Monthly Archives: March 2023

to president of Starbucks

 In the cover letter you are going to be proposing a solution or initiative for the global company 

• Essential Skills

You are planning a special dinner and want to add the perfect seasonings. But your spice drawer is a jumbled mess. You comb through the jars of spices, getting increasingly more annoyed. Where’s the salt? The cilantro? That container of garlic? Frustrating, right? But if you line up the spices neatly on the counter in front of you, you can suddenly see all your options…and calmly choose the best flavoring for your meal.

That’s what critical thinking is—the ability to step back from a problem, assess what you have to work with, and rationally decide the best way forward toward a solution. It’s a key component of practicing your problem-solving skill in this course and beyond. By improving your critical thinking so you can solve problems in the present and future, you’ll take a positive step toward achieving both your personal and professional goals.

Show Less

Skill Application

In the following Capella Stories, you’ll learn how decorated Thunderbird pilot Nicole Malachowski used critical thinking to achieve her long-held dream: the conferment of the Congressional Medal of Honor on WWII’s Women Airforce Service Pilots (WASP).

• Capella Stories: Bringing the WASP to New Heights.

Have you ever been confronted with two versions of the same story? It can be hard to know which to believe, right? Historians and students of history (like you!) often face the same challenge. In the following Capella Stories, biographer and historian Kate Clifford Larson walks us through important moments in Harriet Tubman’s life and reveals the critical thinking steps she took to determine their historical accuracy. How will these same steps strengthen your problem-solving skill and help you think critically in your own life? Learn how Harriet Tubman’s biographer used the six steps of critical thinking to discover the real story of this fascinating American hero.

o  • Note: The first three assessments in this course build on each other; therefore, it is essential that you complete them in the order presented.

Overview

Now that you’ve evaluated the credibility of your sources (Assessment 1), you are ready to use your agility and problem-solving skills to analyze the content of your sources. For this assessment, you will complete the Historical Analysis Worksheet [DOCX], using a critical thinking process to evaluate evidence as you explore the causes and long-term impacts related to your issue. Analyze how those in the past have successfully and unsuccessfully tackled the same issues while also considering how these same issues might now be addressed by your organization.

Preparation

Review the evidence you compiled and compared for Assessment 1, Evaluating Historical Sources. Then begin to formulate your explanation or main arguments about your chosen issue. Consider the historical context of the issue, its challenges, and the strategies and approaches people used to deal with those challenges.

Instructions

For this assignment, use the Historical Analysis Worksheet [DOCX] to complete the following steps. You will use this worksheet to further examine the sources you’ve collected for your topic (facing economic change or engaging civil rights).

Step 1: Identify questions that need to be answered to understand an historical event and its long-term impact. 

Step 2: Describe information learned from historical sources that can be used to inform a current understanding of an historical issue.

Step 3: Explain similarities and differences in sources of historical information.

Step 4: Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue.

Step 5: Use critical thinking to relate past challenges and strategies to a current organizational issue.

Step 6: Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Additional Requirements

Your submission should meet the following requirements:

• Written communication: Written communication should be free of errors that detract from the overall message.• Citations: Include a complete citation for each source. When you refer to evidence (in Step 2 of the worksheet), be sure to include in-text references to your sources. Review current APA Style and Format guidelines for more information on how to cite your sources.• Number of references: Your assessment should include a reference page with at least four sources cited: two primary and two secondary sources, with up to two sources selected from the History Presentation Resource List [DOCX].• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 2: Determine the causes and long-term impacts of an historical event. o Identify questions that need to be answered to understand an historical event and its long-term impact.o Explain similarities and differences in sources of historical information.• Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation. o Describe information learned from historical sources that can be used to inform a current understanding of an historical issue.o Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue.o Use critical thinking to relate past challenges and strategies to a current organizational issue.• Competency 4: Address assessment purpose in a well-organized manner, incorporating appropriate evidence and tone in grammatically sound sentences. o Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Historical Analysis Scoring Guide

Criteria 

Non-performance 

Basic 

Proficient 

Distinguished 

Identify questions that need to be answered to understand an historical event and its long-term impact. 

Does not identify questions that need to be answered to understand an historical event and its long-term impact.

Identifies one or more questions that need to be answered to understand an historical event and its long-term impact, but questions need further refinement.

Identifies questions that need to be answered to understand an historical event and its long-term impact.

Identifies clear, specific questions that need to be answered to understand an historical event and its long-term impact. 

Describe information learned from historical sources that can be used to inform a current understanding of an historical issue. 

Does not describe information learned from historical sources that can be used to inform a current understanding of an historical issue.

Describes information learned from historical sources that can be used to inform a current understanding of an historical issue, but this information is incomplete.

Describes information learned from historical sources that can be used to inform a current understanding of an historical issue.

Describes information learned from historical sources that can be used to inform a current understanding of an historical issue, with supporting examples. 

