Get help from the best in academic writing.

HRM 517 Strayer University Wk 10 Managing Human Resource Projects Discussion

HRM 517 Strayer University Wk 10 Managing Human Resource Projects Discussion.

HRM 517 Business Employment Law Week 10 Discussion 1 Using Balance Scorecard to Measure Project EffectivenessYou are a project manager for a large electronics retailer (e.g., Best Buy) who will be implementing a new time-keeping system to track hourly and salaried employees’ time and attendance. You have been asked to develop a balance scorecard that can be used to manage the effectiveness of this project. Select an area (e.g., financial, customer, business, and learning) that you will focus on from a balance scorecard viewpoint, and explain how you will measure the effectiveness of the project. ReadingsChapter 14: “Determining Project Progress and Results,” in Contemporary Project Management.Chapter 15: “Finishing the Project and Realizing the Benefits,” in Contemporary Project Management.Chapter 14 PowerPoint.Chapter 15 PowerPoint.MultimediaHow to Gather Data.Review this video from the Project Management Foundations series.Understanding Baseline, Scheduled, and Actual Values.Review this video from the Microsoft Project 2013 Essential Training series.
HRM 517 Strayer University Wk 10 Managing Human Resource Projects Discussion

COMM 108 Glendale Community College Communication Discussion

COMM 108 Glendale Community College Communication Discussion.

