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you will be able to distill what you learned in completing your Special Topic Paper



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After completing this discussion, you will be able to distill what you learned in completing your Special Topic Paper and share it with other students, as well as react to what others learned.

Share your topic with your classmates by answering the following questions:

  • What attracted you to this topic?
  • How would you present what you learned to someone else if I had only two minutes to summarize it? Give an ‘elevator speech’ about your topic.

And, as you read the postings of your classmates regarding their special topic paper, also consider:

  • Do I have any information or experiences that I can compare or contrast with the highlights that my classmates discussed?

And, finally:

  • How did this course most impact my thinking about sex, gender and health? Provide an example or two of a specific stereotype or bias that was challenged by what you learned in the class.

 



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Employee Training and Talent Management



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Employee Training and Talent Management

  • Go to the Chief Learning Officer Media websites to read the article titled “Let HR Set the Table” by Dave DeFilippo located at: http://www.clomedia.com/2016/02/08/let-hr-set-the-table/ and “Assessing the Chief Learning Officer Role” by Ruth Kustoff located at http://www.knowledgeadvantage.biz/single-post/2016/03/28/Assessing-the-Chief-Learning-Officer-Role. Select and explain two strategies Chief Learning Officers (CLOs) can use to add value to the HR departments of their organization. Provide rationale for your reasoning.
  • Imagine that the CEO of your company (past, present, or future) has asked you to explain the importance of adding more funding to the organization’s talent management program. You have two (2) minutes of her time to convince her that your ideas would add value. Briefly outline the key points to your strategy.

 



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Consider a real life bargaining and negotiation situation that involves two parties



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Consider a real life bargaining and negotiation situation that involves two parties and the multiple issues to be negotiated that has already occurred, currently in progress, or will occur in the near future in your personal life or at work.  Be sure to address the following:Describe the situation and negotiation environment.Identify the parties (e.g., yourself, the persons on your side, and/or the opposing parties) including the bargaining positions.Present the type of third party intervention and procedures if required, (e.g., arbitration or mediation).Explain how the Best Alternative to a Negotiated Agreement (BATNA) is derived.Evaluate the theoretical models, methods, sources of power, and analytical procedures required to be utilized in the negotiation process.Examine the mechanics of the procedures in terms of framing, packaging, use of questions, and types of proposals.Assess the strategies utilized and the results achieved and/or anticipated in the settlement.

The Final Paper:Must be at least 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..Must include a separate title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use at least five scholarly sources in addition to the course text.The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.Must begin with an introductory paragraph that has a succinct thesis statement.Must address the topic of the paper with critical thought.Must end with a conclusion paragraph that reaffirms your thesis.Must document all sources in APA style, as outlined in the Ashford Writing Center.Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.Must be written in third person.



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Crisis Intervention Models



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Crisis Intervention Models

As you learned in Week 1, crisis is a broad term that applies to a collection of disruptive, traumatic, and/or life-altering events. Moreover, a crisis may affect individuals, families, or, even in some cases, entire populations of a given region or country. Just as there is extreme variability in the nature and scope of crises, so too is there an assortment of crisis intervention models designed to help human services professionals effectively respond to specific situations. A model is like a map that plots concrete steps for otherwise abstract processes. Intervention models thus provide human services professionals with a practical sequence of activities and techniques that they can implement quickly when faced with a crisis. Models allow human services professionals to organize, prioritize, and structure what they need to do in order to provide the best care for their clients.

There are many different models for crisis intervention, with each variation emphasizing different techniques and procedures, depending on the nature of the crisis. Some models, such as the six-step model described in Chapter 3 and 4 of your course text, Crisis Intervention Strategies, are relatively general and can be applied to many different crisis situations. Other models, however, are aimed at specific situations, such as natural disasters or rape, and/or employ a particular psychological approach or have a particular philosophical foundation. Different models may overlap with one another in certain aspects–most lay out a process for assessing client needs, for example—but may contrast significantly in other aspects, such as the recommended sequence of actions or the techniques prescribed to carry them out.

