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Diversity in the Workplace

In today’s multicultural workplace, it pays to be familiar with the culture of fellow employees, supervisors, clients or customers who may come from a different ethnic background from you. Understanding their cultural traditions and customs will allow you to work with these individuals more effectively. Being able to understand ethnically diversified individuals will help to unlock their potential. How can you teach these individuals to work together? What can you do to motivate them to want to win or be successful? Employees become more productive when there is harmony in the workplace among co-workers. This harmony comes from showing respect for individual differences. An employer who values cultural smarts will often hire trainers to give their employees in house workshops on cultural diversity. These workshops could cover nonverbal communication such as eye contact, which in some countries it is rude to make eye contact. They might even discuss the use of hand gestures when speaking. There are cultures where a handshake is offensive and the good ole American thumbs up can mean something completely different. In Iraq, it means up yours. Cultural and language barriers are a challenge that needs to be beat in order for diversity programs to succeed. Ineffective communication results in confusion, lack of teamwork and low morale. There will always be that one employee who refuses to accept the fact that the social and cultural makeup of their workplace is changing. Attitude plays an important role in the positive progression is this type of attitude that can hinder progress. Make language learning and support for language learning part of the team ethic and encourage people from different language backgrounds to communicate with each other. For example, encourage co-workers and managers to reach out and learn each other’s names and to learn set, “ritualized” phrases in each other’s languages, such as “Hello,” “goodbye,” and “how are you?” Such small gestures go a long way towards improving workplace relationships because they demonstrate respect and acceptance for all employees. Eliminate prejudices and become sensitive to the needs of individuals who have different customs or traditions. Pick an ethnic group and write down as many adjectives as you can that you feel describes the group. See if there are similarities that apply to both your group and another ethnic group. Become proactive at work and identify immigrants, talk to them, ask where they came from, what their goals are. The best way to develop rapport is to find a common ground that can discussed and built upon, such as favorite food, holidays etc. Workplaces can benefit from the mix of cultures, traditions, and experiences. People of a different ethnic background bring new energy and vibrancy to the workplace. This allows people who do not naturally see the world in the same way to learn to work with each other, solve problems together, and collaborate for success. We also need to understand gender differences in the workplace because gender may determine certain attitudes, behavior, and thinking. Both men and women are equally competent in the work force. We must show respect for each gender’s different approaches and views because doing so will be beneficial to everyone success.
Cs-102-3D-77. I’m working on a Html / CSS question and need guidance to help me study.

Image Editing Assignment:
1. Go to a https://pixlr.com/ and Select “Open the Pixlr Editor”
2. Select “Open Image From Computer”
a. Upload the file from setup CS102_W4_Image.jpg from your computer to Pixlr
3. NOTE: (Not Required: If you create a free account in Pixlr, you can save the image to the Pixlr program.)
4. NOTE: If you make mistakes use Undo form the Edit Menu and retry
5. (10pts) First Task (Crop the selection we want)
a. From the Toolbox, use the Crop tool (C). Once the Toolbox is selected, you can press the letter C to find the tool.

b. Crop the image to a square shape approximately 1000 x 1000 in size (width and height of the selection are shown in the Navigator panel).

c. Move the crop grid on top of the kitten’s head and click anywhere to apply changes.
d. Note that you can resize the crop grid before applying the changes.
6. (10pts) Second Task (Make adjustments tothe Color Balance of the image)
a. From the Adjustments menu, adjust the image color balance by changing its highlight level.
b. Click Adjustment >> Levels and shift the rightmost (white) slider of the input levels to the left, positioning it at the value of 150.

c. Click OK to apply the change.
7. (10pts) Third Task (Apply a predefined filter to the image)
a. From the Filter menu, apply the Glamour Glow filter to imitate high definition resolution.
8. (10pts) Forth Task (Use Spot Heal to remove imperfections)
a. From the Toolbox, use the Spot Heal Tool to remove white spots from the kitten’s pupils.

b. Click the white areas in each pupil and they will become black automatically.
9. (10pts) Fifth Task (Create a new Layer)
a. From the Layer menu, create a new layer (Layer – New layer).
b. It should be named Layer 1 and appear on top in the Layers panel.
c. NOTE: if a panel ever “disappears”, go to the Menu at the top, click on View, and select the panel that you want to see.
d. Unlock (double-click a lock) the main layer (Layer 0),
e. Move Layer 1 on top in the layer order, and uncheck a show/hide check box to hide it.

