QUESTION TWO

This unit culminates with the composition of a classical argument essay. Topic: Your essay should focus on an issue you see within education today. Your essay should take a position on the issue and argue it using reliable sources found through the Glendale Community College library. Organization: The essay will include an introduction, an argument-based thesis statement, a section containing the main argument, a section exploring the opposing viewpoint, and a refutation of that opposing view point. Your essay should be approximately 1200 words in length. Content: Your essay should take a position on the issue and argue it using reliable sources found through the Glendale Community College library. The essay must integrate source material to support the claims in the argument. These sources must be cited in MLA style. The essay must employ the rhetorical appeals of logos, ethos, and pathos, and the essay should avoid the trap of fallacious logic. Voice: Write to an academic audience. Employ an appropriate voice and appropriate diction for this audience. Presentation: Your paper must exhibit college level writing. You should have few, if any, errors in spelling, sentence fluency and grammar.

How EssayAssists Helped with This Question

EssayAssists helped the student understand the requirements of this classical argument essay and organize their approach effectively. The support focused on developing a clear argument about a current issue in education, creating a strong thesis statement, structuring the main argument and opposing viewpoint, and using MLA-style sources appropriately. EssayAssists also provided guidance on incorporating logos, ethos, and pathos while maintaining a clear, professional academic writing style.

QUESTION 3

Please follow attached instruction for all of the attached assignments. For: Discussion Board FORUM 3 DUE SUNDAY JUNE 23 BY 11 PM , you are required to create a 200 word reply to 2 other classmates’ threads. You must support each reply with at least 1 scholarly source in current Bluebook format.:.The TRIAL LEVEL BRIEFT FINAL DUE JUNE 30 BY 11 PM, must follow the format that has been included in your textbook. This includes the headings and sections. The text must be single-spaced, and the font must be 12-point Times New Roman. Page numbers must be placed at the bottom of each page. One-inch margins should be set for the entire document. Remember, this document must be 3–5 pages. For: Professional Letter due: July 4 BY 11 PM. This final assignment of the session, you will be drafting a professional letter to your client explaining the decision of the court. You are continuing with the same facts and issues that you have covered thus far. By now, the facts and law should be as familiar to you as the back of your hand. Your instructor will provide a summary of the decision of the court.The text must be single-spaced, and the font must be 12-point Times New Roman. One-inch margins should be set for the entire document. Remember, this document must be between 1–2 pages.

Question 4

Please follow attached instruction for all of the attached assignments. For: Discussion Board FORUM 3 DUE SUNDAY JUNE 23 BY 11 PM , you are required to create a 200 word reply to 2 other classmates’ threads. You must support each reply with at least 1 scholarly source in current Bluebook format.:.The TRIAL LEVEL BRIEFT FINAL DUE JUNE 30 BY 11 PM, must follow the format that has been included in your textbook. This includes the headings and sections. The text must be single-spaced, and the font must be 12-point Times New Roman. Page numbers must be placed at the bottom of each page. One-inch margins should be set for the entire document. Remember, this document must be 3–5 pages. For: Professional Letter due: July 4 BY 11 PM. This final assignment of the session, you will be drafting a professional letter to your client explaining the decision of the court. You are continuing with the same facts and issues that you have covered thus far. By now, the facts and law should be as familiar to you as the back of your hand. Your instructor will provide a summary of the decision of the court.The text must be single-spaced, and the font must be 12-point Times New Roman. One-inch margins should be set for the entire document. Remember, this document must be between 1–2 pages.

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Question 5

Analyze the heavy casualties in American Civil War Sub-points: 1. high-powered weapons mainly about bullets, but also can be anything else. 2. difficult medical conditions lack medicine, doctors & nurses… 3. inadequate logistic railroad and telegraph (can compare the north and south) Use some of the resources in the attachment, but additional research is appreciated as long as proper cited.

Question 6

ENG 112: Writing/Reseahttps://essayassists.com/blog/free-essay-assistance-for-all-college-students-by-essayassits/rch In the Disciplines
Essay #2: The Rogerian Argument

Assignment
You will write a formal argumentative essay following the Rogerian model, incorporating research from a variety of assigned sources to present a proposal/compromiseon the topic of theinfluence of technology.
You are required to use four sources for your research, twoof which must be selectedfrom your assigned readings(They Say/I Say, pages 297- 416). Your essay (as a Rogerian Model Argument) must contain balanced research of “both sides” of the issue; therefore, make sure your four sources allow for a balanced number of citations throughout your essay.
Your essay will demonstrate a solid understanding of the critical thinking skills and strategies of the Rogerian model.
Format and Requirements
-MLA format (in-text citations and Works Cited List)
-A minimum of 3 pages, maximum of 5 pages (No title page)
-Typed in Times New Roman or Arial, 12pt font, double spaced, 1” margins
-Top left corner: your full name, date, course and section number.
-At center: your essay’s title (an original title, not just the topic of your essay)
-No block quotes or quotes longer than 1-2 lines of text.
_________________________________________________________________
RUBRIC
Content
Introduction: states the problem, without bias or revealing position, engaging the reader   
in the importance of the issue, and a need for solution/compromise.                   10pts          _____
1^st body paragraph: reflects critical thinking by showing 3 areas of “common ground” for both
     sides of the issue. Incorporates at least 2 in-text citations.                         10pts   _____

2^ndbody paragraph(s): recognize validity of “first side”/one viewpoint. Incorporate at least
2 in-text citations.                                                                                            10pts   _____

3^rdbody paragraph(s):  recognize validity of “second side”/second viewpoint. Incorporates at
least 2 in-text citations.                                                                                                10pts   _____

Conclusion: presents thesis/compromise, considering both sides of the issue to reach a potential
solution or “way forward” with the conflict.                                                  10pts   _____

Strength and clarity of writing (grammar, mechanics, spelling, AND objectivity)     10pts   _____

Format & Development
In-text citations from sources in Annotated Bibliography follow MLA format        15pts   _____

Annotated Bibliography includes four required sources and follows MLA format  15pts   _____

Essay shows evidence of
development based on Peer Review and suggested edits.                                         10pts   _____

Final Grade   _____

QUESTION 7

Short answer component of EXAM 1. Answers must be typed. All sources must be cited using APA format. Include a reference list at the end. DUE 6/24 at 2:30pm. No exceptions. Must be handed in to the professor.

