MLA Documentation Style ExerciseDirections Prepare a Works .docx
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MLA Documentation Style Exercise Directions: Prepare a Works Cited page entry for each of the following sources by using the MLA Documentation Style. 1) Author: Barry Allen Title of the Book: Shakespeare, Shelley and the Romantic Reaction Publisher: Granada Press Publication Date: 1958 Place of Publication: New York 2) Author: Sidney Mellerman, John Scarcini, Leslie Karlin Title of the Book: Human Development: An Introduction to Cognitive Growth Publisher: Harper Publication Date: 1981 Place of Publication: New York 3) Author: Robert Spiller, Harlan Minton, Michael Upta, Gretchen Kielstra Title of the Book: Literary History of the United States Publisher: Macmillan Publication Date: 1960 Place of Publication: New York 4) Editor: Joyce A. Kinkead, Jeanette Harris Title of the Book: Writing Centers in Context: Twelve Case Studies Publisher: NCTE Publication Date: 1993 Place of Publication: Urbana 5) Author: Felix Frankfurter Title of the Book: The Diaries of Felix Frankfurter Editor: Thomas Sayres Publisher: Norton Publication Date: 1975 Place of Publication: Boston 6) Author: Henry Benatar Editor: Martin James Title of the Book: Current Criticism of Shakespeare Title of the Article: The Profound Lessons of Lear Page Number: 105-119 Publisher: Harvard University Press Publication Date: 1979 Place of Publication: Boston 7) Author: Paul Nolan Title of the Journal: Shakespeare Quarterly Title of the Article: The Nature of Elizabethan Drama Volume Number: 14 Issue Number: 3-4 Page Number: 29-45 Publication Date: 1986 8) Author: Logan Pearsall Smith Name of the Newspaper: New York Times Title of the Article: On Reading Shakespeare Page Number: C23 Publication Date: 2/20/1989 Further details: National edition 9) Author: Steven Wright Name of the Newspaper: The Chronicle Title of the Article: Curriculum 2000 Draws Criticism Publication Date: 1/25/2001 Access Date: 11/7/2001 URL: http://www.chronicle.duke.edu/story.php?article_id=21459 10) Author: Debra Lillio Title of the Magazine: Health Digest Title of the Article: New Cures for Migration Headaches Page Number: 14-15 Publication Date: October 1995 11) Author: Malcom Folgeroy Site Name: Shakespeare’s Critics Page Organization or institution name: Univ. of Oxford Literature Site Access date: 1/22/2000 URL: < http://www.oxon.uk.co/oxlit/folgeroy/critics.html > 12) Title of the Book: Folger’s Encyclopedia of Shakespeare Title of the Article: Elizabethan English Edition: 1985 13) Author: Jeffrey Fagan Title of the Article: Gangs and Drugs Source: Encyclopedia of Drugs, Alcohol and Addictive Behavior Editor: Rosalyn Carson DeWitt Publisher: Macmillan Publication Date: 2001 Place of Publication: New York Number of volumes: 4 14) Author: Mario Materassi Title of the Journal: American Quarterly Title of the Article: The Forest and the Trees: Some Notes on the Study of Multiculturalism in Italy Volume Number: 48 Is.
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Turabian documentation format uses Footnotes or Endnotes and a Bibliography.
Footnotes: In the text, the note reference follows the passage to which it refers and is
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arranged numerically at the foot (Footnotes) of the page. Notes include complete
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See the following examples for more information. Note the difference in form and
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Type of
entry Footnote Entry Form Bibliography Form
Book, one
author
Daniel A. Weiss, Oedipus in Not-
tingham: D.H. Lawrence (Seattle:
Univer- sity of Washington Press,
1962), 62.
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Press, 1962.
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Press, 1959), 27
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authors / Book
in a series
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sity Invitation Lecture Series
(Toronto: University of Toronto
Press, 1964), 109.
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There is certainly a great deal of confusion regarding the appropriate formatting of footnotes and bibliographies. Chicago, Turabian, APA, MLA - which style guide ought you to use? APUS requires what they call Chicago/Turabian style guides. The two style guides are similar but not the same. I have opted to use the Turabian style guide in all my classes at APUS and to assist you with this, I have created what I call the Turabian Cheat Sheet 2.0 - it is called 2.0 since it is actually my second attempt at such an undertaking!
The information provided here is taken from the 7th Edition of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), and while I make no claim to being comprehensive (you can buy Turabian at any bookstore), what I have included here seem to me to be the most common sort of formatting issues you will encounter in your writing.
