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Essay Instructions: here is a hit that the lecture gave us helping answering question 1 of the assingment:
In order to correctly responds to the first task questions for assignment 1 you need to carefully read the case study and identify the issues GMS faces.

As GMS is both a service and a manufacturing company, a single strategic plan may not be the best solution.

There appears to be some issue regarding the distribution of human resources across the two sections of the company. With this in mind, it is important to keep in mind the aims of the HRM strategy.
The case suggests that the strategic objectives are more likely to include preserving as much of the workforce as possible and continuing to build human capital, even though cash flow has seriously slowed.
The above suggests that a short- to medium-term strategy would centre on cost containment, better utilisation of current human resources, and development of human capital in anticipation of improved business conditions in the future.

The medium- to long-term strategy would centre more on future needs. As the organisation is part of the mining industry, and perhaps relies heavily on coal mining, it might well need to examine that dependency and create a diversification strategy.

HR would need to understand what that future direction was, and anticipate future skills needs.
As the organisation does not want to shed labour, there might be an opportunity to develop training and development programs that position the firm to take advantage of the inevitable improvement in the economy, and at the same time reposition itself for the realities of a future world that is less dependent on coal for energy production.

There are faxes for this order.

Essay Instructions: Here are the requirements for the paper. It needs to be in APA format. I need one or two paragraphs for each question. Each paragraph needs to contain three to four sentences. I have listed the book as a reference, but can use other references if needed.


1. What was the basic vision that guided the founding of The Apollo Group? How has that vision, now a company mission, changed in the first 35 years of the company? A useful way to discuss mission and evaluate its clarity is see how well one can answer the questions What? Who? Why? About the company based on its mission. Structure your response to What, Who, and Why using a table to format your analysis.
2. How does Apollo view and assess the higher education market?
3. What are key elements of Apollo's business strategy?
4. How do the structural components of Apollo's strategy/model match their target customers' needs?
5. What are the key driving forces, and changes in the Adult Education Market/Industry, UOP?s External Environment, that appear most important for the next several years?

Reference
Pearce II, J. A., & Robinson, R. B. (2013). Strategic Management Planning for Domestic &

Global Competition. New York: McGraw-Hill.

Essay Instructions: Here is an outline of what I need for my thesis with what I think are clear instructions.

I will also mail in a sample thesis to assist the writer for referral.

I have added some notes to assist the writer in determining what I need for Chapter 1 (Intro), and Chapter 2 (literature review)

I will write title page, acknowledgments, abstract, contents, appendix, biography and Chaps 3,4,5,6.

(All citations requested per section also be in the Bibliography….here is a sample of the Bibliography Style:

Pearson F.S and Rochester J.M. (1992), International Relations: The Global Condition in the Late Twentieth Century, 3rd Ed,. McGraw-Hill, Inc, USA.
Power C. N., (2000), Global Trends in Education, International Education Journal Vol 1, No 3, 2000 http://www.flinders.edu.au/education/iej (p.152-p.163)
Ruhland S. K. (2001), Factors that Influence the turnover and retention of Minnesota’s teaching college teachers, Journal of Vocational Education research, Vol. 26, N0.1, pp. 56-76.
Schermerhorn J.R., Hunt J. G., and Osborn R.N. (2005), Organizational Behavior, 9th Ed., John Wiley & Sons, Inc., USA (p.72 – p.162)
Secord, Paul F. (1964) Social psychology, New York : McGraw-Hill, c1649.

There should be approx. 242 citations in the work)


My topic is Teacher Motivation.

My Research Hypothesis is: Factors affecting High School teacher’s motivation in Vancouver, British Colombia, Canada.

Chapter 1 - Introduction

1.1 Background and Significance of the problem (3 pages)
(Include statistics, 3 quotes, and 4 citations)

1.2 Rational for the Study (1 page)

1.2 Research Questions (here are a few examples below...please add 2 more based on literature review)

1.2.1 What is the level of teacher motivation among secondary school teachers in Vancouver, British Columbia, Canada?

1.2.2 Are there significant differences in levels of motivation among secondary school teachers working under the British Columbia District by their Socio-demographic factors such as age, gender, marital status, education level, year of experience and present subject taught?

1.2.3 Are there significant differences of the level of motivation among secondary teachers working under the British Columbia School district due to organization, size of school and teaching load of teacher?

1.3 Objectives

1.3.1 To determine the levels of motivation among secondary teachers working under the Vancouver British Columbia School District in Canada and recommend the areas for improvement.

