scenario: Assume your organization’s executive team is considering hiring outside consultants to develop a performance management process that the organization can use to plan, monitor, coach, review, and reward employees. With the knowledge and skills you have developed in the University of Phoenix Personnel Psychology course, you want to propose to the CEO a research-based performance management process that would put you in charge of the company performance management process.

Assignment

Use the following outline to develop a 15- to 20-slide PowerPoint proposal for a performance management process for the executive team. Use the following outline and questions for your proposal. Since you are presenting to executives, keep it simple. Speaker’s notes are not necessary. Make sure you communicate whole ideas succinctly on the slides of the presentation.

Tips

You are preparing a proposal for an executive team, not a paper for a professor. Keep it simple. Briefly communicate whole ideas that you support with research.

Briefly respond to each question with full ideas that you support with research. Develop each slide to stand alone without you but do not overwhelm the slides with narration.

To establish credibility and strengthen your persuasive skills, support your analysis and recommendation with research from the course materials and other credible sources.

Outline for assignment:

Executive Summary

Briefly summarize the entire document.

Overview

Current process

Summarize the current performance management process.

Opportunities

Explain the opportunities the organization can achieve by considering your proposal over others.

Definitions

Provide definitions for key terms you will address in your proposal. This will help establish your credibility and create shared understanding. For example, explain the difference between performance appraisal and performance management.

Plan

Getting started

How will the managers meet with employees to develop performance plans?

Communicating performance expectations

How will the manager communicate performance expectations with the employee?

Collaborating with employees

How will your performance management process become a collaboration between employee and manager?

How will managers and employees establish goals that align with department and organizational goals?

Feedback mechanisms

What feedback mechanisms will you implement to ensure continuous progress on performance goals for employees and departments?

Coach

How will managers coach employees?

What training opportunities will be available for the employees?

How will you integrate leadership development to motivate employees?

Monitor

Explain the benefits of continuous monitoring to make quick adjustments compared to periodic check-ins.

How will managers monitor employee performance?

How will employees monitor their own performance?

Adjust

Reinforcement

How will managers reinforce performance behaviors?

What feedback mechanisms will be in place to help employees monitor and manage their own performance?

Realignment

How will managers correct or realign employees toward goals?

What steps will be taken if the employees’ actions cannot be corrected?

How will you adjust objectives if the job requirements change?

Review

Manager

How will managers review employee performance?

How will managers rank employee performance?

What other parties might be involved in monitoring and reviewing employee performance?

How will managers provide actionable feedback during the review process?

Employee

What role will employees play in monitoring, reviewing, and ranking their own performance?

Reward

Meaningful rewards

How will you connect performance management to rewards and recognition that the employee will find meaningful?

What motivational methods can managers apply to increase performance outside of financial compensation?

Compensation adjustments

How will you connect the performance management process to compensation decisions?

Continuous improvement

How will managers and employees use the review process to prepare for the next performance management cycle?

Metrics

How will you measure the effectiveness of the performance management process?

Conclusion

Make a closing argument for why the executive team should adopt your performance management proposal. Emphasize how you will make it work.

References

Include at least 3 credible sources. The course readings and resources should be primary sources. Supplement the course readings with library resources.

Support for the Strategic Planning: An Interactive Process for Leaders book from the Becoming a Strategic Leader book (20 points).

What is something found in the Becoming a Strategic Leader book that supports a concept or idea found in the Strategic Planning: An Interactive Process for Leaders book? To answer this question, include the following:

-The concept or idea found in the Strategic Planning: An Interactive Process for Leaders book and its specific location in that book.

-The content (item, story, principle, content, idea, or statement) found in the Becoming a Strategic Leader book and its specific location in that book.

-Why you feel that what you cite in the Becoming a Strategic Leader book supports what you cite in the Strategic Planning: An Interactive Process for Leaders book

Further examples for a concept or idea from Rock, Paper, Scissors book (20 points).

Take any concept or idea described in the Rock, Paper, Scissors book (such as the Prisoner’s Dilemma or the Tragedy of the Commons – and you can use those if you wish) and provide another supporting example for each besides those described in the book itself. Please note: Do not use the Becoming a Strategic Leader book to answer this question. Explain why you chose these examples (why they are appropriate to use as examples) and tell where you got the examples from.

