Thisproject is designed to provide you with a real-life practical application of an organizations Human Resource benefits program. You will create a written analysis of a real-world organizations benefit plan design with suggested opportunities for improvement that use the concepts and knowledge introduced in this course.

I am sending Part 1 as a resource. Please complete Parts 2-8.

*Part 1: Select and profile an organization for the benefit plan*

There are a number of ways in which an organization and benefit plan can be selected. You have the option of looking at your current employers benefit plan, a previous employer, or a random organization of your choice whose benefit plan has a perceived need for either a revision of specific benefits, addition of needed benefits, or an overhaul of its benefits program. Provide a clear profile of your chosen organization as well as the organizations current benefits program. Present key facts that are important in understanding your chosen organizations benefits program.

*Part 2: Statement of the issue*
This section should present an analysis of the major benefits issue/issues. It should include a statement of the specific benefit plan you are addressing. Some questions to ask when formulating the statement of issue include:

Have I identified the basic issue or am I dealing with the symptoms?
What is the point of the paper?
If I have identified more than one issue, are the issues separate or related?
There are several sources from which the issues can be determined. They include business documents, such as employee surveys and competitive analysis reports; assessment questionnaires that can be created to probe for areas of benefit needs and employee desires; observations of how employees use or do not use their current benefits; and interviews with key management and selected employees to determine benefit issues.

*Part 3: Literature Review*

Address what was discovered in the search of relevant literature, related articles, and the employee benefit text, as well as what was discovered in Part 2. This means not only reviewing theories, concepts, and studies discussed in the text or in class but also reviewing websites and what other writers have to say about benefit plans. Given the limited number of weeks that a term provides and the number of steps involved in the course project following the literature review, no more than two weeks should be spent in reviewing literature.

It is critical that those completing questionnaires, being interviewed, or providing information in any other manner be assured that their responses will be kept in the strictest of confidence and will not be discussed in whole or part to any member of the organization or outside the boundaries of the classroom. I recommend you begin your literature search by accessing the Kellers Online Library. While you may use information obtained from HR-related websites, you must also obtain information from current scholarly journals, business publications, and newspapers. Ten or more outside resources or references are required.

*Part 4. Issue Analysis*

Here, we are bringing Parts 2 and 3 together. This section should provide a detailed analysis of the benefits issue that was identified in Part 2. A major objective is to clearly illustrate how the concepts of the course and gained knowledge of benefits are being used, as well as to show what was learned from the literature review. Show that you are applying course material.

*Part 5. Issue Solutions*

Create a developmental strategy. Offer several solutions or options that are appropriate for the benefits issue or issues. The solutions should follow logically from the analysis. The expected outcomes, positive and negative, should be addressed.

*Part 6. Solution and its Implementation*
This segment should outline your recommended solution to the identified issue. The solution will be one or a combination of the solutions provided in Part 5. This part should be specific, stating what benefit plans are recommended, timing for implementation, and in what sequence. It includes not only what should be done, but also how it should be done. A specific solution should indicate what benefit is most appropriate for the issue and how it will be implemented in the organization. Some questions to keep in mind when writing the solution section include the following:

Has an awareness of the problem of implementation been addressed?
Have you been too general?
Does the solution and implementation address the issues identified earlier?
Does my solution take into account the identified pros and cons?
How will you evaluate the effectiveness of the implemented benefit plan?
What process checks or procedures will I put in place to institutionalize the improvement?
Was the realism of your proposed action plan assessed? For example, is there adequate time, money, and other resources for your solution?

*Part 7: Justification*

This section of your analysis should, using course knowledge and concepts, tell why your solution and implementation would work. A major objective is to clearly show how you are applying course concepts and content to arrive at a workable solution and implementation for the issue identified. Some questions to ask when writing your justification segment include:

Have I applied the appropriate course material?
Do I support my conclusions and recommendations with appropriately referenced facts, quotes, readings, and class activities?
Does my justification recognize the pros and cons identified earlier?

*Part 8: Reflection*

Think about this assignment and write a well thought-out reflection statement about how this assignment influenced your thinking about benefits.


**The following are best practices that should be used in preparing this paper**

Cover Page
Table of Contents - List the main ideas and section of your paper and the pages in which they are located. The illustrations should be included separately.
Introduction - Use a header on your paper. This will indicate you are introducing your paper.
Sub-Title each section ??" Use the section titles to indicate in the body of your paper each individual section (i.e. Statement of Issue, Literature Review, Issue Analysis, etc.) Each section should be clearly marked.
Body of Your Report - Use a header titled with the name of your project. Example: The Development of Hotel X - A World Class Resort. Then proceed to break out the main ideas. State the main ideas, state major points in each idea, provide evidence. Break out each main idea you will use in the body of your paper. Sub-titles will help divide each individual section; separate group of paragraphs; or headers. Include the information you found during your research and investigation.
Summary and Conclusion - Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original. An effective summary identifies the main ideas and major support points from the body of your report. Minor details are left out. Summarize the benefits of the ideas and how they affect the industry.
Work Cited - Use the citation format specified in the Syllabus.
Additional hints on preparing the best possible project.

Papers should be formatted according to APA or MLA guidelines (12 point font; double-spaced; include a cover page, table of contents, introduction, body of the report, summary or conclusion, and works cited page).
Even though this is not a scientific-type writing assignment and is mostly creative in nature, references are still very important. At least six authoritative, outside references are required (anonymous authors or web pages are not acceptable). These should be referenced according to APA or MLA guidelines.
Appropriate citations are required following APA or MLA guidelines.

Here are the Length of pages guidelines:

Part 2: Statement of the issue 1 Page
Part 3: Literature Review 4 Pages
Part 4. Issue Analysis 1 Page
Part 5. Issue Solutions 2 Pages
Part 6. Solution and its Implementation- 4 Pages
Part 7: Justifiction 2 Pages
Part 8: Reflection 1 Page


There are faxes for this order.

Customer is requesting that (dlzit) completes this order.

An important issue in nursing education, and one that has contributed to the nursing shortage, is the lack of qualified nursing faculty. Attracting, selecting, and retaining nursing faculty is an important job for all faculty members. As a faculty member of a new nursing program you have been given the job of developing a job description for new nursing faculty for the BSN program. The program needs faculty for all major nursing areas: medical/surgical, maternal/child, pediatrics, community health, and psych/mental health. You have also been asked to develop a guide for interviewing prospective candidates. Finally, you have been asked to develop a strategy for retaining nursing faculty in your program.

Task:

A. Develop a job description for nursing faculty (suggested length of 1 page). This may be a job description for any one of the specialties and may be for a position that is only theory, only clinical, or a combination of both theory and clinical. The job description should designate which type of position it is. Include the following in your description:
1. Position requirements (e.g., required education, experience, and scholastic endeavors and achievements)
2. Position responsibilities (e.g., expectations of job including amount and type of teaching/interaction with students, other program responsibilities).

B. Develop a candidate selection process for a nursing faculty position (suggested length of 1 page) in which you do the following:
1. Develop specific questions about education, degrees, nursing specialization, certifications, past clinical nursing experience, and scholastic endeavors and achievements.
2. Develop at least three open-ended questions that address the candidates philosophy and beliefs about nursing education, the role of nursing faculty, competency-based education, or other education styles.

C. Develop a faculty retention plan (suggested length of 1??"2 pages).
1. Support your plan by addressing issues that the current literature reports relating to nursing faculty turnover.

D. If you use sources, include all in-text citations and references in APA format.

Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.
Customer is requesting that (rbwpenn) completes this order.

The Marketing Plan is an opportunity to integrate all of the marketing concepts presented in this marketing class. The Marketing Plan will be on starting my own Car Detailing Service in the Dallas/Ft. Worth metroplex. Please review the faxed material pertaining to the Components of the Market Plan and required bibliographic support to substantiate the market potential, marketing mix, strategy and objective. Additionally, please review the faxed sample market plan
There are faxes for this order.

Read the case study titled A Successful Downsizing: Developing a Culture of Trust and Responsibility before starting this assignment.

Write a seven to ten (7-10) page paper in which you:

-Describe specific practices that successful project managers apply in exercising their leadership and management roles overall.

