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MS PowerPoint Presentation Report on Organization. This assignment allows you to demonstrate mastery of the course outcomes: 1. determine core requisite competencies for the organization and differentiate a total rewards program to attract, retain, and motivate employees possessing the organization's required competencies In this assignment, you will design and share a MS PowerPoint presentation that describes the organization you work at, its current and future challenges, its capabilities, and the requisite competencies needed for its success. You will look for and report on examples of the existing total rewards programs to include monetary, non-monetary, and the work environment (including values and culture). The MS PowerPoint presentation will include a report on existing metrics (organizational or HR) if any are present. If citations or Web site materials are used, in-text citations and sources presented on a References page using American Psychological Association (APA) format are expected. This information can be used in the final paper (the final assessment which is a plan to change the organization's total rewards programs). It is expected that at least three references from the course materials will be used. At the least, this MS PowerPoint Presentation will include: 1. Academic Title Slide 2. Introduction and Purpose for the Paper 3. Description of the Organization 4. Capabilities of the Organization and Requisite Competencies of the Employees 5. Current and Future Challenges 6. Academic Definition of Total Rewards Programs 7. Description of Existing Total Rewards Program (Monetary, Non-Monetary and Work Environment) 8. Existing Metrics that Evaluate the Success of the Total Rewards Program 9. Conclusions 10. References Page (With a minimum of three References from course materials) .

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4. Capabilities of the Organization and Requisite
Competencies of the Employees
5. Current and Future Challenges
6. Academic Definition of Total Rewards Programs
7. Description of Existing Total Rewards Program (Monetary,
Non-Monetary and Work Environment)
8. Existing Metrics that Evaluate the Success of the Total
Rewards Program
9. Conclusions
10. References Page (With a minimum of three References from
course materials)

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Much of the focus in network security centers upon measures in preventing network intrusions and handling security events. There is also a growing debate about what proactive measures an organization should take. From a practical matter, what could some of these practical measures be? Also, are there any biblical principles around taking proactive measures against a probable attacker - and if so, to what extent should these measures go? .

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Motivation and Cognitive Factors Question A Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post. Question B Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post. OR Select one of the personality tests from Similar Minds . Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post. View your discussion rubric . 13 .

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Motivations to Support Charity-Linked Events After Exposure to Facebook Appeals: Emotional Cause Identification and Distinct Self-Determined Regulations Kaspar Schattke Université du Québec à Montréal Ronald Ferguson and Michèle Paulin Concordia University Nonprofit organizations are increasingly dependent on the involvement of Millennial constituencies. Three studies investigated their motivations to support charity-linked events: emotional identification with a cause, self-determination theory (SDT) regulations, and context-related Facebook promotions. This article addresses the recent call to expand SDT research from a simple analysis of autonomous versus controlled motivation, to studying the effects of all the regulations in the SDT continuum, in particular, the inclusion of the tripartite dimensions of intrinsic motivation and integrated motivation. Results demonstrated that the greater the emotional identification with the cause, the stronger was the tendency to support the charity-linked event. Also, the results in these social media contexts revealed that specific intrinsic dimensions (e.g., experience stimulation) are motivators of online and offline support, as is the personal value nature of integrated regulation. Whereas only autonomous motivational regulations predicted support for the two events organized specifically a for charitable causes, both autonomous and controlled regulations predicted support of a for-profit event organized with a charitable cause as an adjunct. These findings can assist practitioners in designing more effective social media communications in support of charity-linked events. Keywords: social media, self-determination theory, integrated regulation, tripartite model of intrinsic motivation, charitable causes Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp Social media is a new domain offering excit- ing opportunities to investigate research questions in social psychology (Greitemeyer, 2011; Kende, Ujhelyi, Joinson, & Greitemeyer, 2015). Our research examined motivation to support charity-linked events of nonprofit organizations that are currently faced with increased compe- tition for resources and declining government support (Paulin, Ferguson, Jost, & Fallu, 2014; Reed, Aquino, & Levy, 2007; White & Peloza, 2009). Presently, they depend on an ageing set of traditional supporters (Urbain, Gonzalez, & Le Gall-Ely, 2013). However, their future success lies in ensuring the sustainable involvement of the Millennial generation (Fine, 2009), distinguished from other generations by their intense exposure at an early age to interactive technology and social media (Bolton et al., 2013). Facebook, the most detailed social media, is used primarily to maintain or solidify existing offline relationships allowing people to develop a public or semipublic profile and to emotion- ally participate with those whom they can share This article was published Online First December .

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“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. · One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. · The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. · She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.

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Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buying and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying. Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled. Case Application Questions 1. What should be done about Richard’s spending? 2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped? 4. Contrast their two views of money. Do you have any recommendations? 5. How can Monica’s fears be dealt with? .

