Do you think that most employees who take legal action against their employers have valid claims or are looking to “get something for nothing?” What is the basis for your opinion?
Would you be inclined to take legal action against your employer if you felt strongly that your legal rights had been violated? Why or why not?
Second assignment
Equal Opportunity and the Law – Chapter 2
Every HR action you take as a manager, from interviewing applicants to training, appraising, and rewarding them, has equal employment implications. Therefore, the purpose of chapter 2 is to provide you with the knowledge to deal effectively with equal employment questions on the job. This chapter is key and the foundation for HR Management.
Application case, Accusation of Sexual Harassment in Pro Sports in your text
Do you think Ms. Browne Saunders had the basis for a sexual harassment suit? Why?
From what you know of the case, do you think the jury arrived at the correct decision? Defend your answer.
Based on the few facts that you have, what steps could Garden management have taken to protect itself from liability in this matter?
Aside from the appeal, what would you do now if you were the Garden’s top management?
5.”The allegations against MSG in this case raise ethical questions with regard to the employer’s actions.” Do you agree/disagree and defend your answer.
After reading the Wells Fargo Case (located in the read & review folder) answer the following questions:
Do you agree with the bank’s decision to fire the employee?
Do you see any other alternatives to the firing?
3: With respect to recruitment and selection standards listed in chapter 2 of your text, what are some potentially discriminatory practices that organizations must avoid?
Lastly, what important precedents were set by the Griggs v. Duke Power Company case and the Albemarle v. Moody case?
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Do you think that most employees who take legal action against their employers have valid claims or are looking to “get something for nothing?” What is the basis for your opinion?
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earthand ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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After you’ve read the Shirky and read or watched the other reading or video you chose, write a response that draws on what you have read (be explicit in naming which pieces you are discussing). You can bring in any other recent examples that relate to Shirky’s points about group formation and what groups can achieve in this age of easy connection via social media and the internet.
Include an image that relates to the topic in your blog post. Remember images you use should be CC-licensed, or otherwise licensed for your use, and properly credited. You may also use screenshots you create from social media.
Some ideas to consider:
You may use the following ideas as a starting place for your blog post:
Toward the end of his chapter, Shirky poses two questions: “Why has group action largely been limited to formal organizations? What is happening now to change that?” What is new about the type of collective action he describes, and the way the groups are formed?
Apply Shirky’s ideas about group formation to a current activist group or movement that you’ve been following (or are involved with). Make sure to analyze how the group came about, what happened along the way and what goals were achieved by comparing them to another reading or video of the week.
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Topic 1: SHRM Content Area (Organizational Development: Action Research) Action Research One systematic approach used in Organizational Development is the HRD Process Model (ADDIE Model) as it is a systematic approach intended to improve the effectiveness of an organization. The Assessment phase of the HRD Process Model (ADDIE) is particularly relevant as it used to identify gaps in organizational effectiveness between an organization’s current and desired state. This discussion will review another systematic approach used in Organizational Development, Action Research. Action Research can be understood as a process, model, theory, or set of techniques. Most often, Action Research is framed as action taken by an external consultant, which is why Figure 18-1 utilizes Organizational Development consultant language. However, Action Research can also be used by internal HRD professionals, the steps are the same. You will find the Action Research Model useful both in Organizational Development, and in other areas of your professional and personal life. Action Research is built on feedback. A problem is identified, data collected, a diagnosis given, a plan developed, action taken…followed by assessment/data…which is used to continue the process. That feedback data is immediately used to identify the problem and the process resumes. Figure 18.1 in Organizational Behavior in Health Care, Chapter 18 (Borkowsi) identifies the eight steps in Action Research. Table 18.1 displays these eight steps (Burke, 1982) simplified into four steps as developed by Cummings and Worley (1997). How would you apply the 8 steps of Action Research to the organization you are using for the course project? What value might Action Research add to your course project? How might your organization respond to Action Research and why? Topic 2: SHRM Content Area (Organizational Development: Appreciative Inquiry) As reviewed in the previous discussion topic, the HRD professional needs skills in both Change Management and Organizational Development (OD). Change Management focuses on the human component of organizational change, and Organizational Development focuses on planned processes of change using a systematic approach to increase organizational effectiveness. One such planned process using a systematic approach is Action Research; another is Appreciative Inquiry. While Action Research focuses on what is going wrong in an organization, the Appreciative Inquiry systematic approach centers on what the organization is doing right. Appreciative Inquiry is often expressed as having five components. Both the Organizational Development Fundamentals Figure 2.4 (Rothwell, et al., 2015, page 7) and the Organizational Behavior in Health Care (Borkwoski, 2017, page 10) address Appreciative Inquiry. Rothwell uses the 5 D Appreciative Model and Borkwoski uses the 4 D Model. The center of Appreciative Inquiry is the way diagnostic questions are asked. What is different about the questions used in Appreciative Inquiry? Would you use the 4D or 5D Model for the organization you are using for your course project and why? Would the Action Research Model or the Appreciative Inquiry Model have more value for the organization you are using for your course project? Why?
