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

South America Colombia and Venezuela Paper

OUTH AMERICA (BRAZIL, ARGENTINA, CHILE, PERU, URUGUAY, ECUADOR, ETC.) EXCEPT COLOMBIA AND VENEZUELAFor this assignment, you are to read current news articles about Latin America from the website for the North American Congress of Latin America (NACLA) and submit three short reviews during the semester. Please submit one review per due date. Each review is to be at least 3-4 pages and each due date corresponds to a regional topic in Latin America. To select the articles, go to the website (Links to an external site.) and choose an article from any of the sections listed at the top of the banner, such as “Magazine,” “Columns” and “Opinion and Analysis.” However, to gain complete access to all the resources in the website, I strongly encourage you to sign up for a free account. The registration is easy, just create a username (or use your e-mail) and password, and you’re ready to go!In your works cited page, compose your article entry in a format like this: Nidia Bautista, “Justice for Lesvy: Indifference and Outrage in Response to Gender Violence in Mexico City,” NACLA Report on the Americas website (July 31, 2017).In terms of the content, I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points in the article that you selected. To help you to address this issue, consider some of these questions: What is the main issue being discussed? (i.e. immigration, elections, education, environment, women’s issues, crime, etc.) Who are the main personalities mentioned in the article? (i.e. Enrique Peña Nieto, Andres Manuel Lopez Obrador, President Trump, etc.) How does the issue affect the people of the country mentioned in the article? Does the issue have any connection with United States interests? What do you think could be the best solution to resolve this problem?And for the second point of discussion, please analyze the article that you selected and present your point of view on the story. For example, how do you feel about the story? How did this article contribute to your understanding about modern Latin America? And what do you think about the author’s perspective on the article? How does this topic relate to contemporary political, economic or cultural themes in the United States today?

Please answer 1 peer with 2 paragraph , please i need 2 references no

 
Ceftriaxone uses, advantages and disadvantages.
Yuritza Medina
Florida National University
Ceftriaxone is an antibiotic used to treat many kinds of bacterial infections, including severe or life-threatening forms such as meningitis, Acinetobacter and Enterobacter species, hemophilic influenzae (including beta lactamase producing strains), Klebsiellosis pneumoniae, organelle, Neisseria and Proteus species, and Serratia marcescens. It possesses activity against most strains of Staphylococcus aureus and Streptococcus pneumoniae, but Staphylococcus epidermidis, methicillin-resistant strains of staphylococcus, and Enterococcus faecalis (Group D streptococci) are typically resistant. Ceftriaxone has poor activity against anaerobes. Ceftriaxone has a long serum life, time that the drug takes for its concentration in the body to reduce by half compared to other antibiotics for bacterial infections. This allows it to be taken after twelve hours in children and twenty four hours in adults. However the use of Ceftriaxone causes leads to serious side effects that include severe skin reactions. The skin reactions include burning of the eyes, swelling of face or tongue, skin pain, blistering and peeling of the skin. It also causes serious allergic reactions such as hives and breathing difficulties on individuals allergic to any of its ingredients. Ceftriaxone is commonly used in the treatment of acute gonorrhea of the lining of the uterine walls. Ceftriaxone is generally recognized to be safe and effective when administered either intravenously or intramuscularly to both adults and children as a single drug for skin and skin structure infections. An advantage of ceftriaxone over the other third-generation cephalosporins is its long serum half-life, which allows it to be given every 12 hours in children and every 24 hours in most adults. There is no question that ceftriaxone is effective for skin and soft tissue infections, particularly those caused by staphylococci and streptococci. The drug’s sales to home infusion companies around the country attest to its widespread use for such infections.
The fact remains, however, that the data required to substantiate efficacy and safety for ceftriaxone or for any of the other third-generation cephalosporins are just not available in large numbers. There are some disadvantages in the use of ceftriaxone for example, the costs involved in the acquisition and administration of ceftriaxone must be weighed against its convenience in the out-patient setting. Single-dose therapy is still significantly more expensive than oral antibiotics in most areas. In addition, concern exists with the potential for the development of bacterial resistance with overuse of this agent in children. Issues such as these must be more fully evaluated before clinicians adopt the wide-spread use of ceftriaxone for relatively self-limiting conditions such as otitis media. Ceftriaxone is poorly absorbed from the gastrointestinal tract and must be given parenterally. Like other cephalosporins, it is widely distributed throughout the body. It reaches the cerebrospinal fluid in adequate concentrations through inflamed meninges to effectively treat meningitis. Unlike most other cephalosporins, ceftriaxone is highly protein-bound. Controversy remains over the significance of ceftriaxone’s displacement of bilirubin from protein binding sites in neonates. Although several clinical trials have documented the safety of ceftriaxone in the neonatal population, many clinicians continue to avoid its use in this population, particularly in premature neonates or those with hyperbilirubinemia. Ceftriaxone is 60 to 70% eliminated as unchanged drug by renal excretion. The remainder is secreted unchanged in the bile. The long elimination half-life of ceftriaxone, approximately 6 to 9 hours in adults and 5 to 18 hours in infants and children, allows for once or twice daily dosing.
References
Truter, I. (January 01, 2015). Antimicrobial prescribing in South Africa using a large pharmacy database: a drug utilization study: original research – autopsies at an academic hospital. Southern African Journal of Infectious Diseases, 30, 2, 52-56.

