Bright Academic Experts

Category: uncategorised

  • Module 3 Posttest

    Assignment: Ethical and Legal Issues in HR Management

    Scenario: You are the HR Manager for your organization. After a meeting with the operations manager, you close the door to your office to think of strategies to resolve an issue that has come up. The operations manager casually mentioned he had just finished a performance review of one of his employees and offered the employee a large raise because of all the hours the employee was putting in. The raise was equal to 11% of the employees salary. The operations manager, being new both to the company and to a union shop, wasnt aware of the contract agreement surrounding pay increases. According to the contract, an employee must receive a minimum of a 2% pay increase per year and a maximum of 6% per year. You worry that if the union gets wind of this, everyone at that employees pay level may file a grievance asking for the same pay raise. The challenge is that the manager already told this person he would be receiving the 11% raise. You know you need to act fast to remedy this situation.

    Instructions: Write a paper that is 2 4 pages in length responding to the following questions. Include your recommendations and reasonable assumptions based on the learning provided in the modules and your research.

    1. Preventive Measures:
    • As an HR professional, what should you have done initially to prevent this issue from happening?
    1. Future Strategies:
    • Outline a specific strategy to implement to prevent this from happening in the future.
    1. Addressing the Promised Raise:
    • What would you do about the 11% pay raise that was already promised to the employee?
    1. Union Grievance:
    • If the union files a grievance, what type of grievance do you think it would be? Provide reasoning for your answer.
    1. Drafting a Response:
    • If the union does file a grievance, draft a response to the grievance to share with your upper-level managers as a starting point for discussion on how to remedy the situation.

    Tips and Reminders:

    • Use course resources to support your arguments, citing all sources in
    • Consider the ethical implications of each decision.
    • Reflect on the balance between legal compliance and employee morale.
    • This assignment will be graded by a grading rubric.

    SOurces:

    Reading 3.1 –

    Doyle, A. (2021, April 6). How the collective bargaining process works. The Balance.

    Reading 3.2 –

    Rhinehart, L., & McNicholas, C. (2020, May 4). Collective bargaining beyond the worksite: How workers and their unions build power and set standards for their industries. Economic Policy Institute.

    Multimedia 3.3 –

    GreggU. (2019, April 23). The grievance process [Video]. YouTube.

    Reading 3.4 –

    LibreTexts. (n.d.). 11.3: Collective bargaining. Department of Education.

    Reading 3.5 –

    LibreTexts. (n.d.). 11.4: Grievance process. Department of Education.

    Reading 3.6 –

    Moore, P. (2021, August 5). The basics of union arbitration. Arbitration Agreement.

    Reading 3.7 –

    The Ohio Civil Service Employees Association. (n.d.). Arbitration decision no. 382.

    Attached Files (PDF/DOCX): Untitled document (3).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Organizational Communication and Theory X & Theory Y

    he purpose of this assignment is to demonstrate your understanding of Organizational Communication and Theory X & Theory Y by applying them to real-life encounters. You must use actual experiences rather than hypothetical situations and clearly defend your reasoning. Assignment Overview You will analyze a real-life interaction that occurred in an organization such as: A workplace A classroom or campus office A student organization A church or community group A volunteer setting An online organizational meeting or team project Your example must be authentic and recent (within the past month if possible). Written Response Requirements (700900 words) Your submission must include the following sections: 1. Description of the Real-Life Encounter Where did it occur? What type of organization or group was involved? Who participated? (Use roles only no real names.) What communication situation took place? 2. Organizational Communication Application Explain how the encounter demonstrates organizational communication concepts, such as: Formal vs. informal communication Leadership communication Team coordination Channels of communication (email, meetings, texts, etc.) Communication barriers or successes Provide specific examples, not general statements. 3. Theory X & Theory Y Application Briefly define Theory X and Theory Y in your own words. Identify which theory best fits the leadership or group behavior you observed. Provide clear evidence from your real-life example that supports your choice. 4. Defense of Your Reasoning This section is critical. You must: Justify why your interpretation is accurate. Explain why the other theory is less appropriate for this situation. Use logical reasoning and course terminology to support your claims. 5. Personal Insight What did this experience teach you about communication in organizations? How might this influence how you communicate in teams or leadership roles in the future? Documentation Requirement Upload one form of proof that the encounter occurred. Acceptable examples: Screenshot of an email, meeting invite, or online meeting confirmation Photo of the setting (no faces required) Timestamped personal journal entry describing the date and location Event flyer or agenda

