motivational theories: goal-setting and Motivation-How might your engagement as an employee and job satisfaction influence job performance

Write a 1,400-word paper in which you include the following:

  • Explain why you agree or disagree with the topic positive side
  • Develop strategies to advance your career using your strengths.
  • How can you use goal-setting to increase motivation and improve job performance?
  • How might your engagement as an employee and job satisfaction influence job performance?
  • Discuss at least 5 of the following motivational theories and explain how these can aid in job performance:
    • Extrinsic motivation
    • Intrinsic motivation
    • McGregor’s Theory X and Theory Y
    • Maslow’s Needs Hierarchy
    • Acquired needs theory
    • Self-determination theory
    • Herzberg’s theory of motivation
    • Equity theory
    • Expectancy theory

Hum 220-Defining Social Justice Paper

From country to country social justice is defined in different ways, and the definitions usually include ideologies as well as differences. Research the definition of social justice in the United States using your textbook, the Argosy University online library resources, and the Internet. Select another country to examine its definition of social justice in order to analyze the ideologies and similarities using the following steps:

  1. Analyze the ideologies.
  2. Identify the similarities.
  3. Using your reasoning skills, give supporting statements or arguments that support your position(s) about the social justice.

Your comparing and contrasting must consider the following:

  • Historical values and ideologies of the country
  • Economic structure of the country
  • Discrimination issues, if any exist

Develop a 2–3-page analysis of the definitions of social justice in the U.S. and a country of your choice. Analyze the ideologies, identify their similarities, and explain how these factors support your statements or arguments about the social justice you’ve selected. Support your explanations with a minimum of two scholarly sources in addition to the course text and apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3_Defining_Social_Justice.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3_Defining_Social_justice.doc

Oratorical Leaders and the Magic of Stereotypes No one gets through life alone

Oratorical Leaders and the Magic of Stereotypes No one gets through life alone. To some extent, we are all products of our environments. We learn from our families, schools, and cultures. Every person has to face severe challenges and conquer obstacles. How we face our challenges depends on how we are shaped by others and our strength of character.
Certain individuals in our society have played powerful roles in the evolution of prevailing norms. While we learn our culture from agents of socialization, great leaders with lofty visions lead people and nations in the direction of emancipation, economic prosperity, and political freedom. Each of the following speeches tells the story of a struggle and its leader. Each speech echoes the aspirations of thousands of people as well as their desire to change their social situations.
The purpose of this assignment is to demonstrate the power of stereotypes as a shorthand communication tool. With great economy of words, each speaker uses stereotypes to frame the audience into an in-group of which he or she is the leader and the out-group on the opposing side.
Part 1: Read transcripts of famous speeches
Access the following speeches located in the AUO Library:
King, M. (2004). ‘I have a dream’. New African, (435), 67-67.
http://search.proquest.com.libproxy.edmc.edu/docview/230228033
Cullis-Suzuki, S. (1994). An appeal for future generations. Earth Island Journal, 9(3), 14-14.
http://search.proquest.com.libproxy.edmc.edu/docview/213829553
Part 2: Research other famous speeches
Explore various resources to research other famous speeches related to stereotyping and prejudice. Some suggestions are below. You may be able to find these speeches in video, audio, or text format. Try using a variety of search methods including visiting your local library, using Netflix or your local video store, or searching on YouTube. (You might also try locating the videos for the two famous speeches listed in Part 1 of this assignment.)
Malcolm X: By Any Means Necessary
Mahatma Gandhi: Nonviolence speech from the film Gandhi
Gandhi’s definition on Satyagraha
Part 3: Write a Paper
For this assignment, select one of the above speakers/speech and prepare a 1200- to 1500-word paper that answers the following questions:
Why did you select this particular speaker? Explain in around 300 words.
Which is the in-group, and what are the unifying values or the ascribed status that provides its solidarity? Explain in around 300 words.
What stereotype—prejudice, subordination, or discrimination—is the in-group challenging? Provide specific examples and explain in around 300 words.
In your view, did members of the in-group conspire to subordinate the

