Category: English

please read NHS 5 and rubric.
article that attachment NHS 5 is from 
KATHRYN TYLER, M.A. article: “Beat the clock: time management training can improve productivity and morale by helping employees balance work and family”.
Which is more precious, time or money? The answer is clear: You can always earn more money, but time is finite. Yet employees spend so much effort managing money and so little managing time that the result often is a stressed and less productive workforce, cramming work and home needs into shrinking hours.
HR professionals are finding that time management training can help employees juggle both work and family. Time management no longer focuses on time-saving tricks, such as using your commute to return calls. Instead, time management emphasizes a more holistic approach that teaches employees to set priorities and achieve goals in all areas of their lives.
“People used to look at time management as doing what we’re doing faster, running the conveyor belt more quickly,” says Don Wetmore, president of The Productivity Institute, a time management training firm in Stratford, Conn. “We’ve taken it to a different level. Time management is more than making up a to-do list. Not doing the right things to begin with gets you nowhere faster. Time management is the foundation for creating balance in our lives in vital areas, such as health and family,” Wetmore says.
But that foundation is missing from many employees’ lives. LifeCare Inc., an employee benefits organization in Westport, Conn., recently polled employees of its 1,000 client companies and found that 47 percent of respondents ranked time management as the No. 1 source of stress in their lives–an increase of 25 percent over last year, says CEO Peter Burki.
Employers can pay a high price for that stress. “The retention of key employees becomes a big issue as workers in droves leave companies to search for a better life,” says Laura Stack, president of The Productivity PRO, a time management and employee productivity consulting firm in Highlands Ranch, Colo. “If [employees] don’t leave, they’re stressed about wanting something different while being terrified to let go of a well-paying job in a tough environment, resulting in an unmotivated workforce.”
Time management training can increase employee morale, increase productivity and decrease turnover, Stack says. “It’s not how long you work, it’s how you work,” she says. “You could work a 12-hour day and be more unproductive than someone who works a sixhour day.” Teaching employees to be more productive and get the same amount of work done in less time can help them get home earlier, Stack says.
Defending Your Time
What does time management training teach? Employees should learn how to plan, set priorities, avoid procrastination and become more organized. Basic skills include how to use a daily planning calendar and how to set priorities and goals, says Jim Bird, president of WorklifeBalance.com, a time management training company in Atlanta. Advanced skills focus on relationships and project management, he adds.
Time management also can train employees to examine tasks more critically. For example, Wetmore says, a time log helps employees catalog how they spend their time. Employees rate their time “in terms of its productive value: critical is A, [worthwhile] is B, not much value is C and little value is D,” says Wetmore. When employees do this, “almost universally, 20 percent of time is spent on A and B, 80 percent on C and D. They have to learn how to shift over some of the unproductive time–Cs and Ds–to As and Bs.” Once employees recognize which tasks have less value, they will choose higher-value tasks, Wetmore adds.
Coors Brewing Co. in Golden, Colo., began time management training in one division after an employee survey. “Based on the results and [employee interviews], I heard many comments about ‘people working a lot,’” says EvaMilko, Coors’ director of strategic sourcing in corporate procurement. “Our team needed a refresher on how to manage disruptions, manage priorities and work with their values in mind.”
Coors’ training program offered three sessions delivered over two months, Milko says. One full-day session for all employees covered personal productivity, addressing reasons for stress and the ways stress affects performance. The session also discussed work/life balance and strategies for leaving the office earlier, Milko says. The second full-day session for all employees dealt with information overload, giving employees hands-on training in setting up filing systems, managing incoming e-mails and documents, and using Microsoft Outlook calendar and e-mail software effectively. Finally, a halfday session for managers covered delegating work and managing others’ time.
The results? “Team members reported finding 30 to 60 minutes per day of incremental ‘free’ time because of the training,” Milko says. “The work we did on filing systems and using Outlook more effectively allows us to retrieve information faster for quicker decision making and project management. Many employees began to use Outlook to manage not only their work activities, but also their personal appointments, reducing the redundancies of managing two different calendar systems.”
The training also inspired employees who work in cubicles to defend their work time against interruptions. Now, employees have a scarf that they can draw across the cubicle entrance, telling others not to stop by. The signal has “eliminated many of the daily disruptions, allowing people to get work done,” Milko says.
What’s the Problem?
To find the most effective time management training for your workforce, determine what types of time management problems employees have, decide who should attend training and choose the training style and vendor that best suit your needs.
Focus training on specific issues. Are employees complaining about working late? Seek techniques to help people leave the office earlier. Are employees feeling overwhelmed by paperwork? Emphasize systems that streamline paperwork and eliminate redundancy.
