Explain how you would improve motivation in your small business Students are required to complete seven discussion question for MGT 121. Discussion questions will be grade using the rubric posted in t

Explain how you would improve motivation in your small businessStudents are required to complete seven discussion question for MGT 121. Discussion questions will be grade using the rubric posted in the content section of D2L. Students should include all of the following when answering a discussion question.Each discussion question must be at least 300 plus wordsFull of thought, insight and analysis, that relate to the question.Few grammatical or stylistic errorsNew ideasReal life situation, or examplesBe kind a respectful to other, when responding to a postUse full and complete sentencesDon’t use jargon

 
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ESSAY #2 ON “Where Are You Going, Where Have You Been?” This is the second high stakes assignment of the semester. It is worth 30% of your final grade. THE ASSIGNMENT Congratulations! Your fieldwork o

ESSAY #2 ON “Where Are You Going, Where Have You Been?”This is the second high stakes assignment of the semester. It is worth 30% of your final grade.THE ASSIGNMENTCongratulations! Your fieldwork on Connie and her family has come to the attention of others in your field and you have been invited to present your findings at the annual conference of the American Society of Forensic Psychology. It’s time now to organize your data into a presentation.THEMESConnie’s experience is such a rich subject that you must decide on the specific topic you are going to focus on in your presentation. You have narrowed your choices to three themes. Your first decision is which theme you will focus on:Theme #1What do we learn overall from the story about young people who are at risk of becoming victims of sexual predators? Your fellow psychologists hope you will be creative in showing them something they haven’t thought of. They would also like to see how you back up your answer with supporting points that are grounded in Connie’s life at home and with her friends, as well as her interaction with Arnold. For example, what do we learn about the mistakes parents make that leave their children vulnerable to sexual predators?Theme #2What do young people like Connie lack or need so badly that makes them vulnerable to the schemes of predators like Arnold? It is commonly believed that sexual predators discover a deep emotional need in their victims, and then they take advantage of their victims by offering to fulfill that need. Your audience at the conference hope to learn from you how Connie’s home life has created this need, how she seeks to satisfy it when she’s away from home, and how Arnold successfully uses it to get control of her.Theme #3What do we learn about the evil skills of men like Arnold in manipulating young women? Your peers at the conference want to learn from you three techniques he uses in breaking down her defenses. What does he know about the psychology of young women like her? How does he make use of this knowledge to take advantage of her? Focus the story where we see Arnold in action, but ground your explanations of his techniques in what we learn about Connie at home and with her friends.ORGANIZATION OF YOUR PRESENTATIONPARAGRAPH #1:Introduce the convention audience to the theme/question you have chosen to focus on and a clear statement of your answerPARAGRAPH #2:Take readers on a tour that shows how Connie behaves at home and with her friends. Your primary evidence is Parts I and II of the story, but use secondary evidence when appropriate (see below). Show in vivid detail what makes her vulnerable to Arnold and sets the stage for her inability to resist him. (NOTE: We will practice this technique of Taking a Tour before we start writing the essay.)PARAGRAPH #3:Deal directly with your answer to the theme you have chosen for your presentation. This section will focus on Arnold’s interaction with Connie. Your primary evidence is Part III of the story but use secondary evidence to help interpret and deepen your analysis.PARAGRAPH #4:Use the counter-argument technique to reply to one of the claims made by either Holmen or Lee. Introduce the author’s point carefully and thoughtfully. Then show why her point is not convincing or is entirely wrong. Use your response to develop your theme in the previous section. And use secondary evidence to help interpret and deepen your analysis.PARAGRAPH #5:Conclude with one of these techniques:·         Build on the thesis by taking it in a new direction.·         Relate personally to the topic and thesis.·         Describe how the topic and thesis still applies in the modern world and our own lives (or doesn’t apply).PRIMARY AND SECONDARY SOURCE MATERIALYou have a rich supply of material to work with. Here are the sources you have decided to make use of in your presentation:A.     