Political Geography Paper-Eating in America

The papers are designed to provide you a chance to do more in-depth research and develop a greater understanding of a specific region based on the readings and class discussions. By the end of the class session, your shorter papers will be combined into a larger, and more developed paper on your specific region.
So what do I need to do for these papers?
Get a piece of paper, or a note pad or even a Post-it ® pad.  If you use a larger piece of paper, fold it in to quarters, or fourths.  That way you can use the four parts (eight if you use the back) to separate and organize your thoughts.
Now imagine yourself in your region, and imagine you are at an open space where there are many people whom you can observe, talk too, and interact with as well.
Now, consider these questions to formulate your outline and your third paper (Physical Environment):

  1. What are the important physical characteristics of your region and what is the impact on the region because of this?
  2. How has the physical environment affected the people of the region?  What did they do that changed the physical characteristics of the region and what was the impact of these changes?
  3. Make a final statement including your opinion and conclusions
  4.  *use the info from the pictures attached in this post which were taken from the textbook.

analyze sustainability issues for a hypothetical organization-Discuss identification of and elaboration on the three main themes or pillars of sustainability ecology, society, and economy

  • Assignment 3: Course Project-Sustainability at Top Shelf Shoes
  • analyze sustainability issues for a hypothetical organization. The assignments follow one another so that you can apply the methods and skills you learn in each module to develop your Course Project. Each week you will be asked to prepare a document that addresses the specified topics. In this assignment, you will begin your analysis.
  • Outlined below is the scenario for the organization that is the focus of your Course Project-Top Shelf Shoes.
  • Course Project Scenario: Top Shelf Shoes
  • Develop a comprehensive report that includes the following by describing :
  • An introduction to the concept of sustainability.
  • Identification of and elaboration on the three main themes or pillars of sustainability ecology, society, and economy.
  • An explanation of how sustainability is being defined by businesses giving relevant examples.
  • Identification and analysis of effective sustainability strategies employed by leading businesses.
  • A discussion of how sustainability is being used as a public relations tool.
  • An overview of the positive and negative reactions Tie’s firm might expect from supporters and critics.
  • A compelling case for Tie’s firm to pursue sustainability.

Journal Entries Topics

Journal Entries should be well thought out and contain a minimum of 500 words of double spaced entry no larger than 12 point font. Please take time to reflect on the questions. Please submit by due date and in Word Document format. (Points will be deducted if not submitted in this form) ALL TOPICS MUST BE ANSWERED FOR FULL CREDIT. 
Topic Four:
What are your ideas about responsibility for contraception? Should one partner be responsible or should responsibility be shared? Where did you get your ideas? Are they tied to other attitudes you have about male and female gender roles? Are you comfortable with your attitude toward contraception and the effect is has on your life? Who taught you about conception? How do you think kids of today learn about conception? What can we do as a society to help prevent unwanted pregnancies? Should schools teach sex education? If so, what should they learn? Does your culture or religion change your personal views regarding contraception?
Topic Five:
What is right and wrong in terms of sexual expression is a highly individual matter that depends on each person’s unique personal exposure to the values of family, friends, religious and cultural standards, which differ from person to person, place to place, and time to time.
Acquired immunodeficiency syndrome is projected to become the third leading cause of death worldwide by 2030. Using the information in your text or (you may use the internet) discuss the risk factors and implications associated with individuals of your age/race/gender and culture. Are you at risk? What will you do to decrease your risk of becoming one of the millions of individuals that will become infected with HIV? Discuss what you have learned about HIV/AIDS.
Topic Six:
As the most heavily advertised consumer product in the United States, cigarettes have a powerful impact, especially on the young. If you are a non-smoker, how can you protect yourself against secondhand smoke? How do you feel about the tobacco use of others and your exposure to secondhand smoke? The constitution gives us certain rights. Are the rights of smokers being denied in the public workplace? Why or why not?  If you are a smoker, why do you smoke? If you are non-smoker how do you deal with smoking friends? What barriers keep you from quitting if you are a smoker? Has anyone in your family or a close friend died from the results of tobacco? If you are an international student, discuss smoking in your country.

