic, and professional growth.
· Provide at least one ethical dilemma you have encountered, and describe how the issue was resolved.
· Describe how your general education courses have influenced your ethical values.
· Explain why a college-educated person might have different duties to society than someone not as educated.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see In-Text Citation Helper (Links to an external site.)Links to an external site.) and references (see Formatting Your References List (Links to an external site.)Links to an external site.).
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
Week 2 - Discussion 1
33 unread replies.33 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Globalization and Its Ethical Implications [WLOs: 1, 2, 3, 5] [CLOs: 1, 2, 3, 5]
Prepare: In preparing for this discussion, review the Week 1 and Week 2 required resources that focus on globalization, ethics, and moral reasoning. This will help assist you in examining your own development.
Effects of Representations
Media representations can have both positive and negative effects on individuals, groups, and society. They can influence attitudes and behaviors through copycat behavior, education and information, socialization, objectification, and stereotypes. Representations can reinforce dominant ideologies but also potentially challenge them. The media is an effective vehicle for spreading dominant worldviews to wide audiences.
View the Globalization What is Happening to Us (Links to an exter.docx
View the
Globalization: What is Happening to Us (Links to an external site.)Links to an external site.
?
video and read the article
A Model of Global Citizenship: Antecedents and Outcomes
by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford Library and locate one additional source on global citizenship that will help support your viewpoint.
Reflect:
Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community
Write:
Use the
Week One Assignment Template
when addressing the following prompts:
After viewing the video, describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
After reading the article by Reysen and Katzarska-Miller, explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship.
From the article, choose two of the six outcomes of global citizenship (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world) as stated in the article, and explain why those two are the most important in becoming a global citizen compared to the others.
Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
Identify two specific general education courses, and explain how they each influenced you to become a global citizen.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages)
...
Week1b pptslides collaborative work jan 14
The document discusses the importance of multidisciplinary collaboration in research, as nature and societal problems are complex and benefit from multiple perspectives. It outlines the steps in collaborative writing such as brainstorming ideas, dividing work, and providing feedback through drafting and revision. Successful collaboration requires overcoming challenges like poor communication through mutual understanding and treating each other as integral parts of the research team.
Group, bargaining behaviour & intergroup relations
This document provides a summary of a presentation on group bargaining behavior and inter-group relations given by Rachna Kralia and Ruhi Beri. It defines groups, discusses formal and informal groups, and the five stages of group development. It also examines group properties such as roles, norms, status, and cohesiveness. Regarding bargaining, it distinguishes between distributive and integrative bargaining approaches and behaviors. Finally, it analyzes inter-group relations and theories like social identity theory, as well as ways to reduce prejudice such as through the contact hypothesis and common in-group identity model.
Com 263 full course
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
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.
Dynamics of Group ProjectsDr. WJ MuellerWhy Give.docx
This document discusses the rationale for using group projects in college courses. It notes that group work is common in many professional jobs, with companies finding that groups are more creative, complete tasks on schedule, and can handle complex problems. The document then outlines the group project being assigned in the course. Students will research a non-governmental organization (NGO) focused on alleviating hunger or poverty. Guidelines are provided on selecting an NGO, contacting group members, and requirements for the written report and presentation.
Assignment OverviewSubmit a word paper in which you analy.docx
Assignment Overview
Submit a word paper in which you analyze a problem related to diversity within the field of public service leadership. This is the first component of the course project. In later project components, you will explore solutions, decision-making processes, and communication approaches.
What You Need to Know
The following reading offers insight into understanding organizational behavior within a global context and how the behavior affects different international components of an organization and its members:
Organizational Behavior:
Chapter 3, "Organizational Behavior in a Global Context," pages 69–99.
Assignment Instructions
PROBLEM IDENTIFICATION AND BACKGROUND
Instructions
In this first component of your course project, from the list below, select a problem related to diversity, ethics, and cultural competency that public service organizations might face. Then, describe the problem and provide information from organizational, team, and individual perspectives. Identify the concepts of collaborative and communication techniques that affect the development of relationships, partnerships, and alliances within an organization.
Select one of the following problems that face public service organizations:
Prejudice and discrimination.
Differences in social identity.
Stereotyping demographics.
Accommodation of religious and cultural differences.
Gender equality.
Language and communication.
Generation gaps and age discrimination.
Once you've chosen a topic, develop an analysis of the problem based on current and relevant scholarly sources. In your analysis, investigate the circumstances surrounding the problem and its implications for public service organizations. Apply critical-thinking skills to provide a comprehensive discussion and analysis of the selected problem. Consider assumptions about the problem, evidence of its existence, and its effect on relationships, partnerships, and alliances within an organization. Clearly delineate the problem as it relates to the different groups that it affects. Discuss the problem within the context of scholarly literature and research as it relates to public service organizations.
In your assignment, address the following critical elements that align with the grading criteria:
Identify and discuss the impacts of diversity, ethics, and cultural competency on the decision-making process related to the selected problem.
Evaluate the concepts of collaborative and communication techniques that have affected the development of relationships, partnerships, and alliances.
Examine scholarly support from the literature regarding the impacts of diversity, ethics, and cultural competency on the decision-making process related to the selected problem.
Evaluate the aspects of effective communication styles as applied to individual and group collaboration.
Analyze current (published within the past 3–5 years), relevant, peer-reviewed academic research articles that examine th.
Board source
This document summarizes a presentation about governing nonprofits in the age of social media. It discusses how nonprofits need to operate more like networked organizations that collaborate widely rather than operating independently. It covers two main themes: developing a social culture where leadership embraces social media and transparency is valued, and keeping operations and communications simple. The presentation provides examples and reflection questions to help nonprofits shift their mindset and policies to leverage the opportunities of a networked world.
This week, you have been reading about key assumptions of interperso.docx
This week, you have been reading about key assumptions of interpersonal communication processes and examining how communicators’ goals influence these processes. The individuals involved in a conversation have their own point of view, perspective, experiences, and insights. Nearly all communication is goal-oriented to some extent, from gaining trust to learning more about each other to even selling products or providing services, whether or not the participants are aware of it. Each individual brings his or her own unique perspective and influence into daily communication to meet these unconscious or conscious goals.
Students will:
·
Apply conflict management styles to a case study
·
Evaluate how perception and attributions affect conflict management
·
Evaluate media for characteristics of interpersonal communication
·
Analyze examples of stereotypes in media
·
Apply conflict management styles to a case study
Using the scenario in the attached document:
Ø
What else could Kai, Ronnie, or Lauren have done differently during or after their discussions that could have minimized the conflict? What conflict management styles, patterns, or dimensions could be used that would help resolve the conflict? Explain.
Readings
·
McLean, S. (2016).
Business relationships across cultures.
Boston: Flat World Knowledge Publishers.
o
Chapter 4, “Understanding Your Audience”
This chapter details with how people organize information and create expectations. It also discusses perception, including differences in perception. The chapter closes with an examination of how these processes influence listening.
o
Chapter 2, “Culture, Relationships, and Conflict”
Culture is discussed in intrapersonal communication, or how we communicate with ourselves, and its influence on our self-concept and our interpersonal needs. In addition, conflict strategies are explored in relation to intercultural communication.
o
Cialdini, R. B. (1971). Attitudinal advocacy in the verbal conditioner.
Journal of Personality and Social Psychology, 17
(3), 350–358.
...