  • History

    How do historians learn about the past? Are they psychic? Are they geniuses? Are they time travelers? In addition to the historical content you’re learning this week by reading your textbook, we’re also learning about how historians do history. This means how historians interpret the past and create a historical interpretation of the past based on primary and secondary sources. DIRECTIONS After watching and reading the sources below, scroll down to see the questions and then reply with your answers. Watch – Historical Sources – How to History (5-minute watch) Read – UMB – Primary & Secondary Sources Watch – Josie Smith – What Does a Historian Do? (6-minute watch) ASSIGNMENT Create an infographic or slide (Canva, Google, PowerPoint) demonstrating what you learned from the three videos above. Make sure to: Include an image of 1 (one) primary source found in this week’s assigned reading. You don’t need to analyze or identify it. Just demonstrate that you know what a primary source is by sourcing one from the textbook. Provide citations from each of the required videos above. Create a stand-alone image. This means your product should clearly and specifically explain what you learned, without you having to explain it. Upload your file as an attachment only. No links. Google Slides should be saved as PDFs and submitted as attachments, not links. Questions? Reach out in the Pronto main chat so that everyone can benefit from the answer. GRADING An “A” paper meets all the directions above, including college-standard formatting, a completed spelling/grammar check, direct evidence quotations, and in-text citations. The answer should thoroughly address the question above with specific historical content. Work is graded based on the ability to demonstrate historical understanding and analytical skills. Remember to write in complete sentences with proper writing mechanics. You should have Grammarly installed to help correct your work as you write, but ensure the AI function is turned off (see Module 0). HELPFUL TIP: Make sure you use evidence from any assigned sources and cite it within your sentence (i.e. either “As found in the Mr. Langa’s AP US History document,”).

  • Generate Multi-Table Query Statements to Address Health-Rela…

    Assignment Instructions

You must incorporate confirmatory work screenshots into a Microsoft Word assignment document (or equivalent). The following image illustrates an example problem screenshot showing both the SQL statement and confirmatory execution results:

Confirmatory screenshots are needed to show that the required coursework was performed.

Problem 1: List the active ingredients for each of the vaccines. Show the full vaccine name in the query output in alphabetical order. (Hint: The IngredientType attribute denotes whether an ingredient is active or inactive.)

Expected Output:

Image presents the expected output for the Problem 1 query.

Problem 2: List the states/jurisdictions and reported COVID deaths on October 31, 2020 for states/jurisdictions with a population exceeding 10,000,000. The output needs to show the full state/jurisdiction names (not the abbreviations).

Expected Output:

Image presents the expected output for the Problem 2 query.

Problem 3: Which states/jurisdictions had one or more reported COVID cases on February 29, 2020? Show the full state/jurisdiction names and number of reported COVID cases in the query output. Show the output in alphabetical order by full state/jurisdiction name (not the abbreviations).

Expected Output:

Image presents the expected output for the Problem 3 query.

Problem 4: Show the calendar dates and reported daily COVID-19 deaths exceeding 100 for New York and California in the month of March 2020. Display the full state/jurisdiction names in the query output. Present the query results in chronological order (i.e., oldest to latest calendar dates).

Expected Output:

Image presents the expected output for the Problem 4 query.

