NURS 6003 – Transition to graduate study Week 2 discussion Essay

Discussion – Week 2 COLLAPSE Strategies for Addressing Questions In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network […]

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Diabetes/Endocrine-Advanced Pharm Nursing

Many patients, especially newly diagnosed patients, are prescribed medications that do not fit into the scheme of the ADA / AACE guidelines / best evidence based practices – for instance, starting on Januvia (sitagliptin) or Jardiance (empagliflozin) or Byetta (exenatide) as initial monotherapy. You know you’ve seen it happen. In this discussion, please talk about […]

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Advanced Nurse Practitioner Role Essay

Advanced Nurse Practitioner Role Student’s Name Institution of Affiliation Course Name Date   Advanced nursing practice is regulated by state licensure which tends to vary from one state to another especially in regards to full practice authority/autonomous practice. In this context, full practice authority involves allowing nurse practitioners to assess, diagnose, order and interpret tests […]

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wk 9 phi210 assAnswers 4Bids 1Other questions 10

Assignment 2:  Problem SolvingDue Week 9 and worth 150 points When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, ‘No problem can withstand the assault of sustained thinking.’ Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.) Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not. Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together. Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay. Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired. Scenario 5: Professor’s Choice – problem scenario presented by your professor. Scenario 6: Student’s Choice – Problem scenario presented by you. Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html: Step One: Define the problemStep Two: Analyze the problemStep Three: Generate optionsStep Four: Evaluate optionsStep Five: Make your decisionStep Six: Implement and reflect Write a four to five (4-5) page paper in which you:1. Define the problem in the scenario that you have chosen.2. Analyze the problem in the scenario.3. Generate options for solving the problem in the scenario.4. Evaluate the options for solving the problem.5. Decide on the best option for solving the problem.6. Explain how you will implement the decision made and reflect on whether this option was the most effective. The paper should follow guidelines for clear and organized writing: Include an introductory paragraph and concluding paragraph.Address main ideas in body paragraphs with a topic sentence and supporting sentences.Adhere to standard rules of English grammar, punctuation, mechanics, and spelling. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. 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: Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations.Create written work utilizing the concepts of critical thinking.Use technology and information resources to research issues in critical thinking skills and informal logic.

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Assignment 1: LASA 2: Discrimination: Reflection and InterviewAnswers 1Bids 0Other questions 10

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s ‘blue eyes/brown eyes’ exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.Discrimination Paper Part I: Interpersonal ReflectionAfter viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:Dimensions of diversity may be hidden or visible.Dimensions of diversity are in a constant state of flux.Dimensions of diversity are not always clear-cut or easily defined.Discrimination Paper Part II: Personal InterviewFor Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:What, if any, discrimination do you experience?How have you coped with this situation?What do you think needs to change at the cultural level to reduce discrimination?Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.What are your observations about the person’s view of discrimination and how it affects his/her daily life?Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.How well do you think you would cope with discrimination from this person’s perspective?Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.Submit your assignment to the M5: Assignment 1 Dropbox by Monday, February 13, 2017.Assignment 1 Grading CriteriaMaximum PointsDescribes what was learned from the film and explains what scene(s) will be remembered.20Clarifies how some scenes were personally surprising and addresses how someone else may find the film surprising.24Expresses whether the class exercise should be done with all children. Provides an example of how discrimination impacts children.20Discusses positive and negative labeling and, with an example, depicts how labeling can become a self-fulfilling prophecy.24Provides examples that illustrate how diversity may be hidden, is in a constant state of flux, and how diversity is not always straightforward.40Interviews an individual different from them. Describes the individual and reasons for choosing the individual and provides observations about the individual’s views on, and experience with, discrimination, and what specific challenges, if any, he or she has faced.56Explains whether this interview changed their personal view of discrimination and discusses how the student would cope with discrimination from this person’s perspective.24Expresses, personally, how to advocate for those facing discrimination and future actions to take based on what has been learned in this course.28Style (8 points): Tone, audience, and word choiceOrganization (16 points): Introduction, transitions, and conclusionUsage and Mechanics (16 points): Grammar, spelling, and sentence structureAPA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style64Total:300

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post responsesAnswers 1Bids 1Other questions 10