Use the story “Where Are You Going, Where Have You Been?” as your PRIMARY SOURCE. You also have your answers to the First Questions and Activities Parts I-III. The story contains what we know about what happened and your answers to the questions about the story are your field notes. You can build on them any way you wish.NOTE: Since your field notes are such an important part of the project, be sure you have completed them and you have access to them. Finish any that are incomplete and ask your professor for help in getting them done.USE FOUR SECONDARY SOURCES:A.     Nicole Holmen’s “It’s All Over Now, Baby Blue: Psychoanalyzing Connie in Joyce Carol Oates’s “Where Are You Going, Where Have You Been?’” and your observations on her interpretation of Connie’s issuesB.      Cameron Lee’s “A Psychoanalytical Interpretation of ‘Where Are You Going, Where Have You Been?’” and your observations on her analysis of the storyC.      The lyrics of Bob Dylan’s song “It’s All Over Now, Baby Blue” and your observations on the connections between images in the song and the storyD.     Google online for a valuable article of your own choosing on one of the topics in First Questions and Activities Part IV:a.       child grooming behaviorb.      stockholm syndromec.       sexual predatorUse effective search terms and choose an article that teaches us something valuable about the topic. It should meet these minimum criteria:o   The article is well developed and not a simple list of bullet points.o   The author and his/her credentials are clearly stated.o   The article is not found on a site like schmoop, gradesaver, sparknotes or enotes.Here is an example of a keyword search: . And here are some results. (You can use one of them if it suits your needs):1.      This source doesn’t contain enough useful information: https://legalbeagle.com/5048506-definition-sexual-predator.html2.      These sources have valuable information. Notice the multiple subheadings with explanations and information:https://www.ibelieve.com/relationships/6-tell-tale-signs-of-a-predator.htmlhttps://www.psychologytoday.com/us/blog/inside-the-criminal-mind/201712/the-thinking-processes-sexual-predatorshttps://www.healthista.com/how-to-spot-a-sexual-predator-characteristics/E.      Do not use any sources for information other than the primary source and the four secondary sources. You have worked hard on this case and your audience has come to hear your conclusions.KEY POINTS1.       Write 600-1200 words in response to one of the themes.2.       Follow the directions in organizing the presentation and using primary and secondary evidence.3.       Do not repeat the prompt in your introduction. Instead, find an interesting and powerful way to introduce your topic and main point to orient the convention audience.4.       Use specific evidence—summaries, paraphrases and quotes—from sources to support your points. Focus on using ideas more than quotes to support and develop your own ideas, but you can quote to back up your explanation of an idea in the poem. And don’t be afraid of using an idea even if you don’t agree with it! Simply reply to the idea and explain how wrong it is. Use your reply to develop your own point.5.       When you use another author’s words, keep these guidelines in mind:·         Quote a complete sentence or thought that makes sense in itself·         Don’t combine phrases from different parts of a source to create your own “Frankenstein” quote·         Introduce the quote and give the author credit before quoting·         Cite the author’s last name and page # in parentheses after the quote·         Explain and develop the author’s meaning so your audience understands the power of her words6.       Do not use information from any other source than the designated primary and secondary sources. Your audience made a special effort to attend your presentation in order to learn from your professional expertise. They want to know your opinion and your reasons for it.Do not go online for information or “help” outside of the assignment. If you do the essay draft will receive an automatic F and you will have to start over writing the essay.8.       Double space and Times New Roman 12 point font9.       Put a heading on the top left of page one.Proofread after you finish writing. Effective grammar and vocabulary use are part of our grade, so check carefully for obvious mistakes that slipped your attention:·         Read slowly and out loud. Listen for obvious mistakes that slipped your attention.·         Ask yourself if each sentence expresses your meaning clearly and use a dictionary.·         Correct the words Spell Check underlines.ORIGINAL: What am I gonna do?      REVISION: What am I going to do?