Empowerment Technology: ICT for Advocacy
The document discusses using information and communication technologies (ICT) as a medium for advocacy. It defines advocacy as a public activity that promotes and addresses societal issues. Spreading awareness of issues is easier using multiple online platforms like social media, blogs, and video hosting. Students will learn about global issues, the role of advocacy, and create an advocacy campaign using an assigned ICT tool to present. Effective advocacy happens through increasing fellowmen's awareness and ICT helps make advocacy more impactful.
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated Bibliography
As part of your doctoral seminar for this set of weeks, you are participating in a seminar-style discussion about the weekly topics. Recall that you were asked to address 5 of the Required Resources and at least 5 additional resources from the Walden Library and to incorporate them into your posting. As a related exercise, submit an annotated bibliography of the 10 resources you referred to this week. For each entry, be sure to address the following as a minimum:
· Include the full APA citation
· Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Ressources
Articles
· Ben-Megachem, M., & Gelbard, R. (2002). Integrated IT management tool kit. Communications of the ACM, 45(4), 96--102.
Retrieved from the Business Source Complete database
This article explores the tools used in IT management.
· Bower, J. L., & Gilbert, C. G. (2007). How managers' everyday decisions create or destroy your company's strategy. Harvard Business Review, 85(2), 72--79.
Retrieved from the Business Source Complete database
The authors of this article look at who is behind the decisions that drive a company's strategy and the impact this has on the organization as a whole.
· Ngwenyama, O. K., & Lee, A. S. (1997). Communication richness in electronic mail: Critical social theory and the contextuality of meaning. MIS Quarterly, 21(2), 145--167.
Retrieved from the Business Source Complete database
This article looks at the recent shift in support of the information richness theory (IRT) and how this has forced the need for a new definition of communication richness.
· Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science, 3(3), 398--427.
Retrieved from the Business Source Complete database
In this article, the author examines a new theoretical model with which to look at the interactions between technology and organizations.
· Orlov, L. (2008, March 5). Why IT management frameworks don't guarantee IT success. CIO Magazine. Retrieved from http://www.cio.com/article/192901/Why_IT_Management_Frameworks_Don_t_Guarantee_IT_Success
The author of this article looks at why IT management frameworks are not always responsible for an organization's IT success rate.
· Schneier, B. (2008, May 26). How to sell security. CIO Magazine. Retrieved from http://www.cio.com/article/367913/How_to_Sell_Security
· Scott, J. E., & Vessey, I. (2002). Managing risks in enterprise systems implementations. Communications of the ACM, 45(4), 74–81.
· Van Grembergen, W. (2003) The balanced scorecard and IT governance. Information Systems Control Journal. Link available in the Weeks 1-2 Resources .
E-Mediat Day 2
The document summarizes Day 2 of a training on translating the principles of networked nonprofits to an Arabic context. The agenda includes an overview of networked nonprofits, discussions on social culture, simplicity, listening, engagement and relationships, transparency, and free agents. Trainees worked in groups, participated in discussions, wrote blog posts, and reflected on how these concepts could apply to Arabic NGOs. The goal was to understand how to integrate networked nonprofit principles into social media training and coaching.
Your first major essay assignment of this semester involves resp.docx
This document provides instructions for a major essay assignment. Students must write a 5-page double spaced essay responding to and taking a position on an idea presented by Robin DiAngelo in her book White Fragility. The essay topic asks students to analyze how white emotions are heightened when discussing systemic racism, and why whites often react with anger, fear or guilt. Students must support their position using quotes and analysis from DiAngelo's book chapters 1-12, as well as historic evidence and other sources. The assignment will be graded on elements such as a clear thesis, use of evidence from the source material, analysis, organization and writing mechanics.
Discuss an example from your life or from your observations that ill.docx
Discuss an example from your life or from your observations that illustrates one or more of the concepts or theories you learned about in this week’s readings or audiovisual resources.
Make sure you are clear in describing the course concept or theory that best applies to your experiences or observations. Regardless of which prompt you choose, you are encouraged to use one of the assigned readings or audiovisual resources to support your points. Respond to your classmates’ posts, sharing any commonalities or differences between your classmates’ perspectives and experiences and your own.
Last week you studied the concept of prejudice in relation to discrimination and other sociological aspects of diversity. One element of prejudice is stereotyping, which refers to a process in which people make generalizations about a group of people. Given the media’s pervasiveness in American culture, how the media portrays members of social groups can influence the perceptions of the audience and contribute to or refute common stereotypes.
To learn more about the way in which media represent members of social groups, and the consequences of those representations, read the following resources:
Colburn, A., & Melander, L. A. (2018).
Beyond black and white: An analysis of newspaper representations of alleged criminal offenders based on race and ethnicity
.
Journal of Contemporary Criminal Justice, 34
(4), 383–398.
Frederickson, A. (2017).
Sugar and spice and everything nice: Gender representation in media
.
Journal of the American Academy of Child & Adolescent Psychiatry, 56
(10), S108.
Watch
Racial Stereotypes
[Video]
, which traces the history of stereotyping and discusses a key theory of media influence, called the theory of cultivation. When you click on the video link, the window opens to the player screen, with the film broken into segments for viewing. Total running time for all segments is about 38:00.
.
Diversity Awareness for Effective Nonprofits
Today’s workforce and organizations are increasingly diverse. Effective non-profits need to be capable of welcoming, including, utilizing and working with diverse people, perspectives, styles, and experiences for overall success and capacity.
This presentation offers practical tools and concepts designed to resolve tensions, utilize strengths, support collaboration, and create more welcoming environments.
1 Activity Analysis of Coloring M.docx
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docx
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
1 ITNE2003 Install, Configure, Operate and T.docx
1
ITNE2003
Install, Configure, Operate and Troubleshoot
Medium-Size Networks
Assignment
March 2020
2
ITNE2003 Assignment
Assignment Type Individual Assignment
Week Issued 7
Total Marks 100
Weightage 20%
Submission Deadline Week 12 (Midnight 31-May-2020) via Moodle
Submission files
Only one submission per student
(student name and ID should be included in the
report)
Two files are needed
1. Cisco Packet Tracer file
2. Report in MS Word containing screenshhots
and brief explanation
Penalties
Penalties for late submission and plagiarism in
accordance with VIT guidelines
The purpose of the assessment is to test students on their ability to apply
Switching theories and concepts.
Copyright © 2015-2018 VIT, All Rights Reserved.
3
ITNE2003 Assignment
Objectives
This assessment relates to the unit learning outcomes as in the unit descriptors. It checks your
understanding about configuring and troubleshooting medium-size networks.
In this assignment you will demonstrate your knowledge and skills in subnetting an IP address space,
configuring RIPv2 and OSPF routing protocols as well as NAT.
Remember that all your screenshots should include your student ID as the hostname of router (e.g.
Melbourne3-S1234).
The following video tutorials can help you refresh your knowledge on IP subnetting, static routing and
dynamic routing:
Subnetting:
• https://www.youtube.com/watch?v=YdprN_CFVOo
• https://www.youtube.com/watch?v=Deq9Dq-Kc-k
• https://www.youtube.com/watch?v=6wpnYAAfTFo
Static Routing:
• https://www.youtube.com/watch?v=Sa5XuO9H29M
• https://www.youtube.com/watch?v=PtKsssg63-A
Dynamic Routing:
• https://www.youtube.com/watch?v=0efXawUgNZg
• https://www.youtube.com/watch?v=aViWX9I4BK8
• https://www.youtube.com/watch?v=DGV61XHtAXc
Configure RIPv2 and OSPF:
• https://www.youtube.com/watch?v=gljWJxOlSGU
• https://www.youtube.com/watch?v=FeerlZTd7xo
NAT:
• https://www.youtube.com/watch?v=xkCgYaJXDSk
Copyright © 2015-2018 VIT, All Rights Reserved.
https://www.youtube.com/watch?v=YdprN_CFVOo
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=6wpnYAAfTFo
https://www.youtube.com/watch?v=Sa5XuO9H29M
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=0efXawUgNZg
https://www.youtube.com/watch?v=aViWX9I4BK8
https://www.youtube.com/watch?v=DGV61XHtAXc
https://www.youtube.com/watch?v=gljWJxOlSGU
https://www.youtube.com/watch?v=FeerlZTd7xo
https:.