1. Define addiction using 3 different sources (5 points)
2. Discuss the biological basis of addiction (5 points)
3. Is addiction a chronic disease? If yes- how so. If no-how so? Define a chronic disease and compare the factors in addiction to make your case (10points)
4. Discuss the factors contribute to the social stigma of addiction and discuss what psychoeducation would you provide to combat the stigma (10 points)
5. Identify behaviors that may trigger countertransference in you and discuss strategies on how you would manage it (10points)

Please Answer each question separately in the following order: APA format

1-

 2-

 3-

 4-

  5-

 References

 use reference no more than 5 years old

QUESTION 9

Subject:Individual analysis of an organization of student’s choice

Background: See attached assignment brief

Notes:

1.   3000 words +/- 10%

2.   The assignment must be presented in a form that complies with the basic conventions of report formatsee Guide to Basic Study Skills) and submitted to Turn-it-in via Blackboard to obtain the Turnitin Report.

Assignment Brief

Introduction

The Marketing function is responsible forcommunicating the organization’s products and services to its markets in order to generate customer demand on the products and services.The Operations Management function is responsible for producing and delivering the required products or services in a way that satisfies the criteria imposed by the markets.  Effective and efficient operation of the operations function is therefore important if the organization is to be successful. 

Assignment

Select a business or not-for-profit organization from the following industries or sectors. You may examine it at organizational level, or department level, critically assess the operational strategies and processesadopted to provide the product(s)/service(s) in a way that give(s) maximum satisfaction to the customers.

1. Manufacturing of food products and Beverages
2. Transport and Communication
3. Health and Social Work
4. Wholesale or Retail Trade
5. Financial Services

You are require to identify the criteria used by the customers in assessing satisfaction i.e. the order-winning and order-qualifying criteria.  You should

1. define the principal operations tasks to satisfy these criteria
2. analyse the strategies and processes employed to ensure that these tasks are carried out as effectively as possible. 

The organization may not have an operations/production department defined in such terms, but it will still produce something for the use of somebody.

The report, excluding appendices, should be 3000 words +/- 10% in length. For your guidance, it will consist of:

1. An introduction in which you describe the organization / the department and what the department’s contribution is to the organization.

• An accurate description of the targeted customers – they can be external or internal customers – and what they expect from the output in terms of the broad market criteria discussed in the recommended text (Slack). From this, using the models in the text, you areexpected to identify what the operations strategic performance objectives are. This should then suggest the suitable types of operations process. .

• You should then describe the process in these terms and explain how and why it helps or hinders in the achievement of the operations objectives i.e. its ability to supply a product or service which meets the customer’s needs. The evaluation may cover both planning and controlling process. This is the essential analysis that shows your ability to apply the module content to your experience.You should be able to identify the strengths and weaknesses of the existing operations process.

• Having analyzed the process, describe what changes you recommend to make that will address the weaknesses that were identified earlier – and explain why these are necessary in terms of improving the ability to meet the operations objectives. You need to give some guidance on the feasibility of the changes, how they ought to be implemented, a cost benefit etc., etc., where these are possible given the case organization context.

Assessment

Your work will be assessed against the following criteria:

1. Knowledge – Your work should show knowledge of the module content.
2. Understanding – Your report should demonstrate an understanding of operations management.
3. Insight – Your report should show an ability to analyse the operation in the light of the module content and your own reading.
4. Clarity – Your report should be well structured and clearly presented.

You should include a short list of references to support your observations and assertions.

This assignment is intended to give you an opportunity to show that you are capable of applying your knowledge of operations management, not only in describing the issues faced by the organization, but also in explaining them and justifying your proposed actions to improve them. You are invited to review all the models and concepts that we have discussed.

Assignment Guidance Notes:

Business Report Structure – 3000 words +/- 10%

Size 12 font, spacing 1.5, include word count.

Report Presentation

• Front Sheet – Name / Student Number / Programme / Module / Date
• Table of Contents
• Introduction
• Main Body of Report – Analysis of theory and practice related to this organisation or company
• Conclusion and Recommendations
• References  – 10 to 20
• Appendix – not included in word count

Use Turnitin and submit Turnitin report with your soft copy of assignment.

Policy on penalties for exceeding the prescribed limit for an assignment

It is not a requirement that a word limit be set but where a limit is set the following penalty for exceeding the limit must be enforced. Where a word-limit is set for a piece of assessed work, the work will be marked in full and the following penalty will be applied:

	Word limit
Exceeds limit by up to 10%	No penalty – tolerance band
Exceeds limit by 10.1-20%	-5 percentage points
Exceeds limit by 20.1-30%	-10 percentage points
Exceeds limit by 30.1-40%	-15 percentage points
Exceeds limit by 40.1-50%	-20 percentage points
Exceeds limit by more than 50%	Mark of zero

