I’m working on a writing report and need support to help me learn.

Exploration of Rhetoric + Reflection in Real Life =

“Essaying”“I am so clever that sometimes I don’t understand a single word of what I am saying.” ― Oscar Wilde

Upon retirement in 1571, Michel de Montaigne spent his time in the French countryside reading and writing, where he claimed to be merely “essaying” – which in French means trying – a kind of exploratory, unresolved thinking on the page. Montaigne suggested that in writing about himself, he was also “undertaking a study, the subject of which is man.” Essays traffic in ideas, asking questions, and explaining thinking in order to help the reader become equally enthralled. This paper is a true essay in the classical sense that the writer should discover, articulate and express personal insights as they intersect with and circle around a specific topic or experience. Writing consultant Katherine Bomer in her publication “The Journey is Everything” states “The kind of writing I am arguing for in this book: prose pieces that are personal, lyrical, literary, descriptive, reflective, narrative, expository, philosophical, political, spiritual…all of the above.” Your goal? To craft an essay that has room for everything – essays linger, arouse, question, travel, contradict, reveal and expose the mind.Successful essays will: Be personal. Narrate your own story/experience in first person, cultivate voice Set up the text, context and approach in a way that allows you to enter the conversation Use at least one class/college/life idea or moment as a “touchstone” – a foundation for your inquiry Explore the larger contextual elements (moment in history, geography, age, situation…) Possess a controlling idea, but also be creative, organic, logical – not formulaic Be honest and accurate – identify and name your ideas, places, moments, setting  Possess a thoughtful, creative conclusion – good essay have striking beginnings and endings Include quoted credible sources (writers, current voices, critics, peer).  Use an epigraph to creatively contextualize your contribution to the conversation (see Wilde quote)Audience: Your intended audience is up to you; it could be other RWS305W students (current or incoming), your professor or any demographic you envision would benefit from your content. Purpose: To grow through the act of writing, to pour yourself onto the page and write an essay you are proud of, to tell a story, make connections, push ideas and play with words in a way that is engaging – to essay. Length: 5-6 pages long, MLA format & works cited page minimum of three outside credible (2 must be peer-reviewed) and varied sourcesTimeline: Topic Conferences is required. You MUST meet with me prior to writing your paper (April 12-30, see sign-up sheet for specifics). Module 4 Essaying due May 7 before 11:59PMTopic:The field is wide open! The foundation for your topic could be one dynamic idea from a journal writing experience, one beautiful line from a reading, one random insight from lecture, or the intersection of all of these in a drunken conversation with your roommate. You must follow your own curiosity and thinking while essaying; search your journal entries for inspired moments or use ideas from your college journey to jumpstart your inquiry. Consider how your observations and experiences connect with your interests/field, challenge your values, or expand your understanding. You might go big (and reflect on your entire college experience) or go small (and analyze your growth in a mere 10

I’m working on a history test / quiz prep and need support to help me learn.

I have a final tomorrow morning at 9:30 eastern time, in 8 hours from now, I’m looking for a good tutor who’s expert at this class and knows exactly what’s in it. Also, I’m attaching the link for class info. The final is consisted with 70 questions and I need to score 55 questions out of 70 in order to pass. However, I put the price 15$ just to make sure I everything works well and I will add 50$ as a tip after I pass. The only requirement is that I only can send pictures of the questions through WhatsApp or text messages. Contact me in chat if you can do it.

class info: https://study.com/academy/course/art-103-history-o…

I’m working on a management project and need an explanation to help me learn.

Assignment Title:

Draw up One Canadian HRM Policy On Any Topic For Incorporation Into The Company’s Employee Handbook.

4 Steps to successfully completing this assignment:

1.Select one Canadian HRM Policy-See List Below

2.Research the chosen Canadian HRM policy. for the assignment.

3.Write up the Canadian HRM Policy using the suggested format.

4.Double check your assignment against the marking and assessment rubrics.