Problem 5: List the average daily reported COVID case values for Georgia, Florida, and Alabama for the time period between December 1, 2020 and December 31, 2020. Present the full state name and average values in the query output. Group the results by full state name in alphabetical order.

Expected Output:

Image presents the expected output for the Problem 5 query.

Problem 6: List the full vaccine and state/jurisdiction names for vaccines administered on December 30, 2020. Show the reported number of doses administered in the query output. Sort the output in alphabetical order by full vaccine name and then by full state/jurisdiction name.

Expected Output:

Image presents the expected output for the Problem 6 query.

Problem 7: Show the total reported COVID-19 cases exceeding 2,000,000 per state/jurisdiction in the 2021 calendar year. Display the full state/jurisdiction names in the query output. Group the results by full state/jurisdiction name. Present the results in alphabetical order by full state/jurisdiction name. (Hint: GROUP BY and HAVING clauses are required for this query.)

Expected Output:

Image presents the expected output for the Problem 7 query.

Problem 8: Show the full vaccine names and dose volumes for the adult second dose series. Display the results in alphabetical order by full vaccine name. (Hint: Permissible attribute values for BIT data types are ‘TRUE’ and ‘FALSE’.)

Expected Output:

Image presents the expected output for the Problem 8 query.

Problem 9: Show the full vaccine names and dose volumes for the adult second dose series. Display the results in alphabetical order by full vaccine name. (Hint: Permissible attribute values for BIT data types are ‘TRUE’ and ‘FALSE’.)

Expected Output:

Image presents the expected output for the Problem 9 query.

Problem 10: Estimate the number of reported COVID-19 cases per 1,000 people in 2021 for Florida, New York, California, Texas, and Michigan. Group and sort the results by full state/jurisdiction name in alphabetical order. The calculation is performed via the following equation:

COVID-19 Cases/1,000 people = SUM(Daily Reported COVID-19 Cases * 1000 / Population)

Expected Output:

Image presents the expected output for the Problem 10 query.

Requirements: few pages

  • Research Paper Assignment

    Research Paper Assignment

    The student will use a provided case study (or the actual law enforcement agency where he/she works with permission from the instructor) to produce a leadership training program. The 1518-page paper will use current APA formatting (title page, abstract, main body, reference section) and must have 1520 recent relevant scholarly sources. The paper shall have a Christian Worldview section with at least 1 reference to the Holy Bible.

    Module 6: Week 6 Introduction

    Overview

    Creating a culture of ethics entails using transformational leadership to inculcate deep seeded ethical principles across all members of an organization. In this module, you will look at leadership ethics, definitions, other leadership ethics, and how to encourage an ethical value-based organization.

    Learning Outcomes

    Upon successful completion of this module, you will be able to:

    • Analyze how ethics and leadership intersect.
    • Identify the five key principles of ethical leadership.
    • Discuss ethical approaches to leadership.
    • Explain how a Christian Worldview impacts Encourage the Heart.

    This Order must incorporate a Christian Worldview and Grammar Check

    Attached Files (PDF/DOCX): Research Paper Assignment Instructions (1).docx, Research Paper Grading Rubric (1).pdf, Kouzes and Posner Chapters 11 – 12.docx, Kouzes Posner and Maxwell Chapter 7.docx, Northouse Chapters 13 and 15.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • THE second part of the research paper

    Wednesday, March 25, at 9:00 a.m. CST

    This submission should include

    1. Must include All minor corrections/suggestions from first submission.

    Please note new sections that have already been reviewed should be in blue font.

    2. New Content should be at 45-50 pages.

    3. Formatted correctly and proofed.

    4. MicroSoft Office Document Only

    Grade Ready Document (Not a rough draft)

    AI Generators

    Use of an AI Generator such as ChatGPT, iA Writer, MidJourney, DALL-E, etc. is explicitly prohibited unless otherwise noted by the instructor. The information derived from these tools is based on previously published materials. Therefore, using these tools without proper citation constitutes plagiarism. Additionally, be aware that the information derived from these tools is often inaccurate or incomplete. Its imperative that all work submitted should be your own. Any assignment that is found to have been plagiarized or to have used unauthorized AI tools may receive a zero and / or be reported for academic misconduct. See the Academic Honesty Policy within this syllabus.

