For this assignment read Crosby, Ecological Imperialism and Brook, Vermeer’s Hat. The topic is described below:
Some historians who are interested in doing more than outlining world history in detail have attempted to organize it around the concept of ‘movement.’ People moved; armies moved; trade goods were moved; ideas were moved. With these remarks in mind, write an account of how, in quite different ways, Crosby and Brook explain the importance of movements for world history
what is the Constitution?
in your own words, what is the Constitution?
What does it say about the rights of people? Be careful because it is not obvious what “Rights” are really in the Constitution and it would be a mistake to use that stuff “everybody knows” because it is technically insufficient and often incorrect.
Rather than taking on the whole landscape, choose 4 “rights” and give specific evidence that it is a right and from where this right emanates. Be sure what you choose truly addresses granting rights to the people specifically and not rights that you think are implied by the wording.
How would you characterize the overall position of perspective of the current United States Supreme Court (USSC)? BTW— highlighted in blue is the only acceptable way to refer to the Court the first time you mention it, and there after “the Court” is proper.
One might say that the Warren Court was more concerned with Due Process and individual rights.
This Court is likely to deal with some tough issues about privacy, and acceptable behavior towards the interrogation of non-citizens.
Contemporary Moral Problems
1. Is Beauchamp more concerned with the morality of individual cases of euthanasia, or are his arguments intended to support a policy on legalization?
2. What is the difference between killing and letting die, according to Beauchamp? What is the “redefinition” he wants to resist? Do you agree with him?
3. Explain the point of Beauchamp’s example of Mr. Policeman & Mr. Mafia. Do you agree with him?
4. What is Beauchamp asserting about the difference between a “valid refusal” and a “valid authorization?”
5. On which points does Beauchamp agree with Bernat, Gert, & Mogielnicki? On which does he disagree? With whom do you agree? Does Beauchamp think that a physician is responsible for the outcome only when they honor a patient’s request, or also when they refuse them? What is his reasoning for this?
6. What does Beauchamp identify as the “wrong” in cases when killing a person is wrong?
7. Under what circumstances does Beauchamp think one can make the strongest case for euthanasia? What example does he use to illustrate this?
8. Why does Beauchamp suggest there is both something right and wrong about “slippery slope” arguments? What example does he offer as at least partially addressing these concerns?
contemporary Moral Problems
1. What is utilitarianism?
2. Do you agree more with classical or contemporary utilitarians on what they consider to be intrinsically good?
3. Does Hooker consider religious beliefs about right and wrong to be relevant from a utilitarian perspective?
4. What is the difference between act- and rule- utilitarianism?
5. In your own words, explain the concepts of active, passive, voluntary, non-voluntary, and involuntary euthanasia as described by Hooker. Do you find any of these definitions unclear?
6. Is Hooker’s utilitarian analysis of euthanasia focused more on policy questions, or more on individual cases? What difference might it make if he were looking at the issue from the other angle?
7. What does Hooker consider to be the potential benefits of legalizing euthanasia?
8. Why do you think Hooker considers the potential harms of involuntary euthanasia separately from the other forms?
9. What does Hooker list as possible harms that could result from legalizing voluntary or non-voluntary euthanasia? Among them, which do you consider most important? Are there others which he has not considered that you think he should?
10. What are Hooker’s suggested measures for minimizing the possible harms of legalizing active, voluntary euthanasia? Do you think they sound like they would be sufficient protections against the possible harms?
11. How do you feel about what Hooker says regarding inevitable abuse?
12. What concern does he raise about the “slippery slope,” and what does he suggest shows it can be addressed? (remember and cross reference this when you read Cohn & Lynn)
Assignment 3: Diverse Workforce
Assignment 3: Diverse Workforce
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millennials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
- Propose a solution that will relieve friction in your company’s age diverse workforce.
- Format your assignment according to the following formatting requirements:
- Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
- Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
- Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
- Use technology and information resources to research issues in human resource management.
