Describe at least three challenges that supervisors face as managers of resources on projects similar to Global Green Books Publishing. Provide a rationale for your choices.

Describe at least three challenges that supervisors face as managers of resources on projects similar to Global Green Books Publishing. Provide a rationale for your choices.
Identify at least three key skills/competencies supervisors need to be effective in managing teams’ performance while working on projects similar to Global Green Books Publishing. Provide a rationale for your choices.
Describe at least three challenges that team members face when working on projects similar to Global Green Books Publishing and provide a rationale for your choices.
Identify at least three skills/competencies that team members need in order to be effective in working on projects similar to Global Green Books Publishing and provide a rationale for your choices.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS (Strayer Writing Standards). Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Assess the elements, processes, and reasons for managing projects.
Assess and prepare for project uncertainties.
Evaluate processes and tools for monitoring and controlling project performance.
Click here to view the grading rubric for this assignment.
Mini case 1
Mini-Case Study: Project Management at Global Green Books Publishing 
Global Green Books Publishing was started two years ago by two friends, Jim King and Brad Mount, who met in college while studying in Philadelphia, USA. In the new business Jim focused on editing, sales and marketing while Brad Mount did the electronic assembly and publishing of books for Global Green Books. Their business was successful and profitable in the first two years, largely due to contracts from two big businesses. 
In their third year they got very busy thanks to their third major customer, a local college that needed customized eBooks. They hired several part time employees to help them with their publishing business. 
But by the end of third year of operation, Global Green Books started experiencing critical problems. They were: ? unable to leverage all the new employees effectively ? unable to deliver eBooks to their customers on schedule ? unable to provide quality texts—time and money was being spent fixing defects in their products ? unable to control costs—their business was not profitable in the third year. 
Global Green Books saw a significant rise in issues, a lot of unpleasant “surprises” were cropping up; business was down as new resources were hired, also some of the projects were poorly estimated. The local university was unhappy as their eBook products reached campus late for use by professors and student. In some cases, the books were a week or two late. Since the courses must start on schedule and students need their books at the beginning of their courses, the new lucrative college customer was unhappy. 
One of the new part-time employees hired by Jim and Brad, Samantha, had taken a project management course at college. Samantha was excited about the discipline of project management and had intentionally selected a job with Global Green Books Publishing as she saw an opportunity to polish her project management skills. 
One fine day, Jim invited Samantha, for a lunch meeting. He was aware that Samantha was familiar with project management, and wanted to hear what she had to say about the problems he and Brad were facing. Over lunch he questioned why their small business which had operated and implemented projects so successfully over the first two years was being challenged significantly now. He specifically listed the problems they were facing and asked for input to solve them. 
Samantha asked for more time to research all the issues but noted that Global Green Books, while being innovative, completed projects without a roadmap or a project plan and lacked a disciplined approach to project management. She noted that Jim and Brad did not use any project software for scheduling and they did not use tools or techniques to estimate, budget or to communicate with stakeholders. Finally, they had no processes in place to manage project risks and quality. 
Impressed with this and other conversations, Jim King asked Samantha if she would consider joining them as a project associate or project manager on a full-time basis to help them introduce project management practices and help them tide over their current crisis. 
Samantha accepted the offer! She has several key skills—she is an excellent communicator with very good interpersonal skills and detail-oriented. Within the first three months in her new role as PM, she introduced formal project management processes, created a PM manual and trained the employees to get the work done well. 
Within nine months Samantha had fully turned things around. Due to proactive risk analysis and risk response planning, surprises and issues reduced. Communication with stakeholders was enhanced. 
Brad and Jim noted that the company was delivering projects on schedule, the quality processes worked—and customers were happy with the products! 
Comment on the following aspects of the case study: 
a) Why did Global Green Books Publishing struggle? b) What were the specific PM solutions that were introduced by Samantha that worked? c) What kind of suggestions would you give to Brad and Jim if you were the PM? d) Are you aware of other similar start-up businesses that struggle in a similar manner? How did they overcome the challenges? e) Global Green Books Publishing is a technology intensive business, but Samantha is not technically knowledgeable, will she continue to be a successful project manager? 
MINI CASE 2
Mini-Case Study: The Back to School Crunch at Global Green Books Publishing 
Global Green Books Publishing is a successful printing and publishing company. Just two years old, it has taken on a great new customer, a local college that needs customized eBooks. 
To deal with this new customer, they have hired several new part time employees to help them with their publishing business, some of them students at the college with flexible hours. 
As the new school year drew closer, the orders started coming in. They had been told how many different printing jobs the college would need, but they weren’t all arriving at once, and orders were quite unpredictable in arriving from the professors at the college. Some professors needed rush orders for their classes. When Global Green Books finally got the orders, some of these jobs were much larger than they had thought they would be. 
Printing these orders turned out to be very challenging. Not all of the new student hires were trained for all of the printing and binding equipment used to print and assemble to books. Some of them often made mistakes, some workers called off from work due to other demands, and there were often not enough people available to get all the work done before deadlines. 
Quality was a serious issue, as they had to provide quality texts—if there were quality problems with the printed product, they would have to spend time and money to fixing defects in their products. 
Deliveries started slipping past their requested dates and times. Global Green Books was unable to deliver eBooks to their customers on schedule. 
The local university was unhappy as their eBook products reached campus late for use by professors and student. In some cases, the books were a week or two late. 
Samantha had been hired as a project management assistant. In her new role as a project manager, one of the processes she was trying to institute was risk management. She started looking at what was happening in the business, talking about it with the owners and employees, and heard about the college’s unhappiness. As she did this, she started identifying risks and potential risks. As she went along, she started doing more proactive risk analysis and risk response planning, and as she did surprises and issues were reduced. By talking with stakeholders and addressing their concerns, communication with stakeholders was also enhanced. 
Comment on the following aspects of the case study: 
a) What risks can you identify? Why are they a risk to Global Green Books Publishing? b) What kind of impacts does each of your identified risks have? Can you categorize these as low impact, medium impact, or high impact? c) How probable are each of your identified risks? You can think about something simple like categorizing these as not very likely, likely, and highly likely to occur. d) What would you advise Global Green Books are their three most critical risks? 
e) What would you suggest that they do about these three risks? Are there specific actions to deal with these risks? Have you identified a contingency plan to carry out if the risk occurs?
MINI CASE 3
Mini-Case Study: Defining Standard Projects at Global Green Books Publishing 
Global Green Books Publishing is a successful printing and publishing company in its third year. It has survived the bringing on a large new customer and all the challenges of new work that this customer needed in a very short time. 
Much of this work for the college is customized eBooks. As the first term progressed with Global Green Books making customized eBooks for this college, there were a number of issues that affected the quality of the eBooks produced and caused a great deal of rework for the company. The local university was unhappy as their eBook products sometimes reached campus late for use by professors and student. In some cases, the books were a week or two late. 
The management of Global Green Books was also challenged by these projects. The college expected them delivered on-time and at a low cost, and the company was not always doing that. Accounting was having difficult tracking the costs for each of the books, and the shift supervisor were often having problems knowing what tasks needed to be completed and assigning the right employees to each task. 
Some of the problems stemmed from the new part time employees. Since many of these workers had flexible schedules, it wasn’t always clear which tasks they were supposed to be working on when they came in to work. Each book being produced was indeed a book; but that was all they had in common. Each book had different production steps, different contents and reprint approvals required, and different layouts and cover designs. Some were just collections of articles to reprint once approvals were received, and others required extensive desktop publishing. Each eBook was a complex process, but was going to be made just once, as these eBooks were all customized for each professor and course each semester. Each eBook had to be produced on time, and had to be made to match just exactly what the professors requested. 