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Week 2 - Discussion 222 unread replies.22 replies.Your initial d.docx
Week 2 - Discussion 2
22 unread replies.22 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Ethics and Moral Development [WLOs: 1, 2, 3] [CLOs: 1, 2, 3]
Prepare: In preparing for this discussion, you should first review the Week 2 required resources that focus on ethics and morals. This will help assist you in examining your own development of ethical and moral responsibilities.
Reflect: Take a deeper look at your own life and determine which experiences have inspired ethical and moral reasoning. Were there any huge influences in this process?
Write: For this discussion you will address the following prompts:
· Explain what it means to be ethical as it relates to personal, academic, and professional growth.
· Provide at least one ethical dilemma you have encountered, and describe how the issue was resolved.
· Describe how your general education courses have influenced your ethical values.
· Explain why a college-educated person might have different duties to society than someone not as educated.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see In-Text Citation Helper (Links to an external site.)Links to an external site.) and references (see Formatting Your References List (Links to an external site.)Links to an external site.).
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
Week 2 - Discussion 1
33 unread replies.33 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Globalization and Its Ethical Implications [WLOs: 1, 2, 3, 5] [CLOs: 1, 2, 3, 5]
Prepare: In preparing for this discussion, review the Week 1 and Week 2 required resources that focus on globalization, ethics, and moral reasoning. This will help assist you in examining your own development.
Effects of Representations
Media representations can have both positive and negative effects on individuals, groups, and society. They can influence attitudes and behaviors through copycat behavior, education and information, socialization, objectification, and stereotypes. Representations can reinforce dominant ideologies but also potentially challenge them. The media is an effective vehicle for spreading dominant worldviews to wide audiences.
View the Globalization What is Happening to Us (Links to an exter.docx
View the
Globalization: What is Happening to Us (Links to an external site.)Links to an external site.
?
video and read the article
A Model of Global Citizenship: Antecedents and Outcomes
by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford Library and locate one additional source on global citizenship that will help support your viewpoint.
Reflect:
Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community
Write:
Use the
Week One Assignment Template
when addressing the following prompts:
After viewing the video, describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
After reading the article by Reysen and Katzarska-Miller, explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship.
From the article, choose two of the six outcomes of global citizenship (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world) as stated in the article, and explain why those two are the most important in becoming a global citizen compared to the others.
Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
Identify two specific general education courses, and explain how they each influenced you to become a global citizen.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages)
...
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The document discusses the importance of multidisciplinary collaboration in research, as nature and societal problems are complex and benefit from multiple perspectives. It outlines the steps in collaborative writing such as brainstorming ideas, dividing work, and providing feedback through drafting and revision. Successful collaboration requires overcoming challenges like poor communication through mutual understanding and treating each other as integral parts of the research team.
Group, bargaining behaviour & intergroup relations
This document provides a summary of a presentation on group bargaining behavior and inter-group relations given by Rachna Kralia and Ruhi Beri. It defines groups, discusses formal and informal groups, and the five stages of group development. It also examines group properties such as roles, norms, status, and cohesiveness. Regarding bargaining, it distinguishes between distributive and integrative bargaining approaches and behaviors. Finally, it analyzes inter-group relations and theories like social identity theory, as well as ways to reduce prejudice such as through the contact hypothesis and common in-group identity model.
Com 263 full course
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
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.
Dynamics of Group ProjectsDr. WJ MuellerWhy Give.docx
This document discusses the rationale for using group projects in college courses. It notes that group work is common in many professional jobs, with companies finding that groups are more creative, complete tasks on schedule, and can handle complex problems. The document then outlines the group project being assigned in the course. Students will research a non-governmental organization (NGO) focused on alleviating hunger or poverty. Guidelines are provided on selecting an NGO, contacting group members, and requirements for the written report and presentation.
Assignment OverviewSubmit a word paper in which you analy.docx
Assignment Overview
Submit a word paper in which you analyze a problem related to diversity within the field of public service leadership. This is the first component of the course project. In later project components, you will explore solutions, decision-making processes, and communication approaches.
What You Need to Know
The following reading offers insight into understanding organizational behavior within a global context and how the behavior affects different international components of an organization and its members:
Organizational Behavior:
Chapter 3, "Organizational Behavior in a Global Context," pages 69–99.
Assignment Instructions
PROBLEM IDENTIFICATION AND BACKGROUND
Instructions
In this first component of your course project, from the list below, select a problem related to diversity, ethics, and cultural competency that public service organizations might face. Then, describe the problem and provide information from organizational, team, and individual perspectives. Identify the concepts of collaborative and communication techniques that affect the development of relationships, partnerships, and alliances within an organization.
Select one of the following problems that face public service organizations:
Prejudice and discrimination.
Differences in social identity.
Stereotyping demographics.
Accommodation of religious and cultural differences.
Gender equality.
Language and communication.
Generation gaps and age discrimination.
Once you've chosen a topic, develop an analysis of the problem based on current and relevant scholarly sources. In your analysis, investigate the circumstances surrounding the problem and its implications for public service organizations. Apply critical-thinking skills to provide a comprehensive discussion and analysis of the selected problem. Consider assumptions about the problem, evidence of its existence, and its effect on relationships, partnerships, and alliances within an organization. Clearly delineate the problem as it relates to the different groups that it affects. Discuss the problem within the context of scholarly literature and research as it relates to public service organizations.
In your assignment, address the following critical elements that align with the grading criteria:
Identify and discuss the impacts of diversity, ethics, and cultural competency on the decision-making process related to the selected problem.
Evaluate the concepts of collaborative and communication techniques that have affected the development of relationships, partnerships, and alliances.
Examine scholarly support from the literature regarding the impacts of diversity, ethics, and cultural competency on the decision-making process related to the selected problem.
Evaluate the aspects of effective communication styles as applied to individual and group collaboration.
Analyze current (published within the past 3–5 years), relevant, peer-reviewed academic research articles that examine th.
Board source
This document summarizes a presentation about governing nonprofits in the age of social media. It discusses how nonprofits need to operate more like networked organizations that collaborate widely rather than operating independently. It covers two main themes: developing a social culture where leadership embraces social media and transparency is valued, and keeping operations and communications simple. The presentation provides examples and reflection questions to help nonprofits shift their mindset and policies to leverage the opportunities of a networked world.
This week, you have been reading about key assumptions of interperso.docx
This week, you have been reading about key assumptions of interpersonal communication processes and examining how communicators’ goals influence these processes. The individuals involved in a conversation have their own point of view, perspective, experiences, and insights. Nearly all communication is goal-oriented to some extent, from gaining trust to learning more about each other to even selling products or providing services, whether or not the participants are aware of it. Each individual brings his or her own unique perspective and influence into daily communication to meet these unconscious or conscious goals.
