English Answer ONE of the following questions from each genre..docx
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English Answer ONE of the following questions from each genre. Copy and paste the question you are answering to your document so I will know which one your are answering; then, answer the question. Each answer is worth 25 points (4 x 25 = 100) Answers must be a fully developed paragraph. DO NOT USE ANY SOURCES FOR YOUR ANSWERS. Answers are to be your thoughts and not what you have taken from the internet. Novella – Of Mice and Men - Answer ONE of the following questions about this novella. Of Mice and Men is an allegory. Each character possesses a specific trait that represents something or some group in society that is also linked to reasons they feel loneliness. Compare and contrast at least three of the characters’ traits and/or societal representations during this era to how society views these traits today. Are they the same, different, or no change? Why or why not? The character names that Steinbeck uses in Of Mice and Men are symbolic. Discuss the symbolism in at least three of the characters’ names. Use evidence from the text to support your claim of this symbolism. You do not have to use a direct quote. Just reference and paraphrase. _____________________________________________________________ Drama – Answer ONE of the following questions about this novella. Oedipus Think about the characters Oedipus, Jocasta, their children, or the people of Thebes, in this drama. Which character do you feel is the biggest victim in this drama? Why? Use details from the text to support your theory. Trifles A foil is a character whose main purpose is to offer a contrast to another character. The foil's differences highlight the key qualities of the main character.In what ways can Mrs. Peters be said to be a foil to Mrs. Hale? Poetry – Choose any poem from your list of readings this term to answer the following question. The theme of a reading passage and the author’s purpose for writing the passage are two different things. The theme of the passage is the message that the author wants the reader to take from the passage. The author’s purpose is the reason the author wrote the passage – to entertain, to inform, to persuade, to show historical significance, etc. Choose your poem of choice and tell me the theme of the poem and the author’s purpose for writing this poem. Short Story – Choose ONE of the following to answer your discussion question - “The Most Dangerous Game”, “A Good Man’s Hard to Find”, or the “A & P”. Point-of-View helps shape the message that the author wants to reveal about the writing. Using one of the above stories, explain how the point-of-view shapes the plot, and how the message of the theme would be changed if told through the perspective of one of the other characters in the story. ...
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10 ramilap2
This document provides an overview of the learning objectives and activities for a unit on short stories. The unit will focus on analyzing elements of literature like plot, setting, characterization and point of view through several short stories. Students will complete close readings of stories, activities exploring themes and characters, and a final project analyzing a myth or creating an original myth. The document lists learning standards, objectives, vocabulary words, story resources, and assessment requirements for the unit.
Elit 48 c trifles essay instructions
This document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It lists 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage and the moral dilemma faced by the female characters. The document instructs students on the requirements of the assignment, including length, formatting, and research expectations. It also outlines learning outcomes and skills needed to complete the assignment successfully, such as outlining, integrating quotations, and avoiding plagiarism.
Elit 48 c trifles essay instructions
This document provides a prompt and topics for a response essay on Susan Glaspell's play Trifles. Students can choose from 10 essay topics focusing on various elements of the play, such as the symbolism of the birdcage, the gendered spaces, or the moral dilemma faced by the female characters. The prompt gives objectives for the assignment, including developing critical thinking and rhetorical analysis skills. It provides formatting guidelines and expectations, such as incorporating textual evidence and writing in a clear, organized manner. Students are expected to demonstrate skills in summarizing, outlining, integrating quotations, and avoiding plagiarism.
Elit 48 c trifles essay instructions
The document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It includes 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage, the gendered spaces, and the moral dilemma faced by the female characters. The document outlines objectives, prompts, submission requirements, and tips for writing a successful essay, such as including a clear thesis, textual evidence, and avoiding vague language. Students are instructed to write a 500-750 word MLA-formatted essay responding to one of the prompts.
Short Story Critical Paper Assignment Page count 3-4.docx
Short Story Critical Paper Assignment
Page count
: 3-4 pages
Format:
MLA, double-spaced, 12-point font
Required sources
: The short stories we’ve read to date
Now that we have nearly completed the short fiction unit of this course, it’s time to get to work on your critical papers.