Understanding what each eBook needed had to be clearly documented and understood before starting production. Global Green Books had been told by the college how many different printing jobs the college would need, but they weren’t all arriving at once, and orders were quite unpredictable in arriving from the professors at the college. Some professors needed rush orders for their classes. Some orders arrived as projected, but some came later than anticipated. When Global Green Books finally got all their orders, some of these jobs were much larger than they had thought they would be. 
Each eBook needed to have a separate job order prepared that listed all the steps that needed to be completed, so that tasks could be assigned to each worker. These job orders were also becoming a problem. Not all the steps needed were getting listed in each order. Often the estimates of time for each task were not completed until after the work was done, causing problems as workers were supposed to move on to new tasks but were still finishing their previous tasks. Some tasks required specialized equipment or skills, sometimes from other groups within Global Green Books. Not all of the new student hires were trained for all of the printing and binding equipment used to print and assemble to books. 
Global Green Books wanted to start developing a template for job orders. This template should list all of the possible tasks that should be performed in producing an eBook for the college. These tasks could be broken down into the different phases of the work. 
In the Receive Order phase, the order should be received by Global Green Books from the professor or the college, it should be checked and verified, and a job order started. In checking and verifying each order, the customer representative should make sure that they have the requester’s name, email and phone number; the date needed, and a full list of all of the contents. They should also verify that they have received all of the materials that were supposed to be included with that order, and have fully identified all of the items that they need to request permissions for. Any problems found in checking and verifying should be resolved by contacting the professor. 
In the Plan Order phase, all of the desktop publishing work is planned, estimated and assigned to production staff. Also all of the production effort to collate and produce the eBook are identified, estimated and scheduled, and assigned to production staff. Specific equipment resource needs are identified and equipment is reserved on the schedule to support the planned production effort. 
In the Production Phase, permissions are acquired, desktop publishing tasks (if needed) are performed, content is converted, and the proof of the eBook is produced. A quality assistant will check the eBook against the job order and customer order to make sure it is ready for production, and once approved by quality, each of the requested eBook formats are created. A second quality check makes sure that each requested format is ready to release to the college. 
In a Manage Production Phase, happening in parallel with the Production Phase, a supervisor will track progress, work assignments, and costs for each eBook. Any problems will be resolved quickly in an attempt to not have any rework or delays in releasing the eBooks to the college. 
Each eBook will be planned using the standard job template as a basis for developing a unique plan for that eBook project. 
Comment on the following aspects of the case study: 
a) Printing books in a print shop, especially large quantities of a single book, is a process. A process is an ongoing day-to-day repetitive set of activities the print shop performs when producing its products. How are these customized eBooks different from a standard printing process? What characteristics make these customized eBooks a project? b) Who are the stakeholders in these eBook projects? How are they involved in or affected by an eBook project? c) Why is it important to have a defined project scope? Why is it important to make sure there is agreement about the scope and what will be done in producing each eBook? d) What kinds of information would you want supervisors to have available to them in the Manage Production phase? Why? e) Do you think developing a standard job template would be useful for Global Green Books? Why? What advantages could it give them in planning work? f) What other information, if any, would you like to see included in the standard job template? Why? 
Create a Work Breakdown Structure for an eBook project. a) What are the major phases of work for making an eBook? b) What are the steps in each phase? c) Can you identify any substeps for any of the steps? What are they?
MINI CASE 4
Mini-Case Study: Cost Estimation at Global Green Books Publishing 
Global Green Books Publishing is continuing to produce customized eBooks as a key new product line for it as a successful printing and publishing company. It has developed a template to help plan job orders. The major customer for these customized eBooks is a local college, who expected these books to be delivered at a low cost, and the company has not always been doing that. The Accounting department in Global Green Books was having difficult tracking the costs for each of the books. 
Each eBook had a separate job order prepared that listed all the steps that needed to be completed, so that tasks could be assigned to each worker and costs estimated. With the existing job orders, estimates of time required for each task were sometimes not completed until after the work was done, causing problems as workers were supposed to move on to new tasks but were still finishing their previous tasks. Some tasks required specialized equipment or skills, sometimes from other groups within Global Green Books. 
Along with its template for job orders, Global Green Books wanted to start developing a project estimate for each new eBook project. This cost estimate should capture direct costs and indirect costs. The direct costs for an eBook project include labor costs for those in the company working on the project, materials costs (if any), subcontractor or outside labor, and equipment and facility costs. Material costs for these eBooks include any permissions costs for content and images used in the eBook. Indirect costs for these eBooks computer support costs and sales commissions for each eBook project. 
For an incoming eBook order for an eBook for a European History course, the following internal labor costs are projected during the Plan Order Phase: 
Phase Task Staff Category Rate ($) 
Hours 
Receive Order Receive Order Customer Service Representative 
CSR 12.00 .25 * 
Receive Order Check Order Customer Service Representative 
CSR 12.00 .50 * 
Receive Order Verify Order Customer Service Representative 
CSR-1 16.00 1.0 * 
Plan Order Plan Work Supervisor Senior-1 28.00 1.0 Plan Order Assign Work Supervisor Senior-1 28.00 1.0 Plan Order Estimation Supervisor Senior-1 28.00 1.0 Plan Order Reserve Equipment Supervisor Senior-1 28.00 .50 Production Acquire Permissions Publishers Liaison PL 22.00 0 Production Desktop Publishing (DTP) DTP Specialist DTP-2 18.00 12.5 Production Content Conversion DTP Specialist DTP-1 12.50 4.0 Production Produce eBook (Proof and Final) DTP Specialist DTP-2 18.00 5.0 Production Quality Checks Quality Technician Customer Service Representative QC CSR-1 16.00 16.00 3.0 1.0 
Manage Production Track Production Supervisor Senior-1 28.00 3.0 
During the Plan Order Phase, the hours for the Receive Order phase (marked with an *) are actual times, as this work has already been performed. 
In addition to these internal labors costs, the Production Supervisor has estimated that the European History eBook will incur these costs: ? An overhead rate on all direct labor of 1.50. ? Material costs of $1,000 for each permission needed ? Equipment costs of $800 for unique equipment needed for this project (a special oversize map scanner) ? Subcontract labor of $500 for installation and training in the use of the oversize map scanner ? Computer support costs of $600 ? Sales commission of 20% 
In addition to direct and indirect costs, Global Green Books targets a 25% profit margin on each project, and budgets for a 10% contingency on labor and 20% contingency on permissions. 
Comment on the following aspects of the case study: 
a) What are the types of direct costs identified in this case? Why are they viewed as direct costs? b) What are two forms of costs identified? c) What are some problems that might arise that could impact the budget? d) Why would Global Green Books set aside contingencies? How would needed rework, if caught in the quality reviews, be accounted for in the budget? e) What are the main cost drivers of this project? f) What other information, if any, would you like to see included in the budget for this project? Why? 
Create a budget for the European History eBook project. 
a) What are the costs by major phases of work for making this European History eBook? b) What are the total costs for direct labor? c) What is the total estimated cost of this European History eBook? 
MINI CASE 5
Mini-Case Study: Managing Change at Global Green Books Publishing 
Global Green Books Publishing is producing customized eBooks for a local college. It has just received a large order for a new eBook on Strategic Human Resource Management in a Global Context from a senior professor in the business school. This distinguished faculty member is dissatisfied with the current textbooks, and wants a customized eBook for use with her oncampus courses, graduate seminars, and her executive education courses. This is the most complex eBook that Global Green Books has undertaken. Because this project is so important to the professor, and will be used in so many different settings with different schedules, the professor made sure that she had her complete eBook request in early to allow sufficient time for production. She had selected a broad set of the best papers and had written an introduction and background, along with discussion questions for each section. This meant that this project was going to have an extensive set of permissions to acquire before production could happen, as well as a large amount of desktop publishing for the new materials written by the professor. She was quite certain that she had given Global Green Books more than enough time to have her eBook ready before the first class needed it. 