-Evaluate Judy Stokleys level of success in developing a culture of trust while implementing her drawdown plan as Eglin Air Bases new Advanced Medium Range Air-to-Air Missile (AMRAAM) program director. Provide three (3) specific examples to support the response.

-Indicate three (3) key learning and behavior modification strategies that Judy Stokley used in order to address AMRAAMs organizational problems and gain the trust of project team members. Provide three (3) specific examples to support the response.

-Analyze three (3) actions that Judy Stokley took in order to change the project teams culture and create a relationship of trust, mutual support, and teamwork between the government and contractors. Support the response with three (3) specific corresponding examples.

-Create a personal leadership development plan for Judy Stokley so that she may be eligible for future promotions to leadership roles beyond program director. The plan should, at a minimum, focus on promoting key leadership behaviors, designate specific strategies to promote a higher level of performance relative to the position, and specify actions that Judy could take to promote the AMRAAM culture in her new role.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the students name, the professors name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Unit 4 Solving Problems: Improve & Control
Healthcare Quality Management

Reading Assignment
Trusko, B.E., Pexton, C., Harrington, J., & Gupta, P.K., chap. 7
Assignment Type: Individual Project Points Possible: 50 Deliverable Length: 2?3 pages

Create a matrix for 3 of the following tools used in quality improvement:

Bar graph
Histogram
Pareto chart
Pie chart
Line chart
Control chart
Submit a report of 2?3 pages (with the matrix) that addresses the following:

The purpose of each tool
Examples for when each tool can be used for quality improvement
A comparison of the tools

This assignment is a nursing care plan presentation to be done in powerpoint and should have graphics, diagrams, etc. There should be presenter's transcripts as well so that the presenter can read off the transcript while looking at the powerpoint slide to an audience.

This presentation should be done a RN.

The writer for this assignment needs to be a registered nurse.

Topic: Mobility/Continuing Care

Mr Baker is a 67 year old single, odd job laborer, suffered a stroke and has been hospitalised at a community hospital for the last 6 months. He has been scheduled for home. He has made some improvements in his mobility status but requires assistance of a walker and a wheelchair. He lives with his older brother and his family, and his eldery mother, in an executive flat with 4 bedrooms on the 2nd floor. His sister-in-law is the main carer for his elderly mother. His nieces and nephews are unwilling to care for him as they have other work and school commitments.

You are the home care nurse and you have been assigned to plan his care. Discuss how you can help him organize his activities at home s that he can stay at home.

The following are some focus questions:

- Given the client's medical history and current illness, what are his problems?
- What nursing interventions can you implement to address the client's problems
- What is your role as a home care nurse?
- Are there any potential problems that you would anticipate while planning for his home care?

You are to write a 1-page. Provide a written discussion of the article and how it applies to the economic model of behavior. Do Not Use Outsides Sources.

Why Incentive Plans Cannot Work

When reward systems fail, don't blame the program -- look at the premise behind it.