Crisis intervention models originate from a variety of sources. The six-step model, for example, was created by the author of your course text, Richard K. James, and his colleague, Burl E. Gilliland, both of whom are professors and practitioners in the area of counseling psychology. Scholars and experts in the field of crisis counseling and social work often develop intervention models as part of independent research projects within their particular specialties. In addition, models are also created at the organizational and agency level. The Federal Emergency Management Agency (FEMA), for instance, established the crisis counseling program (CCP) model for use in its disaster relief efforts, while the critical incident stress management (CISM) model can be traced to the efforts of both emergency services agencies and the U.S. military in the 1960s and 1970s. Additionally, local crisis centers or hotlines may employ their own model (or a modification of an existing model) to best address their clients’ needs.

To prepare for this Discussion:

  • Review Chapter 6 in your course text, Crisis Intervention Strategies, paying particular attention to the strategies involved in effective telephone crisis counseling.
  • Review the video program, “Crisis Line,” noticing how the human services professional applies the telephone crisis counseling model when speaking with her client. (Note: Please keep in mind that the strategies described on pp. 121–134 of the course text comprise what will be referred to here as the telephone crisis counseling model.)
  • Review the article, “Comparative Analysis of Three Crisis Intervention Models Applied to Law Enforcement First Responders During 9/11 and Hurricane Katrina.” Focus on the characteristics and applications of the PFA, CCP, and CISM models of crisis intervention.
  • Select at least one of the four articles presented as options in the Learning Resources for this week. As you read, pay attention to the characteristics and applications of the model or approach discussed in the article.
  • Consider the features and contexts for the use of each of the crisis intervention models you have encountered this week: telephone crisis counseling, PFA, CISM, CCP, mutual aid, critical incident debriefing, the empowerment approach, and/or SMART. Reflect on which models resonate most with you. Choose two of the models that have made a significant impression on you and on how you might conduct work in the area of crisis intervention.
  • Reflect on the strengths of these two models. Then, consider the limitations of each of the models you selected.

With these thoughts in mind:

Do a brief description of the two crisis intervention models you selected. Explain why each one resonates with you, specifically in terms of how you might conduct work in the area of crisis intervention. Then explain two strengths and two limitations of each model. Be specific and use examples to illustrate your points.



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•Describe how and why political parties arose.



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•Describe how and why political parties arose.

•Explain why Thomas Jefferson thought Alexander Hamilton’s economic system “flowed from principles adverse to liberty, and was calculated to undermine and demolish the republic.”

•Who did Gabriel think might support his rebellion and why? How was the language of liberty and freedom invoked by Gabriel?

•Why was Napoleon willing to sell the Louisiana territory to the United States?

•Describe the ironies of the Jefferson administration. Compare his views toward a strong central government and his actions as president.

•The War of 1812 is sometimes referred to as the Second War for Independence. Do you think that this is an appropriate title? Why or why not?

•Reflect back on James Madison’s arguments in The Federalistthat diversity and debate would strengthen the republic rather than weaken it. Did the events of the 1790–1815 period prove Madison right or wrong?

 

Discuss how Americans’ understandings of freedom were changing to include economic opportunity, physical mobility, and participation in the democratic system.

•Discuss transcendentalism and its impact on defining freedom. Who were the major transcendentalists?

•Compare the experiences of the Irish and German immigrants. What was nativism? Why were many Americans so suspicious of newcomers?

•What were the major aspects of the market revolution?

•Explain how the ideology of individualism encouraged political movements.

•What were the key religious ideas and practices associated with the Second Great Awakening? Which denominations grew as a result of the Second Great Awakening? How did the Awakening take advantage of the market revolution? How did it criticize it?

