1. Performance Management

Performance management is an important HRM function as it is the processes and actions taken to align employee performance with organizational objectives. Read the article and in 200-250 words evaluate whether your company’s formal performance evaluation process is effective. What steps could be taken to make it more effective? What is the role of HR in performance evaluation? Who is responsible for it?  Respond to at least two of your classmates’ postings.

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2. Compensation and Benefits

What impact do benefit offerings have on marketplace competitiveness and the ability to attract and keep quality employees? Do you think pay is the primary motivating factor for most job applicants and existing employees? Respond to at least two of your classmates’ postings.

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This was the original questions that we had to answer:  Define the concepts of interconnectedness and complexity as it relates to urban planning.  Why are these two concepts so important to urban planning?  Explain what Woodrow Wilson (1887) meant when he claimed that politics and administration should be considered to exist separately from each other.  How do the concepts of interconnectedness and complexity compare to the theory posited by Woodrow Wilson claiming that administration is separate from politics?  Respond to at least two of your classmates’ postings.

the assignment here is to reply to the two posted discusses of my fellow classmates.  at least (1) APA reference is required per reply.

Mark wrote:

Define the concepts of interconnectedness and complexity as it relates to urban planning. Why are these two concepts so important to urban planning?

The concept of interconnectedness and complexity as it relates to urban planning is the way that things are connected and the condition of that connection. In interconnectedness the concept is how the connections affect one another if things are done differently. In the concept of interconnectedness the outcome is determined by many variables. One variable can make things go in one direction while a different variable may make it go in the other direction. In interconnectedness there are many variables that need to be considered when making a decision.

An example of interconnectedness according to John M. Levy (2010) is “consider a simple illustration of interconnectedness, the use of a few acres of urban land. The amount and character of development on that land will determine the amount of traffic it generates. Developing it with single-family houses will produce a different traffic flow than developing it with apartments, which will generate a different traffic flow than developing it with apartments, which will generate a different traffic flow than developing it with a neighborhood shopping center” (p. 1).

Basically depending on which direction or variable is used determines the outcome. Each direction or variable has a different outcome that needs to be taken into consideration.

Complexity is the factors that consider planning as its own profession which the government handles as a separate activity (Levy, 2010).

Explain what Woodrow Wilson (1887) meant when he claimed that politics and administration should be considered to exist separately from each other.

In my opinion Woodrow Wilson meant that administration is a different in that it is a business and should be treated as such. Politics deals with policy and doesn’t deal with administration and should be treated that way. Although the two should be treated separately they both interact with one another being that politics sets the path for administration (Rosenbloom, 2008).

How do the concepts of interconnectedness and complexity compare to the theory posited by Woodrow Wilson claiming that administration is separate from politics?

In my opinion the concepts of interconnectedness and complexity would fall under the same theory that Woodrow Wilson claims. Both interconnectedness and complexity should be treated separately but they are dichotomy and rely on each other when it comes to planning.

References:

Levy, J. M. (2010). Contemporary urban planning (9th ed.) [VitalSource Bookshelf version].

Rosenbloom, D. (2008). The politics-administration dichotomy in U.S. historical context. Public      

Administration Review, 68(1), 57-60. Retrieved from  

http://search.proquest.com/docview/197180688?accountid=32521 


George wrote:

Define the concepts of interconnectedness and complexity as it relates to urban planning. Why are these two concepts so important to urban planning?

The concepts of interconnectedness and complexity as it relates to urban planning is be summed up by cause and effect. A good example that explained it in simple for according to Levy (2010), notes, “ Thus a land development decision is a traffic decision as well. That, potentially, affects everyone in the area. How much of the site is paved, an even what material is used for paving, affects how fast rainwater runs off from the property. Runoff may affect flooding and streams flow conditions miles downstream from property.” This is the case for Colorado that took the spotlight in recent news. They took on heavy rains that cause landslide and flash flooding. The death toll has been minimized due to the emergency services and state codes.

According to the city of Colorado, “local floodplain development permit is required for all development (not just buildings) in the 100-year floodplain. Always check with Planning and Development Services (P&DS) to see if a floodplain development permit is required, or to report illegal floodplain development. New building construction, substantial improvements and substantial damage must satisfy all flood protection regulations. For residential properties, this means that the floor must be at least two feet above flood elevations. General floodplain maps, which include both high hazard, conveyance, and flood fringe zones; more specific maps; and a determination of whether a property is in the high hazard or conveyance zone are available.” This is complexity and interconnectedness.

