IDT 8121

Behavioral Objectives

At the appropriate time during the course, a set of clear objectives for the final product will be required. These objectives will be measurable and directly related to what the design plan is proposing to accomplish.

Objectives will include the conditions under which learning will occur, the specific behaviors that learners will demonstrate, and the level of expectations that indicate success

Only 3 objectives are required. Explain your objectives

1. Project Title
2. Project Instructional Designer      (contact information; DBA)
3. Objective(s)

Given ___instruction (the teaching materials and other conditions under which learning will occur)______________________

SWOSDOC Naval and USMC Ensigns and Second Lieutenants will ____________behavior_(what learners will do, and when and how)__

according to_____standard_(how well learners must perform)__.

1. References

• Overview

For this assessment, imagine you represent your company at a service organization dealing with one of these two issues: facing economic change or engaging civil rights. Your supervisor has asked you to research information related to the history of this issue for your organization to help new employees and volunteers understand it better. Your job is to put together a list of credible sources related to a topic of your choice and then use your problem-solving and agility skills to evaluate them using the Evaluating Historical Sources Worksheet [DOCX].

Preparation

Complete the following:

Step 1: Choose Your Topic

Choose a topic and narrow its focus. Think about whoyou want to focus on and what event or challenge you want to focus on. For example, your topic could compare the challenges faced by farmers during the Great Depression with the challenges they faced during the 2008 recession. 

Economic Change:

1. What if the bottom falls out? o How can you prepare for and protect yourself from bad times based on lessons learned from the Great Recession of 2008 or the Great Depression?2. What happens when the workplace changes? o How can people adjust when the workplace changes? What lessons can we learn from America’s Industrial Revolution, the new economy of the 1950s, or the Information Age?

Civil Rights:

3. Women. o What strategies were used and what lessons can we learn from the struggles women faced in the late 1800s–early 1900s or the 1960s and 1970s for engaging and understanding current and future women’s rights issues?4. African Americans. o Considering past struggles such as Reconstruction and the Jim Crow era or the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for protecting civil rights now and in the future?5. Native Americans. o How can lessons learned from events or policies such as the Trail of Tears, the Indian Removal Act, or the Dawes Act be used to address the challenges Native Americans face today?6. Immigrant Groups. o Based on lessons learned from immigration policies in the late 1800s and early 1900s, how can present-day immigration issues be addressed?

Step 2: Identify Resources 

Review the History Presentation Resource List [DOCX]. Choose two sources from the list that correspond to your topic. Some of the items in the resource list are collections, so you’ll have to dig a little deeper to find a specific source that matches your topic.

Step 3: Research 

Conduct your own research to locate two additional sources relevant to your topic. The additional sources should be resources from the Capella library or credible websites. For help finding sources on the Internet and in the Capella library, review the Finding Primary and Secondary Sources page on the General Education Information Research Skills Library Guide. To ensure you are finding quality sources, refer to the Capella library’s Think Critically About Source Quality resource page.

Instructions

Use the Evaluating Historical Sources Worksheet [DOCX] to complete the following steps. Be sure to answer each question in the worksheet for each source.

Step 1: Identify quality primary and secondary sources related to a historical topic.

Step 2: Identify key elements of each source, including the author, date, and main idea.

Step 3: Describe the biases and perspectives of the authors of each source.

Step 4: Explain why each source is or is not credible.

Step 5: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Additional Requirements

Your paper should meet the following requirements:

• Written communication: Written communication should be free of errors that detract from the overall message.• Citations: Include a complete citation for each source. Review current APA Style and Format guidelines for more information on how to cite your sources.• Number of references: Your paper should include at least four properly cited sources, two primary and two secondary.• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze historical records to determine credibility and validity. o Identify quality primary and secondary sources related to a historical topic.o Identify key elements of each source, including the author, date, and main idea.o Describe the biases and perspectives of the authors of each source.o Describe key facts presented in each source.o Explain why each source is or is not credible.• Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences. o Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

WORKSHEET 

Evaluating Historical Sources Worksheet

Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.