Read a selection of your colleagues’ postings. Make sure to find posts where the organization presented was different in size (large vs. small) or where your colleague assessed the organization from a different organizational level (e.g., top level vs. middle level management). Compare your colleagues’ experiences and assessments with your own, giving careful thought to how these dimensions might have impacted the results.Respond to two or more of your colleagues in one or more of the following ways:Compare the results of your colleague’s assessment with your own. What factors were ranked differently and what factors seemed to impact the climate of creativity the most. Explain why.Based upon specific details in a colleague’s assessment, explain any additional insights about the influence of the size of the organization and/or the level within the organization from which the assessment was made. For example, how might the assessment change or differ if one is on the frontline versus upper management.Analyze the importance of leading from all levels of the organization in fostering a creative climate.POST1Summary of my organization’s assessmentI discovered that my company excel at a few creative practices such as freedom to exchange information or suggest new ideas. We have a playful and relaxed environment; this playful atmosphere is the perfect space to think creatively and propose new ideas. Making everyone feel comfortable is certainly something my firm has mastered; there is beer in the employee break room, and mostly everyone swears openly (I had to adapt to this type of casualness). To promote creativity at work, dimensions like debates, taking risks, and idea time (every Wednesday during sales meeting) are encouraged.On the contrary, I’ve noticed some areas that lack creativity and could use some work. I’ve learned from the assessment that I’m not being challenged at work. It specifically said, “While you don’t lack interest in your job, it doesn’t seem to energize or excite you” (Laureate Education, 2012). This statement is true; most days I find myself asking for more to do or looking for ways to improve tasks I’ve already completed. I feel I could be more creative at work if I were more involved in the day-to-day functions.Next area we are deficient in when it comes to creative practices is “idea support.” As I mentioned above, I feel free to suggest ideas but having someone to support those ideas and help bring them to fruition is another story.Trusting one another does not exist in my organization. I guess because real estate, in general, is a cutthroat industry. The people here feel you must “get the sale at all costs.” This type of belief system has resulted in a lot of backstabbing which has eliminated the trust amongst employees.The lack of trust has led to increased negative conflict as well. One thing the assessment stated was, “This (negative conflict) may take the shape of animosity between coworkers and perhaps open hostility. You may have observed office gossip and even plots to sabotage the success of others. It is difficult to feel secure in such an atmosphere and even more difficult to generate creative ideas” (Laureate Education, 2012). This statement is highly accurate, and I have witnessed these types of interactions amongst my co-workers. I sometimes refrain from sharing my creative ideas because of all the backstabbing and hatred that is floating around the office.Lastly, the low dynamism and liveliness of the organization are hindering our creativity as well. I feel our company is “too slow to change and is overall an uneventful atmosphere” (Laureate Education, 2012). There are very few new projects or changes in my day to day work life, and I feel under-stimulated. I am ready to take on bigger challenges and work at a challenging, faster pace.Ranking of DimensionsThe highest ranking dimension at my job is “playfulness & humor.” Everyone is always making jokes, and no one takes anything too seriously (even the things they should). Sometimes the jokes are at others expense, but I will say this is a skilled dimension for us. I can 100% say my work environment is relaxed and filled with tons of laughter.The lowest ranking dimension is trust. There is an undeniable atmosphere of suspicion, where instead of trusting each other, my colleagues think that others might steal their best ideas (ideas from the weekly sales meeting). “Reestablishing trust and a safe atmosphere in the workplace is certainly a difficult task” (Laureate Education, 2012).The ranking of these dimensions portrays my organizational climate for creativity as “developing.” We have a few practices that support creativity, but we also have too many that smothers the creative process. The summary and suggestions provided by the assessment are supported by my observations. As I read through the summary, I could instantly visualize a scenario from work that matched the behaviors listed in each dimension. I am thankful for the suggestions on how to fix weak scoring areas. For example, one proposal for handling negative conflict was, “Consider doing your best to not engage in any personal conflict with coworkers and focus instead on ways to improve your projects and processes” (Laureate Education, 2012).Creative Climate FactorsSome of the factors that contribute to the creative environment as a team are organizational citizenship, performance management, effective communication, involving everyone, providing feedback, and conflict management. My team would not be able to functions without those factors.My company’s creative climate is influenced by individuals ability to generate and provide new ideas, encourages the group to take action, and build on the ideas of others. As well as being practical, being the driving force that pushes towards accomplishing objectives, and being supportive of group members (i.e. sympathetic, considerate; pull out the best in others). Also, when promoting a creative climate individuals must be willing to consult with others, judge performances then offer solutions, focus on quality control, and be a detail-oriented type of person. People that possess these kinds of characteristics in my profession are often the most successful ones.If these factors are not exhibited creativity will be affected in a negative way. For example, a team without effective communication will not be able to exchange different thoughts or ideas which will weaken the flow of creativity. Top executives, middle managers, and associates all have the responsibility of promoting creativity as a unit and as individuals. Participation from all levels of the organization is required to create an atmosphere that sparks innovative ideas.POST2

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madam professorAnswers 1Bids 1Other questions 10