This large eBook went through the check and verify order step with a bit of back and forth with the professor to verify the information needed for the extensive number of permissions, so that started the project off with a bit of a delay. Because there were so many permissions, the Supervisor who planned this project, accelerated the work on obtaining permissions to make sure that all the permissions were received before they needed to start assembling and collating the eBook in production. 
As the Publishers Liaison worked through the extensive list of permissions, the Customer Service Representative for the business school at the college started receiving several inputs from the college about this project. One set of inputs was a continuing series of requests from the professor. As new papers were released, she wanted to make a number of additions to the eBook. Also, as time went on and she had more time to review her eBook plans, she started identifying some changes that she wanted to make to her planned eBook. 
Another input came from the business manager at the college bookstore, as he was quite concerned about the projected cost of this eBook. Because this eBook included so many reprints of existing articles and chapters, the estimated cost of the book was quite high. The college expected their eBooks to be delivered at a low cost, as its bookstore costs had to cover the bookstore overhead (servers for sales and distribution of the eBooks and marketing costs) and the bookstore’s markup, as well as the costs of the eBook from Global Green Books. The Global Green Books costs had to incorporate all the permissions costs, as well as all of the desktop publishing and production costs. 
The Customer Service Representative communicated these issues to several people within Global Green Books: the account manager for the college account, the supervisor managing production for this eBook, the Publishers Liaison obtaining permissions for this book. The account manager was concerned about upsetting this important customer, the supervisor didn’t know how these various requests could all be accommodated or how it would impact his project, and the Publishers Liaison was worried both about added costs for new permissions and the 
time it would take to get them and the costs they had already expended for permissions no longer needed. 
And the professor’s requests just kept coming, at an increasing rate as it got closer to her deadline for needing this eBook. 
The supervisor was starting to make some estimates of what each change requested by the professor would cost ? An extra $500 for each new permission needed, in addition to the $500 already spent for each permission already acquired that can no longer be used ? Two hours of Publishers Liaison effort for each new permission needed at an unburdened cost of $22 per hour (loaded cost is $55 with a 1.5 overhead rate) ? One hour of supervisor time for replanning each change at an unburdened cost of $28 per hour (loaded cost is $70 with a 1.5 overhead rate) ? Sales commission of 20% 
This continuing series of requests for changes from the professor is quickly adding to the upwardly spiraling cost of this project. The supervisor feels that something must be done about this scope creep – continually changing scope. 
Comment on the following aspects of the case study: 
a) Who are the stakeholders of this project? Who are the key stakeholders of the project? b) What impacts could these requested changes have on the budget? c) Could these requested changes also impact the schedule? If so, how? d) What is Global Green Book’s process for dealing with changes from their customers? Do you see any possible issues with this process? e) How would you recommend that Global Green Books handle these changes? Who should be involved? f) What should Global Green Books do about the conflicting inputs from their customer – the bookstore manager who wants inexpensive eBooks and the professor who wants the best and most up-to-date collection of readings possible for her courses? 
MINI CASE 6
Mini-Case Study: Developing Project Managers at Global Green Books Publishing 
Global Green Books Publishing is continuing to grow. They now have three large customerstwo in traditional print-based work and the third is a local college. They produce customized eBooks for this local college. This newest line of work is growing, as other customers hear of their work, and the account managers are speaking with several other colleges and professional associations about taking on additional projects in electronic publishing. 
As they have grown, they have had to start implementing some project management concepts to plan and manage their work. The founders hired Samantha as a project associate or project manager on a full-time basis to help them introduce project management practices and help them tide over the crisis they were experiencing with rapid growth. Within the first three months in her new role as PM, she introduced formal project management processes, created a PM manual and trained the employees to get the work done well. Within a year, the company was delivering projects on schedule, the quality processes worked—and customers were happy with the products! This success was leading to possible new work and greater opportunities to bring on new customers. 
As the growth continued, Samantha was now feeling the pressure. She was only one person. And there was so much more to still do. 
Using her project management skills, she had implemented more formal project management processes, created a PM manual and trained the employees to get the work done well. One area where she especially felt stretched thin was in supporting the supervisors. 
As the eBook business grew, there were more and more demands on the supervisors. Many were great print technicians who had caught the eye of the founders for their attitudes and customer service ethic. But today, they were being called on to do more complex tasks than merely running a highly automated print copier. Supervisors are interacting with customers, as well as with internal account managers and customer service representatives. They are managing employees with a diverse set of skills, backgrounds, and motivations. It is increasingly hard for them to ask employees to take on hard challenges when they themselves do not have those skills and have not done the eBook publishing that the business is increasingly moving to. 
Many of the supervisors have had a bit of project management mentoring from Samantha, but still know that they have to be both leaders and managers. As project teams come together to work on eBooks, there are challenges. Some of the challenges have to do with knowing the status of the work, as part-time employees come in and hand a piece of a project off to another worker. Some deal managing conflicts as they arise – both technical issues as permissions are delayed and content cannot yet be incorporated, leading to scheduling changes, and interpersonal issues among staff. Some of these conflicts occur between a mostly young, part-time contingent of student workers and the full-time employees. Supervisors are often drawn into mediating or resolving these conflicts. They really need to meld together their staff to create highly capable, productive project teams for these fast-paced eBook projects. The staff needs to 
trust each other and their leadership to be fair and to balance work priorities with the times that they are available. 
Supervisors need to provide leadership, to provide inspiration for their team, and to be good motivators of their team members, as well as be a good manager, worrying about the day-today and minute-by-minute accomplishment of the project’s goals. Being a good motivator also means that the supervisors must be good listeners to understand what issues are confronting their team members and the needs of their team members. 
The supervisors were realizing that as a group they needed two things. One was a greater grasp of people skills, or so-called “soft” skills, to help make them more effective. The other was more support in project management as they needed to better track the details of the work, and the task level scheduling and rescheduling that was happening as team members come and go for their work shifts and as permissions sometimes take longer to obtain than planned. 
Samantha is starting to discuss with her management and with the human resources and training group how they can meet some of these needs. Perhaps some leadership development training for supervisors could be arranged. And she is talking with her management about setting up a project management office (PMO) to have project management staff available to help the supervisors with some of their work tracking and scheduling challenges. She hopes that addressing these two issues will make their eBook delivery much smoother. 
Comment on the following aspects of the case study: 
a) What are some of the challenges facing supervisors? b) What skills do you think the supervisors need to be effective project managers? Why do they need these skills? c) Are there skills that team members need to be effective team members in a project? If so, what are these skills? d) Which characteristic or skill do you think is the most significant characteristic of an effective project manager? e) What steps could project managers take to help make their teams more effective? f) What advice would you give Samantha about setting up a project management office? What roles could these staff perform, and how could they interact with the existing projects? g) Can you describe other ways that this PMO function could be organized? 
MINI CASE 7
Mini-Case Study: Closing Projects at Global Green Books Publishing 
Global Green Books Publishing is continuing to grow. The customized eBooks line of work is continuing to grow, and they now have a lot of experience from the eBook projects that they have completed for their first eBook customer, a local college, and for their newer customers. 
However, as new projects come in and start to run into problems, some of the project managers in the project management office and their manager, Samantha, were discussing how it seems like it is déjà vu all over again – some of the same problems that they thought they had solved in working with supervisors and their teams on past projects keep on occurring. 
The eBook projects are functioning well, and customers are happy with the results. Repeat orders are coming in and new customers are turning to Global Green Books for their eBook production needs. 
But, there are just som