The Case: McDonald v. Santa Fe Trail Transportation Co 427 U.S. 273 (1976) The written Legal CaseResearch Pape

The Case: McDonald v. Santa Fe Trail Transportation Co 427 U.S. 273 (1976) The written Legal CaseResearch Paper will consist of two assignments. (1) A six(6) page (minimum)written Legal Case of aSupreme Court adjudicated/decided landmark legal safety issue such as an OSHA issue, an aviation accident, or a civil lawcase, approved by instructor, written by a group (2 students) presenting both sides of the case (9%), (emphasis on majority opinion and cannot be unanimous), and (2) a one (1) pageLegal Case Outline (1%) of your Case (Example is shown on page 3).  Each Legal Case Outline andLegal CaseResearch Paper must contain at least five references used to develop the Case.  The LegalCase Outline “topic” must be submitted for approval prior to writing the outline.  The Research paper will be written utilizing the APA (American Psychological Association) style with citations, and must use the FIRAC format.  The paper must be submitted electronically to the instructor free of errors in spelling and punctuation, and of sufficient length to adequately cover the subject, but not fewer than 6 full pages, excluding the title page, the resource page, and any blank pages. * Both group members will participate in the writing of the paper. However, one student will defend the majority decision and support that opinion, and one student will defend the dissenting decision and support that opinion in the paper.

Compare and contrast two organizations that deliver primary healthcare on the local or regional level-NUR 350

Compare and contrast two organizations that deliver primary healthcare on the local or regional level. Based on your research, describe population served, what services are provided, and the sources of funding. Then, evaluate the services for the individuals and families in the community. Consider political strategies and potential policies, and how they influence the role of the nurse. Also, compare the three levels of prevention and how they influence the nurse’s role. Guidelines for Submission: The short paper must be two to four pages in length with double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.
Critical Elements Exemplary (100%) Proficient (88%) Needs Improvement (75%) Not Evident (0%) Value
Main Elements Includes all of the main elements and requirements and cites multiple examples to illustrate each element
Includes most of the main elements and requirements and cites many examples to illustrate each element
Includes some of the main elements and requirements
Does not include any of the main elements and requirements
30
Inquiry and Analysis Provides in-depth analysis that demonstrates complete understanding of multiple concepts
Provides in-depth analysis that demonstrates complete understanding of some concepts
Provides in-depth analysis that demonstrates understanding of minimal concepts
Does not provide in-depth analysis
20
Integration and Application
All of the course concepts are correctly applied
Most of the course concepts are correctly applied
Some of the course concepts are correctly applied
Does not correctly apply any of the course concepts
20
Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples
Draws informed conclusions that are justified with evidence
Draws logical conclusions, but does not defend with evidence
Does not draw logical conclusions
20
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
10
Earned Total 100%