Post-Buyout, Genentech’s DNA Is Dominant  By Dermot Doherty and Rob Waters July 01, 2010        When Roche Holding executives held an investor-day briefing in New York in March, Morgan Stanley analyst Andrew Baum had a question that had nothing to do with new drugs, licensing deals, or health-care legislation. Did the Genentech team hide the ties of the Roche executives? he asked. Richard H. Scheller, a veteran scientist at Genentech, the Silicon Valley biotechnology powerhouse Roche took over last year for $46.8 billion, quipped that he doesn’t own one. Turns out his Roche colleagues on the stage, led by Chief Executive Severin Schwan, didn’t want him to look out of place so they ditched theirs.  ‘I’d never seen them without suits and ties before,’ Baum said. To him, the informal attire ‘reflected the willingness of Roche to be seen to bend toward Genentech, rather than the other way around.’  Genentech’s impact on the Swiss drugmaker goes beyond the wardrobe of its executives. Unlike many acquired companies, the biotech leader is retaining its own culture even though it’s under new ownership. Roche has placed Genetech scientists in key jobs, such as head of drug development for the combined company. The U.S. operations of Basel, Switzerland-based Roche bore the brunt of job cuts following the merger, and Genentech’s research structure has been adopted across the company. Meanwhile, at Genentech’s base—1 DNA Way in South San Francisco—employees say not much has changed.  ‘Success ultimately equates into power, and that’s exactly what we are seeing at Roche/Genentech,’ said Jörg de Vries-Hippen, chief investment officer for European equities at Allianz Global Investors in Frankfurt. ‘Now that the full integration has taken place, it’s the Genentech guys being promoted and getting the key positions.’  Besides the billions it spent to buy Genentech, Roche has another reason to handle the biotech company carefully: its lucrative cancer drugs. Three of Genentech’s cancer therapies—Avastin, MabThera (sold in the U.S. as Rituxan), and Herceptin—together logged sales of 17.6 billion Swiss francs ($15.36 billion) last year, topping the revenue for Roche’s 10 best-selling non-Genentech medicines. Genentech generated revenue per employee of $1.2 million in 2008, compared with $527,664 at its Swiss parent, according to data compiled by Bloomberg.  Wall Street analysts now tie Roche’s future to Genentech’s continued success. ‘Roche’s long-term sales growth is better than its peers mainly due to a subsidiary that’s been churning out its key blockbusters, while its own research unit hasn’t been as productive,’ said Carri Duncan, an analyst at Macquarie Group in Zurich. ‘It appears to be a case of, ‘If you can’t beat ’em, join ’em.’ ‘  That’s certainly true in Roche’s executive ranks. Genentech’s Hal Barron, a 14-year veteran, is now head of Roche global development. Genentech CEO Ian Clark heads Roche’s North American commercial operations. Pat Yang, who joined Genentech in 2004, moved to Basel to run global manufacturing. Scheller took a seat on Roche’s 12-member executive committee.  Roche CEO Schwan said the shakeup of research led to initial uncertainty, particularly in Basel. Also, for the ‘first time ever in our history of acquisitions or mergers,’ global-management positions moved from Switzerland. Decision-making had in the past been concentrated at Roche headquarters.  Roche also preserved many Genentech jobs. Parent Roche shut its Palo Alto (Calif.) facility and axed 500 of about 3,000 jobs at its Nutley (N.J.) site as part of a manufacturing shakeup. More cuts may be in store, said Karl-Heinz Koch, an analyst at Helvea in Zurich. Nutley is home to Roche’s labs for research and early development of compounds to treat cancer, viruses, and inflammation. Genentech labs are also targeting those same therapies, he said.  Roche is changing how its own labs work after its scientists saw that Genentech’s setup made more sense, CEO Schwan said. In the past, Roche maintained separate departments for laboratory research and early-stage drug testing in people. Now it’s adopted Genentech’s practices of combining them.  Schwan said that Roche’s concerns over losing Genentech staffers led to the integration being handled differently than previous acquisitions. ‘If we look back a year ago, it was of utmost importance to keep the spirit and the culture of Genentech and to keep innovation thriving,’ he said. ‘It was really, really important to retain people and to retain scientists.’ Roche distributed $375 million in payments to prevent defections, and none of the top scientists from Scheller’s research and early-development group left, even after the retention payments ended, Schwan said. In fact, staff fluctuation rates at Genentech are lower than they were before the purchase was announced, he said.  One reason: Roche didn’t tamper with Genentech’s culture of research and innovation, which encourages employees to pursue their own projects and creates a workplace where jeans predominate, hierarchy is kept to a minimum, and scientists have easy access to top managers, said Mark Sliwkowski, a 19-year veteran there.  ‘Genentech has always had as an explicit goal being a great place to work,’ Clark said. ‘I don’t think that was such a conscious goal for Roche, and that may be one place where our culture can rub off a bit.’  The bottom line: Many analysts worried Genentech would lose talent and its innovative culture after its acquisition by Roche. Yet, so far, it’s thriving. With Eric Burg and Ellen Gibson Doherty is a reporter for Bloomberg News in Geneva. Waters is a reporter for Bloomberg News   Question: Post-Buyout, Genentech’s DNA is Dominant, Business week, July 5, 2010 (Weblink provided separately)    Please answer these questions:   Q#1: Identify: (a) the basic assumptions and values which underlie Genentech’s culture, and (b) the characteristics which define organizational structure of Genentech.    Q#2: Present your opinion as to whether Genentech’s culture and structure are appropriate given the type of business and the goals they pursue? Why?   Q#3: Frequently, the parent or acquiring company imposes its own culture on the acquired company. Is it appropriate for Roche (parent co.) to do it the opposite way, i.e., change its own culture based on Genentech’s (acquired co.) culture? Provide your arguments.

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madam professorAnswers 1Bids 1Other questions 10 was first posted on December 27, 2019 at 8:08 pm.
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For KIm Woods OnlyAnswers 1Bids 1Other questions 10

