Tag: cheap essays online

In your primary task response, you will focus on the dynamics of being part of a group. Reflect back on a time when you were part of a group at your workplace.

Address the following questions:

1-How would you define your group at work?

2-Do you think group members in your group had influence over other members? Why or why not?

3-Was there a hierarchy in your group? If so, please describe it and explain how it formed and was sustained.

4-Discuss at least two possible negative effects of groups in the workplace.

Include at least 3 sources in your paper. Use in-text citations and a reference list according to APA-style guidelines.

Topic/Theme: Introducing Modern Information Technology in Business OrganizationsDescription:
Select and describe a trendy information technology and its potential implementation in a business organization. Your paper should include, but not necessarily be limited to, robotics, social media and web usage, mobile computing, wearable or other personal devices.
Robotics: the branch of mechanical engineering, electrical engineering and computer science that deals with the design, construction, operation, and application of robots, as well as computer systems for their control, sensory feedback, and information processing.
(You should include a basic description of the organization as an attachment. This description (less than five sentences) should identify the organization, approximate numbers and types of employees, the role of information technology, business models and any other descriptive information that relates to the new technology)
The body of your paper should be in two parts. In Part I, present the technology itself. The writing must be original and should reflect your best effort to incorporate course concept. In Part II, discuss the implementations issues of the technology and how it will change the business model. Will the technology offer rare, valuable, non-replaceable, and hard to imitate products or services? Why?
Don’t just report. Discuss pros and cons. Evaluate. Use your own words. Quote where appropriate. Give citations for facts and quotes. Discuss how your topic relates to material covered in the text and/or in class discussions.
Papers are to be typed (use a word processor, Times New Roman with font size 12) and single-spaced with double spacing between headings and paragraphs.
The paper should run 10 to 12 pages, exclusive of title page, bibliography.
One page should cover title, authors and abstract.
Abstract of your paper should be an executive summary, which provides highlights from the paper and summarizes the topics to be discussed in the paper. Avoid relying overmuch on web sites for definitive references (as opposed to guidance to sources of reliable, vetted information).
Together, the two parts should be no more than 12 pages not including title page and the single Reference List. Part II should be at least one quarter of the page count.
In this paper you must demonstrate graduate level writing and comply with the format requirements of the Publication Manual of the American Psychological Association, 6th Edition. Careful attention should be given to spelling, punctuation, source citations, references, and the presentation of tables and figures. It is expected that all course work will be presented on time and error free.

