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“for top-performer only”

 

Select two subjects from the following list of topics and write a 1,050-word analysis:

• Active monetary and fiscal policy
• Increased government spending to fight recessions
• Reducing federal government’s discretionary powers
• Zero-inflation target
• Balanced government budget
• Tax incentives for saving

Evaluate both the advocates’ position and the critics’ position.

Determine which position you support and defend your position.

DB POSTING REMINDERS:

Be sure to reference your e-text or other research to support your response. You will be graded on how you relate the class readings to your initial

post.
When you make your initial post, please fully answer the question and make substantive responses – i.e. at least 200 words that really dive into the

topic and show that you’ve read in your texts and done research to support your opinions.
Apply appropriate examples that illustrate your points – feel free to bring your workplace experiences into the discussion. It helps us all learn

when we can relate our past workplace experiences to what we’re learning here in the discussions.
Reference:MGT 2220 Principles of Management M: Management, 4e

We have read about the value of segmenting the workforce to ensure that investments are made where the greatest return can be realized. This

does not mean that all employees are not important – they are. But you can see where the differences in investments between those working in

pivotal positions and those that are not might create tension. Based on readings for this paper, attached to the files and on your experience,

what is the best process for identifying employees who have high potential?

Pleaseview the following links:
https://www.youtube.com/watch?v=j3rZSIqZ0pM&feature=share&list=UUWo4IA01TXzBeGJJKWHOG9g
https://www.youtube.com/watch?v=YnyPWy64li4&feature=share&list=UUWo4IA01TXzBeGJJKWHOG9g
https://www.youtube.com/watch?v=rWsrH9qM1po&_sm_au_=iVVH4qVVsH0MjkK7

Please respond to the following question in your paper:
1.Discuss process options to identify high potential employees.

Please write the paper between 450-600 words in length.For these coursework papers I don’t need abstract, introductions or conclusion. Please

answer the question accurately.

Books Required Introduction to Sociology 9th Edition Author: Anthony Giddens, Mitchell Duneier, Richard P. Appelbaum, & Deborah Carr ISBN: 978-0393922233 Publisher: W. W. Norton (2014)

Assigned Reading: Ch. 4, & 5 You will accomplish this by writing a 3-5 pages APA formatted paper Homework: Answer the following questions.

1. What is social reproduction? What are some specific ways the four main agents of socialization contribute to social reproduction?

2. Describe how the life course stage of childhood has changed since medieval times.

3. Analyze challenges and assumptions about midlife, gender roles, and child-care. 4. Is face- to face interaction, or copresence, an important aspect of human action? Why or why not?

 

This question REQUIRES the use of a specific textbook as well as 2 other articles. If you do not have the required text please do not respond to this posting. I need a 3-5 page paper on this topic

Identify common predictors of adolescent drug and alcohol use indicated by the research presented in the textbook. List and describe 2 family-related, 2 peer-related, and 2 individual characteristics/variables that have been shown to be correlated with drug and alcohol abuse in adolescence. Discuss the connections between each system risk factor and information regarding at-risk youth (i.e. family correlations of substance abuse connected to parenting issues).

You MUST use the following source plus 2 other scholarly articles: *Clinton, T., Clark, C. & Straub, J. (2010). The quick-reference guide to counseling teenagers. Grand Rapids, MI: Baker Books.

Failure to use this source will result in a bad review and request for refund

nstructors, training on how to grade is within the Instructor Center.

Assignment 3: Cultural Activity Report

Due Week 9 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

• • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
  • Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
  • Provide a summary of the event and describe your overall reaction after attending the event.
  • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

 

Visiting a Museum

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
• Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

 

Attending a Performance

• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
• A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.
• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

 

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note:Students can find APA style materials located in the course shell for reference).
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics.

Click here to view the grading rubric.

 

 

Be sure to follow instructions these replies are to papers that have been written and we are only replying. there will be three replies. they are number

1, 2, and 3. Replies must affirm demonstrations of accuracy and insight as well as offer critical thought when clarity or correction is needed. In all

matters, be encouraging to each the replies. reply to each one of the file upload with no more then 175 words to for each reply use the textbooks in

mywsb (login and password available for the assigned writer only) that was used in order #456298618. Be sure to follow instructions

 

1.Quantitative Research Designs

In order to find the best information on a topic, not only should you develop a question and search for resources, but you should also know how to analyze the value of the resources that you identify. There are different ways to evaluate resources, such as using the hierarchy of evidence, which you explored in Week 4 of this course. Another way to evaluate resources is to consider the appropriateness of the research design. Understanding how research designs contribute to the quality of a study is essential for being able to analyze resources when conducting a literature review or locating evidence for practice.

In this Discussion, you consider the different research designs and evaluate how these designs have been used to research a specific topic. You also consider strategies for selecting an appropriate research design.

To prepare:

· Review the information in the course text on quantitative research designs. Focus on the information on, “Guidelines for Critiquing Research Designs in Quantitative Studies”.

· Select a topic from the list below and search the Walden Library to find two different quantitative research studies addressing that issue:

o Caregiver stress

o Anxiety in children

o Sleep apnea

o Depression in college freshmen

o Rural health care issues

o Post-traumatic stress syndrome

o Traumatic brain injury in veterans

o Health effects of environmental contaminants

o Bipolar disorder

o End-of-life ethical issues

o Alternative medicine

· For each of the sources that you select, identify the type of quantitative research design used, and evaluate whether it is the most appropriate approach to the research.

· Consider the ramifications of choosing an inappropriate design for a research study.