For this assignment, you will conduct an Appreciative Inquiry (AI) interview with a person of your choosing. You can interview: a) a classmate or other student with work experience; b) a co-worker; c) an adult friend; or d) an adult family member.

The purpose of this activity is to: 1) give you an introductory experience on how to conduct an interview; and 2) learn the transformative potential of Appreciative Inquiry. After conducting the interview, you will write up your findings as detailed below, submitting a 750-1000 word paper.

Before you begin:

• Please watch this videoHow to conduct an appreciative inquiry interview” (Links to an external site.)
• Read this web article: Moore, C. (2019). 119+ Appreciative Interview questions and examples (Links to an external site.).
• If you have time, this article outlines the appreciative inquiry process in more detail (pp. 41-56) PeaceCorpsGuide_Asset-basedOrganizationalChange.pdfActions

Then,

1. Decide on who you want to interview. Interviews can be done in person (be sure to maintain social distancing), or by phone or video.

2. Contact them ASAP to schedule the interview. Interviews ideally will be completed by Friday to give you time to write up your findings, analysis, and reflection. Confirm their preference for the format (in-person, phone, or video conference). Send a reminder email or text the day before.

Sample invitation language: “I’m conducting an interview for a class assignment. I’d like to reflect with you on what experiences you’ve found inspiring and valuable in your own work. Would you have 30 minutes to talk about your experiences? To protect your privacy, I will not share your name or organization with anyone else, just summarize the main points we cover in our conversation.”

3. Prepare an interview guide outline that includes the following items:

• Introduction. Thank the person for participating, let them know why you’re doing this, and that their participation is voluntary.

Sample language: “Let me first say thank you for this meeting. I appreciate you taking time to reflect with me. My goal for today is to learn from your real-life experiences about the positive role of business in building a better world. This interview is for a class assignment to learn what is most meaningful to people in their work lives. I will be taking notes and summarizing your comments. Your responses are voluntary. We can skip over anything you don’t want to discuss, and we can stop the interview any time–just let me know. The interview will last about 30 minutes. Are you ready to begin?”

• Questions: choose 3-5 questions from the article above (or from the learning materials articles) that energize you and make sense for the person you want to talk with. As you ask the questions, jot down notes to capture their responses. Be sure to also make eye contact with them and provide verbal acknowledgements to let them know you are listening and paying attention. Sample language: “That’s all the questions I have for today. Do you have anything else you’d like to tell me that I haven’t asked” <LISTEN AND RESPOND>.
• Conclusion: thank them for their time. Ask them if they have any questions. Ask if they would like to see a summary of their answers. Sample language: I appreciate you taking the time to talk with me today. I’ll write up a summary of your responses in the next couple of days. Would you like me to send you a copy? Ok, thank you again for your participation.”

4. Conduct the interview as outlined in your interview guide.

5. Write up your findings. Immediately after the interview, type up your notes from the meeting to capture your participant’s responses while they’re still fresh in your mind. In a separate section, also jot down any feelings or thoughts you experienced doing the interview, and what you think you are learning from the data right now. These notes to yourself are known as analytic memos (Links to an external site.).

6. Prepare a 750-1000 word paper covering the following items:

• Participant background: Who did you interview (general description, not name). Why did you select them? What is their professional experience (e.g., industry, position, years of experience)?
• Summary of interview: What questions did you ask, and what were their responses? Write at least 1-2 paragraphs for each question asked.
• Interpretation of data: What patterns/themes emerge as you make sense of these data (their responses)? Analyze these insights using concepts and vocabulary from Modules 1-6 to make sense of their answers and frame them in the larger context of organizational transformation.
• Reflection: What was your experience doing this activity? Was it fun, challenging, etc.? Be specific and reflect on why you might have experienced these feelings. How might what you have learned from this activity (both content-wise from the data and analysis, and reflection-wise about yourself) be helpful as you go forward in your studies and work?

