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 What messages have you internalized about “the poor,” “the middle class,” and “the wealthy”? How did you learn these messages and how do you feel about them? How may these messages impact your work in the human services field? These messages may include aspects of...

art 1: Worksheet Activity Using the PESTEL Analysis Worksheet, populate the third, fourth, and fifth rows: China, Japan, and Europe. Filling out these rows will help you visualize global values (such as each country’s cultural and political trends) and will assist you as you work...

The course readings for Module 2 discuss the effects of the Industrial Revolution, and how this event led to the recognition of the three subgroups: Northern and Western, Protestant Europeans, and Norway. In an ever-going society of progression and acceptance of all, we strive to...

Read the following article regarding diversity: Diversity in Everyday Discourse: The Cultural Ambiguities and Consequences of "Happy Talk", Joyce M. Bell and Douglas Hartman Address the following: How do you see the individualism that is central to the American mainstream as being...

First, read the following journal article by Gloria Ferguson Pobst: Meeting the Challenge of Knowledge Worker Shortages with Strategic Talent Management. Next, based on the challenges you reviewed in the textbook (refer back to Chapter 9) regarding global talent management in Brazil, analyze and...

Discussion 1 Provide an example from your professional experience in which evidence-based decision-making model (EBDM) was effectively used and its impact on overall organizational outcomes (performance, morale, etc.). Discussion 2 Workers increasingly rely on means of technology-mediated communication in the workplace.  Besides...