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The format/structure/organization of a policy proposal does the following things: A. Introduction (context and background information that will introduce the issue/problem/topic and look toward your solution with a clear closed thesis). B. Problem analysis (development will depend given the nature and scope of your problem; if its arguable, it should be more analytical with corresponding evidence and discussion—with outside sources and opposing views; however, keep in mind that this is still relatively brief when compared to the detailed plan because we can complain about the problem all day long but what really matters is the innovative approach youre taking with the solutionfocus on what will solve the problem and how it will actually, realistically, practically, be implemented in the real world.) C. Integrate the following argumentative components: i. Summary of the most relevant opposing views; ii. Point-by-point discussion of the limitations of the opposing views; iii. Counter them with a specific response (In other words, the opponents state x and y so you must address those with evidence that will prove that what you think are limitations are actual limitations and then you move on to asserting your own argument). Do not bring in research yet to support your own argument. Only address the other side here. D. Detailed plan: What is your specific approach to changing the status quo? What are you offering? Here, in this section, you must offer up a step-by-step initiative that should fix the problem given our current cultural concerns, etc. In other words, the opposing views youve discussed are probably ideas that have been discussed for a long time and yet they have not been implemented; if they were implemented, they didnt work. Why? You must have a novel approach. You must be seeking to do something different or make a small change to an already existing approach and that small change will make the biggest impact. No matter what, you must add something meaningful to the overall conversation so that you can be persuasive. You have to incorporate pathos and logos here in order to build your own ethos as a scholar and expert. E. Cost-benefit(s) analysis: Here, you will anticipate objections from your audience (who could quite literally be members of your opposition as well): Discuss the limitations of your own proposal and then discuss how you think the loopholes can be addressed. The idea here is that youre being fair and objective. You know that your idea has issues too so think about your perspective from other angles and in doing so, try to strengthen the effectiveness of your argument. F. Conclusion: Since you are arguing for something because change is important to you, you must summarize and paraphrase sections II-V, discuss why your audience should feel and think the same way as you do, call for action, look to the future and discuss the potential consequences of implementing your proposal, and then restate your closed thesis. INSTRUCTIONS BY PROFESSOR THAT MUST BE FOLLOWED: Objective and Requirements: Write a full four-page essay with an additional Works Cited document for a total of five pages with the goal of persuading your target audience that your claim is valid for the given reasons you’ve provided clearly in the closed-form thesis. We’ve been building up to this essay so your work needs to highlight what you’ve learned. It’s your job, as the scholar, to know what to say and how to say it to them in a way that they can understand while still maintaining your professionalism and scholarly voice and tone. You must use at least three but no more than five resources gained by accessing the FLRC database(s) in your final essay. You need to have at least one piece of visual rhetoric incorporated well into your final essay as well. Your sources should come from ERIC by going to https://eric.ed.gov/ (and your citations should show that you can cite such an electronic database source properly). If your research is poor, your message will be compromised. Then, your own credibility as a scholar will be compromised. The whole purpose of learning to write persuasively is that you actually think consciously and critically about what you say, how you say it, and to who(m) you say it. It must be original work–your perspective but asserted with scholarly authority. To be clear, do not use pronouns in this particular type of essay. Your tone and voice imply that you are speaking not only on behalf of yourself but to your target, general/neutral audience. Point Distribution: I. Introduction: Provides general background and context with a proper closed thesis at the end worth up to 20 points(keep in mind that your body paragraphs should relate to your thesis; if there is a serious problem with clarity and organization you will lose points). II. Problem Analysis: What causes the problem? What are some of the effects of the problem? (The causal analysis at the beginning should be short compared to the section about solving the problem.) 10 points (pass/fail) III. A Detailed Plan: Proposed Solution: What specific policy or policies should be changed or created in an attempt to resolve future cases pertaining to your topic (that relates to your identity)? (These policies can be at the federal, state, and or local levels; as discussed before, policies are created everywhere and enforced in a multitude of different ways. Perhaps your proposal should offer a few different types of policies so that you sound as if you’re familiar with a wide range of procedures.) 20 points IV. Detailed Plan Continued: Implementation: Remember that your solution(s) must be realistic; you must prove that your ideas are practical and can be implemented in the real world. How will the policy or policies be implemented? What exactly has to be done in 1302 POLICY PROPOSAL ESSAY PROMPTorder to put your plan of action into effect? Take me through your process in a methodical step-by-step way. 20 points V. Objections: Do you show that you are being objective and fair by briefly addressing some of the most relevant alternatives/opposing proposals? You must summarize them and then directly counter them with new evidence that you havent previously incorporated. Show that you understand others ideas and that youve already thought about their implications. 20 points VI. Finding and Incorporating Research Criteria: Do you prove that you understand the STAR criteria and material from chapter 6? Do you prove that you understand the role of research and how to incorporate research into your argument? If you don’t have the right type of research coming from the right place (see above) and you dont apply it in the appropriate way throughout your essay, you’ll lose points. 10 pointsAs always, this essay must comply with all MLA style and formatting standards per the syllabus. If you do not cite your research properly in the text or on the corresponding Works Cited page (or if you’re missing one or both), you will earn a 0 for plagiarism. -Melissa Torrescano -Due date: 16 november 2018 – Melissa Torrescano – ENGL 1302
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Please try to write it in the perspective of a medical student/graduate doing clinical rotations who dealt with patients from foreign cultures, thank you. Here are the exact instructions: b) were not successfully addressed. Describe what you learned from the situation. Discussion Board is due on November 16 at 11:55 ET.