- Write clearly and concisely about human resource management using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
| Points: 125 | Assignment 3: Diverse Workforce | ||||
| Criteria | Unacceptable Below 60% F |
Meets Minimum Expectations 60-69% D |
Fair 70-79% C |
Proficient 80-89% B |
Exemplary 90-100% A |
| 1. Propose a solution that will relieve friction in your company’s age diverse workforce. Weight: 75% |
Did not submit or incompletely proposed a solution that will relieve friction in your company’s age diverse workforce. | Insufficiently proposed a solution that will relieve friction in your company’s age diverse workforce. | Partially proposed a solution that will relieve friction in your company’s age diverse workforce. | Satisfactorily proposed a solution that will relieve friction in your company’s age diverse workforce. | Thoroughly proposed a solution that will relieve friction in your company’s age diverse workforce. |
| 2. Clarity, writing mechanics, and formatting requirements Weight: 25% |
More than 8 errors present | 7-8 errors present | 5-6 errors present | 3-4 errors present | 0-2 errors present |
Grant Proposal – Topic, Specific Aims and Bibliography
Grant Proposal – Topic, Specific Aims and Bibliography
For this assignment, you will select a topic for your grant proposal (i.e., Final Project due in Week Six). Then you will write the Specific Aims section and create a preliminary bibliography. You will conduct a search in the Ashford University Library and/or on PubMedCentral (Links to an external site.)Links to an external site. to locate at least 10 scholarly peer-reviewed articles that are relevant and that support your funding request. Create your preliminary annotated bibliography and ensure that your resources are relevant and supportive of the Specific Aims as well as the Background and Significance sections of your grant proposal (the Background and Significance sections will be written in Week Three). See a sample annotated bibliography (Links to an external site.)Links to an external site. from the Ashford Writing Center for assistance.
Compose the Specific Aims section following the Grant Proposal Guidelines (Links to an external site.)Links to an external site.. See the Sample Grant Proposal Template (Links to an external site.)Links to an external site. as an example and use it as a template for your Grant Proposal. The assignment should be one page, excluding the bibliography.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
Assignment 2: Coaching Model-HRM 538
Assignment 2: Coaching Model
Due Week 6 and worth 250 points
For this assignment, consider the organization where you currently work or an organization where you may have worked in the past as a point of reference for evaluating the coaching model and team-based performance.
(Note: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.)
Write a five to seven (5-7) page paper in which you:
1. Classify the selected organization’s approach to coaching as it relates to one (1) of the following: Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching (ATTACHED BELOW). Judge the extent to which the identified coaching model has worked to optimize the organization’s performance management activities.
2. Recommend three (3) practices to improve the selected organization’s current performance from Table 4.3: Best Practices for Manager-Coaches in the textbook (ATTACHED BELOW). Justify each element as it relates to optimizing performance.
3. Construct five (5) best practices that would maximize team-based performance in the selected organization. Specify the primary manner in which each practice aligns with the organization’s overall goals and vision.
4. Use three (3) external sources to support your responses. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Develop a coaching model that optimizes performance management activities.
· Debate the team-based performance management best practices.
· Use technology and information resources to research issues in performance management.
· Write clearly and concisely about performance management using proper writing
mechanics.
Organizational Approaches to Coaching: Four Stages
To set the stage for what is happening in many organizations today, consider a continuum of organizational approaches to coaching that evolves from completely unstructured and ad hoc to relatively strategic and systemic (Peterson & Little, 2008; see also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005).
Stage 1: Ad Hoc Coaching—Driven by Individuals
At first, coaching in most organizations is driven almost exclusively by individuals, typically when a boss, HR professional, or potential coaching client decides he or she would like to find a coach. Although individual participants are likely to obtain significant value from coaching, the lack of coordination across the organization means that it is difficult to evaluate how much coaching is taking place, who is delivering it, who is receiving it, and how much value it is providing to the organization overall. Coaching at this stage is reactive rather than proactive, typically in response to a specific problem (for example, an abrasive manager) or sudden need (for example, on-boarding a key executive in a challenging role). This stage exemplifies the situation depicted by Sherman and Freas (2004) in their article on “The Wild West of Executive Coaching.”