Step 1: Select A Canadian HRM Policy to Develop:

Select a Canadian HRM Policy topic from one of the following:

Possible Canadian HRM Policy Areas Are: (but not exhaustive)

Canadian Recruitment and Selection

Retention

Reference Checking

Onboarding and Orientation

Internal Promotions

Contract and Conditions of Service

Psychometric Testing

Leave – Sick, Compassionate, Special

Career Breaks and Sabbaticals

EDI – Equity Diversity and Inclusion – Diversity and Multiculturalism and Equal Opportunities

Disability Management

Performance Management

Learning, Training and Development

Tuition Reimbursement

Exit Interviews

Attendance Management and Return to Work Interviews

Workplace Misconduct and Discipline

Employee Voice, Representation and Trade Unions

Grievance

Providing References

Staff Communication

Health, Safety and Wellness

BYOD (Bring Your Own Device) To Work

Remote Working

Bullying and Harassment

Critical Incidents at Work

Employee Assistance Program (EAP)

Whistleblowing

Working from Home – Remotely

Many samples and templates of such policies can be found on the internet and on the websites of various organizations, usually under their HR section. Remember you are developing a policy for a national workforce in Canada. See a sample policy on Employee Grievance in Appendix A.

Step 2. Research the assignment topic and find relevant information.

See exemplar Employee Handbooks containing policies: https://www.zenefits.com/workest/employee-handbook-examples/

You are writing a policy that will go in such a handbook for a Canadian company which does not have an international presence.

There is a vast amount of resources to draw from and should include the following:

• Library – on shelf and academic on-line resources should be your first post of call.
• Many sample HR polices exist on the internet. Do not copy but use them to guide the creation of your policy.
• Review Employee Handbooks online of organizations or review handbooks of people/employees you may know. For example: https://gbstech.com/mt- content/uploads/2018/05/employee-handbook.pd
• You are writing just one of the policies that would go into such a handbook.
• Core Textbook and other Texts books on Canadian Human Resources Management, Human Resource Development, General Management, Strategic Management and Organizational Behaviour.
• Set up “Google Alerts” or “Journal Alerts” to get relevant information e mailed to you as it become available such as from the HRMJ
• Secondary References: chase up relevant references listed in the Bibliographies of Journal Articles and at the back of Textbooks, listed above.
• The Financial Press – e.g. The Vancouver Sun, The Toronto, The National Post, etc. Sunday The Economist, The Financial Times, The 3 Big Consulting Firms – MBB -McKinsey, Bosting Consulting Group and Bain.
• HRM Related Websites
• Professional Bodies. Such as Chartered Instituted of Personnel and Development www.cipd.co.uk and the BC and Yukon Chartered Professional in Human Resources (CPHR) www.cphr.org.
• Trade Magazines, such as Industry News and Industry Associations.
• A good starting point in selecting an organization is the list of Best Place to Work in Canada. 1000 Companies. http://www.businessworld.ie/cd/Top1000/ .
• Also, the FT National 500 www.ft.com/FT500.
• Viewing the companies listed on any of the world stock exchanges may be a good starting point.
• Staff Handbooks from your current or previous workplaces or of family and friends.
• Corporate-HR Department Website of any organization who allows open access to the electronic copies of their HRM policies and procedures and staff handbook. For example: https://gbstech.com/mt-content/uploads/2018/05/employee-handbook.pdf

Step 3. Write up the Canadian HRM Policy using the suggested format.

Substance and Style (The 2 Ss):

The HR Policy

Support your assignment with a minimum of 5 references using the APA style. Remember it’s a business document targeted at employees rather than an academic document.

Substance of Assignment:

This is not rigid, but the policy should be written as it would appear in a Staff Handbook and should include the following:

Canadian HRM Policy: Suggested Template & Structure:

A possible template for the model Canadian HRM policy could be as follows: (but not rigid).