Prepare a 10-minute presentation on generativity. 2. Your presentation does not need to be a PowerPoint or any visual presentation, you will prepare an outline of the information you would present. 3. Include a question segment in your presentation. Your presentation should include: Define generativity in your own words. The theory and theorist behind generativity. Identify your level of generativity. Explain how/what actions could increase/maintain generativity.

Provide scholarly support for your answers using the data provided in the case study, reading from the text, and external research using the Internet. Be sure to number the answers to each question. The paper must follow APA 6th edition formatting with a title page, and reference page. The paper is to be written in Times New Roman, 12-point font size, double spaced, with 1 margins. A minimum of three peer reviewed sources must be used. The three peer reviewed articles must have been published within the past 5 years, preferably the past 3 years.

What did you learn from your Intercultural Inventory Development (IDI) Survey and how will that information assist you in developing as an effective health care leader?

The idea behind this paper is to write about how “Moana” breaks the stereotype of Disney Princesses. Please pay close attention to the instructions stated by the teacher. She is a very tough grader

Discuss Why the death penalty shouldnt exist give 3 reasons 5 paragraphs Intro, body1 body2 body3 and conclusion

Organizations with clear techniques of negotiation of contracts help managers prepare for effective, successful contract negotiation. Techniques in one negotiation may not effectively work well in another.The president of the Brikris Corporation has assigned you to a negotiation team. You are a part of a special project team that is focused on putting together a training seminar for the development of high-performance negotiation skills for various contract modifications.As a team, you should consider concepts examined so far in the course and their impact on contract negotiation. Consider the various types of contract modifications and the situations that surround those modifications.Assignment GuidelinesStep 1Each team member must prepare a 1-page Word document with well-developed ideas for best practices of negotiation techniques.
This document should include recommendations for (at minimum) 4 primary things that are vital for a successful negotiation.
Explain how that idea will ensure a win-win negotiation.
This should be prepared in Word and copied to the Small Group DB so that others may provide feedback.
Step 2As a member of this special project team, provide feedback to the posted recommendations of one other member of the team.
Your feedback should be well developed and offer a new perspective for him or her to consider.
Post comments directly on the Small Group DB, in response to the post of another team member.
Step 3As a group, discuss and arrive at a consensus on at least 5 best practices for negotiation techniques from the list provided by all members of the team.
Prepare 1 document with the list of 5, and explain how that idea will ensure a win-win negotiation.
Step 4As a team, prepare a final document for the Brikris Corporation president to review.
This document will contain the list of best practices for a high-performance negotiation, as well as the best methods to approach contract modifications.
Each team member will be graded based on his or her contribution to each step of the project. Individual grades may be assigned based on the level of contribution.Please add your file.Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.For assistance with your assignment, please use your text, Web resources, and all course materials.This assignment will also be assessed using the Common Assessment criteria provided here.

List/Discuss what you believe to be the leading reasons/causes for the widening gulf between the United States and the Soviet Union in the years ending the Second World War (1945-52)–and the formation/development and pursuit of the Policy of Containment in the succeeding generation (1953-1987–Reagan Administration

Use this model to explain the communication within a typical university classroom and how students who take the same course come away with different levels of understanding of what the professor attempts to communicate.

Question 2: Read the following article (which has been posted on Moodle).

Article – Leading Change: Why Transformation Efforts Fail, by John Kotter.

Apply Kotters 8 Step Model to ONE of the following changes:

Change 1 Next semester you want to decrease the number of people who drive their vehicles to campus by increasing the use of alternative forms of transportation.