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QUESTION 9

Essay and Discussion Session (25%) will research the topic math anxiety on children based on their understandings of mathematics. A minimum of FOUR academic sources must be critically analyzed in order to present an in-depth understanding of current research on the topic. All sources must be Canadian or US sources, peer reviewed and at least two of these sources must be empirical research studies. This essay is an analysis of current research – it should not be written in the first person, have personal commentary, or include narrative elements The main findings of your research will be shared with peers on the assigned due date. • Introduction – importance of the topic, purpose of the paper, overall research findings • Body Paragraphs – organize into common themes/subheadings that describe and compare/contrast research studies (including methodology and results). Where applicable, make connections to relevant course content (e.g. dimensions of equity, principles of quality math teaching) • Conclusion – overall summary of findings; future implications • APA style reference page *This essay should be approximately FOUR pages (not including title/reference pages), double-spaced. – Sub headings – Could be on…. Gender: Research shows boys are better at math then girls. Access: Better resources, better qualified teachers. Parental involvement in early years – Positive involvement in early years can reduce math anxiety vs. parents who had a negative outlook on math. Grading Rubric Assignment 1 – BCD406 – Discussion Paper – 25% A (exceeds expectations) B (meets all expectations) C (almost meets expectations) D-F (does not meet expectations) Content (25) – understanding of topic and research – correct # and quality of sources Content is comprehensive, accurate and persuasive. Major points are stated clearly and are well supported. Content is accurate and persuasive. Major points are stated and supported. Major points are addressed but not always well supported Some components of the assignment guidelines missing or incomplete Content is incomplete. Major points are not clear and/or persuasive. Critical Analysis (15) – comprehensive analysis (compare/contrast, connections to course content) – integration of original thinking, including limitations of research Exceptional and thought provoking analysis. Adequate thought provoking analysis. Adequate analysis but not thought provoking. Little to no personal analysis. Discussion Session (10) Exceptional discussion that fully engages the audience who actively participate. Findings presented with great clarity (no direct reading) Within set time frame. Findings are well presented with discussion questions prepared in advance. Audience is engaged most of the time. Findings presented but appears somewhat unprepared (e.g. reading straight from essay, searching for something to discuss) Too long or too short Appears unplanned, unprepared and/or unable to answer questions. * Deductions of up to 10 marks (20%) will be applied for errors in APA use, spelling, grammar, and usage. Any work that is used but not credited is a violation of academic policy and will result in a zero on the assignment and disciplinary action.

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QUESTION 10

50% Essay (2000 words): A research proposal about a subject of your choice, in which you compare and contrast the pluses and minuses at least two qualitative methodologies covered in the course, as well as say how you would go about analyzing the data they generate. How well would each help you answer your specific research question? You may like to use this as an opportunity to think about your third year dissertation. As an indication, you should include: a) a brief literature review of the subject, explaining what research has been done on the topic and what contribution your research will make b) which methods you have chosen to approach the subject, and why (e.g. interviews or why visual methods) c) how you will go about sampling your participants/selecting your site of research etc. d) what ethical issues this might raise e) what kind of data you anticipate collecting, and why you think this will help you answer your research question. f) what kind of analytical approach you anticipate taking with the data (e.g. narrative/thematic or otherwise). I have also attached document below that contain citations and information already collected for the writing of this essay. However please re phrase the information provided, and put it into your own words

QUESTION 11

Assignment 1: EvidencePlease answer ONE of the following questions. 1. Evidence based/informed policy has grown in prominence over the last 20 years. In discussing this statement, with reference to the literature, ensure you detail the competing pressures for evidence within the policy-process. The essay should also include discussion of the complexity, issues, barriers and bias within the process. 2. The process of appraising and synthesising evidence is seen as a crucial element of Evidence-based Policy. Discuss the current debates in this area and, with reference to the literature, outline the main issues that different approaches to synthesising evidence generate for those engaged in policy making

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QUESTION 12

Ovarian Cancer

To prepare:

• Select a type of cancer associated with women’s or men’s health such as breast, cervical, or ovarian cancer in women and prostate cancer in men.
• Locate and review articles examining the type of cancer you selected.
• Review the U.S. Preventive Services Task Force article in the Learning Resources. Think about available preventive services that providers might recommend for patients at risk of this type of cancer.
• Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how these factors might impact decisions related to preventive services.
• Consider drug treatment options for patients diagnosed with the type of cancer you selected including short-term and long-term implications of the treatments.

Write a 2-pagepaper that addresses the following:

• Describe available preventive services that providers might recommend for patients at risk of the type of cancer you selected.
• Explain how the factors you selected might impact decisions related to preventive services.
• Describe drug treatment options for patients diagnosed with the type of cancer you selected. Explain the short-term and long-term implications of these treatments.

QUESTION 13

Please read the following paper:

Hornby, G. (2015), Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42: 234–256. doi:10.1111/1467-8578.12101

http://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12101/full

Please follow the instructions below:

Write a 500-word summary of the key arguments, focusing particularly on those that are directly relevant to the purpose of education and curriculum design.

– The summary should be of high quality.

– Sequence and arrangement of ideas.

– cohesion and cohesive between the sentence and the paragraphs.

Question 14

the essay will be about ( A VERY OLD MAN WHIT ENORMOUS WINGS) BY GABRIEL GARCIA MARQUEZ This reqch paper ask you to take a writer from the book and conect whit their life to their work . so , essentiallty how does their life show up in their work things reguired for this paper – a strong thesis statement whit 3 points that conects life to work – a hook in the introduction – five well developed paragraphs whit trantitional phrases – MLA in-text citations and a works cited page – this paper must be at leats 3 pages long , and this does not included the tile page and the reference page and if you can , the writer and me are colombians , if you can mention something in common, it will be nice

QUESTION 15

Project and Concepts: Hospice care for a Non Hodgkins Lymphoma patient whose aggressive treatment such as chemo and radiation are withdrawn. Teaching/learning need for patients and families; Symptom management for Non Hodgkins Lymphoma patients who are no longer receiving chemo, radiation or feedings. Discuss the qualifications for general in-patient care in a Hospice Facility. Explain what can be done to increase comfort and manage symptoms near end of life for a Non Hodgkins Lymphoma patient. Complet a Proposed Tool: Patient/Family Teaching Sheet

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Question 16

ENC 1101: ARGUMENTATION AND PERSUASION

This three-four page essay should be typed in 12 pt. font, double-spaced, and have standard one-inch margins. Your name, professor’s name, class, and due date should be placed in the upper left-hand corner of the first page. The title should be centered, and your last name and page number should be in the upper right-hand corner of each page.