One of the few things I learned in my Historical Methods class in graduate school (I say "few" because that course actually taught me very little) is that when it comes to footnotes and bibliographies - be consistent. The object of a footnote is to direct your reader to the exact location of a passage, idea, or piece of data you have obtained from another source in the most direct manner possible. Turabian suggests that writers cite sources for four reasons: (1) to give credit, (2) to assure readers about the accuracy of your facts, (3) to show readers the research tradition that informs your work - we could almost call this historiography, and (4) to help readers follow or extend your research (133-34). Which brings up the question, when do we use citations? Again, here's what Turabian has to say: when you quote exact words from a source, when you paraphrase ideas associated with a specific source, or when you use any idea, data, or method attributable to any source you may have consulted (134).
The examples used here are what Turabian calls "notes-bibliography style" or simply "bibliography style," which is the most common form in the humanities. You must keep a sharp eye to the elements of each notation/entry as well as spacing, and punctuation. Sample footnotes and bibliography appear at the end.
N = footnote B = bibliography
Book: Single Author
N
1 Morris Dickstein, Dancing in the Dark: A Cultural History of the Great Depression (New York: W. W. Norton & Company, 2009), 38.
B
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Book: Single Editor
N
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B
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This document provides guidelines for citing sources using the American Sociological Association (ASA) Style Guide. It outlines formats for citing different types of sources like books, journal articles, magazines, newspapers, websites, and reports in both in-text citations and reference lists. General guidelines include using parenthetical references in the text that include the author's last name and year of publication, and sometimes page numbers. The reference list includes more detailed publication information for each cited source arranged alphabetically by author's last name.
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This document provides guidelines for formatting a Works Cited page according to the 7th edition of the MLA Handbook. It lists different source types and the proper citation format for each, including books, articles, websites, and other media. Specific formatting rules are outlined, such as arranging citations alphabetically, indenting second lines, double spacing, and punctuation. Websites for generating citations are also provided.
Question ◦ Were the experiences of.docx
Question:
◦ Were
the
experiences
of
male
and
female
slaves
similar
or
different
in
the
nineteenth-‐century
South?
Reading:
1)
Narrative
of
the
Life
of
Frederick
Douglass
2)
Deborah
Gray
White,
Arn’t
I
a
Woman
3)
Any
pertinent
documents
from
textbook
and
document
collection
Requirements:
1) Papers
must
be
at
least
1,000
words
long
2) Footnotes
are
required
3) Bibliography
is
required
4) Please
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pages
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a
title
page
Turabian Style - Sample Footnotes and
Bibliographic Entries (6th edition)
Turabian documentation format uses Footnotes or Endnotes and a Bibliography.
Footnotes: In the text, the note reference follows the passage to which it refers and is
marked with an arabic numeral typed slightly above the line (superscript). Notes are
arranged numerically at the foot (Footnotes) of the page. Notes include complete
bibliographic information when cited for the first time.
Bibliography: Lists only sources used in writing the paper. Entries are arranged
alphabetically by author's surname and include complete bibliographic information.
See the following examples for more information. Note the difference in form and
punctuation.
Type of
entry Footnote Entry Form Bibliography Form
Book, one
author
Daniel A. Weiss, Oedipus in Not-
tingham: D.H. Lawrence (Seattle:
Univer- sity of Washington Press,
1962), 62.
Weiss, Daniel A. Oedipus in Nottingham: D.H.
Lawrence. Seattle: University of Washington
Press, 1962.
Book, two
authors
Walter E. Houghton and G. Robert
Strange, Victorian Poetry and Poetics
(Cambridge: Harvard University
Press, 1959), 27
Houghton, Walter E., and G. Robert Strange.
Victorian Poetry and Poetics. Cam- bridge:
Harvard University Press, 1959.
Book, 3+
authors / Book
in a series
Jaroslav Pelikan and others, Reli-
gion and the University, York Univer-
sity Invitation Lecture Series
(Toronto: University of Toronto
Press, 1964), 109.
Pelikan, Jaroslav, M.G. Ross, W.G. Pollard,
M.N. Eisendrath, C. Moeller, and A. Wittenberg.
Religion and the Uni- versity. York University
Invitation Lecture Series. Toronto: University of
Toronto Press, 1964.
Book, no author
given
New Life Options: The Working
Women's Resource Book (New York:
McGraw- Hill, 1976), 42.
New Life Options: The Working Women's Re-
source Book. New York: McGraw-Hill, 1976.
Institution,
association, or
the like, as
"author"
American Library Association, ALA
Handbook of Organization and
1995/1996 Membership Directory
(Chicago: American Library
Association, 1995), MD586.
American Library Association. ALA Handbook
of Organization and 1995/1996 Member- ship
Directory. Chicago: American Library
Association, 1995.