It is difficult to overstate the extent to which most managers and the people who advise them believe in the redemptive power of rewards. Certainly, the vast majority of U.S. corporations use some sort of program intended to motivate employees by tying compensation to one index of performance or another. But more striking is the rarely examined belief that people will do a better job if they have been promised some sort of incentive. This assumption and the practices associated with it are pervasive, but a growing collection of evidence supports an opposing view. According to numerous studies in laboratories, workplaces, classrooms, and other settings, rewards typically undermine the very processes they are intended to enhance. The findings suggest that the failure of any given incentive program is due less to a glitch in that program than to the inadequacy of the psychological assumptions that ground all such plans.
Temporary Compliance
Behaviorist theory, derived from work with laboratory animals, is indirectly responsible for such programs as piece-work pay for factory workers, stock options for top executives, special privileges accorded to Employees of the Month, and commissions for salespeople. Indeed, the livelihood of innumerable consultants has long been based on devising fresh formulas for computing bonuses to wave in front of employees. Money, vacations, banquets, plaques--the list of variations on a single, simple behaviorist model of motivation is limitless. And today even many people who are regarded as forward thinking--those who promote teamwork, participative management, continuous improvement, and the like--urge the use of rewards to institute and maintain these very reforms. What we use bribes to accomplish may have changed, but the reliance on bribes, on behaviorist doctrine, has not.
Moreover, the few articles that appear to criticize incentive plans are invariably limited to details of implementation. Only fine-tune the calculations and delivery of the incentive--or perhaps hire the author as a consultant--and the problem will be solved, we are told. As Herbert H. Meyer, professor emeritus in the psychology department at the College of Social and Behavioral Sciences at the University of South Florida, has written, "Anyone reading the literature on this subject published 20 years ago would find that the articles look almost identical to those published today." That assessment, which could have been written this morning, was actually offered in 1975. In nearly forty years, the thinking hasn't changed.
Do rewards work? The answer depends on what we mean by "work." Research suggests that, by and large, rewards succeed at securing one thing only: temporary compliance. When it comes to producing lasting change in attitudes and behavior, however, rewards, like punishment, are strikingly ineffective. Once the rewards run out, people revert to their old behaviors. Studies show that offering incentives for losing weight, quitting smoking, using seat belts, or (in the case of children) acting generously is not only less effective than other strategies but often proves worse than doing nothing at all. Incentives, a version of what psychologists call extrinsic motivators, do not alter the attitudes that underlie our behaviors. They do not create an enduring commitment to any value or action. Rather, incentives merely--and temporarily--change what we do.
As for productivity, at least two dozen studies over the last three decades have conclusively shown that people who expect to receive a reward for completing a task or for doing that task successfully simply do not perform as well as those who expect no reward at all. These studies examined rewards for children and adults, males and females, and included tasks ranging from memorizing facts to creative problem-solving to designing collages. In general, the more cognitive sophistication and open-ended thinking that was required, the worse people performed when working for a reward. Interestingly enough, the researchers themselves were often taken by surprise. They assumed that rewards would produce better work but discovered otherwise.
The question for managers is whether incentive plans can work when extrinsic motivators more generally do not. Unfortunately, as author G. Douglas Jenkins, Jr., has noted, most organizational studies to date--like the articles published-have tended "to focus on the effects of variations in incentive conditions, and not on whether performance-based pay per se raises performance levels."
A number of studies, however, have examined whether or not pay, especially at the executive level, is related to corporate profitability and other measures of organizational performance. Often they have found slight or even negative correlations between pay and performance. Typically, the absence of such a relationship is interpreted as evidence of links between compensation and something other than how well people do their jobs. But most of these data could support a different conclusion, one that reverses the causal arrow. Perhaps what these studies reveal is that higher pay does not produce better performance. In other words, the very idea of trying to reward quality may be a fool's errand.
Consider the findings of Jude T. Rich and John A. Larson, formerly of McKinsey & Company. In 1982, using interviews and proxy statements, they examined compensation programs at 90 major U.S. companies to determine whether return to shareholders was better for corporations that had incentive plans for top executives than it was for those companies that had no such plans. They were unable to find any difference.
Four years later, Jenkins tracked down 28 previously published studies that measured the impact of financial incentives on performance. (Some were conducted in the laboratory and some in the field.) His analysis, "Financial Incentives," published in 1986, revealed that 16, or 57%, of the studies found a positive effect on performance. However, all of the performance measures were quantitative in nature: a good job consisted of producing more of something or doing it faster. Only five of the studies looked at the quality of performance. And none of those five showed any benefits from incentives.
Another analysis took advantage of an unusual situation that affected a group of welders at a Midwestern manufacturing company. At the request of the union, an incentive system that had been in effect for some years was abruptly eliminated. Now, if a financial incentive supplies motivation, its absence should drive down production. And that is exactly what happened, at first. Fortunately, Harold F. Rothe, former personnel manager and corporate staff assistant at the Beloit Corporation, tracked production over a period of months, providing the sort of long-term data rarely collected in this field. After the initial slump, Rothe found that in the absence of incentives the welders' production quickly began to rise and eventually reached a level as high or higher than it had been before.
One of the largest reviews of how intervention programs affect worker productivity, a meta-analysis of some 330 comparisons from 98 studies, was conducted in the mid-1980s by Richard A. Guzzo, associate professor of psychology at the University of Maryland, College Park, and his colleagues at New York University. The raw numbers seemed to suggest a positive relationship between financial incentives and productivity, but because of the huge variations from one study to another, statistical tests indicated that there was no significant effect overall. What's more, financial incentives were virtually unrelated to the number of workers who were absent or who quit their jobs over a period of time. By contrast, training and goal-setting programs had a far greater impact on productivity tha did pay-for-performance plans.
Why Rewards Fail
Why do most executives continue to rely on incentive programs? Perhaps it's because few people take the time to examine the connection between incentive programs and problems with workplace productivity and morale. Rewards buy temporary compliance, so it looks like the problems are solved. It's harder to spot the harm they cause over the long term. Moreover, it does not occur to most of us to suspect rewards, given that our own teachers, parents, and managers probably used them. "Do this and you'll get that" is part of the fabric of American life. Finally, by clinging to the belief that motivational problems are due to the particular incentive system in effect at the moment, rather than to the psychological theory behind all incentives, we can remain optimistic that a relatively minor adjustment will repair the damage.
Over the long haul, however, the potential cost to any organization of trying to fine-tune reward-driven compensation systems may be considerable. The fundamental flaws of behaviorism itself doom the prospects of affecting long-term behavior change or performance improvement through the use of rewards. Consider the following six-point framework that examines the true costs of an incentive program.
1. "Pay is not a motivator." W. Edward Deming's declaration may seem surprising, even absurd. Of course, money buys the things people want and need. Moreover, the less people are paid, the more concerned they are likely to be about financial matters. Indeed, several studies over the last few decades have found that when people are asked to guess what matters to their coworkers--or, in the case of managers, to their subordinates--they assume money heads the list. But put the question directly--"What do you care about?"--and pay typically ranks only fifth or sixth.
Even if people were principally concerned with their salaries, this does not prove that money is motivating. There is no firm basis for the assumption that paying people more will encourage them to do better work or even, in the long run, more work. As Frederick Herzberg, Distinguished Professor of Management at the University of Utah's Graduate School of Management, has argued, just because too little money can irritate and demotivate does not mean that more and more money will bring about increased satisfaction, much less increased motivation. It is plausible to assume that if someone's take-home pay was cut in half, his or her morale would suffer enough to undermine performance. But it doesn't necessarily follow that doubling that person's pay would result in better work.
2. Rewards punish. Many managers understand that coercion and fear destroy motivation and create defiance, defensiveness, and rage. They realize that punitive management is a contradiction in terms. As Herzberg wrote in HBR some 25 years ago ("One More Time: How Do You Motivate Employees?" January-February 1968), a "KITA"-which, he coyly explains, stands for "kick in the pants"--may produce movement but never motivation.
What most executives fail to recognize is that Herzberg's observation is equally true of rewards. Punishment and rewards are two sides of the same coin. Rewards have a punitive effect because they, like outright punishment, are manipulative. "Do this and you'll get that" is not really very different from "Do this or here's what will happen to you." In the case of incentives, the reward itself may be highly desired; but by making that bonus contingent on certain behaviors, managers manipulate their subordinates, and that experience of being controlled is likely to assume a punitive quality over time.
Further, not receiving a reward one had expected to receive is also indistinguishable from being punished. Whether the incentive is withheld or withdrawn deliberately, or simply not received by someone who had hoped to get it, the effect is identical. And the more desirable the reward, the more demoralizing it is to miss out.
The new school, which exhorts us to catch people doing something right and reward them for it, is not very different from the old school, which advised us to catch people doing something wrong and threaten to punish them if they ever do it again. What is essentially taking place in both approaches is that a lot of people are getting caught. Managers are creating a workplace in which people feel controlled, not an environment conducive to exploration, learning, and progress.
3. Rewards rupture relationships. Relationships among employees are often casualties of the scramble for rewards. As leaders of the Total Quality Management movement have emphasized, incentive programs, and the performance appraisal systems that accompany them, reduce the possibilities for cooperation. Peter R. Scholtes, senior management consultant at Joiner Associates Inc., put it starkly, "Everyone is pressuring the system for individual gain. No one is improving the system for collective gain. The system will inevitably crash." Without teamwork, in other words, there can be no quality.
The surest way to destroy cooperation and, therefore, organizational excellence, is to force people to compete for rewards or recognition or to rank them against each other. For each person who wins, there are many others who carry with them the feeling of having lost. And the more these awards are publicized through the use of memos, newsletters, and awards banquets, the more detrimental their impact can be. Furthermore, when employees compete for a limited number of incentives, they will most likely begin to see each other as obstacles to their own success. But the same result can occur with any use of rewards; introducing competition just makes a bad thing worse.
Relationships between supervisors and subordinates can also collapse under the weight of incentives. Of course, the supervisor who punishes is about as welcome to employees as a glimpse of a police car in their rearview mirrors. But even the supervisor who rewards can produce some damaging reactions. For instance, employees may be tempted to conceal any problems they might be having and present themselves as infinitely competent to the manager in control of the money. Rather than ask for help--a prerequisite for optimal performance--they might opt instead for flattery, attempting to convince the manager that they have everything under control. Very few things threaten an organization as much as a hoard of incentive-driven individuals trying to curry favor with the incentive dispenser.
4. Rewards ignore reasons. In order to solve problems in the workplace, managers must understand what caused them. Are employees inadequately prepared for the demands of their jobs? Is long-term growth being sacrificed to maximize short-term return? Are workers unable to collaborate effectively? Is the organization so rigidly hierarchical that employees are intimidated about making recommendations and feel powerless and burned out? Each of these situations calls for a different response. But relying on incentives to boost productivity does nothing to address possible underlying problems and bring about meaningful change.
Moreover, managers often use incentive systems as a substitute for giving workers what they need to do a good job. Treating workers well-providing useful feedback, social support, and the room for self-determination--is the essence of good management. On the other hand, dangling a bonus in front of employees and waiting for the results requires much less effort. Indeed, some evidence suggests that productive managerial strategies are less likely to be used in organizations that lean on pay-for-performance plans. In his study of welders' performance, Rothe noted that supervisors tended to "demonstrate relatively less leadership" when incentives were in place. Likewise, author Carla O'Dell reports in People, Performance, and Pay that a survey of 1,600 organizations by the American Productivity Center discovered little in the way of active employee involvement in organizations that used small-group incentive plans. As Jone L. Pearce, associate professor at the Graduate School of Management, University of California at Irvine, wrote in "Why Merit Pay Doesn't Work: Implications from Organization Theory," pay for performance actually "impedes the ability of managers to manage."
5. Rewards discourage risk-taking. "People will do precisely what they are asked to do if the reward is significant," enthused Monroe J. Haegele, a proponent of pay-for-performance programs, in "The New Performance Measures." And here is the root of the problem. Whenever people are encouraged to think about what they will get for engaging in a task, they become less inclined to take risks or explore possibilities, to play hunches or to consider incidental stimuli. In a word, the number one casualty of rewards is creativity.
Excellence pulls in one direction; rewards pull in another. Tell people that their income will depend on their productivity or performance rating, and they will focus on the numbers. Sometimes they will manipulate the schedule for completing tasks or even engage in patently unethical and illegal behavior. As Thane S. Pittman, professor and chair of the psychology department at Gettysburg College, and his colleagues point out, when we are motivated by incentives, "features such as predictability and simplicity are desirable, since the primary focus associated with this orientation is to get through the task expediently in order to reach the desired goal." The late Cornell University professor, John Condry, was more succinct: rewards, he said, are the "enemies of exploration."
Consider the findings of organizational psychologist Edwin A. Locke. When Locke paid subjects on a piece-rate basis for their work, he noticed that they tended to choose easier tasks as the payment for success increased. A number of other studies have also found that people working for a reward generally try to minimize challenge. It isn't that human beings are naturally lazy or that it is unwise to give employees a voice in determining the standards to be used. Rather, people tend to lower their sights when they are encouraged to think about what they are going to get for their efforts. "Do this and you'll get that," in other words, focuses attention on the "that" instead of the "this." Emphasizing large bonuses is the last strategy we should use if we care about innovation. Do rewards motivate people? Absolutely. They motivate people to get rewards.
6. Rewards undermine interest. If our goal is excellence, no artificial incentive can ever match the power of intrinsic motivation. People who do exceptional work may be glad to be paid and even gladder to be well paid, but they do not work to collect a paycheck. They work because they love what they do.
Few will be shocked by the news that extrinsic motivators are a poor substitute for genuine interest in one's job. What is far more surprising is that rewards, like punishment, may actually undermine the intrinsic motivation that results in optimal performance. The more a manager stresses what an employee can earn for good work, the less interested that employee will be in the work itself.
The first studies to establish the effect of rewards on intrinsic motivation were conducted in the early 1970s by Edward Deci, professor and chairman of the psychology department at the University of Rochester. By now, scores of experiments across the country have replicated the finding. As Deci and his colleague Richard Ryan, senior vice president of investment and training manager at Robert W. Baird and Co., Inc., wrote in their 1985 book, Intrinsic Motivation and Self-Determination in Human Behavior, "the research has consistently shown that any contingent payment system tends to undermine intrinsic motivation." The basic effect is the same for a variety of rewards and tasks, although extrinsic motivators are particularly destructive when tied to interesting or complicated tasks.
Deci and Ryan argue that receiving a reward for a particular behavior sends a certain message about what we have done and controls, or attempts to control, our future behavior. The more we experience being controlled, the more we will tend to lose interest in what we are doing. If we go to work thinking about the possibility of getting a bonus, we come to feel that our work is not self-directed. Rather, it is the reward that drives our behavior.
Other theorists favor a more simple explanation for the negative effect rewards have on intrinsic motivation: anything presented as a prerequisite for something else-that is, as a means toward another end--comes to be seen as less desirable. The recipient of the reward assumes, "If they have to bribe me to do it, it must be something I wouldn't want to do." In fact, a series of studies, published in 1992 by psychology professor Jonathan L. Freedman and his colleagues at the University of Toronto, confirmed that the larger the incentive we are offered, the more negatively we will view the activity for which the bonus was received. (The activities themselves don't seem to matter; in this study, they ranged from participating in a medical experiment to eating unfamiliar food.) Whatever the reason for the effect, however, any incentive or pay-for-performance system tends to make people less enthusiastic about their work and therefore less likely to approach it with a commitment to excellence.
Dangerous Assumptions
Outside of psychology departments, few people distinguish between intrinsic and extrinsic motivation. Those who do assume that the two concepts can simply be added together for best effect. Motivation comes in two flavors, the logic goes, and both together must be better than either alone. But studies show that the real world works differently.
Some managers insist that the only problem with incentive programs is that they don't reward the right things. But these managers fail to understand the psychological factors involved and, consequently, the risks of sticking with the status quo.
Contrary to conventional wisdom, the use of rewards is not a response to the extrinsic orientation exhibited by many workers. Rather, incentives help create this focus on financial considerations. When an organization uses a Skinnerian management or compensation system, people are likely to become less interested in their work, requiring extrinsic incentives before expending effort. Then supervisors shake their heads and say, "You see? If you don't offer them a reward, they won't do anything." It is a classic self-fulfilling prophecy. Swarthmore College psychology professor Barry Schwartz has conceded that behavior theory may seem to provide us with a useful way of describing what goes on in U.S. workplaces. However, "It does this not because work is a natural exemplification of behavior theory principles but because behavior theory principles ... had a significant hand in transforming work into an exemplification of behavior theory principles."
Managers who insist that the job won't get done right without rewards have failed to offer a convincing argument for behavioral manipulation. Promising a reward to someone who appears unmotivated is a bit like offering salt water to someone who is thirsty. Bribes in the workplace simply can't work.