The essay’s introductory paragraph should contain a lead, your points of development, and a concise thesis. There should be well-developed body paragraphs, each with a topic sentence that limits the subject to be covered. In the conclusion, students should draw connections between their main points of argument.

Student must use at least THREE SOURCES, only two of which can be found on the electronically. You must demonstrate proper MLA documentation for your sources in order to pass this course. When using quotes, students should refer to the MLA style section of The Little, Brown Handbook. Cite Your Sources. THREE Sources, only TWO can be electronic. You must have both Parenthetical citations and a corresponding Works Cited page.

NO WIKIPEDIA

In grading, special attention will be given to the following:

            Introduction – Significance Statement (hook/lead)

            Introduction – Points of development

            Introduction – Thesis

            Topic Sentences

            Illustrations/Detail

            Coherence

            Arrangement

            Conclusion – Connections

            Overall Development

NO major technical/syntactical errors, especially:

            Possession

            Plurality

            Subject-Verb Agreement

Verb Tense

            Fragments

            Comma Splice

            Fused Sentences

            Antecedent/Pronoun Agreement

            Diction : No Second Person “you, your, you’re…”  

                           No Abbreviations, Etc.’s, or Ellipses (…)

            No Contractions

You may come up with your own topic; however, you should email me so that I can approve of the topic. There are certain topics that cannot be used. They are listed below.

TOPICS THAT YOU ARE NOT ALLOWED TO CHOOSE:

• ABORTION
• CAPITAL PUNISHMENT
• EUTHANASIA
• ANIMAL TESTING
• GLOBAL WARMING
• LEGALIZATION OF ANY KIND
• SEX EDUCATION
• VEGETARIANISM/VEGANISM

If you do not create your own topic, then you must choose one from the following list.

TOPICS YOU CAN CHOOSE: As you formulate your argument, provide actual examples, based on your research, to support your position. Be sure to acknowledge and logically dismantle opposing points of view along the way.

• To what extent does television/film/music/etc. contribute to the dehumanization of minorities?

• What are the three best forms of investment right now? Property, IRA, Roth IRA, Stocks, Bond, Funds…?

• Examine the decline in male college student enrollment. Provide an argument, back by supports, as to why this phenomenon has occurred in the last ten, twenty, or even forty years.

• In an attempt to capture the desirable adolescent demographic, television and movies have increasingly focused on the experiences of adolescents. Choose a television show or movie and argue whether or not it does a particularly good or bad job of portraying the experiences of adolescents. How do the portrayals of the characters coincide or differ from the research on adolescence/early adulthood? How adept are movies at handling issues of diversity, in terms of socioeconomic status, race, gender, sexuality, or geographical location?

• Does the state of the economy dictate the music that we listen to?

• What is your position on the issue of whether convicted sex offenders should be required to register with local authorities? Should registration be required even though they have already served their sentences in prison? Should people have the right to know the identity of any sex offenders living in their neighborhoods, or is this an invasion of privacy? Conduct research on the subject of sex offender registration, and write an essay arguing for or against such measures.

• Given the wild popularity of violent films, write an argument about why the dark hero, or even the villain, is idolized.

• Examine the different factors that affect, disrupt or deny upward social mobility.

Question 17

Save Link 

Assignment Application of Statistics in Health Care 

View Rubric

Due Date: Mar 10, 2019 23:59:59       Max Points: 100

Details:

Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 750-1,000 word paper, discuss the significance of statistical application in health care. Include the following:

1. Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.
2. Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.

Three peer-reviewed, scholarly or professional references are required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

Top of Form

Please Note: Assignment will not be submitted to the faculty member until the “Submit” button under “Final Submission” is clicked.