Edito.
Turabian Cheat Sheet 2.0Download and save this document to you.docx
Turabian Cheat Sheet 2.0
Download and save this document to your hard drive - do it now!
There is certainly a great deal of confusion regarding the appropriate formatting of footnotes and bibliographies. Chicago, Turabian, APA, MLA - which style guide ought you to use? APUS requires what they call Chicago/Turabian style guides. The two style guides are similar but not the same. I have opted to use the Turabian style guide in all my classes at APUS and to assist you with this, I have created what I call the Turabian Cheat Sheet 2.0 - it is called 2.0 since it is actually my second attempt at such an undertaking!
The information provided here is taken from the 7th Edition of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), and while I make no claim to being comprehensive (you can buy Turabian at any bookstore), what I have included here seem to me to be the most common sort of formatting issues you will encounter in your writing.
One of the few things I learned in my Historical Methods class in graduate school (I say "few" because that course actually taught me very little) is that when it comes to footnotes and bibliographies - be consistent. The object of a footnote is to direct your reader to the exact location of a passage, idea, or piece of data you have obtained from another source in the most direct manner possible. Turabian suggests that writers cite sources for four reasons: (1) to give credit, (2) to assure readers about the accuracy of your facts, (3) to show readers the research tradition that informs your work - we could almost call this historiography, and (4) to help readers follow or extend your research (133-34). Which brings up the question, when do we use citations? Again, here's what Turabian has to say: when you quote exact words from a source, when you paraphrase ideas associated with a specific source, or when you use any idea, data, or method attributable to any source you may have consulted (134).
The examples used here are what Turabian calls "notes-bibliography style" or simply "bibliography style," which is the most common form in the humanities. You must keep a sharp eye to the elements of each notation/entry as well as spacing, and punctuation. Sample footnotes and bibliography appear at the end.
N = footnote B = bibliography
Book: Single Author
N
1 Morris Dickstein, Dancing in the Dark: A Cultural History of the Great Depression (New York: W. W. Norton & Company, 2009), 38.
B
Dickstein, Morris. Dancing in the Dark: A Cultural History of the Great Depression. New York: W. W. Norton & Company, 2009.
Book: Single Editor
N
1 Michael J. Hogan, ed., Paths to Power: The Historiography of American Foreign Relations to 1941 (New York: Cambridge University Press, 2000), 96-101.
B
Hogan, Michael J., ed. Paths to Power: The Historiography of American Foreign Relations to 1941. New York: Cambridge University Press, 2000.
Book: Two Aut ...
Week 1a
This document provides an overview of MLA formatting and style guidelines for academic papers. It covers the basics of MLA formatting such as setting 1 inch margins, double spacing, and adding a header with the author's last name and page number. In-text citations and Works Cited entries are also explained, including formats for citing books, articles, websites and other sources. Specific guidelines are provided for quoting and citing sources in the text as well as formatting the Works Cited page according to MLA style.
Into the Flames Bibliography
This document is an annotated bibliography for a presentation on book burning. It contains over 50 references to books, articles, and other sources that discuss the history and practice of book burning. The references cover topics like book burnings in Tudor England, Nazi Germany's infamous book burnings in 1933, censorship and banning of books on religious and social grounds, and destruction of libraries and archives during war and conflict. The bibliography was compiled by Robert Nash, a librarian, for a conference presentation on exploring the topic of book burning.
Antique books
This document lists 64 antique books for sale from 1750 to 1963. The books cover a wide range of topics including literature, religion, history, poetry and children's books. The oldest book dates to 1750 and the most recent is from 1963. Many of the books are authored by notable writers such as Nathaniel Hawthorne, Henry Wadsworth Longfellow and Ralph Waldo Emerson. The collection offers a glimpse into the types of books that were popular between the 18th and 20th centuries.
M3 Literature Review
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Style manual assingment (1)
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This document provides a summary of MLA style guidelines for formatting papers and citing sources, including: formatting papers with 1 inch margins, double spacing, and header with author's last name and page number; using parenthetical citations with author's last name and page number or short title; and formatting the Works Cited page alphabetically by author's last name. MLA style regulates formatting, in-text citations, and bibliographies to give credit to sources and allow readers to find them.
Biblio
This document provides a list of works cited used in research and analysis of the novel Wuthering Heights by Emily Brontë and concepts related to narrative theory and analysis. It includes books, journal articles, and other sources published between 1958 and 2012 referencing topics like narratology, structuralism, theories of the novel, character analyses of Wuthering Heights, and feminist interpretations of the text. Many sources discuss concepts like focalization, unreliable narration, and the role of characters like Nelly Dean through a narrative theory lens.
