Can You Complete 2 Part?

Having a positive work environment is conducive to maximum productivity and a minimum of employee complaints. Think about those days at work when just about everyone is in a good mood and everyone is willing to work hard to achieve goals–those days at work are the ones that keep employees wanting to go back and to work harder. Imagine you want your company to enact a policy change that will function to increase employee morale. Morale has been low lately because of several negative incidents. You may use one of the following examples or seek approval from your faculty member for a different policy change:  Allowing employees to bring pets to work Increasing the amount of vacation/personal time allotted to employees Allowing employees to telecommute Providing free massages at work Serving free drinks/food Complete both parts of this assignment. Part 1 Research support foryour proposal with at least one relevant and credible source that boosts your message. Use the University Library to research.   Complete the University of Phoenix Material: Source Evaluation Matrix for two sources. (matrix attached) Part 2  Write a 700- to 1,050-word proposal to the leadership in your organization, suggesting your selected change. Be sure to apply effective writing methods you learned in Ch. 12 of Excellence in Business Communication.  Format your assignment according to appropriate course-level APA guidelines

Capstone Week 2 Project

  Project: Exploring Positions in the Field, Part 1 This week, you will begin a Project assignment that you will complete and submit on Sunday of Week 3. In this assignment, you will choose three jobs in the child development field that truly interest you and interview three people who have these jobs. For instance, if one of your choices is the job of children’s librarian, you will need to interview a children’s librarian. After you conduct these interviews, you will summarize your findings, reflect on what you have learned, select the one position that you feel best aligns with your goals, and explain how and why this position represents a good fit for you. To complete this assignment: Use the websites provided in the Learning Resources, your reflections in Week 1, your work in this week’s Discussion, and your past learning and experiences to help you choose the three professions/jobs you are interested in learning more about. Examples include: art therapists, child-life specialists, speech therapists, occupational therapists, higher education faculty, children’s book authors and illustrators, bilingual family liaisons, psychologists, social workers, museum specialists, librarians, educational writers, camp counselors, after-school program directors and workers, classroom aides, tutors, teachers, and more. Contact and set up in-person or telephone interviews with professionals who hold each position. Download and use this Informational Interview sheet to conduct your interviews. Write a summary of each of your interviews. Identify the one job that most interests you. Then, explain why this job appeals to you, i.e., how it aligns with your philosophy, specific theories of child development, principles of effective practice with children and/or adolescents, and/or methods of working with young people and their families learned throughout the program. Also include the contribution(s) this position will help you make to the field and the ways in which it will help you grow personally and professionally. (Note: The Week 3 Discussion provides an opportunity for you to reflect and interact with colleagues regarding this choice. You may find it helpful to visit the Week 3 Discussion area before completing this part of the assignment.) Assignment length: 4–5 pages The completed Project is due Sunday of Week 3. Please see the Week 3 Project area for submission instructions. You have completed Week 2. Please proceed to Week 3. 

Need From Someone Who Speak Romanian To Translate In English

  translate the questions and answer them in the Romanian language with easiest words . 1. Greeting: Buna Dimineata 2. Name (first name? last name? Numele meu este Hussam Alhashim. Care este numele tau ? 3. Nice to meet you.  Imi pare bine de . answer back : de asemena  4. Where are you from (city and country)? UE sunt din Saudica Arabita.  Voi  de unde suntiet?  5. What is your nationality?  6. What is your birthday? 7. What is your phone number? 8. What is your address? 9. What is your occupation? 10. What languages do you speak?   11. Date (day, month, year)? 12. What time is it? 13. How is the weather? 14. Where is Romania?  15. What is the capital of Romania?  16. What language do we speak in Romania? 17. “How do you say in Romanian ….X” (3 expressions per person) 18. “How do you say in Romanian …X” (3 expressions per person) 19. Thank you /You’re welcome 20. Goodbye /Have a good day/week/week-end 