Cis554 week 2 assignment 1

 
Implementing Software Project Management Strategies
 Imagine that you are employed by an organization that would like to further invest in the development of internal software applications. The organization finds it very costly to maintain vendor built and maintained software apps. It believes that the strategy of developing internal software could provide cost savings in the long run.One of your responsibilities at this organization is to advise upper management on the latest trends and methodologies of software project management strategies. Upper management has asked you to identify and analyze the challenges and issues that the software development teams may experience if they transition to this new strategy. In addition, you are asked to provide your suggestions and solutions to mitigate the challenges and issues. Write a three to five (3-5) page paper in which you:

Describe the latest trends of software project management strategies and suggest at least three (3) methodologies of software project management strategies for this project.
Select the optimal software project management strategy for this project and provide a rationale. 
Select three (3) typical constraints that may exist while managing and leading software projects within this organization. Analyze why the determination and clarification of these constraints is essential within the planning phases of the project. Note: Please refer to Table 1.1 in Chapter 1 of the text for information on typical constraints on software projects.
Analyze the relationship between the organizational structure and a project manager’s level of authority and responsibility. 
Suggest how a typical software engineering team could be staffed and describe each team member’s role. Determine the skills that are required for each team member for the success of the software project development.
Select two (2) software project management frameworks as options for software development. Discuss how each framework provides an opportunity for efficient project resource management. Use examples to justify your answer. 
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality 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.

Scarlet street | English homework help

    
Please write a paper of two to four (2-4) pages that is a “character” or “theme” or “structure” argument as it relates directly to what the director Fritz Lang is attempting with the film. That is, write a paper where you make some definitive argument about a character or theme or “structure” for Scarlet Street where your argument ties directly to what the director of the film is presenting or arguing in the film. Use only THE FILM as your primary and only source. You are providing a “close reading” argument about the film. Work cited: 
Lang, Fritz, director. Scarlet Street. Performance by Edward G. Robinson, Joan Bennett, Universal Pictures, Kino International, 1945. 
These are “close reading” essays—students develop their own thesis and use brief quotes, longer sentence quotes, and situations from primary text itself to make the argument. DO NOT USE outside or secondary sources for this assignment. These papers should include a “Work(s) Cited” page. Papers should be two to four pages in length. Be direct and specific. In your discussion, you will need to provide a clear thesis statement. Think of the thesis paragraph as a “road map” to your paper. In other words, provide your thesis, present your conclusion(s) and the means by which you plan to examine and discuss the primary text. See syllabus for general format requirements. 
Use third person formal—NO First Person or Second Person.  Provide a very clear and specific thesis statement. Think of the thesis paragraph as a road map to your paper. In other words, provide thesis (argument), provide your conclusion(s) and the means by which you plan to examine and discuss these conclusions up front. Place most important information first—you should present your thesis/argument in the first sentence of your thesis paragraph. Use brief quotes, sentence quotes, and long quotes from the text itself—no outside sources or articles required. If you are having problems narrowing your thesis, begin from what is your favorite part of the text or your least favorite part of the text, or who is your favorite character, the most striking character or part to you. Then ask yourself what these parts reflect about the character/characters, the given culture, the people, or what might the author be attempting, or what is the author attempting to show, or what/how does what the author shows the reader/audience reflect upon the culture or the characters. See syllabus for general format requirements. This paper requires a “Work(s) Cited” page. All papers for this course are formal. The choice of your thesis is yours. However, you must use specific lines and instances from the work to support your argument or provide evidence/support for your argument. This paper is a “close reading” assignment. Use MLA 8th Edition Style Sheet. 