Students will:
·
Apply conflict management styles to a case study
·
Evaluate how perception and attributions affect conflict management
·
Evaluate media for characteristics of interpersonal communication
·
Analyze examples of stereotypes in media
·
Apply conflict management styles to a case study
Using the scenario in the attached document:
Ø
What else could Kai, Ronnie, or Lauren have done differently during or after their discussions that could have minimized the conflict? What conflict management styles, patterns, or dimensions could be used that would help resolve the conflict? Explain.
Readings
·
McLean, S. (2016).
Business relationships across cultures.
Boston: Flat World Knowledge Publishers.
o
Chapter 4, “Understanding Your Audience”
This chapter details with how people organize information and create expectations. It also discusses perception, including differences in perception. The chapter closes with an examination of how these processes influence listening.
o
Chapter 2, “Culture, Relationships, and Conflict”
Culture is discussed in intrapersonal communication, or how we communicate with ourselves, and its influence on our self-concept and our interpersonal needs. In addition, conflict strategies are explored in relation to intercultural communication.
o
Cialdini, R. B. (1971). Attitudinal advocacy in the verbal conditioner.
Journal of Personality and Social Psychology, 17
(3), 350–358.
...
Empowerment Technology: ICT for Advocacy
The document discusses using information and communication technologies (ICT) as a medium for advocacy. It defines advocacy as a public activity that promotes and addresses societal issues. Spreading awareness of issues is easier using multiple online platforms like social media, blogs, and video hosting. Students will learn about global issues, the role of advocacy, and create an advocacy campaign using an assigned ICT tool to present. Effective advocacy happens through increasing fellowmen's awareness and ICT helps make advocacy more impactful.
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated Bibliography
As part of your doctoral seminar for this set of weeks, you are participating in a seminar-style discussion about the weekly topics. Recall that you were asked to address 5 of the Required Resources and at least 5 additional resources from the Walden Library and to incorporate them into your posting. As a related exercise, submit an annotated bibliography of the 10 resources you referred to this week. For each entry, be sure to address the following as a minimum:
· Include the full APA citation
· Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Ressources
Articles
· Ben-Megachem, M., & Gelbard, R. (2002). Integrated IT management tool kit. Communications of the ACM, 45(4), 96--102.
Retrieved from the Business Source Complete database
This article explores the tools used in IT management.
· Bower, J. L., & Gilbert, C. G. (2007). How managers' everyday decisions create or destroy your company's strategy. Harvard Business Review, 85(2), 72--79.
Retrieved from the Business Source Complete database
The authors of this article look at who is behind the decisions that drive a company's strategy and the impact this has on the organization as a whole.
· Ngwenyama, O. K., & Lee, A. S. (1997). Communication richness in electronic mail: Critical social theory and the contextuality of meaning. MIS Quarterly, 21(2), 145--167.
Retrieved from the Business Source Complete database
This article looks at the recent shift in support of the information richness theory (IRT) and how this has forced the need for a new definition of communication richness.
· Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science, 3(3), 398--427.
Retrieved from the Business Source Complete database
In this article, the author examines a new theoretical model with which to look at the interactions between technology and organizations.
· Orlov, L. (2008, March 5). Why IT management frameworks don't guarantee IT success. CIO Magazine. Retrieved from http://www.cio.com/article/192901/Why_IT_Management_Frameworks_Don_t_Guarantee_IT_Success
The author of this article looks at why IT management frameworks are not always responsible for an organization's IT success rate.
· Schneier, B. (2008, May 26). How to sell security. CIO Magazine. Retrieved from http://www.cio.com/article/367913/How_to_Sell_Security
· Scott, J. E., & Vessey, I. (2002). Managing risks in enterprise systems implementations. Communications of the ACM, 45(4), 74–81.
· Van Grembergen, W. (2003) The balanced scorecard and IT governance. Information Systems Control Journal. Link available in the Weeks 1-2 Resources .
E-Mediat Day 2
The document summarizes Day 2 of a training on translating the principles of networked nonprofits to an Arabic context. The agenda includes an overview of networked nonprofits, discussions on social culture, simplicity, listening, engagement and relationships, transparency, and free agents. Trainees worked in groups, participated in discussions, wrote blog posts, and reflected on how these concepts could apply to Arabic NGOs. The goal was to understand how to integrate networked nonprofit principles into social media training and coaching.
Your first major essay assignment of this semester involves resp.docx
This document provides instructions for a major essay assignment. Students must write a 5-page double spaced essay responding to and taking a position on an idea presented by Robin DiAngelo in her book White Fragility. The essay topic asks students to analyze how white emotions are heightened when discussing systemic racism, and why whites often react with anger, fear or guilt. Students must support their position using quotes and analysis from DiAngelo's book chapters 1-12, as well as historic evidence and other sources. The assignment will be graded on elements such as a clear thesis, use of evidence from the source material, analysis, organization and writing mechanics.
Discuss an example from your life or from your observations that ill.docx
Discuss an example from your life or from your observations that illustrates one or more of the concepts or theories you learned about in this week’s readings or audiovisual resources.
Make sure you are clear in describing the course concept or theory that best applies to your experiences or observations. Regardless of which prompt you choose, you are encouraged to use one of the assigned readings or audiovisual resources to support your points. Respond to your classmates’ posts, sharing any commonalities or differences between your classmates’ perspectives and experiences and your own.
Last week you studied the concept of prejudice in relation to discrimination and other sociological aspects of diversity. One element of prejudice is stereotyping, which refers to a process in which people make generalizations about a group of people. Given the media’s pervasiveness in American culture, how the media portrays members of social groups can influence the perceptions of the audience and contribute to or refute common stereotypes.
To learn more about the way in which media represent members of social groups, and the consequences of those representations, read the following resources:
Colburn, A., & Melander, L. A. (2018).
Beyond black and white: An analysis of newspaper representations of alleged criminal offenders based on race and ethnicity
.
Journal of Contemporary Criminal Justice, 34
(4), 383–398.
Frederickson, A. (2017).
Sugar and spice and everything nice: Gender representation in media
.
Journal of the American Academy of Child & Adolescent Psychiatry, 56
(10), S108.
Watch
Racial Stereotypes
[Video]
, which traces the history of stereotyping and discusses a key theory of media influence, called the theory of cultivation. When you click on the video link, the window opens to the player screen, with the film broken into segments for viewing. Total running time for all segments is about 38:00.
.
Diversity Awareness for Effective Nonprofits
Today’s workforce and organizations are increasingly diverse. Effective non-profits need to be capable of welcoming, including, utilizing and working with diverse people, perspectives, styles, and experiences for overall success and capacity.
This presentation offers practical tools and concepts designed to resolve tensions, utilize strengths, support collaboration, and create more welcoming environments.