Lecturer Svend GlüsingISSUE DATE
11-February 2016
SUBMISSION
The coursework must be submitted no later than 23:45 on 29-April:
1. electronically through Wiseflow
2. in two hard copies to IBA Administrator, Robert Whittle (can be delivered by noon on Monday 2nd
May)
REPORT REQUIREMENTS
Word count 6.000 words in length plus references and any appendices
Maximum/Minimum/Range: 10%
Any penalties for not complying with word limits will be in accordance with University
and Faculty policy.
Type Individual
Form Essay
Style The coursework will be in a format with page numbers, section headings, etc
and appropriately referenced using the CU Harvard Style. In Microsoft Word you can use
the auto style function, choose “Harvard”.
Download the Coventry University Harvard Reference Style on
http://www.coventry.ac.uk/study-at-coventry/student-support/academicsupport/
centre-for-academic-writing/support-for-students/academic-writingresources/
cu-harvard-reference-style-guide/
Please note:
1. All work submitted after the submission deadline without an approved valid reason (see below) will be
failed.
2. Short deferrals (extensions) of up to three calendar weeks can only be given for genuine “force majeure”
and medical reasons, not for bad planning of your time. Please note that theft, loss, or failure to keep a
back-up file, are not valid reasons. The short deferral must be applied for on or before the submission
date. You can apply for a short or long deferral by submitting an Examination/ Coursework Deferral
Application Form. Relevant application forms are available from and should be submitted to the
Programme Administrator.
Please make sure that your ID number and the module number appear on the actual coursework assignment
as well as on the cover sheet that you attach to it (but don’t put your name for individual assignments as
marking is anonymous).
Plagiarism warning! – Assignments should not be copied in part or in whole from any other source, except
for any marked up quotations, that clearly distinguish what has been quoted from your own work. All
references used must be given, and the specific page number used should also be given for any direct
quotations, which should be in inverted commas. Students found copying from the internet or other sources
will get zero marks and may be excluded from the university.
INTENDED MODULE LEARNING OUTCOMES
2
Coursework Assignment
KOLM33BSS Principles of Strategic Leadership / Spring 2016
Lecturer Svend Glüsing
The intended learning outcomes are that on completion of this module the student should be able to:
1. Develop a critical understanding of theoretical models and issues associated with the concept of
strategic leadership within organizations.
2. Synthesise material from various sources to develop an evidence-based perspective on leadership.
3. Demonstrate knowledge and skills to critically appraise successful leadership in a variety of contexts
and industry sectors
This assignment will assess learning outcomes 1 and 3.
ASSIGNMENT
Great managers seem scarce. And according to Randall Beck and James Harter ( (Beck & Harter, 2014) many
companies have many people with leadership and management talents in non-managerial positions, and vice
versa, a lot of managers and leaders with no, or limited leadership skills and talents.
Read the annex text and critically assess this statement and include some of the main concepts and principles
of strategic leadership in your discussion, and elaborate to what extent these concepts and principles are
applicable within different industry sector organizations and cultures – illustrated with industry
examples/practice. In particular, highlight how poor managers can develop and improve their personal
leadership skills, and how employees with managerial talents in non-managerial positions can be discovered,
developed, and prepared for a managerial position. Provide examples from readings, research and/or case
studies to underpin your argumentation.
ASSESSMENT CRITERIA AND MARKING SCHEME
The paper will be assessed using the following criteria:
Assessment criteria Mark allocation
Critically assess the statement that “Good Managers Are Rare”
Identify and critically examine the main principles of strategic leadership and discuss
to what extent these differ from the traditional framework of organizational
management.
Critically assess to what extent these are applicable within different industry sector
organizations and cultures
Use of industry examples/practice to assist the answer
Integration of theoretical models from study materials, readings on the module
and/or case studies to underpin the argumentation.
15 %
35 %
20 %
10 %
10 %
Structure, layout and presentation, including a natural flow in the development of the
essay and a good conclusion that develops findings from the main part.
5 %
Correctly reference all published material included in the paper 5 %
3
Coursework Assignment
KOLM33BSS Principles of Strategic Leadership / Spring 2016
Lecturer Svend Glüsing
GUIDELINES ON WRITING A COURSEWORK ESSAY
Preparation
Think carefully about what you have been asked. Research the topic, drawing on information from lectures
and tutorials, plus relevant books and articles. Make sure that you are familiar with the major debates or
viewpoints. Answer the question, the whole question, and nothing but the question!
Structure
Introduction
Start with addressing the question. Set out what you are going to look at in the essay, state what the
significant issues are, and say how you propose to examine them. This has two consequences: (1) It compels
you to discipline yourself and address the question in a relevant fashion, and (2) It shows the reader that you
are in control of the subject.
Main arguments / discussion
Unfold the main arguments in a coherent sequence, bringing relevant evidence to bear on the points being
made. Points should always be substantiated and sources acknowledged. Do not base your essay on
unsubstantiated assertion. All arguments are based on evidence and it is important, therefore, to be able to
cite relevant items of evidence in support of an interpretation or argument.
Use paragraph breaks carefully to help structure your argument. Each paragraph should introduce, develop,
make and substantiate a point, and prepare the way for the next paragraph and the next point.
Conclusion
Draw together your ideas, summarize your argument and demonstrate that you have answered the question.
Points that can help an essay to be in a presentable, consistent, written style
? Be clear in your use of words
? Do not leave the reader to guess the meaning. Ask, could this mean anything else?
? Be concise in you use of words
? Do not string a lot of ideas together in one sentence. Avoid verbosity.
Proof reading
Check that you mean what you write and write what you mean. Avoid typing errors and errors of spelling
and grammar. Using the Spelling Tool in Microsoft Word (or similar) may be helpful but this will not pick up
all mistakes. For instance, form and from, where and were, are often missed. There and their, principal and
principle and use of American language may all be confused.
4
Coursework Assignment
KOLM33BSS Principles of Strategic Leadership / Spring 2016
Lecturer Svend Glüsing
Why Good Managers Are So Rare
by Randall Beck and James Harter | 8:00 AM March 13, 2014
Gallup has found that one of the most important decisions companies make is simply whom they
name manager. Yet our analysis suggests that they usually get it wrong. In fact, Gallup finds that
companies fail to choose the candidate with the right talent for the job 82% of the time.
Bad managers cost businesses billions of dollars each year, and having too many of them can