Question 18

HRM502 HRM Assessment item 1: Critical evaluation of HR information A1 (30%) Due Date: Friday, 25th March Video Recording Length: 8-10 Minutes. Total 14 – 15 PPT Slides Submission method: Upload your video recording on the link provided on Interact2 and at the same time submit a cover page and a copy of the URL of your video through TURNITIN using word doc. only. * Late submission will incur a 10% Penalty (3 marks will be deducted for each day late) FORMAT for PPT Slides 1. Cover Page (to include subject code and name, student name and ID, Lecturer Name, Assessment title) – 1 PPT slide 2. Body (as listed below in 4 parts), you may use headings based on the questions, followed by answers in paragraphs for each part supported by in-text citation A. Evidence-based HRM, a specific application of the broader term, evidence-based management, is a cornerstone in this subject. Using at least two information sources from academic journals, explain what is meant by this term. Why is this important in HR practice? (3 PPT slides) Note: In this part you are conducting a critical analysis of the question. Answer both parts of the question using academic journals/books only.   B. Find any two internet written sources that you believe would be useful to Israel Tobin in persuading Mark French of the strategic value of the HR function in CERA. (The sources do not need to be used by Israel in full – they are to inform his presentation.) Briefly, explain how each source might be used to support Israel’s pitch to Mark French and the CERA executive team. (3 PPT Slides) Note: In this part you must get to know the company CERA as provided on Interact2. Then you have to assume you are Israel Tobin, the HR Manager for CERA and answer this question in a persuasive manner   C. Using the CRAP test, evaluate the two sources that you used above in Part B. (3 PPT Slides) words) Note: You are to do the TWO CRAP Test for the two information sources used in part B. Below are the link to what CRAP Test is about and you can also watch the video to get more clarifications. You may use table format to organise your findings. https://interact2.csu.edu.au/bbcswebdav/pid-2779198-dt-content-rid-5369515_1/courses/S-HRM502_201930_SM_I/CRAP%20test.pdf https://libguides.csu.edu.au/HRM502 4: D. Draw conclusions regarding the nature of information that should be used to inform practice. (3 PPT Slides) Note: Get the key points for each section that you have written in part A, B and C and you own conclusion of Evidence-based HRM 5. Reference List using APA 6 format (minimum 4 sources and up to 10 maximum – 1 PPT Slide) ASSIGNMENT NO:2 : HR Business Report Value: 50% Due Date: 26-Apr-2019 Return Date: 20-May-2019 Length: 3000 words+/-10%. Submission method options: Alternative submission method Task This assessment requires you to prepare a business report that addresses one (1) of the following three options. These questions relate to Topics 2, 3 and 4. Option 1- Work design pilot at CERA (Topic 2) Refer to the story of CERA relating to work design in Topic 2. Using the information on the topic and at least eight (8) additional sources, provide advice to Rachel Amaro on how to design jobs in her area to support innovative behaviour. At least five (5) of the additional sources must be academic journals or books/book chapters published in the last seven (7) years. Option 2 – The business rationale for diversity management (Topic 3) Study the business rationale for diversity management and the debates surrounding this using the information in Topic 3 and at least eight (8) additional sources. At least five (5) of the additional sources must be academic journals or books/book chapters published in the last seven (7) years. Then, answer this question. Are you convinced by the business rationale argument for diversity management? What argument would you make to Mark French regarding the business case for focusing on diversity management in CERA? Flexible Assessments: A Study Planner tool has been provided with this subject to support the assessment process. This tool provides information about the submission flexibility of assessment tasks and a way to organise adjustments to submission dates. A link to the Study Planner can be found on the Interact2 subject site. Rationale back to top Subject learning outcomes This assessment task will assess the following learning outcome/s: be able to work effectively with peers to develop, synthesise and negotiate group responses to HR problems through role play and other group processes. Graduate learning outcomes This task also contributes to the assessment of the following CSU Graduate Learning Outcome/s: Academic Literacy and Numeracy (Application) – CSU Graduates consider the context, purpose, and audience when gathering, interpreting, constructing, and presenting information. Information and Research Literacies (Skill) – CSU Graduates demonstrate the skills required to locate, access and critically evaluate existing information and data. Digital Literacies (Skill) – CSU Graduates use, create, communicate and share multimodal information in digital environments. Ethics (Application) – CSU Graduates form judgements and apply ethical decision making and reasoning to identify creative solutions to ethical problems. Professional Practice (Skill) – CSU Graduates demonstrate discipline-specific technical capabilities and self-appraisal required for a beginning practitioner or professional. Marking criteria and standards back to top Marking guide for Assessment 2 Criterion and weighting High distinction Distinction Credit Pass Fail Critical analysis and assessment of relevant literature in the development of an argument (40 marks) Demonstrates critical reading ability in reviewing recent literature. Constructs an evidence-based argument, drawing on academic and professional sources. Uses the literature to develop the student’s own voice in constructing an argument. Demonstrates critical reading ability, the ability to construct an evidence-based argument and the exercise of independent judgment. There are gaps in critical evaluation of claims and in the use of the literature to develop the student’s own voice. Demonstrates some degree of critical reading ability, and the ability to construct a limited evidence-based argument. There is an imbalance between desсrіption and critical evaluation of the literature. This leads to an argument that is driven more by authors’ claims. Demonstrates limited critical reading and construction of an evidence-based argument. The discussion demonstrates an attempt to exercise critical, independent judgment; however, it tends to be overly desсrіptive of the literature. Thus, the argument consists largely of an organised set of claims made by authors. No attempt to exercise critical, independent judgment; No desсrіption of the literature. No argument of an organised set of claims made by authors. Referencing: (Minimum referencing requirement: ten sources, including five academic sources from the last ten years.) (5 Marks) Referencing is comprehensive, demonstrates academic integrity, and conforms exactly to APA style conventions. Referencing is comprehensive, demonstrates academic integrity, and conforms to APA style conventions with fewer than three minor errors or omissions which don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity. Referencing is comprehensive and mostly accurate according to APA style conventions. Up to eight minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity. Referencing is comprehensive and mostly accurate according to APA style conventions. Frequent minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity. Does not adhere to the referencing requirements. Is not comprehensive and mostly not accurate according to APA style conventions. Frequent errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) impacts on the transparency and traceability of the source, or the demonstration of academic integrity. Report writing technique (5 marks) The report is formatted correctly. It is written using appropriate language and style. A coherent argument is built, with each point building on the previous one. Each part of argument is connected to the question. Minor errors in report format. The writing style and language are appropriate for a report. There are minor errors in coherence of the argument and in connections made to the question. It is thus unclear at times why some parts of the argument have been provided. The report is formatted according to business report conventions, but with some errors in format. The language and writing style are not always appropriate to a report genre. There may be gaps in coherence of the argument, making it difficult to follow. The report is on the right track, but needs significant improvement in format and/or writing style and/or coherence. Does not adhere to the report style required. Needs significant improvements in writing style and/or coherence. Mark /50 Presentation back to top Use the business report format that is provided in the Resources link on the HRM502 I2 site. Use 12 point font size, and 1.5 line spacing. Include a cover page stating the subject code and title, the assessment number and title, your name and student id, and the word count. Requirements back to top • Upload a Word document to Turnitin. Do not upload rtf or pdf or Pages documents. Do not use appendices, footnotes and endnotes. • Use the APA6 referencing system for citations and references to sources.

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Question 20

-Reading: ″Thinking Well″ and ″Getting Launched″ by John Trimble (Chapters 1 and 2 of Trimble′s book ″Writing with Style″–handouts) -Write: Focusing on at least two major points per chapter, describe the writing advice Trimble offers. Compare/contrast this advice with your experiences writing and drafting essays, and your plan to draft Essay #1. 400 words minimum. -MLA FORMAT

Question 21

Each student will write a 2000 word essay on a topic of their choosing that compares and contrasts two types of media and how they present ideas and ideals/childhood/teenhood. A list of possible media could include; a television show, a novel, a picture book, a year book, a movie or series of newspaper articles. You will analyze the sources in relation to the relevant scholarly literature. Your bibliography must include the equivalent a 3 book-length secondary sources in addition to your primary sources. At least one of your secondary sources must be a scholarly article. (Count two scholarly articles as a book).

