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  • Case Study Analysis # 2

    This is a case study, all documents would be provided, such as the case, rubric guidelines, and

    questions to answer and lecture

    textbook: Guy, Mary E. and Jessica E. Sowa. 2022. Human Resource Essentials for Public Service:

    People, Process, Performance. Irvine, CA: Melvin & Leigh, Publisher

    Questions:

    Guiding Questions: How did the leadership styles of Ned and Rachel impact the retention of volunteers at the Corvallis Crisis Line?

    2. What kind of Board oversight could have prevented the exodus of volunteers and interns during the tenures of Ned and Rachel?

    3. What style of staffing plan would help the Board of Directors hire stronger leadership more adaptive to the needs of CCL and its volunteers?

    4. How could the Board improve the vetting process for new hires to ensure they possess the necessary volunteer management skills and have a value system aligned with the mission and vision of CCL?

    5. How could the Board plan for any future hiring process to ensure there is sufficient time to invest properly in a thorough search for future leadership? Should the Board develop a probationary period for new hires?

    6. In what ways does a volunteer dependent organization need to adapt its staffing to maintain a strong connection to the community and encourage people to get involved as volunteers?

    7. What should an organization like Corvallis Crisis Line do to increase strategic planning with the support of community partners and stakeholders?

    Attached Files (PDF/DOCX): Module 5 Lecture.pdf, Corvallis Case B.pdf, Corvallis Case A.pdf, Case Study Analysis 2 – Human Resource Management Section IA Spring 2026 CO.pdf

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  • The HR Changemaker project

    MHR523 Introduction to Human Resources Management

    Individual Assignment: The HR Changemaker Project

    DUE: February 13th by 11:59 pm ET (Submit on D2L)

    Purpose

    Human Resources Management is not just about hiring and firing; it is a key driver of social change and organizational sustainability. The United Nations Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure prosperity by 2030 .

    In this assignment, you will act as a consultant. Your task is to select one HR-related challenge connected to a specific SDG, analyze the problem, and propose evidence-based HR strategies that can contribute to the solution. You will move beyond simply describing an issue to proposing how organizations can actively address it.

    The Assignment Task

    1. Select one SDG from the Appendix at the end of this document.
    2. Identify a specific HR challenge related to that goal (e.g., for SDG 5, the challenge might be the glass ceiling preventing women from reaching upper management levels). I encourage you to focus on HR content from a single chapter in the textbook so that you can go deeper into that concept (rather than name dropping concepts from multiple chapters).
    3. Research evidence-based practices using peer-reviewed journals accessed through the .
    4. Write a 5-page proposal arguing for a specific HR intervention that helps address this challenge.

    Note: I recognize that complex global problems cannot be solved by a single policy. Your goal is to demonstrate how effective HRM can make a measurable, positive contribution.

    Research and Source Requirements

    To support your proposal, you must include at least four (4) credible sources.

    • At least three (3) of these must be from peer-reviewed academic journals.
    • You must also integrate relevant course concepts (drawing from the textbook/lectures).
    • Sources must be cited using .

    Generative AI and Author of Record Policy

    You are permitted to use generative AI tools (e.g., ) to assist you in brainstorming, outlining, drafting, and editing this assignment. However, you are the Author of Record. This means you bear full responsibility for the accuracy and integrity of the content submitted.

    Be aware of the following with respect to your use of generative AI:

    1. Hallucinations: Generative AI frequently invents facts and fabricates citations. It is your responsibility to manually verify every claim and reference.
    2. Generic Content: AI tools often produce generic advice. To succeed, your proposal must be specific, evidence-based, and deeply integrated with MHR523 course concepts.
    3. Penalty for Fabrication: If your essay includes a citation that does not exist, or if a citation is attributed to a source that does not actually contain that information (e.g., a quote that doesnt exist in the source document), you will receive a grade of zero (0) for the References portion of the rubric.

    Note: You are notrequired to use generative AI tools as part of this assignment.

    Essay Tone and Structure

    Adopt a professional Business Proposal tone. This means being persuasive, direct, and solution-oriented. Avoid passive language. Instead of saying It is hoped that this policy might help, say This policy contributes to SDG 5 by reducing bias in the selection process.

    Structure:

    • Introduction: Clearly define the SDG and the specific HR problem you are addressing. Include a thesis statement outlining your proposed contribution. You are encouraged to explicitly state your thesis (e.g., The thesis of my essay is…). Remember that this is not a creative writing class and you will not earn marks for prose you may actually lose marks for making your essay harder to follow if you get too creative.
    • The Evidence (Problem Analysis): Use your research to explain why this problem exists. What are the root causes? (e.g., Is the lack of diversity due to recruitment bias or retention issues?).
    • The Contribution (Proposed Solution): Detail your proposed HR practices. How do they help address the problem? Use evidence to support why this approach works.
    • Conclusion: Summarize the main points and highlight the potential business and social value of your proposal.