COM539 Final Exam Answers 2017

Online Learning

   Individual 1. Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each. 2. Speculate on the future of eLearning and what your role in that future might be. 3. Revise the eLearning development template/instructional design process you developed earlier for yourself. Be sure to: a. List all of the roles of people who will be involved in the typical development. b. Identify your role. c. Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.) d. Provide a clear label for all included elements. e. Provide a clear description of each included element. f. Provide a narrative explaining how the template would be used. 4. Write a reflection of your individual/group project.  a. Discuss your role in the group project and your thoughts on the instructional design process in light of this project. b. what you enjoyed about completing this project  c. what challenges you encountered and how you overcame any obstacles  d. what you learned from this assignment and, most importantly, how you would change your design now that you have had time to reflect again.

Kim Woods Week 9 Due Tuesday

Due Week 9 and worth 230 points Refer to both the Overall Concept for Assignments 1-4 especially using Screenr in Assignment 4 and your responses from Assignments 1 through 3 in order to complete this assignment. Create a presentation in which you present your research on a particular emerging technology and the methodology used to ascertain its appropriateness for your educational setting. Use Screenr to produce a video screencast which illustrates your use of the selected emerging tool. Following is a list of resources for presentation software. Be aware that while presentation software may have a free trial, some may require a credit card and cancellation after the free trial period. Some free software may have limited images, layouts, templates, and options. Check any system requirements for the software to ensure your computer is ready. [free trial requires credit card and cancellation] [free trial requires credit card and cancellation] If you have or would like to use other presentation software, please ensure it complies with the requirements of the assignment. Project Presentation Overall presentation style and structure Present your findings using presentation software with at least ten (10) main topics / slides in your presentation. Include a title slide and references section. (These two [2] slides are not part of the ten [10] slide requirement). Develop a creative, appealing presentation for a professional audience, using two to three (2-3) colors and two to three (2-3) visuals in your presentation. Provide coherent, clear, organized, and substantive content that can be easily understood by the audience. Provide audio narration of the presentation slides as if you were delivering the speech. (Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.) Create a section of the presentation (five [5] slides) in which you: Provide a high-level introduction to your final project, using either a concept map or other organizing element. Introduce the emerging technology, the educational setting in which the technology would be used, and aspects of the scenario into which you propose introducing an emerging technology. Provide at least one (1) Website link to the source of information on the emerging technology. Briefly discuss the comparative study of the selected emerging technology and similar existing technologies. Conclude with the main reason why the selected technology is most appropriate for your endeavor. Create a video screencast (five [5] minutes or less) using Screenr, the ASSURE model, and Assignment 3 to demonstrate the appropriateness of your chosen emerging technology for your particular context. You will: Demonstrate clearly the appropriateness of the emerging technology at each aspect of the ASSURE model. Name your screencast by typing FirstName_LastName_Assignment4 in the “Describe your screencast” field (e.g., John_Doe_Assignment4). Publish a working and accessible link to your Screenr video, and insert the link into your presentation. Create a section of the presentation (five [5] slides) for reflection in which you: Provide your personal reflection, highlighting what you learned from researching this emerging technology and developing the project. Discuss your personal observations of the technology and its potential applicability in an actual work or school setting beyond the one you explored within your project. Discuss supporting research from at least five (5) peer-reviewed references, published in the last five (5) years. Format your assignment according to the following formatting requirements: Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length. Directions for submitting your presentation: Submit your presentation to the area designated by your professor. Review at least two (2) other classmates’ presentations and post a response indicating what you learned by identifying two (2) specific points that your classmates made in the presentation. The specific course learning outcomes associated with this assignment are: Review current research related to emerging technologies for instruction and learning.Apply education principles and / or the ASSURE model to the design and evaluation of new technologies. Recommend reasons and methods for using visualization tools for teaching and learning. Use technology and information resources to research issues in designing, developing, and evaluating educational technologies. Write clearly and concisely about issues in designing, developing, and evaluating educational technologies.