Sample formatted citation: 

DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40

Citation for Source 1:

1. What type of source is this (primary or secondary)? 2. When was it written?3. Why was it written?4. What is the main idea or takeaway?5. Was the writer present at the time of the events he or she was writing about?6. Does the writer seem neutral? Why/why not?7. What are some of the key facts presented?8. Explain why this source is credible.

Citation for Source 2:

9. What type of source is this (primary or secondary)? 10. When was it written?11. Why was it written?12. What is the main idea or takeaway?13. Was the writer present at the time of the events he or she was writing about?14. Does the writer seem neutral? Why/why not?15. What are some of the key facts presented?16. Explain why this source is credible.

Citation for Source 3:

17. What type of source is this (primary or secondary)? 18. When was it written?19. Why was it written?20. What is the main idea or takeaway?21. Was the writer present at the time of the events he or she was writing about?22. Does the writer seem neutral? Why/why not?23. What are some of the key facts presented?24. Explain why this source is credible.

Citation for Source #4:

25. What type of source is this (primary or secondary)? 26. When was it written?27. Why was it written?28. What is the main idea or takeaway?29. Was the writer present at the time of the events he or she was writing about?30. Does the writer seem neutral? Why/why not?31. What are some of the key facts presented?32. Explain why this source is credible

Evaluating Historical Sources Scoring Guide

Evaluating Historical Sources Scoring Guide 

Criteria 

Non-performance 

Basic 

Proficient 

Distinguished 

Identify quality primary and secondary sources related to a historical topic.

Does not identify quality primary and secondary sources related to a historical topic.

Identifies primary and secondary sources, but not all the sources are related to a particular historical topic or they are not all credible.

Identifies quality primary and secondary sources related to a historical topic.

Identifies quality primary and secondary sources related to a historical topic and cites each source with minimal errors. 

Identify key elements of each source, including the author, date, and main idea.

Does not identify key elements of each source, including the author, date, and main idea.

Identifies key elements of some but not all of the sources, or elements are missing from some of the sources.

Identifies key elements of each source, including the author, date, and main idea.

Clearly identifies all key elements of the sources (who, what, when, why) using specific examples. 

Describe the biases and perspectives of the authors of each source.

Does not describe the biases and perspectives of the authors of each source.

Describes the biases and perspectives of the authors of some but all of the sources.

Describes the biases and perspectives of the authors of each source.

Describes the biases and perspectives of the authors of each source and provides specific examples. 

Describe key facts presented in each source.

Does not describe key facts presented in each source.

Describes key facts presented in some but not all sources, or facts are missing from some of the sources.

Describes key facts presented in each source.

Describes key facts presented in the sources with specific examples. 

Explain why each source is or is not credible.

Does not identify why each source is or is not credible.

Identifies why some sources are or are not credible but does not provide a full explanation for all of them.

Explains why each source is or is not credible.

Explains why each source is credible or is not credible using specific examples. 

Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Does not write in a well-organized and concise manner.

Writing is unclear, wordy, or disconnected, with errors in grammar, usage, and mechanics.

Writes in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Organizes content so clarity is enhanced and all ideas flow logically and smoothly. Writes concisely, precisely, and directly, with nearly flawless adherence to the rules of grammar, usage, and mechanics. 

reply to the students’ response and not the question  in 150 words minimum and provide 1 reference. Respond to the students response as though you are talking to them, use name 

question-

Read the following hypothetical. Using your issue-spotting skills, analyze the potential exposure to liability of the Accounting Firm based on the actions of the Partnership Review Committee.

Anne is an accountant at a large Accounting Firm. She applied for Partner, but was denied. In their report, the all-male Partnership Review Committee stated that Anne would have a better chance at making Partner if she wore makeup, jewelry, and acted more femininely. Over the past 10 years with the Firm, Anne has received excellent performance evaluations and recently secured a $10M client for the Firm.