Write a report called ‘How human resource management contributes to organisational effectiveness’.

Assignment

You have been working in Human Resources for several years and would like to manage a HR department. You have seen a vacancy for a Human Resource Manager at a large organization and have submitted your CV to express your interest in the job. The recruitment team at the organization has long-listed you and invited you to submit a report for them to read, in order to create a short-list of applicants.

Task 1 – Report on how human resource management contributes to organizational effectiveness

Write a report called ‘How human resource management contributes to organisational effectiveness’. You must refer to organisations in general and you may provide examples from specific organisations you are familiar with or have researched. In your report you must:
· compare different definitions of strategic human resource management
· analyse the contribution human resource management makes to organisational effectiveness
· evaluate the different approaches organisations take to staff recruitment and selection.

Extension activities:

To gain a
merit grade you must also:

analyse the human resource needs of organisations in different sectors of the economy.
To gain a
distinction grade you must also:

evaluate the effect of different human resource management practices on organisational productivity and profit.
LO1, AC1.1, 1.2, 1.3, 1M1, 1D1
© ATHE LTD 2016 1 13121016 Version 1.0

Task 2 – Briefing paper on the formulation and implementation of human resource management plans

The recruitment team was impressed with your report. You have been invited to attend an interview and the programme shows that you will lead a group activity on ‘Understanding the formulation and implementation of human resource management plans’. Produce a briefing paper for the group which:
· analyses the human resource management process in organisations
· assesses roles in the human resource management function in organisations
· analyses the development and implementation of human resource management plans in organisations.

Extension activities:

The programme for the interview shows that following the group activity there is a question and answer session on the topic of formulating and implementing HR plans. To gain a
merit grade you must prepare detailed notes which:

explain how human resource management policies and procedures are monitored in organisations, in order to support current and future plans.
To gain a
distinction grade you must also:

compare approaches to human resource management planning in organisations using current and valid examples to support your comparisons.
LO2, AC2.1, 2.2, 2.3, 2M1, 2D1

Task 3 – Presentation with handouts on contemporary issues affecting human resource management in organisations

The recruitment team has clarified that a presentation is part of the selection process and this must be prepared beforehand. You do not need to deliver the presentation as part of this assignment. Develop the presentation and handouts using a suitable format, in which you must:
· analyse the impact of culture and structure on human resource management in organisations
· explain the effect of current legislation on human resource management in organisations
· assess the impact of globalisation on human resource management in organisations.

Extension activities:

To gain a
merit grade you must also:

analyse employee relations management processes used by organisations.
LO3, AC3.1, 3.2, 3.3, 3M1
© ATHE LTD 2016 2 13121016 Version 1.0

The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards.

Task
LOs and AC number

1. LO1, AC1.1, 1.2, 1.3, 1M1, 1D1
Suggested evidence PASS

The report must be in a suitable format for a professional readership and should be structured in a formal way with a clear layout.
The learners must demonstrate they have considered a range of different definitions of human resource management (HRM). They must examine the definitions in detail, identifying similarities and differences.
They should break down into separate parts the contribution HRM makes to organisational effectiveness and examine each part in detail. Effectiveness should include reference to a range of business objectives such as alignment with business strategy, legal requirements and improving organisational performance.
Suggested additional evidence

MERIT

The learners must demonstrate that they have considered different sectors of the economy. They must break down into parts the human resource needs of organisations in different sectors of the economy and examine each part in detail.
Suggested additional evidence DISTINCTION

The learners must demonstrate that they have considered the effect of at least two different HRM practices on organisational productivity and profit. Learners must examine strengths and weaknesses of the different practices, and make balanced and reasoned judgments.

The briefing paper must be in a suitable format for the context provided and should be structured in a formal way with clear layout.
Learners must break down the HRM process into separate parts and examine each part in detail.
They must show an understanding of the different roles in the HRM function, assessing the different contributions which are made. The assessment should lead to judgments.

Learners must provide relevant information in detail about how HRM policies and procedures are monitored in organisations to support current and future HRM plans. Learners should refer to a range of monitoring techniques.

Learners must consider at least two approaches to HRM management planning. They must examine each approach in detail looking at similarities and differences. They must select appropriate examples from organisations they know or have researched, to support their comparisons.
They must break down and examine in detail each part of the development and implementation of HRM plans using examples to illustrate the points which are made.
3 LO3, AC3.1, 3.2, 3.3, 3M1

The presentation and handouts should be in suitable formats for a professional audience.
The issues considered should be relevant and current.
Learners must break the impact of culture and structure on HRM in organisations into separate parts and examine each part in detail. Learners should use examples to support the points which are made.

Learners must break into separate parts some employee relations management processes used by organisations, and examine each in detail.
They must make the effect of current legislation on HRM in organisations clear by describing relevant information in more detail.
© ATHE LTD 2016 4 13121016 Version 1.0
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How did the invention of typography wreck society in the 14th–15th Centuries? Explain with 2-3 examples. 

I noted in the overview that Alfred N. Whitehead once observed how major advances in civilization are processes that “all but wreck the society” where they occur.
 
Question 1: 

· How did the invention of typography wreck society in the 14th–15th Centuries? Explain with 2-3 examples. 
· What other modern technological advances since the printing presshas had a similar affect on society? What was it? 
· Compare and contrast the modern advancement to how the printing press wrecked society in the 14-15th centuries. Please include 2-3 different ways it has wrecked society.
2.

Essay

ANT

Based on the Content lecture and your own ideas, discuss how learning about cultural relativism can help us reduce our ethnocentrism.

1 page

READ:

What is Anthropology? What is Culture?

What is Science?