For example, Denver Water, a government utility in Denver Water, a government utility in Denver, Colo., implemented a time management program called “Handling Information Overload” because huge amounts of information were overwhelming employees, says Lori Wurth, manager of training and organization development. The training gave participants tips to keep on top of e-mail, voice mail, snail mail, paper, meetings and projects.
Who should attend the training? “The simpler and more repetitive the job, the less impact time management training will have,” Bird says. So focus training on employees who have a great deal of flexibility–and the potential for conflicting priorities–in their schedules and projects.
“A common practice is for time management training to be thrown at poor performers,” notes Stack. However, time management is best suited for peak performers whose departure would jeopardize the company.
Should you require participation? Stack says participation should be optional because “no one will learn anything if forced,” but Wetmore disagrees.
“The least effective way of approaching training is on an optional basis,” Wetmore says. “If [employees] understood what they needed, they would get it. They don’t understand what they need. The folks who sign up are often not the ones who need it most.”
The best way to market time management training to employees is to pitch its personal benefits, Wetmore says. Don’t say that the program will make the company more profitable. Say, “‘You will accomplish more, have more time and less stress, go home on time, be a better parent,’” Wetmore suggests.
Although the emphasis is on employees’ personal needs, the employer also will benefit, Bird adds. Time management tools applied off the job will become a habit that workers will carry over to the workplace.
Shopping for a Vendor
Seek a training vendor that is willing and able to customize training. “All programs need to be tailored to the individual company, focusing on their burning needs,” says Wetmore.
Avoid training that focuses solely on using any vendor’s particular calendar or daily planner products, cautions Bird. “In most organizations, a high percentage of individuals are highly committed to their current planner type” and aren’t likely to surrender favored planners, Bird says. So look for training dealing with behaviors and techniques rather than products alone.
Training delivery takes many forms, including seminars, books, audiotapes, videotapes, videoconferences and online training. What you use should depend on your audience and needs. Some consultants and employers say in-person seminars seem to have the greatest impact, especially when followed by individual consultations, and that other media are economical and useful for reinforcement. However, some consultants tout blended learning or web-based training.
“The most effective time management [class] is best performed in person, at least initially,” says Burki. “Once you have that firm foundation, you can use [technology] for online reminders, follow-up instruction, refresher courses, etc.”
But Bird says, “The ideal is the blended approach, using live and web-based training for advanced training and ongoing reinforcement of skills. High quality video-driven, web-based training can produce results equal to or exceeding high-quality live training. Not textbased or talking heads. I’m talking about high production–with multiple camera angles–web-based training.”
Linda Holmes Rogers, vice-president of HR for Fiserv Southern Region, a financial technology company in Atlanta, recently completed a web-based worklife balance training program. “We compared it to the instructor-led program and were very impressed,” Rogers says. “It is a time-saver. The quality of the web-based product is just as good as the instructor-led program.”
Individual Follow-up
No matter which training method you choose, individual follow-up, over time, is key, Wetmore and Stack add. “Huge changes [in behavior] take place over an extended period of time–six months to a year,” says Wetmore.
After an initial one-day class, Denver Water gives each participating employee a one-hour session with a time management consultant, Wurth says. The consultant and the employee develop a six-week action plan, and, after six weeks, the consultant reviews the plan and holds the employee accountable.
“The program has been very popular and well received–the one-on-one [consultations are] consistently cited as the most beneficial part,” Wurth says. “We find the accountability and personal attention really increases the application. We follow up with the employee and supervisor three months later to determine what worked and if they are satisfied with the results.”
Wurth found that selling senior management on paying for individual followup sessions was not easy, but “the results spoke for themselves, and now support is given without question,” she says.
“You can do a one-shot, full-day training for $7,500 or so for 20 people, but the organization will not experience long-term change in employee behavior” from one-time training, Stack says. Some short-term training can cost less, around $3,000 to $4,000 per day for a group of about 20 people. But for a year-long program with follow-up, expect to pay about $2,000 per employee, Stack says.
Employers have to find new customers, cut costs and improve productivity daily, Coors’ Milko notes. “We need a healthy and engaged workforce to help us in reaching those objectives,” she says. Time management training helps employees “be more effective throughout the day so they can leave the office and be with their families and friends, support their communities, and pursue their passions,” she says.
KATHRYN TYLER, M.A., IS A FREELANCE WRITER AND FORMER HR GENERALIST AND TRAINER IN WIXOM, MICH.
Copyright: COPYRIGHT 2003 Society for Human Resource Management
http://www.shrm.org/publications/hrmagazine/pages/default.aspx