Instructions: Please write in essay format.  Include the guidance below in your analysis:

a) Set forth the federal statute and/or theories of law that are applicable.

b) Identify the legal issue(s) that exist and claims that may be brought based on the facts of the case.

c) Apply the facts of the case to the elements of the law/theories of law.

d) Cite a case in the text which is on point with the scenario, or compare and contrast with a case in the text.

e) Provide an action item agenda of specific objectives you would recommend implementing in order to prevent future exposure to liability. Be specific (e.g., if training is a recommendation, describe the type of training in detail).

Students response

The definition of  a partner would be: a legal relation existing between two or more persons contractually associated as joint principals in a business (Merriam-Webster, 2020).  With that being said, it would be completely irrelevant and unlawful for review committee to ask Anne to wear makeup, jewelry and act more feminine.  As a matter of fact, the federal statue that is applicable to this situation would be the Title VII of the Civil Rights Act of 1964.   

Based on the facts of this case, the legal issues that exist would be gender discrimination and possible hostile environment sexual harassment.  The fact that the review committee is asking her to act more feminine and insists that she wears makeup and jewelry violates many regulations that the Title VII of the Civil Rights Act of 1964 covers.  Also, cancelling her partnership despite excellent performance and 10 years of service could have detrimental consequences as well if Anne where able to prove that she was discriminated against based on gender during the hiring process for the role and initiated a claim with the EEOC.  She would also need to provide evidence that gender discrimination was the main focal point of her not receiving the role.    

 Case Price Waterhouse v. Hopkins 490 U.S. 228 (1989) would be a case that would be on point with the situation at hand.  Ann Hopkins was refused partner with an accounting firm even though she had outstanding performance and secured a $25 million dollar contract with the department of state which was “virtually at partner level” as pointed out by the firm.  She was also able to provide prove that other candidates that applied for the position did not have comparable success in their records as her  (Bennett-Alexander & Hartman, 2019). 

While doing more research on case Price Waterhouse v. Hopkins 490 U.S. 228 (1989), it was found by the district court that Ann’s employer did indeed discriminate, however, she was not entitled to full damages because her poor interpersonal skills also contributed to the decision not to move forward with her.  The U.S. Court of appeals also agreed to this but stated that the employer is not liable if they show clear and convincing evidence.  However, that would be an error.  The supreme court in a 6-3 decision ruled that the burden should have been placed on “preponderance of evidence” and not “clear and convincing” evidence.  At this point, the employer’s testimony was enough to escape liability (Price Waterhouse v. Hopkins, 2020).

The action item agenda that I would implement would be discrimination and sexual harassment workshops.  Not only would these workshops include training, but I would also include multiple descriptive scenarios so that all trainees fully understand the repercussions of discrimination and harassment.  I would also review and revise the regulations within the review committee to ensure that nothing like this scenario happens again as it can create low morale, hostile work environment and possible future legal issues. 

References

Bennett-Alexander, D. D., & Hartman, L. P. (2019). Employment Law for Business (Ninth Edition) . New York City : McGraw-Hill Education.

Merriam-Webster. (2020, June 9). Partnership. In Merriam-Webster.com dictionary. Retrieved from Merriam-Webster: https://www.merriam-webster.com/dictionary/partnership

Price Waterhouse v. Hopkins. (2020, June 9). Retrieved from Oyez: https://www.oyez.org/cases/1988/87-1167

 The final paper for BU214 will focus on Ethics in Healthcare Administration. For this paper the student will identify an ethical issue in healthcare and prepare a personal position paper that will focus on the following areas:

 – What is the ethical issue

 – Who does this affect and how

 – Why is this an ethical issue

 – What are some alternatives to this particular ethical issue

– Your personal position on this particular ethical issue

This case study will be prepared in APA format including double spacing and references. The paper should be 5 to 10 pages in length (not including cover or references). The grading rubric is listed below and should be referenced when conducting your research and preparing your paper. Students are encouraged to present your potential topics prior to starting your research. 
 