Read Case Study 6.1. Answer Questions 1, 2, and 3 at the end of Case Study 6.1.Each question should be answered in an essay format of approximately 250-500 words. Ensure your paper answers the questions and uses concepts studied in the module and from the reading. Support your answers with personal experiences, current events, and references to the reading.Use the library to locate four to six scholarly sources to support your analysis.Prepare this assignment according to the APA guidelines found in the APA Style Guide.   This work has to ne ORGINAL PLEASE     CASE 6.1    If all you’ve ever done is gather up horses, and all you have had to think about is only what you’ve been told to do, well, that’s a pretty simple decision-making process. Some people resist having to think more. Ron Hall, National Wild Horse and Burro Program Background Wild horses have long been a symbol of the independence of the American West, but today, the health of their population depends heavily on government management. At their peak, in the mid-1800s, an estimated two million wild horses roamed America’s rangeland. Populations decreased as development reduced habitat for wild horses and native grazers such as bison, and as horses and burros were rounded up to make room for livestock and farming operations. By the early 1900s, most wild horses had disappearedfrom the Great Plains and those that remained were found primarily in the remote mountains, deserts, and badlands of the West. By 1971, only about 9500 wild horses were thought to live on public rangelands. Public concerns about abuse and wild horse population declines swelled in the 1950s and1960s. Subsequently, Congress enacted the Wild Free-Roaming Horses and Burros Act of 1971 to protect wild horses and burros from abuse and death and to manage them to achieve and maintain a thriving natural ecological balance on the public lands. The 1971 act declared these wild animals to be “living symbols of the historic and pioneer spirit of the West; that they contribute to the diversity of life forms within the Nation and enrich the lives of the American people; and that these horses and burros are fast disappearing from the American scene.” Since the passage of the act, wild horse and burro populations have increased, but the way they are managed on   Public lands have been controversial and wild horse advocates continue to voice concerns about horses being slaughtered. The 1971 act authorized and directed the Secretary of the Interior, on public lands managed by the Bureau of Land Management (BLM), and the Secretary of Agriculture, on public lands managed by the Forest Service, “to protect and manage wild free-roaming horses and burros as components of public lands.” The act also directed the secretaries to manage them “to achieve and maintain a thriving natural ecological balance on the public lands.” In fiscal year 2007, the program was funded at $36.4 million. Forty-four BLM field units manage approximately 33,100 wild horses and burros on 199 herd management areas (HMA) covering over34 million acres in ten western states—Arizona, California, Colorado, Idaho, Montana, New Mexico, Nevada, Oregon, Utah, and Wyoming. BLM’s Nevada State Office manages about half of the land and animals in the Wild Horse and Burro Program. In the mid- to late 1970s, population counts indicated that there was a large increase in wild horses and burros and that they were contributing to overgrazing of the rangeland. Congress amended the 1971 act in 1978 to protect the range from wild horse overpopulation. The PublicRangelands Improvement Act of 1978 directed he secretaries of the Interior and Agriculture to determine appropriate management levels (AMLs), maintain a current inventory of wild horses and burros, and determine whether andWhere overpopulation exists. AML has been defined as the “optimum number of wild horses, which results in a natural ecological balance and avoids deterioration of the range.” The aggregate AML for all herd management areas is approximately 27,200. Because wild horse populations can double every four years and few natural predators remain, managing wild horse and burro populations at AML has become a primary objective of the program. To reach and maintain AML, BLM primarily conducts “gathers” to remove excess animals from the range. In 2001, BLM began implementing its most recent management strategy, to reach AML by increasing removals. Since then, about 10,600 animals have been removed, on average, per year. Maintaining current and accurate inventories of wild horses and burros is a key component of on-the-range management. If the census numbers are inaccurate, particularly if they underestimate the actual population, BLM runs the risk that adequate forage or water may not be available for the wild horses and burros or for livestock and wildlife in the area. 1. On-the-Range Management On-the-range management of wild horses and burrosIncludes management activities such as range condition monitoring, population counts, and rangeland improvements. As of February 2008, the estimated-on the range population was 33,105. Animals are periodically removed from herd management areas to reach a level that is sustainable with other uses of the range. BLM typically uses helicopters to herd animals into temporary corrals. In 2007, BLM removed 7,728 animals from the range. 2. Short-term Holding Once animals are removed from the range, they enter short-term holding facilities where they receive veterinary care prior to being adopted, sold, or sent to long-term holding facilities. As of June 2008, the number of animalsin short-term holding was 7987.  3. Adoption and Sales BLM offers animals removed from the range for adoptionto private citizens. In 2007, 4772 wild horses and burros were adopted. Wild horses can be sold if they are offered unsuccessfully for adoption at least three times or are more than 10 years of age. Wild horses and burros that are adopted or sold are usedby some as companions and by others as working animals. 4. Long-term Holding Animals that are removed from the range and cannot beadopted or sold are placed in long-term holding facilities to live out the rest of their lives. Most of the facilities are located on Midwest grasslands in Kansas and Oklahoma. As of June 2008, the number of horses in long-term holding was 22,101..      After being removed from the range, excess animals are managed in short-term holding facilities, where they are either prepared for adoption or sale, or in long-term holding facilities, where they will live out the remainder of their lives. (SeeFigure on previous page.) The preferred outcome for healthy animals removed from the range is that they be adopted through BLM’s Wild Horse and Burro Program. On average, about 6300 wild horses and burros have been adopted annuallysince 2001. Under the act, as amended, BLM is required to ensure that adopters can provide humane treatment and care. When adoption demand is not sufficient to absorb all the animals removed, the act directs BLM to either destroy the remaining healthy animals in the most humane and cost-efficient manner possible or, under certain circumstances, sell them “without limitation.” BLM has not destroyed any animals since January 1982. To manage for the growing number of unadoptable animals, BLM began opening long-term holding facilities. Unlike the rangelands of the West where the animals normally live, the long-term holding facilities useMidwest grasslands that generally provide the animals with abundant forage and decreased stress. This allows most of the animals to live far longer than they would in the wild. BLM pays the private contractors that operate the long-term holding facilities a fee per horse per day. The sales directive, which was enacted on December 8, 2004, directs BLM to sell excess wild horses and burros without limitation if the animal is more than 10 years of age or has been offered unsuccessfully for adoption at least three times. Toward Long-Term SustainabilityThe number of wild horses and burros removed from the range is far greater than the number adopted or sold, which has resulted in a significant increase in the number of animals in short- and long-term holding and commensurateIncreases in spending for their care. Since 2001, over 74,000 animals havebeen removed from the range, while only about 46,400 have been adopted or sold.Thirty-six percent fewer wild horses and burros were adopted in 2007 compared with average adoption rates in the1990s. BLM officials attribute the steady adoption decline in recent years to the decreasing demand for horses in general and