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Question 22

NS558PAdvancing Evidence-based Practice

Online/Participation Activity 3 – Barriers & Enablers

ACTIVITY:

Barriers & enablers of evidence-based practice.

This activity links with your appraisal of the literature. I would like you to undertake the following which centers on identifying barriers and enablers to translating evidence into practice:

1. Consider the literature you have reviewed to inform your PICO(T) question.
2. Identify the perceived barriers and enablers that might present for you to translating your evidence into practice/moving forward with your proposed endeavor. Document these (maximum 400 words) making reference to twopublished pieces of work around the barriers/ enablers to implementing evidence based practice in nursing/health/social care practice.

3. UPLOADyour completed ‘Barriers and Enablers summary to LOOP on or before 4^thNov 2018
4. Activity 3 must also be included/uploaded with your NS558P Assignment submission to LOOP no later than November 11^th 2018.

 Question 23

Project Details: There is a great wide world of interesting, engaging, and challenging essays out there. It is essential to your development as a critical reader, writer and thinker that you start challenging yourself and your understanding of different genres. In your own time you will be finding an essayist, whose style and content speaks to you. Once you’ve decided on that, you will choose one particular essay that you think deals with one, some, or many of the fundamental questions that have shaped our world. You will then critically analyze, (close reading, discuss the ideas with peers, and reflecting on the thesis and evidence presented) the text and present your findings to the class through a digital format. The presentation will be based on: the essential question that your essayist is asking of the world, the author’s thesis or main “answer” to that question, and then your own ideas about this question. This is an independent project. It requires you to be accountable, to set your own deadlines for each section of the project, to be academically honest, and to require the best of your own work. You may work with anyone in this class, or in my other class, to seminar with, to practice with, to offer feedback, and to edit your presentation. But ultimately your project is yours alone! __________________________________________________ The digital presentation must contain the following: – Name of author and title of essay you choose to analyze – Essential Question I will focus on/answer in presentation – Answer(s) to question that is in essay: (Thesis or Controlling Idea) – Personal answer(s) to the question: – Atleast 6 pieces of textual evidence to support the thesis (USE QUOTES): – Atleast 8 textual stylistic choices / literary devices/ phrases or details to use as evidence: __________________________________________________________________ Text to analyze: ″The Capital T Truth″ by David Foster Wallace __________________________________________________________________ (If anybody feels like perspiring [cough], I′d advise you to go ahead, because I′m sure going to. In fact I′m gonna [mumbles while pulling up his gown and taking out a handkerchief from his pocket].) Greetings [″parents″?] and congratulations to Kenyon′s graduating class of 2005. There are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says ″Morning, boys. How′s the water?″ And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes ″What the hell is water?″ This is a standard requirement of US commencement speeches, the deployment of didactic little parable-ish stories. The story [″thing″] turns out to be one of the better, less bullshitty conventions of the genre, but if you′re worried that I plan to present myself here as the wise, older fish explaining what water is to you younger fish, please don′t be. I am not the wise old fish. The point of the fish story is merely that the most obvious, important realities are often the ones that are hardest to see and talk about. Stated as an English sentence, of course, this is just a banal platitude, but the fact is that in the day to day trenches of adult existence, banal platitudes can have a life or death importance, or so I wish to suggest to you on this dry and lovely morning. Of course the main requirement of speeches like this is that I′m supposed to talk about your liberal arts education′s meaning, to try to explain why the degree you are about to receive has actual human value instead of just a material payoff. So let′s talk about the single most pervasive cliché in the commencement speech genre, which is that a liberal arts education is not so much about filling you up with knowledge as it is about quote teaching you how to think. If you′re like me as a student, you′ve never liked hearing this, and you tend to feel a bit insulted by the claim that you needed anybody to teach you how to think, since the fact that you even got admitted to a college this good seems like proof that you already know how to think. But I′m going to posit to you that the liberal arts cliché turns out not to be insulting at all, because the really significant education in thinking that we′re supposed to get in a place like this isn′t really about the capacity to think, but rather about the choice of what to think about. If your total freedom of choice regarding what to think about seems too obvious to waste time discussing, I′d ask you to think about fish and water, and to bracket for just a few minutes your skepticism about the value of the totally obvious. Here′s another didactic little story. There are these two guys sitting together in a bar in the remote Alaskan wilderness. One of the guys is religious, the other is an atheist, and the two are arguing about the existence of God with that special intensity that comes after about the fourth beer. And the atheist says: ″Look, it′s not like I don′t have actual reasons for not believing in God. It′s not like I haven′t ever experimented with the whole God and prayer thing. Just last month I got caught away from the camp in that terrible blizzard, and I was totally lost and I couldn′t see a thing, and it was fifty below, and so I tried it: I fell to my knees in the snow and cried out ′Oh, God, if there is a God, I′m lost in this blizzard, and I′m gonna die if you don′t help me.′″ And now, in the bar, the religious guy looks at the atheist all puzzled. ″Well then you must believe now,″ he says, ″After all, here you are, alive.″ The atheist just rolls his eyes. ″No, man, all that was was a couple Eskimos happened to come wandering by and showed me the way back to camp.