bring down a company. The only defense against this massive problem is a good offense, because
when companies get these decisions wrong, nothing fixes it. Businesses that get it right, however,
and hire managers based on talent will thrive and gain a significant competitive advantage.
Managers account for at least 70% of variance in employee engagement scores across business
units, Gallup estimates. This variation is in turn responsible for severely low worldwide employee
engagement. Gallup reported in two large-scale studies in 2012 that only 30% of U.S. employees
are engaged at work, and a staggeringly low 13% worldwide are engaged. Worse, over the past 12
years these low numbers have barely budged, meaning that the vast majority of employees
worldwide are failing to develop and contribute at work.
Gallup has studied performance at hundreds of organizations and measured the engagement of 27
million employees and more than 2.5 million work units over the past two decades. No matter the
industry, size, or location, we find executives struggling to unlock the mystery of why performance
varies so immensely from one workgroup to the next. Performance metrics fluctuate widely and
unnecessarily within most companies, in no small part from the lack of consistency in how people
are managed. This “noise” frustrates leaders because unpredictability causes great inefficiencies in
execution.
Executives can cut through this noise by measuring what matters most. Gallup has discovered
links between employee engagement at the business-unit level and vital performance indicators,
including customer metrics; higher profitability, productivity, and quality (fewer defects); lower
turnover; less absenteeism and shrinkage (i.e., theft); and fewer safety incidents. When a company
raises employee engagement levels consistently across every business unit, everything gets
better.
To make this happen, companies should systematically demand that every team within their
workforce have a great manager. After all, the root of performance variability lies within human
nature itself. Teams are composed of individuals with diverging needs related to morale,
motivation, and clarity — all of which lead to varying degrees of performance. Nothing less than
great managers can maximize them.
5
Coursework Assignment
KOLM33BSS Principles of Strategic Leadership / Spring 2016
Lecturer Svend Glüsing
But first, companies have to find those great managers.
If great managers seem scarce, it’s because the talent required to be one is rare. Gallup finds that
great managers have the following talents:
They motivate every single employee to take action and engage them with a compelling mission
and vision.
They have the assertiveness to drive outcomes and the ability to overcome adversity and
resistance.
They create a culture of clear accountability.
They build relationships that create trust, open dialogue, and full transparency.
They make decisions that are based on productivity, not politics.
Gallup’s research reveals that about one in ten people possess all these necessary traits. While
many people are endowed with some of them, few have the unique combination of talent needed
to help a team achieve excellence in a way that significantly improves a company’s performance.
These 10%, when put in manager roles, naturally engage team members and customers, retain
top performers, and sustain a culture of high productivity. Combined, they contribute about 48%
higher profit to their companies than average managers.
It’s important to note that another two in 10 exhibit some characteristics of basic managerial talent
and can function at a high level if their company invests in coaching and developmental plans for
them.
In studying managerial talent in supervisory roles compared with the general population, we find
that organizations have learned ways to slightly improve the odds of finding talented managers.
Nearly one in five (18%) of those currently in management roles demonstrate a high level of talent
for managing others, while another two in 10 show a basic talent for it. Still, this means that
companies miss the mark on high managerial talent in 82% of their hiring decisions, which is an
alarming problem for employee engagement and the development of high-performing cultures in
the U.S. and worldwide.
Sure, every manager can learn to engage a team somewhat. But without the raw, natural talent to
individualize; focus on each person’s needs and strengths; boldly review their team members; rally
people around a cause; and execute efficient processes, the day-to-day experience will burn out
both the manager and his or her team. As noted earlier, this basic inefficiency in identifying talent
costs companies hundreds of billions of dollars annually.
Conventional selection processes are a big contributor to inefficiency in management practices;
little science or research is applied to find the right person for the managerial role. When Gallup
6
Coursework Assignment
KOLM33BSS Principles of Strategic Leadership / Spring 2016
Lecturer Svend Glüsing
asked U.S. managers why they believed they were hired for their current role, they commonly cited
their success in a previous non-managerial role or their tenure in their company or field.
These reasons don’t take into account whether the candidate has the right talent to thrive in the
role. Being a very successful programmer, salesperson, or engineer, for example, is no guarantee
that someone will be even remotely adept at managing others.
Most companies promote workers into managerial positions because they seemingly deserve it,
rather than because they have the talent for it. This practice doesn’t work. Experience and skills
are important, but people’s talents — the naturally recurring patterns in the ways they think, feel,
and behave — predict where they’ll perform at their best. Talents are innate and are the building
blocks of great performance. Knowledge, experience, and skills develop our talents, but unless we
possess the right innate talents for our job, no amount of training or experience will matter.
Very few people are able to pull off all five of the requirements of good management. Most
managers end up with team members who are at best indifferent toward their work — or are at
worst hell-bent on spreading their negativity to colleagues and customers. However, when
companies can increase their number of talented managers and double the rate of engaged
employees, they achieve, on average, 147% higher earnings per share than their competition.
It’s important to note — especially in the current economic climate — that finding great managers
doesn’t depend on market conditions or the current labor force. Large companies have
approximately one manager for every 10 employees, and Gallup finds that one in 10 people
possess the inherent talent to manage. When you do the math, it’s likely that someone on each
team has the talent to lead. But given our findings, chances are that it’s not the manager. More
likely, it’s an employee with high managerial potential waiting to be discovered.
The good news is that sufficient management talent exists in every company – it’s often hiding in
plain sight. Leaders should maximize this potential by choosing the right person for the next
management role using predictive analytics to guide their identification of talent.
For too long, companies have wasted time, energy, and resources hiring the wrong managers and
then attempting to train them to be who they’re not. Nothing fixes the wrong pick.
Source:
Beck, R. & Harter, J., 2014. hbr.org. [Online]
Available at: https://hbr.org/2014/03/why-good-managers-are-so-rare/
[Accessed 13 March 2014].