1.Table of Contents

2.Purpose

3.Scope

4.Employment Legislation Prerequisites and Requirement

5. Eligibility and Exceptions

6.Content and Steps and Flow Chart

7.Administration

8.Designated Contact Persons and Champion of Policy

9.References

10.Supporting Documentation and Appendices

Please note that this format / heading does not have to be followed provided the information is included. The marking is for the provision of the relevant information, regardless of where it appears in the document or under whatever heading.

References/Bibliography Support your assignment with a minimum of four references per part using the APA style

Style of Assignment and Format:

Word Count: This Part A of the assignment should be approx. be between a minimum of 2,000 words and a maximum of 3,000 words for the Word Document (HR policy) . This excludes any footnotes, references, bibliography or appendices. The word count should be indicated on the pro-forma cover page.

Style and Format:

The assignment should be presented in word processed format adhering to the following guidelines:

• Report style formal structure.
• Word only format, not PDF
• Clear paragraphing with headings and sub-headings.
• Use of plenty of white space, breaking up the text with visual aids, diagrams, graphs, etc. If too bulky, put in Appendix.
• Double line spacing
• Numbered paragraphs 1.2 1.3 2.1 2.2 etc.
• Times New Roman 12
• Pages Numbered
• Table of Contents at front
• Consistent Style of APA Citation Referencing. –
• Minimum of 5 references.
• Proof Read and Spell Checked
• Contain completed Cover Sheet and signed Academic Integrity Declaration Form (at end of this document) which includes the Assignment Title, Student Number, Year, Course Part & Program, Turnitin Similarity Score, Word Count and signed Declaration, which verifies that you have acknowledged all references, the work is yours and that you have not plagiarized

General Guidelines on Assignment Writing: Successful assignment and report writing is a skill which must be developed over time and with practice. It should include the following:

-Drawing up a detailed plan for the assignment. ‘Mind Maps’ may be useful.

-Using plenty of headings and subheadings.

-Ample use of paragraphs. Each paragraph should contain a distinct thought or idea.

-Fully researching the topic (see above)

-Write a number of drafts before finalizing the assignment for submission.

– Allowing a draft to ‘breathe’ by taking some time out before revisiting the draft again and again before finalizing for submission. Set a ‘false deadline’ a few days before the final official submission date deadline.

– Assignments written in a rushed manner or at the last minute will show! So, avoid the ‘Last Minute Dot Com” approach

NB: This is a meant to be an employee friendly document which is written with all employees in mind as it will appear in the Employee Handbook they receive when they join the company. It should not be an academic essay. Think about the staff handbook you received when you joined an organization. https://gbstech.com/mt-content/uploads/2018/05/employee-handbook.pdf

Step 4: Follow and Double Check Your Final Work Against the Assessment and Critical Thinking Rubrics and Marking Scheme:

Criterion/Section	Marks	Award	Comment
Table of Contents	2
Purpose and Scope Clear and employee focused.	5
Policy Substance and Process Clear description of the policy content and process including flow chart of steps.	38
Legal and Employment Law Clearly outlines the employment law that is relevant to the policy.	15
Use of Appendices & Support Documentation Inclusion of sample pro formas etc.	15
Organization, Layout and Format: Logical and reader friendly layout and structure.	10
Readability: Proofread and spell checked and free of errors and good flow of language and expression and is employee reader friendly.	10
Originality It stands out and has an element of creativity and innovation.	5
Total	100

Total

/100%

General Assessment Rubrics:

To check your critical thinking, following dimensions will be considered: clarity, relevance, depth of discussion, breadth of discussion, integration and internal consistency.