I have paper to be submitted by Monday. I would like to have it by Sunday morning latest. Course Business Law. University - University of Poenix. Subject and paper theme is bellow. Let me know if you need anything else. Do you have access to or related data for Riordan Virtual Business?

Individual Assignment: Corporate Compliance Plan

? Resource: Riordan Manufacturing Virtual Organization.

? Access the Riordan Manufacturing Virtual Organization on the student website.

? Create a Corporate Compliance Plan of no more than 10 pages for Riordan. The plan must synthesize your learning and must apply legal principles of business management. Focus your plan on managing the legal liabilities of Riordan officers and directors.

? Address the following in your plan:

o ADR
o Enterprise and product liability
o International law
o Tangible and intellectual property
o Legal forms of business
o Governance

? Outline prevention of and management guidelines of the preceding aspects. Use previous individual assignments to bring insight to this project.

? Create your plan as if you were distributing it to officers and directors.


? Address specific laws or aspects Riordan must adhere to and outline steps for employees to adhere to. The plan must also address how to handle situations in which laws are violated or in question, such as when to call in legal counsel, what rights employees have, or whom to turn to when actions are taken against Riordan.

? Format your plan consistent with APA guidelines.

Respecctfully,
EM
+1 403 5897693

writer:pheelyks
Proposed Solution, Implementation and Evaluation
i) Preparing a Solution

(1) Write a 100-250 word paper in which you:

(a) Describe briefly your proposed solution

ii) Preparing an Implementation Plan

(1) Prepare an outline of 1-2 pages

(2) Describe an implementation plan

(3) Include the steps needed to implement each strategy as well as the resources needed to implement the plan.

Preparing an Evaluation Plan

(1) Write a 500 word paper in which you:

(a) Prepare an evaluation plan supported by your critical appraisal of the literature.

(b) Explain how the project will be evaluated, and identify resources needed for evaluation.

(c) Describe what your projected outcomes will be.

iv) Use.APA format including a title page, introduction, and conclusion. An abstract is not required. Cite in-text and in the References section

Develop and submit the section of the Organizational Technology Plan paper listed below, as directed by the faculty member. Include specific examples from the selected business for illustration.

Social Contract

Describe the social responsibilities that the business has as an organization. Include information on how these social responsibilities are addressed by technology and relate to individuals in the organization. Identify the ethical issues for the organization and individuals along with the effect that current or emerging technology has on these issues. Describe how the human resources function uses or might use technology in supporting the organization and individuals in meeting social and ethical responsibilities. Include policies that exist or might exist for this support. Give specific examples in areas such as the following:


? Ownership of intellectual output, privacy of personal information and internal organizational communications, accuracy and quality of information, access to information, flow and content of information, and obligations of organizations created by the use of information-Janeen

HUMAN RESOURCE MGT.
Develop a training plan for a newly created technological advance in the company of your choice. Be sure to state how it aligns with with the HRM strategy.
Write a 6(six) page paper in which you:
1. Determine if and how the HRM practices align with the company?s business strategy.
2. Discuss how hiring more women and promoting them could improve the competitive advantage of
this company.
3. Prepare a recruitment and retention plan for this company that specifically targets women
employees.
4. List three (3) potential obstacles that this company could face in its quest to diversify its workforce
in this particular culture.
5. Recommend two HRM strategies that this company could enforce to improve the visibility of its
women employees.
6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other
Websites do not qualify as academic resources.

Topic
Develop a training plan a newly created technological advance company choice. Be state aligns

Please see the attached file " Operational Plan"

the websites that can be helpful in writing this paper are

http://www.subway.com
http://www.subway.com/subwayroot/about_us/history.aspx
http://www.subway.com/ContactUs/CustServFAQs.aspx
http://www.subway.com/ContactUs/StudentGuideEdits.pdf

I am paying for 5 pages only need 3 pages please and will do add on page for good work here is assignment APA FORMAT NO DIRECT QUOTES NEED ACESS TO REFERENCES PLEASE PER JOURNALS The purpose of this exercise is to allow you to develop a quality improvement evaluation plan for an already developed project. Your group will be assigned to a project as listed below. The group will work together to develop a targeted evaluation plan for the project that encompasses the National Patient Safety Goals and the IOM aims.
The primary goal of this assignment is quality improvement of patient care so your evaluation should maintain that focus. Your evaluation plan must be well justified from the discussion and the evidence, comprehensive and detailed. The evaluation plan should include:
1. Read the entire project carefully, making notes on aspects that need to be evaluated to evidence that the project actually improved patient care.
2. Determine what tools/instruments or documents will be needed for evaluation of the project.
3. Develop project documents as needed.
4. Develop a schedule of events that will need to be evaluated in order to assure that the project goals are met.