Similar to (1)Influence of Informal GroupsInformal groups exist in al.docx (19)
Week 2 - Discussion 222 unread replies.22 replies.Your initial d.docx
Week 2 - Discussion 222 unread replies.22 replies.Your initial d.docx
View the Globalization What is Happening to Us (Links to an exter.docx
View the Globalization What is Happening to Us (Links to an exter.docx
Group, bargaining behaviour & intergroup relations
Group, bargaining behaviour & intergroup relations
Dynamics of Group ProjectsDr. WJ MuellerWhy Give.docx
Dynamics of Group ProjectsDr. WJ MuellerWhy Give.docx
Assignment OverviewSubmit a word paper in which you analy.docx
Assignment OverviewSubmit a word paper in which you analy.docx
This week, you have been reading about key assumptions of interperso.docx
This week, you have been reading about key assumptions of interperso.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Your first major essay assignment of this semester involves resp.docx
Your first major essay assignment of this semester involves resp.docx
Discuss an example from your life or from your observations that ill.docx
Discuss an example from your life or from your observations that ill.docx
More from poulterbarbara
1 Activity Analysis of Coloring M.docx
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docx
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
1 ITNE2003 Install, Configure, Operate and T.docx
1
ITNE2003
Install, Configure, Operate and Troubleshoot
Medium-Size Networks
Assignment
March 2020
2
ITNE2003 Assignment
Assignment Type Individual Assignment
Week Issued 7
Total Marks 100
Weightage 20%
Submission Deadline Week 12 (Midnight 31-May-2020) via Moodle
Submission files
Only one submission per student
(student name and ID should be included in the
report)
Two files are needed
1. Cisco Packet Tracer file
2. Report in MS Word containing screenshhots
and brief explanation
Penalties
Penalties for late submission and plagiarism in
accordance with VIT guidelines
The purpose of the assessment is to test students on their ability to apply
Switching theories and concepts.
Copyright © 2015-2018 VIT, All Rights Reserved.
3
ITNE2003 Assignment
Objectives
This assessment relates to the unit learning outcomes as in the unit descriptors. It checks your
understanding about configuring and troubleshooting medium-size networks.
In this assignment you will demonstrate your knowledge and skills in subnetting an IP address space,
configuring RIPv2 and OSPF routing protocols as well as NAT.
Remember that all your screenshots should include your student ID as the hostname of router (e.g.
Melbourne3-S1234).
The following video tutorials can help you refresh your knowledge on IP subnetting, static routing and
dynamic routing:
Subnetting:
• https://www.youtube.com/watch?v=YdprN_CFVOo
• https://www.youtube.com/watch?v=Deq9Dq-Kc-k
• https://www.youtube.com/watch?v=6wpnYAAfTFo
Static Routing:
• https://www.youtube.com/watch?v=Sa5XuO9H29M
• https://www.youtube.com/watch?v=PtKsssg63-A
Dynamic Routing:
• https://www.youtube.com/watch?v=0efXawUgNZg
• https://www.youtube.com/watch?v=aViWX9I4BK8
• https://www.youtube.com/watch?v=DGV61XHtAXc
Configure RIPv2 and OSPF:
• https://www.youtube.com/watch?v=gljWJxOlSGU
• https://www.youtube.com/watch?v=FeerlZTd7xo
NAT:
• https://www.youtube.com/watch?v=xkCgYaJXDSk
Copyright © 2015-2018 VIT, All Rights Reserved.
https://www.youtube.com/watch?v=YdprN_CFVOo
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=6wpnYAAfTFo
https://www.youtube.com/watch?v=Sa5XuO9H29M
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=0efXawUgNZg
https://www.youtube.com/watch?v=aViWX9I4BK8
https://www.youtube.com/watch?v=DGV61XHtAXc
https://www.youtube.com/watch?v=gljWJxOlSGU
https://www.youtube.com/watch?v=FeerlZTd7xo
https:.
1 Case Study #23 Is Yahoo!’s Business Model .docx
1
Case Study #23:
Is Yahoo!’s Business Model
Working in 2011 and Today?
BUS 189 - Prof. Larry Gee
Team # 5 - The A+ Students
Aimee Gohil - # 7260
Sean Luis - # 0283
PM - Karin Proven - # 7884
Krysta Sumabat - # 2199
Friday, December 4 2015
2
Table of Contents
Appendix 1: History, Development, and Growth ……….………………………………………. 3
Appendix 2: Internal Strengths and Weakness ….………………………………………………. 8
Appendix 3: Nature of External Environment …..……………………………………………... 11
Appendix 4: SWOT Analysis…………….………….…………………………………………. 12
Appendix 5: Corporate-Level Strategy ...………………………………………………………. 18
Appendix 6: Business- Level Strategy …………………………………………………………. 20
Appendix 7: Company Structure and Control Systems………...………………………………. 22
Appendix 8: Recommendations...………………………………………………………………. 24
Case Question 1 ……….………………………………………………………….…….……… 25
Case Question 2 ……….………………………………………………………………..……… 29
Case Question 3 ………………………………………………………………………..………. 32
Case Question 4 ……………………………………………………………………….….……. 36
Conclusion …………………………………………………………………………….….……. 38
Bibliography………………………………….………………….……………………….….…. 40
3
Appendix 1: The History, Development, and Growth
Yahoo! is a global technology company best known and recognized for their search
engine, web portals, email services, and similar technologies. Yahoo! is currently working hard
to stand out from competitors by executing several strategies, including corporate level strategies
such as acquisitions, horizontal and vertical integration. It is clear with the struggles Yahoo! has
faced over the past 7 years that they need to regain market share, expand their demographics,
improve innovation, and build brand loyalty to be profitable. The company’s past strategy of
acquisitions has been costly and has not produced the desired result.
Yahoo! was founded by David Filo and Jerry Yang and the company is based in the heart
of the Silicon Valley in Sunnyvale, California. (McCullough) In 1994, David and Jerry were
graduate students at Stanford University, studying to obtain their Ph.D. in Electrical
Engineering. The World Wide Web was a tool they used, but the user experience left them
extremely frustrated. Thousands of pages would appear which were random and unorganized,
making the tool overly cumbersome and difficult to use effectively. Realizing there was a better
way to organize the information, the pair found a way to manage all these websites by specific
content. What David and Jerry provided was a hierarchically organized index compared to an
index of pages. They named this organized hierarchy “David and Jerry’s Guide to The World
Wide Web” and published it in 1994.
Initially their site was used mainly by their friends and for their own personal
use. However, over time, more and more people came across the time saving website, spreading
the word about “David and .
06identifying exceptions and RECOGNIZING WINSWe can .docx
|06|identifying exceptions and
RECOGNIZING WINS
“We can always choose to
perceive things differently.
We can focus on what’s
wrong in our life, or we can
focus on what’s right.”
Marianne Williamson
RECOGNIZING WINS | 98
Where We Have Been
In the previous chapter, you learned the concept of neuroplasticity, the brain’s ability to be “plastic” or “changeable”
in nature by actually growing new neural pathways when tasked with creating new thinking patterns. You also
discovered that you cannot always trust your thoughts as they can get stuck in the habit of delivering faulty
information based on self-limiting and self-sabotaging beliefs. You were also introduced to the concept of cognitive
reframing, which highlights your ability to view the same information or experience through a different and more
productive frame of reference. And finally, we shared the narrative concept of externalizing problems; the concept
invited you to examine whether your self-concept was too closely defined by common problems like procrastination,
anxiety, or overwhelm. We further examined what steps to take to start to have a constructive relationship with
externalized problems by dialoguing with them as a way of escaping their impact.
Where We Are Going
In this chapter, we will dive deeply into the concept of finding exceptions to problem-saturated stories. Returning
again to Angela, we will use her story as a teaching tool as we bring into focus exactly how the narrative process is
engineered to discover these exceptions to problems. Highlighting her process will set the stage for you to highlight
your own as you begin inquiring into your own personal narrative in a way that draws on actual evidence from your
own life story thus far.
In this chapter, you will come to find that you, like us all, have unexamined exceptions to the problem-laden beliefs
that may be hard to abandon. Because of this, you will be taught how to explore the creative process of finding
exceptions—those times when despite all odds and the many neural pathways that have already been carved so
deeply to support the dominance of problems, something exceptional still occurred (Figure 1).