increasing hay and fuel costs associated with their care. As of June 2008, BLM was holding 30,088 animals in short- and long-term holding facilities, farmore than in 2001 when it held 9807. From 2001 through June 2008, the average cost per animal increased from $3.00 per day to $5.08 per day. Spending on long-term holding has increased from about $668,000 in 2000 to more than $9.1 million in 2007. In addition, with the long-term holding facilities at full capacity more wild horses are spending a longer time in the more expensive short-termholding facilities. The long-term sustainability of BLM’s Wild Horse and Burro Program depends on the resolution of two significant challenges:• if not controlled, off-the-range holding costs will continue to overwhelm the program. In 2008, BLM anticipates that holding costs will account for about 74 percent of the program’s direct costs. As holding costs continue to increase, less funding is available for on the-range management, which could result in sharp increases in the animal population in the wild. To deal with its long-term holding problem, BLM has primarily sought increased funding to open additional holding facilities. However, funding is not likely to increase in the future, and limited funding is forcing BLM to make the difficult choice among managing the animals on the range to prevent over population, destroying excess unadoptable animals, or selling them without limitation.• BLM’s options are limited for dealing with unadoptable animals. The Wild Free-Roaming Horses and Burros Act, as amended, requires that excess animals, for which the adoption demand is not sufficient to absorb all the animalsremoved from the range, be destroyed in the most humane and cost-efficient manner possible or, under certain circumstances, be sold without limitation. Never less, BLM has still chosen not to destroy or sell excess animals without limitation because of concerns about public and congressional reaction to the large scaleslaughter of thousands of healthy horses. PROGRAM MANAGEMENT However, by not destroying or selling them without limitation, BLM is not in compliance with the requirements of the act. The Horse Lobby ViewDefenders of wild mustangs have long portrayed them as the victims of ranchers, who prefer cattle on the range, and middlemen, who want to make profit by selling them for horsemeat. Many of these defenders claim that horses have a right to be there. The more extreme groups say, “Let nature take its course. Just leave the horses alone and let them populate naturally.” For groups formed to protect the horses, the specter of euthanasia as a solution remains anathema. “It’s not acceptable to the American public,” said Virginia Parant, a lawyer who is the director of the American Wild Horse Preservation Campaign. “The mustang,” she says, “is part of the American myth. People want to know that they can come to the American West and know that they can see herds of wild horses running. It’s part of the imagery.” She laughs at the idea of attributing range destruction to horses when cattle greatly outnumber them. Further, Jay F. Kirkpatrick, a scientist who is the director of the Science and Conservation Center in Billings, Montana, contends that BLM has not given sufficient weight to birth control options, which could make “serious inroads” on the horse populations.The Ecological ViewIncreasingly, environmentalists and scientists have come to see mustangs not as victims but as thousand-pound aliens because they are not native to the region like bison but rather descendents of horses brought to North America by theSpanish. Over time, stray domestic horses belongingto settlers and Native Americans bred with the Spanish mustangs. With hooves and teeth evolved for a different kind of environment, wild horses are especially destructive to the habitats of endangered desert turtles and desert birds in the south and big horn sheep in the north. They damage the waterholes. They damagethe grasses, the shrubs, and the bushes, causing negative consequences for all the other plants and animals that live there. The attitudes of environmentalists toward the horses have changed so much that some are willing to say what was heresy a few years ago: that euthanasia is acceptable if the alternatives are boarding the mustangs for life at taxpayers’ expense or leaving them to overpopulate, damagethe range and die of hunger or thirst. As one wild horse specialist tells Paula Morin:If the wild horse groups can’t or won’t take them, then I think the proper answer is to implement the law. Personally, I think sale authority would be a good alternative to humane destruction because it would allow us to sell the horses as a last resort. Yes, it would allow those people who buy them to do whatever they want with them, but at least something purposeful happens with the animal. I don’t think anybody enjoys the thought of wild horses being euthanized, but it’s a fact of life. Hundreds ofthousands of domestic horses are put down every year for one reason or another, and so are dogs and cats. Yes, people love horses, and wild horses are special. Butthey are an animal that must be managed, and if we don’t manage them they haveproblems. Another sensitive issue besides euthanasia concerns selling wild horses for meat, despite the fact that about 90,000 domestic horses are sold for meat each year. “It is difficult to understand,” Ted Williams writes in Audubon Magazine, why Americans believe that starvation is more humane than culling. In Australia,where there are thought to be as many as 265,000 feral horses and 5 millionferal burros, the government shoots them. There, shooting is considered more humane than capture and removal because the animals are not subject to thestresses of the round up, yarding, and long-distance transportation. Moreover,most other nations don’t share our taboo against eating horsemeat. It’s considereda delicacy in Europe, and in Australia the commercial slaughter of feral horses, burros, and other livestock is a $100 milliona year industry.           Chapter 6 DECISION MAKING 293Could birth control provide an alternative? Herd sizes double every four years, and the BLM is working with a contraceptive that is largely effective for two years in mares. Alan Shepard, who helps run the contraceptive program, says that it showed promise but had limitations. “The ultimate thing is you can’t catch them all.” Australia also is working on chemical contraception, but an effective agent, practical for field application, may be decades away. How about the horse lobbies charge thatcows do more damage than wild horses? Environmentalists concede that cows do more damage because there are lots more of them, but cattle provide food and livelihoods. When it comes to habitat destruction, what horses lack in numbersthey make up for in efficiency. When the grass between the shrubs is gone, a cow is out of luck, but a horse or burro will stomp the plant to death to get that one last blade underneath it. When cows run out of forage, cowboys move them ortake them home, but horses and burros are out there all year. Unfenced, they can go anywhere. This means that if horses are left unchecked, theywould be the last to survive in the ecosystem, simply because they’re more efficient about how much they can eat. But if you let these herds populate” naturally,” eventually they would overstock the range and denude it completely —that meansIt would never grow back. In the final analysis, a growing number of Environmentalists think the horse lobby does not appreciate the importance of maintaining the whole ecology and does the horses a disservice when it sets them apart. Case Questions 1. Which decision-making techniques and concepts described in this chapter are most appropriate to the BLM’s situation? Show how you would apply them. 2. What suggestions would you make to help the Bureau improve its handling of the wild horse problem? 3. How would you model this problem? Case ReferencesU.S. Government Accountability Office, Bureau ofLand Management: Effective Long-Term OptionsNeeded to Manage Unadoptable Wild Horses,GAO-09-77 (October 2008), 1–10; DeanneStillman, Mustang: The Saga of the Wild Horsein the American West (Boston: Mariner Books,2009); Jim Robbins, “As Wild Horses Multiply,a Voice for Contraception,” The New York Times(April 21, 2005/2009); Felicity Barringer, “MustangsStir a Debate on Thinning the Herd,” TheNew York Times (July 20, 2008); Paula Morin,Honest Horses: Wild Horses in the Great Basin(Reno: University of Nevada Press, 2006); TedWilliams, “Horse Sense,” Audubon Magazine (September-October 2006).