Due Thursday, 11/5/20 at noon, (12pm Dallas time) for the readings Off-Roads and On-Ramps: Keeping Talented Women on the Road to Success and Let’s Hear it for B Players. Provide me with a brief synopsis of the articles and then address this issue: Some students think these two articles are about completely different dynamics. Other students believe that they are really about the same issue. What do you think? And of course, why?

• Length of each written assignment must be equivalent to three full & complete typed pages,      double spaced and no cover page needed.
• One inch margins all around and a #12 font, no cover sheet or folder
• You don’t have to agree with everything/anything presented in the article.

Your Critical Thinking assignment this week asks you to select metrics for project management purposes of either a home renovation or software upgrade project.

Discuss with your classmates:

• what purpose should be served by your choices,
• what units of measure you will use,
• how you will choose among financial, success-based, project-based, and project management process metrics.

Discuss which are most appropriate for the case: quantitative, practical, directional, actionable, financial, milestones, or success metrics and why.

APA FORMAT

1-2 PARAGRAPHS

REREFERENCES

Can someone have this done by Sunday evening around 2pm. I need someone who is smart and help make A’s .

Overview

In your new role as chief human resources officer (CHRO) for a major retail organization, you have been tasked by the CEO to conduct a presentation to the management team on employment law awareness within your first 30 days. The CEO informed you that under the previous CHRO, the company was subject to legal action resulting from lack of knowledge of employment law, which had unfavorable outcomes. Avoiding similar experiences is a high priority, and your thorough presentation to the management team is the first big step to success.

Instructions

Prepare a 15 slide PowerPoint presentation in which you:

1. Include cover, agenda, conclusion, and reference list slides, all of which may count toward total slide count.

2. Provide a 1–2 slide overview of employment law based on information found in Chapter 1 of Employment Law for Human Resource Practice (attached below). Note: You may use your discretion to decide which information needs to be addressed as long as your overview is descriptive and relevant.

3. Include in the remaining slides the following required presentation information: 

• o Provide a three-slide minimum covering at least six strong bullet points highlighting a discussion on the roles of employees and employers in terms of determining employment relationships.
• o Provide a three-slide minimum covering at least six strong bullet points highlighting a discussion on the concept of employment discrimination.
• o Provide a three-slide minimum covering at least six strong bullet points highlighting a discussion on the types of discrimination.
• o Provide a three-slide minimum covering at least six strong bullet points highlighting a discussion on retaliation.

1. Go to Basic Search: Strayer University Online Library to locate at least three quality academic resources for this assignment. Note: You may only use the resources listed in the course syllabus and those that are specifically provided by the instructor.

Strategy-driven talent management is considered the most effective way to acquire and maintain top talent. Develop three possible ways that senior leadership might resist the development of a strategy and one way to combat each of these types of resistance to ensure a sustainable talent management strategy remains in place.

Debate the value of leaders who profess to have their own methods to identify high-potential employees. Consider the risks involved with an unstructured method to select future organizational leaders.

AUA

Deliverable Length: 

8-10 slides with 200-250 words of speaker notes

Case Study

After much labor and management conflict, this integrated managed care consortium and over 25 unions created this labor management partnership (LMP). Today, it is considered a model of union and labor partnerships for the future of labor and management relations. This collaboration involved over 90,000 workers and changed the fabric of union and management relationships. Instead of being a competitive bargaining process, it became a collaborative partnership of mutual respect to a goal of mutual gains. The collaboration resulted in improved services (increased patient satisfaction), improved financial results, and happier employees. Many are encouraging this model to become a standard for future union and management negotiations.

Develop an 8-10 PowerPoint presentation that addresses the following:

• Describe the unions that were part of this partnership including the type of union (craft, industrial, general, white collar) and whether it is a federal or local union.
• What is the value of having union members participate in decision-making?
• What was the advantage of using a coalition or team-based approach?
• A continuous improvement strategy was used in this case, describe this strategy and how it relates to the focus of the coalition.
• Provide an example of how the model of labor-management relations used in this case could be applied in a different industry