The goal of a “lens analysis” essay or critical paper is
not
to simply compare and contrast two or three works of literature, but to put them in conversation with one another. We aren’t necessarily interested in how two or three particular stories contrast (because
every
story is different in a myriad of ways). We’re interested in looking at the ways the stories and their writers illuminate one another, how elements of craft and author intention are evident across multiple works of literature, and we’re interested in seeing how these elements of craft work to create different effects and create meaning in many works of literature.
Start your paper by formulating a two or three-sentence thesis statement or
argument
. You must then pull no less than
two quotes
from each story or text, passages of the story that serve as evidence to your thesis/argument.
You may choose one of the following essay topics (or another idea altogether) to address in your paper:
Character:
Choose protagonists (main characters) from two or three of the stories we’ve read. What does the protagonist most want? Make an argument. Who or what is in his/her way (antagonist)? Why is this a source of conflict or tension for him/her? What is the crisis? How does the climax or ending give you more insight into the meaning of the character’s desires and the overall theme(s) of the story? How do those desires change throughout the story?
Detail & Description and Imagery:
What sensory details make the world of the characters in these stories come alive? How is description working to affect meaning? What does the imagery add to the sensory in terms of emotional associations it brings to the text? Does the image recur (i.e. “the things they carried”)? If so, how does this repetition work to create meaning or enhance theme? Do you notice any
objective correlatives, metaphors
or examples of
personification
that enhance or affect meaning? Pick two different passages in each story you choose, and discuss how the writer’s choice of details and imagery helps characterize a place or a person, suggesting something that goes unstated (subtext) in the themes.
Subtext:
What goes unsaid in the dialogue and how does the writer give us hints to this subtext? Choose
at least
two passages of description of action or dialogue from two different stories and “read between the lines.” How are character gestures, imagery and/or metaphor working to help you “read between the lines” or uncover the subtext and Hemingway’s
Iceberg Theory.
What do you think is the purpose of subtext? What effect does subtext have on the reader?
Point of View and Voice:
How does the author’s use of sty.
Essay 1 ewrt 2
This document provides guidance for writing a character analysis essay about a character from A Game of Thrones. Students must choose a character and analyze traits like their social, behavioral, physical, and emotional characteristics as presented through their actions, words, thoughts and interactions. The document provides 5 potential topics for analysis and discusses considering a character's motivations, how they deal with conflict, changes over the course of the story, their morality and what they learn. It also provides formatting requirements and submission deadlines for a 3-5 page essay with at least one citation from A Game of Thrones.
Early 20th Century OR.docx
This document provides discussion questions about the play "Trifles" by Susan Glaspell and poems by Gwendolyn Brooks. It asks the reader to analyze how the play's title relates to dramatic irony and how the setting contributes to understanding the main character. The reader must also identify two symbols in the play and explain how symbolism relates to themes. Alternatively, the reader can analyze how Brooks uses imagery to reveal themes in three of her poems. The response must be at least two paragraphs with evidence from the text and respond substantively to two classmates' posts addressing different topics while avoiding critiques of writing.
Assignment RequirementsShakespeare’ HamletRequirements· M.docx
Assignment Requirements
Shakespeare’ Hamlet
Requirements:
· Must be a three-point enumeration paper
· Must be in MLA format
· Must be third-person pronouns (no second-person “you” or any of its forms. Do not use first-person pronouns, for example I, we, us, etc.) If you do not know your pronouns, look them up.
· Must be free of grammar and spelling mistakes. Pay attention to your spell and grammar check.
· Must have a central, controlling idea (argumentative thesis) and three main points that you will elaborate upon in the essay.
· Must be fully developed ideas
· Must use quotes from the play to support your points.
· Must have at least two outside sources to support your position/points, in addition to the quotes from the text itself.
· You may follow the example that I posted for the short story. It is a three-point enumeration also.
Hamlet Essay Topics
Below are possible essay topics that you might find helpful. You do not have to use these, but they may help you if you are struggling with finding a topic. Please remember that this is a three-point enumeration essay, and you need two outside, scholarly sources to support your argument, along with quotes from the text.
Topics:
I have posed the following topics in the form of a question because your response to the question will be the thesis statement. You would then find three points in the play that support your argument and develop those within the body of the essay.
· Does Hamlet’s inability to act and tendency toward melancholy reflect a tragic flaw that leads to his demise?
· How does Horatio’s steadfastness and loyalty contrast with Hamlet’s variability and excitability, although they both love learning, reason, and thought? Does this help define Hamlet’s personality for good or bad?
