the revolution

using the U.S declaration of independence and the French declaration of the rights of man and the citizen as a framework, determine whether or not the American and French Revolution were successful.

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HR Mary Case Study

 

#1. Read the Case Study – Mary Corey (see attached below)
Answer each of the three questions on page 7.3
Double spaced, Times New Roman 12
Use additional resources if needed to answer fully.

#2. Description:

Below is a typical HR Manager’s job description ~

HR Management Job Duties. HR managers can perform a variety of tasks in fulfilling their main responsibility, which is leading an organization’s HR programs and policies as they apply to employee relations, compensation, benefits, safety, performance and staffing levels.

If you were the new HR Manager at your CURRENT job, what would you immediately change and why?

Prepare a 1-2 page paper. Include a cover page with your name, date and label: “Written Assignment #4”

Upload by the due date.

CASE7

 

Mary Corey

Background Information

Mary Corey recently completed her fourth year with Statewide Services Corporation. In her position as customer support specialist, she consistently re­ceived high performance evaluations-until recently. Indeed, her most recent evaluation, completed three weeks ago, rated her as “less than satisfactory.” Her supervisor, Helen Rowe, wondered why this previously strong employee had fallen so quickly.

Helen had just returned from a meeting with her boss, Betty Alden, when again the subject of Mary came up. Betty suggested that Helen look through Mary’s past work-records to try to find some clues about what happened and what they should do now.

Helen closed the door to her office, sat at her desk, and pulled Mary’s per­sonnel folder from her desk drawer. As she flipped through the materials in the folder, Mary’s story came into better focus:

 

About six months ago, around Christmastime, Mary started taking longer lunch breaks. Given the cramped quarters in which Helen’s Customer Support Department worked and the demanding routines they had to follow, it was easy to notice her stretching her regular lunch period by 10 or 15 minutes. Once she even stretched it for a full 25 minutes. Since it was the holiday season, Helen took no specific action. However, her occasional remarks reminding Mary of the Junch break schedules would produce an uncharacteristically evasive, defensive response from Mary. On at least two occasions, she nodded off to sleep at her desk after. returning from lunch.

In January and February, she was 10 to 20 minutes late for work on six different days and called in sick on four other days. It was during this time that Mary’s dealings with her co-workers deteriorated. Normally quiet yet sociable, Mary became increasingly short-tempered and given to periodic outbursts of anger and belligerence. Since Mary, 36, was a single mother of two teenage girls, almost everyone in the office assumed there was something going on at home.

On February 23rd, though, things took a disturbing tum. Mary left for lunch at her usual time, but did not return. She called in three hours later to say she had gone home because she had suddenly become ill. Her speech seemed slurred, somehow not quite right. She returned to work two days later, with a doctor’s note explaining she had been sick with a stomach flu.

 

Nonetheless, the pattern of lateness continued. Two weeks later, Helen gave Mary her first written disciplinary notice regarding her attendance and punctuality. During the discussion, Mary confessed to Helen: “I know I’ve been a little different recently. I’m just having some problems at home with my children.” She didn’t elaborate, and Helen didn’t probe.

For the next few weeks. Mary was on time every day and rarely left her desk during working hours. Her level of performance improved, as did her interaction with co-workers.

By April, however, Helen noticed Mary slipping back into her negative habits of lateness and initability. Helen began to notice something else in Mary’s after-lunch behavior: She seemed to have real difficulty completing her work, making decisions,. and solving problems. On one occasion, there was a big argument between her and several co-workers. Mary went home, claiming she was “too upset to work.” She continued coming in late to work and was absent on two successive Mondays. However, after each absence, she produced a doctor’s excuse.

In early May, Helen issued a second written warning, this one concerning not only Mary’s punctuality and attendance, but also her deteriorating work performance. At this time, Helen made it clear that Mary’s continued employment was on the line: “I don’t know what’s going on, but you’re in danger of losing your job. I’ve tried to be understanding, but I’m losing my patience. You need to get straightened up and soon, or I’ll have no choice but to let you go.”

During the following weeks, Mary again improved her productivity and perfonnance. She was obviously concerned about losing her job. By mid-July, it was time for her fonnal perfonnance evaluation. Although her evaluation was “less than satisfactory,” Helen did note that there had been some improvement in all areas recently.