10. (10pts) Sixth Task (Edit the New Layerand Add color)
a. Switch to Layer 1 by clicking on it.
i. *****Be sure you are working with Layer 1, not Layer 0.
b. Set the Main color –click the large rectangle in the Tools Menu

i. Select the Color to use: White
c. From the Toolbox, choose the paint bucket tool (G)

d. Fill the Layer 1 with green paint (click anywhere on the canvas).
11. (10pts) Seventh Task (Apply a marquee tool and mask)
a. Switch back to Layer 0 by clicking on its check box
b. From the Toolbox, use the Elliptical marquee tool (M).
c. Change the options on the toolbar at the top to use the constraint Aspect ratio and the shape circle. (as above)
d. Draw a circle around the kitten’s head.
e. With Layer 0 selected, from the Layer menu, choose Add layer mask.
f. You should see the Kitten’s head and the green background
12. (10pts) Eighth Task (Resize the image)
a. From the Image menu, resize the image (scale it down). You need to set its width to 300 pixels.
b. Click Image – Image size menu item and set new width.
c. Note: with Constrain proportions, the selected height will be changed automatically to 300.
13. (10pts) Ninth Task (Add Text Name to image)
a. From the Toolbox, use the Type tool (T) to add your name to the bottom of the image.
b. Once the text is added, use the Move tool (V) to move it if needed.
The finished product would look like

(10pts) Tenth Task (Save the image in two different formats)
c. Save your work and chose PNG as the output format.
i. Name the file your_name_pixlr.png. (replace your_name with YOUR Name))
d. Save your work and chose JPEG as the output format.
i. Name the file your_name_pixlr.jpg. (replace your_name with YOUR Name))
Cs-102-3D-77

GCCCD Prehistoric Art and Venus Figurines Essay.

I’m working on a writing discussion question and need a sample draft to help me understand better.

Welcome to our first SLO discussion assignment. Pick one and only one of the following SLO discussion choices. Complete your discussion to see all the replies. Then, pick someone to respond to for your peer post. Please remember, to be considered for the highest grades, you must cite or reference material from the readings. I accept MLA, APA, Chicago, and in text simple styles such as (Brand, Chapter 1, section 10) followed by complete citation at the end. This will apply to every discussion we do moving forward…so I don’t have to keep repeating it :). I suggest you look over the directions in the syllabus about word count and our rubric please (I want you all to do well)This SLO assignment is designed to familiarize you with multiple thesis statements from scholars about early humans, cave art, prehistory (before writing), the Paleolithic and the neolithic, and Venus figurines. We will be viewing primary sources (in this case items/paintings from the time period) and reading secondary sources (things written about the time period) to understand these thesis statements about the meaning and purpose of artifacts. Since we will be learning about prehistory, we won’t have primary source writings (no writing in the prehistoric period), but we have other great primary sources in burials, art, artifacts, bones, and more! We will be able to recognize what may have prompted (caused) early humans to organize, create art and artifacts, and what effects/consequences doing so may have had for the development of human culture and civilizations. Finally, we will be able to recognize the historical groups who made the artifacts (Cro Magnon aka Homo sapiens Sapiens) and why they are important. Most importantly, I hope you gain an appreciation of the creative talents, hard work, and intelligence of our ancestors as they harvested their environments to make practical, functional, and beautiful artifacts. Option A: As your slo discussion assignment choice A for this week, after reading Chapter One (Prehistory) in Early World History: An Interactive Text, and view the art work and read the descriptions at as many of the following sites as you need. You may only need one, but perhaps not. Cave Art (Links to an external site.)provides us with a great look at what our early ancestors were concerned with and focused on, and the Bradshaw foundation (Links to an external site.)website provides us with many great examples. Venus figurines (Links to an external site.)are also great primary sources that allow us to explore the prehistoric era. Please remember, to be considered for the highest grades, you must cite or reference material from the readings. I accept MLA, APA, Chicago, and in text simple styles such as (Brand, Chapter 1, section 10) followed by complete citation at the end. This will apply to every discussion we do moving forward…so I don’t have to keep repeating it :)After you have read and looked at examples, post a thoughtful response of at least 350 words (you can always write it in a Word document then copy and paste so you can keep track of the length but also so you have a copy in case Canvas is malfunctioning or attach it – whichever you prefer) to the following questions on the discussion board. Blend your answers to the following questions into a nice discussion – basically what you are doing is using secondary and primary sources to construct your own thesis (position, point) about cave art and Venus figurines, just as historians do. What are the theories about the significance of cave art and the Venus figurines? What do the art and sculptures tell us about the societies that created them? What might early prehistoric religion have been like? Imagine the shaman and god (s) of this period and tell me what you think the “religion” would been like and why. Then, explain what, if anything, can we say about the position of women from viewing the Venus Figurines? Please remember, I am expecting to see examples, quotes, or paraphrased (but cited) information from our secondary sources i.e e-text and websites (and any other information you would like to share). You may include images in your posts. Respond to 1 of your peers, keeping in mind my requirements of at least a 150 work response that is not criticism or just praise (see syllabus). You will not be able to see any posts until you first post your main discussion. Then, you will see all of them so you can post a reply to someone. This is the case with every discussion we complete. I have attached the rubric we will use to grade. it is also in the syllabus. Enjoy!!!Option B: For choice B, please discuss the principle differences between Pre-Pottery Neolithic sites such as Jericho (Links to an external site.) and ‘Ain Ghazal on the one hand, and a later Neolithic site such as Çatal Höyük (Links to an external site.) on the other? What does Çatal Höyük suggest about the increasing ability of human beings to exploit, order, and manage their environment? Please remember, I am expecting to see examples, quotes, or paraphrased (but cited) information from our secondary sources i.e e-text and websites (and any other information you would like to share). You may include images in your posts. Respond to 1 of your peers, keeping in mind my requirements for these responses (see syllabus). You will not be able to see any posts until you first post your main discussion. Then, you will see all of them so you can post a reply to someone. This is the case with every discussion we complete. I have attached the rubric we will use to grade. it is also in the syllabus. Please remember, to be considered for the highest grades, you must cite or reference material from the readings. I accept MLA, APA, Chicago, and in text simple styles such as (Brand, Chapter 1, section 10) followed by complete citation at the end. This will apply to every discussion we do moving forward…so I don’t have to keep repeating it :)Enjoy!!!
GCCCD Prehistoric Art and Venus Figurines Essay