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Module 6 AssignmentPlease list and describe four types of Cy.docx

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Module 4: DQ Post: Evidence-based Practice What is the staff nurse’s role in evidence-based practice in your organization? How much do you think evidence-based practice is valued by your colleagues on the nursing staff? Online Materials & Resources Introduction to Evidence Based Practice [Video file]. (2015, May 26). Retrieved from https://www.youtube.com/watch?v=GZWkh-gpC8U Introduction to Evidence Based Practice by Molly Montgomery Hain, D., & Haras, M. S. (2015). Changing nephrology nurses’ beliefs about the value of evidence-based practice and their ability to implement in clinical practice. Nephrology Nursing Journal , 42(6), 563-567. Neil, H. P. (2015). Nursing liability and evidence-based practice. MedSurg Nursing , 24(5), 10. Evidence-based Practice What is the staff nurse’s role in evidence-based practice in your organization? How much do you think evidence-based practice is valued by your colleagues on the nursing staff? Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. .

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Mood disorders This chapter discusses disorders characterized by abnormalities of mood: namely, depression, mania, or both. Included here are descriptions of a wide variety of mood disorders that occur over a broad clinical spectrum. Also included in this chapter is an analysis of how monoamine neurotransmitter systems are hypothetically linked to the biological basis of mood disorders. The three principal monoamine neurotransmitters are norepinephrine (NE; also called noradrenaline or NA), discussed in this chapter, dopamine (DA), discussed in , and serotonin (also calledChapter 4 5-hydroxytryptamine or 5HT), discussed in .Chapter 5 The approach taken here is to deconstruct each mood disorder into its component symptoms, followed by matching each symptom to hypothetically malfunctioning brain circuits, each regulated by one or more of the monoamine neurotransmitters. Genetic regulation and neuroimaging of these hypothetically malfunctioning brain circuits are also discussed. Coverage of symptoms and circuits of mood disorders in this chapter is intended to set the stage for understanding the pharmacological concepts underlying the mechanisms of action and use of antidepressants and mood stabilizing drugs, which will be reviewed in the following two chapters ( and ).Chapters 7 8 Clinical descriptions and criteria for how to diagnose disorders of mood will only be mentioned in passing. The reader should consult standard reference sources for this material. Description of mood disorders Disorders of mood are often called affective disorders, since affect is the external display of mood, an emotion that is felt internally. Depression and mania are often seen as opposite ends of an affective or mood spectrum. Classically, mania and depression are "poles" apart, thus generating the terms depression (i.e., patients who just experience the or depressed pole) and unipolar down (i.e., patients who at different times experience either the [i.e., manic] pole or the bipolar up down [i.e., depressed] pole). Depression and mania may even occur simultaneously, which is called a mood state. Mania may also occur in lesser degrees, known as , or switch somixed hypomania Figure 6-1. . Bipolar disorder is generally characterized by four types of illness episodes: manic,Mood episodes major depressive, hypomanic, and mixed. A patient may have any combination of these episodes over the course of illness; subsyndromal manic or depressive episodes also occur during the course of illness, in which case there are not enough symptoms or the symptoms are not severe enough to meet the diagnostic criteria for one of these episodes. Thus the presentation of mood disorders can vary widely. fast between mania and depression that it is called .rapid cycling Mood disorders can be usefully visualized not only to contrast different mood disorders from one another, but also to summarize the course of illness for individual patients by showing them mapped onto a mo.

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Mohit Ahuja Essay on The Reunion by John Cheever As children, we look up to our parents as role models, and it's important to have them in our lives to know they care. A parent's responsibility is not only to provide food and shelter, but also to set a good example for their child. Sadly, this isn't always the case. Oftentimes, parents are inattentive to their child’s needs, parents who don't set the right example for their children. In John Cheever's story "Reunion", we see a classic example of how a father does not play the ‘role model dad’ his son was hoping for. In this story's narrative, Charlie is seeing his father three years after his mother divorced him. We instantly see what Charlie thinks of his father: "to me he was a stranger, my flesh and blood, my future and my destiny”. We see that this relationship is a distant and an estranged one. A son normally wants to look up to his father, however, in this case Charlie sees this role model as a "doom." As I read the first part of the story, I couldn’t help but try to put myself in Charlie’s shoes. Growing up, I was fortunate enough to have a family where I shared a good relationship with my parents. However, as I lived in a joint family, I watched how my grandfather’s job as a policeman affected his behaviour. I, then, understood Charlie’s position. My father told me how he used to long for more time with my grandfather, who was rarely at home as he was a cop. My father also told me how, on most evenings, he found my grandfather in a negative mood and how little time he had available to spend with his family. I could see how this most have affected my father. Charlie gives us his father's initial characterization by observing the following: "He was a great looking man,I smelled my father as my mother sniffs a rose. It was a rich compound of whisky, aftershave lotion, shoe polish, woolens, and the rank of a mature male." When they go into a couple of restaurants, it is visible that the father has a condescending attitude towards the waiters. He raises his voice while trying to order his whisky and talks in various languages to show his dominance. As humorous as it is, he orders "two Bibson Geefeaters" while trying to belittle the waiter at one of the restaurants. As the hour and a half went by, the actions of Charlie's father became increasingly obnoxious. We could infer with the information given in the exhibition that Charlie knew he could never see his father again. This part of the story reminds me of those nights my father told me about, when he was a child, where he would try to stay awake till late, just so he could see my grandfather after he came back from work. My father said, “I remember, quite often, seeing empty cans of beer on the table, and my father being loud and acting ‘strange’. With time, I realized that alcohol affects behaviour, and I was disappointed in my father”. I sympathized with Charlie, and I could feel his disappointment. Circling back to where th.