Then, last week, the bottom fell out. On July 23rd, Mary returned from lunch 45 minutes late, glassy-eyed and weaving slightly, fumbling with things, and smelling strongly of peppermint. She sat at her desk for a full 20 minutes, rummaging through drawers, moving paper, nodding, spilling things, and creating quite a distraction among the other employees.

Helen came to her desk: “Mary, what’s the matter here? Something’s wrong, and you don’t seem able to work at all. Are you ill? Can you work? Are you drunk? Tell me right now!”

Mary slowly looked up, taking awhile to focus on Helen. After what seemed like a minute or so, during which time she appeared to be again listening to Helen’s remarks, Mary burst into tears. She grabbed her purse, pushed and stumbled past Helen, and left.

The next day, one of Mary’s children called in, saying she couldn’t work because she was “in bed sick.” Helen checked and Mary had only three days of accrued sick leave left available to her.

 

 

She did not return to work until today. She went to the ladies room for an hour. When she emerged, she went into Helen’s office and asked for an immediate transfer to some other department “where the pressure isn’t so great.” She seemed very agitated and would not look Helen in the eye. Helen told her to return to her desk and pick up on her work as well as she could until Helen could look into things more closely.

It was then that Helen met with her boss, Betty Alden. They were trying to decide what to do.

 

In thinking about where things stood now, Helen knew that Mary’s presence in the unit was becoming a source of contention and disgruntlement. Everyone knew that she had some kind of problem, and most people thought it was due to drugs or alcohol, or both, although no one had ever personally seen her use or abuse either. Since her work was now so erratic, the other employees in the unit had to regularly back up her work by either finishing it or correcting it. She seemed to have no remorse about her conduct and could not presently be counted on to make an effort to correct it.

Helen wanted to fire her. As she explained to Betty: “When she’s here, she fights with everyone, and I’m never sure when she’s coming to work or how long she’ll stay. She’s hopeless. I _hate to do this, but she has screwed up just too much.”

Betty, as unit manager, could see that a previously valued and productive member of her department had for some reason, fallen well below accepted work standards. Both Betty and Helen believed there must be some serious, ex­tenuating circumstance affecting Mary, although they didn’t know for certain what it was. Betty was concerned whether there could be any legal problems in firing someone in this condition. Betty reminded Helen that the Company did have an Employee Assistance Program (EAP) and wondered whether they should try to involve Mary in the EAP before taking further action.

 

CASE QUESTIONS               7.3

 

  1. Can· Helen terminate Mary without running into legal problems?
  2. What should Helen do now regarding the Employee Assistance Program? Simulate how you would make a referral to the EAP if you were Helen.
  3. Should Helen have acted sooner? If so, how?

 

 

 

CASE DISCUSSION:

Mary Corey

Summary

Helen Rowe supervised the Customer Support Department for Statewide Services Corporation. Over the past six months, one of Helen’s top performers, Mary Corey, had fallen into a situation of poor perfonnance. In looking through her personnel folder, Helen reconstructed the history of Mary’s decline, which follows.

About six months ago, at Christmastime, Mary began taking longer lunch breaks. When Helen made some comments, Mary was uncharacteristically de­fensive. Helen noticed that Mary fell asleep at her desk on two occasions. Then, beginning in January, Mary occasionally came into work 10 to 20 minutes late or did not come in at all because she was sick. During this period, Mary was in­creasingly short-tempered with her co-workers. Her co-workers thought that Mary, a single mother of two teenage girls, might be having some problems at home.

In late February, Mary did not return from lunch one day. She called three hours later, claiming to have become ill. Her voice sounded slurred. She re­turned two days later with a doctor’s note explaining she had a stomach flu. Af­ter repeated lateness, Helen issued Mary a formal disciplinary notice, and her attendance improved.

By April, Mary was slipping back to lateness and irritability. But now Mary also seemed to have problems completing her work after returning from lunch. In early May, Helen issued a second notice, indicating that this time her job was on the line. Mary’s perfonnance improved again. However, she was given a less than satisfactory evaluation on their perfonnance evaluation shortly thereafter.

Last week, after returning to work 45 minutes late and smelling strongly of peppermint, she created quite a commotion while trying to settle into her work. Helen confronted Mary, at which point Mary burst into tears and ran from the office. The next day, one of Mary’s children called, saying Mary was sick.

