...|[pic] |Syllabus | | |School of Business | | |MGT/431 | | |Human Resource Management | Course Description This course focuses on the strategic role of human resource management, personnel planning and job analysis, personnel selection, performance appraisal, compensation, training, and development from the vantage point of the manager. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly...
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...creating the ability for men to have an increases pain threshold. Men are stereotyped as masculine and tough, this has been thought to be one of the reasons men have a higher tolerance to pain. Some researchers have said to believe that men are trying to uphold to that stereotype, which may be why the outcome of a majority of studies favor on the side of men. In a study done by Roger B. Fillingim, Ph.D., of the Department of Operative Dentistry at the University of Florida, participants of a cold pressor test were broken into two groups: a low-incentive group to receive 15 cents for every 15 seconds their hand remained submerged in the ice water and a high-incentive group to receive $1 for every 15 seconds. Fillingim did not believe that motivations such as stereotypes or incentives explained men’s higher tolerance for pain but that there was a more physiological underpinning. "The monetary incentive did not influence pain responses, but...
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...|[pic] |Syllabus | | |School of Business | | |MGT/431 Version 6 | | |Human Resource Management | | |Puerto Rico Campus | Copyright © 2009, 2008, 2006, 2004 by University of Phoenix. All rights reserved. Course Description This course focuses on the strategic role of human resource management, personnel planning and job analysis, personnel selection, performance appraisal, compensation, training, and development from the vantage point of the manager. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies...
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... Strategic compensation: A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson. Supplemental Resources Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26. Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180. Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2. Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5. The Society of Human Resources Management (2012). General format. Retrieved from http://www.shrm.org WorldatWork. (n.d.). General format. Retrieved from http://www.worldatwork.org COURSE LEARNING OUTCOMES 1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders. 2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices. 3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches. 4. Compare and contrast internally consistent and market-competitive compensation systems. 5. Analyze the fundamental principles of pay structure design. 6. Evaluate the...
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...Professor Liza Weinstein 215 M Renaissance Park Office hours: Wednesdays 2pm - 5pm ANTH 2305: Global Markets, Local Cultures Spring Semester 2015 Mon/Wed/Thurs, 10:30 - 11:35 151 Forsyth Building 1 Course Description: Globalization is a critical feature of modern life, helping to reshape markets, transform politics, reconfigure social structures, and remake cultural practices in localities throughout the world. It is not simply a set of forces and processes that are enacted “from above.” Rather, macro-level forces are mediated and shaped by local cultures, social subnational politics, and social practices in communities, neighborhoods, villages, cities, and nations around the world. This course explores the varied and often contradictory processes and consequences of global capitalist development in a diverse set of localities. l.weinstein@neu.edu 617-373-4274 The course will not attempt to cover all aspects of globalization, but will examine five particular topics and sets of questions: 1) Global finance and investment, looking at the social consequences of market exuberance, including investments in so-called “emerging markets.” 2) Structural adjustment programs, particularly the increased marketization and privatization brought about by loan contingencies and IMF-imposed reforms. 3) The new international division of labor, emphasizing transnational financial linkages and the changing division of household labor. 4) Global cultural flows, particularly the new...
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...|[pic] |Syllabus | | |School of Business | | |OI/361 Version 2 | | |Innovation, Design, and Creativity for a | | |Competitive Advantage | Copyright © 2012, 2008 by University of Phoenix. All rights reserved. Course Description This course will provide students with a solid foundation in innovation, design, and creativity. Additionally, students will be prepared to apply relevant principles, tools, and techniques to promote and sustain organizational innovation for competitive advantage. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure...
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...questionnaire may get only unusable responses or none at all. This Advice Sheet offers guidance on avoiding the pitfalls, and ensuring a successful result. What do you want to know? 1 Maximise success …. 1 Who to ask …. 1 Clear instructions …. 2 Questions …. 2 Order & layout …. 3 Email vs Print .... 3 Piloting …. 4 Further reading …. 4 What do you want to know? Before you even write the first question, it is important that you have a very clear idea about what you want your questionnaire to achieve. Write down your research goals, and think about what information you need to elicit from respondents to meet those goals. Think also about how you are going to analyse each question to get the results you need. Remember there is a difference between things you need to know, and those it would be nice to know. Eliminate unnecessary lines of questioning at the planning stage. Maximise your chances of success The aim of questionnaire design is to a) get as many responses as you can that are b) usable and accurate. To maximise your response rate: • Give your questionnaire a short and meaningful title • Keep the questionnaire as short and succinct as possible • Offer incentives for responding if appropriate • Be creative – use different colours and images to make it attractive • Make it convenient – enclose a Stamped Address Envelope if appropriate. Who should you ask? It may not be possible to survey every person who could provide a useful response to your questionnaire. In such...