    Formatting Guidelines

    • All references should be cited using APA.
    • All references must include a functioning hyperlink to the source. If a source cannot be verified via the link provided, it will be treated as invalid.
    • CLICK ON EVERY LINK YOU INCLUDE TO ENSURE IT DIRECTS YOU TO THE SOURCE IT SHOULD.
    • You must use 12pt Times New Roman font and double-space with regular (2.54 cm) margins.
    • Essays longer than 5.5 pages (excluding title page and works cited page) or those not meeting the font, margin and/or spacing criteria will be subject to a mark deduction.

    Submission Guidelines

    • All assignments must be completed in Google Docs. You must add your TA as an editor of the document so that they have access to edit history.
    • All papers should be submitted in a Word document or PDF to the appropriate Dropbox folder on D2L no later than 11:59 pm on the due date.
    • To submit your assignment to D2L, it should be in a MS Word or PDF document. For instructions on submitting your assignment see:
    • Students are responsible for ensuring that submitted documents are able to be opened and read in order to be graded. Written documents submitted in formats other than PDF or DOC/DOCX or documents that are corrupted or otherwise cannot be opened will receive a grade of 0. You can review your submissions to D2L assignment dropboxes to ensure that they can be opened prior to the assignment deadline.
    • All assignments will be automatically checked by Turnitin.
    • Assignments submitted after the due date (i.e., 11:59 pm) will NOT be accepted.

    Sustainable Development Goals (Topic Selection)

    You must select one of the following goals as the framework for your project. Note that some SDGs have not been included in this list because they have limited application to HR for the purposes of this assignment. If you want to select one of the SDGs that is not included on this list then you must email your instructor for approval.

    SDG 1: No Poverty

    • Focus: The role of employers in providing economic stability.
    • Potential Topics: The impact of Living Wage policies vs. Minimum Wage; Financial literacy benefits; Addressing working poverty through benefits design.

    SDG 2: Zero Hunger

    • Focus: Supporting basic needs and food security.
    • Potential Topics: Addressing food insecurity among low-wage workers; Corporate social responsibility (CSR) programs for community hunger; Reducing waste in employee cafeterias.

    SDG 3: Good Health and Well-being

    • Focus: Moving beyond basic safety to holistic well-being.
    • Potential Topics: Addressing the mental health crisis and burnout; Psychological safety in toxic cultures; The impact of financial stress on employee health; Substance abuse support programs.

    SDG 4: Quality Education

    • Focus: Lifelong learning and skill development.
    • Potential Topics: Apprenticeships and tuition reimbursement as tools for social mobility; Upskilling for automation; Removing degree requirements to improve access to jobs (Skills-based hiring).

    SDG 5: Gender Equality

    • Focus: Removing systemic barriers for women and non-binary employees.
    • Potential Topics: Closing the gender pay gap; Addressing the Motherhood Penalty via parental leave policies; Removing bias from performance reviews; Women in leadership.

    SDG 8: Decent Work and Economic Growth

    • Focus: Ensuring work is productive and offers a fair income, security, and social protection.
    • Potential Topics: Ethical management of the Gig Economy; Preventing modern slavery in supply chains; Youth employment programs; Safe working environments.

    SDG 9: Industry, Innovation and Infrastructure

    • Focus: Fostering innovation and resilient workforce structures.
    • Potential Topics: Strategic workforce planning for new Green Economy roles; Training employees for digital transformation and AI adoption.

    SDG 10: Reduced Inequalities

    • Focus: Empowering and promoting the social, economic, and political inclusion of all.
    • Potential Topics: Neurodiversity in recruitment; Anti-racism strategies in leadership selection; Wage gaps based on immigrant status; Inclusive onboarding for diverse talent.

    SDG 11: Sustainable Cities and Communities

    • Focus: How work arrangements impact the broader community.
    • Potential Topics: The impact of remote/hybrid work on community sustainability; Employer-sponsored housing or transit subsidies; Disaster preparedness and workforce resilience.

    SDG 12: Responsible Consumption and Production

    • Focus: Ethical procurement and waste reduction in the workplace.
    • Potential Topics: Sustainable procurement policies (supply chain ethics); Paperless office initiatives and change management; Reducing e-waste in IT HR policies.

