Social contract theory | Applied Sciences homework help

 
Discussion: Social Contract Theory
After reviewing the background section, discuss social contract theory and apply social contract theory to a business situation you are familiar with. To what extent does SCT help to explain differences in ethics and ethical perspectives in a culturally diverse setting?   
What is the efficacy of SCT in describing issues related to business ethics?
How might different cultures react to social corporate responsibility?
I

Human Resource Information Systems Responsibilities of HR Departments Discussion

When a company chooses an HRIS, the role and accountabilities of the HR department have to be considered. For this discussion, conduct research using credible webpages and library databases, such as Business Source Complete via EBSCO, Business via ProQuest and eBooks via EBSCO, to research the duties that HR typically is responsible for. Explain 2-3 responsibilities of HR departments and how an HRIS can support those functions.

Manuscript | Social Science homework help

For this sp*ech, you will be asked to negate the position you argued for your affirmative speech. Now that you are arguing the negative position, you will offer reasons why the proposition should be rejected. 
I have attached 2 files below, one is my affirmative writing that I wrote, the other file is the negative outline. You need to turn my affirmative argument into a negative manuscript using the negative outline.

Week 3 assignment analyzing cultural relevance in instruction | EDU692

  
Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.
Analyzing Cultural Relevance in Instruction In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. Student “Jeff Bliss” Mad at Teacher at Duncanville HighLinks to an external site. (Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:
· Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
o Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
o Explain what probably caused it.
o Identify who benefits and who loses.
o Indicate your position on this issue.
o Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
o Express how Ms. Phung might respond differently to Jeff’s concerns.
o Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
o Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion: 
§ Instruction
§ Classroom Environment
§ Student Grouping
§ Student Recognition/leadership
o Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
o List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas: 
§ Maximizing academic success through relevant instructional experiences
§ Addressing cultural competence through reinforcing students’ cultural integrity
§ Involving students in the construction of knowledge
§ Building on students’ interests and linguistic resources
§ Tapping home and community resources
§ Understanding students’ cultural knowledge
§ Using interactive and constructivist teaching strategies
§ Examining the curriculum from multiple perspectives
§ Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
· Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing CenterLinks to an external site..
· Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
· Must use at least three scholarly, peer-reviewed, credible sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
· Must document all sources in APA style as outlined in the Ashford Writing Center.
· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
· (1 point)
Required Resources
Text
Wardle, F. (2013). Human relationships and learning in the multicultural environment. [Electronic version]. Retrieved from https://content.ashford.edu/

Chapter      10: Strategies for Creating Culturally Relevant Classrooms
Chapter      12: Becoming a Multicultural Teacher in the 21st Century

Multimedia
Bliss, J. (2013, May 8). Student “Jeff Bliss” mad at teacher at DuncanvilleLinks to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=8jsUj4DqWfU
Web Pages
Framework for 21st century learningLinks to an external site.. (2007). Retrieved from http://www.p21.org/our-work/p21-framework

This      article provides information about 21st Century Learning and will assist      you in the Discussions and the Assignment this week, as well as in future      weeks.

Southeast Michigan Stewardship CoalitionLinks to an external site.. (2017). Case studies: Shared stories on place-based education. Retrieved from http://semiscoalition.org/shared-stories/

This      website provides information about innovative schools that are      incorporating 21st century skills and funds of knowledge and will assist      you in the Discussions and Assignment this week, as well future      Assignments.

Recommended Resources
Articles
Irvine, J. (2009). Relevant: Beyond the basics.Links to an external site. Teaching Tolerance. Retrieved from http://www.tolerance.org/magazine/number-36-fall-2009/feature/relevant-beyond-basics

This      article provides information about incorporating cultural competence and will      assist you in the Discussions and Assignment this week, as well as future      Assignments.

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy [PDF]. Theory Into Practice, 34(3), 159-165. Retrieved from https://nationalequityproject.files.wordpress.com/2012/03/ladson-billings_1995.pdf

The      full-text version of this article is available through the Proquest      database in the Ashford University Library. This article provides      information about issues related to cultural relevance, funds of      knowledge,  and teaching may assist you in the Discussions and Assignment      this week, as well as future Assignments.