Discussion Question Responses

Please respond to the below discussion questions, discussion responses should be cited with references Discussion #1 Introduction             The presence of conflict is one of ubiquitous nature, as our actions and decisions are always met with an array of possibilities that are often conflicting or contrary to each other. When we are confronted with a challenge or conflict that requires a decision concerning how best to face the event, we mentally weigh the options that lead to the most advantageous and efficacious culmination through intrapsychic perspective. The proverbial fork in the road is one of many prongs in the business world, and while individuals are instinctively driven to preserve their own well-being, the selfish need to facilitate an advantage—though seemingly propitious through a myopic perspective—may, in fact, cause a great deal of hardship for many others in the long-run, including that of the one who initially had made the decision in the first place.             In the matter of organizational culture in a business environment, most decisions affect a multitude of individuals, and while conflict or resistance is quite common when decisions are made, it is necessary for leadership to understand how best to resolve the conflict. Whether it be between one individual and another individual or group—interpersonal perspective—or if it is between one group another a group—group-to-group perspective—a leader must possess the ability to engage with the affected parties and to present solutions that can facilitate favorable outcomes for all parties involved.             Regardless of if we choose to either compete or cooperate with ourselves and one another when it comes to decision making, it is imperative to understand how the three above-captioned perspectives drive the contextual factors of power, information, and pressure for resolution when it comes to conflict management. Additionally, it is imperative to illustrate how these contextual factors are displayed and handled in relation to the perspective through which they are exuded.   Power             The struggle for dominance is age-old, and once acquired, it is difficult for those in power to relinquish some of the control to those who are left in want of it. As Coleman suggests in his book concerning power and conflict (2004), those who are in high-power tend to dominate, and oftentimes alienate those who are subordinate or in low-power statuses. It is imperative that a leader who is given power to project their status in an engaging and empowering method to not only provide a beacon of guidance, but to also motivate their workforce in a manner that fosters a desire towards self-development.             Intrapsychic. How the internal conflict that an individual endures is displayed derives from the character of the individual themselves (Krohn, 2012). If an individual lacks a sense of confidence or self-worth, their intrapsychic perspective of conflict may be displayed by the inability to make a decision, wrought by hesitation and reluctance to move forward. There is visible frustration exuded by the individual. Contrarily, if the individual is confident, this is displayed through a high-level of self-esteem Coleman et al., 2014), where their decisions are executed with poise and assertiveness and typically garner a following from their subordinates. For an individual to handle their intrapsychic perspective, they must be able to draw their power from a balance of self-regulation and self-reflection, where they give themselves time to confront the conflict with a calm demeanor and examine all viable options to determine which one best suits not only themselves, but those whom their decision may directly or indirectly affect.             Interpersonal. In the matter of a conflict arising between an individual and another party, oftentimes, power is exuded through a series of displays that can be defined as intellectual dominance, intimidation, or presumed authority, to name but a few (Thompson et al., 2006). While ideals and values can also be a trigger that propels an individual to assert their power over another entity, a display of power through an interpersonal perspective is typically handled by means of a typically aggressive push of one’s goals and priorities upon those whom they wish to dominate. Once the power is obtained, the individual who possess it will further establish their position through a clear and objective voice with a sense of authority and confidence (Coleman et al., 2014).             Group-to-group. The impetus behind group power is found in the common goal that is shared by all established members. While there are typically individual members who are more dominant than others, the common ideal is steadfastly protected and championed by the entirety of the collective. The conflict perspective is displayed by shared themes and a cohesive consensus (Whitaker, 1989), where the stability and the power is both constructed and destroyed by the willingness of the members to fight for and with each other. A successful dominance of group power is handled by community, where the common goal is upheld through social relations that ascend cultural or demographical differences.   