•Women’s experiences in the market revolution were varied. Some women viewed working in the mills as freedom, while others viewed not working as a badge of freedom. Explain this apparent irony. short answers



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Power Plays and the Abuse of Power in Health Care Organizations



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Power Plays and the Abuse of Power in Health Care Organizations”  Please respond to the following:

  • Suggest the major issues that you believe are the basis for most of the organizational power struggles within health care facilities. Propose a method that a health care facility could use to alleviate power imbalances within the organization.
  • Assess the importance of preventing power abuse within health care organizations. Propose two (2) effective negotiation approaches that the leadership within a health care organization could use to move situations involving power abuse to a productive conclusion. Justify your response.


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Using the following 4th qrt bank reports for a bank that grew total assets by approximately $17.5 million



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Using the following 4th qrt bank reports for a bank that grew total assets by approximately $17.5 million, How were these assets distributed to the various asset categories on the balance sheet?

I added the reports to the bottom do you know another way for me to add them on to the question?

I can’t figure how else to insert the report other than inseting a snapshot of it since I have the report in a PDF file.



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A) Secured Transactions Read Chapter 24 and then search your files or your office/business



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A) Secured Transactions Read Chapter 24 and then search your files or your office/business for a secured transaction that you have personally entered into or one that your business/employer has executed. Read the security agreement and compare it to the terms and concepts in Chapter 24. Share with the class the type of security agreement, who is the priority creditor, is the document required to be filed, is there a PMSI and what you’ve learned. Explain. Research your Secretary of State’s website to see whether your state requires UCC filings with the County Clerks or with the Secretary of State. Share your findings. B) Negotiable Instruments Chapter 25 contains many terms and rules regarding requirements for negotiable and nonnegotiable notes. Evaluate, analyze, and then discuss Case Questions 4, 5 or 6 (Shifty and Abe p. 650) incorporating 3 legal terms/concepts in all caps.



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2. How important are non-U.S. sales toGM? What implications does this have for GM’s



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2. How important are non-U.S. sales toGM? What implications does this have for GM’s global and business strategy? Think about the integration response framework to inform global strategy and different strategic positions to inform business strategy.

3. In 2014, GM held almost 15 percent market share in China, while Ford held only 3 percent. Why was GM so successful in China, while some of its rivals, including Ford, struggle to gain a stronger position in the world’s largest automobile market?

4. What are the challenges GM is currently facing in the Chinese automobile market? how should GM’s CEO address them?



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Creating an Access Database Using an Excel File



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Creating an Access Database Using an Excel File

Each worksheet in the Company.xls file represents a different table in a simple company database. You are to use the data in the four worksheets in the Company.xls file to implement a database using Microsoft Access. Each worksheet has predefined column headings that are to be used to identify the fields in your database. A hard copy representation of the tables and their respective fields follows:

Employee Table:

Last Name, First Name, SSN, Department Number, Hire Date, Hourly Rate, Phone Number, Manager SSN;

Department Table:

Department Name, Manager SSN, Department Number;

Project Table:

Project Name, Project Number, Department Number;

Hour Allocation Table:

Project Hours, Project NumberSSN;

Begin the assignment by creating a database named Company in Access. Step-by-step instructions for doing this follow:

1)    Find and open Access 2010 (typically, this will be under the Microsoft Office folder in the All Programs menu).

2)    On the Getting Started With Microsoft Access window, click the Blank Database button. This will open a Blank Database navigation pane on the right side of the window.

3)    Enter Company as the database name in the textbox. You will have to overwrite the default name (something like “Database1.accdb) to do this. Make sure that you have identified the storage location before creating the database.

4)    Click Create. This will open the database for viewing, with the default table named Table 1.