1.3.2 To compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors.

1.4 Research Contributions….

1.4.1 (Write ½ a page)

1.4.2 (Write ½ a page)

1.5 Limitations of the Study (I will do this)

1.6 Operational Definitions of the Terms (2 pages with sources)

1.7 Research Hypothesis

The study was designed to examine the overall level of motivation among secondary teachers under the Vancouver, British Columbia, Canada school system by adding both hygiene and job aspects such as recognition, responsibility, growth and advancement, work itself, supervision, interpersonal relationship, working condition, job type and salary.

Chapter 2 - Literature Review
2.1 Background of the Education system in Vancouver, British Columbia, Canada. (2 pages with 3 citations)

2.2 General Overview of the Canadian people's belief of the education system in Vancouver, British Columbia, Canada. (2 pages with 3 citations)

2.3 Contextual Study…

2.3.1 Historical Development of Teachers in Canada (1 page w/ 2 citation and 1 quote.)

2.3.1.1 Teacher Certification Requirements in Canada (1 page w/ 2 citations)

2.3.1.2 Canadian Government Policy on Retaining Teachers (2 pages with 3 citations)

2.3.1.3 Canadian Government Programs in supporting teachers in the work place. (2 pages with 3 citations)

2.3.1.4 Canadian Government programs for professional development (career ladders) for teachers. (2 pages with 3 citations)

2.3.1.5 Canadian Government Resource & Support Services for teachers to maintain quality working relationships with administration, students and community. (2 pages with 4 citations)


2.4 Background of Vancouver School District (I will do this…)

(Include its area, map, population, how high schools, student population, teacher population,)

School District # Name of High
Schools Population in each district Students Enrolled Total no. of teachers Average teacher /pupil ratio

2.5 Significance of Motivation (1 page w/ 2 citations)

2.6 Concepts, Definitions and Theories of Motivation

2.6.1 I need holistic write up of scholar definitions of motivation linked to teacher motivation with citations, this may include up to 9 definitions. (5 pages with 9 citations) and why motivation can be defined in many ways.

2.6.2 Here I need the bulk of the literature review to have a flowing discussion on the theories of motivation (listed below) with explanations for each of its parts and how they are related to teacher motivation with scholarly quotes on the pro and cons of each theory as a way of measuring/assessing/ teacher motivation with citations.

I also need tables for each theory included in the text.

-Maslow Needs-Hierarchy Theory
-Alderfer’s ERG Theory
-Acquired Needs Theory (McClellan)
-Cognitive Evaluation Theory
-Two Factor Theory (Herzberg) Hygiene and Motivators
-Equity Theory
-Expectancy Theory (Vroom)
-Spector’s Three Model Theory

This section should be 30 pages with 4-6 citations per page.

Miller (1981, cited in Lumsen, 1998) notes…. (Example of citation style)

2.7 Use of independent and Dependent Variables in the Research

The factors discussed here are based on the presented theories above. The most relevant to the context of the study are presented here;

2.7.1 Independent Variables

Socio-demographic Factors

Each Independent variable needs ½ a page relating to other studies with 2-3 citations to teacher motivation to support the variable.

i) Age
ii) Gender
iii) Marital Status
iv) Education Level
v) Years of Experience
vi) Position in School

2.7.2 Organizational Factors

Each factor below needs to be supported by other studies with citations.

i) Organizational Commitment (2 pages with 9 citations)
ii) School Size (1 page with 3 citations)
iii) Teaching Load (1 page with 3 citations)

2.7.3 Motivation Aspects

The dependent variable is the average of motivation aspects from two components; Hygiene aspects and motivation aspects.

A) Hygiene Aspects

i)Supervision (1/2 page with 2 citations)
ii)Interpersonal Relations (1/2 page with 2 citations)
iii)Working Conditions (1 page with 3 citations)
iv)Professional Status (1/2 page with 2 citations)
v)Salary (1/2 page with 2 citations)

B) Job Aspects
i) Recognition (1/2 page with 2 citations)
ii) Responsibility (1/2 page with 2 citations)
iii) Work itself (1/2 page with 3 citations)
iv) Growth & Advancement (1/2 page with 1 citation)

2.8 Measurement of Motivation (1 page with 4 citations)

Done.


There are faxes for this order.