Multimedia
TeachingTolerance. (2010, June 17). Introduction to culturally relevant pedagogyLinks to an external site. [Video file]. Retrieved from http://www.youtube.com/watch?v=nGTVjJuRaZ8

This video      provides information about how to incorporate culturally relevant pedagogy      and will assist you in the Discussions and Assignment for this week, as      well as future Assignments.

HRM 531 Labor Relations in Amazon Paper

As you begin drafting your papers, please take a look at the Research Briefing Instructions again in the Course Content area. It is absolutely critical that you strictly adhere to the following:1. 5-6 pages of content. This doesn’t include the references page. 2. No abstract. 3. Double-spaced. 1 inch margins. 12 point font. Please do not depart from the above rules. All other rules in the Research Briefing Instructions still govern as well. The UMUC Late Policy:  For late submissions that have not been approved by the instructor the penalty will be a 5 percent reduction in the grade (on the hundred percent scale) for that assignment for each day that the assignment is late. Submissions will not be accepted after grades for the assignment have been posted.  Alternate assignments are not available. No late assignments will be accepted after the last day of class. Please see the Syllabus for more details. ___________________________________________________________________________________________________ HRMD 620 Note: Submissions will not be accepted after grades for this assignment have been posted.  Alternate assignments are not available. Synthesis Project Description:  Research Briefing Paper This document explains the requirements for the briefing paper.  Please read all sections carefully. In some instances, the instructions intentionally do not follow APA format.  If you have questions about this assignment, please post them in the Ask the Professor discussion forum so everyone will have the same information. NOTE:  Per the Originality Policy (in the syllabus), you may not use any work that was submitted to another class, including a previous section of HRMD 620. TIP:  Begin checking for available material right away to be sure there is enough for you to do what you intend.  Engage a librarian to help you obtain the best material available.  Librarians often know more sources to consult. General Description of the Assignment (from the syllabus) Research Briefing Paper (Synthesis category = 20% of Course Grade)  – The purpose of this assignment is to strengthen your research skills, enhance your presentation skills, and expand your knowledge.  You will need to research material beyond the class readings to investigate labor/employee relations at a specific organization.  You will report your findings to the class in a briefing paper (5 or 6 double-spaced pages, not including the title page and reference list).  You’ll need between 15-20 sources. Scholarly sources from academic libraries should dominate your research.  Wikipedia is not an acceptable source. Of course, you may use online libraries, such as the one at UMUC.  Given much of the information available via the web is not screened for accuracy, you should be careful in selecting information from this source.  In other words, website information should be used appropriately (i.e., to describe a specific company’s program or report a governmental policy).  APA should be used to reference your sources.  Additional instructions will be provided.  (Course Objectives 1, 2, 3, 4, 6) Note:  Graduate School courses require about 25 sources for a standard term paper.  The 15-20 sources needed here are part of the overall research requirement.Instead of writing an 18-25 page paper, however, this assignment reduces the requirement to 5-6 double-spaced pages of an executive briefing.  This way you meet the research requirements but have a smaller writing task. Being concise and knowing which information to include, however, can be challenging; so, allow yourself enough time to craft a suitable product.  Good presentations of any nature have much more research to support the amount of material that is presented, so this is a good skill to develop.  It may help to think of this assignment as a presentation to a meeting of very busy people.  They will give you a few minutes of their time to present your 5-6 double-spaced pages of information.  You’ll want to include the key points in it.  Exceeding the 6 page limit does not indicate a “better, more thorough” paper.  Having less than 5 pages raises the question of adequacy. Identifying your Topic Choice of Organization – Amazon Assume you are an external consultant hired to provide executive level management a concise report about labor relations in an organization. Choose one current organization in the private or public sector. You will likely need to choose a large, visible organization in order for material to be available. There is usually a sufficient amount of material for retail giants, supermarkets chains, clothing manufacturers, prominent hotels, key airlines, automotive manufacturers, hospitals, mining companies, and large government agencies.  In order to keep an objective mindset, do not select an organization for which you work or did work.  Perhaps you’d like to choose an organization that provides a product or service that you use.  Just be sure there is enough accessible information.  You will need to consult publicly-available material, such as reputable news reports, journal articles, and government documents.  Confidential information internal to the organization should not be used, but public material provided by the organization and/or a union can be used as long as its credibility is given appropriate weight. Once the organization is selected, discuss:  How well does it manage its labor/employee relations?What are its strengths and weaknesses?  Tip:One way to think about the content is through a series of questions: –Definition:  For purposes of your analysis, who is the organization?  Is it only part of a larger enterprise?  For instance, is it only the U.S. locations or specific operations within the U.S.?  What role does labor have in its operations?  For instance, how large is the labor force?  Who are the employees?  Is labor a critical piece of production or does technology do most of the work?   –Management’s view:  How well does it think its employee/labor relations is going?  Is it meeting its own criteria for “good”? Does it do what it claims in its strategic plan and public professions? What is the evidence that it is or is not?  What would it continue or change if it could? –Labor’s view:  How do employees think they are treated?  What is the evidence?  What role have unions had/tried to have in this relationship between employees and management? What would employees/the union continue or change?