OverviewBusiness law impacts our everyday lives, both personally and professionally. Businesses enter contracts, manufacture goods, sell services and products, and
engage in employment and labor practices—activities that must all adhere to certain laws and regulations. Recognizing and evaluating legal issues is a
fundamental skill that will help you navigate commercial relationships and avoid potential problems in the business world.
The final assessment for this course will require you to analyze three case studies and produce a short report for each. You will apply your legal knowledge and
your understanding of the types of business organizations. The project is divided into three milestones, which will be submitted at various points throughout the
course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Six. The final project will be
submitted in Module Seven.
This assessment addresses the following course outcomes:
?
?
?
?
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situations
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision making
Analyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
Prompt
Imagine yourself as a paralegal working in a law office that has been tasked with reviewing three current cases. You will review the case studies and compose a
short report for each, applying your legal knowledge and understanding of the types of business organizations. In each of the three reports, you will focus on
areas of law covered in this course. Case Study One focuses on the legal system, criminal law, and ethics. Case Study Two concentrates on contracts and landlordtenant
law. Case Study Three involves environmental law and business organizations.
Case Study One
Chris, Matt, and Ian, who live in California, have decided to start a business selling an aftershave lotion called Funny Face over the internet. They contract with
Novelty Now Inc., a company based in Florida, to manufacture and distribute the product. Chris frequently meets with a representative from Novelty Now to
design the product and to plan marketing and distribution strategies. In fact, to increase the profit margin, Chris directs Novelty Now to substitute PYR (a lowcost
chemical emulsifier) for the compound in Novelty Now’s original formula. PYR is not FDA approved. Funny Face is marketed nationally on the radio and in
newspapers, as well as on the web and Facebook. Donald Margolin, a successful CEO and public speaker, buys one bottle of Funny Face over the internet. After
he uses it once, his face turns a permanent shade of blue. Donald Margolin and his company, Donald Margolin Empire Inc., file suit in the state of New York
against Novelty Now Inc. and Chris, Matt, and Ian, alleging negligence and seeking medical costs and compensation for the damage to his face and business
reputation. It is discovered that PYR caused Margolin’s skin discoloration. The website for Funny Face states that anyone buying their product cannot take Chris,
Matt, and Ian to court. Novelty Now’s contract with the three men states that all disputes must be brought in the state of Florida.
Specifically, the following critical elements must be addressed:
A. Apply the rules of jurisdiction to the facts of this case and determine what jurisdiction(s) would be appropriate for Margolin’s lawsuit against Funny Face
and Novelty Now, respectively. Consider federal court, state court, and long arm principles in your analysis.
B. Assume all parties agree to pursue alternative dispute resolution (ADR). Analyze the advantages and disadvantages of two types of ADR appropriate for
this case. Be sure to define the characteristics of each in your answer.
C. Applying what you have learned about ADR, which type would each party (Funny Face, Novelty Now, and Margolin) prefer and why?
D. Apply concepts of criminal law and discuss whether or not corporations and/or corporate officers may be held liable for criminal acts.
E. Identify, per the classification of crimes in the text, any potential criminal acts by Funny Face and/or Novelty Now.
F. Assume the use of the emulsifier PYR, at the direction of Chris, is a criminal offense. Apply concepts of criminal law and discuss the potential criminal
liability of Funny Face, Chris, Matt, Ian, and Novelty Now. Include support for your conclusion.
G. Use the WPH process of ethical decision making to evaluate any ethical issues within the case study.
Case Study Two
Sam Stevens lives in an apartment building where he has been working on his new invention, a machine that plays the sound of a barking dog to scare off
potential intruders. A national chain store that sells safety products wants to sell Sam’s product exclusively. Although Sam and the chain store never signed a
contract, Sam verbally told a store manager several months ago that he would ship 1,000 units.
Sam comes home from work one day and finds two letters in his mailbox. One is an eviction notice from his landlord, Quinn, telling him he has to be out of the
apartment in 30 days because his barking device has been bothering the other tenants. It also states that Sam was not allowed to conduct a business from his
apartment. Sam is angry because he specifically told Quinn that he was working on a new invention, and Quinn had wished him luck. The second letter is from
the chain store, demanding that Sam deliver the promised 1,000 units immediately.
Specifically, the following critical elements must be addressed:
A. Analyze the elements of this case to determine whether a valid contract exists between Sam and the chain store. Support your response by identifying
the elements of a valid contract in your analysis.
B. Assume there is not a valid contract between Sam and the chain store. Analyze the elements of a quasi-contract and a promissory estoppel to determine
whether the chain store would prevail on a claim of either. Why or why not? Include support for your analysis.
C. Identify the rights and obligations of both the landlord and tenant under a standard residential lease agreement.
D. Based upon those rights and obligations, does Sam’s landlord have grounds to evict? Why or why not?
E. Further, what defenses might Sam raise to an eviction action? Support your response.
Case Study Three
Jeb and Josh are lifelong friends. Jeb is a wealthy wind-power tycoon, and Josh is an active outdoor enthusiast. They have decided to open a sporting goods
store, Arcadia Sports, using Jeb’s considerable financial resources and Josh’s extensive knowledge of all things outdoors. In addition to selling sporting goods, the
store will provide whitewater rafting, rock-climbing, and camping excursions. Jeb will not participate in the day-to-day operations of the store or in the
excursions. Both Jeb and Josh have agreed to split the profits down the middle. On the first whitewater rafting excursion, a customer named Jane falls off the
raft and suffers a severe concussion and permanent damage to her spine. Meanwhile, Jeb’s wind farms are shut down by government regulators, and he goes
bankrupt, leaving extensive personal creditors looking to collect.
Specifically, the following critical elements must be addressed:
A. Identify the main types of business entities and discuss the advantages and disadvantages of each.
B. Recommend a specific business entity for Arcadia Sports and include your reasoning.
C. Based on the characteristics of each type of business entity, determine the type under which Jeb and Josh would be personally liable to Jane for
damages.
D. Based on each type of business entity, analyze the ability of Jeb’s personal creditors to seize the assets and/or profits of Arcadia Sports.
Milestones
Milestone One: Case Study One
In Module Three, you will submit the first milestone. For this milestone, you will review Case Study One and compose a short report, applying your legal
knowledge and understanding of the types of business organizations. Case Study One focuses on the legal system, criminal law, and ethics. This milestone will be
graded with the Milestone One Rubric.
Milestone Two: Case Study Two
In Module Five, you will submit the second milestone. For this milestone, you will review Case Study Two and compose a short report, applying your legal
knowledge and understanding of the types of business organizations. Case Study Two concentrates on contracts and landlord-tenant law. This milestone will be
graded with the Milestone Two Rubric.
Milestone Three: Case Study Three Discussion
In Module Six, you will submit the third milestone. This milestone is a discussion regarding business entities and their advantages and disadvantages. Your active
participation in this discussion forum is essential to improving your understanding of the advantages and disadvantages of the various business entities. Actively
engaging with your peers will help you complete the remaining critical elements in the third case study for your final submission. This milestone will be graded
with the Milestone Three Rubric.
Final Project Submission: Case Study Analyses
In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should
reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.
Final Project Rubric
Guidelines for Submission: Each of the three reports should be one to two pages in length. The documents should use double spacing, 12-point Times New
Roman font, and one-inch margins. Citations must be given in APA format