Gearing Up
» To develop a new relationship to your problem(s), now that you have learned to
externalize them
» To expand your non-cognitive vernacular (generate more words to convey the Big 7)
» To take cognitive reframing to the next level by learning how to find exceptions to your
problems (times the problem wasn’t in control)
» To understand the neuroscience behind asking the right questions and visualizing
yourself as successful in combating the effects of your problem(s)
» To see the importance of recognizing wins in your life
» To recognize that your wins are not context dependent, but “you” dependent
Figure 1. Exceptions can be found
anywhere, even in something as
simple as paying a bill on time
rather than letting the problem of
procrastination t.
08creating YOUR GAME PLANNothing will work unle.docx
|08|creating
YOUR GAME PLAN
“Nothing will work
unless you do.”
Maya Angelou
YOUR GAME PLAN | 135
Where Have We Been
In the previous chapter, we focused on the importance of cultivating courage as a necessary component in creating a
life that is aligned with your greatest gifts, values, and, of course, engaging in the exploratory process of uncovering
your personal “why.” You were encouraged to discover your “courage compass” and to use it as often as is helpful
and enjoyable, but particularly when fear comes knocking. You were also taught about the astonishing power of your
imagination and its ability to activate your unconscious mind’s internal GPS in helping you to move in the direction of
your desired future. Lastly, you learned how neuroscience relates to visualization, feeling and experiencing yourself
embody real or imagined moments in a sequence of events that aids the brain in believing them.
Where We Are Going
Well, you’ve made it to the end. This final chapter of the re:MIND methodology culminates into a process of
synthesizing all that you have learned in the previous chapters into very personalized “game plan” (Figure 1). We say
personalized because as we lead you through this process of creating a trustworthy game plan that can weather all the
storms of your life, we will focus on proactively anticipating and forecasting any challenges that might arise, so that they
do not derail your progress. You see, you will want to be at-the-ready and prepared when problems surface because, as
you learned in Chapter 7, your life and your legacy are too important to leave in the hands of self-doubt, or problems
like fear, guilt, or anxiety. But first, we’re going to look back on your journey. Without further ado, let’s get started.
Gearing Up
» To review all that you’ve learned in order to prepare you for the final step
» To re-visit the structure of positive self-talk
» To create your personal game plan
» To help you plan against multiple mindset problems
» To prepare you for future mindset problems outside your plan
Figure 1. Your game plan will prepare
you for what is to come.
YOUR GAME PLAN | 136
Remembering Your Journey
Every step of this process has been leading you to this final outcome. The opportunity here lies in combining the
material in a way that makes the most sense for you given the challenges that you currently face, or that you anticipate
facing in the near future. By having a game plan, you will be armed with a coping strategy that is comprehensive,
reliable, and fully committed to your success. Before we dive into the game plan, let’s take a brief journey and review
what you’ve learned as a way of refreshing your mind and preparing you for this final step.
Self-Talk, Self-Doubt, and Your Personal Narrative
When you first started, you may not have had a clear sense as to where this journey was taking you. The process
started with three students tripping over both a l.
1 2Week 4 Evidence and Standards ACC49142020Week .docx
1
2
Week 4 Evidence and Standards ACC/491
4/20/20Week 4 Evidence and Standards
Comparison of Audit, Scientific and Legal Evidence Standards.
According to "Investopedia" (2020), generally accepted auditing standards (GAAS) are a set of systematic guidelines used by auditors when conducting audits on companies' financial records. GAAS helps to ensure the accuracy, consistency, and verifiability of auditors' actions and reports. The Auditing Standards Board (ASB) of the American Institute of Certified Public Accountants (AICPA) created GAAS. (para 1).
Scientific evidence is information gathered from scientific research, which takes a lot of time to conduct. But there are a few things that all this research needs to have in common to make it possible for businesses to accept it as "evidence" ("The Conversation," 2020).
Legal evidence is represented by what is lawful to be proven by law to be valid or invalid, true or untrue.
Consideration of Sample Sizes and Methods (random, haphazard, monetary unit sample, judgmental) and how sampling affects evidence.
Evidence gathered should be representative of the population. The chances that the sample taken is not representative of the population is sampling risk, which should be controlled by using proper sample size and appropriate selection. (Arens, Elder, & Beasley, 2014, p. 476)
The selection of a sample is made using the following methods: random, haphazard, monetary unit, and judgmental.
Random sample selection is made by giving all items in a population the same chance of being selected. Sample selection is used when there is no need to emphasize some items in the population. (Arens, Elder, & Beasley, 2014, p. 478)
Haphazard sample selection is made without any distinguishing characteristics such as size or source. (Arens, Elder, & Beasley, 2014, p. 480)
Monetary unit sampling is a statistical method used for testing details of balances. Samples are selected based on the probability proportional to size sample selection. (Arens, Elder, & Beasley, 2014, pp. 566-567)
Judgmental sampling is based on the auditor's decision on which items from the population to review. It's based on auditor's knowledge of the business and industry, as well as their experience in auditing.
Relevance, Reliability and Sufficiency of Evidence.
Our company's control over financial reporting is a process that's designed to assure the reliability of financial reporting and the preparation of financial statements for external purposes under generally accepted accounting principles. Management is responsible for establishing and maintaining internal control over financial reporting (as defined in Rule 13a-15(f) under the Exchange Act). They assess the effectiveness of the internal control over financial reporting based on the criteria that were set forth in the Internal Control-Integrated Framework that was issued by the Committee of Sponsoring Organizations of the Treadway Commission (2013 framework). Managem.
02.05 The Bill of Rights AssessmentAssessmentYou learne.docx
02.05 The Bill of Rights: Assessment
Assessment
You learned in the lesson that the Constitution protects individual rights that affect most citizens' daily lives. You also learned that the government must balance the rights and needs of individuals with the needs of the public. Limitations to individual rights are most obvious during a time of crisis.Imagine your area is in a state of emergency and you are concerned about the balance of liberty and security as people try to return to their normal lives, recover what was lost, and rebuild what was destroyed. Compose an email you could send to elected officials to voice your concerns. Your email should include positions on two of the potential issues related to civil liberties found below.
Steps
Use this
Template
for your email. Write an introductory paragraph for your email that explains why rights are not absolute. Include how the Constitution safeguards and limits individual rights.
Imagine that the following situations have occurred in your community following the disaster. Select two of the following situations to address and evaluate in your email:
????© 2012 BananaStock/ThinkstockThe government suspended the right of habeas corpus (the right to see a judge after arrest to determine if imprisonment is lawful).
The government forced people to evacuate from their homes.
The press accessed the disaster area and published a story in a national newspaper about the event.
The government allowed federal and state troops to be quartered in private residences to assist residents and protect order.
Citizens were denied the right to bring legally owned firearms to storm shelters.
The government made certain dangerous areas off-limits, which prevented residents from accessing their homes and personal property.
Prisoners were kept in prisons that lacked power, supplies, and plumbing during the emergency.
The federal and state courts postponed scheduled criminal and civil trials due to the emergency.
The government prevented the press from publishing graphic photos of victims of the natural disaster to protect the privacy of the victim’s family.
The federal government stated that local and state governments are solely responsible for the disaster recovery efforts and that it will not be providing assistance.
Once you have chosen the concerns you wish to address, compose a well-written response to each situation with the following information:
the Constitutional amendment that relates to the situation
arguments that could be made for or against the action that took place
your position on the situation and the reasons you think officials should agree with you
Save your email and check it for spelling and grammar.
.