There are 
sciences, such as the 
natural sciences (biology, biological anthropology. chemistry, physics,

astronomy, meteorology) and the 
social sciences  (sociology, cultural anthropology, psychology, human

geography, political science, economics). But what is science, itself?
In high school, science is taught as a method of investigation with the following steps:
1. Form a hypothesis (a testable question about the observable world)
2. Set up a controlled experiment in a laboratory.
3.Test the hypothesis by running the experiment.
4. Draw conclusions from the results.
5. Modify and re-run the experiment if necessary. 
At the college level, however, it is important to know the following are the actual steps in the process.
1. Observe the world and ponder it, producing questions.
2. Formulate the questions as testable hypotheses 
3. Develop a methodology for controlled testing of the hypothesis, whether the testing will be in a
    laboratory or out in nature, whether quantitative or qualitative data are collected. The methodology
    should be critiqued to guarantee that the experiment’s  measurements, sample sizes, reporting,
    etc., are in accordance with standards. Trial experiments may be done to correct problems before
    a full-scale experiment.
 4. The experiment is conducted, provided that conditions (such as permissions, financing, personnel,
     technology, and  weather, etc.) permit.
5. Data from the experiment should be analyzed by the defined methods.
6. A report must be written and submitted for review by peers or other recognized experts in the field.
7. If accepted with corrections, the report should be published for others in the field to read.
What is also important to know is the fact that science is conducted by scientists who are human beings
with 
biases, meaning a prejudice for or against a particular point of view. Bias may be the result of the

historical context or even the personality of the reviewer. Science is a human endeavor.
There are five features of science, all of which must be part of a particular research in order for it to be
valid.
1. 
Empiricism – Data must be derived from observation, either directly through the senses or with the

    assistance of  instruments.  
2. 
Testability –   There must be conditions under which the hypothesis is rejected.  

3. 
Uniformitarianism – Given the same conditions, experiments or natural occurrences will produce the

    same results. 
4. 
Reproducibility-   Experimental results must be confirmed by other scientists who have no bias for or

    against the hypothesis..
5. 
Parsimony – the simplest explanation for the facts is accepted as true.

A 
theory, in science, is not just an untested hypothesis. It is a set of laws or law-like generalizations based

on facts.

What is Anthropology?

Anthropology consists of four fields of study, as follows:
1.
Physical (Biological) Anthropology – is a natural science including the study of nonhuman primates, their 

anatomy,
   behavior and evolution; human evolution, human variation, human skeletal anatomy and forensics; population 
   genetics.
2. 
Archeology – is the study of past cultures, both prehistoric (before written records) and historic (with written records),

   focusing on material culture (artifacts and other remains).
3. 
Cultural Anthropology – is the study of living cultures: ecology and subsistence adaptations; economics, politics, and

    kinship systems; religion and art. An 
ethnography is a report about a particular culture’s lifeways. 
Ethnology compares

    different cultures. There are many subfields within cultural anthropology, such as urban anthropology, or ethnographic
    film.
4. 
Linguistics – is the study of language and languages. There are many subfields in linguistics, including anthropological linguistics (“language and culture”) and sociolinguistics (use of language in different social contexts)

What is Culture?

Culture was defined by the 19th century anthropologist E.B. Tylor as follows:
“Culture is that 
complex whole which includes knowledge, belief, art, morals, law, custom and

any other capabilities 
acquired by man” (humans) ”
as a member of society.” 

This means that one’s culture is learned in one’s society and its parts of integrated into a
working system.
Culture was also defined as the ”
superorganic” by A.L. Kroeber. This means that it is above

and beyond the biology of the human; it is not inborn, but learned.
Leslie White described culture as a 
three-layer cake, with the following layers:

                                       Ideology (Belief Systems)
                                               Social Structure
                                          Subsistence Patterns

Subsistence patterns (food and shelter) influence 
social structure (economics, politics, and kinship systems), which, in turn,

influence 
ideology (religious or political belief systems). There is even influence from the higher layers (such as ideology)

down to the lower layers, such as rules about kinship relations or dietary rules. Human culture is, therefore, an integrated
system.
G.P. Murdock wrote about 
cultural universals, that is, what all humans share. This is because humans all have the same

needs for subsistence, for political and kinship systems, for belief systems. As such, human cultures share such diverse traits
as rites of passage (ceremonies at different stages of life) and dancing and joking.  Despite cultural universals, humans 
experience 
ethnocentrism (belief in the superiority of one’s own culture) and culture shock (a negative emotional reaction)

when encountering another culture’s lifeways. Anthropology teaches us to reduce our ethnocentrism by understanding that
cultures should be judged in terms of their own specific adaptive needs in their particular environments. This is known as

cultural relativism.

Last, 
cultures change over time due to 
environmental, 
demographic (populational), and 
historical changes. Humans experienced great

environmental change at the end of the Pleistocene (Ice Age) epoch, inventing new tools for new subsistence patterns,
leading to new economic and political practices. Changes in demographics (population size and structure) have occurred
for millennia, altering cultural adaptations from food collection to food production and to urban state societies. Historical
changes such as continuing technological advances and political actions are also responsible for cultural change.

Explain the need and process to improve safety outcomes related to medication administration.

Introduction- As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
· Explain the need and process to improve safety outcomes related to medication administration.
· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
· List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
· Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
· Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
· Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. 
Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Professional Context- As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario- or this assessment it is suggested you take one of two approaches:

1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, 
or

2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions- The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
· Explain the need for and process to improve safety outcomes related to medication administration.
· Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
· Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
·
Part 1: Agenda and Outcomes.

· Explain to your audience what they are going to learn or do, and what they are expected to take away.
·
Part 2: Safety Improvement Plan.

· Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
· Explain why it is important for the organization to address the current situation.
·
Part 3: Audience’s Role and Importance.

· Discuss how the staff audience will be expected to help implement and drive the improvement plan.
· Explain why they are critical to the success of the improvement plan focusing on medication administration.
· Describe how their work could benefit from embracing their role in the plan.
·
Part 4: New Process and Skills Practice.

· Explain new processes or skills.
· Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
· In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
·
Part 5: Soliciting Feedback.

· Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
· Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time.
For tips on developing PowerPoint presentations, refer to:
·

Capella University Library: PowerPoint Presentations
.

·

Guidelines for Effective PowerPoint Presentations [PPTX]
.

·
Additional Requirements- Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).

· Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
· APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
· Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.

Explain the need and process to improve safety outcomes related to medication administration.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Provides a thoughtful and clear description of the ways Dr. King and Alicia Garza capture their audience and make their points

PolitcialSciencepaperseptember_O.docx

Instructions
Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.
For this assignment, you will watch Dr Martin Luther King’s 

I Have a DreamLinks to an external site.
 speech and a 

speech by Alicia Garza of the Black Lives Matter movementLinks to an external site.
 and answer questions listed below. Pay special attention to the following aspects in the two speeches.

· Importance of body language while delivering the speech.
· Gestures, cadence and delivery style.
Answer the following: 
1.
1. Provide a summary of the two speeches.
2. Compare Dr. King’s leadership, charisma, power and passion to capture his audience to Alicia Garza’s speech. What are the similarities, if any? What are the differences, if any?
3. How does the location of the speeches support their messaging? Dr. King’s speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?
4. Describe how the audience in Dr. King’s speeches relate to the Alicia Garza’s audience. Do you see a similarity or differences in the speeches and in the audience?
Requirements
· Length: 2-3 pages of substantive content
· 12 pt font
· Parenthetical in-text citations included and formatted in APA style??
· References page (a minimum of 2 outside scholarly sources
· Title and introduction pages are present.
Grading
This activity will be graded based on the Written Assignment Grading Rubric.
Rubric

Week 3 – Analyzing Body Language

Week 3 – Analyzing Body Language

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeLength

15 pts

The assignment is at least 2- 3 pages long.