· How does Claudius’ lack of morals and ruthless ambition contrast against Hamlet’s always searching for the moral high ground before ever reacting to a situation? Would Hamlet’s moral character help make him a better king?
· Throughout the play, Hamlet claims to be feigning madness, but his portrayals of a madman is so intense and so convincing that many readers believe that Hamlet actually slips into insanity at certain moments in the play. Do you think this is true, or is Hamlet merely play-acting insanity?
· Think about Hamlet’s relationship with Ophelia. Is he justified in his ill treatment of her? Does he love her? Does he stop loving her? Did he ever love her? What evidence can you find in the play to support your opinion?
· How does Hamlet’s friendship with Rosencrantz and Guildenstern compare to his friendship with Horatio
· Analyze the use of descriptions and images in Hamlet. How does Shakespeare use descriptive language to enhance the visual possibilities of a stage production? How does he use imagery to create a mood of tension, suspense, fear, and despair?
· Analyze the use of comedy in Hamlet, paying particular attention to the gravediggers, Osric, and Polonius. Does c ...
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10 ramilap2
This document provides an overview of the learning objectives and activities for a unit on short stories. The unit will focus on analyzing elements of literature like plot, setting, characterization and point of view through several short stories. Students will complete close readings of stories, activities exploring themes and characters, and a final project analyzing a myth or creating an original myth. The document lists learning standards, objectives, vocabulary words, story resources, and assessment requirements for the unit.
Elit 48 c trifles essay instructions
This document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It lists 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage and the moral dilemma faced by the female characters. The document instructs students on the requirements of the assignment, including length, formatting, and research expectations. It also outlines learning outcomes and skills needed to complete the assignment successfully, such as outlining, integrating quotations, and avoiding plagiarism.
Elit 48 c trifles essay instructions
This document provides a prompt and topics for a response essay on Susan Glaspell's play Trifles. Students can choose from 10 essay topics focusing on various elements of the play, such as the symbolism of the birdcage, the gendered spaces, or the moral dilemma faced by the female characters. The prompt gives objectives for the assignment, including developing critical thinking and rhetorical analysis skills. It provides formatting guidelines and expectations, such as incorporating textual evidence and writing in a clear, organized manner. Students are expected to demonstrate skills in summarizing, outlining, integrating quotations, and avoiding plagiarism.
Elit 48 c trifles essay instructions
The document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It includes 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage, the gendered spaces, and the moral dilemma faced by the female characters. The document outlines objectives, prompts, submission requirements, and tips for writing a successful essay, such as including a clear thesis, textual evidence, and avoiding vague language. Students are instructed to write a 500-750 word MLA-formatted essay responding to one of the prompts.
Short Story Critical Paper Assignment Page count 3-4.docx
Short Story Critical Paper Assignment
Page count
: 3-4 pages
Format:
MLA, double-spaced, 12-point font
Required sources
: The short stories we’ve read to date
Now that we have nearly completed the short fiction unit of this course, it’s time to get to work on your critical papers.
The goal of a “lens analysis” essay or critical paper is
not
to simply compare and contrast two or three works of literature, but to put them in conversation with one another. We aren’t necessarily interested in how two or three particular stories contrast (because
every
story is different in a myriad of ways). We’re interested in looking at the ways the stories and their writers illuminate one another, how elements of craft and author intention are evident across multiple works of literature, and we’re interested in seeing how these elements of craft work to create different effects and create meaning in many works of literature.
Start your paper by formulating a two or three-sentence thesis statement or
argument
. You must then pull no less than
two quotes
from each story or text, passages of the story that serve as evidence to your thesis/argument.
You may choose one of the following essay topics (or another idea altogether) to address in your paper:
Character:
Choose protagonists (main characters) from two or three of the stories we’ve read. What does the protagonist most want? Make an argument. Who or what is in his/her way (antagonist)? Why is this a source of conflict or tension for him/her? What is the crisis? How does the climax or ending give you more insight into the meaning of the character’s desires and the overall theme(s) of the story? How do those desires change throughout the story?