0091-4169049501-0001THE JOURNAL OF CRIMINAL LAW & CRIMINOL.docx
0091-4169/04/9501-0001
THE JOURNAL OF CRIMINAL LAW & CRIMINOLOGY Vol. 95, No. I
Copyright © 2004 by Northwestern Utliversity, School of Law Primed in U.S.A.
CRIMINAL LAW
COMMUNITY POLICING AND YOUTH AS
ASSETS
JAMES FORMAN, JR.
INTRODUCTION
Over a decade afiter it was first introduced, community policing
remains the most important innovation in American policing today. Called
"the most significant era in police organizational change since the
introduction ofthe telephone, automobile, and two way radio,"' community
policing has been supported by the past three Presidents, Congress, every
major police organization, and much ofthe public? A broad cross-section
Associate Professor of Law, Georgetown University Law Center. I presented an earlier
version of this paper to the law faculties at Columbia University, Fordham University,
Georgetown University, New York University, University of Michigan, and Yale University,
and am grateful for the comments I received. 1 would like to thank Akhil Amar, Michael
Barr, David Cole, Arthur Evenchik, Jeff Fagan, Owen Fiss, Sam Gross, Don Herzog, Dan
Kahan, Jerry Kang, Randy Kennedy, Steve Mastrofski, Jim Ryan, Mike Seidman, Reva
Siegel, Gerry Spann, Bill Stuntz, Susan Sturm, and Adrien Wing for helpful comments, and
Edeanna Johnson-Chebbi for help with the manuscript. Margaret Rodgers, Tamaria Kai
Perry, Nicole Devero, Kristen Johnson, and Om Kakani provided first-rate research
assistance.
' Edward R. Maguire & William Wells, Community Policing as Communication Reform,
in LAW ENFORCEMENT, COMMUNICATION AND COMMUNITY 33,33 (Howard Giles ed., 2002).
^ Edward R. Maguire & Charles M. Katz, Community Policing, Loose Coupling, and
Sensemaking in American Police Agencies, 19 JuST. Q. 503, 504 (2002); see also Wesley G.
Skogan, Preface to COMMUNITY POLICING: CAN IT WORK?, at xii (Wesley Skogan ed., 2004)
(community policing "is so widely known and popular with the public and city councils that
it is hard to fmd a police chief that does not claim that his or her department is on board
because they have adopted this or that community-friendly program");WESLEY G. SKOGAN
ET AL., O N THE BEAT: POLICE AND COMMUNITY PROBLEM SOLVING 21 (1999) (reporting that
by 1997, fifty-four percent of police departments had adopted some type of community
1
2 JAMES FORMAN, JR. [Vol.95
of the legal academy also endorses community policing. Those who seek
new ways for inner-city communities to mobilize against disorder and
crime support it,̂ as do others whose principal concem is reducing police
abuse of minorities.'*
In this Article, I will argue both that there is much to be said for
community policing and that it has not reached its potential. The flaw, I
suggest, is that a critical group—youth and young adults—has largely been
left out of the new policing model. Community policing rejects the
discredited "warrior" approach to policing, in which inner-city communities
were viewed as implacably hostile to the policing enterp.
.,Discuss power, authority, and violenceDifferentiate between .docx
.,Discuss power, authority, and violence
Differentiate between the different types of governments around the world
A response to the initial question(s) below
Responses to at least two other students' posts
Step 1
Conduct research on the Internet.
Pick three countries from around the world that have different political systems than the United States. Explore their characteristics in terms of power and authority.
Step 2
Write a post answering following questions.
How does the political system work in each of these countries?
Who are the power holders? Are they elected?
Do they have governments?
Answer the questions in paragraphs and please add sociology references to each paragraph.
.
. Why is understanding the fundamentals of persuasion and argume.docx
. Why is understanding the fundamentals of persuasion and argumentation necessary in technical writing?
2. In analyzing the audience for a persuasive document, what broader goals is the write hoping to achieve?
3. In planning a persuasive document, what constraints must the writer consider? Please be precise.
4. What are the elements of a persuasive argument? Briefly explain each.
5. A successful persuasive document must avoid logical fallacies, name them.
6. What is persona? What characteristics would help a writer to demonstrate, as well as establish, an attractive persona to his or her audience when preparing a persuasive document?
7. What are the elements of a coherent paragraph?
.
09-15 PRACTICAL EXERCISE PE 4-04-1 TITL.docx
09-15
PRACTICAL EXERCISE: PE 4-04-1
TITLE: Project PRT
INTRODUCTION:
Many situations will occur during your tours, which test your ability to solve complex problems.
When we are faced with solving a problem the first and most critical step is identifying the
problem. Often times we try to fix symptoms of the problem instead of the problem itself.
INFORMATION:
Upon graduating the SEA, you report to your new squadron. During your check-in brief with the
Command Master Chief, you discover the collateral duty of Command Fitness Leader (CFL) is
vacant. You have the training and interest in this program and willingly volunteer. Your
Commanding Officer’s welcome aboard interview goes well and he appears very satisfied of
your eagerness to accept duties as CFL. During the interview he mentions the number one
complaint from the crew is their inability to perform PT during the workday. His concern is the
high number of failures among the younger members of the crew during the previous PFA cycle
(13 percent of Sailors fewer than 24 years old failed the run portion and seven percent of the
command failed the body composition portion of the previous cycle’s PFA). The current
command instruction requires personnel to PT after normal working hours. The Captain wants
to make the PT program a part of the workday and asks you to develop a schedule where
everyone will have an opportunity to meet the CNO’s directives (one hour per day/three times
per week).
When you meet the Maintenance Master Chief, you mention the concern of the Captain over the
Command PT program. The Master Chief is aware of the crew’s complaints regarding the
requirement to PT after normal working hours. He doesn’t see the importance of the program
when weighed against the amount of daily mission-essential maintenance required on “his”
aircraft. Three of the six department heads seem satisfied with the current program and do not
see a need for change. You find the CPOs are not happy with the current program (because of
the high failure rate on the previous PFA) and fully support a change. They are unwilling to defy
the Maintenance Master Chief. The Command Master Chief pledges his full support of any
reasonable plan you and the Chiefs develop as long as each department maintains no less than a
supervisor, collateral duty inspector (supervisor can dual hat as CDI), and three workers. Your
plan must have PT for everyone.
ASSIGNMENT- Post your answer on the discussion board:
1. Identify the problem.
2. Write a problem statement.
3. Explain why you believe the problem you identified is the root cause and not a symptom.
Assignment 3: Project Proposal – Execution, Control, and Closure
Due Week 10 and worth 150 points
Note: This is the third of three assignments which, as a whole, will cover all aspects of the project life cycle relevant to your selected project. THIS ASSIGNMENT IS BASED .
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docx
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
... all men are created equal ... they are endowed by their Cre.docx
"... all men are created equal ... they are endowed by their Creator with certain unalienable Rights, ... among these are Life, Liberty, and the pursuit of Happiness." – Preamble to the Declaration of Independence (National Archives, 2020)
Imagine that you are Thomas Jefferson during the eventful days of 1776 (the year the Declaration of Independence was signed), when protest and revolt energized the air.
If Thomas Jefferson looked into the future, he might not have realized just how important and revered the Declaration of Independence would become. The Declaration is studied and admired all over the world, and its importance continues to grow.
Read more about the Declaration and its importance in this article
.
For your Discussion Board post complete the following:
Explain why you think the Declaration has become the revered document that it is.
Discuss whether you think the Declaration of Independence is relevant in your life today and why
.
-Extended definition of AI and contextual overview.-Detailed d.docx
-Extended definition of AI and contextual overview.