St Petersburg College Judeo Christian Cultures Life Cycle Ritual Paper.

Most religions have “rites of passage” or “life-cycle rituals” associated with the various stages in human life. These rituals are most commonly associated with birth, adolescence, adulthood, marriage, and death
(or some variation of these). For this essay, explore one religious life-cycle ritual as expressed in two different
religions studied in the first half of this course: Buddhism and Hinduism. MLA FORMAT Discuss one life-cycle ritual. The most prominent examples to choose
from include birth rituals, coming-of-age rituals, weddings, and funerals. The choice is yours; just make sure
it is a life-cycle ritual and not another type of religious ritual. Remember, life-cycle rituals are associated
with the transitional periods of human life. RELIGIONS – The life-cycle ritual chosen will be discussed in the context of Buddhism and Hinduism. For example, you could present some of the birth rituals of
Hinduism and Shinto; or perhaps some coming-of-age rituals of the Lakota and Yoruba. The point here is
that your selected life-cycle ritual is discussed in the context of two of the religions from the first half of the
course. The choice of these religions is yours, but make sure the religions you choose actually participate in
that life-cycle ritual. For example, Confucianism and Daoism have very few life-cycle rituals that are
separate from Buddhism. Allow your research to guide your choices regarding religions for this analysis. CONTENT – For your analysis, you should describe the various activities, events, observances, and beliefs
associated with the life-cycle ritual for each of your two chosen religions. For example, are there specific
activities, props, and/or dietary aspects associated with the event? Does the person receive anything as a part
of the ritual? Is there anything done to the physical body as a sign of the ritual? To what extent does the
religious community participate? Have the events secularized in modern times? Are the celebrations publicly-observed or isolated in the religious communities? Are there variations of activities, events, observances,
and beliefs based on geographical or divisional/denominational differences? You will find in your research
that there are a variety of different practices associated with life-cycle rituals that will be geographically or
divisionally specific. In other words, what they do in India is different from what they do in Japan; or the
practices of Mahayana Buddhists differ from that of Theravada Buddhists. In these situations, you should
isolate your conversation to one specific group (identifying in your essay the group you are focusing on for
each religion). Not everything above applies in all situations; these are just some ideas of what to consider
as you prepare to write this essay. Deductions of up to 30 points will be made for errors related to the LifeCycle Rituals, Religions, and Content categories (outlined above).
STRUCTURE – This paper should be done in a traditional essay format that includes: an introductory paragraph
discussing the religious concept of life-cycle rituals and what you intend to explore (the life-cycle ritual you
have chosen and the religions you intend to explore); two or three paragraphs presenting what is outlined
in the “Content” category above (I suggest separate paragraphs for each of your religions); a conclusion
paragraph summarizing the content and/or noting the primary similarities and difference among the
religions explored; and then a bibliography of sources consulted (see below).
RESEARCH – You are expected to do academic research for this assignment. This is not an opinion paper, it
is a research paper. To that end, consult and cite multiple sources (at least 3, but you really should have
more) to illustrate depth of research. These academic or scholarly sources should be peer-reviewed journal
articles or books (library resources), primary sources (sacred literature and official religious documents)
St Petersburg College Judeo Christian Cultures Life Cycle Ritual Paper

