For this week’s discussion board I would like you to research your choice of the following Human species (remember that in this context, human is a reference to the genus Homo): Homo naledi, Homo floresiensis, Homo neanderthalensis, Homo luzonensis and Homo denisova. You will have to provide the following information for points.What are the physical feature that makes your chosen species distinctly unique. Is there something that stand out that makes it different from the other humans.When did your species live and in what part of the world did it live?Is there evidence that it interacted with Homo sapiens or any other human species?Respond to two other student posts in a meaningful way.Remember to cite your sources and to properly quote material.
Grossmont College The Species of Homo Floresiensis Discussion
Learning Outcomes:The student will be able to Illustrating techniques and assessing skills of correct business research report writing; learn report writing style using an approved style and apply the basics of oral communication in a presentation of a project, including proper speech, organization, use of graphical aids, and effective non-verbal communications. (Lo 2.4)The students will be able to demonstrate his/her skills of writing effectively; Professional and Personal letters and applying techniques in in-house Communication or in Personal Communications such as memorandums, career search- follow-up communication, and solving the cases by using and analyzing the ethical and legal considerations in professional communication. (Lo 3.1)CONVENING THE CONVENTIONIn exactly 7 months, 2 days and 4 hours, retailers of Artificial Intelligence products from throughout the “Middle East” well decent on your city for the 09th annual Artificial Intelligence products convention, sponsored by your employer “Taqnia Cyber” as executive assistant to the president of the Association, you bear full responsibility for organising the convention and preparing for the guest.Assignment Question(s):Write a letter of request to the major of your city ask for public services (such as police and paramedical services, due to Covid-19 Pandemics) that you will require during the convention.By the means of business letter, reverse the convention facilities of the star flight hotel. Abide by any request the hotel has made for a deposit. Specify the arrangements you expect from the hotel during the convention. (02.50 Marks)Demonstrate, if possible that the convention is the interest of the mayor’s city. (02.50 Marks)
SEU Communications Management Business Letter Essay
An Analysis into The University of Melbourne’s Approach to Wellbeing
Introduction University students’ mental health and wellbeing has become an increasing concern in the education system that requires urgent attention. Students have conflicting opinions about their university experience as some struggle to transition into university life, while others enjoy the university life. Traditionally, there is unawareness of what mental health and wellbeing is, as well as the potential impacts it may have on the flourishment of organisations and oneself because there was more emphasis on “teaching and research excellence” (Slemp, 2017, pp.142). Thus, the study of positive psychology was introduced. Positive psychology refers to the study of environmental factors and practices that promote individual and organisational optimisation and prosperity (Roberts, 2006, pp.292). Studies were conducted in various organisations and due to individual and organisational wellbeing being one of the prominent influencing factors of determining organisational thrift, researchers looked for approaches to maintain and enhance that flourishment. A proactive approach some universities around the world have started implementing is the concept of positive education, whereby it is an “educational practice that draws on the science of positive psychology, best practices in education and organisational science in the effort to help individuals, schools, and communities to flourish” (Slemp, 2017, pp. 142). In return, universities worldwide are attempting to ensure that the transition into university life is as easy, enjoyable and adaptable as possible. Aim This essay aims to analyse the degree to which the Arts faculty at the University of Melbourne (Parkville) has a positive organisational culture. This is achieved by exploring the current the wellbeing programs the university offers to Arts students and suggesting other initiatives that could be implemented, while evaluating the possible results of the suggested wellbeing initiatives. Wellbeing Initiatives at the Arts Faculty The current observations of the Arts faculty’s approach to student wellbeing will be reviewed in relation to identifying and discussing the three levels of organisational culture introduced by Edgar H. Schein – an academic