To simplify completing this milestone, utilize this template to help you write your essay. You may use each heading as a starter sentence and then discuss the legal issues presented in the fact pattern, using the following terms. Be sure to explain and elaborate how each term applies to the story. Be sure to incorporate the facts of the case into your explanation and analysis.

Remember that the document you submit should follow the formatting guidelines described in the Milestone One Guidelines and Rubric document.

A. The appropriate court for this lawsuit depends upon several factors. Three important considerations include the following:

1. Personal jurisdiction. Define personal jurisdiction and explain how it applies to the facts of this case.
2. Subject matter jurisdiction. Define subject matter jurisdiction and explain how it applies to the facts of this case.
3. Minimum contacts. Define minimum contacts and explain how it applies to the facts of case.

(Chapter 3)

B. Alternative dispute resolution (ADR) may be an option to resolve this dispute.

1. Define ADR.

(Chapter 4)

C. Language on the Funny Face website appears to limit any claim filed to arbitration as a means of resolving the dispute.

1. Explain the pros and cons of arbitration for at least two parties to the case.
2. Explain mediation and whether it has any benefits in this case.

D., E., and F. Chris, Matt and Ian could be subject to corporate criminal liability. The primary crime that exists in this case is that of fraud.

1. Define fraud and why or why not one or more parties might be held responsible for this crime.
2. Can you identify any other defendants and/or possible crimes in the story? Elaborate and explain.