Assessment Rubrics:

Written Communication Assessment
	1 Did not meet expectations	2 Met expectations	3 Exceeded expectations
Writing Conventions	Frequent grammatical errors and misspellings inhibit readability	Few grammatical errors and misspellings (e.g.	Free of grammatical errors and misspellings

(grammar, word use, punctuation, mechanics)	Informal language, abbreviations and slang is used	three or fewer per page) Correct verb tense used Paragraphs flow from one to another Active voice pervasive	Effective verb tense used Uses phrases and construction that delight as well as inform the reader Primarily active voice
Overall Effectiveness of Piece (professional appearance, expression and format)	Not formatted to Specifications, Lacking professional appearance	Formatting is generally correct, acceptable professional appearance.	Assigned format followed explicitly: Exceptional professional appearance

Critical Thinking Assessment
Intellectual Standards
Elements of Reasoning	Clarity	Relevance	Depth	Breadth	Integration	Consistency
Information (situation analysis; important data, facts, observations for analysis and decision making)	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3
Concepts (theories, principles, models to be applied in the analysis or exercise)	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3
Points of View (important stakeholders to consider in the analysis and resulting decision(s))	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3
Assumptions (presuppositions, values or beliefs that must be explicitly stated)	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3
Implications (potential +/- outcomes or consequences of decisions or strategies)	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3
Interpretation (articulation of conclusions, interpretation, recommendation based on information, concepts, POV, assumptions and Implications)	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3	1 2 3

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Critical Thinking and Written Analyses Rubric – Scale Description

Levels
Criteria	1 Did Not Meet Expectations	2 Met Expectations	3 Exceeded Expectations
Clarity	Writing is not clear. It is difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or recommendations.	Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations.	Writing is succinct, precise, effectively organized and without ambiguity. Transitions, explanation and elaboration are extensive to elucidate points. Detailed illustrations and/or examples are used to support explanation or recommendations.
Relevance	Critical issues/questions are omitted or ignored in the writing.	Most of the critical issues/questions are addressed in the writing.	All critical issues/questions are addressed completely in the writing
Depth of Discussion	Ignores bias; Omits arguments Misrepresents issues; Excludes data; Includes but does not detect inconsistencies of information; Ideas contain unnecessary gaps, repetition or extraneous details; Sees no arguments and overlooks differences	Detects bias; Recognizes arguments; Categorizes content; Paraphrases data; Sufficient detail to support conclusions and/or recommendations	Analysis includes insightful questions; Refutes bias; Discusses issues thoroughly Critiques content ; Values Information Examine inconsistances ; Offers extensive detail to support conclusions and recommendations; Suggests solutions or implementation
Breadth of Discussion	Omits arguments or perspectives; Misses major content areas/concepts; Presents few options	Covers the breadth of the topic without being superfluous	Considers multiple perspectives; Thoroughly delves into the issues/questions; Thoroughly discusses facts relevant to the issues
Integration of all Elements of Reasoning	Fails to draw conclusions or conclusions rely on author’s	Formulates clear conclusions with adequate support	Assimilates and critically reviews information, uses

	authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty		reasonable judgment, and provides balanced, well justified conclusions
Internal Consistency	There is little integration across the sections of the paper. Several inconsistencies or contradictions exist. Few of the issues, recommendation and explanations make sense and are well integrated.	Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues, recommendations and explanations make sense and are well integrated.	All sections of the paper are linked. There are no contradictions in the writing. All issues, recommendations and explanations make sense and are well integrated

Values: Level 1: 10%, Level 2: 50% and Level 3: 100%

Appendix A – Sample HR Policy – Employee Grievance Policy from HR Department at Queen’s University, Kingston, Ontario, Canada. http://www.queensu.ca/humanresources/policies/work…

Grievance Procedure

This document outlines the grievance procedure available to all general staff of Queen’s University including research grant and contract staff. The aim of this grievance procedure is to provide the rights and means to resolve workplace problems quickly and fairly. Any staff member who makes use of the provisions of these procedures shall not be subject to recrimination or harassment as a result of exercising this right.