Note: Please use the terms "tools or instruments [typically implies research] when you are referring to surveys and questionnaires that have been previously tested and shown to be valid and reliable. You, as a DNP, will be translating evidence into practice rather than conducting original research and should select tools/instruments that have been shown to be the best at measuring what is intended. Please refrain from referring to other project documents that you develop as tools (i.e., compliance checklists, patient education sheets, data tracking sheets, demographic tracking sheets, patient satisfaction sheets, standing orders, policies and procedures, and flow sheets). Identifying documents as to what they really are will help reduce confusion in the long run


Postpartum depression is the most common complication following childbirth. Although a large number of women suffer from the complication, and screening is inexpensive and time efficient, routine screening is not standard protocol in most practices providing care to postpartum women and their children. Postpartum depression is a serious complication of childbirth affecting 10-15% of all deliveries in the United States (Gjerdingen, Katon, & Rich, 2008). Impoverished women and adolescents have a significantly higher risk for developing depression, with limited to no availability to mental health care upon diagnosis (Perfetti, Clark, & Fillmore, 2004). Onset of maternal depression is usually within several weeks after delivery, a critical time for maternal infant bond. Continuing undiagnosed mental illness has multiple adverse effects on the family unit, therefore accurate and early identification of depressive symptoms is significant for mother and child (Misri, 2007). The following abstract focuses on a systems change initiative in a public health department providing routine screening of all postpartum women and facilitating referral into mental health care.
Routine postpartum screening has the potential of detecting at least 50% more cases of depression than clinical judgment alone (Pogany & Petersen, 2007). Implementing such screening in addition to providing nurses with the tools to manage basic needs and referrals for women found to be high risk will affect not only the woman but her infant, family and society. Early detection and treatment through a screening program has a lasting positive effect on the family unit and future for women suffering the common illness of postpartum depression. The postpartum depression screening initiative was planned and executed in three phases. The first phase concentrated on literature review and current departmental policy. The second phase consisted of educating doctors, nurses, and social workers responsible for providing care to postpartum women. The third phase consisted of screening all women greater than 3 weeks postpartum using the Edinburgh Postnatal Depression Scale and providing a mental health referral when needed. A data log sheet was completed and turned in weekly tracking all screens offered, the score, the referral action taken and any follow up provided. Data analysis reveals the population studied scored consistent with the national average for high risk and higher than average for scoring in the moderate to high risk for maternal depression.
Grading Rubric:
___/2 Project Analysis: Review the background issue completely. Identify options/alternatives for evaluation and discuss in an overview.
___/3 Identify Stakeholders: Who do you need to consider in your evaluation plan? Address in your justification who you will target for evaluation and why, how you will accomplish the evaluation with each stakeholder and a timeline


Customer is requesting that (rbwpenn) completes this order.

Customer is requesting that (rbwpenn) completes this order.

Need a plan for a Home based consultants focuses on IT.

Elements of the Business plain for PC Senior Moments:

How it started:

Pc Senior Moments started with a premise that the elderly are a segment of the population who could use computer & electronic help with a cognitive approach. We provide a catered service that deals with visual, auditory, tactile with sensitivity to an aging thought process. Set up an environment that is easy to use and our costumer will find their surrounding easy to learn, remember and upkeep. We offer a customizable approach to our customer and their family electronic needs.
We service the San Fernando Valley and the West Los Angeles area.
Gift certificates is also available for those who knows somebody who could use the help. Send us their way and we can help your seniors get started on the tech world or just give them a tune up.
Contact us at [email protected] for anything we can help you with.

What we do:

Our role as a consultants focuses on IT, with the specialization of setting up networks, cloudy computing, remote access and computer technology. Our primary client base consists of senior citizens. We do not use a formalized model when conducting our consulting activities, but we do go through some basic steps that are usually the same. These begin with the consultation process. During this process, we basically take on the role of an IT doctors. We listen to the client tells us about their problems and their needs, and then we ask questions for clarification. After this point, we are prepared to make a diagnosis, and to set the client up with the technology that meets the clients needs.
We work both with private clients and with institutional clients, as such as assisted care facilities. In each case we would try to find out what constraints we might have in implementing solutions. Some seniors have a very low level of Internet literacy, which is one basic constraint. When dealing with institutions, I will often have other constraints as well. We need to balance the needs of the end users (the seniors) with the needs of the customer (the institution). Often this means dealing with their existing IT consultant, or whoever has been responsible for IT in the past, as I will be building on their infrastructure or have to work within constraints that they have set up. There are also financial constraints to take into consideration. It is our role as consultants to initiate communications with the relevant stakeholders in order to determine the full set of needs, wants and constraints, before we begin to determine the best solution and especially before the solution is implemented.

Services and Pricing:
Will add a word doc with some of the pacifies but need help in this area
There are faxes for this order.

I need a business plan for an international business located in Guatemala exporting Guatemalan coffee to Japan specifically and international as well.

FOLLOW THIS EXACT TEMPLATE PLEASE:

International Business Plan Template

1. Executive Summary

Nature of the opportunity

Scope of the opportunity

Why this opportunity?

Why this country?

Financing requirement

Risk assessment

Return on investment

Request for action

2. Nature of business

Summary description

Corporate mission statement (if any)

Corporate history:

? Founders

? When established

? Key milestones

Core competencies:

? Product

? Process

? Technology

? Service

? Operations

? Other

3. Customer Profile

Characteristics of users:

? Age categories

? Occupations

? Income levels

? Other distinguishing features

Who makes the purchasing decision (if different from users)?

Spending patterns of buyers:

Place of product in spending

Disposable income

Factors influencing purchase:

? Price

? Quality

? Features

? Time to market

? Reliability of supply

? After-sales service

? Fads and trends

? Other

4. Current market

Total domestic market for product or service:

? By value

? By volume

? Current and projected trends

? Geographical distribution

Company?s share of domestic market:

? By value

? As a percentage

? Current trends

Company?s foreign markets (if any):

? By value

? By country

? Current trends

5. Description of product or service

What is the need it fills?

Technical description

Distinguishing features differentiating product or service from its competition.

Expected life cycle of current offering:

Can it become obsolete or is overtaken by replacement offerings?

Renewal strategy

? Quality improvements

? Enhanced features

? Replacement offerings

6. Marketing Strategy

Significant trends in the marketplace

? Demographic and social changes

? Macroeconomic factors

? Technological developments

? Regulatory changes

Emerging opportunities for the company

Marketing objectives:

By volume

By market share

By characteristics of target market

Marketplace positioning

Pricing strategy

7. Sales activities

Available resources:

? Internal sales staff

? External sales force (e.g. agents, distributors)

? Sales budget

Sales tactics:

? Promotional techniques

? Special offers

? Unique features of sales approach

Results

8. Intellectual property

Proprietary technologies embedded in the product or service

Proprietary production processes

Patents held

Trademarks, trade names, copyrights, etc.