When Mary returned to work today, she asked for a transfer to a less pres­sured area. Helen, concerned about the impact Mary was having on the Cus­tomer Support Department, wanted to fire her. The company did have an Employee Assistance Program (EAP).

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(UK) ASDA Supermarket Marketing Plan

Please bear in mind the word count and do not exceed it for each section.
Please create a table consist of rows and columns outlining the name of the supermarket, the objective, product group, and the vision and mission statements in EXECUTIVE SUMMARY.
For the environmental factors such as PESTEL, you must create a table for each of the envrionmental factors. So, summarise what you found for each of envrionmental factors in the tables then broadly discuss the contents below the tables. You may compare and discuss what you found between the environmental factors (compare between PESTEL and SWOT).

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The phenomenon of parasitism in nature

1. Introduction
2. The concept of parasitism
3. Particular features of parasitism on the example of specific species
4. Examples of sharply negative effects on the host
5. Examples of paradoxically positive effects on the host
6. Conclusion

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HR coursework #4

Find an article – or publication about a company going through an HR related situation. The article should be no more than 1 year old.

Prepare a 1 page paper outlining the HR issue and how you think it could be solved.

Double spaced

Times New Roman 12

Include a cover page with your name, date, name of this course and title of your article

Include a reference page

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Roger Daniels, Prisons without Trial

The essay have based only on the book no out side source
World War II is often depicted as the “good war,” the “best war ever,” fought by America’s “greatest generation.” With a considerable amount of emphasis placed on sacrifice and patriotism, many historians have concluded that this war represents the “great shining moment” in American history where the nation placed the needs of others first and endured years of hardship to destroy National Socialism in Europe and Japanese militarism in the Pacific Rim. Yet Roger Daniels provides an alternative scenario. Based on the evidence in his text, why did the United States create the War Relocation Authority and forcibly intern approximately 100,000 Japanese Americans during World War II? Do you agree with this decision? Does the federal government have the right to suspend civil liberties during a national emergency, or on the other hand, should the Constitution be upheld regardless of the circumstances?

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PAPER ASSIGNMENT: POLICIES AFFECTING OLDER ADULTS

It must include a two-page reflection section on the advocacy action. The reflection must include a description of the action, commentary on how the action relates to the class, and a section on how taking action in this way made you feel.
The class is based on the book “Social Policy for an Aging Society” by Carole B. Cox. I attached the instructions.

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Analysis of shame and embarrassment in ‘If This is a Man’ by Primo Levi and ‘Into the Quick of Life’ by Jean Hatzfeld

This paper should be a comparative literary analysis demonstrating critical thinking about the texts and on their exploration of key issues relating to genocide. Discuss the sentiment of embarrassment and shame as derived from a condition of bare life (Giorgio Agamben) and in relation to issues of dehumanisation vs humanity.

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Leadership Capstone

Since Leadership is not an option I choose Management.
Working on portfolio now …

This assignment should take the form of a coherent and reflective paper, a meditation on your life and learning, in order to demonstrate self-awareness and articulate your personal vocation. That is, you will craft a narrative around your call and your journey through the program, and future goals, you are encouraged to address the following questions:

Who am I? Where do I come from? Consider providing some biographical and background information: family, community, education, work, and leadership experience. What forces shaped you, especially where identity, values, and leadership are concerned? What led you to Creighton and BILS?
What do I know about myself today after the BILS Program? What am I good at? What do I stand for? Describe your strengths and the progress you made through the program touching on the assignments in your portfolio. This is not to be a review of those assignments, but a description of your growth through them. Include in this some experiences of the Jesuit Charisms, which ones impacted you most and what meaning do you have for them? Concluding this section with an examination of your experience in the program as your journey draws to a close. What advice do you have to make the BILS program better?

Where do I want to go? What do I want to achieve? What are your goals and dreams? Think family, community, service to others, and your call or vocation. This can and should cover both short-term and long-term visions and goals. Can you use anything that you’ve learned at Creighton to make immediate changes in your lifestyle and leadership? Are you starting to discern more about long-term goals and changes in your personal and professional life and how to implement them?
You should be as specific as possible in this reflection. The questions or prompts should compel you to provide examples from your own life as well as from course readings and even other sources (which you must cite according to APA format). You can draw on discussions and reflections you have already done for this class and incorporate some of these in this final paper.