A grievance is a complaint by a staff member that they have been improperly subjected to disciplinary action or has been unfairly treated under the University’s established policies, practices and procedures. Grievances by more than one employee on the same issue may be aggregated into a single grievance if the grievors so request and there is agreement with the employer that the subject of the grievances is in fact the same

A staff member may ask for advice and assistance from a staff advisor, the Coordinator of Dispute Resolution Mechanisms. The staff member may choose to be accompanied or represented by any Queen’s employee who has been employed for at least 12 months and who does not report to the same department head in informal and formal attempts to resolve the complaint or formal grievance.

Roles

University Secretariat

It is the role of the Coordinator of Dispute Resolution Mechanisms to coordinate the training and support of staff advisors, to educate staff in the grievance procedure, to coordinate the activities of staff advisors, to keep records of cases dealt with in the form of reports from staff advisors, to assemble a brief annual report, to provide a liaison between the activities of staff advisors and to provide a liaison between the staff advisors and the University.

Staff Advisors

There shall be no less than five (5) and preferably eight (8) staff advisors appointed by the Principal. At least three (3) or half of the staff advisors will be chosen from a list provided by QUSA. The Principal is able to choose the others by a process they initiates, so long as the chosen advisors are members of the non-unionized staff. The staff advisors chosen from the list provided by QUSA will be so identified in all communications. All staff advisors will be appointed for two (2) year renewable terms. Staff advisors provide advice and support to non-

union staff involved in disputes and, when requested by the complainant/grievor, have the right to be present and represent the complainant/grievor at all stages of the grievance procedure.

Staff should feel free to approach any of these persons on an informal basis. Staff advisors are available to assist those with problems by examining whether there is cause for formal complaint and by giving information on the policies and procedures which are applicable. Every effort should be made to settle issues at the early, informal stages.

Staff advisors may also provide advice and support to employees on matters which may not be the subject of a grievance as described herein, but are complaints or concerns about problems in the work setting.

All discussions with a staff advisor are treated as private and confidential and no action is taken, nor information discussed without the prior knowledge and agreement of the staff member concerned.

Supervisors

All University employees who exercise supervisory responsibilities are expected to clearly communicate performance expectations to staff for whom they have supervisory authority and to apply university policies and guidelines in a consistent, appropriate and equitable manner.

Employees

It is the responsibility of the employee to bring to the supervisor’s attention problems or perceived problems. These problems may deal with policy or process issues.

Grievance Procedures

The goal of the process is the satisfactory resolution of workplace issues. Staff advisors can play a valuable role in informally attempting to find solutions to issues. Discussion and broad, creative development and evaluation of options often will lead to resolution of complex and sensitive situations. QUSA and the University both encourage the use of this process. During the informal process all time limitations may be suspended by mutual agreement for a reasonable period except for the requirement that the supervisor be personally informed of an issue within 45 days from the time that the circumstances arose which led to the complaint.

Non-unionized staff should bring their complaints/grievances to the attention of the University without delay. Both QUSA and the University believe it is in the best interest of both parties to attempt to resolve the situation in an informal manner if possible.

Until a supervisor has been informed of a complaint and has had an opportunity to adjust it, there does not exist a grievance. The employee must bring their complaint to the supervisor’s

attention. This is done by the employee requesting a meeting with the supervisor or unit head during which a calm, frank and comprehensive discussion of the issues should be had. The request for this meeting must be made within forty-five (45) working days from the time that the circumstances arose which led to the complaint. A staff advisor, a member of the QUSA executive, or another Queen’s employee as noted in the preamble can attend with the employee should the employee wish so.

If, after registering the complaint with the supervisor and such complaint is not settled within five (5) regular working days or within any longer period which may have been agreed to by the employee and the supervisor, then the following steps of the grievance procedure may be invoked.