Stage 2: Managed Coaching—Driven by a Champion or Sponsor
Organizations typically enter the second stage when one of two things happens. Either someone questions the value of all the random coaching that is occurring and seeks to rein in costs and prevent inappropriate uses of coaching, or someone decides that coaching is such a powerful tool that its use must be harnessed in a more organized and methodical fashion to gain the full value. The first step in either case is to appoint someone as manager of coaching, whose task is to manage all the external coaches running around the organization, including establishing selection criteria, defining coaching processes, and measuring participant satisfaction. As organizations set up processes to manage their external coaching resources, many at this stage also begin to provide clearer expectations and basic training in coaching skills to their managers. Rarely, however, do organizations at this point establish formal criteria for who receives coaching, nor do they measure the overall organizational benefits of coaching.
Stage 3: Proactive Coaching—Driven by a Business Need
Organizations at the third stage of the continuum typically use coaching in an organized, planful fashion to address a specific business issue or need, such as accelerating high potential development, on-boarding new leaders, driving a change in culture, or facilitating integration following a merger or acquisition. The benefit to the organization as a whole, as well as to individual participants, is now a key factor. Organizations typically define criteria for who delivers coaching, for who receives coaching, and for the coaching process itself. Some organizations at this level set up internal coaching roles or formalize the coaching expectations for their HR and leadership development professionals. Some of the more sophisticated organizations at this stage may define different tiers of coaching, such as providing internal coaches for new hires from outside the organization and providing external coaches for promotions from within, or providing internal coaches for most middle managers and external coaches for most executives (Holstein, 2005; McDermott, Levenson, & Newton, 2007).
Stage 4: Strategic Coaching—Driven by Organizational Talent Strategy
Currently there are very few organizations at the fourth stage of the continuum, where coaching is integrated into the organization’s overall talent management strategy and is used as a key tool in developing high priority or pivotal talent pools (Boudreau & Ramstad, 2007). At this stage, organizations use coaching to maximize the value for individual participants, specific talent pools, and the broader organization by making sure that investments in coaching are clearly aligned with business strategy and organizational needs, and that coaching is the most appropriate and cost-effective method for the purpose. Organizations at the fourth stage are explicit about what is expected of managers as coaches, as well as what coaching needs are served by managers, internal professionals, and external coaches.
TABLE 4: 3
| 1. Coaching relationship | Table 4:3 Best Practices for Manager-Coaches · Take time to explore what is important to the person you are coaching—his or her goals, values, and motivations. · Communicate your desire to help the person develop and ask what kind of coaching he or she would like from you. · Communicate the positive expectation that you believe in the person and his or her ability to learn and make significant progress on objectives. |
| 2. Insight | · Clearly communicate expectations and success factors. · Provide feedback and discuss performance relative to those expectations. · Ask questions that help people reflect on their own behaviors, performance, and impact. |
| 3. Motivation | · Help people clarify their goals and motivations related to work and to their own development. · Identify specific personal and organizational benefits for development. |
| 4. Capabilities | · Provide specific advice and guidance on how to improve performance and behavior. · Encourage them to prepare development plans. · Support training, stretch assignments, and provide opportunities for on-the-job learning. |
| 5. Real-world practice | · Ask people what exactly they will to do to make progress on their development objectives, and where and when they plan to do it. · Help them find or create opportunities that stretch their capabilities. |
| 6. Accountability | · Hold regular (for example, monthly) conversations to gauge progress against development objectives. · Ask people what they have learned recently and what they will do in the next month to continue learning. |
| 7. Organizational context | · Ask people what organizational barriers are getting in their way and brainstorm ways they can work around them. · Be a role model of learning by seeking feedback and coaching from others, sharing development priorities and progress openly, and talking about why development is important to you personally. |
Do Some Online Research On The Capabilities Of IP-PBX Systems. Write A Short Paper Explaining How Businesses Are Benefiting From The Capabilities Of The Current Gen- Eration Of IP-PBX Systems And New Capabilities That Are Likely To Be Added In The Future.
