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Category: Human Relations (Page 1 of 13)

Incentive pay plans have increased in popularity the past few year. My previous

Incentive pay plans have increased in popularity the past few year. My previous organization used incentive pay as a reward for high performance on customer satisfaction. It was just a few cents additional that we received, but it added up to nearly $80 extra each paycheck. Employers are using incentive pay plans as a way to reward behaviors and actions that are taken that have an impact to the the organization in a variety of efficient and effective ways. For this week’s discussion, I would like for you to research different occupations to understand their use of incentive pay programs .You may share from your own workplaces expereinces as well. Identify an occupation for which individual incentive pay is appropriate and an occupation for which individual incentive pay is inappropriate. What is the rational for your choices? Be sure to include references for your research this week too!

By the time our final paper comes due, we will have consumed a boodle of short s

By the time our final paper comes due, we will have consumed a boodle of short short stories; read several discussions about the function of fiction and literature as a whole; and written at length on the Discussion Board about these stories and discussions. Now, to formalize and crystallize the knowledge you’ve obtained, I’m asking you to choose any three stories from our course schedule and compare / contrast them in terms of one of our major elements of fiction: plot; character; narration and point of view; setting; symbol and figurative language; or theme.
For example, you might examine how the first-person perspective in both “Sonny’s Blues” and “Cathedral” help develop the characters of Sonny and Robert, the blind man, whereas the third-person limited perspective of Connie in “Where Are You Going…” keeps her at arm’s length from the reader.
Or, you might discuss how plot construction differs between “Where Are You Going, Where Have You Been?,” which mostly takes place in an afternoon; “The Lives of the Dead,” which moves back and forth in time; and “Puppy,” which views the same incident from multiple angles.
There are virtually endless options here.
For sources, you should employ direct quotes and paraphrases from all of the stories you address. Additionally, you should use a combination of direct quotes and paraphrases from the craft-discussion chapters hyperlinked on our Course Schedule (namely the section for the element of fiction you’re addressing). Do not bring in any additional texts–the purpose being I want you to bear down on the specifics of the texts we already have at our disposal. Your in-text citations must be in MLA format; but because all of your sources are coming from the Course Schedule, there is no works cited page necessary.
Your paper should have a guiding thesis statement (a.k.a. a central argument) at the end of your introduction paragraph. All of your paragraphs should then go toward arguing that thesis.
I would encourage the class to get as explicit as possible with their guiding argument. A thesis that is too broad and vague might sound like this: “In these stories the characters play important roles, which can be seen through symbol and figurative language.” That doesn’t tell us what stories, which characters, or what’s important about the symbolism and language. Construct an argument that only you can make, because it relies on your original insight into the texts. Try something like, “All three of these stories contain protagonists–Charlie, Jimmy Cross, and Connie–who must confront loss and separation beyond their maturity level, though the reader is left to imagine the impact of Charlie’s bad day with his father, while Cross demonstrates how this pressure has changed him by tossing out the pebble, and Connie must pay dearly for her adolescent mistakes.” (Or some such thing.:)
Your paper should be 1,500-2,000 words. Final draft should be uploaded to Turnitin by noon on Sunday, June 19.

Two full paragraphs are required for each post. Points will be deducted for post

Two full paragraphs are required for each post. Points will be deducted for posts that lack depth, and those that do not meet the length requirement will lose points as well. You must provide evidence in all your responses in the form of citations and references using APA format from articles from widely respected peer reviewed journals such as International Journal of Human Resource Management, Human Resource Management Journal, Academy of Management Journal, Journal of Applied Psychology, etc. Feel free to provide anecdotes, but back it up with research to strengthen your response: https://www.youtube.com/watch?v=GnkFZ2jp14g&t=
Refrences must come from one of the reviewed journals mentioned above and most tie in to the post.