    Disciplinary action may include, but is not limited to the following:

    1) Requiring the student(s) to repeat the exercise or do additional related exercise(s).

    2) Lowering the grade or failing the student(s) on the particular exercise(s) involved.

    3) Lowering the grade or failing the student(s) in the course.

    If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.

    Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integrity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.

    A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non-Discrimination Statement, this process must be suspended, and the matter be directed to the Office of Institutional Diversity, Equity and Access. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.

    Attached Files (PDF/DOCX): Paper Doucment.docx, Order 10248462 Revision.docx, BIS 437 Rubric.pdf, Sample Title Page.docx, Partial Sample Completed Paper.docx, BIS 437 Rubric.pdf, Sample Title Page.docx, Paper Doucment.docx, Partial Sample Completed Paper.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • History

    How do historians learn about the past? Are they psychic? Are they geniuses? Are they time travelers? In addition to the historical content you’re learning this week by reading your textbook, we’re also learning about how historians do history. This means how historians interpret the past and create a historical interpretation of the past based on primary and secondary sources. DIRECTIONS After watching and reading the sources below, scroll down to see the questions and then reply with your answers. Watch – Historical Sources – How to History (5-minute watch) Read – UMB – Primary & Secondary Sources Watch – Josie Smith – What Does a Historian Do? (6-minute watch) ASSIGNMENT Create an infographic or slide (Canva, Google, PowerPoint) demonstrating what you learned from the three videos above. Make sure to: Include an image of 1 (one) primary source found in this week’s assigned reading. You don’t need to analyze or identify it. Just demonstrate that you know what a primary source is by sourcing one from the textbook. Provide citations from each of the required videos above. Create a stand-alone image. This means your product should clearly and specifically explain what you learned, without you having to explain it. Upload your file as an attachment only. No links. Google Slides should be saved as PDFs and submitted as attachments, not links. Questions? Reach out in the Pronto main chat so that everyone can benefit from the answer. GRADING An “A” paper meets all the directions above, including college-standard formatting, a completed spelling/grammar check, direct evidence quotations, and in-text citations. The answer should thoroughly address the question above with specific historical content. Work is graded based on the ability to demonstrate historical understanding and analytical skills. Remember to write in complete sentences with proper writing mechanics. You should have Grammarly installed to help correct your work as you write, but ensure the AI function is turned off (see Module 0). HELPFUL TIP: Make sure you use evidence from any assigned sources and cite it within your sentence (i.e. either “As found in the Mr. Langa’s AP US History document,”).

  • Philosophy disucssion

    Are there objective values?

    For this question, I have provided four thesis statements. I would like you to choose one of these thesis statements to defend.

    As a matter of explaining the question:

    First of all, what does it even mean to say that there are objective values? In the assigned lecture video,

    I argued for two types of objective value:

    • Type 1 Objective Value: A claim that an object of evaluation has an intrinsic value property that makes it good or bad.
    • Type 2 Objective Value: A claim that a proposition “X is good” can be true even if nobody believes that it is true.

    With each type of objective value there is a different type of subjective value.

    • Type 1 Subjective Value: A claim that some type of subjective state – a desire, preference, sentiment – is required for something to have value.
    • Type 2 Subjective Value: A claim that a proposition “X is good” can be true only insofar as people believe it is true and if they believe that it is false, then it is false.