″ It′s easy to run this story through kind of a standard liberal arts analysis: the exact same experience can mean two totally different things to two different people, given those people′s two different belief templates and two different ways of constructing meaning from experience. Because we prize tolerance and diversity of belief, nowhere in our liberal arts analysis do we want to claim that one guy′s interpretation is true and the other guy′s is false or bad. Which is fine, except we also never end up talking about just where these individual templates and beliefs come from. Meaning, where they come from INSIDE the two guys. As if a person′s most basic orientation toward the world, and the meaning of his experience were somehow just hard-wired, like height or shoe-size; or automatically absorbed from the culture, like language. As if how we construct meaning were not actually a matter of personal, intentional choice. Plus, there′s the whole matter of arrogance. The nonreligious guy is so totally certain in his dismissal of the possibility that the passing Eskimos had anything to do with his prayer for help. True, there are plenty of religious people who seem arrogant and certain of their own interpretations, too. They′re probably even more repulsive than atheists, at least to most of us. But religious dogmatists′ problem is exactly the same as the story′s unbeliever: blind certainty, a close-mindedness that amounts to an imprisonment so total that the prisoner doesn′t even know he′s locked up. The point here is that I think this is one part of what teaching me how to think is really supposed to mean. To be just a little less arrogant. To have just a little critical awareness about myself and my certainties. Because a huge percentage of the stuff that I tend to be automatically certain of is, it turns out, totally wrong and deluded. I have learned this the hard way, as I predict you graduates will, too. Here is just one example of the total wrongness of something I tend to be automatically sure of: everything in my own immediate experience supports my deep belief that I am the absolute center of the universe; the realist, most vivid and important person in existence. We rarely think about this sort of natural, basic self-centeredness because it′s so socially repulsive. But it′s pretty much the same for all of us. It is our default setting, hard-wired into our boards at birth. Think about it: there is no experience you have had that you are not the absolute center of. The world as you experience it is there in front of YOU or behind YOU, to the left or right of YOU, on YOUR TV or YOUR monitor. And so on. Other people′s thoughts and feelings have to be communicated to you somehow, but your own are so immediate, urgent, real. Please don′t worry that I′m getting ready to lecture you about compassion or other-directedness or all the so-called virtues. This is not a matter of virtue. It′s a matter of my choosing to do the work of somehow altering or getting free of my natural, hard-wired default setting which is to be deeply and literally self-centered and to see and interpret everything through this lens of self. People who can adjust their natural default setting this way are often described as being ″well-adjusted″, which I suggest to you is not an accidental term. Given the triumphant academic setting here, an obvious question is how much of this work of adjusting our default setting involves actual knowledge or intellect. This question gets very tricky. Probably the most dangerous thing about an academic education — least in my own case — is that it enables my tendency to over-intellectualize stuff, to get lost in abstract argument inside my head, instead of simply paying attention to what is going on right in front of me, paying attention to what is going on inside me. As I′m sure you guys know by now, it is extremely difficult to stay alert and attentive, instead of getting hypnotized by the constant monologue inside your own head (may be happening right now). Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. Think of the old cliché about quote the mind being an excellent servant but a terrible master. This, like many clichés, so lame and unexciting on the surface, actually expresses a great and terrible truth. It is not the least bit coincidental that adults who commit suicide with firearms almost always shoot themselves in: the head. They shoot the terrible master. And the truth is that most of these suicides are actually dead long before they pull the trigger. And I submit that this is what the real, no bullshit value of your liberal arts education is supposed to be about: how to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out. That may sound like hyperbole, or abstract nonsense. Let′s get concrete. The plain fact is that you graduating seniors do not yet have any clue what ″day in day out″ really means. There happen to be whole, large parts of adult American life that nobody talks about in commencement speeches. One such part involves boredom, routine, and petty frustration. The parents and older folks here will know all too well what I′m talking about. By way of example, let′s say it′s an average adult day, and you get up in the morning, go to your challenging, white-collar, college-graduate job, and you work hard for eight or ten hours, and at the end of the day you′re tired and somewhat stressed and all you want is to go home and have a good supper and maybe unwind for an hour, and then hit the sack early because, of course, you have to get up the next day and do it all again. But then you remember there′s no food at home. You haven′t had time to shop this week because of your challenging job, and so now after work you have to get in your car and drive to the supermarket. It′s the end of the work day and the traffic is apt to be: very bad. So getting to the store takes way longer than it should, and when you finally get there, the supermarket is very crowded, because of course it′s the time of day when all the other people with jobs also try to squeeze in some grocery shopping. And the store is hideously lit and infused with soul-killing muzak or corporate pop and it′s pretty much the last place you want to be but you can′t just get in and quickly out; you have to wander all over the huge, over-lit store′s confusing aisles to find the stuff you want and you have to maneuver your junky cart through all these other tired, hurried people with carts (et cetera, et cetera, cutting stuff out because this is a long ceremony) and eventually you get all your supper supplies, except now it turns out there aren′t enough check-out lanes open even though it′s the end-of-the-day rush. So the checkout line is incredibly long, which is stupid and infuriating. But you can′t take your frustration out on the frantic lady working the register, who is overworked at a job whose daily tedium and meaninglessness surpasses the imagination of any of us here at a prestigious college. But anyway, you finally get to the checkout line′s front, and you pay for your food, and you get told to ″Have a nice day″ in a voice that is the absolute voice of death. Then you have to take your creepy, flimsy, plastic bags of groceries in your cart with the one crazy wheel that pulls maddeningly to the left, all the way out through the crowded, bumpy, littery parking lot, and then you have to drive all the way home through slow, heavy, SUV-intensive, rush-hour traffic, et cetera et cetera. Everyone here has done this, of course. But it hasn′t yet been part of you graduates′ actual life routine, day after week after month after year. But it will be. And many more dreary, annoying, seemingly meaningless routines besides. But that is not the point. The point is that petty, frustrating crap like this is exactly where the work of choosing is gonna come in. Because the traffic jams and crowded aisles and long checkout lines give me time to think, and if I don′t make a conscious decision about how to think and what to pay attention to, I′m gonna be pissed and miserable every time I have to shop. Because my natural default setting is the certainty that situations like this are really all about me. About MY hungriness and MY fatigue and MY desire to just get home, and it′s going to seem for all the world like everybody else is just in my way. And who are