7. Send a thank you note to your participant. Include a copy of their summarized responses if they requested that.

Problem 1
Consider the cart and pendulum system describing the evolution of the cart velocity, the
pendulum angle and the pendulum angular velocity (see details in
http://tsakalis.faculty.asu.edu/notes/models.pdf). The linearized equations around the unstable
equilibrium (angle 180deg, zero input, zero velocities) for the deviations of the state variables
from the linearization point, are:
(???? + ????) ????????
???????? = −???????????? + ????ℓ ????????
???????? + ????
????????
???????? = ????
????ℓ2 ????????
???????? = −???????????? + ????????ℓ???? + ????ℓ ????????
????????
The various constants are (all values in SI): friction coefficients ????????, ???????? = 0.1, pendulum mass ???? =
0.2, pendulum length ℓ = 0.2, cart total mass ???? = 0.4, gravitational constant ???? = 9.81.
The Force term is applied by the cart wheels driven by a DC motor with a model from the
applied voltage (say, -5:5Volts) to the force
???? = ???????? + ???? ????????
???????? + ????????????????, ???????????????? = ????????, ???? = ????????
????
Where the back-emf is taken as proportional to the motor angular velocity, which is also
proportional to the cart velocity, while the motor current generates the torque that is converted
to force by the wheels of radius r. The constants are motor resistance ???? = 5, inductance ???? =
0.1, emf/torque-constant ???? = 0.3, and wheel radius ???? = 0.1.
We want to design a controller for this system to stabilize the inverted pendulum and be able to
follow commands for the cart speed. We want to use a sequential approach where we first
stabilize the angle with an “inner-loop controller”. Then form the inner closed loop and design
an “outer loop controller” for the cart velocity.
There are two difficulties associated with this problem. One is that the angle subsystem has a
RHP pole and a zero at the origin. Its stabilization requires a controller with a RHP pole. We can
solve this as a modified PID problem where instead of the integrator we use a RHP pole
determined iteratively.
The other difficulty is technical, namely, how to create the various systems and loops without
leaving stray pole-zero cancellations (possibly in the RHP) and without resorting to tedious hand
calculations. (One approach for this is to implement the model in Simulink and use the “linmod”
command, and the other -taken here- is to work with the state space model using the
“feedback” command.)
1. Form the state-space description of the system with one input (Voltage) and three
outputs, (velocity, angle, Voltage). It is convenient to keep the voltage as an output to
make it easy to simulate with Matlab commands. We want to implement the controller

in DT with a sampling rate 100Hz. For this system, it is more convenient to follow the w-
plane approach, find the ZOH equivalent of the plant now and convert to the w-plane
and do not have to do corrections during the subsequent iterations.
2. Extract the angle subsystem (e.g., P(2), if the angle is the 2nd output) and design an
“inner-loop” stabilizing controller ???????? = ????(????????????+1)2
(????−????)(????????????+1), where “????” and the crossover
frequency are to be iterated to achieve a reasonable response (crossover should be
larger than the RHP poles, “????” should not be larger than the RHP pole). PM is to be
selected but large values are not very realistic (consider 40-50).
3. Form the inner loop system.
Hint: The Matlab command is
>> Pi=feedback(P*Ci,ss([1]),1,2);
The second argument is the feedback system, the third output is the index of the
P-inputs connected to the C-outputs (1, there is only one) and the fourth output is
the index of the P-outputs connected to the C-inputs (“2” for the angle being the
2nd output). Pi is a new system that has the same number of inputs and outputs,
the input is angle set-point and the outputs are the outputs of P.
4. Design a DT PID controller for the velocity (1st output, so P(1) subsystem).
Prefilter considerations: For step inputs, the linear control input becomes very large and
the angle can overshoot a lot. In practice, that is a problem because the input is limited
by the voltage constraints and if the angle becomes too large, the inverted pendulum will
fall (because of acceleration constraints). Here, it may be beneficial to consider a
prefilter, e.g., a lowpass filter ???? = 1
(????????+1) either first or second order roughly at the
bandwidth of the outer loop crossover. Design the controller for the filtered plant and
then include the filter in the controller. The objective is to keep the control input
amplitude and the angle excursions reasonable, without slowing down the loop too
much. For this size of cart-and-pendulum, we expect stabilization in a few seconds. Also,
keep in mind that the outer loop system has “negative gain”.
5. Form the outer loop system as in Part 3 and check the responses.
>> Po=feedback(Pi*Co,ss([1]),1,1);
The last argument “1” assumes that the first output is the cart velocity.
6. Since all the design was done in the w-plane, it is straightforward to discretize the
controllers (using Tustin) and form the feedback loops with the “feedback” command.
Provide the transfer functions of your controllers and plots of the relevant time and
frequency responses.