Pickford.CV.2015
This document provides a summary of Dr. Henry W. Pickford's personal and professional details. It outlines his education, including degrees from Yale University and the University of Pittsburgh. It lists his academic employment, including positions at the University of Colorado Boulder and Northwestern University. It also includes details of his publications, translations, grants and awards.
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This document provides guidelines for citing sources in Chicago and Turabian styles. It discusses the basic styles, including notes and bibliography style versus author-date citations and reference lists. It provides examples of citations for various sources like books, articles in periodicals, and more in notes and bibliography style. The examples illustrate how to format footnotes or endnotes and the corresponding bibliography entries.
The grounds of english literature
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Selected Publications, Princeton International
This document provides a summary of titles that have been published or represented by Princeton International Agency for the Arts over the past 15 years. It includes over 70 titles in various subjects such as history, literature, art and ecology that have been published with presses in several countries. The document then lists selected history titles from 2011-2015 as well as earlier translated, edited and authored works covering topics like World War II, memoirs, literary criticism and the environment.
Newspaper as Artifact
This document summarizes a study analyzing newspaper fragments found at Rabbithole Springs. The study identified the paper sources and editions of the fragments. It was found that most fragments were from unknown sources, while others were from calendars, catalogs, and newspapers like the San Francisco Chronicle. The document concludes that the newspapers were likely used for insulation and references several sources that provide historical context on newspapers from that era.
Gwendolyn Brooks Slideshow1
Gwendolyn Brooks was the first African American to win the Pulitzer Prize for poetry. Her works focused on issues of racial injustice, poverty, and the struggles of young black women. Though critically acclaimed, her works are not widely included in American literature course syllabi. Her poems depict a world where few black female characters can escape the constraints of poverty and racism.
MLA McNair ENGL 002
This document provides an overview of MLA style guidelines for formatting papers, citing sources in-text, and creating a Works Cited page. It covers the basic MLA paper format, how to incorporate quotes and paraphrases when citing sources, and examples of common citation formats for different source types like articles, books, and websites. The purpose is to teach writers how to properly attribute ideas and content to outside sources using MLA citation style.
Citations and Bibliographies
The document discusses bibliographies and citations. It explains that a bibliography is a list of all resources used for a report, while a citation provides details about each resource, including the author, title, publisher and copyright date. It provides examples of full citations in the proper format.
Primary and Secondary Source Comparison Assignment Instuctions and.docx
The document provides instructions for an assignment comparing a primary source to a secondary source related to the topic of the primary source. Students are instructed to choose a primary source from a list of options, read a related secondary source, answer questions about the sources, and write a summary comparing what was learned from the two sources. The assignment will be graded based on inclusion of source information, answering the questions, and the summary comparison.
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Turabian Cheat Sheet 2.0Download and save this document to you.docx
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Primary and Secondary Source Comparison Assignment Instuctions and.docx
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Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
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1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
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Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
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Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
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Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
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CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
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Network security focuses on preventing intrusions and handling security events, but there is debate around proactive measures an organization should take. Practical proactive measures could include monitoring for suspicious activity and strengthening access controls. Biblical principles suggest taking reasonable precautions against probable threats, though excessive measures may violate ethics of non-aggression or forgiveness.
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Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
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Motivation and Cognitive FactorsQuestion AAlfred Hit.docx
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
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13
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Motivation in OrganizationsMotivation i.docx
Motivation in Organizations
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Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
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Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
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Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
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The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
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Motivation Components
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Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
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What Motivates You to Work?
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What Motivates People to Work?
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Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
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Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
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Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
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Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
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Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
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Equity Theory
Possible Reactions to Inequity
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Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
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Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
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Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docx
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
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“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
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MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docx
The document outlines the process and procedures for a research project. It discusses obtaining informed consent from participants, analyzing demographic and other collected data through descriptive statistics, and addressing each research question or PICOT question through specific inferential statistics. It also covers ensuring the data meets assumptions for the statistics used and setting an alpha level. Finally, it addresses considering and dealing with any ethical issues regarding methodology, design, data collection, anonymity, confidentiality, informed consent, and conflicts of interest in line with the Belmont Report.
More and more businesses have integrated social media into every asp.docx
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docx
The document provides directions for writing a five paragraph comparison/contrast essay on NASA's past Apollo missions to the Moon and planned future missions to Mars. Students are asked to use MLA style with sources cited and include photos/illustrations to document the similarities and differences between the two missions. NASA.gov is listed as a primary source for quotations and the works cited page, along with other sources from the library databases or Google. A sample outline is provided with an introduction, paragraphs on similarities/differences, and a conclusion.
Monica asked that we meet to see if I could help to reduce the d.docx
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docx
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
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