Discussion 1.3 – Language, Immigration, Identity
Compare one of the language readings (Anzaldúa or Rodriguez) to one of the immigration readings (Nguyen or Vargas). You can also watch the videos I’ve added to the module (Anzaldúa and Rodriguez videos; Nguyen and Vargas videos) and reference these, but your post should primarily focus on the readings.
Some guiding questions:
How do the life experiences of these writers influence their identity? What external forces (i.e., ones they have no control over) affect their self-image? What role do things like language, family, home (and homeland), and/or memory play in constructing their identity?
These discussion posts are NOT meant to be a summary of the readings; assume everyone has read each piece and has a basic understanding of them, even if some parts were confusing or need some further elaboration.

The ONLY secondary sources allowed are ones from GALILEO and they MUST be peer reviewed. 
The poem I chose is called “The Road Not Taken” , by Robert Frost.  That is the poem this essay will talk about, following the instructions I provided.

Your how-to or persuasive speech includes a very broad prompt in order to allow you to explore a topic of your own individual choosing. You have a choice of writing either a how-to speech or a persuasive speech.
Prompt:
Be sure that any topic choice is school appropriate, meaning that the topic is not offensive, vulgar, does not glorify illegal behavior, and does not infringe on the rights of any specific group.
How-to – Write and present a speech explaining how to do, make, use, fix, repair, or accomplish something.
Because you are not demonstrating the process and are only talking about it, it is best to select a topic explaining how to do something that is more general. For example, if you are explaining how to bake a cake, you will not perform the action of baking a cake. This can be tricky to explain, so a better choice might be how to improve your reputation or how to quit biting your nails. Something that doesn’t require that you show your audience the actions you’re speaking about will be a better topic for this type of how-to speech.
Your other option is to write a Persuasive Speech.
Persuasive – Write and present a persuasive speech to convince your audience that your opinion, assertion, or claim is correct or valid.
This can be a personal opinion or an opinion about the world around you. For example, you could try to persuade your audience that one musician or music style is better than another in your personal opinion; on the other hand, you instead could look at a broader topic by persuading your audience whether or not a specific public policy is effective.
The Written Script
You will submit a written text of your speech, just as you would submit an essay. Within that script, if you are writing using any sources, you will want to cite your sources. If you are writing using personal knowledge or opinions, then you will not need to cite sources.
Often, speeches are not cited because the speaker is speaking from their own personal experiences or knowledge rather than using experts to support their opinions. Whether or not you need to cite sources will depend on what topic you choose to write about. Because of this factor of extra work, you will want to think carefully about what type of topic you want to write about based on how much research and source citation you would like to do.
The content of your speech will make it clear to your instructor whether or not you used sources. For example, if you are trying to persuade your audience that a certain law is not effective, then you will be expected to support that opinion with expert opinions and data, signaling the use of sources. However, if you are writing about how you personally trained your dog, then that will rely on personal experiences that would not require sources.
To be clear, the rule is that if you did any sort of research or reading outside of this course information in order to do the assignment, then you need to cite your source.