Information             The transference of information is necessary, either through verbal or written communication, and in the matter of conflict management, information can either be used as a tool to establish cooperation with other parties or dominance over them.             Intrapsychic. An effective leader is one who educates themselves by constant research as well as by surrounding themselves with individuals whose advice is professionally-founded and trusted. Information is usually displayed through ideas, cognitive restructuring of mental images, as well as what is known as the encoder-decoder paradigm (Coleman et al., 2014). This specific paradigm can be useful, as introspective decryption is usually handled by self-awareness of ideas and idiosyncratic meanings that only the individual is aware of. Much like the handling of power, the handling of information is effectively executed by retrospection and reflection that is founded upon a strong firmament of knowledge and skill.             Interpersonal. Communication is the key to establishing a path to resolution when confronted with conflict, but it is not just a clear articulation that is necessary, but also the ability to effectively translate. Colloquialisms can easily be misinterpreted, especially when working with individuals of different cultures or backgrounds. Therefore, the effective transference of information can be achieved by the display of low signal-to-noise ratio (Coleman et al., 2014), the avoidance of idiomatic dialogue, and redundancy to confirm understanding. This is handled by individuals using common forms of communication and language in a way that is not presumptive of one culture over the other. There has to be a shared understanding and the willingness to not dissect messages in search of destructive meaning, but to help achieve understanding through clarification and patience.             Group-to-group. Much like the interpersonal perspective, the group-to-group perspective—in regards to the contextual factor of information—relies upon an effective conveyance through articulate communication. Similarly, this is displayed through a shared understanding of language and the avoidance of colloquial dialogue, so not to exclude one group from the other, or to make one group feel inferior. In order for there to be a win-win scenario for all groups involved, information should be shared in a clear and articulate manner, and not be obscured for one group to dominate the other.   Pressure for Resolution             Not all conflicts will be resolved, regardless of how effective the leaders are who are in charge of navigating all parties affected, yet as all conflicts hold the potential of severely damaging relationships within departmental teams, leaders are under constant stress of having to resolve conflicts.             Intrapsychic. Though an internal conflict is resolved by the individual themselves, there are visible displays of stress, frustration, and impatience. Pressure to make a decision can often lead to a hasty choice that is not given enough time for reflection and retrospection. To properly handle the pressure to resolve conflict through an intrapsychic perspective, one must be able to meditate upon their own knowledge and ability to effectively come to an advantageous decision.             Interpersonal. Just as pressure can lead to a great deal of stress internally, feeling the pressure to resolve conflict between individuals can cause the affected parties to try and push their own agenda to come to a quick resolution. This can easily lead to dissention and distrust, which will result in a no-win scenario. Therefore, for an effective transition from conflict to resolution, there must be a display of trust and understanding to find common ground where there is a sense of cooperation. If one individual gains control over the other by duplicitous or specious means, the adversely affected-party will most likely hold a grudge. As such, effective resolution through an interpersonal perspective is handled by finding an agreeable balance and a willingness of all involved parties to be willing to sacrifice some things to gain others.             Group-to-group. Within a group-to-group setting, there are several ideologies that are affected, despite there being collectives of individuals who share common goals. The pressure to resolve conflicts between groups is displayed through effective negotiations that are made by chosen mediators representing the groups involved (Montes et al., 2012). By displaying the willingness to work with each other to find common ground rather than to quickly overpower each other—ultimately resulting in a no-win situation—effective negotiators display a sense of communication and engagement. This is handled through means of clarity and articulation of discussion, much like the transference of information as aforementioned amongst multi-cultural individuals and groups.   