Music Essay paper

About cover songs: In popular music, when a song popularized by one artist, then performed or re-recorded by another artist, the new version is called a “cover.” We’ve discussed several originals and their covers in this course: Elvis Presley covered Arthur Crudup’s “That’s All Right” in his debut Sun Records release, and Peter, Paul, and Mary had a hit with their cover or Bob Dylan’s “Blowin’ in the Wind.” Under Syd Nathan at King, covers were used to market country songs to the R&B market and vice versa. In the R&B and early rock ‘n’ roll era, covers often put a white face on a song originally written or popularized by a black artist, as we saw with Georgia Gibbs’s cover of LaVern Baker’s “Tweedle Dee.” Motivations needn’t be strictly commercial: artists often cover songs they happen to like, as the Beatles did with the Isley Brothers’ “Twist and Shout” or as Jimi Hendrix did with the Troggs’ “Wild Thing.” Covers sometimes transform the original from one genre into another, as Crosby, Stills, Nash, & Young did covering Joni Mitchell’s “Woodstock.”
About your second essay: In your second essay, you’ll compare ONE of the original/cover song pairs available on BeachBoard in a well-organized essay. Be sure to address the following questions as you listen and write: what do you think is the overall meaning, message, mood, or narrative of the original? To what extent is the original version’s message retained in the cover? In other words, do the two versions of the song seem to be about the same thing or to say the same thing? What sonic and lyrical properties are similar or different between the two versions? Are the words, instruments, voices, tempos, underlying beats, etc. the same or different in each?) If it seems relevant, use terminology from class to describe what you hear. How do these properties contribute to any changes in overall meaning between original and cover? (N.B. Organize your essay in a way that makes sense for your listening observations. Do not just slavishly answer the questions above in the order asked.)
Background research for your second essay: Some of the artists in the list below will be familiar to you from class, others are new. If you would like to do a bit of background research on these artists and songwriters, use the database Oxford Music Online. (A couple of artists do not have their own encyclopedia entries. That’s okay!) This is available to you through the University Library. (As demonstrated in class, go to the CSULB Library homepage, click on “Databases,” then use the alphabetical list to navigate to the page). If you find information that you’d like to incorporate into your paper here, you should summarize and paraphrase it (no quotations from encyclopedias). Unlike Wikipedia, OMO is written, vetted, and edited by reputable scholars, making it a more reliable source of information. Other than searching OMO, no other research is needed for this paper. We are most interested in your original analysis and interpretation of the songs.
Specifications: 3-4 pages, double-spaced (no additional spaces between paragraphs), 12 point Times New Roman font, 1-inch margins. Include page numbers.
Due date: Essays MUST be printed and stapled at the beginning of class on November 15 to be considered on time. (If you turn in a paper that is not stapled, Dr. Lindau will stop reading after the first sheet of paper.) Please upload your paper to Dropbox no later than 12:30 on November 15. Papers will not be accepted as e-mail attachments under any circumstances. For each weekday a paper is late, its grade falls by one third of letter (i.e., from a B to a B-).

Homophobia At Klein Corporation (Case Study

Assignment 1: Homophobia at Klein Corporation
Due Week 6 and worth 260 points
In order to complete this assignment, refer to the Case Study titled “Homophobia at Klein Corporation” found in Chapter 9 of your Reeves textbook.
Based on the Case Study, write a four to five (4-5) page paper in which you:

Case Study 2: Homophobia at Klein Corporation

Ellen Ryan was the marketing manager for Klein Corporation, a midsized food distribution company located in Roanoke, Virginia. Klein served owners of family restaurants and franchisees of midsized restaurants. Its line of food included entrees such as chicken cordon bleu, salmon with béarnaise sauce, and vegetarian lasagna, and side dishes such as prepared salads and fruit dishes. Restaurants with high turnover used food distribution companies like Klein because the company’s product line enabled them to serve dependable, high-quality dishes without a lot of preparation.
Ellen had been with the Klein Corporation for two years. Before joining Klein, she had worked for a larger food distributor and then taken a break from work to pursue an MBA degree. Klein had given her the opportunity to forge a stronger bond between the sales and marketing divisions of the company. Ellen’s position required preparing all of the marketing literature for the sales force about the various food products that Klein offered. She worked with the sales force whenever there was a new product launch, helping the team understand how to position the product with other products in Klein’s line. In addition, she helped the salespeople work with individual restaurant owners to improve their profits by pricing and displaying products appropriately. Ellen felt strongly that the company could improve its own bottom line by improving the bottom line of its customers. As a supplier, Klein advocated working in partnership with the restaurants it served.
Ellen was a lesbian. She had been living with the same woman for nearly ten years. They considered themselves partners for life. Although she did not make her sexual preference known to anyone in the company, she did keep her eye out for other women who might share her sexual orientation. She often felt isolated and would have welcomed knowing if there were other gays or lesbians in the organization. She felt it best to stay in the closet in an environment that consisted mainly of men. She was careful not to display pictures of her partner in her office and she did not talk about her social life with her colleagues.
In order to foster better communication between the marketing and sales divisions, Ellen was occasionally invited to the annual sales meetings, not as a participant but as an observer. She was looking forward to the upcoming sales meeting in New Orleans in two weeks. Sales meetings were always an opportunity for her to see how marketing literature was used by salespeople. She was able to influence how salespeople used it and she was often given good ideas for ways to revise the literature so that it would be even more effective with Klein’s client base.
The Annual Sales Meeting
Ellen attended the sales meeting along with 20 male and five female sales managers from around the United States. Usually before the meetings officially started, everyone gathered for a continental breakfast in the meeting room of the hotel. The atmosphere was lively and informal. Clearly the sales managers were well acquainted with one another; some had known each other for years.
As they ate breakfast, the men’s banter soon deteriorated into sexist remarks about women.
“So, Carl, are you going to get any action tonight? There are some pretty good looking women down on Bourbon Street. Some even have moustaches and are about your size,” Phil joked.
“Yeah, Carl. Every year you threaten to bring one of them to the closing dinner, but it never happens. Haven’t you been able to score?” Stan added.
“You should talk, Stan. When was the last time you were successful catching anything? The only thing you’ve been able to dredge up is a fish out of Lake Pontchartrain when we all hired that boat. The high-class hookers in the casinos wouldn’t even talk to you last year!” Carl said.
“Talk about catching stuff. Did you bring your penicillin with you again this year, Phil?” Stan laughed.
“No, my wife forgot to put it in my kit this year when she packed the condoms.”
The men continued joking about “their inability to get some action.” Ellen sat there embarrassed, offended, and speechless, hoping the subject would end. The female sales managers, who were probably more accustomed to this type of bantering, seemed to ignore the men and talked among themselves. Bob Evans, the sales director, was present but had not been participating in the jokes. Finally, he called the meeting to order. During the meeting, the managers acted professionally, discussing sales targets as well as products that seemed to be more difficult to sell. Each manager reviewed his or her sales progress against their target. At noon the group broke for lunch.
The Lunch Break
When Ellen arrived in the dining room, all of the seats were taken except for one. She joined a table of six male managers for lunch. Again, the discussion turned to sexual innuendos and jokes. This time it was even more directly offensive to her.
Stan began, “Did you hear about the new brand of tennis shoes for lesbians called Dykes? They have a long tongue and it only takes one finger to get them off.”
The men burst into laughter.
“Speaking of dykes. Did you see Roseanne Barr on TV last night? Now that’s a dyke I wouldn’t put my finger into,” said Phil.
“Yeah, but Ellen DeGeneres and whoever her girlfriend is … that’s a pair I’d like to be a fly on the wall of,” said Stan.
“Yeah, you should know, faggot. Look at those beads around your neck. They’re sooo sweet.” One of the men chuckled while grabbing the Mardi Gras beads around Stan’s neck.
“Now come on … I’m wearing these to be in the New Orleans spirit. We went out partying last night. I’m not gay just because of a few beads! In fact, I threw a few of these beads at some of the rather well-endowed ladies on the floats,” he countered.