Problem 2
Consider the system
????(????) = −0.4???? + 4
????2 + 4???? + 4
1. Design a DT controller using the w-plane method for crossover 4 rad/s, PM = 45 degrees
and a sampling time of 10 Hz.
2. For an additive measurable disturbance at the plant output with transfer function
????(????) = 1
????+1 , design a DT feedforward controller H(z) to reduce the transient component
of the DT PID designed in Part 1. Use the “naïve” approach and comment on the benefit
of such a component for this case.
Problem 3
Consider the cart and pendulum system of Problem 1.
1. Design a DT state estimator (observer) for the system with outputs cart velocity and
pendulum angle. It is convenient here to use a LQ approach because of the multiple
outputs. Choose the estimator gain to achieve convergence faster than one second.
Hint: The state estimator has the form ????????+1 = ???????????? + ???????????? + ????(???????? − ????????) where
x,y are the estimated states and outputs and m is the measurements (the plant
y_k). The design equations are implemented in Matlab by the function “dlqr”
???? = ????????????????(????′, ????′, ???? ∗ ????2 + ???????? ∗ ???? ∗ ????′, ????)′
The design parameters have been simplified to to depend only on a gain factor
mu (such that larger mu yield higher bandwidth) and the sample time T. The
performance is characterized by eigenvalues of the observer eig(A-L*C) and its
Sensitivity (error system)
???????? = [???? − ????????, ????, ????, −????]
2. Design a DT state feedback to stabilize the cart-and-pendulum system. You may add an
offset to the velocity measurement to enable convergence to a nonzero velocity but do
not worry about integral action control.
Hint: The LQR problem minimizes the cost of states (x’Qx) and control inputs
(u’Ru), for the system
????????+1 = ???????????? + ????????????
Its solution is the linear state feedback
???????? = −???????????? => ????????+1 = (???? − ????????)????????
It is implemented in Matlab by the function “dlqr”, with syntax
???? = ????????????????(????, ????, ????′ ∗ ????, ????????)
The design parameters are Q = C’C (penalizing the output) and ???? which is the
penalty on the control input and serves as an inverse-gain parameter. When ????
decreases the controller bandwidth increases. The controller performance is

characterized by the eigenvalues of A-BK and the Sensitivity of the input to
disturbances at the plant input
???????? = [???? − ????????, ????, ????, −????]
3. Combine the state feedback with the state estimator to obtain an output feedback
controller. Illustrate the time and frequency responses of the controller.
Hint: The “model-based” controller uses the state feedback with the states
replaced by their estimates. The combined controller is (D=0)
????????+1 = ???????????? + ???????????? + ????(???????? − ????????) ; ???????? = −???????????? ; ???????? = ????????????
=> ????????+1 = ???????????? − ???????????????? − ???????????????? + ????(????????) ; ???????? = −???????????? ;
Thus, for negative feedback, the controller state-space representation becomes
[???? − ???????? − ????????, ????, ????, 0]
The controller has two inputs, the measured outputs of the system (m_k), and
one output, the control u_k. An external input (scaled reference) may be added
to the measurement m_k (i.e., the y_k of the plant). However, tracking of a
setpoint requires integral action which is not considered here.
Problem 4
Consider the cart and pendulum stabilized by the inner-outer PID controller of Problem 1. In the
context of refining the plant models in case of a change, we want to estimate the plant transfer
functions based on input-output data. The system is, of course, unstable and data cannot be
collected without a stabilizing controller.
Use the closed-loop system of Problem 1 with input reference velocity and outputs angle,
velocity, and voltage (control input). Apply a reference input (Random or Square Wave and
combinations) with maximum amplitude around 1. Add random noise to the outputs (angle,
velocity) at a level of 0.02 ~ 0.5 degrees.
N=10000;
t=(0:N-1)’*T;
rn=(rand(N,1)-.5); n1 =(rand(N,1)-.5)*0.02; n2 =(rand(N,1)-.5)*0.02;
r=sign(sin(6.28/10*t))/2+rn;
Y=lsim(Pdo,r); % Pdo created in Problem 1
plot(t,Y)
u=Y(:,3); y1=Y(:,1)+n1; y2=Y(:,2)+n2;
Design a batch parameter estimator to identify the transfer functions from the plant input “u” to
each output “yi” (angle, velocity). Look at the system equations to decide the order of the
estimated transfer functions. Try different filters for the input-output pairs and compare with
the known transfer functions. Could the estimates be used to redesign the controller