My ISU novel is War and Peace. Therefore, I need a slideshow about this book. PA

My ISU novel is War and Peace. Therefore, I need a slideshow about this book.
PART 2- RST SEMINAR REQUIREMENTS
You must include all of the following into your seminar presentation, though you may sequence the information in whatever way makes the most sense for your novel and your vision of the project:
Briefly summarize the plot of the ISU novel (DO NOT give play-by-play) and make a case for how this novel is a must-read (be persuasive – consider what advertisements need to do/be to reach the audience).
Choose a critical lens to view and present your ISU novel (as you are doing in your essay; this section will be just a cursory overview, while your essay will be further in depth on this).
Research some element related to your book and the critical lens you have chosen – i.e. time period/customs/history/geography, etc. You are also free to add additional research that you feel would add additional context on the human behaviour angle. Be sure to use MLA formatting for your sources and be sure to include a Works Cited. Do not search and use information from sites like “Sparknotes” or “Enotes”. I am interested in YOUR interpretations and connections that you can make with the course and our essential question.
Analyze the theme(s) as facilitated by the main, and important minor, characters of the ISU novel, then compare at least one of these characters to a character in either Frankenstein or Hamlet, to discuss what the authors seem to suggest motivate human behaviour. Remember to include important key concepts within characterization and theme as they relate to analysis of the novel. Be sure to include evidence from the novel(s) to support your arguments.
Analyze the setting(s), atmosphere, and point of view of the ISU novel (remember the THREE aspects of setting). How do these assist the author in achieving their goal of engaging the reader (so that you in turn can convince the audience of how great the novel is). Be sure to include evidence from the novel(s) to support your arguments.
Analyze the conflicts(s) of the ISU novel, and discuss how the conflicts relate to the author’s apparent perspective on what motivates human behaviour. Be sure to include evidence from the novel(s) to support your arguments.
Identify and analyze the EFFECTIVENESS of at least THREE literary devices and/or figurative language used in the ISU. How do these devices further assist the reader in the analysis of motivation of human behaviour? Be sure to include evidence from the novel(s) to support your arguments.
Text-to-Text, Text-to-Self-, Text-to-World connections: Consider what other texts you can compare with your ISU novel and in what ways can make these comparisons?
Text to text generally implies the ISU versus another written work like Frankenstein or Hamlet, though you may choose any other text(s) that you feel are relatable and would further your intention of persuading the audience to read this book, and to consider human behaviour motivated by whatever the author appears to suggest.
Text-to-Self would require you to reflect upon your own life, circumstances and experiences- perhaps you experienced something similar to a main character in the ISU novel. Draw upon your personal experiences as needed.
Finally, text-to-world requires that you extend beyond texts and yourself, but to look at the greater society, the world around you, and to consider what deep analysis you can make about human behaviour.
Audience Engagement Task: Consider some way to include the audience even though you are pre-recording your presentation. Could you create a game somehow? An exit card strategy? A polling system? A task to complete? Be creative. It is likely that students will have a carousel activity in which they will visit each other’s RST projects attached to Padlet, and students will need to complete a task to show their engagement in the projects viewed. In other words, while you may not have a live audience, you may still have an audience.
*Feel free to include any other interesting facts/research/observations that you’ve made. This is one of your final opportunities in the course to show off your learning and skills acquired.
Other Mentionables:
Range of length of presentation 20-25 minutes (number of slides may vary, but should be no less than 10 slides to ensure that all expectations would be met appropriately).
High quality, polished, rehearsed presentations are required.
Creativity and class/teacher engagement
Notice the occasional requirement to make comparisons to ONE of the course texts, either Hamlet or Frankenstein. Be sure to integrate these comparisons with the purpose of convincing the audience to read the ISU novel, while being engaged by the potential motivations for human behaviour.

TOPIC: Animal Therapy for families in crisis – Find a specific program Position

TOPIC: Animal Therapy for families in crisis – Find a specific program
Position Paper
For this assignment you will complete the three‐part project that is described below. This project consists of:
• identifying and establishing the significance of a current, controversial issue or policy affecting families;
• describing the conflicting positions on and/or alternative actions for dealing with the issue or policy;
• reviewing and analyzing the evidence in support of the conflicting positions and/or alternative actions; and on the basis of this analysis
• arguing for one position and/or action.
Description and analysis of the conflicting positions and/or the alternative actions for dealing with the issue should be based largely on and supported by research findings, statistical reports, arguments and theory from the academic literature (from academic journals), arguments made by “experts” in the field…etc. The paper should include a logical, clearly stated and well‐substantiated argument in support of the position you take
Part a: Annotated Bibliography
You will be assigned a topic
i. Identify and briefly describe a current, controversial family policy/policy issue you have been assigned for your position paper.
ii. Develop an annotated bibliography comprising 6‐8 sources of information associated with your topic (e.g., peer‐reviewed journals, statistical reports, books, book chapters…). At least 3 of these must be scholarly literature (books, peer‐reviewed journal articles…). For each source, include the information outlined below:
• Citation in APA format (6th edition).
• Main purpose/key ideas, findings, arguments made in article.
• Contributions to your position paper in terms of establishing the significance of the issue or in terms of presenting arguments about conflicting positions associated with the issue.
• Critical analysis of key ideas, findings, arguments, positions presented in the article (e.g., types of reasoning).
iii. Based on the literature included in your annotated bibliography, briefly explain the controversial nature of the policy/policy issue you have chosen for the position paper. To do this, you’ll need to briefly identify some of the conflicting positions and/or alternative actions for dealing with the issue (cite references from annotated bibliography). iv. Using the literature in your annotated bibliography, establish the significance of the policy/policy issue about which your position paper focuses. Why is this an important policy/policy issue? The annotated bibliography should be typed and can be either single or double‐spaced.