from the field of organisational development. In some circumstances, there are organisations and possibly communities as well that have no culture as they don’t share a “common history or have frequent turnover of members” (Schein, 1990, pp. 111). The presence of a strong culture involves the sharing of a significant, yet powerful experience (Schein, 1990, pp.111) that allows members and the overall community or organisation to excel. The fundamental stages in which culture is demonstrated is by analysing the visible artifacts, values and underlying assumptions in the faculty. Schein (1990, pp.111) describes artifacts as the layout, dress code, mannerism, atmosphere, level of emotions and other trends observed in an organisation. The values that are manifested in an organisation refers to the existing standards, beliefs and attitudes (Schein, 1990, pp.112). Whereas, the underlying assumptions are features that drives the system, thinking process, emotions and behaviours members have towards the organisation (Schein, 1990, pp.112). The current approach to student wellbeing in the Faculty of Arts is unexpectedly limited. One visible artifact is the Arts Faculty’s webpage. The webpage has a section that provides a short ‘Arts Student Wellbeing Series’ that addresses three key ideas: ‘Looking after your Mental Health’, ‘Work-Study-Life Balance’ and ‘Starting out at University’. Each key idea has a video of university students expressing their opinions on the topic and a compilation of resources regarding each idea. There are links for counselling and psychological services, student equity and disability support, academic skills, as well as student services directory. Focusing on the counselling and psychological services artifact, the university values students’ input and their wellbeing. The formal layout of the webpage illustrates the underlying assumption that seeking student wellbeing assistance is a formal process only accessible and exclusive to a limited number of students, specifying that it is ‘free, confidential’ and ‘short-term’. This portrays the faculty’s culture as very high-class and controlled. The effect of this assumption suggests that students needing the service may not receive it at all. Students may be reluctant to seek help as they believe that university services are associated with stigma (Slemp, 2017, pp. 142). Another underlying assumption is the allocation of funds for university student services. There may be limited funds allocated to counselling and psychological services, hence the ‘short-term’ condition for the service access. Another artifact is the layout of study areas in the Arts West building. The most notable feature is that many study spaces have tables that are set out in groups. This illustrates that although the university values the act of studying, but they also value and try to encourage students to study collaboratively too. The underlying assumption is that the Arts faculty is an environment that manifests a competitive culture among students as students are inclined to study more to achieve top marks in their degrees with the access of study spaces. While the Arts faculty’s initial intention was to perhaps enhance student groupwork engagements and studying habits, it may have an antithetical effect on students’ wellbeing because instead of increasing “positive emotions, meaning and engagement” (Oades et al., 2011, pp. 432), it perpetuates the stress and competitive attitude towards studying. The impact of this sense of competitiveness is that the hope of students studying collaboratively may be disregarded as there are some students who prefer to self-study. Students may be isolating themselves from others and unwilling to collaborate. Consequently, the pressure and stress for students to continuously study may overwhelm them, which could negatively influence student wellbeing rather than enhance it. However, it is equally important to note that there is a lack of greenspaces around the Arts faculty for students to utilise. Additionally, almost no student wellbeing-related weekly activities and events organised by the Arts Students Society could be found, considering Mental Health Week and ‘Are You Ok Day’ is coming up. Dreaming Big about Wellbeing Initiatives on Campus Martin Seligman has constructed a wellbeing theory (PERMA) consisting of five elements that meet three criterions of wellbeing. The elements of his wellbeing theory are: positive emotion, engagement, relationships, meaning and accomplishments (Seligman, 2011, pp.44-pp.45). Each element plays a role in wellbeing, in which “many people pursue it for its own sake” and is “defined and measured independently of the other elements” (Seligman, 2011, pp.44). The following wellbeing initiatives suggested are based on Seligman’s framework. One of the wellbeing initiatives that should be