Explain what Woodrow Wilson (1887) meant when he claimed that politics and administration should be considered to exist separately from each other. How do the concepts of interconnectedness and complexity compare to the theory posited by Woodrow Wilson claiming that administration is separate from politics

Woodrow Wilson was a forward thinker and he could see and understand the atrocities’ that were happening in the administration.  In wanting to create a solid but effective administration, as Blessan (2010) explains that, “Influenced by the progressive movement Woodrow Wilson was also convinced that there was a need to reform the government and the reforms should be in the field of public administration so as to make it more efficient. It was in this context of prevalent maladministration and the consequent administrative reforms that Wilson emphasized in his essay, the development of the science of public administration as the appropriate cure for corrupt and inefficient administrative system. This vision of Wilson also marked the emergence of public administration as a separate and independent field of Study.”

Wilson’s concept is in direct relations with the complexities of urban planning. Complexity, according to Levy (2010) notes, “Is the condition that justifies planning as a separate profession and as a separate activity of government.” Separating politics from public administration also eliminates flaws and agendas.

Levy, J. M. (2010). Contemporary Urban Planning(9th ed.) [VitalSource Bookshelf version].

https://bouldercolorado.gov/plan-develop/floodplain-development

http://blessan.wordpress.com/2010/07/31/wilson’s-view-on-politics-and-administration/

Course goals and objectives: This course is designed to help you to understand the
origins and historical development of United States institutions, the evolving role of the
country in the global community, its economics and politics, the arts, and the
contributions of ethnic and gender groups to the development of each of these
components that make up the tapestry of the past, which have given us our present
state of existence. We will have a fantastic journey through time and there are certain
key elements that you must recognize in this process:
1. Use of chronology to place events in historical perspective.
2. The recognition of multiple causations in history.
3. Viewing history in ways that take into account the values, attitudes, and motivations
of the individuals as well as groups involved before making judgments.
4. Recognizing multiple perspectives that are grounded in genuine search for truth.
5. Critical analysis of how history is presented in a variety of mediums – the evolution
of historical imagery and historical consciousness.
6. Most significantly – the development of your own historical interpretations.

1.1 Students will demonstrate the ability to identify key social, economic, cultural, and political themes in American history.
1.2 Students will demonstrate the ability to effectively communicate their understanding of U.S. History in written form.
Assigned Readings: There are two assigned books for the course, United States: A
Brief Narrative History, which serves as the central reader and This War is for a Whole Life, from
which students will compose a scholarly book review. Both are available at the Coyote
Bookstore and the UBE.
Students should complete the reading assignments prior to their corresponding class meetings.
Email: I only respond to CSUSB student email addresses. All students are required to
check their CSUSB email for class updates, schedule changes and syllabus changes,
no fewer than 2 times per week.
Attendance policy: Students are expected to attend all class meetings, contribute to
the discussions, and maintain a high level of professionalism at all times. If a class
meeting is missed, students are required to contact a fellow student regarding all
missed materials. No recording devices or cameras are permitted at any time in
the classroom.
If you are in need of an accommodation for a disability in order to participate in
this class, please let me know ASAP and also contact Services to Students with
Disabilities at UH-183, (909)537-5238.
Blackboard is utilized for this course. For questions regarding on line issues,
please refer to http://senate.csusb.edu/docs/distlrn/distpol.htm.
Course Assignments:
There is a midterm, a final exam, and a scholarly book review. The make-up for the
midterm is a 10-15 page research paper. There is no make-up for the final. No late book
reviews will be accepted.
EXAMS: A scantron is required for both the midterm and the final exam. The exam
material will be drawn from the readings, lectures and in-class activities. THE EXAMS
1. A brief summary of the book.
2. Discuss and analyze the content of each chapter in the order that they appear in the book.
3. The student’s overall analysis of the major historical events discussed in the book.
Click Here To Get More On This Paper!!!!

Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).

 

Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.

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Using one of the following free online presentation tools listed below, create an interactive presentation that:

 

a)    Compares and contrasts the two concepts

b)    Explains how you envision blending the concepts in your current or future classroom.

In your presentation be sure to include:

 

• How you will present new information
• How students will demonstrate their prior background knowledge
• Your strategies to engage and motivate students
• At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
• All in-text citations included must be cited in APA format at the conclusion of your post.

Post your link along with a brief introduction in your initial post. 

Free Online Presentation Tools

 

• Glogster
• Pearltrees
• Prezi
• VoiceThread
• Present.Me.