Annual survey of corporate recruiters, the graduate management

Question 1
In its annual survey of corporate recruiters, the Graduate Management Admissions Council routinely finds that ________ tops employers’ list of complaints about potential MBA job recruits.
A) lack of communication ability
B) inability to solve problems
C) poor cognitive skills
D) unfamiliarity with new channels of sales
Question 2
In terms of his career, Ryan’s communication skills ________.
A) will neither help him find a job nor help him keep it
B) won’t make any difference in his salary potential 
C) will be perceived as important by his employers, but they cannot be translated into savings for his company
D) will make him a valuable employee
Question 3
In which of the following situations can good business communication skills have a positive impact on your life?
A) negotiating a better deal on a car
B) driving through busy streets
C) keeping your personal valuables safe
D) calculating your monthly expenses
Question 4
Which of the following is an example of unsuccessful communication?
A) ordering an item online and deciding, after it arrives, that you don’t like it
B) asking a friend for advice and then trying to apply it to your problem
C) receiving instructions on how to put something together and then assembling the item
D) making an urgent request on a colleague’s voice mail and getting no reply for a week
Question 5
The active listening skills used when you listen to the spoken word are ________ when you “listen” to what people say in their writing.
A) inapplicable
B) equally useful
C) much more required
D) far less effective
Question 6
Which of the following paraphrases the literal content of a given statement?
a. Are you concerned that people are turning in their reports late?
b. You sound frustrated about people waiting until the last minute to submit their status reports.
c. You are saying that you’d like us to have our status report turned in a couple of days before the date of the monthly meeting .
d. Are you concerned that there won’t be time for the supervisor to review the reports before the meeting?
Question 7
Which of the following terms best represents a culture that values punctuality and efficiency?
A) High-context culture
B) Collectivist culture
C) Low-context culture
D) Monochronic culture
Question 8
Which of the following is most likely to be the desired outcome of a persuasive message for a product?
The recipient will decide to purchase the product.
The recipient will be impressed by the function of the product.
The recipient will throw away their older version of the product.
The recipient will compare the product with other similar ones.
Question 9
_______ is the ability to influence an audience to agree with your point of view, accept your recommendation, or grant your request
A) Aggression
B) Persuasion
C) Ethnocentrism
D) Congregation
Question 10
 Which of the following is an example of an external source?
Memos sent to the employees of a company
Financial reports published by a company
Company databases
Industry journals.
Question 11
Which is the following is an example of an internal source?
A) a newspaper
B) an industry journal
C) a memo from a supervisor
D) web-based search tools
Question 12
Shannon needs to deliver some information quickly to a large group of people. Which of the following would be the best medium for her to use?
A) email
B) telephone
C) memo
D) letter
Question 13
Which of the following best articulates the business results of a message regarding a new work schedule?
A) to suggest the possibility of implementation a flexi-time schedule in your office
B) to describe your boss how your life would improve with a flexi-time schedule
C) to improve employee productivity and job satisfaction with a more flexible schedule
D) to have your boss agree to implement a more efficient schedule for employee
Question 14
While having lunch with a friend she tells you that her office recently implemented flex-time hours. It has been a positive change at her work place, and you think that it would be great to have this at your office too. You decide to approach your boss about this possibility .In the context of such a message, the thought that this change might decrease employee productivity would be seen as :
a. An audience benefit
b. A potential resistance
c. A refutation
d. A concession
Question 15
Cassie is putting together a stand-alone presentation. Which of the following criteria should be satisfied by this presentation?
D) Cassie must include message headlines summarizing the key point of each slide
Question 16
Audiences easily get lost and bored if they cannot anticipate the twists and turns the presentation may take. To avoid this, the presenter should ________
A) open the presentation with a genuine question
B) establish rapport with the audience at the beginning of the presentation
C) provide a framework for the presentation during the opening of the presentation
D) open the presentation with a an anecdote
Question 17
You are writing an appeal letter to solicit funds for your non-profit organization. In this message you praise the audience for its past donations ,emphasize how its contributions are needed now more than ever, and how these contributions benefit the people your organization serves . This message appeals to the audience’s.
a. Sense of self-esteem
b. Quest for self-actualization
c. Need for love
d. Desire for safety
Question 18
Why are bad news messages challenging to compose?”
a. they must be lengthy and vague to avoid legal consequences
b. they require you to achieve a number of goals that are incompatible at first glance
c. they make it impossible to maintain your audiences goodwill  
d. they run the risk of alienating your audience
Question 19
Gavin purchased an MP3 player at a large electronics retailer. When his device stopped working he emailed the store to inquire about a repair or replacement device. Gavin received a reply from a customer service representative, thanking him for his inquiry and resolving to try to help him. The representative stated that it might be the manufacturer, not the store itself, who should handle this type of problem. She thanked him again for his business and encouraged him to continue shopping at the retailer. Which of the following statements accurately describes the customer service representative’s job of delivering bad news?
A) Her message was insensitive and likely offended Gavin.
B) Her message provided all the required information to Gavin
C) Her message was unclear and will likely result in further communication from Gavin.
D) Her message effectively balanced all four goals of communicating bad news.
Question 20
Which of the following questions is a part of the analyzing stage of the ACE process for delivering bad news ?
a. Have I avoided legal complications?
b. Is the bad news stated clearly and sensitively ?
c. Should I include an apology
d. Should I begin with the bad news or lead up to it ?
Question 21
Which of the following involves the use of a secondary source?
A) Talking to the entry-level employees about why the duties are not being properly executed
B) Surveying other companies who outsource the kinds of duties you are looking to outsource
C) Reading a journal article about the perceived versus actual cost effectiveness of outsourcing
D) Discussing the situation with your boss
Question 22
If you perform a search using the phrases “health insurance plans” and “freelance workers” the search engine will:
a. give those sites that include either exact phrase
b. give you only those sites that include both phrases
c. give those sites that include any of theses five words anywhere on a page  
d. give you those sites that include the first phrase and exclude the second
Question 23
When you conduct a search using most search engines, you can use __________ as a wild-card symbol within a phrase to represent an unknown word.
A question mark (?)
An asterisk (*)
An ampersand (&)
A minus symbol (-)
Question 24
which of the following is true of a proposal?
(A) It is simple to prepare.
(B) It does not need to provide details on how to implement itself.
(C) It requires you to develop a persuasive appeal.
(D) It should not address costs.
Question 25
As you begin to write a proposal regarding technological needs in your work place, you think about its purpose. In this case, how do you propose to meet the need you are addressing?
a. By continuing to oversee the technology needs yourself
b. By allowing technology issues to go unaddressed
c. By hiring a technology company to oversee the technology needs
d. By training some employees in the company to handle the technical issues