Read the case given below and answer the questions:

Meltos Co.is one of the world’s largest bakery businesses with a significant market share in many of the world’s biggest bakery markets, including many emerging markets. It has a long and proud tradition, stretching back more than 150 years, including a long history of developing its employees, which has remained part of its ethos during its progress to becoming a global company.

Despite very positive sales figures over the last 12months, Meltos Co. has prioritized streamlining the business to make it more competitive and has placed a strong emphasis on reducing costs over the next 18 months. Despite being keen to preserve its longstanding reputation as a firm that is committed to developing all its employees, in respect of learning and development, this ‘streamlining’ activity has focused on:

• ensuring a clear return on investment in training activities

changing the way that learning programs are delivered and being more creative in developing approaches to learning.

connecting training activities to the strategic needs of the firm.

The most important driver of the assessment of its training provision at Meltos Co.is change. Whilst performing well in the marketplace, senior management continue to express discontent with levels of productivity and employee performance. Moreover, senior management has determined that the company needs to become more flexible and adaptable to respond to change in its market context, for example by an ability to adapt organizational structures to meet new business needs or through the introduction of technological innovation. Therefore, Meltos Co. wants to move towards a system of continuous improvement by creating a culture whereby workers are empowered to implement small incremental changes, rather than have substantial change imposed on them from time to time.

Traditionally, training needs analysis at Meltos Co. has been ‘gap-led’. In other words, training tends to be focused where Meltos Co. identifies a gap in capability – for example, where the introduction of new technology requires worker skill to be updated, company policy is changed or a key worker leaves the firm, requiring training to be provided to their replacement. Typically, this gap-led identification of need is conducted at a local level, with little reference made to the wider national or international workforce.

Currently, the company runs several large training events each year designed to update manufacturing staff on everything from health and safety changes, business strategy and company performance to the adoption of new production technology. This is sometimes coupled with skills training for these workers as and when appropriate.

The head of learning and development, (L&D)responding to a call to cut costs from the HR director, is now of the opinion, however, that such long training programs, often of up to three or four days, are no longer the most cost-effective and efficient means by which to develop the staff. Such training has the dual problem of requiring regular investment and repeat sessions to cover workers on different shifts or at different plants, as well as leading to undesirable downtime of certain aspects of production. In particular, the head of T&D is keen to reduce the reliance on external training providers to design and deliver interventions to different workforce groups, from senior management to shop-floor workers.

Nabeel , the head of learning and development at Meltos Co. recently attended a seminar at a local university on ‘the changing nature of workplace HRM’. He was slightly alarmed to find out that much of the company’s practice was seen as outdated. In particular, he was interested in examining how some more contemporary approaches and techniques in HRM could help the company both reduce costs and better performance through continuous improvement.