Explain similarities and differences in sources of historical information. 

Does not explain similarities and differences in sources of historical information.

Identifies similarities and differences in sources of historical information.

Explains similarities and differences in sources of historical information.

Explains similarities and differences in sources of historical information, with supporting examples. 

Analyze the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue. 

Does not analyze the strengths and weaknesses of historical evidence.

Attempts to analyze the strengths and weaknesses of historical evidence but does not include the challenges of using such evidence to make an argument about an historical issue.

Analyzes the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue.

Analyzes the strengths and weaknesses of historical evidence, including the challenges of using such evidence to make an argument about an historical issue, using supporting examples and specific details. 

Use critical thinking to relate past challenges and strategies to a current organizational issue. 

Does not use critical thinking to relate past challenges and strategies to a current organizational issue.

Uses critical thinking to relate past challenges and strategies to a current organizational issue, but the analysis is incomplete.

Uses critical thinking to relate past challenges and strategies to a current organizational issue.

Uses critical thinking to relate past challenges and strategies to a current organizational issue, using specific evidence. 

Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics. 

Does not write in a well-organized and concise manner.

Writing is unclear, wordy, or disconnected, with errors in grammar, usage, and mechanics.

Writes in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Organizes content so clarity is enhanced and all ideas flow logically and smoothly. Writes concisely, precisely, and directly, with nearly flawless adherence to the rules of grammar, usage, and mechanics. 

o .

Instructions

The employees at your organization have formed a union, and the bargaining process now begins. Write a case study in which you analyze the situation. First, begin with background information about the negotiation, and make certain to address the areas below.

• Identify the state where the organization is located. Is the state a right-to-work state? If yes, explain what this means. If no, explain what this means. Why are the employees deciding to unionize? What are the mandatory bargaining subjects? Other than wages and hours, what are five other terms and conditions of employment? What are permissive bargaining subjects that will be negotiated? List at least five.
• Second, you need to select members of your bargaining team. You will select four supervisors who were identified in the Unit VI Lesson. Discuss why you selected each supervisor, and compare/contrast their conflict management styles. Each supervisor must have a different conflict style. Explain how each supervisor can contribute to conflict resolution strategies used during negotiation.
• Third, explain the two collective bargaining strategies, and identify which one you will recommend your team to use. Explain and support your rationale.
• Finally, what will you propose happens if a labor management agreement is not reached by your team and the employee representatives?

Your case study must be a minimum of three pages in length, not counting the title and reference pages. Your case study should present an insightful and thorough analysis with strong arguments and evidence. You must use three academically reliable sources to support your analysis.

Adhere to APA Style when constructing this assignment, and make certain to include in-text citations and references for all sources that are used. Please note that no abstract is needed.

Coursework_ais 624 5_third 
Code_SE00100070020207DMAA

===========
Topic

ais 624 5

Subject Area

Coursework

No.of pages/Wordcount
2 pages
Urgency

6 to 12 hours 

Citation Style –

—————-APA———-

Assignment Details

Use the E vision of the exam.

this one should be, not exam 9
1 to 2 pages

=======

Attached files: 

https://drive.google.com/folderview?id=1hAgnm6LJxVQWew0lm8KcwDByG_RzJfne

=======

 For Milestone One, you will further define the problem you identified in the Module Two assignment and begin to develop a plan to address the problem using internal and external communications. Furthermore, you will prioritize the first steps in the process of addressing the problem and set goals for your communication. 

Using your selected BA plan template, detail the solution you have selected and the criteria and evaluation instruments used.  This document is an interim step, and NOT the full report (so some portions will remain blank). Concentrate your efforts on solution selection, including:

• Criteria and justifications
• Quantitative analysis of options
• Solution justification narrative
• Identified risks

Submit the Requirements Document with listed sections completed, as well as any supporting tools, figures and/or templates.

• Adams, M. (2015). Process analysis templates: 72 techniques for success (34-40). Retrieved from http://www.ba-guru.com/process-analysis-templates-72-techniques-for-success-34-40/%C2%A0
• Corporate Education Group. (2018). Business analysis tools, templates, and checklists. Retrieved from http://www.corpedgroup.com/resources/ba-tools.asp
• Neytcheva, V. (2018). Requirements document template by modernanalyst. Retrieved from https://www.modernanalyst.com/Resources/Templates/tabid/146/ID/494/Requirements-Document-Template-by-ModernAnalystcom.aspx

Please answer seperate

Write a 175- to 265-word response to the following questions:

• How will effective business communication skills be used during your work on learning teams in your BSHM program? In the health care industry? Provide details.

Assessment and Case study on separate word document 

Unit VI Assessment

Assessment questions don’t need a refrence

1. What are the key issues in an employee alcohol- and drug-testing program? Identify the types of drug testing used by employers, and explain the general steps followed when performing drug tests. Discuss the employee’s attitudes toward drug testing. Your response should be at least 400 words in length. 