Essay Instructions: ***** Here is what I have submitted to my prof; and also I have included a copy of the course syllabus (p.4-9) and list of some resources/ a working bib.(p. 2-3) (Ignore the page numbers though; they aren’t special.) *******
Plagiarism is not tolerated in my course or institution and the paper will be run through plagiarism software; so please ensure none of the paper is plagiarized.

Please email to:




I can provide more/alternate email addresses if needed; please let me know if you require them; I would like to receive my paper on time and I understand there can be plications.



My research paper addresses the power of language. The theory and methods of performing discourse analysis will be considered, as well as larger questions concerning how language functions in society and why it is important. My paper will examine discourse used in politics in a variety of ways. The primary sources I have consulted are books and articles; and my research process entails broad research on the topic followed by a narrowing of the scope to address specific questions as I progress through and construct my argument schema.

I suppose my working thesis at this time would simply be that language is powerful, and can be used to influence and manipulate the thought processes and actions of others when constructed and expressed strategically, especially in politics.

Working Outline:

I. Discussion of language and how it functions socially. This section is meant to stimulate the readers interest and will raise the critical questions which my paper addresses.

II. Introduction of the theory and methods of discourse analysis; with brief examples and discussion.

III. Discussion of how manipulation of language can mean power in our society; followed by close examination of several longer examples (political speeches, propaganda, campaign advertisements).



** My instructor ments were to find my central argument and the sub arguments that support it. **

Possible Argument: that a politicians speech conveys a message to the listener that is deceptive and misleads the listener into interpreting the speech in a way which is incorrect/untrue.(???)

********Thank you so much!!!!********
Mel



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Page 2-3

Sources:

Brammer, Charlotte. "Analyzing political discourse: Theory and practice." Language 82.3 (Sep. 2006): 674-675. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Brown, Gillian. Speakers, Listeners and Communication. New York, NY: Press Syndicate of the University of Cambridge, 1995. Print.

Bull, Peter, Anita Fetzer, and Marjut Johansson. "Prologue: Analyzing the Fine Details of Political Commitment." Journal of Language & Social Psychology 27.4 (Dec. 2008): 324-332. Academic Search Premier. EBSCO. 12 Sep. 2009 <>.

Condor, Susan, and Antaki, Charles. "Social Cognition and Discourse." Discourse as Structure and Process. 1. (1997): 320-348. Print.

Erkazanci Durmu?, Hilal. "Political Discourse in the Media: Cross-Cultural Perspectives." Discourse & Society 20.1 (Jan. 2009): 179-182. Academic Search Premier. EBSCO. 10 Sep. 2009 .

Gee, James Paul. An Introduction to Discourse Analysis: Theory and Method. 2nd ed. New York, NY: Routledge, 2005. Print.

Harris, Zellig. Mathematical Structures of Language. New York, NY: John Wiley & Sons, Inc., 1968. Print.

Levinson, Martin H. "Examining Five “Over/Under- Defined” Terms used in American Political Discourse." ETC: A Review of General Semantics 65.2 (Apr. 2008): 134-140. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Llewellyn, Nick. "Arguing against absent arguables: organizing audience participation in political discourse." Discourse Studies 8.5 (Oct. 2006): 603-625. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Phouliaraki, Lilie. "Political discourse in the news: democratizing responsibility or aestheticizing politics?." Discourse & Society 11.3 (July 2000): 293. Academic Search Premier. EBSCO. 12 Sep. 2009 .

Shenhav, Shaul R. "Thin and thick narrative analysis: On the question of defining and analyzing political narratives." Narrative Inquiry 15.1 (Jan. 2005): 75-99. Academic Search Premier. EBSCO. 13 Sep. 2009 .

Simon, Adam F., and Jennifer Jerit.. "Toward a Theory Relating Political Discourse, Media, and Public Opinion." Journal of Communication 57.2 (June 2007): 254-271. Academic Search Premier. EBSCO. 14 Sep. 2009 .

Uszkoreit, Hans. "Discourse and Dialogue." Survey of the State of the Art in Human Language Technology. 1996. Oregon Graduate Institute of Science and Technology: Center for spoken Language Understanding, Web. 08 Sep 2009 < http://cslu.cse.ogi.edu/HLTsurvey/ch6node1.html>.

Westerhuis, Diane. "Analyzing Political Discourse: Theory and Practice." Discourse & Society 17.3 (May 2006): 421-423. Academic Search Premier. EBSCO. 14 Sep. 2009.