Make a comments on students discussion. Total 8 students and there are two different type of discussion.First discussion consider self-concept in general. You can use your own or the self-concept of someone you are familiar with. (Change the names to protect the innocent). What role does self-concept play in the way that we interact with others?Student#1 Our own self-concept is not the same as everyone else’s perception of us but they have a concept of who you show to others. If you consider yourself an ambitious student and relay that to your friends, they’re most likely going to associate you with being a student and may ask you in the future how the education is coming along. Student#2 Self concept is something that is created via an individuals environment. My environment was full of loving people and a big family that only wanted what was best for me. Self-concept plays a role in the way we interact with others because the way we see ourselves can reflect the way we see others. For example, Cliff’s favorite teacher was the teacher that seemed to care more about his death than anyone else. Or if I had an idol or someone I look up to, I’d want to be more like them. student#3 I have a female friend who struggles deeply with self-worth issues stemming from her childhood and young teen years. She struggles with feeling adequate at the most simplest of tasks. She constantly degrades herself and never has confidence in anything she does. It breaks me heart. because no matter how often I remind her of her worth, it just doesn’t register. Self-concept plays a big role in how we interact with others. If we have a negative self-concept, then we feel other perceive us that way also, so that in turns makes any socializing difficult because we would constantly be worried about others’ view of us or judgement of us. Student#4 Someone that I am familiar with, which we’ll call Bob, doesn’t have a good self-concept about himself because he lets the people around him affect him. Bob is a little older in age and in his culture it is a norm for people to get married at an early age. But since Bob is older, everyone talks negatively about him basically being a loser, not having his life set straight and organized. This led to Bob overthinking everything that everyone was saying and felt somewhat depressed because he really believed that his life is horrible because he’s not following the cultural norms. Self-concept plays a significant role in how we communicate with others because of course, we want people to think positively which then reciprocates back to how we feel about ourselves. But when others get a bad impression and talk about it, then you start thinking if something is wrong with yourself.Second discussion question.Read:The Ron Situation from Reflect & Relate:You have been assigned to a group project in one of your classes. Your final grade will depend to a great extent on how well the group project turns out. You were assigned to your group by your professor, who also designated you as the group leader. Your duties include telling the professor what grade you think each individual in the group deserves, based on his or her individual contributions to the project.As the project gets under way, one group member, Ron, begins presenting some problems. Ron seldom makes it to group meetings on time and he skipped one meeting without calling anyone in advance to let the group know. At the next meeting, Ron arrived late. He apologized for missing the previous meeting, and mentioned something about “family problems.” Ron then volunteered to do all the background research on one important aspect of the project, saying he had a special interest in the topic.The group project is due next week. The group planned to put together the final draft of the report presentation at a meeting scheduled for tomorrow afternoon. Ron calls you up today and says he doesn’t have his library research done and can’t get it finished before the meeting. He says he needs more time. What would you say to Ron?There are 3 basic kinds of message you can send to Ron:1.“Ron you are a jerk! I can’t believe you don’t have the work done! This why I hate group Projects – no one ever gets the work done that they’re supposed to. Things like this always happen to me.”2.“Ron, you said you’d get the work done on time, so you have to stick to your promise. I know you’ve been having problems, but everyone has problems, and our first priority is completing this project. As group leader, it’s my responsibility to make sure you have it done. Have the work done by the group meeting tomorrow, or I’ll have to fail you from the group.”“Ron, thanks for letting me know. How much more time do you need? What’s going on with your family that’s keeping you from getting this work done? Is there anything I can do to Help? How about this: I’m planning on going to the library tomorrow morning anyway, so why don’t I swing by your place around ten, and pick you up? That way we can both get our work done. What do you think?”Answer the following questions:What are the pros and cons of each message to Ron?Which one would you describe as the most competent? Why?What message would you use to communicate with Ron? Why?Student#1 1. Pros and cons for each message to Ron:1. Pros: None. Cons: Is rude, and not sympathetic to Ron’s situation.2. Pros: Is straight to the point. Supports your other group members. Con: Still is not sympathetic to Ron’s situation.3. Pros: Very sympathetic to Ron’s situation. Not only gives him more wiggle room, but gives him someone to lean on during his hard time. Con: It might just take a few more days to get the project done.2. I would say that 3 is the most competent. This is naturally how I would respond, and how I would want someone to respond to me. This gives Ron some sympathy to his situation, and will make him feel better if he has someone to work with. Things happen, and sometimes we have no control over it. It’s important to just accept it and find a better solution that works best for everyone, but does not hurt anyone’s feelings or grades. This also ensures, that as group leader you are able to take him to the library and make sure/help him get the work done. 3. I would choose message number three, for the same reasons typed above. Ron seems to need some kindness and a lending hand, and number three seems like the best option for that. Student#2 For the first response, a pro is that I would be trading appropriateness for truth. I am telling Ron exactly how you feel and the reality is that Ron’s actions will impact the group in a negative way. A con for that response is that it would not be ethical for me to respond to someone in that way. The second response, a pro is that I would be holding Ron accountable for his actions. The con is that this will not ensure that the work will be done. All the response is doing is telling Ron he has to do it but that doesn’t ensure it will get done. This response would not be effective. Lastly, the third response, a pro is that it is respectful to Ron and instead of shunning him from the group I would still be trying to figure out the end goal of getting the work done. A con to this response is that it would make more work on me.I believe the last response is the most competent. The reason why is because it meets the three criteria, appropriateness, effectiveness, and ethics. The response is appropriate in the way that I would be respectful of Ron and his situation. It is also effective in the sense that I am looking to solve the problem on hand. Finally, it is ethical in that I am not showing my frustration nor making Ron feel bad about the situation. Out of all three responses, I would choose the last response to send to Ron. As mentioned prior, it is not aggressive and it to the point with the end goal in mind.student#3 Definitely, the first one is a huge con for its negativity and discouragement. It is telling Ron that he is the mistake of the group and that his actions are what makes him. I don’t see any pros for this first one. The second encourages him to catch up on the work to his peers. He is pushing him to work on the work, but in the end, said that failing Ron from the group would be the result. Owing to Ron’s disappearance, family problems, and backwardness, this response may cause Ron to panic even more. The last one, Ron is getting all the positive support from his leader to encourage him if he isn’t in the right mind to take his time, meet up, and working through it with them. This response will allow much ease on Ron for the examples we have learned this week that we don’t know what is going through other people’s minds and it is important to talk to them for help.The most competent, in my opinion, would be the last one. I believe it is best to always help guide one another as we guiding by those before us. We may not see or know what is going through each others’ minds, but guiding one another can bring the light out of the bad.If I were the leader of Ron’s group and see that he’s lacking behind his peers is to encourage him that each one of us has or is in a situation that feels like it’s taking us down, but look at the light side of it. The good makes most of the bad throughout our lives. I tend to guide him to meet in the library or coffee shop and continue our work. If Ron does want to speak about it, I would be glad to listen in and give advice hoping he gets better. student#4 The first message has two cons and one pro as far as I can tell. Calling Ron a jerk insults the group leader and ultimately does no good for the group. The second con is the hypothetical student getting upset. It not only causes stress but causes his mood to shift from good to worse. This not only negatively impacts him, but all those around him. The only pro I see to this statement is that the student from the group is expressing how he feels to get some closure. The second statement has two cons and two pros. The first pro is the communication in the beginning, and the second one is the motivation to finish the project to not get kicked. The con in this message is that the group leader is undermining Ron’s personal problems by saying that everyone has them implying that whatever he is dealing with is nothing. Secondly, he puts the group project before his partner. As far as I can tell, there are no problems in the third message. However, there are three pros. The first pro is in the beginning where the group leader let Ron know that he was appreciative for his communication. The second pro to the conversation was when the group leader showed sympathy towards Ron and asked how much time he needed to finish his part, even asking about his family to discuss potential problems getting in the way of this project. Another pro in this conversation was when the group leader took action by asking if Ron wanted to go to the library and finish it together. I think the third message is the most competent. This is because instead of having a negative interaction, the group leader figures out a way to make things all right. That being said, I would use the third message to communicate to Ron. Not only because it’s the only message with action, but because the group leader shows that he cares for Ron.
COMM 108 Glendale Community College Communication Discussion