One of the most common and important uses of technical writing is to provide instructions, those step-by-step explanations of how to assemble, operate, repair, or do routine maintenance on something. Although they may seems intuitive and simple to write, instructions are some of the worst-written documents you can find. Most of us have probably had many infuriating experiences with badly written instructions. This chapter will show you what professionals consider the best techniques in providing instructions.
An effective set of instruction requires the following:
Clear, precise, and simple writing
A thorough understanding of the procedure in all its technical detail
The ability to put yourself in the place of the reader, the person trying to use your instructions
The ability to visualize the procedure in detail and to capture that awareness on paper
Willingness to test your instructions on the kind of person you wrote them for.
Preliminary Steps
At the beginning of a project to write a set of instructions, it is important to determine the structure or characteristics of the particular procedure you are going to write about. Here are some steps to follow:
1. Do a careful audience and task analysis
Early in the process, define the audience and situation of your instructions. Remember that defining an audience means defining the level of familiarity your readers have with the topic.
2. Determine the number of tasks
How many tasks are there in the procedure you are writing about? Let’s use the term procedure to refer to the whole set of activities your instructions are intended to discuss. A task is a semi-independent group of actions within the procedure: for example, setting the clock on a microwave oven is one task in the big overall procedure of operating a microwave oven.
A simple procedure like changing the oil in a car contains only one task; there are no semi-independent groupings of activities. A more complex procedure like using a microwave oven contains several semi-independent tasks:  setting the clock; setting the power level; using the timer; cleaning and maintaining the microwave, among others.
Some instructions have only a single task, but have many steps within that single task. For example, imagine a set of instructions for assembling a kids’ swing set. In my own experience, there were more than a 130 steps! That can be a bit daunting. A good approach is to group similar and related steps into phases, and start renumbering the steps at each new phase. A phase then is a group of similar steps within a single-task procedure. In the swing-set example, setting up the frame would be a phase; anchoring the thing in the ground would be another; assembling the box swing would be still another.
3.  Determine the best approach to the step-by-step discussion
For most instructions, you can focus on tasks, or you can focus on tools (or features of tools).  In a task approach (also known as task orientation) to instructions on using a phone-answering service, you’d have these sections:
Recording your greeting
Playing back your messages
Saving your messages
Forwarding your messages
Deleting your messages, and so on
These are tasks—the typical things we’d want to do with the machine.
On the other hand, in a tools approach to instructions on using a photocopier, there likely would be sections on how to use specific features:
Copy button
Cancel button
Enlarge/reduce button
Collate/staple button
Copy-size button, and so on
If you designed a set of instructions on this plan, you’d write steps for using each button or feature of the photocopier. Instructions using this tools approach are hard to make work. Sometimes, the name of the button doesn’t quite match the task it is associated with; sometimes you have to use more than just the one button to accomplish the task. Still, there can be times when the tools/feature approach may be preferable.
4.  Design groupings of tasks
Listing tasks may not be all that you need to do. There may be so many tasks that you must group them so that readers can find individual ones more easily. For example, the following are common task groupings in instructions:
Unpacking and setup tasks
Installing and customizing tasks
Basic operating tasks
Routine maintenance tasks
Troubleshooting tasks.