Week 8 discussion response to classmates

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Please respond to all 3 of my classmates separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 01/17/20 at 5pm.
Expectation:
Responses to peers. Respond to at least three of your colleagues’ posts by finding one colleague who had a similar experience and one who had a different experience. Compare the insights you gained.
THREE PEER RESPONSE POSTS should contain at least 150 words. No references are required for Peer Response posts. Please note that responding to your peers is required by the classroom, means a substantive post (150 words min.) and one that contains detail and thoroughness. Also, please note that just merely answering the Main Discussion post with 2 references is not an automatic 100.
1. Classmate (C. Ree)
To be asked questions by someone I have just met was intimidating and made me feel unsure about taking an assessment.  To be asked questions was fine until it got to the math portion. I thought, I can subtract so why am I not getting these answers incorrect. Then I felt that I was not smart enough since the title of the assessment is “Mental State Exam.” Anxiety producing. I kept thinking, what if I do not do well, will she think less of me when these questions are very simple. After entering the data to produce the scores, I was not happy with the results and I disagreed with them. I got confused on certain numbers. When she told me what number I should be on I was not on that number so I do not think this was an accurate reflection of my responses.
Taking thee Jung assessment online was interesting but extensive. I was not expecting it to involve so many questions. I do feel, however that the assessment described me somewhat. I can agree with the findings because I assumed as much of myself. The assessment listed my current job as suitable employment while naming counseling as another job I’d enjoy. Those two elements I can agree on totally.  I did disagree with the finding that I like to socialize in large crowds, totally inaccurate description of something I would engage in.  Insights gained from being assessed was it can be interesting until the results come back. Being involved in an assessment can be (for me scary) since a lot of people look at assessments as a true measure of who you are.  I think client would react in a similar way because to be assessed can be nerve wrecking for some, while others jump at the chance to reveal their results.
2. Classmate (C. Yob)
The Mini Mental State Exam was interesting. I found myself questioning the assessment; part of me wondered if each question had an ulterior meaning behind it. I scored a 30. Through the exam I had thoughts ranging from, “Didn’t she just ask me that?” to “Oh god, I hate math.” I also think there were a couple questions that may have been misnumbered. Overall, taking the Mini Mental State Exam was fine, and I think that if I were in front of a student who was somehow mentally impaired or borderline then asking them these simple questions would throw them off enough to get insight into their state. However, I’m not sure I would feel comfortable using this exam for much more than gaining some insight into the client’s current state. “Test givers should remember the impact that their decisions will have on clients and monitor the quality of the tests they use, their level of competence to administer tests, and their ability to make accurate interpretations of client material” (Neukrug, E.S., & Fawcett, R.C., 2015). I do not have the level of competence necessary at this point to appropriately analyze this test for a student.
The Jung assessment is one I’ve taken multiple times and I usually receive the same answer – INFP. There are sometimes it may be ENFP, depending on how I’m feeling about people that day. The Feeling, Intuitive, Forward-looking personality does tend to align with my opinion of myself. This test in general is more fun to take and I think students might find it more enjoyable to take rather than the Mini Mental State Exam. Projective and objective personality tests are valuable tools because they can guide us towards the most effective methods of working with a specific student, including how to interact with the student’s opinion of themselves. People love to take personality quizzes, so I think with a projective test which has more stimuli versus the objective test (pen and paper), students will be happier to participate and learn (Neukrug, E.S., & Fawcett, R.C., 2015)..