2. Describe how NLRB rulings have impacted job security and workplace seniority? Your response should be at least 400 words in length.

Unit VII Case Study

Instructions

Read Case Study 11-2, “Sleeping on the Job,” on pages 426-427 of your textbook. Then, answer the following questions: 

1. Should the company’s treatment of the grievant for the first two “sleeping on the job” incidents influence the outcome in this case? Explain. 
2. Did the Company have just cause to dismiss the grievant for violating safety rules when in each instance cited, the truck was out of gear with the safety brake on? 
3. Is the union’s argument that the grievant just appeared to be “sleeping” creditable in the absence of any testimony of support by the backhoe driver, a fellow union member? 

Your response should be a minimum of 150 words per question. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations, and cited per APA guidelines.

Labor Relations and Collective Bargaining, 10th Edition

Christina Heavrin, J.D.; Michael R. Carrell

Case Study 11-2 

Sleeping On the Job The grievant has been employed by the Company as a truck driver of an all-wheel drive, articulating dump truck which he operated in conjunction with other pieces of equipment. While sitting in a loading area at the preparation plant he was being loaded by a long-armed loader; he was observed by a supervisor leaning back with his head against the box behind the seat with his eyes closed and his mouth open. The truck was running, and it was out of gear with the safety brake on, as prescribed by the safety procedures. He was suspended in compliance with the labor agreement—a 24–48-hour meeting was properly held, and he was terminated on March 11, 2009, for sleeping on the job. The Company contended that this was the third such incident involving the grievant. In the previous summer, the supervisor found the grievant asleep while sitting in his truck as it was being loaded. The motor was running, it was out of gear, and the safety brake was on. The supervisor had the loader bump the truck, and when the startled grievant eyeballed the supervisor, the supervisor shook his finger at him and shook his head to let him know he was caught sleeping and that it was not permitted. On September 17, 2008, the grievant was observed sleeping for an extended period of time while being loaded by a backhoe. In this instance the supervisor physically mounted the truck and opened the cab door to a very startled awakened employee. Again, the motor was running, it was out of gear, and the safety brake was on. A written safety observation card which stated “EMPLOYEE WAS ASLEEP” was issued to the grievant. In addition, a counseling session was held with the grievant and his Union Steward. The Company and the Union Stewart informed the grievant that if he were caught asleep again, he would be discharged. The Company informed him if he had physical problems, he should get a doctor’s excuse and he stated he had no problems. A third occurrence of the grievant being found sleeping on the job was evidenced on March 3, 2009, as the supervisor was walking past the grievant’s truck while it was being loaded. The supervisor had walked completely around the truck and was not seen or noticed by the sleeping grievant. The cab of the truck has a clear 180-degree open view through its windows. The supervisor and the backhoe operator observed the grievant asleep for several minutes. The Supervisor reported the incident to Management, and the grievant was discharged for sleeping on the job. The Company argued that a third sleeping on the job violation, while in the cab of a running piece of heavy equipment, is more than just cause for termination. This is a work area where there is high foot traffic and is frequented with numerous smaller vehicles and other equipment that is constantly on the move. Sleeping on the job is a very dangerous act. The Union argued that there was no record of the first “sleeping on the job” incident reported by the supervisor. The supervisor’s statement that he believed it occurred sometime in the summer is insufficient to establish occurrence. If this is such a critical incident, which warrants immediate discharge, it seems unreasonable that in one instance it would be treated with just the shaking of a finger. This incident is unrecorded and should not be considered as evidence against the grievant. There is no denial of the second incident as the grievant states he does not know if he was asleep or not. He was startled by the supervisor jumping on his truck and became disoriented as a result. He was arguably asleep, however, and was counseled by his Steward to be extremely careful in the future. It is easy to shut your eyes and relax for a few minutes while your truck is being loaded. The truck was locked out with the parking brake and cannot move; thus there is no immediate danger of any kind. In the incident of March 3, 2009, the truck was parked at an odd angle with the left front of the truck angled down. In order not to slide off the seat, the grievant had to totally extend his left leg and brace it against the corner of the bottom of the left door. This put him in a reclining position forcing his head back against the black box mounted behind the seat. One must remember the seat in this vehicle is in the middle; thus the downhill angle of the truck forced the grievant to appear to be lying back in a reclining position. Appearance of asleep is not asleep as charged. Furthermore, the Union noted that the Company’s treatment of the grievant for the previous similar incident was only a safety observation and counseling; no discipline was involved. The Union did not have the backhoe driver testify at the hearing. Source: Adapted from Dickenson-Russell Coal Company, LLC and United Mine Workers of America, Local Union No. 7950, 126 LA (BNA) 517 (2009).

  Write