-Detailed discussion of two or three uses of AI – what it can do and reasons why it is likely to be beneficial.
-Analysis of any problems arising from these uses of AI.
Harvard references style
.
1 CDU APA 6th Referencing Style Guide (Febru.docx
This document provides guidelines for referencing and citing sources using the APA (American Psychological Association) style. It includes information on formatting reference lists, citing sources in text, and examples of how to reference different source types such as books, journal articles, web pages, and more. Key elements such as author names, publication dates, titles, and publisher information are outlined.
1 How to Overcome Public Perception Issues on Potable R.docx
1
How to Overcome Public Perception Issues on Potable Reuse Projects
Michael R. Markus, P.E., Orange County Water District, Fountain Valley, CA
Eleanor Torres, Orange County Water District, Fountain Valley, CA
Abstract
The purpose of this paper is to provide an overview of how the Orange County Water District
(the District; OCWD) was able to insulate itself from public opposition to its potable reuse
project, the Groundwater Replenishment System (GWRS).
To understand what challenges the District would be facing it is important to first understand
what was happening with other projects that were being developed at the same time in
Southern California. Second, it is important to understand the process by which the outreach
program was developed and how it was executed. That program was ongoing and changed
with the project to help anticipate and react to various issues that developed. Finally, it will be
shown how important it is to continue the outreach efforts and outline the various steps the
District has taken to educate people on the benefits of reuse.
Introduction
The Orange County Water District manages a very large groundwater basin (basin) in central
and north Orange County in the state of California, U.S.A. It was created by the State
Legislature in 1933 for that purpose and is governed by a 10-member Board of Directors that
sets policy, establishes the amount of pumping out of the basin and sets tariffs. The District
currently has set the amount of groundwater that can be pumped out of the basin at 77% of the
total water demands for its 19 retail agencies which serve 2.5 million people. The remaining
23% of its water supply is dependent on water that is imported into the region.
The Southern California region has a semi-arid climate, which receives approximately 355 mm
of rainfall per year. Most of its water is imported from two primary outside sources, the
Colorado River and the Sacramento-San Joaquin Delta (the Delta) in Northern California. The
Metropolitan Water District of Southern California (MWD) built a 320 km aqueduct in the
1930’s bringing water from the Colorado River into Southern California and then participated in
the building of a 640 km aqueduct in the 1960’s from Northern California to bring water from
the Delta to Southern California. These supplies are enough to meet the water demands in
most years, but they are variable and the amount of water through these systems is dependent
on hydrology and certainly in the future, climate change.
Groundwater basins provide an important source of supplemental supply to the imported water
provided by MWD. A sustainably managed basin can provide a reliable source of low-cost
water, with groundwater costing half as much as imported water. The Orange County Water
District relies on rainfall, stormwater capture, Santa Ana River flows, untreated imported water
and recycled water for refilling its basin. This amount of water.
. Thoroughly complete each part of the prewriting process.. .docx
. Thoroughly complete each part of the prewriting process.
. Create a strong thesis statement.
. Analyze quotations and supporting evidence.
Remember that the purpose of researched information is to prove your own point--not to make that point for
Include strong supporting evidence, if required.
Once you've done some research, you'll probablAll essays must have a main ide
) Is my name clearly on the assignment EXACTLY the way it is documented in StraighterLine’s system? (E.g., if your middle initial is in the system, is it on your paper?)
2.) If applicable, have I used one of the required topics for the paper?
3.) Am I uploading the correct assignment?
4.) Have I met the minimum word requirement?
5.) Have I submitted
my own work
? Plagiarized essays WILL BE FLAGGED and you will need to resubmit a revised version.
6.) Have I used both in-text
and
bibliographic citations as appropriate?
7.) Have I saved my paper in a format Turn It In can open?
8.) Have I removed any previous comments I got from tutors?
DRAF1): Descriptive Paragraph (Optional)
7(2)
FINAL: Descriptive Paragraph (Required)
d
(3)Annotated Bibliograph
y (Required
, 8(4)
DRAFT: Compare/Contrast
(Optional)
(5)
FINAL: Compare/Contrast (Required
(6)
DRAFT: Personal Narrative (Optional)
(7)
FINAL: Personal Narrative (Required)
0
D(8)RAFT: Persuasive (Optional
0(9)
FINAL: Persuasive (Required)
12/13/18, 1:051
0
5
(Required)
1
REQUIRED DRAFT: Researc
0
1(12)4
FINAL: Research (Required)
(12)
d)
1
Descriptive Paragraph (Optional)
Descriptive Paragraph
(
(1)
Annotated Bibliography
(
: (3)Compare/Contrast (Optional)
L: C ompare/Contrast (Required)
,
T: Personal Narrative (Optional
L: Personal Narrative
Persuas
:
Persuasive (Required)
T: Argumentative (Optional)
,
L: Argumentative (Required
0
11
REQUIRED DRAFT: Research
: Research (Required)
.
. Research Paper Give a behaviorists response to the charge t.docx
. Research Paper
Give a behaviorist's response to the charge that:
a. Behavior therapists ignore the past.
b. Behavior therapy is coercive.
c. Rewarding behavior causes children to refuse to do anything unless a reward follows.
d. If one child is reinforced, another child might increase his negative behavior to get a reward.
Address each one of these charges separately, and give research evidence to support your statements and arguments. the doc must have 5 minimum page length.
.
-QuestionsDiscuss how Adam vision was formedHow did he deve.docx
-Questions:
Discuss how Adam vision was formed
How did he develop compassion for the outsider and marginalized?
Is compassion inborn or learned?
How does humor fit into health care delivery?
Why aren’t there more people like Adams?
Explain how Sr Adams fits into either an opt group or in group
Format:
3-5 pages
times new roman 12
1 inch margins
double spaced
.
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- 1. (1)Influence of Informal Groups Informal groups exist in almost every kind of organization. Answer the following questions and provide examples to support your position: · What types of informal groups do you belong to in your workplace? · How do norms of the informal groups to which you belong influence your behavior and that of other group members? (2) Positive Interdependence and Knowledge Sharing Select a contemporary article that you perceive as demonstrating positive interdependence and knowledge sharing. Using the course textbook, the article, and at least one other scholarly source, explain how the article proves or refutes the interrelational processes involved. Required Resources Text
- 2. Read the following chapters in Group behavior in organizations : · Chapter 3: Interpersonal Relations, Communication and Group Effectiveness · Chapter 4: Diversity Recommended Resources Multimedia Calderon, A. (Producer), & Riggen, P. (Director). (2015). The 33 (Links to an external site.) [Motion picture]. Chile: Warner Bros. Retrieved from http://www.imdb.com/title/tt2006295/ · This film supports the Destructive Communication assignment this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Forbes (2015, January 9). How Admiral Michelle Howard is innovating within the Navy (Links to an external site.) [Video file]. Retrieved from https://youtu.be/rpLI88LExTg · This video supports the Positive Interdependence and Knowledge Sharing discussion this week. Accessibility Statement (Links to an external site.)
- 3. Privacy Policy (Links to an external site.) McChrystal, S. (2011). Listen, learn...Then lead (Links to an external site.) [Video file]. Retrieved from https://www.ted.com/talks/stanley_mcchrystal · This video supports the Influence of Informal Groups discussion this week. This video has closed captioning and a transcript that can be accessed here: https://www.ted.com/talks/stanley_mcchrystal/transcript (Links to an external site.) Accessibility Statement does not exist. Privacy Policy