The gay-bashing discussion went on between two or three of the men as they ate their sandwiches. Ellen couldn’t tolerate the comments any longer. In disgust, she left the table before finishing her meal. She decided something needed to be done. The best course of action, she thought, would be to call the corporate head office’s human resources director to explain what was going on. After all, the company had a policy against this kind of thing. She called the director’s office and asked the director’s secretary to try to set up a conference call with both the director and vice president of human resources. She explained that she needed urgently to speak to both of them about a confidential matter. The secretary, noting the emotion in her voice, scheduled a conference call for that afternoon.
During the call Ellen explained in detail what had been said and by whom in both the morning session and during lunch. The HR vice president advised her in the following way:
“We don’t support this kind of behavior at Klein. I think you should feel free to personally confront those individuals who have offended you and tell them what they said and why it was offensive to you. The only way they will understand how their behavior is affecting you is if you make the complaint personally. They need to hear how their behavior affected you. I will support you if you decide to do this, but it’s up to you. You need to think about what you’d like to do and then do it,” he said.
Ellen decided she would bring up the sales managers’ behavior the first thing the next morning. But first she needed to inform Bob Evans to make sure he would support her actions. When she discussed the matter with him, he encouraged her to say something about it at the outset of the morning session.
The Morning Session
“Before we get started Ellen wants to say something about our meeting yesterday. I fully support her in what she has to say,” said Bob.
With that, Ellen began, “Well, I’ll be completely candid with all of you. I found the behavior of several of you and the jokes that were being traded back and forth completely unacceptable. In particular, Phil and Stan, I found your jokes about lesbians and ‘getting some action’ deeply offensive. I see no place for this kind of behavior in a business setting. Furthermore, our company has a policy against it.”
The room fell silent for several minutes. Finally, Stan spoke up.
“Well, I certainly didn’t mean to offend you. What I said wasn’t directed at you,” he said.
“Neither did I. If I knew it bothered you, I certainly wouldn’t have told any jokes. You see, Ellen, we are just used to being together in an informal setting and unwinding a bit. We know each other pretty well. We didn’t mean any harm to you or anyone else,” Phil explained.
Ellen continued to explain that there was no place in a business meeting for these kinds of remarks. It demonstrated disrespect for women, period, she reiterated. After she made her points, the sales director called the meeting to order and the group turned to business issues.
Two Months Later
Ellen was preparing for her annual performance appraisal. As part of this process, the company asked her to circulate questionnaires to gather feedback from various people in the company. She received feedback from her boss, her peers, and other employees with whom she worked—including the sales managers. Ellen’s manager collected the feedback and evaluated her performance, in part, on what others reported about her.
When her manager discussed her feedback with her, she was shocked to find that he had gathered quotes from some of the sales managers criticizing her behavior during the annual sales conference. She was said to be intolerant of others’ opinions and generally disruptive. Her manager read two of the comments to her:
“Ellen works hard, but she needs to learn to be more flexible and accommodating to others’ styles. She also took us offtrack during the sales meeting in New Orleans when she was meant to be there as an observer only. At the conference, we had a limited amount of time to deal with the issues and her interruptions did not add any value.”
“Ellen needs to better understand the sales managers’ jobs. She sometimes gives the impression that she is intractable in her views. She needs to be more tolerant of other people.”
Ellen sat stupefied as she listened to these criticisms. Her manager continued discussing her performance:
“Ellen, I discussed these comments with Bob Evans to see if he shared the same perspective as these two individuals. I am sorry to say that he did. He also thought that during the conference you took the group offtrack when they had important things to discuss. He told me that you needed to develop a better rapport with his guys.”
Ellen began to feel angry as she listened.
“You know that the relationships you have with the sales managers are very important to the work that you do. I think you need to work on them a bit more. Perhaps meet more often with the sales managers just to find out what they think and how they operate. You met or exceeded every objective that I set for you this year, but with this kind of feedback I cannot give you the top performance rating. I know that this must be disappointing to you, but I am giving you an ‘average rating’ based on the information I have from others. Perceptions are very important.”
She wondered what she should do about this feedback. Explain to her manager what had happened? Approach the sales director about these comments? Talk to the human resources department?
She was convinced that there was a campaign of retaliation against her, one in which her manager was either knowingly or unknowingly participating.
Please note that the Strayer University Student Handbook has been updated, effective immediately, to provide further clarification of the University’s Academic Integrity Policy.  Among other things, “acts of intellectual dishonesty” include the following:

  • Changing selected words but copying the sentence structure of a source without giving credit to the original author;
  • Facilitating another student’s act of academic dishonesty (e.g. posting Strayer University assignments, discussion posts, exam questions and/or answers, etc. on an external website.)
  • Failure to place a quote within quotation marks along with the source of the quote.;
  • Providing incorrect information about the source of a quotation.