Zinken, Jörg. "Ideological imagination: intertextual and correlational metaphors in political discourse." Discourse & Society 14.4 (July 2003): 507-523. Academic Search Premier. EBSCO. 13 Sep. 2009 .

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Page 4-9

COURSE SYLLABUS

Department of English
ENGL498
Senior Seminar in English
Three Credit Hours

Prerequisites:
This course should be scheduled after pletion of all required and core courses in the BA in English degree path.

Course Description:
The culminating point of an undergraduate’s career, this senior course offers students the rhetorical knowledge and research practices needed to write and to research successfully in any discourse munity within which they might find themselves?as students, professionals, and citizens. While university students are projected to make several career changes within their working lifetimes, these transitions and the challenges of their plex personal and public lives will require critical thinking skills and informed flexibility. This course is designed to polish students’ writing, analytical, and English skills so that they may confidently confront the challenges and demands of specialized research and written munication. According to their affinity, seniors are invited to pursue literary interests in the positions of this course, and conduct research in other academic or professional areas. This course will provide students with the opportunity to plete an approved academic research exercise that demonstrates knowledge of a selected field of study.


Course Scope:
Building upon the research and writing skills, acquired during your undergraduate career, you will conduct an advanced research project and pose a senior thesis. Through the pletion of this thesis, you will refining skills first practiced in other courses: information literacy, research, analysis, critical thinking, rhetorical structure, position (to include introductions and conclusions, practicing smooth and organized paragraph development, creating insightful thesis statements, using Standard English grammar, and learning to avoid basic sentence-structure errors).

Course Objectives:
Throughout this course, you will be conducting research on a subject of great interest to you and work very closely with your professor, one-on-one, in order to realize this research project. The course objectives are as follows:
? demonstrate critical and creative thinking in the conduct and design of this study
? understand the context of the thesis in the university and structure your arguments accordingly
? conduct scholarly research in the university in order to contribute new knowledge to your field
? cite, analyze, refute, and synthesize findings from diverse, academic sources
? use MLA documentation style and create MLA Works Cited pages
? develop, pose, and support your assertions in the context of an extended research project
? construct a structured paper with a proper introduction, conclusion, body paragraphs, transitions.
? perfect English grammar and mechanics
Course Delivery:
In this course, the student will work closely with a mentor to realize a mini-dissertation, or a senior-thesis of approximately 20-30 pages. The subject should be one of great interest to the student such that the student will experience enthusiasm in the conduct of their studies. To this end, the subject can be of academic, professional or personal relevance to the student. In any case, the writing should be of a high academic caliber and the research drawn from credible, objective, scholarly sources.
The student will embark with his or her professor through the stages of ing to terms with the research already published on this topic, defining the study, conducting the research, forming an argument, and supporting the argument with proper MLA documentation, analysis, arguments, rhetoric, illustration and appeals (ethos, logos, pathos).
The instructor will support students throughout the duration of this course in order to grasp the key concepts and present their ideas in proper academic style. ?

Course Materials:

Required Core Textbooks:
We have recently requested this book in hard copy.
Lipson, Charles, How to Write a BA Thesis: A Practical Guide from Your First Ideas to Your Finished Paper. Chicago: University of Chicago Press, 15 May 2005.
In any case, you will have access to our textbook via e-book, and the following addresses…
http://www.netlibrary..ezproxy.apus.edu/urlapi.asp?action=summary&v=1&bookid=220145
http://site.ebrary..ezproxy.apus.edu/lib/apus/Doc?id=10216904
This textbook will not be read cover to cover but rather read and referred to as the needs of the student dictate throughout the course.
Other Remended Reading for this Course:

Review the overview on
http://www.dianahacker./resdoc/home.html,
Then click and read the section on Humanities, MLA citation in full.
University of Purdue’s Owl Writing Webpage http://owl.english.purdue.edu/handouts/research (on Research and Documentation)
University of Wisconsin’s Writing Webpage: http://www.wisc.edu/writing/Handbook (on thesis statements), University of North Carolina’s Writing Webpage:
http://www.unc.edu/depts/wcweb/handouts/ (on introductions and conclusions, reorganizing drafts, transitions, and on thesis statements)

Sample Outline from Hacker: http://www.dianahacker./pdfs/Hacker-Levi-MLA-Out.pdf

Sample MLA Cited Paper:
http://www.dianahacker./pdfs/Hacker-Daly-MLA.pdf
Grading Policies:
Please upload all assignments as Microsoft Word (preferred) or RTF documents into your Folder and the appropriate assignment section. The semester grade will be puted as follows:


Grade Instruments
Points Possible
% of Final Grade
Class Participation (Frequent Interaction with Your Mentor, the Professor Guiding Your Research Project)
25
25%
Initial Abstract and Outline
10
10%
Annotated Bibliography: Fifteen Sources Minimum
10
10%
Two to three page Literature Review
15
15%
First Submission of Research Paper (to be corrected and returned to student)
20
20%
Final Submission of Research Paper
20
20%
TOTAL
100 Points
100%


General Guidance on Grading:
There are several important areas I review when grading academic writing.

