Using either Zoroastrianism and Judaism OR Hinduism and Buddhism (pick ONE pair or the other; do not do both), explain first, how the religions are similar, then what historical situation either brought the pair into contact OR caused one to emerge from the other. Last, explain the fundamental transformation that took place, making Judaism notably different from its earlier self, OR what Buddhism changed that made it notably different from its parent, Hinduism
The patron/client relationship was the basis of Roman social life. Explain this complex relationship, giving details and examples. How did the patron/client relationship pervade Roman society and affect Roman politics (such as fears over Scipio, the issue of the Gracchi Brothers, and the military reforms of Marius and Sulla)? Finally, how did this relationship affect Roman relations with other nations, particularly the Greeks (give concrete historical examples). [Hint: Do NOT neglect these larger Roman political and international aspects of this, and just tell the story about the farmer, the goat, and his wealthy patron.]
The United States Senate recently passed what is known as the Employment Non-Discrimination Act (ENDA).
Identify:
– the proposed policy,
– its purpose/s,
– its stakeholders
– or prospective stakeholders, beneficiaries and other identified affected parties,
– the agency/ies of the federal government that could prospectively implement it
– and how it would be implemented.
Lastly,
– Conduct a strategic triangle analysis of the policy – bearing in mind that it is not yet a law.
Consider the Kongo Across the Waters exhibit at the Harn museum and choose at least two objects for close analysis. First, describe the objects visually using the detailed questions below as a guide (points 1-3). Then relate the visual analysis to the historical context in which the objects were created (point 4). How do these objects illustrate or represent historical developments described in your readings? In your readings, focus especially on the Thornton book and the three chapters by Jason Young for the historical framing of your analysis, being sure to specifically reference at least two chapters from these readings in some detail. You may also use the textbook, class lectures, and Harn exhibition material (including the historical fiction pieces) to frame the historical context.
_______________________________________________________________________
Questions to guide your visual analysis:
1. What are your first impressions of this work? What does it show and what does is seem to be about?
2. Describe the work. Looking closely, write some notes about what is shown and how it is shown. Rather than value judgments (“good depiction”), seek neutral descriptive terms (“bright colors”, “active lines”, “solid forms”)
You might observe things about
3. Analyze the elements you have just described.
4. Interpret your observations (but also keep referring back to the work). What does this work seem to be about now? How is this interpretation supported by the handling of artistic elements of composition; colors, line, shape, etc.? How do these objects illustrate or represent historical developments described in your readings? Your interpretation may concern the successful handling of artistic elements, the expressive or emotional content of the work, but especially the social meaning and utility of the work and the historical context in which it was produced.
This research-based assignment focuses on the latest available information about creating, organizing, and managing a total rewards program. Envision a service-based (insurance, telemarketing, or other) profit organization that employs 20,000 employees in 17 different countries. There are 2,000 management-level individuals who speak a variety of languages. The company employs diverse individuals who are governed by multiple regulatory environments.
Write a paper in which you:
1.Create a brief overview of the company requirements for a total rewards system.
2.Formulate a total rewards strategy to encompass the fundamentals of compensation and the regulatory environments.
3.Explain the advantages of the total rewards strategy you are proposing and how it might satisfy the employees’ needs.
4.Determine the key communication components of the total rewards system.
5.Indicate your strategy for devising a competitive pay structure.
6.Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
•Define total rewards and describe the advantages of a total rewards approach.
•Analyze an organization’s strategy, workforce, operating environment, and key stakeholders to identify critical factors in designing a total rewards strategy.
•Evaluate the elements of a total rewards communication program.
•Use technology and information resources to research issues in total rewards.
•Write clearly and concisely about total rewards using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Examples of topics that can be aboard:
– Psychology used on catch criminals
– Psychology can help people to be happy
– How this career should be more recognized
Objective/Overview:
This assignment provides students the opportunity to utilize advanced features of a spreadsheet application and perform analysis to establish a business decision. This project uses different features such as functions, absolute addressing, and charts. The student is expected to create a single file that consists of the elements listed below to calculate and illustrate the grades for a fictitious Info 309 class. The information will then be analyzed and presented in a report.