(Chapter 7)

G. The ethical process of decision-making involves consideration of three key elements.

1. Identify the elements and discuss how they apply to some of the facts of this case.

(Chapter 3)

WK6 Assignment: Reflect on How to Better Your OrganizationsReflect on the chapters you read this week and look for ways to better the organizations where you belong. Using the information from your reading this week and the Ted talk you watched, think about how you would work to increase the effectiveness of one of the organizations you are a part of or work:
• What kind of organization is this?
• What type of change does it need?
• Assess the different elements and processes influencing behavior of the organization and/or the process of change
• What role would social workers play in improving the effectiveness of this organization?
Task: Write a substantive reflection in approximately 500 words. In your reflection address the questions and criteria in this assignment. Reference your sources appropriately according to APA guidelines. You may use 1st person in this assignment.
Due: Saturday, 11:59 PM CT
Grading: Please refer to the Reflection Paper Rubric found in the Rubrics folder in Getting Started. Grade: 100 points

Objectives, Readings, and Resources
Objectives, Readings, and Resources
Learning Objectives
After completing this week’s activities you will be able to:
• Identify the elements of the effective organizations.
• Recognize and respond to the obstacles in planning for the elements of effective organizations.
• Apply knowledge and acquired skills to increasing effectiveness in organizations.Readings and Resources
Articles
Homan, M. S. (2011). Promoting community change. Belmont, CA: Thomson Brooks/Cole Publishing Company.
• Chapter 7 and 14
Accessing Docutek Articles:
• Click on Docutek access — http://ollu.docutek.com/eres/coursepass.aspx?cid=129
• Password for this course is: 6331
• Click on the document you want. The article will open in new window.
Media
• Dan Pacholke: How prisons can help inmates live meaningful lives
o Interactive Transcript
Websites
An explanation of Infographics is here: http://en.wikipedia.org/wiki/Infographic
And some resources for creating them are here: http://www.creativebloq.com/infographic/tools-2131971

Legalities of Employment Screening ExamsResources
scoring guide icon Legalities of Employment Screening Exams Scoring Guide.
Website icon APA Style and Format.
Website icon Writing Feedback Tool.
Employers often use employment tests to screen applicants and to assist in selecting the most qualified individual for the job. They can be very effective tools. There are many different types of tests, including cognitive tests, credit checks, criminal background checks, and medical examinations. However, it is important to understand the legalities of these employment tests. Their use can violate antidiscrimination laws if an employer uses them to discriminate based on race, color, sex, national origin, religion, disability, or age (40 or older). Unless the employer can justify the test or procedure under the law, the use of these tests can also violate antidiscrimination laws if they disproportionately exclude people in a particular protected group.

In this scenario, the garden center management has no experience with screening exams, though some screening exams are necessary; for example, stockers must be able to occasionally lift 50 pounds. Therefore, you must justify the job-relatedness of screening exams, decide if they are really a bona fide occupational qualification (BFOQ), and explain your determination to management.

For this assignment, which is based on the legalities of screening exams, prepare a recommendations report, directed to management, about the employment screening exams used in the hiring process at the garden center. Address the following topics in your recommendation:

Compare the different employment screening exams required for job-relatedness and business necessity.
Analyze the legalities of the employment screening exams used during the hiring process.
Rationalize to management that employment screening exams are sufficiently job related.
Formulate the organization’s strategies for managing and recovering from liabilities.
Submission Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting.
Length: 2–3 double-spaced, typed pages, excluding title page and reference page.
Font and font size: Times New Roman, 12 point.
Refer to the Legalities of Employment Screening Exams Scoring Guide to ensure you meet the grading criteria.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

These two questions have to be answered. “Who or what is “blamed” for the issue/problem? & What factors are offered as causes of the issue/problem?” Also please make sure of the following ““papers must properly cite all source materials in footnotes/endnotes, and provide a bibliography (see APA).” Plagiarism, which includes failure to cite sources.”