    SDG 13: Climate Action

    • Focus: Integrating environmental stewardship into the workforce culture.
    • Potential Topics: Green HR practices (hiring for sustainability values); The carbon impact of remote work policies; Employee advocacy and Green Teams.

    SDG 16: Peace, Justice and Strong Institutions

    • Focus: Governance, ethics, and protection of rights.
    • Potential Topics: Whistleblower protections and non-retaliation cultures; Anti-corruption/Anti-bribery training; Eliminating harassment and violence in the workplace.

    SDG 17: Partnerships for the Goals

    • Focus: Collaboration beyond the organization.
    • Potential Topics: Corporate volunteering and community partnership strategies; Industry coalitions for training standards; Cross-sector mentorship programs.

    Individual Assignment: The HR Changemaker Project – Marking Rubric (Out of 100 and worth 20% of your final grade)

    Criteria

    Meets Standards (80% and above)

    Approaching Standards (60-79%)

    Below Standards (50-59%)

    Unsatisfactory (Less than 50%)

    Introduction (15%)

    Provides a clear context connecting the HR issue to the chosen SDG. Includes a persuasive thesis statement outlining the proposed contribution.

    Introduction is provided but the link to the SDG or the specific problem is unclear. Thesis is incomplete.

    Introduction is provided but lacks a clear thesis or context.

    Introduction is poorly written or missing. No clear focus identified.

    Problem Analysis & Proposed Contribution (40%)

    Problem: Thorough analysis of root causes supported by research.

    Contribution: Proposes specific, evidence-based HR strategies that clearly address the issue. Integrates course concepts effectively.

    Problem: Good discussion of the issue.

    Contribution: Proposes relevant strategies, but details are lacking. Connection to course concepts is generic.

    Problem: Discussion is superficial.

    Contribution: Strategies are vague or not supported by evidence. Few or no course concepts included.

    Discussion relies on inaccurate or fabricated information. No evidence of legitimate research. No attempt to link the topic to relevant course concepts.

    Conclusion (15%)

    A detailed conclusion effectively summarizes the argument and the potential impact (social/business value).

    Conclusion provided but lacks detail or impact analysis.

    Conclusion attempts to summarize but misses main points.

    No conclusion provided or insufficient detail.

    Writing Fluency and Tone (10%)

    Professional, persuasive proposal tone. Clear, direct, and engaging. Formal English with varied sentence structure.

    Professional tone is attempted but inconsistent. Some vocabulary issues but easy to understand.

    Tone is too informal or passive. Some difficulty in understanding.

    Significant errors in word choice or grammar that obscure meaning.

    References (20%)

    Each reference is correctly cited, verifiable via hyperlink, and effectively used to support the argument. The majority of claims are supported by citations.

    References are cited and verifiable, though formatting may have minor errors. Some claims are made without citations.

    References are cited, but links are difficult to access or formatting is inconsistent. Many claims are made without citations.

    Most claims are made without citations.

    Fewer than the required number of sources are used.

    Automatic 0: One or more sources are fabricated, hallucinated, or cannot be verified

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    Attached Files (PDF/DOCX): FEMA Reference Manuel-Risk Management Series.pdf

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

  • Care scenario (Part A)

    please do part A of the scenario and please make sure to do a very good work. please dont be generic and follow the assignment brief and make this is professionally written in top academic standard……..please dont forget it comes with a 400-500 formative.

    Attached Files (PDF/DOCX): Assessment Guidance 25 -26_b90201db9710fbb84f64cf5a730575f4.docx, Care Scenario for Summative Assessment – NIP 2803 (2)_6f58595a68124229ef142e6f6ca70dcb.docx

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  • critical analysis

    Using the article provided critically read and analyze it in one page use evidence to demonstrate your understanding.

    NB- Ensure reference and content are included on one page

    Attached Files (PDF/DOCX): fpsyg-14-1251670.pdf

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

  • discussion forum

    reword my answers to the questions and keep the quotes i use for each of them tho. I need you to run it thru turnitin.com and make sure it no ai detected and make sure the wording follows up with what my quote says below the answer. the quote supports my answer. so reword it and run thru ai detector please and thanks.

    7. What inspired Jane Addams and the women who worked at Hull House to join the settlement

    house movement? Why did these middle and upper class, educated women choose to live in

    working class, immigrant neighborhoods? How did their work provide fulfillment and purpose in

    their lives? Do you think their work was more beneficial to the community or to themselves?