Questions

1.What changes would you recommend that Meltos Co. make to their current learning and development provision to reduce costs and improve performance?(4 Marks)

2.Discuss how e-learning, competency frameworks and improved knowledge-sharing at Meltos Co. might help to cut costs and make the HRM at Meltos Co. more strategic.(4 Marks)

3.How might the firm seek to ensure a return on investment for its learning and development activity?(4Marks)

4.How effective is training in the organization you work for and mention a few methods being used for effective development?(3 Marks)

TV and obesity are not unrelated; children are sitting and watching rather than running and playing. And TV is the perfect time for ingesting unhealthy, fat producing snacks. Part of the joy of mindlessly watching TV is crunching something in your mouth. TV promotes increased consumption. Over 400 studies have now been done, one after another showing that TV time is coupled with both obesity and poor food choices in children and adults. Television viewing occupies a large portion of people’s lives, even infants and very young children. One well known statistic is that children graduating from high school have spent more hours in front of the TV than in school and this must be added to the hours they have spent with video games and computers. Children are in love with the computer. Surfing the internet, playing games, and connecting with friends occupy children for hours at a time, in some cases making television itself a thing of the past. To be a child no longer requires a trip to the library, the park, or a friend’s house. Here are 3 of the facts that you will read about in the notes for this week, these are a few that really stood out to me.

• Children watching Saturday morning cartoons see a food commercial every five minutes.
• 34% of children with poor reading skills watched 6 hours or more of TV daily.
• The average child sees 10,000 food advertisements a year. 95% are for fast food, sugary cereals, soft drinks, and candy.

Part 1: Background Information

• Briefly introduce the country you chose
• Why you chose this destination
• Location (where it is in relation to the rest of the world), size comparison (for example: similar in size to Texas, twice the size of Oklahoma, etc.)
• Briefly discuss geography, climate
• Currency and exchange rates (with USD)

Part 2: Culture, Interesting Facts and News

• Culture (i.e., cultural norms, customs, and traditions, i.e. etiquette, food and drink, fashion, habitat, etc.)
• At least two interesting or fun facts
• One recent news event that may influence travel and tourism to this country

Part 3: Tourism Attractions and Regulations

• Tourism
  • Major attractions, art, entertainment (must see sights)
  • A festival that highlights a unique aspect of the country, for example, culture or food
  • A UNESCO World Heritage Site in the country that you would like to visit (on the rare chance that you have chosen a destination with no WHS, please indicate this)
• Travel and tourism regulations (for example: visa requirements, custom regulations, COVID-19-related regulations)

Part 4: Traveling to the Destination

• Travel to the destination
  • Assume you are taking a trip there in October 2023, flying from OKC. Discuss the following:
    • Travel route, layovers, travel time, cost (flying coach), etc.
  • Major travel routes while in country, and getting around within the destination

Part 5: Summary and Sources

• Summary
• Sources used (at least 10 sources, APA or MLA style)

When people think about muscular fitness, many immediately imagine a bodybuilder lifting weights to increase the size of his or her “lats,” “delts,” “pecs,” and so on. You may find yourself wondering what those strange words mean. In fact, they refer to the specific muscle groups that a weight trainer might want to target with a given exercise.

Muscle Groups

To develop an efficient and effective fitness plan designed to maintain and increase muscular strength, it is first necessary to review the major muscle groups of the human body.