Detail & Description and Imagery:
What sensory details make the world of the characters in these stories come alive? How is description working to affect meaning? What does the imagery add to the sensory in terms of emotional associations it brings to the text? Does the image recur (i.e. “the things they carried”)? If so, how does this repetition work to create meaning or enhance theme? Do you notice any
objective correlatives, metaphors
or examples of
personification
that enhance or affect meaning? Pick two different passages in each story you choose, and discuss how the writer’s choice of details and imagery helps characterize a place or a person, suggesting something that goes unstated (subtext) in the themes.
Subtext:
What goes unsaid in the dialogue and how does the writer give us hints to this subtext? Choose
at least
two passages of description of action or dialogue from two different stories and “read between the lines.” How are character gestures, imagery and/or metaphor working to help you “read between the lines” or uncover the subtext and Hemingway’s
Iceberg Theory.
What do you think is the purpose of subtext? What effect does subtext have on the reader?
Point of View and Voice:
How does the author’s use of sty.
Essay 1 ewrt 2
This document provides guidance for writing a character analysis essay about a character from A Game of Thrones. Students must choose a character and analyze traits like their social, behavioral, physical, and emotional characteristics as presented through their actions, words, thoughts and interactions. The document provides 5 potential topics for analysis and discusses considering a character's motivations, how they deal with conflict, changes over the course of the story, their morality and what they learn. It also provides formatting requirements and submission deadlines for a 3-5 page essay with at least one citation from A Game of Thrones.
Early 20th Century OR.docx
This document provides discussion questions about the play "Trifles" by Susan Glaspell and poems by Gwendolyn Brooks. It asks the reader to analyze how the play's title relates to dramatic irony and how the setting contributes to understanding the main character. The reader must also identify two symbols in the play and explain how symbolism relates to themes. Alternatively, the reader can analyze how Brooks uses imagery to reveal themes in three of her poems. The response must be at least two paragraphs with evidence from the text and respond substantively to two classmates' posts addressing different topics while avoiding critiques of writing.
Assignment RequirementsShakespeare’ HamletRequirements· M.docx
Assignment Requirements
Shakespeare’ Hamlet
Requirements:
· Must be a three-point enumeration paper
· Must be in MLA format
· Must be third-person pronouns (no second-person “you” or any of its forms. Do not use first-person pronouns, for example I, we, us, etc.) If you do not know your pronouns, look them up.
· Must be free of grammar and spelling mistakes. Pay attention to your spell and grammar check.
· Must have a central, controlling idea (argumentative thesis) and three main points that you will elaborate upon in the essay.
· Must be fully developed ideas
· Must use quotes from the play to support your points.
· Must have at least two outside sources to support your position/points, in addition to the quotes from the text itself.
· You may follow the example that I posted for the short story. It is a three-point enumeration also.
Hamlet Essay Topics
Below are possible essay topics that you might find helpful. You do not have to use these, but they may help you if you are struggling with finding a topic. Please remember that this is a three-point enumeration essay, and you need two outside, scholarly sources to support your argument, along with quotes from the text.
Topics:
I have posed the following topics in the form of a question because your response to the question will be the thesis statement. You would then find three points in the play that support your argument and develop those within the body of the essay.
· Does Hamlet’s inability to act and tendency toward melancholy reflect a tragic flaw that leads to his demise?
· How does Horatio’s steadfastness and loyalty contrast with Hamlet’s variability and excitability, although they both love learning, reason, and thought? Does this help define Hamlet’s personality for good or bad?
· How does Claudius’ lack of morals and ruthless ambition contrast against Hamlet’s always searching for the moral high ground before ever reacting to a situation? Would Hamlet’s moral character help make him a better king?
· Throughout the play, Hamlet claims to be feigning madness, but his portrayals of a madman is so intense and so convincing that many readers believe that Hamlet actually slips into insanity at certain moments in the play. Do you think this is true, or is Hamlet merely play-acting insanity?
· Think about Hamlet’s relationship with Ophelia. Is he justified in his ill treatment of her? Does he love her? Does he stop loving her? Did he ever love her? What evidence can you find in the play to support your opinion?
· How does Hamlet’s friendship with Rosencrantz and Guildenstern compare to his friendship with Horatio
· Analyze the use of descriptions and images in Hamlet. How does Shakespeare use descriptive language to enhance the visual possibilities of a stage production? How does he use imagery to create a mood of tension, suspense, fear, and despair?
· Analyze the use of comedy in Hamlet, paying particular attention to the gravediggers, Osric, and Polonius. Does c ...