You can incorporate a wide range of concepts from the Unit. You do not have to pick one idea and

You can incorporate a wide range of concepts from the Unit. You do not have to pick one idea and illustrate it over and over with different examples. If you speak about one topic for five minutes, that is okay, but your video could address multiple topics from the unit. For example, chapter 11 discusses how psychological science can help us know God better by providing evidence that strengthens theological claims. Does experimental research support the theological proposition that humans bear the image of God? Are human beings designed as relational beings, etc.?

Grand Canyon University Mental Health Plan Assesment Project

order essay cheap Grand Canyon University Mental Health Plan Assesment Project.

Assessment Instructions
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your implementation plan design will be the third section of your final project submission. The goal for this is to design a plan that will allow your intervention to be implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the health care setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Implementation Plan Design document (linked in the Resources) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.
Reminder: these instructions are an outline. Your heading for this this section should be Management and Leadership and not Part 1: Management and Leadership.
Part 1: Management and Leadership 2 paragraphs

Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.
Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Part 2: Delivery and Technology 2 paragraphs

Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.
Evaluate the current and emerging technological options related to the proposed delivery methods.

Part 3: Stakeholders, Policy, and Regulations 2 paragraphs

Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.
Propose existing or new policy considerations that would support the implementation of an intervention plan.

Part 4: Timeline 2 paragraphs

Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Grand Canyon University Mental Health Plan Assesment Project

Making the Move to Mobile Article Review

Making the Move to Mobile Article Review.

Mobile SEO has become to newest craze within the SEO industry. From mobile searches out numbering desktop searches to Google’s mobile First initiative, it’s something that all SEO professional need to keep in mind in order to be successful. I want you all to find a website that is NOT mobile friendly (Links to an external site.) (the linked article explains what it means to be mobile friendly), point out what is wrong, and how it impacted your mobile experience on that website.At least 500 words, citing the articlesFollowing lnk can be used as reference.https://optinmonster.com/mobile-seo/
Making the Move to Mobile Article Review