Any special requirements:? All work should be submitted on the Student Portal.
? Work to be submitted in a professional manner, and as directed by the Module Leader.
Word Limit:
2,000 words (with 10% plus or minus leeway)
Deadline date for submission:
Thursday, 4th August 2016
Learning outcomes to be examined in this assessment
? Discuss the financial, commercial and contractual activities used in the management worldwide oil and gas industry
Percentage of marks awarded for module:
This assignment is worth 50% of the total marks for the module
Page 2 of 5
Assessment criteria
Explanatory comments on the assessment criteria
Maximum marks for each section
Knowledge and Research (content, relevance, and originality)
Clear demonstration of rigorous research from recognised authoritative sources. Audience focus. Meeting the deliverables.
55%
Writing and Presentation (format, references or bibliography, and style)
Rigorous use of the Harvard Methodology for citation and referencing; page numbering; correct display of direct quotations.
10%
Argument and Analysis (critical analysis, evaluation, and application)
Constructive critical analysis, introduction, conclusion. Demonstration of a clear understanding of the issues. Use of academic models. Full articulation of ideas developed. Offering well-argued solutions and/or alternatives if and where appropriate.
35%
Page 3 of 5
Why have Production Sharing Agreements replaced Concession Agreements for Exploration & Production Activity?
Background
The rise of nationalism in oil producing states during the 1960s was brought about from a desire by host governments to regain greater control over their indigenous mineral assets, as well as political motivations to wrest a higher economic rent from American and European oil companies.
The typical Concession Agreements then in force, between host governments and International Oil Companies (IOCs), had generated a great deal of dissatisfaction over governmental returns and finances, and have today been largely superceded by Production Sharing Agreements (PSAs) or Production Sharing Contracts (PSCs).
The major differences between these two contractual systems that determine relationships between host governments and International Oil Companies are the levels of control granted to IOCs, levels of state involvement and intervention and participation, and the financial, or fiscal, system that divides and distributes the economic returns to both the government and IOC.
Assignment Task
Your assignment task is to research the reasons and justification behind host governments moving away from Concessions and replacing with PSAs/PSCs, and why IOCs have accepted such a dramatic change in their own share and profits from Exploration and Production activity in resource-rich countries.
In a 2,000-word Essay you should outline the fundamental differences between the Concession systems and PSA/PSC systems, and the rationale behind producer countries favouring the greater economic rentals they receive through PSAs/PSCs. Discuss why host governments have succeeded in extracting more money from usually IOCs, and why, faced with such a change in finances, IOCs have continued to explore for, and exploit mineral, assets now their financial share of the profits has been seriously reduced.
Your own interpretations and conclusions from your researches are fundamental. Supporting your own arguments in a robust and objective manner will qualify for better marks than a simple re-statement of the data and opinion found in the research. This should be a high-level review; the allowed word count is a deliberate constraint, so make sure you write a “rounded” essay, and do not discuss in too much detail.
Total Marks for Assignment: 100
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Marking Criteria for Assessment at Level 5 – BSc (Hons) Programmes
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories Knowledge & Understanding of Subject
Major gaps in knowledge and
understanding of
material at this level.
Significant inaccuracies.
Gaps in knowledge and only superficial
understanding of
the well-established principles of area(s)
of study.
Some inaccuracies.
Threshold level.
Some knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have
been developed.
Broad knowledge and understanding
of material, of well-
established principles of area(s)
of study, and of the way in which those principles have been developed.
Very good knowledge and understanding of
material, of well-
established principles of area(s) of study,
and of the way in which those principles have been
developed.
Very good, detailed knowledge and
understanding of
material, main concepts/theories at
this level. Awareness of the limitation of their knowledge, and how this influences
any analyses and interpretations based
on that knowledge.
Exceptional knowledge and understanding of
material, main
concepts/theories at this level. Awareness
of the limitation of their knowledge, and how this influences any analyses and
interpretations based on that knowledge Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence)
Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions.
Lack of analysis and relevance.
Views/ findings largely irrelevant, illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity.
Threshold level.
Awareness of main issues. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions.
Issues identified and critically analysed within given areas. An awareness of different stances and ability to use evidence to support argument. Ability to apply concepts and principles outside context of study context. Generally sound conclusions.
Good level of analysis and synthesis. An awareness of
different stances and
ability to use
evidence convincingly to support argument. Ability to apply concepts/ principles
effectively beyond context of study. Valid conclusions.
Excellent analysis and synthesis. A range of perceptive points made within given area for this level of study. Arguments logically developed, supported by a range of relevant evidence. Explicit acknowledgement of other stances.
Strong conclusions.
Exceptional analysis and synthesis are consistent features. Perceptive, logically connected points made throughout the work within an eloquent, balanced argument. Evidence selected judiciously and thoroughly analysed. Persuasive
conclusions. Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty)
No evidence of reading. Views
are unsupported and non- authoritative. Academic
conventions largely ignored.
Evidence of little reading appropriate
for this level and/or indiscriminate use of sources. Academic
conventions used weakly.
Threshold level.
Evidence of reading relevant sources, with some appropriate linking to given text(s). Academic conventions
evident and largely consistent, with
minor weaknesses.
Knowledge and analysis of a range
of literature beyond core text(s). Literature used accurately and
analytically. Academic skills generally sound.
Knowledge of the
field of literature used consistently to
support findings.
Research-informed literature integrated
into the work. Very good use of academic conventions.
Critical engagement with a range of
reading. Knowledge of research-informed literature embedded in the work.
Consistently accurate use of academic conventions.
Exceptionally wide range of relevant
literature evaluated and used critically to inform argument, balance discussion and/or
inform problem-solving. Consistently accurate and assured use of academic conventions.
Page 5 of 5
LEVEL 5 cont… Graduate Skills for Life and Employment (e.g. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills)
Little or no evidence of the
required skills in
any of the areas identified for
assessment at this level.
Limited evidence of skills in the range
identified for
assessment at this level. Significant
weaknesses evident, which suggest that the candidate is not yet
on course to gain skills necessary for graduate-level employment.
Research skills:
Some evidence of ability to collect and interpret
appropriate data/
information and undertake research tasks with limited external guidance. Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with some weaknesses.
Can work with
others as a
member of a group, meeting most obligations to others, modifying responses appropriately.
Can identify key areas of problems
and generally choose appropriate methods for their resolution.
Able to recognise
own strengths and weaknesses
in relation to professional and practical skills, but with limited insight in some areas.
.
Research skills:
Can undertake research-like tasks, drawing on a range of sources, with limited external guidance.
Can communicate
effectively and confidently in a range of formats, including orally, appropriate to the discipline(s).
Can work
effectively with others as a
member of a group, meeting obligations to others, modifying responses appropriately.
Can identify key areas of problems and choose
appropriate methods for their resolution in a considered manner.
Able to evaluate
own strengths and weaknesses
in relation to professional and practical skills, and to develop own evaluation criteria.
Research skills:
Can successfully complete research- like tasks, drawing on a range of sources, with limited external guidance.
Can communicate
well, confidently and consistently in a range of formats, including orally, appropriate to the discipline(s).
Can work very
effectively and confidently with
others as a member
of a group, meeting obligations to others, modifying responses appropriately.
Can identify key areas of problems
and choose, with autonomy, appropriate methods for their resolution in
a considered manner. Able to take initiative in evaluating own strengths and weaknesses in
relation to professional and practical skills identified by others and develop and effectively apply own evaluation criteria.
Research skills:
Can successfully complete research- like tasks, drawing on a range of sources, with a significant degree of autonomy. Can communicate very effectively and confidently in a range of formats, including orally, appropriate to the discipline(s).
Can work very effectively and confidently with others as a member
of a group, showing leadership skills where appropriate, and meet all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and
notable effectiveness, appropriate methods
for their resolution in
a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses re
professional and practical skills, showing excellent judgement.
Research skills:
Evidence of exceptional success in undertaking a range of research-like tasks with high degree of autonomy for the level. Can communicate highly effectively, with professionalism, in a range of formats, including orally, appropriate to the discipline(s).
Can work
exceptionally well with others as a key
member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others.
Can identify key areas of problems
confidently and
choose, with autonomy and exceptional
effectiveness, appropriate methods for their resolution in a considered manner.
Able to show insight and autonomy in evaluating own strengths and weaknesses, showing
outstanding judgement. Marks for Level 5 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st)

