Results of A Companywide Restructuring Discussion

HIST 1302 HCC Coming of Age in Mississippi and Racial Discrimination Paper

HIST 1302 HCC Coming of Age in Mississippi and Racial Discrimination Paper.

Traditionally, history is presented from a top-down perspective. That is, we see history through the eyes of the leaders, the famous, the wealthy, the movers and shakers, etc.. However, Coming of Age presents history from the bottom-up – from the common man’s point of view. Explain the differences between the two points-of-views, showing how the text book teaches you about the Civil Rights Movement, its leaders, its groups, its events, etc. and how Anne Moody discusses the same or similar events, groups and leaders. (For example, which perspective is emotional, which is objective, which is balanced? etc..; how does the text book discusses Martin Luther King, Medgar Evers, SNCC, March on Washington, etc. versus how Moody relates them?)
HIST 1302 HCC Coming of Age in Mississippi and Racial Discrimination Paper

Literature The Sun Also Rises Symbolism Analysis

research paper help Literature The Sun Also Rises Symbolism Analysis.

I’m working on a literature question and need guidance to help me learn.

Think about, select and discuss three symbols that affect and contribute to the “overall” outcome of the story by analyzing not only the significance of each but also how each one shapes a particular character by (also) identifying that character and how that symbol provides meaning to the way in which the character lives and interacts with others as well as how it substantiates his or her overall demeanor and personality. It is imperative that you include evidence to support your claim(s). REQUIREMENTS: DO NOT USE CONJUNCTIONS. AVOID YOUR OWN OPINION. CITE YOUR SOURCES. DO NOT END SENTENCES IN A PREPOSTION. AVOID BASIC WORDS OR VOCABULARY.
Literature The Sun Also Rises Symbolism Analysis

HRMN 406 UMES Marine Corps information Discussion

HRMN 406 UMES Marine Corps information Discussion.

The organization will be the Marine Corps. There are training and verbiage issues. I will add in more details. This one assignment that is broken into 2 parts.Select or create an organization for the authentic assessment. In this first assignment, you will begin to develop a training needs analysis (TNA) for your chosen organization. Part 1Provide information about the organization and its needs regarding the training issue:This should include general, high level information about the company in terms of product/services, size, geography, workforce attributes, etc. The training issue is the problem or challenge (could be deficiency OR need based on a predicted change in the operation, workforce, etc.). Here this should be “high level”, focused on the organization (not specifically the individual workers yet). *Please ensure you pull the number of Marines in the organization and leave a space (marked in red) for me to fill in the specific details about my current position. The training issue will be basic challenges with civilian and military personnel co-existing in one area.*Determine the group or individuals who will receive the training:This should include information about the target audience as it will impact the training developed – including demographic information, type of work, location of work, etc. *The target audience will be GS employees and active duty Marines. I will fill in type of work (please mark in red for easy plug in)*Identify the training issue:This is a continuation from item 1. Here you will focus more on the individual workers and/or teams.NOTE: the training issue should NOT be that they lack training. It should be tied to a performance deficiency or need. *Training issue is difference in work culture between the 2 groups and dealing with power trips from both sides*Provide a training needs assessment questionnaire:The questionnaire should provide insight into the training need/gap; therefore it should focus on the training issue itself – choose questions that provide insight to the issue. In a sense, the questionnaire helps you identify and analyze the “why” (e.g., if you are addressing a performance issue, the questionnaire would help you hone in on the real issue).SUGGESTION: think hard about using questions that ask how the audience “feels” about something – you want to obtain the most tangible and useful information.NOTE: you will NOT administer the questionnaire! Your questionnaire should be included as an appendix to your paper – inserting questions within the narrative of your paper does not suffice.Explain how the questionnaire will be utilized and will lead to the development of training outcomes/learning objectives within your written report:Here you will essentially validate the questions posed in your questionnaire – if you can’t do that, you should probably revisit your questions.You will probably not have the time or resources to implement the questionnaire or compile all the organizational and training-specific information necessary to complete the TNA. (If you are able to get real data and results, great! Otherwise, be creative and fabricate results.) The goal is to understand how a TNA is done effectively and to practice completing one.REMINDER: Students must use at least 3 class resources for each assignment to support your position with course evidence. Review the grading rubric which indicates what will be graded. Part 26. Include at least three training outcomes, based on the TNAThink of training outcomes in a larger context: how will the training solve the problem (or, address the need) at an organizational level? Think of this as a justification for your training. How you would “sell” the training to the organization’s leadership team. Why should they invest in the training. What’s in it for them (AKA, the organization)?Remember, this should be as tangible as possible!7. Identify the expected performance of the group or individuals as a result of the trainingThis is where you will focus more on the individual level. Think in terms of learning objectives. As a result of the training, what will the target audience do (or not do) that will improve their performance? 8. Identify performance gaps and detail how training can help close those gapsHere you will essentially validate your proposed training . What performance gaps (or needs) is the training intended to address and how do your training recommendations achieve this? There needs to be a clear connection between what you are proposing and what you are trying to address.REMINDER: Students must use at least 3 class resources for each assignment to support your position with course evidence. Review the grading rubric which indicates what will be graded.
HRMN 406 UMES Marine Corps information Discussion

Thomas Edison University Student Distance to Work Statistics Analysis Report

Thomas Edison University Student Distance to Work Statistics Analysis Report.

Use the shared results from the Student Data Table to complete the following questions. Standard ScoresUse both the Student ID and Distance to Work variables. List the Student ID at TESU in ascending order of Distance to Work. Calculate the z-scores associated with each student (use the sample standard deviation for this calculation).Identify potential outliers and explain your reasoning. Confidence Intervals/SamplesTake a sample of the first four data points for the variable Distance to Work (unsorted – use the original order in the dataset).Determine the 95% and 99% confidence intervals using the same size of 4. Describe and compare the two intervals. Take a sample of the first seven data points for the variable Distance to Work (unsorted – use the original order in the dataset).Determine the 95% confidence interval. Use the same mean and SD, but change the sample size to 20 and determine the 95% confidence interval. Describe and compare the two intervals.
Thomas Edison University Student Distance to Work Statistics Analysis Report