You could implement the database in a number of different ways. Copying and pasting the data into self-made tables would work, as would constructing the whole thing from the ground up and keying the data manually. However, the fastest way to build the database is to import the data from Excel into Access using the import wizard under the External Data tab. Although the wizard is fairly intuitive and easy to use, I have included the following link which leads to a tutorial on the Microsoft website in case you need help (note that you have to click the “Next” link in the upper (or lower) right hand side of the page each time the narrator stops talking).

http://office.microsoft.com/training/training.aspx?AssetID=RC102722321033

Be advised that you will have to run the import wizard once for each of the four worksheets. Generally, the process is as follows:

1)    Identify the Excel file to use; Select OK

2)    Specify which worksheet in the file is to be imported; Select Next

3)    Select the box to acknowledge that the first row contains column headings; Select Next

4)    Bypass the option to identify data types within the Wizard by selecting “Next”

5)    Be sure to select option to specify which field is to be used as the primary key; the primary key field for each table is as follows:

Employees – SSN

Department – Department Number

Project – Project Number

Hour Allocation – The primary key for this table should include both Project Number and SSN, but the Wizard will not allow you to specify two fields; this problem will be resolved later, after the fields have been imported. For now, select the “No primary key” option when prompted.

6)    Select Finish, then select Close

Note that each table is already completely defined, and that the data have been imported into the respective tables. To finish creating the database, delete Table 1 by closing it (click on the “x” at the far right of the table name).

Select the Employee table by clicking on the name in the navigation pane on the left side of the screen. Then, click on the File tab on the ribbon (or on the Office button in earlier versions) to open the menu options. Finally, click “File – Save Database As”, and select “Access 2010 Database” as the file type. This will open a dialog box that will verify that you have saved the database to your desired location, and will give you the option to rename it, if desired. Accept Company as the database name by clicking “Save”.

Before you go further, you will have to identify the two primary key fields in the Hour Allocation table. To do this, open the Hour Allocation table in the Datasheet View by double clicking on the table name in the navigation pane. Then, switch to the Design View by clicking on the View button on the upper left hand side of the ribbon. To identify the two fields as primary keys, you will need to select both fields — Project Number and SSN. Note that this is accomplished in a similar way as selecting entire rows in Excel. Move the mouse pointer over the square that is to the left of the Project Number field name until a black arrow appears, then click on the square to select the field. While you are holding down the Ctrl key, maneuver the mouse pointer over the square to the left of the SSN field until the black arrow appears, then click the square to select the field. Now, release the Ctrl key, and click on the Primary Keybutton at the top left portion of the ribbon. A small gold key should appear next to the field names. (Note that the Undo button can be used to revert to the previous condition, if needed.) Save your changes by clicking on the “Save” button (the floppy disk icon) at the upper left hand portion of the screen. Then, click on the “x” at the far right of the table name to close the Hour Allocation table.

While Access will usually try to establish informal links between database tables, it is good practice when developing databases to define the relationships between the various tables explicitly so that they conform to your design expectations. Doing so will also allow you to enforce referential integrity, which means that once they are established, the relationships between tables will be made to remain consistent (it makes it less likely that you would be able to delete a field in one table if it is the foreign key linking to another table; it will also prevent you from creating orphaned records — deleting a record in one table if that record has dependent records that exist in another table.) The following video will show you how to do this:

http://www.youtube.com/watch?v=MhfNQci_VzU

For your database, you will want to define the following relationships. In every case, you will want to enforce Referential Integrity, and select Cascade Update and Cascade Delete (don’t worry about the join type.)

Relate Departments to Employees using the Department Number field that they have in common

Relate Employees to Hour Allocation using the SSN field

Relate Projects to Hour Allocation using the Project Number field.

Note that you did not have to link Department to Projects. That’s because it generally is considered bad practice to create “circular references” in database design (it can make it difficult to add data in some cases, and can also lead to processing problems). It also isn’t necessary: as long as some link exists between the tables, even an indirect link that requires several steps across tables like this one, you will be able to tie those tables together when you create queries and reports.

The finished Relationships should look something like this:

After you have established the relationships, save the results by clicking on the “x” at the right side of the Relationships tab, and clicking “Yes” when you are prompted to save.