Modelling the Communication Process

Interpersonal communication typically involves much more than the simple transmission of information. Pay close attention to the next person who asks you what time it is. You will often be able to tell how they are feeling, and about why they need to know if they are in a hurry, perhaps, or if they are anxious or nervous, or bored with waiting. In other words, their question has a purpose and a meaning. Although it is not always stated directly, we can often infer that meaning from the context and from their behavior. The same considerations apply to your response. Your reply suggests, at least, a willingness to be helpful, may imply friendship, and may also indicate that you share the same concern as the person asking the question (We are going to be late; When does the film start?). However, your reply can also indicate frustration and annoyance: Five minutes since the last time you asked me! Communication thus involves the transmission of both information and meaning.

This process of exchange is illustrated in figure 7.1, which illustrates the main components of interpersonal communication. This model is based on the work of Claude Shannon and Warren Weaver (1949), who were concerned with signal processing in electronic systems, rather than with organizational communication.

Figure 7.1

At the heart of this model, we have a transmitter sending a message through an appropriate channel to a receiver. We will consider the range of change communication channels later. It is helpful to think of the way in which the transmitter phrases and expresses the message as a coding process. The success of communication depends on the accuracy of the receivers decoding; did the receiver understand the language used, and also tone and implications of the message. Feedback is therefore critical, to check understanding. Communication often fails where transmitters and receivers have different frames of reference and do not share experience and understanding, even if they share a common language. We make judgements which may or may not be accurate about the honesty, integrity, trustworthiness, and credibility of others, and decode their messages and act on them accordingly. When communicating details of a major change initiative, therefore, it cannot be assumed that all of the recipients of the message will have the same understanding as each other, and as the transmitter.

Perceptual filters also play a role here, particularly affecting our decoding. This can involve, for example, a readiness or predisposition to hear, or not to hear, particular kinds of information. Preoccupations that are diverting our attention can also filter information. Past experience affects the way in which we see things today, and can influence what we transmit and how, and what we receive. In an organizational setting, people may have time to reflect, or they may be under time pressure, or experience communication overload, which again means that some content may be filtered out.

The physical, social, and cultural context in which change communication takes place is also significant. In organizations where staff are widely dispersed across a number of locations, the ability to share and compare views is more difficult than when everyone is in one place. The logistics of communicating with a large number of dispersed staff can be complex and costly. The casual remark by a colleague across a caf table (We could all be laid off by the end of the year) could be dismissed with a laugh. The same remark made by a manager in a formal planning meeting could be a source of alarm. If an organizations culture emphasizes openness and transparency, staff may become suspicious if communication is less informative than expected. However, staff may also become suspicious if management (without a good explanation) suddenly start to share large amounts of information openly in a culture that has in the past been less transparent.

Context is particularly important when considering change communication, as this can influence how receivers will decode a message. One aspect of an organizations context that is critical in this respect is past history. Change communication is more likely to be welcome in an organization with a track record of successful changes than in one where past changes have been seen as ineffective or damaging. Current circumstances are also a key feature of the communication context. Is change a positive response to business growth and development, or a defensive approach to problems that will lead to budget and staffing cuts? If staff feel that they have been misled by management in the past concerning the goals and consequences of change, that perception is likely to have an influence on the decoding of further communication concerning change proposals.

When designing a communication strategy, it is therefore important to assess how aspects of the context could affect the coding and decoding of the message, and to design the message content and channels accordingly. Terry Nelson and Helen Coxhead (1997) highlight three particular problems to consider when designing change communications:
Message Overload: More new information is provided more quickly than recipients can process.
Message Distortion: Intentional or unintentional misinterpretation when transmitting or receiving the message.
Message Ambiguity: As noted earlier, ambiguity allows different interpretations, but this should not exceed recipients ability to tolerate ambiguity (which can be reduced by anxiety).

These problems can be avoided by adapting a common language with regard to the change, and where top management consistently model the desired behaviors. Enhancing employee involvement and self-esteem, and using specialist staff to monitor the change process, can also help to reduce communication errors.

Anything that interferes with a communication signal is called noise by electronics experts, and this applies to interpersonal and organizational communication, too. This does not just refer to the sound of the equipment, or other people talking. Noise includes coding and decoding problems and errors, perceptual filters, and any other distractions that damage the integrity of the communication channel, including issues arising from the context. Relationships can introduce noise, affecting the style and content of conversation (formal or informal) and what we are prepared to share. Status differences can introduce noise; we do not reveal to the boss what we discuss with colleagues. Motives, emotions, and health can also constitute noise; coding and decoding are affected by anxiety, pressure, stress, and also by levels of enthusiasm and excitement. This last point is particularly significant, as change communication itself can, of course, generate anxiety and stress, or