During trial preparation, you are directed by the Assistant U.S. Attorney (AUSA) to bring the tapes of intercepted conversations involving a prime suspect in your case to her office. You provide the evidence custodian with the necessary paperwork and are waiting for the tapes to be produced. After 20 minutes, the custodian comes back and asks if you are sure you have provided the correct case and exhibit numbers. You verify the numbers and are told the original tapes cannot be found.

You immediately inform your supervisor, who is understandably concerned. You have the paperwork documenting the fact that the tapes were transferred to the custody of the evidence custodian. The other agents in the office are asked whether they have any knowledge of this matter. No one has any idea as to what happened to the original tapes.

You and your supervisor call the AUSA and explain to her what has happened. She is furious and tells you not to be surprised if the judge throws out the entire case. You remind her that she has duplicate copies in her possession and that you have your working copies as well. She says her copies were barely audible, and apparently there was some problem with the recording equipment. You decide to do some research on the best evidence rule.

Assignment Guidelines

Address the following in 1,100 words:

1-What is the best evidence rule? Explain in detail.

–Why was the best evidence rule implemented into the U.S. court system? Explain.

–What is the rationale behind its application?

2-Review the following cases with regard to wiretapping:

Olmstead v. United States
Nardone v. United States
Goldman v. United States
Berger v. New York
Katz v. United States

3-Summarize the current status of wiretapping restrictions according to the reviewed cases above.

4-How must evidence derived from wiretapping be packaged and preserved? Explain.

5-How does wiretapping evidence relate to the “fruit of the poisonous tree” doctrine? Explain.

6-What is the likely outcome of your case in court if the originals are not located? Explain.

Be sure to reference all sources using APA style.