Required – Spreadsheet
General
1. Create a single spreadsheet file and title it myname – tool 1 (example: Mosher – Tool 1)
2. Generate the worksheets (tabs) as described below
3. Some check figures are provided in the attachments to assist in getting the calculations correct
Grade Calculation Worksheet
1. Title worksheet (tab): “Grade Calculation”
2. Create and enter the information supplied in Attachment 1 – List of Students and Grades
3. Utilize the frame found in Attachment 2 – Grade Calculation Frame
4. Calculate the missing data with the following rules:
a. Decision Tools column
i. Total = sum of individual grades (use SUM function)
b. Mid Term column
i. Adjusted = Actual + Adjustment (use absolute reference)
ii. Determine the letter grade using the LOOKUP function into the Grade Table worksheet
c. Final Exam column
i. % = Actual ÷ Possible (use absolute reference and format as %)
ii. Adjusted = ((Actual + Adjustment) ÷ Possible) * 100
iii. Determine the letter grade using the LOOKUP function into the Grade Table worksheet
d. Final Grade column
i. Total = Decision Tool Total + (Mid Term Adjusted * .35) + (Final Exam Adjusted * .35) [FYI… grades are 30% tools, 35% MT and 35% Final]
ii. Determine the letter grade using the LOOKUP function into the Grade Table worksheet
e. Average row
i. Determine the Average for each column using the AVERAGE function
f. Max row
i. Determine the largest amount for each column using the MAX function
g. Min row
i. Determine the smallest amount for each column using the MIN function
h. Adjustment
i. Adjustment amount (provided – no additional input required) to be used as instructed above
i. Possible
i. Possible score (provided – no additional input required) for each assignment to be used as instructed above
j. Count
i. Number of numeric items listed within each column. Use the COUNT function
Grade Table worksheet
1. Title worksheet: Grade Table
2. Recreate the following grade matrix (used for the LOOKUP function):
From To Grade
0 59 F
60 62 D-
63 66 D
67 69 D+
70 72 C-
73 76 C
77 79 C+
80 82 B-
83 86 B
87 89 B+
90 92 A-
93 100 A
Grade Distribution worksheet
1. Title worksheet: Distribution
2. Use the frame as shown in Attachment 3 – Grade Distribution Frame
3. Use the COUNTIF function as per the following
= COUNTIF(graderange, currentgrade)
Where:
• graderange is the range of values from the Grade Calculation worksheet
• currentgrade is the grade category you are totaling
4. Hint: For the Grades row, count the Total column from the Final Grades area within the Grade Calculation worksheet
Mid Term Chart worksheet
1. Title worksheet: MT Chart
2. Create a bar chart in a separate worksheet
3. Use values (single series) from the MT Adj row from the Distribution worksheet
4. Provide an appropriate title on top of the chart
5. X axis labels: Grades A – F
6. Y axis labels: Number 0 – ?? (let program establish default)
Grade Chart worksheet
1. Title worksheet: Grade Chart
2. Create a line chart
3. Use values from the Final Adj row and the Grade row (2 series) from the Distribution worksheet
4. Provide an appropriate title on top of the chart
5. X axis labels: Grades A – F
6. Y axis labels: Number 0 – ?? (let program establish default)
7. Include legend at the bottom of the chart
Required – Report
Overview:
You are an analysts assigned to research the accusation that student grades do not reflect the school standards. To start out the research you have decided to take the grades from an Info 309 class and evaluate them and see if you can find any discrepancies.
Requirements:
To get a better understanding of the situation you will perform the following:
1) Utilize the information generated in the spreadsheet above
2) Generate a report to your supervisor indicating your findings. Include the following:
a) Introduction explaining why you have decided to perform this analysis
b) Methodology utilized
c) Findings of you analysis. Discuss, as a minimum, the grade distribution and what you would expect the results to look like. Feel free to discuss any other conclusions.
d) Recommendations. Describe what you think should be done to correct any issues.
Attachment 1 – List of Students and Grades
Decision Tools Mid Term Final Exam
Last Name First Name Tool 1 Tool 2 Tool 3 Actual Actual
Adams Gilbert 10 9 10 57 42
Butler Irene 9 9 10 77 44
Cooper Peggy 10 7 10 55 31
Curtis Jeffrey 7 9 10 62 34
Delgado Rosanna 10 – 10 62 36
Earp Wyatt 10 9 10 65 43
Fitzgerald Diana 10 10 10 84 47
Gagnon Mark 9 9 10 70 46
Goddard Joshua 9 10 9 65 36
Guerrero Ana 10 8 10 82 48
Hernandez Maria 10 7 8 80 45
Hong Ki Jun 10 10 9 67 46
Jackson Mike 10 10 9 84 36
Johnson Thomas 10 10 10 84 39
Kirkland Richard 7 8 – 55 –
LeDoux Maurice 9 10 9 56 31
Luna Carmen 10 8 9 84 45
Martin Mary 10 9 10 69 48
Meeks Susan 10 10 10 79 46
Nicholson Joseph 10 7 10 83 37
Padilla Jose 10 8 9 57 29
Perez Daniel 9 8 8 82 51
Pollard Francisco 9 9 9 72 49
Ramirez Diane 10 10 9 57 39
Reyes Rosemary 10 7 10 84 38
Schultz Frederick 7 8 10 63 19
Williams Robert 10 10 10 83 47
Zurcher Bradley 9 9 10 75 46
Attachment 2 – Grade Calculation Frame
Name Decision Tools Mid Term Final Exam Final Grade
Last First Tool 1 Tool 2 Tool 3 Total Actual Adjusted Grade Actual % Adjusted Grade Total Grade
Adams Gilbert 10 9 10 29 57 73 C 42 70.0% 85.0 B 84.30 B