For your project, you will create two versions of the same paper, an analysis of a written work. In the first version, you will explain the writer’s choices in relation to genre, audience, purpose, and subject. You will also write about the core idea of the text as well as the details that support it. To create this first version, revise the draft you wrote earlier in the course using the feedback you received from your instructor. Your instructor will evaluate this version based on your analysis of the text and on how you use evidence from the text to support it.
For the second version, you will adapt what you have written to a different audience and writing situation of your choice. This means making changes throughout your paper to adapt your writing style and conventions based on the needs of the audience and situation. Therefore, you will use the first version of your paper as the foundation for the second version. Your instructor will evaluate this version based on how you adapt your writing.
Use either the APA or MLA template linked in the What to Submit section to complete your project.
Specifically, you must address the following:
Part One: Analysis of a Written Work for a First Audience
In this section, you will analyze a written work and explain some of the writer’s choices. This is the first version of your paper. The audience for this version is the one you addressed in the draft you wrote in Module Five. This part of your project should be about 1 to 2 pages long.
Identify the topic of the text.
Explain the writer’s choices in relation to the genre of the text.
Describe the writer’s purpose.
Explain the writer’s choices in relation to the audience, purpose, and/or subject of the text.
Determine the historical and/or cultural context of the text.
Articulate the core idea of the text.
Summarize details of the text that are relevant to the core idea.
Support your analysis of the core idea with evidence from the text.
Include at least one quote from the text.
Explain how this evidence supports the core idea.
Part Two: Analysis of a Written Work for a Second Audience
This is the second version of your paper. In this version, you will first choose and describe the new audience and writing situation. Then, you will revisit the first version of your paper and make changes to it to adapt your writing style and conventions.
Identify a new audience: Before you get started with your second version, choose a new audience and writing situation by addressing the following items in a few short paragraphs:
Identify an audience for the second version of your paper.
This audience must be different from the one you addressed in the first version of your paper.
Describe the needs of that audience.
Describe the needs of the writing situation for the second version of your paper.
Choose a writing situation different from the one you addressed in the first version of your paper. Then, describe the needs of that writing situation.
Second version of the paper: Now, revisit the analysis you wrote for the first version of your paper. Make changes to it based on the needs of the audience and writing situation you described in the previous section. This part of your project should be about 1 to 2 pages long. Specifically, do the following:
Adapt your writing style based on the needs of your audience.
Adapting your writing will require you to make a significant number of changes. While the core idea of your paper will remain the same, the style that you use to communicate it to your audience will be different. Additionally, the changes you make should be consistent throughout the paper.
Adapt your writing conventions based on the needs of the writing situation.
Adapting your writing will require you to make a significant number of changes. While the core idea of your paper will remain the same, the way that you communicate it to your audience will be different. Additionally, the changes you make should be consistent throughout the paper.
What to Submit
To complete this project, you must submit the following:
Using either the APA template or MLA template, submit your project as a 3- to 5-page Microsoft Word document (with an additional title page and reference page in the case of APA, or a works cited page in the case of MLA) with double spacing, 12-point Times New Roman font, and one-inch margins. The first and second versions of your paper should be about 1 to 2 pages long each, while the “Identify a new audience” section of Part Two should be addressed in a few short paragraphs. Use evidence from the text to support your paper. Follow APA or MLA citation guidelines when citing the text both throughout and at the end of your project.  

Write:
Summarize the video. Give two quotes or main points that you found important or interesting. Give your overall reaction to the video.
500 words minimum.

Write an essay answering how the conflicts in “Fever 1793” by Laurie Halse Anderson help develop Matildas personality in the novel. Clearly state your central ideas. Use evidence from the novel in your response.

In an essay of 900+ words, you will choose and discuss one of the options below (please don’t choose both):
Option 1: Many of the stories and poems in Module 2 have wrestled with the challenges that love (or lack thereof) can present within various relationships. Analyze a particular conflict related to love as illustrated in 1-2 literary works from this module, paying special attention to the literary elements that are most vital in conveying this conflict. (See Chapter 6 in Arguing about Literature for help with literary elements).

I need a informative essay my topic is how cartons affect children 1000-1200 works 3 pages. Use 3rd person acadi if essays and in Mila formatted with works cited page. Use several sources. 12 pt don’t times new Roman. Attachments have more Information