• Arms
  • The shoulder muscles, or deltoids (“delts”), allow us to raise and rotate our arms. Strong deltoids make possible all sorts of activities.
  • The biceps (sometimes called “bis”) are the round muscles at the front of the upper arm. Strong biceps allow one to lift or pull a heavy load.
  • The triceps (“tris”) are the muscles at the back of the upper arm. The triceps allow us to extend and straighten our arms.
• Torso
  • The trapezius muscles (“traps”) run from the neck down to the middle of the back. They are the muscles you use when you shrug your shoulders. They also allow us to turn, raise, and lower our heads, and are vital to any upper-body activity.
  • The latissimi dorsi muscles are the broad muscles of the middle back and sides. Responsible for twisting, turning, and bending the torso, the “lats” helps us perform all types of movements.
  • The pectoral muscles (“pecs”) are the muscles of the chest. Used in just about every type of upper-body movement, pectorals also help us maintain good posture. Strong “pecs” can help strengthen other muscles of the torso.
  • The abdominal muscles (“abs”) are the muscles of the lower front torso. Because they connect upper body and lower body, the abdominals assist in many movements. Strong “abs” are vital to an overall strong muscular system.
  • The oblique muscles run up and down the sides of the lower torso, on either side of the abdominals. Strong oblique muscles play a role in posture, flexibility, and overall conditioning.
• Lower Body
  • The muscles of the buttocks are known as the gluteal muscles (“glutes”). Together, they make up the gluteus maximus, the largest muscle in the human body, of which we have two. The gluteal muscles allow us to walk, run, and leap.
  • The quadriceps (“quads”) are the muscles at the front of the thighs. They make leg extension possible.
  • The hamstring muscles lie at the back of the thigh and make it possible to flex the leg while walking or running.
  • The calf muscles are the muscles of the lower legs that help control the feet.
• Arms
  • Deltoids
    • Pull-ups, traditional or modified
    • Shoulder push-ups (performed with the hands and feet on the ground and the body in a “V” shape, bent forward at the waist)
    • Upright rows, with weights or bands (performed by raising weights from mid-torso to shoulder-level)
    • Shoulder press (upward), with weights or bands
  • Biceps
    • Pull-ups, traditional or modified
    • Curls, with weights or bands
  • Triceps
    • Bar dips, or modified dips
    • Push-ups, hands close together
    • Triceps extensions, with weights or bands
• Torso
  • Trapezius
    • Pull-ups, traditional or modified
    • Shrugs, with weights or bands
    • Dead lifts
  • Latissimi dorsi
    • Pull-ups, traditional or modified
    • Pull-downs (on a weight machine)
    • Seated rows
  • Core
    • Pull-ups, traditional or modified
    • Plank pose
    • Boat pose
    • Crunches and curls
  • Oblique muscles
    • Side plank pose
    • Abdominal twists
• Lower Body
  • Gluteal muscles
    • Lunges, with or without weights
    • Squats, with or without weights
    • Hip thrusts (from a supine position on the floor)
    • Step-ups
  • Quadriceps
    • Lunges, with or without weights
    • Squats, with or without weights
    • Leg press (on a weight machine)
    • Wall-sit exercises (performed with the back against a wall, upper legs parallel to the floor)
    • Step-ups
  • Hamstrings
    • Lunges, with or without weights
    • Dead lifts
    • Hamstring curls (from a prone position on the floor)
  • Calves
    • Calf raises, with or without weights (performed by raising the toes, lowering, and repeating)
    • Farmer’s walk (on the toes, with weights in both hands)
• Burpees (squat, jump up, drop to plank position, push-up, jump up, repeat)
• Squat to overhead press, with weights
• Inchworm exercises (bend forward at hip and crawl hands forward until in push-up position, push-up, walk legs forward until bent forward again, repeat)
• Push-up to side plank position (repeat alternating sides)
• Form and technique matter. Improper form can lead to muscle strain and even injury. If you are unsure how to perform an exercise, find a fitness expert or a trustworthy online source for the correct information.
• Be sure to warm up and stretch the targeted muscle group before lifting weights. This lessens the chance of injury.
• Regardless of the exercise, the proper weight should tire your muscles out after about 12 repetitions.
• Give your muscles time to recover by resting one full day between exercising each specific muscle group. Work different muscle groups on alternate days.
• 30 minutes or more of exercise each day
• at least five minutes of warmup and stretching, and five minutes of cool down and stretching each day
• a variety of exercises that work different muscle groups. Do not repeat the same exercises nor work out the same muscle group on consecutive days.
• incorporation of exercises that make sense based upon your personal fitness goals
• Which types of exercise did you include?
• How closely did you follow your muscular fitness exercise plan?
• What are the strengths of your plan?
• Which challenges did you face while trying to adhere to your muscular fitness exercise plan for a week?
• What could you change about your plan to avoid such challenges in the future?
• How could you adapt this workout to fit a busy schedule?

Types of Muscular Fitness Exercises

When considering types of muscular fitness exercise, people often think first of training in a weight room, whether using barbell and free weights, a weight machine, or flexible bands. In fact, while weightlifting can be a good way to increase muscle strength for some, it is far from the only effective method.