ADDITIONAL REQUIREMENTS:

As noted, this is is a personal reflection/narrative in conjunction with your portfolio in BlueLine, so you can also frame it as an overview of your portfolio. The portfolio should be creative and individualized with some photos, artwork, you tube videos of you sharing your insights, music, etc. The paper as a complementary narrative can comment on the creation of that portfolio and how the creation expresses your person. Even though you should incorporate answers to the above questions in your paper, the text itself must meet the minimum word requirement and should be in the form of a unified whole and not question-and-answer format. Below are other things to keep in mind while writing the paper:

Make sure you understand this assignment and fulfill it according to stated requirements and description. Address most points and questions within the paper, making sure information is relevant and sufficient.
Make sure your information is specific. As noted, you are to draw from your own observations, thinking, and experiences. Give concrete, actual examples. Avoid abstractions and generalizations. You can also use information from our course readings, the reading you had in the past in the programs, as well as other texts that have been significant for you.
Organize your reflection or story so that it is unified and focused. Use clear transitions to guide readers between ideas. Make sure it flows and “sounds” good.
Write in a professional yet natural voice, one that readers want to hear and follow.
Be aware of your audience (in this case, our ILS 499 class) as well as some of the concepts that inform the general philosophy and approach of the program, including our commitment to the Jesuit Charisms and the Creighton mission, our beliefs, values, background, assumptions), and write according to the needs and interests of this group.
As mentioned, include some ideas for the improvement of the BILS Program in your thoughts.
Cite any borrowed information, using proper APA documentation for citations within text and on References page (References page doesn’t count toward required length).
Avoid distracting spelling and grammar errors to improve credibility.
Writing the First Draft of your Paper
You are free to make mistakes on the first draft. This is your chance to see what’s working and not working with your writing, to see if you’re on track. Writers rarely “get it right” on the first try, and most writers, especially professionals, get help with their writing. Since writers write for an audience, it is essential to get feedback from readers. You will not be graded on the actual content of the draft. As long as you make a credible and substantial effort to address the major aspects of your paper, you will receive full credit for this assignment. YOU WILL NOT BE THAT FAR ALONG IN CLASS WHEN YOU BEGIN THE DRAFT AND WILL STILL HAVE PLENTY OF TIME TO REVISE. You may want to add and/or eliminate information based on what happens during the last few weeks of class.

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MMUSG-111 Assignments Final Essay

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MMUSG-111AssignmentsFinal Essay

MJC Spring 2020
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Follow the instructions presented below and during the week 6 course content under “Final Paper Information and Topics.” Upload your review to this area. Use your word processor to creat a file called lastname_final.docx, but replace lastname with your last name. You can use any of the most common word processors and I should be able to read it. Lastly, use the “add attachments” button to upload the file.

If you think that the file didn’t upload correctly (the file doesn’t show up as an attachment in the confirmation screen), send me an email before the due date and attach your paper.

Remember to include your bibliography! There is a ten point deduction for papers that don’t include a bibliography.

Final Essay Information and Topics
As you may recall from your course syllabus, you must write an essay as your final exam for this class. Now that we are about half of the way through the course, it is time to start thinking about this project.
For your essay, I would like you to write a four to five page paper on one of the following topics or on a topic of your own choosing which is similar in scope to the choices you are given. If you choose a topic of your own, you must present it to me for approval before proceeding with the assignment.
Paper format and information:
4-5 pages in length.
Papers must thoroughly explore the notable contributions of each performer.
Double spaced.
Use an easily readable font like Arial. Also use 12 point type.
Submit the paper to the area listed as “Final Essay” in the Concert Review section of the course menu.
Use the same process as you did when you submitted your concert reviews (see week five content).
The paper is worth 50 points.
Include sources in a bibliography at the end of your paper: Books, periodical articles, internet articles, etc. Follow the guidelines for writing as presented in one of the following style manuals:
A Pocket Style Manual
(Links to an external site.)
Links to an external site.
(2016), by Diana Hacker and Nancy Sommers (7th edition) Publisher: Bedford/St. Martin’s: ISBN-10: 1319083528
The MLA Handbook
(Links to an external site.)
Links to an external site.
(Eighth edition), by Joseph Gibaldi. New York: Modern Language Association. 2016 ISBN-10: 1603292624
Note: You must use at least 4 different sources for your information!

Compare and contrast the lives and careers of Elvis Presley and Frank Sinatra.

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