implemented in the future is taking a systematic approach to reforming the way tutorials and lectures are structured in the Arts faculty. In lectures, it may be beneficial if lecturers allowed time at the end of lectures for students to discuss with people around them about the content just covered. This way, it allows students to build social connections with others, consolidate their learning and ask about any misconceptions they have, hence helping them engage in learning. Students may feel more positive and accomplished overall when they know that they are not the only one who does not understand the content and are seeking for further clarifications. This initiative may also be applicable in tutorial situations. In tutorials, especially for Art Foundations, it may be helpful for tutors to begin with an activity where students write an anonymous positive message and then put it into a box. At the end of the tutorial, students can draw a message for themselves. This is a fun activity that may help ease the tension first-year students experience at the university as they do not know anyone on campus. Another idea is that tutors may begin tutorials with a quick group bonding and teamwork activity, such as ‘Human Knots’, that promotes positive emotions and engagement. It involves players crossing and joining hands with another person in the circle. The objective is to get everyone’s hands untangled. Creating more greenspaces around campus could also enhance student wellbeing. The university is lacking greenspaces. Having them would allow students to enjoy and connect with the nature around them. Activities like yoga, studying and socialising can be done using greenspaces. For example, Geelong Grammar School in Victoria, Australia is an exemplification of embedding positive education in the school community (O’Connor
Empire Of The Sun English Literature Essay
order essay cheap Jamie: Jim is a eleven year old boy who lives in Shanghai and does not know a lot about the world war 2 and is in the middle of it. He supports the Japanese because he just likes their planes and because he thinks they are really brave people. You can describe Jim as a silly boy who gets scared quite quickly. At the end of the book (years later) Jim is still a bit silly/clumsy. Jim has a obsession with planes, you can clearly see this from the start of the book where he can name all of the planes that are flying by through the sky. Since Jim is a bit clumsy/silly that does not mean he cannot be a brave person. You can clearly see that Jim is a brave person in this book he also tries to help other people as much as possible and is really honest. Basie: Basie is a soldier from America. You don’t really get to know a lot about Basie. All you can really tell about Basie is that he is a selfish guy but he acts like he’s a nice guy to Jim but he is just using Jim for his own goal! Dr Ransome: He’s a English doctor who lives in Singapore Dr Ransome is a really nice person and is always willing to help people. He is really nice to Jim not just for his own goal but more because he is a kind person. While being in the Concentration camp he teaches Jim and he is his friend as well. Jim’s parents: The father of Jim is a rich man who owns a textile company as, his mother is a really caring mother. You do not really get to know a lot about the parents of Jim in the book because they’re only in a small part of the book. The setting The story of the book start in Shanghai where Jim and his parents live. It’s a busy and living city. But most of the book takes place in a concentration camp where Jim lives for over 4 years, it’s called: Lunghau. The camp is a really shitty place to be, you can almost compare it to some camps in Germany. There are a lot of executions happening and you do not get a lot of food and sometimes you don’t get anything to eat/drink. Fortunately Dr Ransome is with Jim in the camp, he teaches him and is his friend that makes it less shitty to be there. The story also takes place at another camp which is just a transport camp (you do not get to know a lot about this camp). Conflicts One of the major conflicts are of course that the Japanese invade Shanghai and capture most of the people who live there. Jim will be captured by the Japanese as well. The second conflict in the story is that Basie will try to protect Jim and himself of course of being captured by the Japanese. There will be a lot of bloodshed but Jim will still be captured and Basie will die. The invade of the Japanese will also separate Jim and his parents. The final Conflict(s) will be in the concentration camp. There is a lot of hate from the Japanese towards the British and Chinese people, they are getting humiliated and killed for no reasons. The Japanese have their own laws in there. Jim and Dr Ransome are trying to survive this nightmare and they have done