Family Interview and Genogram About the family interview: Each student will con

Family Interview and Genogram
About the family interview:
Each student will conduct ONE comprehensive family interview with an actual family (not within your own family system). The interview must be conducted utilizing the one or more of the following parameters:
one family with two parents and at least two children
one blended family with at least two children
one couple that has been married for at least twenty years
a single-parent family with at least two children, and include the family dynamics of the separated family member or the extended family support system (grandparents, aunts, uncles who co-parent children and form the family structure
The following information should be assessed during the interviews and summarized in written form (approximately 13-15 APA pages of text, plus a genogram image). Suggestion: You can use these assessment points as your headings.
1) Structural Information (must be in narrative form)
What are the names (first name only), ages, and birth order of all family members?
What are the occupations and education levels of all family members (where appropriate)?
What are the roles of each family member?
What does the family like to do together?
Who does each member spend most of his or her time with?
Who makes decisions within the family and how are they made?
2) Developmental Information (must be in narrative form)
What is the developmental stage of the family at this time?
Are there any recent significant events/losses in the family?
Are there any anticipated changes/transitions in the near future?
How are these anticipated changes/transitions affecting the family?
What are the current goals of the family, including what goals have already been met and how?
What is the spiritual life/climate of the family like?
3) General Impressions (must be in narrative form)
Who did the most talking and what might account for this?
What are the family’s boundaries with the outside world?
How affectionate is the family?
What are the strengths and weaknesses of the family system?
Is there any evidence of cutoffs, triangles, rituals, secrets, or multigenerational effects?
Other comments/observations
4) Problem Identification
With the couple/adults identify an issue occurring within the marriage or the family that can be addressed within a brief systems intervention format
Literature Review. Address the issue identified as the focus of the interview through the research in the professional literature.
5) Theoretical Orientation/Literature Review (must be in narrative form)
Based on the problem identified and the Literature Review, choose one Family Systems theory or one Marital Theory and briefly address your action plan of how you will work with the family or couple.
6) Problem/Theory Integration
What interventions, if needed, would you recommend for the family?
Explain rationale/clinical insight/concerns.
Note: Besides your paper and your genogram graphic, do not forget to upload your signed consent form. The assignment is incomplete without it.
About the Genogram:
The genogram must account for at least four generations of each spouse’s family of origin. One generation must include the spouses themselves as the “identified persons” and the second generation must include his/her children. The third and fourth generations should include the spouses’ parents and the spouses’ grandparents. The inclusion of additional generations such as the couple’s own grandchildren (if appropriate) or great-grandparents, is encouraged but not required. Client consent should be obtained and included with the assignment and all names should be changed to protect privacy and confidentiality.
Students should note generational trends and issues or problems (which can be both positive and/or negative). This might include things like divorces/remarriages, medical issues, psychiatric issues, education levels, career paths, cultural factors, etc. It is recommended that a color code system and an explanatory key be utilized for this purpose. Whatever key you use, make sure it is clear to you and thus, clear to the reader.
The following websites may be helpful in completing this assignment: www.genopro.com/genogram; www.smartdraw.com/specials/genealogy.asp

TASK: Journal 2 : ” Why We Stop Questioning” After reading pages 39- 70 of A M

TASK: Journal 2 : ” Why We Stop Questioning”
After reading pages 39- 70 of A More Beautiful Question, Warren Berger, talk about any thoughts, experiences, knowledge you have that corresponds to those of the author. What insights do you have about his information? What has peaked your interest on these pages ?
Write up to (2) pages, DOUBLE SPACED in TIMES NEW ROMAN, 12 FONT “ONLY” !! This is NOT A Book Report.
Do not regurgitate the author’s information ( unless you are using it to express a point ). Apply your thoughts, experiences, etc… Critically think it out and write it out. No judgements !
Your papers should ONLY BE titled as : Last Name, First Initial, Journal #____, Pgs ______.
Papers not received with instructed titles will lose 10 points. UPLOAD your paper into the Assignment D2L link before the deadline. The link Will Not be reopened after deadline dates

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