Consider some exercises for each of the major muscle groups. Not all involve weight training.

In addition to the muscle-specific exercises listed, many excellent muscle-conditioning exercises work multiple muscle groups. These include:

Muscular Fitness for Me

As you know, health experts encourage everyone to exercise regularly, and that includes regular muscular fitness exercises. Based upon your own physical fitness goals, choose from the exercises previously listed, as well as any others that you can find, that work the various major muscle groups. Choose exercises that you can complete and that you will enjoy performing.

If you choose to incorporate weight training into your muscular fitness exercise plan, here are some things to keep in mind:

My Plan

Create a two-week muscular fitness exercise plan that includes a plan for each of the 14 days. Your plan should include the following:

My Muscular Fitness Exercise Plan

Complete the assignment.

(Maximum Score: 14 points)

• Attach your personalized 14-day exercise plan here.

my agency is called mental health system . A little bit about My agency services different populations that struggle with it. Social behavior, trauma, Mental health anxiety. assessment, diagnosis, treatment, and behavioral disorders in individual and group contexts. . Our goal is to maintain an empathetic, ethical and responsive attitude in all phases.. So sometimes we have to run a group session and the rest we do if we Shadow at a different school. Also for those who choose to do their session after school, they come to our office and we offer a therapist for them to get the treatment done. for this assignment my school is asking us to write 2-3 pages summary answering the 9 competency and how i grow in this position.

Write a self-evaluation on your field experience for this semester in the following core competency areas using the Comprehensive Skills Evaluation as your guide line:

• Competency #1 – Professional and Ethical Practice
• Competency #2 – Diversity and Difference in Practice
• Competency #3 – Advance Human Rights and Social, Economic and Environmental Justice
• Competency #6 – Engage individuals, families, groups, organizations and communities
• Competency #7 – Assess individuals, families, groups organizations and communities
• Competency #8 – Intervene with individuals, families, groups organizations and communities
• Competency #9 – Evaluate individuals, families, organizations and communities
• Address areas of growth, and challenges in each competency above (#1-3, and 6-9).
• You may address other competencies in addition to those listed above, if relevant to your internship and area of practice. Ex, SW 755 may wish to include additional competencies regarding policy practice and evidenced based practice and research.

Growth

• Evaluate your learning and describe how you acquired these skills. Please include examples to illustrate your growth and increased competence.

Challenges – Areas for Improvement

• You may address gaps or challenges. You may discuss areas you would like to gain more experience in and areas you did not cover. What competencies do you still struggle with? What new experiences would you like to be exposed to?

Reference

• Comprehensive Skills Evaluation – Use the individual practice behaviors listed under each competency to gain a better understanding of the possible content areas.
• Complete your self evaluation in the narrative space below: (2-3 pages equivalent)
• Your field instructor and field faculty will review and sign after you have completed and signed the form. You may wish to review your self evaluation with your field instructor as part of your end of semester evaluation and dialogue.

Notice that this time highlighting was used to show the different moves in each section AND that a comment box of the same color was used to add an explanation about how the reader (Professor Miller in this case) was able to find the parts in each section of the first sample student researched article. Your task in this assignment is to annotated the same things in the second sample student researched article, the one about graphic novels and student academic achievement as well as well-being. To do this task:

• Complete the lessons about C.A.R.S. introductions and conclusions in the lesson section above.
• Return to this assignment and download the first sample student researched article with Professor Miller’s annotations:
  SAMPLE_ResearchedArticle_PopularMagazine1_Intro&ConclusionAnnotated.pdf
  • Read the article and the annotatations
• Download second sample student researched article: SAMPLE_ResearchedArticle_PopularMagazine2.pdf
  • Save the file with your name in it
  • Read the article and add your annotations for
    • the 3 C.A.R.S. move in the introduction
      • highlight each move in its own color
      • add a comment box in the same color and in it explain what move the writer is making and how you as a reader know the writer is making this move
    • the two moves in the conclusion
      • highlight each move in its own color
      • add a comment box in the same color and in it explain what move the writer is making and how you as reader know the writer is making this move