that for over 4 years! Interactive Part Poetry Planes are flying through the sky. Look at them their up so high! Jim knows all the names. All the names of those killing machine planes. Years later Jim realized. He was the one being victimized. The Japanese are invading. The earth has started quaking. Jim is the one who is treated uncivilized. Keep on living that’s what he and DR. prioritized. This poem is about how Jim’s love for war planes changes as he realised what their for. After a while he is transported to a concentration camp where he is treated like an animal. He’s there with Dr. Ransome. Journal page 143: “[Tossing a pair of sunglasses to Jim as the Japanese army begin to beat him] I want these back when they’re done. “You can see how Basie even when he will die keep up the hope for Jim. page 119: “What else you betting with Basie? My LIFE. [shows a copy of LIFE magazine] “ This show’s you a bit about the personality of Basie. page 313: “If Shanghai was too dangerous, perhaps his mother and father would leave Armhest Avenue and live with him in Lunghua. In a practical sense it was a pity that the Japanese soldiers would not be there to guard themâ€¦” You can see how Jim still thinks about his parents after he knows he will probably never see them again. (quite sad, but he will!) Page 25:”Jim had nearly given Yang a heart attack by pointing his metal Spitfire into the face of a Japanese corporal.” This tells you in the beginning of the book how childish Jim is and still knows nothing about the war and how to behave against the Japanese. Page 351: “Only to be swept back by the incoming tide among the quays and mud-flats, driven once again to the shores of this terrible city.” At the end of the book Jim finally realizes how terrible this city is and he has finally grown up, he’s a man now. Writing a letter Tim Neve F.V. Alkemadelaan 8 1181 PW Amstelveen Jamie Carter Baker street 4 323 EW London Dear Jim, How are you doing? I hope you are doing great. I’ve heard you have had a terrible time in the camps. I hope you and your parents have some rest now, back in London. How could you have endured four whole years in that camp?! You should be a really strong person by now. Do you know anything about Dr. Ransome? I really hope he did not die because he was a really good and nice person. How are your parents doing? I figured they were really scared that they would never ever see you again because they fled and you had to go to the camp. As well I want to ask some more in depth questions. What I really wanted to know about you after reading the book is why are you so obsessed with the fighter planes? Did your dad get you obsessed with it or are it just the movies you enjoyed watching? As well do you remember pointing a toy spitfire at a Japanese corporal? And did you really like Basie? Or were you just with him because he protected you and you acted like you liked him? He was kind of a douche-bag you know. He was acting like he protected you but he was just using you for his own goals! Well at least I’m glad you are safe. Greetings from the Netherlands, Tim Neve Glossary blz 32″Those are some Venomous snakes” Venomous – giftig blz 33″along the paddy fields” Paddy (rice paddies) – rijst velden blz 47″then a line of camouflaged trucks packed with Japanese soldiers” camouflaged – gecamoufleerd blz 50 “And by his amateur plane-spotting” Plane-spotting – het bekijken van vliegtuigen met een verrekijker Blz 50″The French missionary sisters were arguing” missionary – missionaris Blz 55″as the klaxons sounded from the avenue” klaxons – toeters blz 25:”Jim had nearly given Yang a heart attack by pointing his metal Spitfire into the face of a Japanese corporal.” Spitfire – speciaal type vliegtuig Blz 56 “when Jim reached the junction” junction – kruispunt blz 57 “,submerging this small death” submerging – onderdompelen/vergeten Blz 57″trying to cuff his head” cuff – onthoofden, slaan met een machete blz 58 Kidnappings were common in Shanghai” kidnappings – ontvoeringen blz 65″and watched the water level almost imperceptibly falling in the swimming pool” imperceptibly – onmerkbaar 2x!” blz 91 towers of smoke shuddered from the cruiser’s funnels as it prepared to raise anchor” shuddered – huiverde, funnels – trechters blz 93″Faint with hunger,” faint – zwak door de honger blz 93″and ducked through a narrow hatch.” Hatch – luik. blz 111″Jim lay back on the teak bench” teak – teakhout van een teak boom 2x!blz 111″the Japanese sergeant in charge of the detention centre was holding another of his roll-calls.” roll-calls – appels, detention – gevangen/hechtenis blz 113″Jim began to rattle at the Japanese watching behind their white masks.” Rattle – ratelen/kletsen 2x!blz 113″even the emaciated soldier had found the lid of a mess-tin.” Emaciated – uitgemergeld, mess-tin – Messtin deksel, iets gemaakt van messing.