References
Neukrug, E.S., & Fawcett, R.C. (2015). Chapter 11: “Clinical assessment: Objective and projective personality tests.” The Essentials of Testing and Assessment: A Practical Guide for Counselors, Social Workers, and Psychologists (pp.247-280). Stamford, CN: Cengage Learning.
3. Classmate (A. Mul)
I was interested (and nervous) to see what was shown by the results of the Mini-Mental State Exam. The Mini-Mental State Exam (MMSE) is a popular cognitive functioning test used by mental health counselors (Neukrug & Fawcett, 2015). I was anxious as she began to ask questions but I was quickly confused when the first few questions seemed so obvious. I found myself overthinking the question regarding what level of the building was I on. I was in the basement but wondered if that would be considered the first floor or basement. I wondered if there was a wrong answer. Overall I found the test fairly simple other than the math questions. Those took me a bit longer as math is a weak area for me. The results of this assessment seemed accurate for me and my current ability but I see how this would be a good indicator if someone presented with concern such as a jeopardized mental state or intoxication.
I found the Jung Assessment to be very long and repetitive. I felt that the same questions were asked repeatedly attempting to get a different response. I also felt some of the questions to be difficult to answer concretely. The answers of NO and no vs. YES and yes I found confusing. I used  NO/YES = absolutely no/absolutely yes, and no/yes = sometimes no/sometimes yes. When I was answering these questions I wondered if others, possibly coping with mental illness may become frustrated at a long, redundant YES, yes, NO, no assessment.
The results of my Jung assessment were ESFJ or Extraverted, Sensing, Feeling and Judging. I was shocked to see the meaning and how accurately the description fit my personality. Descriptors such as generous, entertainer, emotional, control, protector all describe me very well. I felt this would be helpful in developing treatment plans with individuals or families to get a better understanding of oneself and how one interacts with others. Clients may find such an assessment as enlightening and empowering.
Neukrug, E. S., & Fawcett, R. C. (2015). The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists. Stamford, CN: Cengage Learning.
Required Resources
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 9: “Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 190-220). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 11: “Clinical assessment: Objective and projective personality tests.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 247-280). Stamford, CN: Cengage Learning.
Humanmetrics Inc. (1998-2017). Jung typology test. Retrieved at http://www.humanmetrics.com/
Document: Folstein Scoring Sheet (Excel Workbook)
You will use the Folstein Scoring Sheet to complete this week’s Discussion.
Required Media
Laureate Education (2018). Mini Mental State exam [Video file]. Baltimore, MD: Producer.
Note: The approximate length of this media piece is 9 minutes.
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 
Optional Resources
OPP (2018). Myers-Briggs type inventory (MBTI). Retrieved from https://www.opp.com/en/tools/MBTI/MBTI-personality-types
Great Plains Health (n.d.). Beck Anxiety Inventory (BAI). Retrieved from https://www.gphealth.org/media/1087/anxiety.pdf
Strong (2012). Strong interest inventory (SII). Retrieved from https://www.skillsone.com/Pdfs/smp284220.pdf
Barbaranelli, C., Fida, R., Paciello, M., DiGiunta, L., & Capara, G. V. (2008). Assessing personality in early adolescence through self-report and other-ratings a multitrait-multimethod analysis of the BFQ-C. Personality and Individual Differences, 44(4), pp. 876-886. Doi: 10.1016/j.paid.2007.10.014
Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional counselors. Journal of Counseling and Development, 78(3), 357–364.