Romantic Relationships: What Types of Relationships

essay writing help University students enrolled in the undergraduate psychology course completed a general questionnaire consisting questions regarding to romantic relationships. The survey investigated the types of relationships university students sought or were involved in, the levels of commitment and communication, relationship satisfaction or relationships length. Out of 241 participants, only 80 of them (40 males and 40 females) were randomly selected for data analysis. The results indicate a significant difference between students seeking long-term relationships and one-night stands with regards to communication between partners, p = 0.004. The relationships length and commitment level showed positive moderate correlation of 0.474, and p = 0.001, which shows a high significance. These findings suggest that university students seek for long-term and committed relationships. Love Relationships: What Types of Relationships Do University Students Seek Romantic relationship between partners is part of everyone’s life. In spite of people’s differences, such as ethnic and cultural differences or differences in education and beliefs, they have one common purpose of life, which is to find a romantic relationship that satisfies their needs. Same ideas apply to university students as well. This research is interested in various types of relationships university students seek or are engaged in. Do students look for long-term committed relationships, short-term or casual relationships or only one-night stands? In one study conducted by Knox, Schacht and Zusman (1999), they were interested in the types of relationships undergraduate students were involved in or looked for. 184 undergraduates volunteered to participate in the study. 68% of women and 32% men with the average age of 19 were asked to complete a questionnaire consisted of questions about their romantic relationships. The results showed that 94% of the students had been in love before with 36% reporting three or more love relationships and 10% of them were involved with more than 5 love partners. The experimenters found out that the longer people were involved in a relationship, the more commitment they wanted to have with their partners. Knox et al. (1999) concluded that young people are more romantic and committed in their relationships than they predicted. Another study introduced by Figueredo, Sefcek and Jones (2006) examined the degree to which individuals showed as absolute or relative preference in an ideal romantic partner. Their prediction was that individuals sought mates that were at the same level of themselves and also sought mates that were somewhat higher in conscientiousness, extraversion, agreeableness, but lower in neuroticism than themselves. 104 undergraduate students participated in this study. 81 of them were female and 23 were male with average ages of 21 and 23.1. They were give surveys and asked them to rate their own ideal romantic partner. The results showed that the prediction above was right. In the second study Figueredo et al. (2006) provided, participants were asked to examine the relationships between their own self, and the actual romantic partner. The prediction was that while participants would have specific personality and mate value preferences in relation to their ideal romantic partner, it was more likely that the actual romantic partner would reflect more positive values than they actually have. On both studies sex did not have any impact on the results, which showed again that the prediction was correct. To sum up, university students sought for romantic partners that were matches to them to some degree and they tended to overlook the personalities that their partners had that were not ideal to them. Gonzaga, Turner, Keltner, and Campos (2005) examined two types of relationship and love, one was romantic and the second one was passionate. They also examined the emotions occurring during the two types of relationships. Romantic love is described as fulfillment a commitment role, promotion of intimacy and connection. Passionate love fulfills sexual interests, passion without commitment and any sexual contacts are less frequent in more established relationships. They predicted their results based on the emotions participants felt in the two types of relationships. They selected 63 heterosexual couples from a college and one condition was that the length of their relationship must have been at least three months. For the purposes of generalization across cultures, they selected couples from same ethnic backgrounds of Asians, Caucasians and Latinos. They filled out demographic, personality and relationship questionnaires. For example, in the commitment question, participants were asked to rate the months of dating, whether they discussed the marriage issue on the scale from 1, the lowest, to 7, the highest. In the intimacy task, they talked about relationships and how much the couple agreed on sexual relations and how enjoyable they found their sexual relations with their partner. The expected result was that romantic love relationships would correlate with positive related states such as happiness, more than passion, which fell into arousal states with concerns and confusion. Women displayed more affiliation cues than men by the way they smiled. Men showed slightly more sexual cues than women, which is viewed as supportive of evolutionary claims regarding gender, sexual interest (Buss