Conclusion             In conflict resolution, the key is found in communication, whether it be through internal dialogue or external transference. Additionally, there must be trust and understanding established between the parties involved. While theory and application are often different, it is still advisable for those in charge of resolving conflict to be willing to sacrifice some things in order to gain others. If one party strives to dominate, they will either be successful and lose trust with the party they overpowered, or they will lose and find themselves in a dire strait. Either way, a leader should be wont to finding solutions that positively affect not only themselves, but everyone involved.   References:   Cavallo, J. V., Holmes, J. G., Fitzsimons, G. M., Murray, S. L., & Wood, J. V. (2012). Managing motivational conflict: How self-esteem and executive resources influence self-regulatory responses to risk. Journal Of Personality And Social Psychology, 103(3), 430-451. doi:10.1037/a0028821 Coleman, P.T. (2000). Power and Conflict. Morton Deutsch and Peter T. Coleman, eds., The Handbook of Conflict Resolution: Theory and Practice. San Francisco, CA.: Jossey-Bas Publishers. pp. 108-130. Coleman, P. T., Deutsch, M., Marcus, E. C. (2014-03-31). The Handbook of Conflict Resolution: Theory and Practice, 3rd Edition. [Argosy University]. Retrieved from Krohn, A. (2012). Intrapsychic Impediments to Effective Leadership. Psychoanalytic Inquiry, 32(4), 358-367. doi:10.1080/07351690.2011.609367 Montes, C., Rodríguez, D., & Serrano, G. (2012). Affective choice of conflict management styles. International Journal of Conflict Management, 23(1), 6-18. doi: Thompson, L, Nadler, J., and Lount Jr, R.B. (2006). Judgmental Biases in Conflict Resolution and How to Overcome Them. Retrieved from mental_Biases.pdf Whitaker, D.S. (1989). Group focal conflict theory: Description, illustration and evaluation. GROUP 13(3/4), pp 225–251. Retrieved from   Discussion #2   Conflict Perspective Individuals’ reactions to conflict can vary greatly which could increase creativity and improved decision quality to situations which prevent rational thinking during a decision making process and other acts that are hurtful to others (Hurt, 2014, p. ).  One of the significant emotions experienced is anger.  The anger may produce positive experience, negative experience or no effect on the individual.  If an individual feels that actions of another were unintentional this decreases the ration of the individual acting aggressively toward the other individual.  Effective conflict causes negative dysfunctional organizational consequences. Conflict Perspective   Intrapsychic   Power – If you bring forth what is within you, what you bring forth will save you. (Redekop, 2014, p. 2.   Information – The individual must understand the nature of self which reveals the nature and characteristics of an internal dialogue and allows the self to access those dialogues and the conflicts they contain (Redekop, 2014, p. 31).   Pressure for Resolution – Transform conflicts with goal of bringing about peaceful relationships with others (Redekop, 2014, p. 31.     Interpersonal   Power – Antagonistic attitude and behaviors such as name calling sabotage or even physical aggression (Iacob, 2015, p. 1).   Information – A party possesses goals, values, attitudes and skills that are significant to directing behaviors but are perceived to be exclusive of the goals values and attitudes and skills held by others (Iacob, 2015, p. 2).   Pressure for Resolution – Collaboration works as a problem solving scenario where the purpose is to establish a win-win solution to the conflict that wholly satisfies the interest of both parties (Iacob, 2015, p. 3).     Group to Group   Power – The pervasiveness of intergroup conflicts is related to humans’ high capacity to distinguish between the in-group and out-group members (Martinez-Tur, Penarroja, Serrano, Hidalgo, Moliner, et al., 2014, p. 11.   Information – Intergroup conflict has a negative effect on the rationality of cooperative decision making which causes individuals and groups to be subjected to intergroup conflict (Martinez-Tur, Penarroja, Serrano, Hidalgo, Moliner, et al., 2014, p. 11).   Pressure to Resolution – Intergroup conflict creates suboptimal decision making reducing the opportunities to benefit from cooperation with out-group members.  Rational cooperation improved when group and individuals made decision after an in-group deliberative decision, the rationality of the group decision making was transferred to subsequent individual decision making (Martinez-Tur, Pennaroja, Serrano, Hidalgo, Moliner, et al., 2014, p. 12).    References: Hurt, K. J. (2014). Assessing the relationship between conflict type and emotions in top management teams: An attributions perspective with the context of strategic decision-making. Journal of Leadership, Accountability and Ethics, 11(2), 70-88. Iacob, N. (2015). Interpersonal Conflict (To Manage or not to Manage). Defense Resources Management in the 21st Century, 1-11.                 Martinez-Tur, V.; Penarroja, V., Serrano, M. A. Hidalgo, v.; Moliner, et al.  (2014). Intergroup Conflict and Rational Decision Making. PLoSOne, 9(2), 11-13. Redekop, p. (2014). Inner Peace and Conflict Transformation. Peace Research, 46(2), 31-49, 127                