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Sociological Meanings of Basic Concepts-Reply to two commentsAnswers 1Bids 1Other questions 10

Two replies or critical comments to other students’ postings. These replies should have a minimum of 150 words each. Read each student posting and provide a critical comment for each one.  Student 1A sociologist’s point of view on race states that it’s a social construction, because of people in society connecting physical traits and physical differences amongst people. People assume a certain perspective of someone, based on their skin tone, features, air and make assumptions about their background and religion. The movie ‘ Is Race Real’ reflects on the topic of ‘hierarchy’. ‘Hierarchy is a system in which people or groups are ranked one above the other, according to dictionary.com. The example of the hierarchy being used in this movie is stating how some people believe ‘one racial kind is better than other racial kinds’. The cause of hierarchy causes the conflict between races, leading to violence. The man mentions the fact that racism causes the violence, and history repeats itself. Something tragic would happen, disappear, and appear again. In the movie ‘ Racism: What to do’? focuses on young kids and their opinions on certain subjects that have to do with ‘racism’. A girl mentions the fact of her little brother playing in the park with another boy, of a different race and the boy’s mother picked him up and gave the girl’s little brother a dirty look. Another girl mentions the fact that a boy and his family looks different from her and her family but she didn’t care and that was still her friend. While another girl mentioned that she doesn’t have a problem with interracial marriage and that she think her parents wouldn’t mind if she had dated someone of another race and religion. But she feels if she were to marry them, her parents wouldn’t be happiest. After watching both films, I had many observations and perspectives about each. For the movie ‘ Is Race Real’? my observation was that this film focuses on African American men, who were speaking and defending African American people, especially the men. It focused on the fact, racism does indeed exist then and it does now. My perspective after watching the film was that the men didn’t necessarily talk about the concept of slavery, but I believe the concept of slavery was the main focus because it showed videos of black men getting arrested and beaten. Also, it stated how history is repeating itself when it comes to racism amongst African Americans especially. For the film ‘Racism, What to Do?’ , my observations were that it focused on a child’s point of view, there were only young girls speaking on their opinions about racism, and a majority of them were white. After watching the film, and hearing the young girl’s opinions, I came to the conclusion that majority of the time, it isn’t the child’s fault of how they think and act towards other children or people in general, that is a different race from them. It is usually their parents or family fault, because of how they told/ taught them how to think and act towards people of different races. I also kept in mind that there are some children that look pass the racial difference, and learn to act and think of others with a different race, no matter how they were raised. I noticed that because one of the girls in the video mentioned that she noticed her friend was a different color from her and her family, but it didn’t matter to her. As for the articles,’Growing Up, Growing Apart it focuses on three young girls who are different races and have a different religion, but see past that and be close friends. Although these young girls looked past their racial differences, others didn’t feel the same way. One of the girls had a party and invited people of different races that didn’t socialize with each other. ‘ Johanna had invited all her friends. white and black. But the mixing didn’t go as she wished.The black kids stayed down in the basement and danced and the white kids went outside on the stoop and talked’. (Lewin, PG1). As for the other article ‘Best of Friends, Worlds Apart’ this article has a similarity that quickly turns into a difference compared to the other article ‘Growing Up, Growing Apart’. This article focuses on two men. Joel Ruiz who is black and Achmed Valdez who is white. They were best friends who always loved playing soccer together and as they get older things changed. Both of them eventually adapt to their own race and began to discriminate in racial differences. Ruiz surrounds himself in black-owned business, people, and women. He also made the comment that ‘White barbers don’t understand black hair’. As for Valdes, he surrounds himself in all-white neighborhoods, hang out with white Cubans and he doesn’t go to black neighborhoods unless his job requires him to. My perspective from both films and articles is that some people look past racial differences and see a person from deep within and some people just look at a person’s racial difference and doesn;t want to know them for the inside instead of the outside, and only make assumptions on which leads to racism .   Student 2In the short film “Racism: What to do?”, it’s has kids of different races and backgrounds that gives their insight to some questions that were asked to them. The film expresses that race is thought based on how people react to each other. One girl mentioned that her brother was playing with a Hasidic Jewish kid in a park and the mother of the Jewish kid came and  grabbed him away from playing with her brother. As stated in chapter one of the textbook religion is not something that is biologically instilled in us as humans it is something that is thought, the mother of the Hasidic Jewish background just showed her son a lesson that playing with others that are not of the same cultural background or not similar to him he should not play or be among them. The other child that was their although he might have been a pasty of what is considered the dominant group he also knows not to accept or play with others now because of what that mothers actions. Also in chapter one