R&D capabilities

Current R&D activities

R&D objectives

9. Operations

Plant or premises:

? Size

? Location

? Features

? Ownership

? Applicable leases

Equipment:

? Description

? Age

? Applicable leases

Capacity:

? Maximum capacity

? Current utilization

Cost of overheads:

? Materials

? Labor

? Administration

? Rents, leases and utilities

? Marketing and sales

? Other

Inventory:

? Current levels (by number)

? Estimated value

10. Human resources

Number of employees

Functional areas:

? Number in each area

? Skill requirements by area

Educational levels

Gaps in available skills

Recruitment and training strategy

11. Supplier network

Key inputs required:

? By type

? By value

Current suppliers:

? Name

? Location (domestic or foreign)

? Inputs supplied

? Value of orders

Purchasing strategy:

? Supplier qualification

? Method of ordering

? Special techniques (e.g. Just-in-Time ordering)

? Controls

12. Physical distribution

Distribution requirements:

? Nature of product or service

? Order processing

? Handling and shipping techniques used

? Special requirements

Internal capabilities:

? Storage and warehousing

? Preparation and handling

? Shipping

External service suppliers:

? Shipping and handling

? Carriers

? Insurance

? Name of supplier

? Average annual business volume

13. Financial performance: past five years

Year

-5

-4

-3

-2

-1

Gross sales

Cost of goods

Gross profit

Cost of sales

Administration

Pre-tax profit

Taxes

After-tax profit

Explanations

14. Financial performance: five-year projection

Year

Current

+1

+2

+3

+4

Gross sales

Cost of goods

Gross profit

Cost of sales

Administration

Pre-tax profit

Taxes

After-tax profit

Assumptions

15. Financial requirements of existing business

Scenario

Cash flow projection

Case requirement

High

Medium

Low

Key Assumptions

16. Possible financing sources

Operations

Commercial lenders

Investors

Government sources

Other situations

17. Proposed application of funds

R&D

Capacity expansion

Marketing initiatives

Training

18. Ownership and structure

Share structure and owners

Senior management

Directors

19. Risk Analysis

Currency

? Hedging

? Forward contracts

? Transfer pricing

? Asset valuation

Country

? Expropriation

? Discriminatory treatment

? Repatriation funds

? Political environment

Company

? Credit check

? Dispute mechanisms

? Performance bonds

Project management

? Performance bonds

? Reporting systems

? Decision-making mechanisms

Insurance

? EDC

? Private

20. Conclusion and recommendations

21. Appendices: Additional supporting information (prepare list)

Management biographies

Product literature

Letters of reference, awards

Patents

Major contracts

Asset valuations

Descriptions of assets

Relevant studies

Financial data:

? Cash flow projection

? Profit and loss statement

? Balance sheet

? Auditor?s report

Antigua Guatemala Coffee Info
-----------------------------------------------------------------------------------------------------------------------





Tucked away in a valley and nestled between three volcanoes, lies beautiful Antigua, Guatemala; it is in this climatically diverse region that you will find the local farmers growing some of the world?s finest coffee. This region is perfect for cultivating coffee; with ample rainfall, elevations reaching 4,600 feet, and a constant humidity of 65%, it makes absolute sense for coffee to be the number one industry in Guatemala.

This highly rated and well-known gourmet coffee is light-medium roasted to brew into full-bodied coffee with unique smoky and chocolaty undertones. Richly complex and well-balanced, this gourmet coffee from Guatemala has hints of spice in the finish that will please the senses.





25 lbs. Guatemala Antigua Fresh Roasted Coffee Beans

Fresh Roasted Coffee Beans
Guatemala Antigua
________________________________________
Specifics:
? Name: AGAIG
? Origin: Guatemala
? Region: Antigua
? Altitude: 1200-2000
? Processing Method: Washed
? Drying Method: European Prep
Cupping Notes:
Spices,citrus,toasted nuts.
About this Coffee:
Valley Coffee Roasters and Pete have been custom roasting for As Green As It Gets for a few years now. It just seemed funny for us to keep buying our Guatemalan coffee from anyplace else. On August 11 2011 I called AGAIG and now we are buying our Antigua direct from the growers! This is just one of a few coffees I hope to buy direct like this. Remember Direct Trade is getting all of the money back to the growers and IMHO is far better than any Fair Trade Certified coffee.
________________________________________
From As Green As It Gets Site
Our farmers are exporting 21 tons of coffee! This export represents the combined efforts of over 300 people from 64 farming families. From humble beginnings, we have grown from 800 lbs to 42.000 lbs a year, and we're still growing!. Their capital investments continue to grow.
This certified scale weighs legal export weight.

This sewing machine seals each bag in seconds compared to the twenty minutes it takes to sew a bag by hand.

Our farmers have their own export license, export plantation code, FDA registration, tax-payer id number, certified receipts, a legal business entity with board of directors, registered land titles, and a host of legal paperwork to make them bonafide producers and exporters. That?s exciting, but not as exciting as #24378.
This year, the farmers are exporting as Plantation #24378.

That number indicates that the government of Guatemala has recognized them as legal, registered, independent producers and exporters of coffee.

Guatemala History
--------------------------------------------------------------------------------------------------------------------------


The golden age and decline of the Maya empire

In 1542, 32 years after Columbus had discovered America, under Pedro de Alvarado the Spanish invaded the region, which now is Guatemala. At this time this region was highly populated by the descendants of the Maya, who, in the years 300 until 900 AD, had known a cultural golden age, in which they had developed a very precise script of words and pictures as well as mathematical and astronomical knowledge. Reasons for the decline of the Maya empire have not been resolved clearly until now. In the opinion of a lot of scientists, an ecological catastrophe destroyed the former flourishing Mayan metropolises that afterwards were overgrown by the rain forest. Therefore, at the time of the Spanish invasion, the Mayan descendants lived in very simple circumstances, pursued agriculture and were in close contact to nature.


"Discovery" of America

By the invasion of the Spanish, the living standards of the Mayas got worse dramatically. They were driven out or forced to work; they suffered from mistreatment, hunger and diseases brought in from Europe. Within a very short time the population of 800,000 reduced to approximately 100,000.


Independence of Guatemala

At the end of the 18th century, resistance was formed by the country exploited by the Spanish Crown which led to independence of Guatemala in 1821. After independence, huge coffee and banana plantations were formed that were led by domestic big landowners and increasingly by foreign companies, e.g. the "United Fruit Company". Politically the country was unstable and subject to dictatorial regimes. The dictatorship of Jorge ?bico (1933 - 1944) can be seen as the climax of the ordinary people's suffering. During this dictatorship all of Guatemala turned into a "big private madhouse", as quoted by a Times correspondent at the time. The Ind?genas, as the Mayan descendants are called today, were deprived of all their rights and tortures and shootings reached alarming and unbearable proportions. In an uprising of the public population, government was removed and nine years of democracy followed.

Under President Juan Jos? Ar?valo, who was elected in 1945, general electoral law was ratified, trade unions were legalized and literacy programmes were carried out. But when Jacobo Arbenz, his successor, wanted to carry out a land reform in which the Guatemalan plantations as well as the United Fruit Company were planned to be expropriated, the government was overthrown with financial help of the US and the support of the CIA in 1954.


Acts of terror and troops of death

During the following decades and with changing governments, the country remained in the hands of the powerful elite that was formed by big landowners, the army and increasingly industrialists. The oppression of a large part of the population was carried on with by extended states of emergency, acts of terror and troops of death.


Policy of the burned ground

At the end of the 70s, the guerrillas began to recruit again after several years of peace. President Romeo Lucas Garc?a, holding office at the beginning of the 80s, tried to fight them by introducing his "policy of the burned ground", which meant destroying whole villages and the killing of a lot of people, mostly of the indigenous population. Garcia?s successor, the religious fanatic Rios Montt, who became president in 1982, was pursuing the same politics more radically. During the 17 months of Rios Montt's dictatorship in Guatemala, the Guatemalan population suffered from the most horrible crimes of the civil war, which lasted more than 36 years: 440 villages were razed to the ground, 50,000 people "disappeared" and more than 100,000 people were killed. Those responsible have not been called to account yet and Rios Montt had immunity as president of the Congress until 2003.



On the way to democracy

Since 1986 Guatemala has been governed by civil presidents, but it wasn't until 1993, when the human rights representative of the government, Ramiro de Le?n Carpio, was called into office as new president, that hope arose on a process of establishing a real democracy. As prisoner between the interests of the army and the economy, he did not achieve any far-reaching reforms either. In 1996 Alvaro Arz? became president. His biggest achievement was the successful conclusion of the peace negotiations, which lasted nearly 10 years and the signing of the final peace contract on 29 December 1996 that put an end to the 36 years of civil war.


The peace contract of 1996

After euphoria, disillusion followed quickly. Until today, economic and political structures remain unchanged and the realisation of a lot of contract issues still are slowed down. In only a few sectors progress had been made, like the reform in the justice system. For a while long prison sentences against members of the army, who were made responsible for the murder of bishop Gerardi four years ago, in the last year, were considered as big results against the general exemptions from punishment. Two days before he was killed, Bishop Gerardi had presented the human rights report on the crimes committed by the army during the civil war. In October 2002, the sentence mentioned above was annulled. Now, after another appeal against this verdict by the defence, this case lies in the responsibility of the constitutional court.