15 pts

This criterion is linked to a Learning OutcomeSummary of Speeches

20 pts

Paper begins with a clear and concise summary of both speeches

20 pts

This criterion is linked to a Learning OutcomeLeadership and Charisma: Similarities and differences between Dr. King and Alicia Garcia’s speech

35 pts

Provides a thoughtful and clear description of the ways Dr. King and Alicia Garza capture their audience and make their points

35 pts

This criterion is linked to a Learning OutcomeLocation Impact

30 pts

Clearly discusses the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza

30 pts

This criterion is linked to a Learning OutcomeAudience Reaction: Compare and Contrast

35 pts

Draws clear, explicit connection between the audience reaction and Dr. King’s vocal intonations and body language in comparison/contrast to Alicia Garza.

35 pts

This criterion is linked to a Learning OutcomeWriting: Mechanics and Usage

20 pts

The writing is concise, free of errors in grammar, spelling, and punctuation.

20 pts

This criterion is linked to a Learning OutcomeCitations

10 pts

The references are provided in accurate APA format.

10 pts

This criterion is linked to a Learning OutcomeReferences

10 pts

Provides two outside scholarly sources plus the textbook and/or the weekly lesson

10 pts

Total Points: 175

Integrate effective collaboration and communication strategies into technical enterprise solutions and communications plans

Overview
The final project for this course is the creation of a communication framework and training plan.
As businesses incorporate more and more technology into daily operations, information technology (IT) professionals are tasked with not only solving technology problems and providing excellent technical services, but communicating effectively to a wide variety of audiences. The purpose of communication is to perpetuate brilliant ideas, bring change, and solve problems in any discipline, but within the realm of IT, it takes on a particular twist. Your final project for this course concerns critiquing and adapting existing technical communications to ensure necessary information is successfully delivered to target audiences, while developing a framework from which IT professionals can approach technical communications to a variety of audiences.

Throughout the final project, you will be utilizing the case study (BOLD Flash: Cross-Functional Challenges in the Mobile Division) and the artifact documents (located in the Assignments folder) for all milestones related to the final project.

The project is divided into 
three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in 
Modules Two, Four, and Seven. The final submission will occur in Module Nine.

This assessment will assess your mastery with respect to the following course outcomes:

· Integrate effective collaboration and communication strategies into technical enterprise solutions and communications plans
· Establish conceptual frameworks for planning and specific guidelines for communicating technical information to multiple stakeholders
· Evaluate existing technical communications for the extent to which they effectively communicate necessary information to end users
· Adapt technical communications to successfully meet the needs of various target audiences
Scenario
When promoted to the new vice president of BOLD Flash’s Mobile Division, specializing in high-tech storage components for electronic devices, Roger Cahill understood very clearly that his top priority was to get the struggling division back on track. As he started in on the job, he soon realized that problems with technical communications were a major cause of the division’s other problems. Rapid sales growth, reorganization of the division itself, the vast number of products, and the fast pace of new product development had all increased the challenges of effective communication between division teams and with suppliers, partners, and customers.
As the just-hired director of technical communications for the Mobile Division, you must analyze the current state of technical communications within the company. In your first days on the job, you have learned that there are no formatting requirements or templates for internal product documentation or customer materials, that individual techs often develop such materials without any structure or guidance, and that the Technical Support team has received several hundred complaints about the complexity and, at times, inaccuracy of the instructions that accompany products.
What is more, various departments within the division have cited difficulties in understanding the products and services BOLDFlash’s Mobile Division has to offer because of the extreme technical nature of the various products. As one example, a project was conducted earlier in the year to prepare a response to an RFP (Request for Proposal) from the U.S. Navy for secure disk drives. Such contract responses require clear communication of technical aspects in a business context, yet upper management has had difficulty navigating the design specification documents and technical blueprints that the R&D group has prepared.
Cahill has tasked you with developing training on technical communication for the division’s management team and with creating a cohesive plan for developing technical documents and communications that will benefit the company in the long run.
Prompt
Based on the case study (BOLD Flash: Cross-Functional Challenges in the Mobile Division), the three artifact documents (internal business processes, product documentation, or technical service communication), and the above scenario, you must construct a plan of action for tackling the various areas of technical communications needs. You will also need to pick an area of focus (the internal business processes, product documentation, or technical service communication) to begin adapting the technical communications that already exist and are not meeting audience needs. To this end, you will produce a critique of an existing technical communication, including your methods for adapting the communication and your reasoning for the change. This will act as the basis for the technical communication training that you will develop for BOLD Flash’s Mobile Division management team. The most important piece, perhaps, is the inclusion of a framework and guidelines for creating effective technical communication.

Specifically, the following critical elements must be addressed:

I.
Background and Area of Focus: Analyze the communication environment that exists within BOLD Flash. What are the particular areas of concern, and which area do you feel should be your focus to start? Specifically, which area (internal business processes, product documentation, or technical service communication) do you feel is the most important to fix first? Why? Provide your reasoning.

II.
Planning and Communicating With Stakeholders:

a.
Key Stakeholders: Discuss your area of focus. Who are the key stakeholders involved in this particular area, why are they involved, and to what extent will your framework for communication impact them?

b.
Established Practices: What established communication practices would benefit your approach to communicating among the stakeholders that you have identified? Provide evidence to support your conclusions.

III.
Training Plan and Framework for Continued Communication: How will you approach training the management team and communicating the new guidelines to existing employees?

a. What 
communication strategies will you incorporate and why? How are these communication strategies appropriate for those individuals to whom your training is directed? Provide evidence to support your conclusions.

b. What 
collaboration strategies will you incorporate? Determine the collaborative structure and strategies that will help the managers and directors throughout and after their training experiences. Why are these appropriate? Who will be collaborating? Provide evidence to support your conclusions.

c.
Training Method(s) (how you will share your training with trainees and other stakeholders): Your method must be appropriate for the audience to which you want to communicate. Justify your choice(s) of method with research.

d. Construct a 
framework for continued 
communication, both technical and nontechnical, among the identified stakeholders. This framework will be the one to which the management team will refer for interdepartmental and external communication with customers.

IV.
Specified Guidelines From Your Focus Area: Outline the specific guidelines for creating successful technical communications. Identify the key steps—for example, who are the various audiences that need the information? Remember that your guidelines need to be detailed for your colleagues to follow, clear for your colleagues to understand, and accurate to ensure that the resulting communications are successful.

V.
The Training Critique: Select the methods for communication and collaboration that best fit your area of focus, and implement them in a training. Your training can be a written deliverable or a video/audio recording. You will select a specific technical communication artifact from the ones provided that is related to your area of focus to use in the training, and you will apply your guidelines to the audience identification, critique, adaptation, and explanation.

a. Who is the 
target audience of the communication? From the case study and artifacts provided, what characteristics can you identify about your target audience, such as their perspectives, backgrounds, and organizational agenda?

b. What is the intended 
message that needs to be delivered? What pertinence does that message hold for the intended audience? In other words, why does the message matter for the target audience?

c. To what extent was the technical communication successful in delivering the intended message? Did the necessary information get through to the target audience? Why or why not?
VI.
Adaptation Example

a. Adapt the technical communication 
artifact to more successfully meet the needs of the target audience that was identified. Be sure to apply the guidelines that you established.

b.
Explain what you did to adapt the communication and the reasoning for your changes. This will serve as the explanation to the management team so that they understand the greater context of the adaptation. Be sure to explain how the guidelines you have established were applied.

c. Now consider an 
alternative audience that might receive the technical communication, and analyze their dispositions and needs for communication. Adapt the communication to this new audience and explain your steps to your team. How successful will this adaptation be in delivering the intended message to your new audience?