it’s stated that members of the dominant is unwilling to marry outside of their group, as stated by another young lady in this film “ her parents wouldn’t mind if she dated outside of her race however she knows that her parents wouldn’t be happy if she married someone that is not of the same race”. As shown in the textbook as well many people might not verbally state that they are against the other race but something her parents did makes her know that it wouldn’t be approved by them to marry out of her racial group. I believe that race is something that people pick up from other people, family, and friends and it can be controlled based on how much it is enforced by the people around you. One of the other students has a friend that she is aware that their family looks different and is different from her family but that does not bother her that individual is her friend no matter what is the difference between them. This film showed different kids with different points of views based on how they were raised and what they were thought weather by family or outside people.Race: The Power of an Illusion episode one, this film enforces that race is not a biological thing it is something that is socially developed. Based on the many Anthropologists that was featured in this film  there is nothing shown in our DNA that makes us significantly different from another person. When the students in the science class tested their DNA and told us that they think their DNA would be more similar to the person who they shared the same skin color with or who they had some similar features like hair and eyes. When the test was complete one student which was white his DNA matched someone in Iceland and someone in Africa. Although this same white male who had a DNA similarity to someone in Africa he was asked if he would change his skin color, his reply was no. He wouldn’t change his skin color because he feels that it is a privilege to have his skin color. The privilege that he refers to is known as “White Privilege” as described in chapter two page 66, white privilege are rights and immunities that you are given just because you are white. One privilege that they are granted which is shown when going into certain department stores or restaurants is that they are always financially reliable when using checks, credit cards, and cash. Also started in this film is that there is no gene that makes someone better at something than another person, if there was a gene it would consists of multiple other genes that can influence this trait and scientists have yet to come across that discovery. Not only do they think that a gene is involved if an African American is achieving at a sport as stated by the white male he thinks that the black males can beat home because they are bigger than him. Jesse Owens was a famous black track athlete who was thought to be only a successful because he was closer to the primitive, the primitive being a monkey. In both these films along with the text but you see that race is socially developed and racism can set people back from achieving things that might be more common in another group of achievement. However if the opportunity is given to people of different races and they set they mind to it I believe that anyone of any race can achieve and activity weather dominant in one group or not.In the article “Best Friends Worlds Apart” by Mirta Ojito, raises the question how can these people be best friends but are living in two different worlds?. You have two Cuban men in this article that grew up together in Cuba the only thing different about them was that one was of darker skin being considered black and one of lighter skin being considered white. While in Cuba they had no racial difference that would’ve segregated them in Cuba being that everyone was just considered a Cuban. After their migration to Miami Florida that’s where they both noticed that they are different from each other. Being that Ruiz was Cuban he was black and when arrived to Miami he was treated like a black male of America, he was placed to live in what we know as the ghetto and was underprivileged.  Valdes who was Cuban as well however was white was not underprivileged and lived like a white person does in America, he had access to many things and was given greater opportunity than his friend. They both went through the same process to come to America but was treated and granted different things when arrived. In chapter 2 table 1.2 Miami/ Miami Beach was 73% segregation of blacks and whites. Did the move to America change the way each other viewed them self and each other? Yes, Ruiz adapted to his limited opportunities and became accustom to what he was now considered a black man he his his Cuban culture and adapted a fully black culture. Valdes adapted to his opportunities that were granted to him and also looked at his friend as a black person now. Being stereotyped can set limits upon someone and deprive them of equal opportunities.Is it really a racial segregation or just kids leaning more to the people that they share more in common with? In this article “Growing up, Growing apart” by Tamar Lewin, it’s about a group of kids going to a multiracial school that they are friends with many kids of different races. As time goes by the same kids that used to hang out with each other begin to hang out with kids that share more in common with them and some happen to be kids that share the same racial background as them. Making racial comments like your acting white or acting black this is where I believe it becomes a racial stereotypical segregation among these kids, it should not be this way people should be able to hang out with who they want to and not be judged. The world we live in consists of many people from different racial backgrounds, people should not be put in groups or categorized based on physical characteristics. As seen in the videos and articles it has happened and although proven by many scientists that we are not different. People of these many different races and hit with racism, stereotyped, and the segregated. We are all human and if we are being treated differently it should be based on what we do as a individual.