Unfortunately, the death of Bishop Gerardi is not an exception: It is still very dangerous in Guatemala to fight for human rights and to support coming to terms with the dark past of the country. Everyday, activists and offices of human rights organisations as well as a lot of journalists are threatened with death, are attacked and killed in many cases. Obviously, still there are a lot of people (especially in higher ranking positions in the government and army) that are in full consciousness of their guilt and responsibility during the period of the armed conflict and therefore fear any solving of these crimes.

We hope that the peace process, which is stagnating so obviously and only can be seen as a retrograde step in some sectors, will be put on the right track and manifestation of the peace expected will be realised as soon as possible during the following years.
A Short History of Guatemala

Early Mayan civilization and culture began to develop around 2000 B.C., all throughout the territory that we currently know as southern Mexico, Belize, Guatemala, El Salvador and western Honduras. The first period of Mayan civilization is referred to as the Pre-classic period and it occurred at the same time as the Golden Age of Greece and the conquests of Alexander the Great, lasting until around 250 A.D. The Classic period (following the pre-classic), was contemporary to the fall of the Roman Empire, and covers the years from 250 A.D. to 900 A.D. Following the classic period is the Post classic period from 900 A.D. up until the Spanish conquest of Guatemala in 1524.
The Maya were considered one of the most developed human cultures of their time. They established trade routes throughout the area mentioned above, and also traded with other people in surrounding areas, e.g. with Teotihuacan. The most powerful Mayan cities during the height of Mayan civilization were Tikal, Calakmul, Caracol, Uaxact?n, Yaxh?, Chichen Itz?, El Mirador, Nakbe, Cop?n, Palenque, Yaxchil?n, and Kaminaljuy?. These cities were commercial and spiritual centers. They traded jade, obsidian, quetzal feathers and liquidambar resin from the highlands, seashells, fish and salt from the coast, and cacao, cotton, and macaw feathers from the lowlands. Each city was ruled by a k'ul ajaw, a king of god status, who ruled a united secular and religious realm.

Ball game court in front of the Temple I in Tikal.
Centers of the ancient cities were characterized by plazas, temple pyramids, and ball courts, all designed to model the landscapes surrounding the cities. Pyramids were symbols of the mountains and home to the gods. Ball game courts were symbols for the valleys between the mountains and were considered the entrances to the underworld. The wide central plazas symbolized the surfaces of lakes, which were thought to be the surface of the underworld. Celebrations and sacrificial ceremonies were held on the stage of this sacred landscape (Freidel et al. 1993).
All of the ruins which can be seen today survived under the thick cover of the rainforest for centuries before being uncovered. Today they help us recreate the history of the ancient Maya, together with the arts and crafts and written testimonies carved in stone, written on paper and on pottery. The Maya used the most complex writing system of all American cultures up to their time. They also used an advanced calendar based on exact astronomic observations. Mayan mathematics included the concept of zero and agriculture was dominated by corn, which is still the main base of the Guatemalan diet today.

Itzamn? - Maya god of creation, drawing from Dresden Codex, 1500 A.D. (Post-classic Period).
The late Classic period was characterized by many autonomous city centers that were often in conflict with each other, trying to divide up political territories. The mystery surrounding the collapse of the major Mayan sites in the 9th century continues today. One possible theory is the idea that the uncontrolled exploitation of resources by the Maya (slash and burn agriculture for example), long dry seasons, overpopulation, illnesses, wars, invasions and obstruction of trade routes, depleted the resources needed to support such a large population and caused the civilization to fold upon itself. Either way, what is known is that the main centers of the Classic Period were abandoned and the populations diminished at the end of this period and later on, in the Post classic period, only smaller towns were known to exist around lake Pet?n Itz?. During the late Post Classic period the central towns were Tayasal, at lake Pet?n Itz?, and Topoxt?, at lake Yaxh?.
The long history of the Mayans ruling the majority of Mesoamerica ended with Spain's conquest of their lands. Spain entered to find new lands and resources to exploit and with their conquest they reduced Mayans to smaller populations and established their own cities on top of the Mayan ruins. Thus began three centuries of exploitation by the Spanish of the Mayan people, called the Colonial era, from 1524 to 1821. In 1524 Pedro de Alvarado began the conquest of the geographical area which is now known as part of Guatemala. He founded the first Spanish capital over the Mayan site of Iximch?, the former capital of the Cakchiquel Kingdom. From then on Spain continued to conquer Mayan population centers and defeated the last significant Mayan population in 1697 in Tayasal, capital of the Itzaes of Pet?n. In one of Alvarado's battles Tec?n Um?n was raised to national hero status for his valiant fight against his Spanish intruders.
The name Guatemala was derived from "Quauhtemallan", which means 'place of abundant flowers' or from "Guauthemallan", which means 'place of trees' in the Aztec Nahuatl language. This name was given by the Tlaxcaltecas who came with Pedro de Alvarado to conquer this land. During the colonial time the capital of Guatemala changed location many times due to natural disasters. The capital "Guatemala de la Asunci?n", as it is today, was not named until 1776 after a severe earthquake which destroyed much of the previous capital, the city which is now Antigua Guatemala. During this time trading coalitions were established with Europe and the Catholic Church's influence was solidified throughout the whole country. Even though the Catholic Church tried to impose its beliefs on Mayans, some Maya codices and chronicles, with historical and religious information, were documented, preserved and even translated into Spanish by members of the very same Catholic Church. These members of the church had befriended certain Mayan leaders and were not comfortable forcing their religion upon the Mayans. In the 19th century various indigenous rebellions took place at different points in the country. Out of these rebellions rose another indigenous hero: Atanasio Tzul. He was made famous for leading a rebellion in the Quich? province of Totonicap?n in 1820.


Guatemala's flag and the emblem of liberty in 1821.
In 1821 the Modern Period began with the independence of Guatemala from Spain. A political union of all the countries from Central America took place from 1823 to 1839, known as Central American Federation. The central Government of it was situated in Guatemala, but finally all countries split like we know them today: Guatemala, El Salvador, Honduras, Nicaragua and Costa Rica. No national currency was declared until 1924. Then the "Quetzal" was introduced, owing its name to the national bird.
Since pre-colonial times the Mayans have always used the slash-and-burn agriculture and it is still the most common method for cultivation of corn, the base of the Guatemalan diet. During and after the Colonial period, Guatemala exported products which had been originally processed by the Mayan people, such as cacao and Spanish Red, which is a dye extracted from cochineal insects. At the end of the 19th century numerous German immigrants came to Guatemala and planted large areas with coffee for exportation. This is how coffee "fincas" or farms originated and today they are still producing some of the finest coffees in the world. The 20th century began with strong investments from the United Fruit Company to establish banana plantations in Guatemala. The company signed a contract with then president Estrada Cabrera to grow and trade bananas, and thus began a decade of strong influences of the banana trade in Guatemalan power politics.
In 1960 a civil war began that lasted for 36 years, taking the life of thousands of Guatemalans, and not officially concluding until the signing of Peace Accords between the government and guerilla forces in 1996. Since the Peace Agreements were signed, their implementation has been given close attention by the international community while the national government has swayed from strong intentions to implement agreements in the accords to a seemingly disinterested stand on the matter. In the face of these fluctuations the country has a long way to go to achieve the goals laid out in this important document.