For Michelle Lewis Only

Discussion 1 150 words Watch “Sexually Explicit Blockbuster,” located on this week’s Electronic Reserve Readings page. Discuss the following with your peers: How does Hollywood conceptualize sexuality? The old adage is “Sex sells.” Is this true of Hollywood films? Discussion 2 150 words make up a title Class   Perhaps because I hear it quite often, I don’t tend to buy into that whole “sex sells” line of thinking.     Is it really the sex that sells or is it the controversy surrounding it all?  As one of my senior citizen students said last week, if no one had made such a big stink about it (it being a depiction of a nude woman in an artwork at the local museum), no one would have gone to look at the piece and it would have gone unnoticed.   So, is it really “sex that sells” as most simply say?  Or, is it the controversy that sells?   Ideas?  Thoughts?   DISCUSSION 3 150 words make up a title for essay Folks   Chapter 12 functions as a primer for writing a film analysis.  It points out that you can analyze a film in terms of form, i.e., how it is made, how it is put together (think of your Week 2 worksheet) or you can think of it in term of content (i.e., what is the story about, thematic subject matter, etc.).   So, to kind of jump start your thinking, watch the following short film from our Short of the Week website:   So, what about this short film could be analyzed?  What would you say in this analysis?     Keep in mind that an analysis is not where you state that the genre is not your favorite genre or that you don’t understand what is going on.  An analysis is just that, your observations and ideas being put forth to analyze a work of cinematic art.     There is no need to write an entire paper, just to get you to practice your observational and analytical skills.  

Iscom/374 Week1 Questions

Please answer the following questions. please note that chapter 4 needs to have each question answered twice. and does not have to be in APA format.

Discussion 1 And 2

Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.  Understanding the Scope of Vulnerable Populations Review the descriptions of the special populations addressed in Chapter 1 of your course textbook.  Identify the three groups you feel are most vulnerable. Explain your reasoning for selecting the groups based on: An analysis of the statistical data/trends related to the populations. How did you use data to determine the three most vulnerable populations? Explain your thought process. The World Health Organization’s formal definition of “health.”  How are the physical, mental, and social aspects of health compromised in these three vulnerable populations in comparison to the others? The statistical data and the health compromises identified above. Create a list of at least three health service needs for each vulnerable group you identified. Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by your course text and at least one other scholarly source.  Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center. Guided Response: Review several of your classmates’ posts.  Provide a substantive response (a minimum of 100 words) to at least two of your peers by comparing and/or contrasting your selected three groups to theirs. What similarities or differences do you notice? How did your classmates justify their responses? Discussion 2   Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.  Factors Affecting Vulnerability and Assessment of Needs This week’s second discussion forum will focus on two selected groups: Vulnerable mothers and children People affected by alcohol and substance abuse Review the video segments titled “Premature Babies: Risks and Costs” (Vulnerable Mothers and Children group) and “Social Cost of Alcohol Abuse” (People Affected by Alcohol and Substance Abuse group) through the Films On Demand database or in the textbook. For each segment, select three specific factors from Chapter 2 (e.g., age, gender, culture, ethnicity, education, and income) that are present. Reflecting on your experiences and knowledge gained in previous courses, discuss how these factors relate to the group’s vulnerability.   Based on the selected factors, assess the health care needs that can be inferred for each group. Discuss which approach(es) to care from Chapter 4, Section 4.1 (i.e., preventive, treatment, or long term), might help address them. Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by your course text and at least one other scholarly source.  Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center. Guided Response: Review several of your classmates’ posts. Provide a substantive response (minimum of 100 words) to at least two of your peers. What risk factors did you select in the segments that your classmate did not? What alternative health needs could you propose in addition to those suggested by your classmate? This topic is closed for comments.