    To explain Type 2 Subjective Value, consider a proposition like, “It is legal to take a right turn on red on the corner of First Street and Main.” This type of statement can be true or false. However, all it takes for it to change from true to false is for people to change their minds. If the City Council votes to make it false, then it becomes false. Contrast this to “the Earth is round” or “Humans contribute to greenhouse gas concentrations.” These cannot be changed with a vote. They are Type 2 Objective statements. The question concerning value statements is: Are value statements Type 2 Objective or Type 2 Subjective?

    In the chapter of the book I asked you to read, J.L. Mackie argues that there are no intrinsic prescriptive properties (Type 1 Objective Values). He also argues that moral claims are claims that some things have an intrinsic prescriptive property, from which he draws the conclusion that all moral claims are false.

    We can write his argument like this:

    1. All moral claims are claims that the object of evaluation (e.g., rape, theft, murder) has an intrinsic property of ought-not-to-be-doneness.
    2. There is no such thing as an intrinsic property of ought-not-to-be-doneness.
    3. Therefore, all moral claims are false.

    His defense of Premise 1 rests on facts about how we use moral terms. Our value claims only make sense as claims that something has an intrinsic prescriptive property.

    In defense of Premise 2, Mackie gives us his Argument from Queerness and Argument from Relativity.

    With this in mind, choose one of the four thesis statements provided in the discussion below and defend it. You only need to respond to one. If you respond to more than one, I will take your best answer.

    Again, your answer must conform to the standard format.

    • Part 1: (1 sentence) Your thesis – what it is you want to prove. (10 points).
    • Part 2: (about 4 to 7 sentences) An argument in defense of your thesis. An argument provides evidence in support of the thesis – it does more than just assert or repeat the thesis. An argument is a set of premises that provide evidence for (reasons to believe) the the conclusion is true. (30 points)
    • Part 3: (about 4 to 7 sentences) An objection what was written in Part 2. An objection to what was written in (2) involves giving reasons to believe that a premise presented in (2) is either false or that it is involved in an invalid inference (30 points).
    • Part 4: (about 4 to 7 sentences) A response to the objection written in Part 3: This involves giving reasons to believe that a premise presented in (3) is either false or that it is involved in an invalid inference (30 points).

  • CFD Homework

    Write a technical report for CFD homework by utilizing “Ansys” software to analyse and modify the aerodynamic performance of a NACA 4412 airfoil. 2D drawing and Meshing has to be performed through ICEM as shown in the attached file Tutorial 1 then you make the CFD in ANSYSs shown in the attached file Tutorial 2. The assignment details are listed in the attached file named “Details”. Also, an example is attached to understand the reequipment not to follow it where it is for different NACA and speed.

    In addition, the marking criteria for the report is attached to follow while and after doing the report.

    Important note: The maximum pages is 13 for the main report including figures and tables that excluding cover page, table of contents and references.

    You are required to submit the technical report along with “AI” and “turnitin” report for similarity where you shall have low similarity percentage and 0 ZERO percentage for plagiarism. Also, the “Ansys” software files used for the CFD model shall be submitted (All files).

    Please read the instructions carefully, and let me know if you have any question.

    Requirements: The maximum pages is 13 for the main report including figures and tables that excluding cover page, table of contents and references.

  • CSUEB

    • Your response to three applicant statements:
    • Briefly describe your near term goals (i.e. 5 years from now) that explain why you want to pursue a MS degree in the Department of Biological Sciences at CSUEB (up to 250 words). (https://www.csueastbay.edu/biology/graduate-program/biology-ms-program/index.html – use this website to find concrete reasons)
    • Briefly describe your research experience (if any) obtained from lab courses, independent study and/or a job (up to 250 words). (CV attached below)
    • Briefly describe your current research interests. If you have not yet settled on a thesis advisor (on or off-campus), also include the names of faculty at CSUEB that interest you (up to 250 words). (have not selected thesis advisor yet but trying to come into contact with:

    James Murray https://www.csueastbay.edu/directory/profiles/biol/murrayjames.html

    Tyler Evans

    https://evanslabcsueb.weebly.com/

    Maria Gallegos)