Guatemala's population is currently at around 13 million people, according to the national census. Guatemala is a multicultural country: 23 Mayan ethnic groups, "ladinos" (a mix of Mayan and Spaniards), and minor groups, which are mainly the Xinca and the Gar?funa. The Mayan population is around 60% of this number. They are settled mainly in the western highlands and in central Guatemala. Rural areas of Guatemala are a stark contrast to the urban centers. Most remote rural villages do not have paved roads, electricity or running water, and education is hard to access. The intensive use of the land in rural areas reflects the fact that agricultural production is still the main economic activity for the majority of the country's population. Some of the most prominent export products produced in Guatemala are: Cardamom, coffee, sugar cane, bananas, flowers and non-traditional goods like macadamia nuts and typical textiles and souvenirs. A significant amount of Guatemala's economy relies on tourism as the country's wildly diverse attractions, both natural and cultural, provide a wealth of attractions for visitors to the country.
One of the traditions in Guatemala which has endured centuries is that of the local markets. Markets are both trading centers and gathering sites and are generally operational only a couple of days each week, when people from a whole region will come to a town center to offer their wares and purchase basic necessity goods for their families. At the major markets one can observe local products and typical clothes from different areas and ethnic groups being bought and sold, since people from numerous small towns gather in the main markets at the same time.

writer's username :wizzy

It is a psycology aasigment

Having joined a major retail store as a team leader in the Procurement Department, you have identified a number of areas for improvement. Discuss your preferred leadership approach in taking this matter forward with your team of 6 Procurement specialists.

Using the organization where you work, one where you have worked, or one in which you are very familiar, identify a Human Resource Management program, policy, procedure, or initiative that you believe needs to be changed. Your goal is to apply Kotter?s 8 Stage Process of Creating Change to the HR situation you have selected, with corresponding suggestions for how to put this change initiative into practice. Once it is formulated, you will present your recommendations to upper management.

This assignment consists of two (2) sections: a written report and a PowerPoint presentation. You must submit the two (2) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for.

Section 1: Change Management Plan
Write a five to seven (5-7) page paper in which you:
a)Describe the organization in terms of industry, size, and history.

b)Describe how the HR program /policy / process / procedure / initiative that has been proposed should be changed.

c)Describe three (3) reasons why this change is important to make.

d)Describe the recommended change.

e)Develop a strategy that illustrates how you would address each of the eight (8) Stages of Change (Establishing a sense of urgency; creating coalition; developing vision and strategy; communicating the vision; empowering broad-based action; generating short term wins; consolidating gains and producing more change; anchoring new approaches into the culture).

f)Identify potential resistance to change and describe how the resistance would be managed.

g)Outline at least three (3) communications strategies you would use.

h)Propose two (2) diagnostic tools to identify the changes that need to be made in organization.

I)Recommend two (2) strategies for sustaining the change.

j)Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.

Section 1 of this assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

strageic plan for the general motors upper mid sedan market. vehicles in this segment are: Chevrolet Impala, Pontiac Grand Prix and Buick Regal/Century. The competition is Dodge Intrepid, Ford Taurus and Toyota Camry. APA writing style with references inside paper and bibliography. Need Pie chart for market share and Lined chart for Revenue. This is my final paper for a MBA. I will be emailing my detailed outline.
There are faxes for this order.

I would like your help in writing an one page "reflective review" on Building a plan while flyig it:Early lessons from developing Charter School" by Noelle C. Griffin. Thanks. The hard copy of this article will be faxed to you shortly.
There are faxes for this order.

Requesting the writer to be: Christinapeter.

Paper designing elements of an employee relations program from any organization. Identify policy implications, the goals of the program, how these goals support corporate goals, and the cost and benefits of implementing and maintaining the plan. Include these topics:
a. Employee rights and employee relations
b. Federal, state and foreign regulatory compliance
c. wellness programs, including employee assistance programs
d. Benefits (other than wellness programs)
e. Health and safety

The written proposal for the program should be no more than 500 words maximum. The Proposal for an Adult Literacy Program plan topic should address several questions, including:
a.What do you see as an important educational problem that needs to be addressed?
b.Why do you think it is an important problem for you to address?
c.How can finding a solution result in significant changes/improvements?


"Each question should be answered separately. For Outside Sources Use Internet Articles or Journal Articles, Only!"

Hello, i need a term paper on the topic: Popular programs for Self-improvement. you have to compare it to a book example i choose how to self-improve on getting out of a bad relationship. (so, its me vs. the book??) i am not sure what book through. also the example the proff said was, self-improve on how to improve in your life such as job, family friends, spritialy etc... after you have compare the book you have to see if it work or not..is the book true or false? can it help you or not?? you can call me if any questions .. 516 322 0829

Final Paper:

* An Analysis of President Obamas Health Care Plan
* Write an eight (8) to ten (10) page paper using APA format that provides an analysis of President Obamas proposed health care reform plan. Include in your analysis the following:
o A description of the major features of the proposed health care reform plan, including how the plan will be funded
o An objective analysis of the pros and cons of the proposed plan in relation to the following factors:
o The degree to which the plan will increase access to health care for various segments of the population
o The extent to which the proposed plan will affect cost relative to the consumer, the taxpayer, the insurance companies, government, and other payers
o The impact of the plan on the quality of care delivered
o Unintended consequences (e.g. health care rationing)
o An analysis of the potential response of the three stakeholders listed below. Analysis should address the subgroups within each stakeholder group (examples are given):
o Health care providers: subgroups include groups such as physicians, hospitals, HMOs, etc.
o Health care consumers: insured, uninsured
o Current health care payers: employers, insurance companies, etc.
o A summary of the paper that articulates your position relative to the proposed plan. Explain why you support or oppose the plan.

Please answer the following question: "What do you think are the major management issues to keep a strategic plan successful? " - using the following background information (include two online sources with a works cited section):

Now that our strategic plan is in effect, we need to learn how to manage it. If the organization gets off track, the leaders need to get it back on track. We also need to see if the plan is working. One of the best tools is to set check points or mileposts along the way.

If an organization says it plans to increase its market share by 5%, for example, it needs to measure where it stands at various points in the plan. For example, where does it stand after year one? If the plan is to grow 5% in five years, perhaps it should achieve 1% after one year. This is not an automatic because the market may be hard to shift. So, market share growth might be scaled to be higher in early years or later years. The key idea is to set a reasonable milepost and measure it.

So, if 1% growth for year one is the goal, the leadership needs to measure the progress. If the organization falls short of its goal, corrective action must be taken. The action may involve more resources than originally planned. Or, perhaps the organization did not commit the money and people it planned to use on its new strategy. Maybe the assumptions were wrong or the competitors stepped up their efforts. For example, we planned a 1% market share increase this year and a new competitor entered the market at a lower price. So, we will need to adjust our assumptions and perhaps change the time frame.

What do you think are the major management issues to keep a strategic plan successful?

Task 1:

A. Identify a topic (suggested length of 23 sentences) that you want to research.

B. Prepare an annotated bibliography of at least 10 credible sources that you plan to use in your research by doing the following:

1. Provide a full APA-formatted citation for each source.

2. Provide an annotation (suggested length of 150 words) for each source in which you do the following:

a. Summarize the information presented in the source.

b. Evaluate the quality of information of the source.

3. Provide the correct in-text citation after each annotation as it would be used if you cited the source in your final paper.

Task 2:

A. Choose one article or a portion of one article from a credible source (minimum length 5 pages; maximum length 10 pages) that you will include in your research on the topic that you have chosen in. Submit a copy of the article along with your assignment submission.

Note: The maximum page limit exists to facilitate evaluation of your work. To ensure timely evaluation, only up to 10 pages of an article will be reviewed by an evaluator.


1. Synthesize the information (suggested length of 12 pages) presented in different sections of the article, pulling individual pieces of information together to create a meaningful idea.

B. Highlight a passage (suggested length of 12 paragraphs) within the article using bold, italics, underlining, or color to indicate a passage you have selected to paraphrase.

1. Paraphrase the content of the selected passage so that the information is in your own words.

C. Include all in-text citations and references in APA format.

Task 3:

A. Create a writing plan (e.g., visual organizer, formal outline, working outline) to help you prepare to write your research paper.

1. Provide your working thesis statement in your plan.

B. Include all in-text citations and references in APA format.

Task 4:
In this task you will document your research paper revision process. Additionally, you will write a short summary of the changes you made and the revision strategies you used to make the content and format changes.



A. Document the revisions you made on the completed draft of your research paper. (Please name this file with the date of submission and title it Revisions when you submit it. At the end of your draft document titled Revisions, provide a summary (suggested length of 1/21 page) explaining the changes you made and the revision strategies you used to make content changes.