Glendale Community College If a Country Is Bankrupt Discussion Question

Glendale Community College If a Country Is Bankrupt Discussion Question.

I’m working on a economics discussion question and need support to help me understand better.

If a country goes bankrupt and cannot pay its debts, which of its responsibilities should take precedence: paying bondholders or paying the pensions of its employees?Each discussion topic will be “Open” for a one-week period. There are two aspects to discussions: an original post and a response to peers.You are required to post one “substantive” posting addressing the course material. By “substantive,” I mean not merely providing a brief “yes, I agree” or “no, I do not agree” posting, but discussing the issues in some depth, providing your own thoughts or questions on the matter. Ideally, I’d like you to connect and integrate the discussion prompt to the course lectures, class discussions, and course textbook (whenever possible). The more evidence that shows you are doing the readings and engaging with them, the better. In your posting, avoid making unsubstantiated assertions and claims. Support your point with evidence from the textbook or other websites (include citations), whenever possible. Some possible ideas to write about include, describing any connections between the readings or course material, expanding on a concept or idea that struck you in the course material, or offering another explanation or illustrative example. (minimum of 250 words)
Glendale Community College If a Country Is Bankrupt Discussion Question

Purpose: Consider the definition of learning in your text: “…unlike instincts and reflexes, learned behaviors involve change and experience:

Purpose: Consider the definition of learning in your text: “…unlike instincts and reflexes, learned behaviors involve change and experience: learning is a relatively permanent change in behavior or knowledge that results from experience” (Spielman et al., 2020, p. 192). Analyze and apply this definition to situations with both sea lions and humans. Tasks: Sea Lions: Using the words and ideas from your chapter text (see term list below) what kind of teaching might be used to achieve this sea lion “singing” Gnarls Barkley? What kind of learning terms apply here? Explain in the first part of your post how teaching a sea lion to “sing” Gnarls Barkley would work, and be sure to use several terms in your explanation. Don’t just explain what you see; explain how the animal was trained to do this, preferably in a step-by-step process (again, an outline format may work well here). Humans: For the second part of your post, apply your explanation about sea lions to how you might improve or “teach” yourself (or another student, if that’s easier to think about) to have better study habits. Explain your proposed step-by-step process. Are you using the same terms? Additional or different terms? Consider how looking at one situation helps you looks at the other – how are they similar/different? Here is a partial list of useful terms related to learning that you can apply in your post. You don’t have to use all of them, and be careful not to confuse the different types of learning. Please do NOT use observational learning/modeling; I have friends who have worked with sea lions, and this could not be taught using that technique. Associative learning/Classical conditioning CR, CS, UCR, UCS Higher-Order or Second-Order Conditioning Acquisition Extinction Spontaneous Recovery Stimulus Discrimination Stimulus Generalization Habituation Behaviorism/Operant Conditioning Positive and negative reinforcement Positive and negative punishment Shaping Primary and Secondary Reinforcers Continuous and Partial Reinforcement Fixed and variable intervals and ratios Here are some tips on how to write a good discussion post. Make sure to cite all information that isn’t common knowledge (When to cite), include a reference section that includes all sources you used and cited from, and use proper APA style. Make sure you paraphrase properly (See here and here) or quote properly. Your text is a great place to see proper APA style–and as an example, here’s how your text should be listed in your reference section: Spielman, R. M., Jenkins, W. J.,