Pros And Cons Of Teens Having Job English Language Essay

There are many pros, cons, and safety issues involved with letting a teen get a job while in high school. When Ann Ryans son was 15 he asked her if he could get a job. He wanted some extra money to go out with his friends. But there was a lot to think about in letting him have a job. So the question is, should teenagers have jobs? Their most important goals should be being healthy, good development ,and their education. Yet According to Statistics Canada (October 3, 2010 http://www.statcan.gc.ca/daily-quotidien/100929/dq100929c-eng.htm )”During the 2009/2010 school year, about 542,000 post secondary students aged 15 to 24 held jobs. This represented an employment rate of 45%, down from 48% in 2007/2008, just before the economic downturn. Nevertheless, these rates were well above those during the 1970s when 25% of students that were employed.” Some pros on letting the author’s son have a job were that he could pay for his own phone cards, and school clothes, as he has size 13 feet. Very expensive for purchasing shoes, and he likes to have the brand name as well. He can put money away for a car to purchase when he is of age. The average cost of a new car if he goes that route is well in the thousands. A new 2010 Acura costs from around $40,000.00 to $51,000.00 That is a pretty penny, so probably a used car for him! Now lets see how much they would cost if they were to look in this web sight, so he might find a used car. (October3,2010 http://canada.motoseller.com/c/sys.php ) It would depend on what he wanted but the range is from 7,000 to 38,000 anyway. No matter what kind of car he wants, used or new, he still has a lot of saving to do! Oh yes, then there is insurance. And why is car insurance for teens more expensive, you ask? Well in this web site, (October 3 2010 http://www.content4reprint.com/finance/insurance/why-car-insurance-for-teens-is-more- expensive.htm ) They state that “In 2007 in the United States, the National Highway Traffic Safety Administration reported that 13 percent of all drivers that were in fatal car accidents were between the ages of 15 and 20.” They said that the “Canadian statistics are similar”. They also state that “Other statistics show that teens are as much as four times as likely as adults to be involved in an accident with a fatality.” On top of all that they state that “Canada reports that 40 percent of teenage drivers who are killed in car accidents were involved in those crashes because they had been drinking”. These statistics mean that teenage drivers must pay more for Canada insurance products for drivers. Then there is saving for college which can range from programs like Addictions Treatment and Prevention in 2009 that cost 1836.09 ,or Domestic and Welding Techniques in 2010 in January that cost 2913.29 If they were to look here, they could find those statistics. (October 3, 2010 http://www.georgianc.on.ca/admissions/downloads/2010- 11tuitionfees.pdf ) Or there is just going out with his friends. He likes to go to the movies which is usually 18 dollars for two people, and that is just to get in to the show. Then he will have to buy popcorn and drinks which is probably another 20 dollars. Then if he would like to take his girlfriend out for dinner at East Side Mario’s, a dinner package for one is 14.99. This means that for two people it would be 29.98, not including taxes. Their web sight is (October3,2010 http://www.eastsidemarios.com/#/Menu/Dinein/Marios_Every_Day_Values/Package_For_One/Pizza_Package_for_One/ ). Eventually he would learn how to appreciate the hard work it takes to make money, and it would also teach him the importance of saving his money and setting financial goals. He would also have a sense of accomplishment when he received his paycheck knowing that he made this money by himself and hopefully he wouldn’t spend his money the way he spends Ann Ryan’s money. There are cons to this as well. Stress would be a big one. In this family doctor’s web sight; (October3,2010 http://familydoctor.org/online/famdocen/home/children/teens/prevention/278.html) he says that ” Stress is what you feel when you react to pressure, either from the outside world, school, work, after-school activities, family, friends, or from inside yourself wanting to do well in school, wanting to fit in. Stress is a normal reaction for people of all ages “. The doctor goes on to explain signs that people might use know they’re stressed out. ” Feeling depressed, edgy, guilty, tired having headaches, stomachaches, trouble sleeping, laughing or crying for no reason, blaming other people for bad things that happen to you, only seeing the down side of a situation, feeling like things that you used to enjoy aren’t fun or are a burden, resenting other people or your responsibilities ” Then the doctor goes on to tell about the things that help fight stress. ” Eating a well balanced meals on a regular basis, drinking less caffeine, getting enough sleep, and Exercising regularly “. If they had to think about it, he or she leaves for school at 8:15 am and gets home for 3:30. That is 7 hours already out of the house. Doing work that would make any ones head hurt ! This is sort of a work day for him already. Then there is homework, after school activities. He might have a 10-11 hour day. Working on top of that might be too much for them. Then what are his plans for spending the money? Will he spend it aimlessly on things like video games and junk food? There are some people that say. “They are young, let them live it up now.” But then there are people that say, “They need to save now and work hard so they can live later.” Who do They listen to? If they work hard now, what happens later when they have worked all their lives? They could get sick later, then they have not had any fun, or they have not worked at all, so should parnents let them have fun now and have nothing later? There is also the safety aspect. Will he be safe ? The National Institute for Occupational Safety and Health, which are also part of the Centers for Disease Control, and Prevention. (October3,2010 (Niosh) http://www.cdc.gov/niosh/adoldoc.html http://www.cdc.gov/niosh/docs/99-141/pdfs/99-141.pdf) They say: ” In 2006, 30 youth’s under the age of 18 died from work related injuries, and they estimated 52,600 work-related injuries and illnesses, 15 to 17 were treated in hospital emergency rooms. They go on to say that: “Only about one third of work related injuries are seen in emergency rooms”. So that means that an estimated 157,000 teens are involved in work related injuries and illnesses each year. Then they tell you that “Teen workers are generally believed to be at an increased risk of occupational injury because of inexperience, and limited training, and because they are reluctant to ask for help, or question existing work practices for fear of looking incapable, or ‘stupid'”. Wow what a scary thought ! So how does anyone decide? I guess first they will have to take into consideration that he wants to work . Then they will look at his stress level. Is he already under a lot of stress? And are his grades good ? Being under stress can lead to other problems like self esteem issues. Then they will have to determine the need. Some families don’t have the option and everyone has to work. Or maybe he does not need to work. Just knowing fact that he would gain the experience and the knowledge that it is hard work to make the money that he would earn. Then they would have to make sure that he does not just pick any job. They do not want to let him settle for a job that he will just hate later. Or that he has to work very hard with little pay. Pay is a big part of the job, but so is being respected by the people that he will have to work with and his management. The environment in which he will be working will make a difference in his attitude about the job as well. The job would have to be flexible- making sure his education comes first is very important. Maybe he could think about a summer job. He would still have the money but not all the stress. Then make sure he is safe by contacting the Ontario Ministry of Labour. Here is there web sight. (October3,2010 http://www.labour.gov.on.ca/english/ http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=7-1- 2