According to Johnson (2008), the eight steps of action research serve as guideline when conducting action research project. Therefore, it is very imperative for the action research to adapt to a particular research topic or problem. In other words, the eight steps should not be seen as cast in stone, it should be flexible. The 8-step action research are identifying and limiting the topic, gathering information, reviewing the related literature, developing a research plan, implementing the plan and collecting data, analyzing the data, developing an action plan, and reflecting on the process.
The application of action research in the organization follows a systematic process, with the first step being identifying a specific problem. In this case, the organization is a learning institution, and the action research project is to improve performance of the students(Morrissey, 2013). This can be achieved through the use of examination and trial of the alternative instructional approach. The second step involves gathering information, where the views and instructional approach of tutors is obtained. It is important to know how other tutors addresses the problem of underperformance.
The third step is to review the related literature with the objective gaining more insight on the subject matter. Different instructional approaches are compared and review to understand the approach that is more effective to the learners. The fourth step is the development of a research plan, which is guided by the hypothesis or research question(Finnie & Norris, 1997). The process of developing research plan is guided by the literature and discussion with other tutors. Step five is the implementation of the plan and collecting data, which involve designing performance-based assessment where the students are examined to establish critical thinking skills.
The six step involves analyzing the data, where the test scores obtained from a standardized achievement tests are statistically compared for different instructional approach. The instructional approach recorded high score will be the one tutors will be using(Levasseur, 2001). Based on the findings, action plan is developed on how the selected instructional approach is adopted by the learning institutions. The last step involves reflecting on the process, where the head of school call for a meeting for debriefing and decide on any adjustment. The action research is valuable to the organization is various ways. It ensures that course project is delivered on time and each of the process was…………………………………………………………………………………………………
· Essay Topic: Develop your three strategies for ethical action. Explain each strategy in its own paragraph by associating with topics and issues covered in class (cases, discussion, theories, AICPA codes, and experience). Make sure to include an introduction and conclusion.
Part 1In this unit, you have learned about human rights. What can we, as citizens of the United States, do about this? Is taking action against injustices our responsibility as citizens? Should it be?For this activity, you will be exploring these difficult questions. In Part 1 of this activity, you will analyze how citizen participation can help achieve political and social change, specifically the treatment of women. You will need to find two different examples of e-mail campaigns, boycotts, blogs, podcasts, protests, demonstrations, or letters to editors in which the sole purpose has been to change the treatment and role of women in the United States. Next, you will analyze how effective or ineffective these efforts have been.Use the following questions to guide your research and record your answers.
What is one example of citizen participation that has aimed to change the role and/or treatment of women? Describe this example.
Analyze and explain how effective this example was in changing the treatment of women.
What is another example of citizen participation that has aimed to change the role and/or treatment of women? Describe this example.
Analyze and explain how effective this example was in changing the treatment of women.Part 2For Part 2 of this activity, you will be exploring the roles of citizens on the local, state, and federal level. Do you feel that being an active participant in the equality of women (or any people for that matter) is the responsibility of citizens?Though many people would answer ‘yes’ to this question, it is not a mandatory responsibility for citizens. But, what are the mandatory responsibilities of citizens?Visit the suggested websites (or any others that you find useful) and fill in the chart below separating the responsibilities of citizens into either local, state, or federal. Find at least four for each column. Be sure to indicate if each responsibility is Mandatory or Voluntary (note that some responsibilities may fall into more than one category).Suggested Websites:
Job discrimination (Chapter 11, pages 401-433), We will explore areas such as disparity, affirmative action policies, bias wage systems, hostile work environments, sexual harassment, and many other job discrimination topics.
For this week’s discussion, I want you to think about the concept of comparable work for comparable pay. Most companies provide a job description that details the work involved for the positions, the expected experience and education needed to properly do the work, as well as the physical abilities needed to hold the positions. The applicant is well aware of the requirements needed and makes the decision to submit an application, cover letter, and resume.
Now here is where I would like your opinion on the hiring process and the determination of the wages to possibly avoid wage discrimination based on gender.
Respond to the following:
Post a discussion based on the following question. You might be familiar with how the television show The Voice works. The judges do not see the singer until they hear the singer and make the choice to accept the person onto their team. Do you think if all of the names were removed from all the application documents prior to presentation for candidate selection, and a set wage assigned before a face-to-face interview is held, that it would help to reduce the gender disparity in wages, as the potential for gender identity is not disclosed prior to interview selection? Explain your answer