Next, you are going to create a simple query using the Query Wizard. The results of your query will show all of the fields in the Employee Table. The following tutorial will give you an idea as to how to do this:

http://www.lynda.com/home/Player.aspx?lpk4=85636&playChapter=False

(An alternative video can be found here: http://www.youtube.com/watch?v=S095_Fi17sI)

Note that the video shows you how to add selected fields to the query. Since you are going to have all of the fields in the Employee table in your query, you would simply add every field (use the double arrow). After you complete the Wizard, save the query as Employee Records.

Next, you are going to create a multi-table query (a join) that shows the Department Name, the Project Name, and the employee First NameLast Name, and Phone Numberwhere the employee works 20 or more hours on the given project. You will use the Query Design tool to do this.

1)    Click on the Database Tools tab, then select the Query Design tool in the upper right side of the ribbon. The Query Design pane opens, with the Show Table dialog box in view. The Show Table dialog box allows you to select which tables will be used in your query. You will need the DepartmentProject, andEmployee tables for this query.

2)    Select the Department table by double clicking on it. Note that it now appears on the field behind the dialog box. Double click on the Project and Employee tables, as well. Close the Show Table dialog box. Note that there are lines connecting the three tables by their respective primary and foreign keys (you may have to drag the tables around the field to see this clearly). These show the relationships between the tables.

(You will notice that Access has established an informal relationship between Departments and Projects; this shouldn’t be a problem as it only exists for the purpose of generating certain types of queries and reports.)

3)    Click on the Department Name field in the Department table. Drag the field into the row labeled “Field:” in the cells at the bottom of the Query Design window, as shown below:

Note that the Table field is automatically entered.

3)    Now, drag the Project Name field into the cell next to Department Name. The Project table is also identified under the Project Name field.

4)    Drag the First NameLast Name, and Phone Number fields into position.

5)    You will need to include one more field in order to limit the query to people who have worked 20 or more hours. Project hours are contained in the Hour Allocation table. To include the table, click on the Show Table button under the Query Setup group in the middle of the ribbon (under the Design tab). Double click on the Hour Allocation table in the Show Table dialog box to include with the other tables, then close the dialog box.

6)    Drag the Project Hours field so that it appears next to the Phone Number field in the design grid.

7)    To limit the query output to only show employees who have worked more than 20 hours, you will have to enter criteria in the grid. Note that there is a row labeled “Criteria“. In the Criteria field under Project Hours, enter the limiting term >20 (do not place the term in quotation marks).

8)   Suppose that you want to sort the output so that the employees’ last names are listed in descending order, click on the “Sort” field under Last Name in the design grid; an arrow for a drop-down menu appears. Click on that arrow, and select “Descending” from the options.

9)    Note that the Project Hours were not to be displayed in the query’s output. To do that, deselect the check box under the Show field for Project Hours.

The finished grid should look like this:

10) To run the query, click on the “Run” button (the big red exclamation point) in the upper left side of the ribbon.

11) Save the query as Major Contributors by clicking on the “Save” button. Enter the query name in the Save As dialog box, and then click Okay.

Note that the two queries are listed in the navigation pane at the left side of the window.

For the last step, you are going to create a simple report using the Report Wizard. The report is to list the First NameLast Name, and Phone Number fields in the Employee table; you are also to include the Department Name field from the Departments table. The following video will show you how to do this:

http://www.youtube.com/watch?v=DRD0_yTg5bo

As you work through the Report Wizard, specify that you want to view by Employees. Sort the output in descending order by Last Name, then by First Name (also in descending order). Have the output arranged in Tabular order, and set the page orientation to Landscape. Then, finish the report. Save the report as Phone List. Close the Phone Listreport by clicking on the “x” at the far right of the report name. Note that the Phone List report is also listed among the objects in the navigation pane.

You are now done with this project. Save the completed database by clicking “File – Save Database As”, and select “Access 2010 Database” as the file type. Close Access.

Submit the Company database using the assignment drop-box in Canvas. If you are unable to do so, then email the file to your instructor.



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