    Jane Addams and the women of Hull House were driven by a “subjective necessity” to bridge the gap between their privileged educations and the harsh realities of industrial America. Inspired by Londons Toynbee Hall, they moved into Chicagos 19th Ward to practice “social democracy,” believing that true reform required living as neighbors to the immigrants they served rather than practicing charity from a distance. This lifestyle provided these women with a vital escape from the “Family Claim”the era’s expectation that they remain idle household figuresoffering them instead a path toward professional fulfillment as social investigators and political activists. While the community gained life-changing resources like a day nursery, public baths, and legal aid, the movement was equally beneficial to the reformers themselves; it gave a “stolen” generation of educated women a public voice and a revolutionary sense of purpose long before they had the right to vote. This quote supports my answer remarkably well because it highlights the moral obligation both reformers felt to make their life experiences useful to the public –

    “Riiss work was written in the belief that every mans experience ought to be worth something to the community from which he drew it, no matter what that experience may be, so long as it was gleaned along the line of some decent, honest work. –

    3. Describe Riiss literary style. Does his writing style seem particularly journalistic? What was he trying

    to accomplish through this style of writing? Was he trying to just present the facts or do something else?

    Jacob Riis utilized a “muckraking” style that fused gritty, firsthand reporting with intense moral urgency. Rather than providing neutral observations, he used sensational language to shock the upper classes into recognizing the horrors of apartment life. He aimed to prove that filthy environments, rather than essential character flaws, were responsible for the “misery and vice” of the poor. Ultimately, his writing was a strategic tool for reform designed to provoke the moral resentment necessary to force immediate legislative change. Therefore, to support my answer, I will include –

    “Riis knew what it was to suffer, to starve, and to be homeless, and, though his prose was sometimes sensationalist and even occasionally prejudiced, he had what Roosevelt called “the great gift of making others see what he saw and feel what he felt.” –

  • TMA 3

    This assignment accounts for 14% of your overall score.

    How have works of art engaged with the conditions of modernity? Answer with reference to two works of your choosing from two different study weeks of Block 3.

    In your answer you should analyse both of the extracts below, each of which engages with some of the different aspects of modernity explored in the block.

    There is a mode of vital experience experience of space and time, of the self and others, of lifes possibilities and perils that is shared by men and women all over the world today. To be modern is to find ourselves in an environment that promises us adventure, power, joy, growth, transformation of ourselves and the world and, at the same time, that threatens to destroy everything we know, everything we are. Modern environments and experiences cut across all boundaries of geography and ethnicity, of class and nationality, of religion and ideology: in this sense, modernity can be said to unite all mankind. But it is a paradoxical unity, a unity of disunity: it pours us all into a maelstrom of perpetual disintegration and renewal, of struggle and contradiction, of ambiguity and anguish. To be modern is to be part of a universe in which, as Marx said, all that is solid melts into air.

    Berman, M. (1982) All that is solid melts into air: the experience of modernity. London: Verso, p. 15.

    It is generally agreed that modernity as a nineteenth-century phenomenon is a product of the city. It is a response in a mythic or ideological form to the new complexities of a social existence passed amongst strangers in an atmosphere of intensified nervous and psychic stimulation, in a world ruled by money and commodity exchange, stressed by competition and formative of an intensified individuality, publicly defended by a blas mask of indifference but intensely expressed in a private, familial context. Modernity stands for a myriad of responses to the vast increase in population leading to the literature of the crowds and the masses, a speeding up of the pace of life with its attendant changes in the regulation of time […] All these phenomena affected women as well as men, but in different ways.

    Pollock, G. (1988) Vision and difference: feminism, femininity and the spaces of art. London: Routledge, pp. 6667.

    Rationale

    This assignment is designed to test your knowledge and understanding of the key theme explored in Book 3, Art in the Modern World, and the online materials for Weeks 1215 and to enable you to construct a reasoned argument supported by visual analysis of works of art and the critical analysis of textual sources.

    You are advised to read the above instructions slowly and carefully to ensure that you have correctly identified all the requirements of this assignment. Please note that points will be deducted from your grade for this assignment if it does not fulfil all the Guidance note

    This assignment is the first one for which you have been asked to structure your answer as an essay. It is also the first one for which you have been asked to make your own selection of works of art to write about. You may therefore find it helpful to consider the following points when planning your answer and selecting your images.

    For this assignment, you are required to discuss the conditions of modernity as they have developed since the late eighteenth century. In your discussion, you should make close reference to the accounts of modernity presented in the two extracts above, supporting your points by briefly quoting from these texts. You are advised to pay careful attention both to the similarities and differences between the account of modernity that each text offers. You should be aware that Marshall Berman was a cultural theorist who wrote about the broad impact of modernisation while Griselda Pollock is a feminist art historian who is here concerned with the experience of modernity in the late nineteenth century. In your discussion of modernity, you should take account not only of broad historical shifts but also of geographical differences in the way that it was experienced.