The 1997 Twelve Angry Men video, is a remake of a classic movie that captures all stages of a conflict, conflict styles, and processes that help transition groups out of a stalemate.***. Utilize these debrief questions as the basis for a 3 page paper in APA format (not including the title page, abstract and/or reference page).
What type of decision making process was the jury instructed to use in reaching their verdict. Majority, Minority, Consensus, Unanimity? And how did this impact the juror’s discussion.
How did personality and interaction styles influence the group’s dynamics, conflict management and decision-making process? Include the Bales Role Interaction descriptions to analyze the process.
What, if anything, could have done differently to be more effective in helping the group’s conflict management and decision-making process? What constructive or destructive responses to conflict were displayed? Refer to Bales roles and the Handout on Constructive and Destructive responses to Conflict.
What, if anything, did the foremen or any other member do well that helped the group’s conflict management and decision-making process? What Jury member was most influential on the jury’s decision-making process? What did he do that was so influential on the group? And what interaction style did he appear to be using? What Jury member or members delayed the decision making process and played negative roles?
How accurate were you in predicting which jurors would switch their vote from Guilty to Not Guilty as the evidence was examined. What was the basis of your predictions; accurate or inaccurate? The questions are there to guide and structure the essay.It is not necessary to answer each question in order.You may want to use the questions as sub-headings.What will not make a good essay is a list of questions and then answers – that is an exam, not a paper.
University of Baltimore Evaluating Public or Nonprofit Hiring Process Discussion
University of Baltimore Evaluating Public or Nonprofit Hiring Process Discussion.
Evaluating a Public or Nonprofit Hiring ProcessTo successful complete this assignment, you will have to have access to employees in a public or nonprofit organization or have participated in a hiring process in the recent past to evaluate how inclusive the hiring process was. To complete this assignment, you will need to identify the organization—it has to be a public or nonprofit organization. Only I will read this assignment—so you do not have to worry about confidentiality. You should write a memo reporting on the hiring process. That memo should be between four and five pages, double-spaced, 12pt Times New Roman. Your memo should explore the following questions to the best of your ability (when possible, you should also attach a copy of the recruitment ad/ job posting and the EDI statement—these do not count in the page limit):Does your organization have an Equity, Diversity, and Inclusion (EDI) statement? Does the hiring manager or recruitment committee understand and support your organization’s EDI statement and goals? Does the hiring committee include people from underrepresented groups? (Underrepresented groups include a variety of diverse identities, such as race and ethnicity, religious affiliation, women, veterans, people with disabilities, and members of the LGBTQ community.) Has the hiring committee been trained regarding the best practices for avoiding bias and discrimination in the recruitment process? Has the hiring committee been required to evaluate and address their own biases (e.g., by using an Equity Lens)? Has the position description been carefully reviewed and revised to reflect current and future expectations for the position rather than expectations informed by the persons who have previously held the job? Has the hiring committee eliminated any unnecessary job skills or requirements (e.g., college degree, years or type of previous experience, etc.) that might negatively impact recruitment of underrepresented groups? Has the job posting removed questions about criminal history or other factors unrelated to job performance that may limit the number of applicants from underrepresented groups? Does the job posting highlight your organization’s commitment to equity, diversity, and inclusion? Does the job posting avoid words that might discourage women, people of color, and other members of underrepresented groups from applying? Has the hiring committee posted the job in places (listservs, websites, colleges, etc.) where applicants from underrepresented groups will be able to easily view or access it? Have members of the hiring committee attended job fairs or other events hosted by underrepresented groups? Has the hiring committee asked current employees from underrepresented groups to spread the word about the position? Has the hiring committee worked with the marketing team to ensure that people from diverse groups are featured in the organization’s website, publications, and social media?
University of Baltimore Evaluating Public or Nonprofit Hiring Process Discussion
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