 

Guided Response: Review at least two of your peers’ presentations and address the following questions:

 

• Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
• What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
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Research a bibliography before settling on something. The project won’t come to anything worthwhile if there isn’t good literature on and around the piece.

Good literature means serious, specific, academic analytical writing, (NOT programme notes or biography). Some of your literature should be about your piece directly, but some could be about other related works. Try looking in –

· Articles from peer-reviewed journals such as Music Analysis, C19th Music, Journal of the Royal Musicological Association etc. Much of this literature can be accessed from JSTOR.
· Articles/essays from scholarly collections in books. Look for books with titles or subtitles like ‘analytical studies’ etc. Also look for ‘ . . . University Press’ on the spine.
· Analytical books or monographs devoted to the piece itself (eg. The Cambridge Music Handbooks) or the music of the relevant composer, period or style, from a which a chapter or section might be relevant
· By all means try the Internet, but beware – you need material of a high standard of scholarship. That does not include Wikipedia (although this can point you to other things). If in doubt, ask your teacher.

Having found a good book or article, look through its bibliography which may lead you to other useful sources. You can also find a bibliography at the end of every article in Grove Music Online

2 Assemble the project

a) Essay
This must contain two elements –
i) Literature Review
ii) Analytical Response
You could therefore separate the essay into two distinct sections, but you may prefer to wrap the two elements into one continuous essay. Either way, each element should account for approximately half the word count.

compares and contrasts two major theorists:

Piaget and Vygotsky

You will be required to draft an essay which

compares and contrasts two major theorists,

e.g., Piaget and Vygotsky and their conceptual

frame works for development (cognitive, social

and emotional). Aside from highlighting the

major aspects of their stated theories, you are

also required to highlight the different ways in

which each theorist discusses development, e.g.,

Piaget discusses it mostly from a cognitive and

intellectual perspective whereas Vygotsky

focuses on the social contexts in which

development takes shape. You will be required to

cite the text as well as two other peer-reviewed

journal articles (for example – American

Psychologist or Journal of Abnormal Psychology),

to which you have access via your Drexel

account. The body of the essay will be NO MORE

THAN five (5) pages, not including cover page

and reference list. You?re also required to

follow APA format. Other requirements include

the following:

PAPER GUIDELINES:
Type of Writing
The paper is to have a scientific tone and

should rely on sources/reference to build an

explanation or argument.
Required Length
The length should be about 4-5 pages excluding

the title page and the reference list. Please

try to stay within this length.
Overall format
The paper should follow the format of the

American Psychological Association (APA)

guidelines. If you do not own an APA manual, we

recommend using the website

https://owl.english.purdue.edu/ for current APA

guidelines. Following APA guidelines is expected

in both the rough and final drafts or the paper,

but grading of the final paper will especially

rely on proper use of APA guidelines. Ask Dr

Chuck or Richa if you have questions while

writing the rough draft or after we give you

feedback!

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Citing sources
You are to use your textbook and peer-reviewed

journal articles as the main source of

information. Cite the textbook directly if the

authors do not cite anyone else. If they do cite

journal articles, you must cite those journal

articles directly. Please look up a journal

article and read it before citing it. If you

cannot locate the full text of the article

online, then read the abstract in an abstract

database like PsychInfo. (Ask us for help if you

have never worked with an abstract database.).

Often times, the full-text of the article can be

found if you go through Drexel?s online

resources/Psychinfo as well.
Required number of sources
The main concern is that you give proper credit

for information. In each paper, you must cite at

least the textbook. There is no required number

of journal articles to cite in addition. Please

be careful about giving proper credit to

sources, as we can see whether you should have

cited a journal article when you only cited the

textbook. Points will be deducted if you

inaccurately give credit to the textbook.
Avoiding Plagiarism
Please give importance to avoid plagiarism (from

the textbook or other sources). Quotes should be

used (sparingly, or not at all in these kinds of

papers) when you want to present exact thoughts

from the reference; however, every other

sentence should be in your own words. Even

grammatical structures of each sentence should

be your own words, meaning you cannot simply

replace the words in the original sentence. Any

plagiarism will lead to a grade of zero on the

paper.
Good writing
You will be grade on the quality of your

writing. High-quality writing involves 1) strong

arguments; 2) effective organization; and, 3)

good sentences.
1) Strong arguments: Critical thinking involves

the ability to evaluate and build arguments.

Arguments should be based on evidence, not

opinion, speculation, or personal experience.
2) Effective organization: Arrange paragraphs in

a logical sequence and be sure that each

paragraph has one (and only one) overarching

idea.

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