 
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Crim Assessment 2000 words Plagiarism free.

Crim Assessment2000 wordsPlagiarism free.

 
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Philosophical Service Final Topic: Project- Polyamory and Monogamy For this assignment, you will perform some “philosophical community service.” The service you will provide is demonstrating to some m

Philosophical Service FinalTopic: Project- Polyamory and MonogamyFor this assignment, you will perform some “philosophical community service.” The service you will provide is demonstrating to some members of your community how to think critically about moral issues using the logical methods we’ve practiced in this class. So, you will model thinking in systematic ways about moral issues, engage some arguments from your audience, and help them evaluate these arguments.Here’s what to do:1. You may do this project on your own, or you may do it in a group of 2-3 students. If you do a group, each member must submit the project on their own: not doing this will result in a zero for any student who doesn’t submit the assignment.2. Pick a “practical” or “applied” topic from the syllabus (not an ethical theory) that we have covered in this course or develop your own with the approval of the instructor. Here are some of the topics we’ve covered: the treatment of disabled newborns, euthanasia and assisted suicide, female genital mutilation, male circumcision, homosexuality, racism in dating, racial preferences in romantic relationships, polyamory and monogamy, abortion, absolute poverty, reparations for slavery, racism, sexism, and speciesism, vegetarianism and the treatment of animals, punishment and the death penalty, drug use and the criminalization of drug use, the ethics of grades and extra credit, and more.3. Develop at least 5 arguments in logically valid form on this topic. You will want to review the video on syllogisms, to remind yourself how to make arguments in valid form: See Video- https://youtu.be/xw8DJQRYWXgRecall that the pattern here is:A is an X.All things that are X are Y.Therefore, A is a Y.OrA is an X.If something is an X, then that something is a Y.Therefore, A is a Y4. Find an audience of at least 3 people, not from this class. This can be three people from “real, in-person” life, or people online, say via Zoom or Skype or the like.5. Present your arguments to this audience. Given them an introduction to what you will do in your presentation. Explain to them what you will do and how you will do it: tell them what arguments are and what makes arguments good and bad and how you can tell (explain – with examples – the concepts of arguments logical validity, soundness, counterexamples). State and explain your five arguments in logically valid form and fully evaluate them as sound or not: explain whether each and every premise is true or false and why. Do not present any “question-begging” arguments, where the premises assume the conclusion; if your audience offers any question-begging arguments, you will need to identify those as question-begging and explain why they are inadequate.6. Get at least 3 (ideally, at least 5) new arguments, or premises, on the same topic from the audience.7. With the audience, formulate these arguments in logically valid form and determine whether they are sound or not: address each and every premise.8. Formulate any conclusions from your discussion and conclude your discussion, reviewing what you did.9. Write up a report on what happened, using the headings below: cut and paste the text below into a document to use. Your final report here should be organized, clear, and easy to read. You should upload it here to submit it.Philosophical “Community Service” Project:Report Form1.       You’re Class:2.       Your name. You may do this on your own or as a small group of 2-3 (see above). If you do a group, please include your group members’ names: (note: each member must submit this report: failing to do this will result in a zero for the assignment for the student who doesn’t submit the report, if he is a member of a group).3.       Your topic:   4.       Summarize the introduction to what you will do in your presentation. You will need to explain to the audience what you will do and how you will do it: you need to explain the methods that you will use to identify and evaluate moral arguments.5.       Present at least 5 arguments on that topic, stated in logically valid form.6.       Evaluate those 5 arguments as sound or not. Fully explain why they are sound or not: by explaining whether each and every premise is true or false (Note: merely stating whether an argument is sound or not does not explain why it is sound or not: explanations of whether each and every premise is true or false and why is needed).7.       Your audience members’ names:8.       Your audience’s reactions to the arguments that you presented and your evaluation of them:9.       The 3-5 arguments from the audience:10.   These arguments stated in logically valid form:11.   Your, and the audience’s, evaluations of these arguments as sound or not:12.   Your conclusions and summary of this activity that you presented to the audience.13.   Your individual or group’s reflections on this experience: what went well? What was interesting? What was surprising? What was challenging? How was this experience, overall?This assignment results in students going all sorts of interesting places (bookstores, coffee shops, restaurants, etc.) to talk with interesting people (sometimes people they know, other times new people), to discuss all sorts of interesting topics. Typically, students appreciate the opportunity to “be the teacher” and confirm that they really learned something in the class, and they find their audiences appreciate learning some new, systematic ways of thinking about moral issues.Here’s a recent final reflection from a student (used with permission) that is representative of a common reflection on the experience:The whole activity went well. I believe that I explained moral arguments very well because the audience was able to understand the basic concepts of moral arguments. It was interesting to hear what arguments the audience would make. I thought it would be challenging for the audience to get the hang of making moral arguments, but it wasn’t hard for them at all. This was a great experience, I really enjoyed it and the audience enjoyed it as well. I really enjoyed being able to show what I have learned in this class. I also like the fact that I was able to benefit others with my knowledge.Note: it is vital that you follow the directions carefully for this assignment. Not following the directions may result in a failing grade for the assignment.

 
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