No plagiarism please! due tomorrow 3/10/2019 @ 5:00p.m. 26 hours from

Assignment 4: Avoiding Wrongful Employee TerminationsDue Week 10 and worth 200 points To be wrongfully terminated is to be fired for an illegal reason, which may involve violation of federal anti-discrimination laws or a contractual breach. The legal standards governing termination differ substantially depending on whether private-sector and nonunion employees or public-sector and unionized employees are being considered. As the company HR leader, you are accountable to the organization to ensure that all employee terminations are initiated and completed while maintaining strict adherence to current employment laws and EEOC guidelines. Write a five to six (5-6) page paper in which you: Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge? HINT: https://employment.findlaw.com/losing-a-job/constructive-dismissal-and-wrongful-termination.html Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative? Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers? Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Go to https://research.strayer.edu to locate at least three (3) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as academic resources.  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; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. 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 assignment page length.   The specific course learning outcomes associated with this assignment are:Develop policies that are compliant with employment laws. Examine methods to assist in avoiding wrongful terminations. Use technology and information resources to research issues in employment law. Write clearly and concisely about employment law using proper writing mechanics. 
Name: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations
Grid ViewList View Unacceptable 0 – 69% F Fair 70 – 79% C Proficient 80 – 89% B Exemplary 90 – 100% A   1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15%           Points:         Points Range:    0 (0%) – 20.7 (10.35%)  Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    21 (10.5%) – 23.7 (11.85%)  Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    24 (12%) – 26.7 (13.35%)  Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    27 (13.5%) – 30 (15%)  Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:      2. Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative?20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative.    Feedback:      3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:      4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:    HRM510-A4-55. 3 references5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  No references provided.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Does not meet the required number of references; some or all references poor quality choices.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Meets number of required references; all references high quality choices.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Exceeds number of required references; all references high quality choices.    Feedback:    HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Serious and persistent errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Partially free of errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Mostly free of errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Error free or almost error free grammar, spelling, punctuation, or formatting.    Feedback:    HRM510-A4-77. Appropriate use of APA in-text citations and reference           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Lack of in-text citations and / or lack of reference section.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  In-text citations and references are provided, but they are only partially formatted correctly in APA style.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Most in-text citations and references are provided, and they are generally formatted correctly in APA style.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.    Feedback:    HRM510-A4-88. Information Literacy / Integration of Sources5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:    HRM510-A4-99. Clarity and Coherence of Writing5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Information is partially clear with minimal reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Information is mostly clear and generally supported with reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.    Feedback:    Show Descriptions  Show Feedback 1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 20.7 (10.35%)   Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Fair 70 – 79% C 21 (10.5%) – 23.7 (11.85%)   Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Proficient 80 – 89% B 24 (12%) – 26.7 (13.35%)   Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Exemplary 90 – 100% A 27 (13.5%) – 30 (15%)   Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Feedback:
2. Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative?20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative.Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative.Feedback:
3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Feedback:
4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Feedback:
HRM510-A4-55. 3 references5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   No references provided.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Does not meet the required number of references; some or all references poor quality choices.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Meets number of required references; all references high quality choices.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Exceeds number of required references; all references high quality choices.Feedback:
HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Serious and persistent errors in grammar, spelling, punctuation, or formatting.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Partially free of errors in grammar, spelling, punctuation, or formatting.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Mostly free of errors in grammar, spelling, punctuation, or formatting.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Error free or almost error free grammar, spelling, punctuation, or formatting.Feedback:
HRM510-A4-77. Appropriate use of APA in-text citations and reference–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Lack of in-text citations and / or lack of reference section.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   In-text citations and references are provided, but they are only partially formatted correctly in APA style.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Most in-text citations and references are provided, and they are generally formatted correctly in APA style.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.Feedback:
HRM510-A4-88. Information Literacy / Integration of Sources5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.Feedback:
HRM510-A4-99. Clarity and Coherence of Writing5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Information is partially clear with minimal reasons and evidence that logically support ideas.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Information is mostly clear and generally supported with reasons and evidence that logically support ideas.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.Feedback:
Name:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations

Management Team Dynamics Discussion

DiscussionDiscuss the team dynamics for a highly effective or ineffective team of which you were a member. Can you explain why the team performed so well or so poorly? Reply 1:-Team dynamics are very important in success of a project. Effective teams are enthusiastic, goal oriented, self-motivated to achieve common mission. Team dynamics can be improved with teambuilding activities. Team building enhances strong communications within team members as well as individuals. Creativity and productivity can be improved with it. One more main advantage of team building is having clear procedures and policies which motivates team members to attain goals. With team building, collaboration and cooperation will be more which helps in solving complex problems (Fapohunda, 2013). I worked in many different teams. Two of them fall under criteria of effective and ineffective teams. Firstly, I worked with Optum technology for a year and half. I was part of a software development team. We used to have clear goals for every two weeks on what tasks we would be working on. Team lead had full trust on all team members and support among the team members was appreciable. Team consisted of diverse team members like old, young, different nationalities. All were worked well together. We had very tight deadlines for that project. We made it possible by delivering that project on time and which showed team’s commitment. I am happy to say that this is the most effective team that I worked on so far.In my recent past, I have worked in Ameriprise Financial Solutions. There, I was working in a team for couple of months. Work was not equally divided among the team members. If someone is efficient then that person is overloaded with the work whereas rest of the team sits idle. Team lead or the management was never used to mind about the team or team building as long as the work was done. One team member used to blame the other for delay in the delivery of the project. This team performed so poorly which resulted in so many defects for application software as well as delay in the project delivery. This is the most ineffective team that I worked on so far.Reply 2:-Many talent management departments, leaders boards, nonprofits, and companies are challenged by building a high-performance team (Losada, & Heaphy, 2004). Team dynamics for a successful team involve the motivating forces that help the team to achieve the mission and goals, and these forces are observed by interplay of the individual on the team, the assigned task, and the entire team. The following are the things shared by a productive team (Chong, 2007);·         Identification of a leader- this is a person who guides the process, assist in the cross-functional teamwork, coordination of efforts, and steady supply of resources required in the team.·         Establishing roles and responsibilities- for every team to be successful, each member should understand the roles and responsibilities, and every team member is assigned roles that match with the special interests.·         Establishment of a plan to determine how the team reaches an agreement- the team I was in had a plan that determines the agreements of the team to ensure that the right decisions are made.·         Proper and timely use of quality tools- for the team to be successful, it should have the knowledge to utilize and comprehend quality tools for the project.In a team I was in, there was high energy around the communication. For the team to achieve the goals and objectives, communication should be effective at all stages to ensure that the team members are aware of their roles and responsibilities. There was an exchange of ideas among the teammates, which is essential for the success of every project. High engagements in between the team members ensured that there was a high performance in the team, and this involved full participation of members and also engagement in explorations. This is why the team performed so well.

Graduate level no plagrism | Human Resource Management homework help

GUIDE DETAILS for Case, Toys R Us in Japan: MID-TERM Assignment
 
Short Answer Essays
 
 See article/pdf file  
 
Read the case about what happened when Toys R Us entered the Japanese market. Your analysis of the events will then be organized into a series of short-answer essays that make up the paper.  You will find it helpful to place all major case events into a TIMELINE document and print it out for quick reference.  You are asked to submit your timeline as a part of the assignment.
 