all these people in my way? And look at how repulsive most of them are, and how stupid and cow-like and dead-eyed and nonhuman they seem in the checkout line, or at how annoying and rude it is that people are talking loudly on cell phones in the middle of the line. And look at how deeply and personally unfair this is. Or, of course, if I′m in a more socially conscious liberal arts form of my default setting, I can spend time in the end-of-the-day traffic being disgusted about all the huge, stupid, lane-blocking SUV′s and Hummers and V-12 pickup trucks, burning their wasteful, selfish, forty-gallon tanks of gas, and I can dwell on the fact that the patriotic or religious bumper-stickers always seem to be on the biggest, most disgustingly selfish vehicles, driven by the ugliest [responding here to loud applause] (this is an example of how NOT to think, though) most disgustingly selfish vehicles, driven by the ugliest, most inconsiderate and aggressive drivers. And I can think about how our children′s children will despise us for wasting all the future′s fuel, and probably screwing up the climate, and how spoiled and stupid and selfish and disgusting we all are, and how modern consumer society just sucks, and so forth and so on. You get the idea. If I choose to think this way in a store and on the freeway, fine. Lots of us do. Except thinking this way tends to be so easy and automatic that it doesn′t have to be a choice. It is my natural default setting. It′s the automatic way that I experience the boring, frustrating, crowded parts of adult life when I′m operating on the automatic, unconscious belief that I am the center of the world, and that my immediate needs and feelings are what should determine the world′s priorities. The thing is that, of course, there are totally different ways to think about these kinds of situations. In this traffic, all these vehicles stopped and idling in my way, it′s not impossible that some of these people in SUV′s have been in horrible auto accidents in the past, and now find driving so terrifying that their therapist has all but ordered them to get a huge, heavy SUV so they can feel safe enough to drive. Or that the Hummer that just cut me off is maybe being driven by a father whose little child is hurt or sick in the seat next to him, and he′s trying to get this kid to the hospital, and he′s in a bigger, more legitimate hurry than I am: it is actually I who am in HIS way. Or I can choose to force myself to consider the likelihood that everyone else in the supermarket′s checkout line is just as bored and frustrated as I am, and that some of these people probably have harder, more tedious and painful lives than I do. Again, please don′t think that I′m giving you moral advice, or that I′m saying you are supposed to think this way, or that anyone expects you to just automatically do it. Because it′s hard. It takes will and effort, and if you are like me, some days you won′t be able to do it, or you just flat out won′t want to. But most days, if you′re aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line. Maybe she′s not usually like this. Maybe she′s been up three straight nights holding the hand of a husband who is dying of bone cancer. Or maybe this very lady is the low-wage clerk at the motor vehicle department, who just yesterday helped your spouse resolve a horrific, infuriating, red-tape problem through some small act of bureaucratic kindness. Of course, none of this is likely, but it′s also not impossible. It just depends what you what to consider. If you′re automatically sure that you know what reality is, and you are operating on your default setting, then you, like me, probably won′t consider possibilities that aren′t annoying and miserable. But if you really learn how to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down. Not that that mystical stuff is necessarily true. The only thing that′s capital-T True is that you get to decide how you′re gonna try to see it. This, I submit, is the freedom of a real education, of learning how to be well-adjusted. You get to consciously decide what has meaning and what doesn′t. You get to decide what to worship. Because here′s something else that′s weird but true: in the day-to day trenches of adult life, there is actually no such thing as atheism. There is no such thing as not worshipping. Everybody worships. The only choice we get is what to worship. And the compelling reason for maybe choosing some sort of god or spiritual-type thing to worship — be it JC or Allah, bet it YHWH or the Wiccan Mother Goddess, or the Four Noble Truths, or some inviolable set of ethical principles — is that pretty much anything else you worship will eat you alive. If you worship money and things, if they are where you tap real meaning in life, then you will never have enough, never feel you have enough. It′s the truth. Worship your body and beauty and sexual allure and you will always feel ugly. And when time and age start showing, you will die a million deaths before they finally grieve you. On one level, we all know this stuff already. It′s been codified as myths, proverbs, clichés, epigrams, parables; the skeleton of every great story. The whole trick is keeping the truth up front in daily consciousness. Worship power, you will end up feeling weak and afraid, and you will need ever more power over others to numb you to your own fear. Worship your intellect, being seen as smart, you will end up feeling stupid, a fraud, always on the verge of being found out. But the insidious thing about these forms of worship is not that they′re evil or sinful, it′s that they′re unconscious. They are default settings. They′re the kind of worship you just gradually slip into, day after day, getting more and more selective about what you see and how you measure value without ever being fully aware that that′s what you′re doing. And the so-called real world will not discourage you from operating on your default settings, because the so-called real world of men and money and power hums merrily along in a pool of fear and anger and frustration and craving and worship of self. Our own present culture has harnessed these forces in ways that have yielded extraordinary wealth and comfort and personal freedom. The freedom all to be lords of our tiny skull-sized kingdoms, alone at the center of all creation. This kind of freedom has much to recommend it. But of course there are all different kinds of freedom, and the kind that is most precious you will not hear much talk about much in the great outside world of wanting and achieving and [unintelligible — sounds like ″displayal″]. The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing. I know that this stuff probably doesn′t sound fun and breezy or grandly inspirational the way a commencement speech is supposed to sound. What it is, as far as I can see, is the capital-T Truth, with a whole lot of rhetorical niceties stripped away. You are, of course, free to think of it whatever you wish. But please don′t just dismiss it as just some finger-wagging Dr. Laura sermon. None of this stuff is really about morality or religion or dogma or big fancy questions of life after death. The capital-T Truth is about life BEFORE death. It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over: ″This is water.″ ″This is water.″ It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really IS the job of a lifetime. And it commences: now. I wish you way more than luck.

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