Milestones

Milestone One: 
Area of Focus
In 
Module Two, you will submit a written report that analyzes the communication environment that exists within BOLDFlash and discusses the particular areas of concern. 
This milestone will be graded using the Milestone One Rubric.

Milestone Two: 
Training Plan and Framework
In 
Module Four, you will submit a written report in which you discuss how you will approach training the BOLDFlash management team and communicating the new guidelines to existing employees. 
This milestone will be graded using the Milestone Two Rubric.

Milestone Three: 
Training
In 
Module Seven, you will submit a two-part document. In the first part, you will submit a written report in which you select the methods for communication and collaboration that best fit your area of focus and implement them as a training tool for the BOLD Flash management team. In the second part, you will submit either a written report or a training video (or both) in which you exemplify the training by taking an existing communication to your area of focus and adapting the technical communication artifact to more successfully meet the needs of the target audience that was identified. 
This milestone will be graded using the Milestone Three Rubric.

Final Submission: 
Communication Framework and Training Plan
In 
Module Nine, you will submit a communication framework and training plan (which includes any optional training videos submitted in Milestone Three). Your final submission should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. 
Your final submission will be graded using the Final Product Rubric.

What to Submit
Written components of the project must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, length of 15 to 20 pages, and APA-style citations.

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Do you think it is ethical to give criminal defendants more legal protection than civil defendants? Why or why not?

Discussion Chapter 2: The Legal System in the United States
Two Different Trials—Two Different Results

O. J. Simpson was prosecuted criminally and sued civilly for the murder and wrongful death of victims Ron Goldman and his ex-wife, Nicole Brown Simpson. In the criminal prosecution, which came first, the US Constitution provided O. J. Simpson with the right to a fair trial (due process) and the right to remain silent (privilege against self-incrimination). Thus the burden of proof was beyond a reasonable doubt, and O. J. Simpson did not have to testify. O. J. Simpson was acquitted, or found not guilty, in the criminal trial (Linder, D., 2010). In the subsequent civil lawsuit, the burden of proof was preponderance of evidence, which is 51–49 percent, and O. J. Simpson was forced to testify. O. J. Simpson was found liable in the civil lawsuit. The jury awarded $8.5 million in
compensatory damages to Fred Goldman (Ron Goldman’s father) and his ex-wife Sharon Rufo. A few days later, the jury awarded punitive damages of $25 million to be shared between Nicole Brown Simpson’s children and Fred Goldman (Jones, T. L., 2010).

1. Do you think it is ethical to give criminal defendants more legal protection than civil defendants? Why or why not?

2. Why do you think the criminal trial of O. J. Simpson took place before the civil trial? 
Exercise: Chapter 2: The Legal System in the United States

Answer the following questions and make sure your response is 100 words or more for each.

 
1. Jerry, a law enforcement officer, pulls Juanita over for speeding. When Jerry begins writing Juanita’s traffic ticket, she starts to berate him and accuse him of racial profiling. Jerry surreptitiously reaches into his pocket and activates a tape recorder. Juanita later calls the highway patrol where Jerry works and files a false complaint against Jerry. Jerry sues Juanita for $500 in small claims court for filing the false report. He uses the tape recording as evidence. Is this a civil litigation matter or a criminal prosecution?

2. Read Johnson v. Pearce, 148 N.C.App. 199 (2001). In this case, the plaintiff sued the defendant for criminal conversation. Is this a civil litigation matter or a criminal prosecution? 
 
3. Jenna sues Max for $25,000, based on a car accident that occurs in Indiana. Jenna loses at trial and appeals to the highest state appellate court in Indiana, where she loses again. Can Jenna appeal her case to the US Supreme Court? Why or why not?
Case Study: Chapter 2: The Legal System in the United States

* Please make sure that your response is 100 words or more for each question/statement. *

 
Read the prompt, review the case, and then decide whether enough evidence exists to meet the burden of proof. 
 
1. The defendant was convicted of possession of a handgun with an altered serial number. The defendant contended that he 
did not know the serial number had been altered. The prosecution offered evidence that the gun was “shiny” in the location of the serial number. The prosecution also proved that the defendant was in possession of the handgun for a week. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant knew the serial number had been altered? Read 
Robles v. State, 758 N.E.2d 581 (2001). The case is available at this link: 

http://scholar.google.com/scholar_case?case=7369971752262973607&q= Indiana+2001+%22Robles+v.+State%22&hl=en&as_sdt=2,5Links to an external site.
.

  2. The defendant was convicted of attempted first-degree murder of a peace officer when he shot a sheriff. The defendant contended that he 
did not know the victim was a peace officer. The sheriff was in a vehicle with a whip antenna, was armed, and was well known as a sheriff in Angola Prison, where the defendant was incarcerated previous to the shooting incident. However, the sheriff was in an unmarked car with the red light covered, out of uniform, and his badge was obscured. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant knew the victim was a peace officer? Read 
Donahue v. Burl Cain, 231 F.3d 1000 (2000). The case is available at this link: 

http://openjurist.org/231/f3d/1000/larry-donahue-v-burl-cainLinks to an external site.

 3. The defendant was convicted of third-degree robbery, which requires a threat of immediate use of physical force. The defendant entered a McDonald’s restaurant twenty minutes before closing dressed in sunglasses, a leather jacket, and a bandana that covered his hair. The defendant beckoned the clerk and thereafter demanded that she put money from different cash register drawers into his bag. The defendant did not appear armed, nor did he raise his voice or verbally threaten the clerk. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant threatened immediate use of physical force? Read 
State v. Hall, 966 P.2d 208 (1998). 

4. The defendant was convicted of possession of cocaine with intent to sell. The defendant possessed seven individual packages of white powdery substance, but only one package was tested (and it tested positive for cocaine). Is this sufficient evidence to prove beyond a reasonable doubt that the defendant possessed cocaine with intent to sell? Read 
Richards v. Florida, No. 4008-4216 (2010). The case is available at this link: 

http://www.4dca.org/opinions/June%202010/06-09-10/4D08-4216.op.w-dissent.pdfLinks to an external site.

financial projection (revenues, expenses, and profit) which analyzes the efficiency in the

Email Assignment
Using the template in “How to Write an Effective Email to Your Professor,” write an email (in a word document) to me, your instructor. In the email, you must include two purposes of ENGL099L. Then you may ask a question about the course that is not in the syllabus, or you could also ask for a favor, such as a due date extension. 
Read all of the notes in “How to Write an Effective Email to Your Professor” and “10 Elements of an Effective, Non-Annoying Email” before you get started! 
Once you write the email save it, hit submit under this assignment,  upload the assignment and make sure you get confirmation that it submitted. You will need to spend some time revising and editing to catch any little mistakes. 
Let me know if you have any questions! 
Discussion, “First Bath” 
 
Pre-reading: 
1. Based on the title, what did you expect the essay to be about?  Why do you think Lea chose this title?
Reading: 
2. What is the essay’s dominant impression?  In other words, how would you describe the tone or feeling of the essay?  
Re-reading: 
3. Why do you think Lea might have written this essay? (4-6 sentences)
 
4.  Is it an objective description of her husband’s body after surgery?  (What does 
objective mean? What is the difference between 
objective and 
subjective?) Explain. 