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Pay, Benefits, and Terms and Conditions of EmploymentAnswers 5Bids 1Other questions 10

Students, please view the ‘Submit a Clickable Rubric Assignment’ in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 3: Pay, Benefits, and Terms and Conditions of Employment Due Week 8 and worth 300 points It is your responsibility as the HR Director of the same organization from Assignment 2 to a) create policies regarding pay and benefits for the selected job opportunity, and b) develop methods for both addressing unionization and implementing OSHA regulations. You will present your findings to the Vice President of Human Resources for approval. In preparation for this assignment, review the following articles on contractors vs. employees and temp workers: “Distinguishing Independent Contractors and Employees”“The Expendables: How the Temps Who Power Corporate Giants Are Getting Crushed” Create a PowerPoint presentation with fifteen to twenty (15-20) slides in which you: Create a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and support your standard by using the Fair Labor Standards Act (FLSA) and Equal Pay Act to prevent any potential discriminatory impact.Decide on three (3) benefits required for the job opportunity using ERISA. Propose two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Provide a rationale for your response.Elaborate on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Next, examine two (2) unfair labor practices, and argue the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities. Explore two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.Propose three (3) ways to discourage employees from considering unionization. Then, compose one (1) strategy for championing a supportive and satisfying work environment within the organization.Select one (1) OSHA violation case, and determine whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Justify your response.Outline a plan for investigating workplace injuries, and formulate a policy that explains the process for filing a worker’s compensation claim within the selected organization.Narrate each slide, using a microphone, and indicate what you would say if you were actually presenting in front of an audience.Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: Format the PowerPoint presentation with headings on each slide and relevant graphics (photographs, graphs, clip art, etc.), ensuring that the presentation is visually appealing and readable from eighteen (18) feet away. Check with your professor for any additional instructions.Include a title slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The title slide is not included in the required slide length. The specific course learning outcomes associated with this assignment are: Develop policies that are compliant with employment laws.Evaluate an organization’s physical environment and determine criteria that ensure occupational safety.Use technology and information resources to research issues in employment law.Write clearly and concisely about employment law using proper writing mechanic. Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here. Points: 300Assignment 3: Pay, Benefits, and Terms and Conditions of EmploymentCriteriaUnacceptableBelow 70% FFair70-79% CProficient80-89% BExemplary90-100% A1. Create a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and support your standard by using the FLSA and Equal Pay Act to prevent any potential discriminatory impact.Weight: 10%Did not submit or incompletely created a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and did not submit or incompletely supported your standard by using the FLSA and Equal Pay Act to prevent any potential discriminatory impact.Partially created a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and partially supported your standard by using the FLSA and Equal Pay Act to prevent any potential discriminatory impact.Satisfactorily created a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and satisfactorily supported your standard by using the FLSA and Equal Pay Act to prevent any potential discriminatory impact.Thoroughly created a Wage and Hour standard for the job opportunity that you had selected in Assignment 2, and thoroughly supported your standard by using the FLSA and Equal Pay Act to prevent any potential discriminatory impact.2. Decide on three (3) benefits required for the job opportunity using ERISA. Propose two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Provide a rationale for your response. Weight: 10%Did not submit or incompletely decided on three (3) benefits required for the job opportunity using ERISA. Did not submit or incompletely proposed two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Did not submit or incompletely provided a rationale for your response.Partially decided on three (3) benefits required for the job opportunity using ERISA. Partially proposed two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Partially provided a rationale for your response.Satisfactorily decided on three (3) benefits required for the job opportunity using ERISA. Satisfactorily proposed two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Satisfactorily provided a rationale for your response.Thoroughly decided on three (3) benefits required for the job opportunity using ERISA. Thoroughly proposed two (2) methods that the employer can use in order to manage the fiduciary duties wisely and with the employees’ best interests in mind. Thoroughly provided a rationale for your response.3. Elaborate on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Next, examine two (2) unfair labor practices, and argue the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities. Explore two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.Weight: 15%Did not submit or incompletely elaborated on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Did not submit or incompletely examined two (2) unfair labor practices, and did not submit or incompletely argued the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities. Did not submit or incompletely explored two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.Partially elaborated on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Partially examined two (2) unfair labor practices, and partially argued the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities. Partially explored two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.Satisfactorily elaborated on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Satisfactorily examined two (2) unfair labor practices, and satisfactorily argued the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities.  Satisfactorily explored two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.Thoroughly elaborated on two (2) rights regarding unionization that Section 7 of the NLRA guarantees. Thoroughly examined two (2) unfair labor practices, and thoroughly argued the importance of your organization refraining from using such practices during any self-organization and collective bargaining activities.  Thoroughly explored two (2) potential repercussions of an organization’s interference with self-organization and collective bargaining practices.4. Propose three (3) ways to discourage employees from considering unionization. Then, compose one (1) strategy for championing a supportive and satisfying work environment within the organization.Weight: 10%Did not submit or incompletely proposed three (3) ways to discourage employees from considering unionization. Did not submit or incompletely composed one (1) strategy for championing a supportive and satisfying work environment within the organization.Partially proposed three (3) ways to discourage employees from considering unionization. Partially composed one (1) strategy for championing a supportive and satisfying work environment within the organization.Satisfactorily proposed three (3) ways to discourage employees from considering unionization. Satisfactorily composed one (1) strategy for championing a supportive and satisfying work environment within the organization.Thoroughly proposed three (3) ways to discourage employees from considering unionization. Thoroughly composed one (1) strategy for championing a supportive and satisfying work environment within the organization.5. Select one (1) OSHA violation case, and determine whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Justify your response.Weight: 10%Did not submit or incompletely selected one (1) OSHA violation case, and did not submit or incompletely determined whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Did not submit or incompletely justified your response.Partially selected one (1) OSHA violation case, and partially determined whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Partially justified your response.Satisfactorily selected one (1) OSHA violation case, and satisfactorily determined whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Satisfactorily justified your response.Thoroughly selected one (1) OSHA violation case, and thoroughly determined whether the resulting penalties were sufficient to deter the organization in question from repeating the same violative action. Thoroughly justified your response.6. Outline a plan for investigating workplace injuries, and formulate a policy that explains the process for filing a worker’s compensation claim within the selected organization.Weight: 15%Did not submit or incompletely outlined a plan for investigating workplace injuries, and did not submit or incompletely formulated a policy that explains the process for filing a worker’s compensation claim within the selected organization.Partially outlined a plan for investigating workplace injuries, and partially formulated a policy that explains the process for filing a worker’s compensation claim within the selected organization.Satisfactorily outlined a plan for investigating workplace injuries, and satisfactorily formulated a policy that explains the process for filing a worker’s compensation claim within the selected organization.Thoroughly outlined a plan for investigating workplace injuries, and thoroughly formulated a policy that explains the process for filing a worker’s compensation claim within the selected organization.7. Narrate each slide, using a microphone, and indicate what you would say if you were actually presenting in front of an audience.Weight: 5%Did not submit or incompletely narrated each slide, using a microphone, and did not submit or incompletely indicated what you would say if you were actually presenting in front of an audience. Partially narrated each slide, using a microphone, and partially indicated what you would say if you were actually presenting in front of an audience.Satisfactorily narrated each slide, using a microphone, and satisfactorily indicated what you would say if you were actually presenting in front of an audience.Thoroughly narrated each slide, using a microphone, and thoroughly indicated what you would say if you were actually presenting in front of an audience.8. 3 references Weight: 5%No references providedDoes not meet the required number of references; some references poor quality choices.Meets number of required references; all references high quality choices.Exceeds number of required references; all references high quality choices.9. Writing Mechanics, Grammar, and FormattingWeight: 5%Serious and persistent errors in grammar, spelling, punctuation, or formatting.Partially free of errors in grammar, spelling, punctuation, or formatting.Mostly free of errors in grammar, spelling, punctuation, or formatting.Error free or almost error free grammar, spelling, punctuation, or formatting.10. Appropriate use of APA in-text citations and  referenceWeight: 5%Lack of in-text citations and / or lack of reference section.In-text citations and references are provided, but they are only partially formatted correctly in APA style.Most in-text citations and references are provided, and they are generally formatted correctly in APA style.In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.11. Information Literacy / Integration of SourcesWeight: 5%Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing. Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.12. Clarity and Coherence of WritingWeight: 5%Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Information is partially clear with minimal reasons and evidence that logically support ideas.Information is mostly clear and generally supported with reasons and evidence that logically support ideas. Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

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Pay, Benefits, and Terms and Conditions of EmploymentAnswers 5Bids 1Other questions 10 was first posted on December 27, 2019 at 8:18 pm.
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