    In selecting your two works of art, you will need to make sure that they come from different study weeks. You will also need to consider how your selected images will work in relation to the two extracts, making sure that they enable you to construct a focused answer that explores key points drawn from the texts. The block features works of art and visual culture dating from the late eighteenth century to the present day, produced in a range of locations and representing a variety of media, so these are all factors to consider in making your selection. The visual analysis of your chosen works should be an important aspect of your argument, but you should also take care to consider how they were made, displayed and viewed.

    Once you have considered the extracts and made your selection of works of art to discuss, you will need to work out how to structure your essay. You are advised to avoid writing a mini-essay about each of your chosen examples; you should instead try to devise a structure that allows you to explore the broad themes and issues raised by the question.

    Please note that there is no need to provide a reference for any quotations from the two extracts above.

    Attached Files (PDF/DOCX): a236_book3_isbn9781473036758_lo-res.pdf

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  • Vulnerable Populations Paper

    For this assignment, students should select a vulnerable population of interest (examples listed below) and examine the group as a whole, not just an individual client. Please note, this paper is not about a population’s medical vulnerabilities only. Students are free to research various definitions of vulnerable populations in the literature, but in general think of a vulnerable population as one that is at risk for certain health problems as a result of being marginalized by society and others.

    AI may make assumptions or create a framework that is incorrect. Additionally, many models are trained on older information from 2022 and earlier, so may not have updated sources. However, AI can also help you analyze your perspective and broaden your understanding or approach a research area from another angle.

    This will help you as you work through the Background/Significance portion of the Vulnerable Population assignment.

    For part of the Vulnerable Populations paper assignment, I will be asking you to use an AI platform to compare whether the output generated was sterotypical, accurate, eye opening, and/or other. You will include some aspects of what you learned and comparing it to your own research. For the purposes of this assignment, you should be able to use the free versions of the following AI platforms: ChatGPT, Microsoft CoPilot, and/or Gemini.

    When using AI, please be sure you know how to cite it appropriately!

    Use this population

    immigrants and/or refugees

    USE CHAT GPT for appropriate section

    Please follow the attached rubric for researching, formatting, and writing your paper. Please note you do NOT need to include an abstract.

    This paper is a major assignment. It is expected that you are able to write professionally and use APA format. All students are highly encouraged to use the virtual writing center and receive feedback for this paper in advance.

    The paper is to be a maximum of 8 pages (not including the title or reference page), typed, and must be submitted in APA format. Please see attached grading rubric for further specific guidance.

    PLEASE FOLLOW THE RUBRIC CLOSELY

    Attached Files (PDF/DOCX): N470-50 Vulnerable Population Rubric.docx

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  • Psych Power Point

    Recall from this weeks discussion that groupthink occurs when group members reason that they cannot be wrong and reject any argument contrary to their ownrejecting criticism from internal members and criticism from people in out-groups (Janis and Mann, 1977).

    Furthermore, Janis and Mann identified the following 8 symptoms of groupthink:

    • An illusion of invulnerability
    • Collective efforts to rationalize
    • Unquestioned belief in the group’s inherent morality
    • Stereotyped views of rivals and enemies
    • Direct pressure on a member who expresses arguments against any of the group’s stereotypes, illusions, or commitments
    • Self-censorship of deviations from apparent group consensus
    • A shared illusion of unanimity
    • The emergence of self-appointed “mind guards” (p. 131)

    Assessment Preparation

    Select 1 of the following real-world occurrences of groupthink or identify a factual event of your own to use for this assessment:

    • Bay of Pigs
    • Pearl Harbor bombing
    • Space Shuttle Challenger explosion
    • Salem witch trials
    • Switch to New Coke

    Assessment Deliverable

    Create a 10- to 12-slide Microsoft PowerPoint presentation with detailed speaker notes about your chosen event. In your presentation:

    • Identify and describe your selected event. Include the date(s) involved, geographic location, and major players in the decision.
    • Explain how groupthink worked in your selected event. Relate your explanation to the symptoms of groupthink.
    • Discuss the impact of groupthink on the outcome of the event.
    • Discuss the role of authority influence in the event.
    • Explain 2 actions that may have countered the groupthink and authority influence that led to the outcome of the event.

    Cite at least 3 sources to support your presentation.

    Format your citations and references according to APA guidelines.

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