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...Stevens, Christopher J.D. Threapleton, Jurgita Vainiute, R. Hamish McAllister-Williams, Peter Gallagher ⁎ Institute of Neuroscience, Newcastle University, UK a r t i c l e i n f o Article history: Received 21 February 2012 Received in revised form 22 May 2012 Accepted 31 May 2012 Available online 26 June 2012 PsycINFO classification: 2300 Human Experimental Psychology 2360 Motivation and Emotion 2346 Attention a b s t r a c t It is well recognised that motivational factors can influence neuropsychological performance. The aim of this study was to explore individual differences in intrinsic motivation and reward-seeking and the effect of these on attentional and mnemonic processes, in the presence or absence of financial incentives. Forty participants (18–35 years) completed two testing sessions where the Attentional Network Test (ANT) and the Newcastle Spatial Memory Test (NSMT) were administered. After a baseline assessment, participants were re-tested after randomisation to a non-motivated (control) group or to a motivated group, where payment was contingent upon performance. Performance in the motivated group was significantly improved compared to the control group on the NSMT (condition by session; F(1,33) = 4.52, p = 0.041) and the ANT, with participants increasing performance to cued presentations within the alerting network (F(1,36) = 5.48, p = 0.025) and being less distracted by incongruent stimuli in the executive control network (F(1,36) = 6.74, p...
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...MANAGING PATIENTS WITH OXYGENATION AND PERFUSION PROBLEMS Erica Schultz Breckinridge School of Nursing NU 230 Mrs. John September 23, 2015 MANAGING PATIENTS WITH OXYGENATION AND PERFUSION PROBLEMS As we may know, oxygen is one of the most vital elements that we need to live and function. Cells and tissues depend on oxygen to perform their roles, but some cells such as brain cells and heart muscle cells, are very dependent on oxygen (Ignatavicius & Workman, 2013). Without this crucial element, our body begins to suffer and our cells begin to die. We will learn the process of breathing and how taking a simple breath fuels these cells, to what to look for and how to confirm when a person is not getting enough oxygen, emergency treatments for these situations, and nursing considerations that can be implemented for these patients. The source of the oxygen for all body cells and tissue is the air that we breathe into our lungs (Ignatavicius & Workman, 2013). Breathing is an involuntary action that most people do not have to think about to perform. With each breath that we take, our body performs specific steps so that our body stays healthy and alive. It all begins with inspired oxygen from the environment entering the body through your mouth or nose and it moves down your respiratory tubes which includes the trachea, bronchi, and bronchioles, and then into the air sacs of the lungs. Once the oxygen is in the air sacs, it then moves across the alveolar capillary membrane...
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...|[pic] |Course Syllabus | | |School of Business | | |OI/361 Version 1 | | |Innovation, Design, and Creativity | | |for a Competitive Advantage | Copyright © 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course will provide students with a solid foundation in innovation, design, and creativity. Additionally, students will be prepared to apply relevant principles, tools, and techniques to promote and sustain organizational innovation for competitive advantage. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change...
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...Doing Work | 16 | Dress Code | 26 | Threat w/o Weapon | 36 | Poss/Use of Drugs | 46 | Cell Phone | 07 | Disruptive - Mild | 17 | Sleeping/Head down | 27 | Threat w/ Weapon | 37 | Robbery w/o Weapon | 47 | Other Disruptive Device | 08 | Disruptive - Severe | 18 | Missed Detention | 28 | Bullying/Harassment | 38 | Robbery w/ Weapon | 48 | Talking | 09 | Defiance - Mild | 19 | Computer Misuse | 29 | Hate Crime | 39 | Auto Theft | 49 | | 10 | Defiance - Severe | 20 | Restricted Area Violation | 30 | Gang Activity | 40 | Theft Larceny | 50 | | Academic Interventions: 1. Assess instructional level 2. Teach large concepts as subskills 3. Use Graphic Organizer 4. Monitor Response Rate/% on task 5. Use anticipatory Guide 6. Use Repetitive Response Techniques 7. Use RRW Note taking (Read Recite Write) 8. Use Direct Instruction w/ Concrete materials 9. Use TPR (Total Physical Response) 10. Teach Pre-skills 11. Teach Metacognition...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...CHAPTER 1 The Problem and its Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue...
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...Thesis CHAPTER 1 The Problem and its Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let...
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...human resource management. c. Describe the trends in the labor force composition and how they affect human resource management. d. Explain how the three branches of government regulate human resource management. e. Describe how work flow is related to organizational success. f. Explain the role of human resources in the recruitment process. g. Describe the selection process and methods of evaluation. h. Explain how to assess training needs and link training programs to needs. i. Identify the importance of performance management. j. Identify the steps in the career management process. k. Describe how organizations contribute to employees' job satisfaction. l. Identify the decisions involved in establishing a pay structure. Revised 8/1/2011 MGT 283 1 m. n. o. p. Explain how organizations link wages to overall performance. Discuss the importance of benefits as part of employee compensation. Define unions and...
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