2-4 Pages in length  
Thesis Paragraph  

o Clear thesis—stated immediatelyo “Road Map”—thesis paragraph is summary of your argument—what are your conclusions, 
what evidence are you using 

Body of the Paper—present your evidence: use long, brief, and sentence quotes  
Conclusion—restate thesis; tie together  
Work Cited page; use MLA 8th Edition Style Sheet All papers for this course are formal. No use of first or second person in these essays. The small print: In the production of course assignments, we will follow a very conventional, and somewhat restrictive, means of expressing and judging the writing(s) and presentation(s) of others. That is to say, we will follow a basic format and use standardized English (Standardized American English) for the completion of class assignments. Please use a college dictionary, preferably the Oxford, for spelling and basic definitions. We will use the traditional method (thesis, evidence, and conclusion) to present our ideas. We will use our thesis paragraph as a “road map” for papers, and we will provide a conclusion for papers. Our aim will be to convey an abundance of information in a manner that is exact, clear, and concise.  

“icebreaker” discussion: room with a view

 
Please complete those two parts.
1. aThis is an exercise to find commonalities with others in our online course. There are no right or wrong answers, of course.
Post a new thread in the forum, Room with a View. To add a thread, click on the ICEBREAKER Discussion: Room With a View. What should be included in the thread? First, describe (in vivid detail) the view from your favorite window. Weave some autobiographical information into your “view.” For example, “I’m looking over our pool where my brother learned to swim this weekend. It also overlooks a beach. When we lived in Arizona we dreamed about living by water and now that we are here in California that has become a reality.”
 
b. Each student will represent a single country from one of the following areas (one area per student):

Central America, Caribbean, or South America
Africa
Middle East
Southern or Eastern Europe
Oceania (excluding Australia and New Zealand)
East or South Asia

       (*Please verify that you have chosen the appropriate country by going to the following link for United Nations Country Listings: https://unstats.un.org/unsd/methodology/m49/)
3.Each student will provide a list of ‘Do’s and Don’t’s’ (Codes of Cultural Behavior) for tourists visiting his/her representative/host country, including: (20 points)

Five major cultural ‘Do’s’ for tourists (10 points)
Five major cultural ‘Don’ts’ for tourists (10 points)

c. Each student will provide APA-style citations within the text whenever applicable and compile a list of APA-style references (reference page) for all resources used in his/her write-up (1 point)
d. On the ‘Making Acquaintances:  Do’s and Don’t’s’ discussion board, each student will post his/her list of ‘Do’s and Don’t’s’ for the representative country in a single thread, for others in the class to read.  If a student does not post the thread by the thread due date, then he/she is not eligible for the 20 points.
e. Each student is required to read the submission of one other student and respond to his/her posting by the response due date.  Students’ responses to the postings should consist of complete sentences.  If a student does not respond by the due date, then he/she is not eligible for the 4 points.  In the posting, each student is required to identify the following: (4 points)

One potential positive cultural interaction between his/her country and the other country (2 points)
One potential negative cultural interaction between his/her country and the other country (2 points)