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"Mom, they want me to play for the National Women's Hockey League!" Josie yelled as she ran into the living room. She had just finished practice, and the scouts had old her afterward how impressed they were with her moves. Finally, her lifelong dream of winning an Olympic gold medal for Canada might actually come true! She'd had to make some sacrifices, like living at home after high school, but it looked like that would all pay off. As soon as she saw the looks on the faces of her parents, her smile disappeared. "Honey, we just got back from the doctor. It turns out that your brother's recurrent bouts of pyelonephritis have led to irreversible renal damage. The nephrologist is recommending that Xavier have a kidney transplant." her mom explained with a pained look. "We know that he has a better chance if he has a related donor, but he could always go on hemodialysis and wait for a cadaver donor..." Josie saw her dreams of a hockey career fade away. After Xavier's third bout with nephrotic syndrome, the whole family had been tested for compatibility in case he needed a transplant. Josie was the only one with a positive cross-match. The doctors had explained to her then that what it would mean if she decided to donate one of her kidneys, but Josie had brushed it off, assuming that her brother would get better. Now the voices of the doctors came back to her. "No contact sports after a nephrectomy," she heard them say. "There's too big a risk of rupturing the remaining kidney." Josie was faced with the toughest decision of all she loved Xavier, but hockey was her life. Discuss both the potential side-effects of having an organ transplant and the long-term repercussions of being a living organ donor. .

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Module/Week 6: Case Study 5 Kent Lampert Instructions Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond to the questions with direct, thorough responses. Each case study assignment should include the following: · Title Page in APA format · Introduction to the case summarizing the situation · Questions converted to sub-headings – responses to each question · Strong conclusion that summarizes the ideas · APA Style Reference page (as needed) Submit each Case Study by 11:59 p.m. (ET) on Monday of the assigned module/week, except for Case Study 7, which is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Kent Lampert Case Study One year ago Kent Lampert achieved his primary professional goal. At age 42, he was named athletic director of the third largest university in his state, StateUniversity. It was quite an accomplishment, considering that his background in athletics was modest and the university has had a history of hiring well-known high-profile former athletes to lead its athletic program. As a child, Kent dreamed of playing professional sports, particularly basketball or golf. Ever since he could remember, sports were a big part of his life ,and he never doubted that he would someday be involved in the management of a sport organization. After high school, Kent attended a small private university where he earned a bachelor’s degree in business administration. While in college, Kent played on the basketball and golf teams, lettering in golf during his last two years. Upon graduation, Kent worked as a salesman for a small golf manufacturing company. He traveled to golf pro shops and sport stores throughout the midwest, promoting and selling the company’s golf equipment. After seven years of golf equipment sales, Kent decided to go back to school at a local university to purse an MBA with an emphasis in marketing. While earning his MBA, Kent got involved with the intercollegiate athletic office by providing extra help for event management. In addition, he worked with the sport marketing department, using his skills in marketing the golf and soccer teams. When he earned his MBA, the university’s athletic director, recognizing Kent’s leadership traits, offered him a position as an assistant director of athletics to oversee minor sports. Kent enjoyed his new job, and coaches liked his leadership style. He worked with each coach and let the coaches participate in the marketing strategies for their particular sports. The coaches respected Kent’s marketing expertise and sought his advice regarding their operations. Word spread quickly of Kent’s success as an assistant athletic director, and it was apparent to many people that Kent had promise to be a good athletic director. At the end of Kent’s fifth year as assistant athletic director, he receive.

ModuleWeek 6 Case Study 5 Kent LampertInstructionsEach Cas.docx

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