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This document provides guidance for writing a 3-5 page character analysis essay about a character from A Game of Thrones. Students must choose one of five essay topics to analyze a character's traits, motivations, changes over time, cultural reflections, experiences with conflict, or status as a tragic hero. The essay should use specific examples and quotations from the text to support the analysis. A works cited page citing both the primary text and a secondary source is required.
Writing Assignment One – Please send as a word attachment with an .docx
Writing Assignment One – Please send as a word attachment with an email.
Select a secondary or even tertiary character from one of the plays we have read and in 3 to 4 pages of clear prose develop an interesting and persuasive argument for how that character comments on, detracts from, or enhances Shakespeare’s larger thematic concerns. Keep this simple: you are being asked to identify a minor character and get me to see something interesting about the play through your close examination and reading of that character.
Develop a clear thesis (one sentence) that you can argue and prove with support from the text. Here are some questions to guide you to “finding” that thesis: What lines is that character assigned? How is he or she introduced to an audience? In what ways does Shakespeare use the character dramaturgically (comic relief, informative, contrast, etc.)? Is the character’s name significant? How does the character “leave” the play? In short, focus on that character and then read him or her in the context of what we discussed in class.
You will be assessed on
1) Your ingenuity and creativity in identifying a character
2) The clarity and persuasiveness of your thesis
3) Your organization and use of evidence (do you gather evidence from the text that you present in an orderly way to “prove” the thesis)
4) The overall quality of your writing
Double-spaced. 12 (or thereabouts font). MLA style. 1 inch margins at the bottom, top and sides.
.
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April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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Writing Assignment One – Please send as a word attachment with an .docx
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April 19, 2018 Course #Title MATU-203 – Introduction.docx
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docx
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Approaches, Issues, Applications edited by Steffen.docx
Approaches,
Issues,
Applications
edited by Steffen P. Walz and Sebastian Deterding
© 2014 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (includ-
ing photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information,
please email [email protected]
This book was set in Gentium Book Basic 10/14pt by Toppan Best-set Premedia Limited, Hong Kong. Printed and bound
in the United States of America.
Library of Congress Cataloging-in-Publication Data
The gameful world: approaches, issues, applications/ edited by Steffen P. Walz & Sebastian Deterding.
pages cm
Includes bibliographical references and index.
ISBN 978-0-262-02800-4 (hardcover: alk. paper) 1. Games-Social aspects. 2. Play- Social aspects. 3. Creative ability-
Social aspects. 4. Social psychology. I. Walz, Steffen P ., 1973- editor of compilation. II. Deterding, Sebastian, 1978-
editor of compilation.
GV1201.38.G36 2014
306.4'87- dc23
2014013731
10 9 8 7 6 5 4 3 2 1
POSITION STATEMENT
LOSING IS FUN
McKenzie Wark
If "Never work!" was the apex of critical strategy in
the twentieth century, perhaps "Never play!" could
be the same point of extreme negation for the twenty-
first. It is of course almost impossible to never work,
but it at least defines an ambition: to abolish wage
labor and the commodity form.
It was and remains a surprisingly popular ambi-
tion. The cycle of struggles in the overdeveloped
world in the late twentieth century took it as their
lodestar, whether unwittingly or not. The whole
counterstrategy of making work seem like some-
thing else, like play even, stems from the boredom
that both wage labor and the commodity form
generated.
This boredom is spreading even to what was once
called the underdeveloped world. By their tens of
millions, peasants left the land, in China and else-
where, and in some cases ended up in the factories
that make the world's commodities. But it's getting
harder to keep them there. The riots and suicides at
Foxconn are just the tip of the iceberg. Nobody much
likes to do this sort of work if there's any option.
In the overdeveloped world, work is only one of
the ways of creating a value chain and extracting a
profit. The more advanced form of spectacular
economy extracts value from play. This is why the
critical slogan of the times might need to be "Never
play!" Where play was some kind of alternative for
so many late-twentieth-century avant-gardes, from
the Situationists to the Fluxus movement to the New
Games movement, the overdeveloped world in the
twenty-first century is all about recuperating those
energies, those desires, those appetites, for the com-
modity form.
There are several versions of the recupe.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docx
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docx
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docx
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docx
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docx
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docx
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docx
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docx
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docx
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docx
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docx
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docx
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docx
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docx
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docx
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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