First, I examine the idea: Was the assignment addressed thoughtfully and creatively? Did the student try to challenge him/herself? Did the paper demonstrate critical reading and clear analysis?
**Second, I look for documentation: Are the ideas expressed in this paper supported by MLA style citations that e from both primary and secondary sources? Does the author not only cite but also analyze the citations in order to demonstrate his or her interpretations/assertions? It is very difficult for me to evaluate your work without your demonstrating to me throughout the course where your conclusions are ing from through careful documentation and analysis of the required readings.
Third, I look for organization: Is the paper organized in a logical manner? Are there effective connections between ideas? Are the sources relevant and integrated effectively?
Fourth, I look at the mechanics of the paper: Does the paper demonstrate sentence variety and control of grammar and punctuation? Does it follow MLA, APA, Chicago, or some other style format?



Objectives and Schedule

Defining Your Study and Establishing Researcher-Mentor Relationship
Define Your Study
Establish Good Working Relationship with Mentor
TBD by mentor-researcher conference in week one. (The course core textbook is to be used as a reference throughout the course as the needs of the student dictate.)
Establish contact with your mentor and define your study and your work schedule

Week 1
Research Proposal
Propose Research via Working Abstract
TBD
Submit a Working Abstract

Week 2
Conducting Research
Create a Working Bibliography
TBD
Submit a Working Bibliography in MLA format of 15 sources minimum

Week 2
Introduction to Documentation of Sources
Document and Summarize Sources in an Annotated Bibliography
TBD
Submit a Working Bibliography in MLA format of 15 sources minimum

Week 3
Understanding the Narrative of Research in Your Field
Understand and Narrate the Story of Research in Your Field
TBD
Submit a two to three page Literature Review, which narrates the story of research currently published in the chosen field (plete with in text references)

Week 3
Composing Your Contribution
Articulate Your Contribution of New Knowledge in Your Field in the Context of the Current Research
TBD
None: Research and Composing

Week 4
Your Thesis and Sub-points
Compose a working outline that clearly shows your essay’s argumentative structure
TBD
Submit a working outline plete with thesis and sub-points

Week 4
Your Analysis of Cited Evidence
Compose Paragraphs that contain sub-points, citations and analysis
TBD
Submit one body paragraph for your work in progress in order to e to a clear understanding of topic sentence, citation, analysis structure

Week 5
The First Draft: Its Relevant Pieces
Compose a Skeleton Outline of your paper to include title page, table of contents, abstract, paper, works cited page, appendixes, index.
TBD
None: Research and Composing

Week 5
Opening, Closing
Communicate effectively through the use of an appropriate introduction, conclusion
TBD
Submit a draft of your introduction and your conclusion to your instructor

Week 6
The First Draft: Its Relevant Pieces, Part II
Compose a Skeleton Outline of your paper to include title page, table of contents, abstract, paper, works cited page, appendixes, index.
TBD
Submit a Polished Draft of Your Paper (all pieces: title page, table of contents, abstract, paper, works cited page, appendixes, index)

Week 6
Using Your Mentor’s Feedback
Use constructive criticism to improve your first draft.
TBD
Revise your essay based on your instructor’s feedback

Week 7
Using Your Mentor’s Feedback
Use constructive criticism to improve your first draft.
TBD
Revise

Week 8
Strengthening Your Transitions, Arguments, Academic Rigor, Grammar, Mechanics, Proofreading
Use constructive criticism to improve your first draft.
TBD
Revise: Work on Improving Specific Areas with your Instructor

Week 9
Revision and Editing
Use constructive criticism to improve your first draft.
TBD
Revise, Edit, Proofread

Week 10
Final Submission of Project
Complete a Research Project and Respond to Your Mentor’s Final Assessment of your Research Findings
TBD
Submit Your Final Paper to include all pieces