Short answer essay means that you review each topic and answer that topic with several sentences, or what is needed to explain your answer.  Organize the sentences into paragraphs so that you write more than one paragraph per answer.  Each paragraph should identify one idea or topic, with supporting sentences to explain that topic.
 
To format the assignment:
 
1.     Provide a cover page with assignment title, your name, course name, and date submitted.
 
2.     Copy each of the essay topic and its number onto your file document and then write your answer as a short essay.
 
3.     This assignment will NOT need an introduction or a conclusion. 
 
4.     See individual topics for when to add references used.
 
 
 
DUE: ****
 
 
 
615 Mid-term Short Answer Essay Assignment/Rubric
 
1. Write a summary of the major events of ToysR Us (TRU) when it launched its effort to expand in Japan.  Include at least 4 events.  
 
Add in-text cites when using information from Case.  Primary authors are Spar and Mackenzie.  See footnote at end of first page of the TRU case.
 
YES/completed          NO/not clearly described.
 
 
 
2.  Identify sets of beliefs from three (3) groups that probably impacted the initial expansion of TRU. Select from any of the following groups: 
 
·      American-based TRU executives
 
·      Japanese government agency managers 
 
·      Japanese wholesalers
 
·      Japanese retailers
 
·      Japanese consumers
 
To identify the beliefs search the case for stated or likely beliefs towards goals and expectations for how to conduct business.  Then, in your words, write about each group’s beliefs. 
 
Add in-text cites when using information from the TRU Case. 
 
YES/completed          NO/not clearly explained.
 
 
3. Contrast and compare US and Japanese culture using Hofstede weblink http://geert-hofstede.com/countries.html  Answer these questions: 
 
·      What dimension or category has the most difference? 
 
·      Identify the likely impact. 
 
·      What dimension or category is most similar?
 
·      Suggest a likely advantage for managing by using similarity.
 
·      Add in-text cite for use of any Hofstede materials or ideas.
 
YES/completed          NO/not clearly explained.
 
 
 
 
 
4.  Think about the likely leadership activities in the case. Then decide if TRU had the right strategy or not.  Answer these questions:
 
·       TRU STRATEGY:  If you were the leader, would you have managed the initial expansion like TRU executives?  What are your reasons? 
 
·      DIFFERENT LEADER STRATEGY: If you were the leader, would you have managed the initial expansion differently?  If yes, what would you have done?
 
Add in-text cite for reference to any leader model (Northouse, or other source)
 
YES/completed          NO/not clearly explained.
 
 
 
5.  Include your timeline.
 
YES/included          NO/cannot locate
 
6. Optional: (ADD POINTS) Research events since the initial entry into Japan.  Summarize.
 
Add in-text cite for any article or website used.
 
 YES/included          NO/cannot locate
 
 
 
 
 
ABOUT SCORING: Grading Rubric
 
The essay answers are worth up to 20 points each.  They will be scored as summary total.  Expected range for performance: A score of 80 or above.
• 15% of each answer will be reviewed for logical or sequenced sentence and paragraph structure. 
 
·      5% of each answer will be scored for correct grammar/spelling. 5% of each answer will be reviewed for APA cite required.
 
Your answers should be submitted to TURNITIN.com
 
 
 
 
 
Analysis of Toys R Us Case meets the following course learning objectives:
 
·       Understand adjusting of communication styles and content to adapt both the methods and the medium to domestic and global contexts (Examination of Toys R Us (TRU) and the initial gaps in its success help you understand the impact of assuming domestic culture (US) should shape the culture of other geographic locations).  This case analysis leads to a bigger understanding of what must happen when planning or expanding business outside of the US.
 
·       Analyze leadership research, and apply it in domestic and global contexts. (TRU advancement into Japan had important, serious ramifications for the company’s managers). Evaluation of the case leadership iand determining whether it was effective benefits from tested and published theory.  Use of theory to assist you in your evaluation informs your understanding of leadership for a global context similar to TRU expansion
 
·       Examine communication methods to support effective leadership, decision-making and conflict management. TRU encountered unexpected barriers in the Japanese entry. Identifying the important sub-groups and their likely beliefs is an important step for understanding areas needing additional discussion in project negotiations.