Step One

The grievance shall be submitted in writing by the employee to the manager (in all cases this is the person to whom the supervisor normally reports, except when the supervisor is the unit head or director, then the grievance will be filed with them) of the department or their equivalent in the unit involved. Copies must be filed with the University Secretariat and Human Resources. Such a grievance must be filed within five (5) working days after an answer is received from the supervisor or unit head during the informal process. The manager will meet with the employee within three (3) working days of the receipt of the grievance in an attempt to resolve the grievance. The employee may be accompanied by a Queen’s employee as noted in the preamble. The manager shall within a further three (3) working days answer the grievance and return it to the employee. These timelines can be extended by mutual consent.

Step Two

If the grievance remains unsettled at the conclusion of Step One, the grievor may request an appeal board.

If either party to the grievance is in disagreement with the decision of the appeal board then the grievance may be referred in writing by either party to arbitration as provided for in the “Arbitration” section, which follows, at any time within twenty (20) working days after the decision is received under Step Two. If no written request for arbitration is received, by the University Secretariat, within twenty (20) working days after the decision under Step Two is given, the grievance shall be deemed to be settled.

Time limits provided for in this section may be extended by mutual consent of the parties, in writing. Where no written answer has been given within the time limit specified, or any extension thereof, the grievance may be submitted to the next step of the procedure, including arbitration.

Arbitration

HRMT 620 – Individual Written Assignment Brief 19

The grievor shall deposit $250 with the University Secretariat Office when there is a request for arbitration by the employee. This deposit is to be used to defray administrative expenses associated with the arbitration. It is also forfeitable should the grievor abandon the matter without proper notice.

Should the grievor and the University fail to agree on an arbitrator within ten (10) days after receiving notice of arbitration, then an arbitrator will be selected by lot from the list of active arbitrators maintained in the Principal’s Office.

I’m working on a philosophy test / quiz prep and need guidance to help me understand better.

Which of the following cannot be considered as one of the subfields of philosophy?

a) Epistemology

b) Ethics

c) Cross Cultural Studies

d) Logic

What is the definition of moral virtue?

a) It is a state of character concerned with choice, lying in a mean.

b) It is an activity of the soul in accordance with perfect virtue.

c) It is concerned with the apprehension of irrational principles.

d) It owes both its birth and growth to teaching / develops by teaching for this reason it requires time and experience.

What is the socio-political importance of the Plato’s Allegory of the Cave?

a) The allegory of the cave does not map onto the divided line

b) The allegory represents the journey up the line as a process of liberation

c) The allegory of the cave shows how education has no effect on our nature.

d) The divided line shows how we become liberated and freed as we go down the line.

Which of the following is not part of Plato’s intelligible world?

a) The Forms

b) The Good

c) The Ideas

d) Images

What does Plato call abstract, perfect Ideas?

a) Thoughts

b) Concepts

c) Forms

d) Memories

Which of the following can be considered as an example of the induction or inductive reasoning?

a) All bald men are grandfathers. Harold is bald. Therefore; Harold is grandfather.

b) I counted five or six people with green eyes. Therefore; all the people have green eyes.

c) It is dangerous to drive on icy streets. So, streets are icy now, so it would be dangerous to drive.

d) All men are mortal. Socrates is a man. Therefore; Socrates is mortal.

Which one of the below explanations would not give an answer to the question “What are the core areas of philosophy?”

a) Study of human social relationships and institutions.

b) Study of the nature of knowledge.

c) Study of the nature of beauty, art and taste.

d) Study of reason and arguments.

Where did Al- Farabi look for authority to make his philosophical arguments and defend them?

a) The revealed text

b) The Islamic tradition

c) Everyday life experience

d) The classical Greek tradition

According to al-Farabi, what is religion an imitation of?

a) Politics

b) Happiness

c) Philosophy

d) Ethics

Which of the following is not correct about Al-Farabi’s definition of happiness?

a) Happiness can only be achieved in this world

b) Ultimate happiness for man is that his soul reaches perfection without needing the support of matter.

c) Happiness is the good which is pursued for its own sake.

d) Happiness is the absolute good and thus defines what is good and evil.