 
 
5. Lea uses some really interesting descriptive language.  Let’s take a look at a few instances: 
 a. What does “pallor” mean? (par. 4)
 b. What is “the light of the new moon?” (par. 3)
 c. Lea describes the smell of chemotherapy as “the smell of ice on steel.”  What does this mean?
 d. What is an umbilicus? (par. 4)  Why include that particular image?
 e. Now, look back at all of these images.  What does Lea achieve by using such specific, creative language?  Why not just say “his skin was pale” or “his fingers were dark?” 
 
6.  After reading this essay, what do you think could be some reasons why we write for description?  (4-6 sentences)
Read and discuss, “Fish Cheeks” by Amy Tan
DIRECTIONS: After you read the chapter on narrative, answer the following discussion questions on the essay by Amy Tan, “Fish Cheeks.” You can refer back to the essay 
here. 

Be sure to answer all questions fully and in complete sentences. If it makes it easier, feel free to copy and paste the questions into your REPLY textbox. 

Questions for Discussion

1. What point of view does Amy Tan use in “Fish Cheeks?” (First person, second person, or third person?) 
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions? Give examples. 
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?
7. This an example of a story told about a holiday gathering. Many of our own stories likely revolve around holiday gatherings with family or friends. In a short paragraph (minimum 12 sentences), briefly tell the story of a memorable holiday gathering. 

Professional Writing Example

“Fish Cheeks” by Amy Tan is an example of a well-written personal narrative. As you read the following narrative, try to determine the narrative’s point of view, plot, characters, transitions, conflict, and theme. See if you can identify areas where the author has included descriptive details.
Fish Cheeks
I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese, but as white as Mary in the manger. For Christmas I prayed for this blond-haired boy, Robert, and a slim new American nose.
When I found out that my parents had invited the minister’s family over for Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing not a roasted turkey and sweet potatoes but Chinese food?
On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings so they resembled bicycle tires.
And then they arrived – the minister’s family and all my relatives in a clamor of doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for platters to be passed to them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and plucked out the soft meat. “Amy, your favorite,” he said, offering me the tender fish cheek. I wanted to disappear.
At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. “It’s a polite Chinese custom to show you are satisfied,” explained my father to our astonished guests. Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the rest of the night.
After everyone had gone, my mother said to me, “You want to be the same as American girls on the outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you must always be Chinese. You must be proud you are different. Your only shame is to have shame.”
And even though I didn’t agree with her then, I knew that she understood how much I had suffered during the evening’s dinner. It wasn’t until many years later – long after I had gotten over my crush on Robert – that I was able to fully appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year, she had chosen all my favorite foods.
Questions for Discussion
1. What point of view does Amy Tan use in “Fish Cheeks?”
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions?
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?

supply of health services.

Running head: NEUROBIOLOGY OF OCD 1
NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name
Department of Psychology, Liberty University
Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction
A. Identify the purpose of your paper
B. Summarize your (at least 3) main points
C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)
D. Present your thesis statement
II. Body (a.k.a. Argument)
A. State Main Point #1 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
B. State Main Point #2 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
C. State Main Point # 3 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
D. Continue as above until you have covered all of the Main Points in your argument.
III. Conclusion
A. Restate Thesis (in slightly different words to remain interesting)
B. Summarize Your Main Points (also in slightly different words…)
C. Discuss Implications for a Christian Worldview
1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.
2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.
3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches

Peer Response HSE 400

Johnathan:
Scenario: You are arriving at an airport and you are confronted with the new biometrics identification system. 

·
Is the process of using biometrics identification system violating your Fourth Amendment rights?

There has been heavy debate over whether or not biometrics violate Fourth Amendment rights. One argument is that biometrics can be utilized remotely and secretly by government authorities. However, in this scenario, biometrics are mostly used to determine if any suspects in an investigation are entering an area or around a scene of a crime. Furthermore, they are also used to identify persons of interest entering into the country at the border and in Airports such as known terrorists. So, in this case, I would say they are not violating Fourth Amendment rights as they are just ensuring the safety of public airlines. 

·
What if you are a foreign national, does that make a difference in the possible rights violations?

I think this just makes the usage of biometrics that much more important in this scenario so that they can confirm I am not on any watchlist or suspect list and that I am just someone visiting the country and pose no threat to national security by matching my face to any known terrorist lists. 

·
Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches (search without having to show probable cause)?

They do this is what is known as the border search exception to the Fourth Amendment which allows law enforcement officers to conduct searches without the need for probable cause, a warrant, or even reasonable suspicion. 

·
What would be your recommendation to better protect the United States from possible terrorist attacks through the air if biometrics is found to be unconstitutional?

My recommendation, if biometrics were found to be unconstitutional, is to simply increase security in Airports worldwide to better detect suspicious activity in or around the airport. Secondly, I would recommend the use of canines being used in airports worldwide that have been specifically trained to be able to detect explosives. 
Works Cited

Detection canine program person-borne IED initiative fact sheet and video. S&T Detection Canine Program Person-Borne IED Initiative Fact Sheet and Video | Homeland Security. (n.d.).

https://www.dhs.gov/publication/canine-explosives-detection-program#:~:text=Canines%20can%20be%20trained%20to,as%20sitting%20or%20lying%20quietly

. Facial recognition: Potential and risk. (n.d.).

https://www.rpc.senate.gov/policy-papers/facial-recognition-potential-and-risk

U.S. Customs and Border Protection’s powers and limitations: A Primer. (n.d.-g). https://crsreports.congress.gov/product/pdf/lsb/lsb10559.

Tanika:
Fourth Amendment Rights: Citizens of the United States are safeguarded by the Constitution’s Fourth Amendment, which outlaws’ unlawful searches and seizures. The appropriateness of a biometric identification system at an airport is a key factor in determining whether or not it violates the Fourth Amendment. It is common practice for courts to balance an individual’s right to privacy against the state’s responsibility to protect the public’s health, safety, and welfare.

Foreign National Rights: Just because someone is a foreign national does not mean they are no longer entitled to the protections of the Fourth Amendment. However, at U.S. borders and points of entry (including airports), the “border search exception” to the Fourth Amendment applies. In the interest of managing foreign business and securing its borders, the government is permitted to conduct routine searches without a warrant.

TSA and CBP Rights: Airport security personnel from the TSA and CBP are not required to have probable cause to perform random bag checks. Reasons for this include the “border search exception” and the need for heightened airport security.

Recommendation if Biometrics is Unconstitutional: In the event that biometrics are ruled unconstitutional, other options include bolstering existing screening and vetting procedures, investing in more sophisticated scanning equipment, deploying canine units for explosives detection, and increasing national and international intelligence sharing. Risks can be greatly mitigated by concerted effort and data-driven methods without intruding on individual liberties.

Source: U.S. Constitution, Fourth Amendment, and related court interpretations. 
(United States Courts, 2020)

Reference:

United States Courts. (2020). 
What Does the Fourth Amendment Mean? United States Courts. 
https://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/what-does-0#:~:text=The%20Constitution%2C%20through%20the%20Fourth

Must be 100 words

See Rubric for Details