NOTE:  If the write-up is not based on a country specified in Item 1, the student will receive zero points for this.
Those are the videos you may need to look:
 https://youtu.be/DC5AFhOkpuA 
 https://youtu.be/qTuonU9e0q0 

Steps Mentioned in The Negotiation Planning Essay

I want a reply post to the below essay in 200 words using apa format and journal articlesAccording to the steps mentioned in the negotiation planning (Lewicki, Saunders & Barry, 2015).In my opinion, these are as follows:Firstly, The goal of the forthcoming referendum is to eradicate smoking in common spaces used by people, including some conservative places such as restaurants and bars. Secondly, as far as the issues related to achieving the goal would include protests against the referendum and for the poll such as issues like passive smoking as it is a reasonable goal to work with since smoking kills not only the smokers but also the people around the smoke through passive smoking (Carney, Hamrell & Wargo, 2017).Thirdly, sorting, and prioritizing the issues would be considered. Among the problems mentioned in the earlier step, some could be prioritized after the others. As an obvious priority, the issues relative to and supporting the referendum are considered crucial that the issues about the outcry that is expected in the event of a successful referendum.Fourthly, as far as the interests are concerned, this referendum would be in the best interest of the non-smoking people that would benefit from it, which is a majority. Furthermore, this would also come with increased health care costs that are associated with welfare medical programs. As such, the same amount of dollars could be used for a larger population instead of a limited population (Kohler & Minkner, 2014).BATNA: Step 5As an alternative to completely restricting smoking, some relaxations could be offered to convince the other party. Such as allowing to smoke in designated smoking areas that are far away from children and the public.Step 6: Resistance PointResistance Point has a dependency on the earlier point where designated smoking zones are permitted in major public areas as long as they are safely distant from non-smoking open and children.Step 7:Assessing the goals of the opposite party, restaurants, and bars, having smokers welcome to their businesses. It is essential to bring them to the table and offer them BATNA. Thereby set the stage to bring them to an agreement.Step 8:Setting the bids by negotiation, with the opening and goals, recommending the accord for a referendum by revisiting the current issue and its outcomes.Step 9:Gathering all the associated parties that would be essential for the referendum to pass. Bringing both sides of the aisle to a place for negotiation.Step 10:The entire issue is played out ahead of both the parties at a high level, and all the minor details that were mentioned in the earlier steps are discussed including the proposition of BATNA as and when deemed necessary.

Federal contracting | Business & Finance homework help

 
Assignment 4: Federal Contracting Activities and Contract Types
Due Week 10 and worth 300 points 
Note: Refer to scenarios and readings from previous weeks in order to complete this assignment. 
The Department of Defense plans to issue a $400,000 government contract to a company that specializes in drone navigation technologies. As a result, a government auditor has been contacted to examine the operational data VectorCal and one (1) competitor (previously identified as “your company”) in order to decide which company should win the government contract.
Note: You may create and / or make all necessary assumptions needed for the completion of this assignment. 
Write a six to eight (6-8) page paper in which you:

Create a one (1) page overview of the history and background of each company vying for the government contract.
Specify at least one (1) of the recent major contracts that was awarded to both companies. Explain the fundamental reasons why both companies were awarded the contract(s) that you specified.
Determine the type(s) of contract for which both companies might be eligible (e.g., fixed-price, cost reimbursement, etc.). Justify the response.
Discuss at least three (3) direct costs and three (3) indirect costs that each company incurred during the production of its navigation system. Explain the manner in which this data would factor into your decision as to which company would be more eligible to receive the contract.
Suggest which company should be awarded this government contract based on the data that was presented for each company. Next, provide three to five (3-5) reasons to support your stance.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. 

Your assignment must follow these formatting requirements:

This course requires use of new Student Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS 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:

Specify the government policies regarding profit and pricing adjustments for contracts.
Evaluate the role played by contract auditors.
Use technology and information resources to research issues in cost and price analysis.
Write clearly and concisely about cost and price analysis using proper writing mechanics. 

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.