Do Some Online Research On The Capabilities Of IP-PBX Systems. Write A Short Paper Explaining How Businesses Are Benefiting From The Capabilities Of The Current Gen- Eration Of IP-PBX Systems And New Capabilities That Are Likely To Be Added In The Future.
cultural diversity in the workplace
it must be academic writing. the professor asked us to be interesting if you put some specific examples that will be great, write about how can be managed by the leader. its negative and positive impacts in the workplace. the discussion of the topic must be 5 pages and one page for the references, so the total is 6 pages .at least 5 academics and reviewed references from last 5 years. Time new roman. it is a final paper. I need to be academic, professional and interesting
Psychology Assignment
In a minimum of 200 words, post to the Discussion Area your responses to the following:
Imagine that you are a counselor/therapist who is seeing yourself for individual sessions, and you are going to apply some of the principles/practices of solution-focused therapy to yourself. For the purposes of this exercise, let’s assume that the issue for which you are seeking counseling/therapy is the challenge of juggling the multiple responsibilities in your life while also being in a graduate school program that should feel fairly relevant!
Create a list of the strengths and resources you have identified in yourself. It is important to be thorough, as these will help you formulate your questions in the next steps.
Next, develop and write down three different exception questions: one should be focused on highlighting your past strengths and resources, the second should emphasize your current strengths and resources, and the third should be intended to discover existing or anticipated strengths and resources that could be used in the future. (Hint: This third exception question could be phrased as a miracle question.)
Now, develop and write down three different coping questions that could be posed to yourself, as the client. How are these different from the exception questions?
Finally, develop and write down three different scaling questions. Be sure to clearly define the endpoints or the anchors for each scaling question—that is, clarify what will be represented by 1 and what will be represented by 10 on each scale.
Note: Remember that you don’t have to actually answer the exception, coping, and scaling questions; you only have to develop them for this assignment as guided practice for future sessions with clients.
Your discussion posts and all written assignments should reflect graduate-level writing skills and appropriate use of APA style, including in-text citations and references.
Week 1 Quiz – Sociological Perspective SOC 110
Week 1 Quiz – Sociological Perspective, Research Instructor: DePhillips
Course: SOC 110 Due: Sunday, Jan. 28th, 8:00 pm
Please fill in the blank with the best key word from either class material or the textbook.
1. One of the founding fathers of sociology, discovered the sociological influences of social cohesion and integration on suicide, which was previously thought to be a purely personal issue.
2. One of the founding fathers of sociology, argued that the capitalist class Bourgeoisie exploited the working class Proletariat, and this was the foundation of industrial society.
3. One of the founding fathers of sociology, made the controversial argument that capitalism had its origin in religious thought, for which Catholics were less suited to hard work and saving than Protestants.
4. Using objective, systematic research to evaluate theoretical understandings of the social world is known as the .
5. A group of people who share a culture, a set of institutions, a territory, and a common identity is known as a .
6. The allows us to grasp the connection between biography and history.
7. The corners of social life that people occupy because of their place in society is known as their .
8. A is a testable claim or prediction about the social world that can be supported or refuted by social science research.
9. An abstract understanding about how the social world works from which we derive research questions is known as .
10. evidence is that which is based on direct observation and objective, systematic study of social phenomena.
11. refers to how abstract, theoretical constructs are converted into objective measurements for use in social science research.
12. The research method that involves examining information from written or symbolic media material, such as newspapers, magazines, books, movies, or TV shows is known as .
13. is a research method that involves asking in-depth, open-ended questions to a small number of people in order to record as much detail as possible.
14. The research method that asks a standardized set of questions to a large sample of people is known as a .
15. is a research method that involves a carefully controlled situation designed to isolate cause and effect.
16. A measurement which produces wildly different scores from one day to the next when circumstances have not changed is a measure lacking .
17. A measurement which does not capture the theoretical concept that it is intended to capture is a measure lacking .
18. True or False? A community is nothing more than the sum of its individual members.
19. True or False? Human social organization is very social in nature, but it is not considered eusocial like the social organization of ants.
20. True or False? Our personal choices are not influenced in any way by social forces such as government policy or the culture we grew up in.
21. Written response: Describe an example of a seemingly personal problem and how the sociological imagination creates a broader understanding of it as a social problem? In other words, what are the social influences on this personal issue?
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