Discuss the impact on the individual and how it can impact police/corrections/security officers.
Select a disability that you were not aware of before.
- Discuss the impact on the individual and how it can impact police/corrections/security officers.
- What are the ways that criminal justice professionals can reduce the risk of injuring someone with this disability?
Describe and discuss two technological innovations that you feel would have had the greatest impact on the worker’s daily life. What impact did these innovations have on the health, mobility, and leisure time of workers?
History
Describe and discuss two technological innovations that you feel would have had the greatest impact on the worker’s daily life. What impact did these innovations have on the health, mobility, and leisure time of workers?
Describe an innovation that might still have been out of the ordinary worker’s reach until the rise of the middle class during the 1920s.
Support your assertions by making multiple references to your course readings.
How can smell and design help dementia patients?
Architecture
Write about peter zumthor and juhani pallasmaa theory about senses and architecture, and other available theories. In particular how is smell related to memory.
Write about what are the available design functions that helps dementia patients. Write about the design of maggie center and what is the design element that helps the patients. What are the existing smells that triggers everyone’s memory? How can dementia patient stay in focus and in the moment, does smell help in staying focused?
Programme: the type of space I’m planning to create is to create a system that is used in a care home/ homes for dementia patients. I will include smell for way finding for patients, using smell I will help patients to know/remember their way.
Please use the attached document to write these elements, introduction, context, precedent, programme. The site I will write about it.
Describe the marketing mix: a) product, b) pricing strategy, c) promotion, and d) placement or distribution.
Introduction
“Entrepreneurs must determine what to sell, to whom and how often, on what terms and at what price, and how to get the product or service to the customer. In short, a marketing plan identifies a company’s target customers and describes how it will attract and keep them. The process does not have to be complex.” (1).
Overview
With this assignment, you will address some of the basic areas within a marketing plan and help to refine your strategies for creating a successful business.
Instructions
Using the business from the assignment, Feasibility Analysis, write a 3–4 page paper in which you:
- Identify its primary target market. Explain your response.
- Specify three methods you will use to research customer needs and wants.
- Describe the marketing mix: a) product, b) pricing strategy, c) promotion, and d) placement or distribution.
- Create a one-year advertising budget and plan that incorporate the use of various advertising media and publicity.
- Include at least two references outside the textbook. For help with research, writing, and citation, access the Strayer Library or review Bachelor of Business Administration Library Guide.
Compare the functionalist, conflict, and interactionist perspectives. Give a specific example of one of the perspectives
The major sociological perspectives–functionalism, conflict theory, and interactionism, are the foundation of sociology.
Use at least 300 words to respond to the discussion questions below.
1. Compare the functionalist, conflict, and interactionist perspectives. Give a specific example of one of the perspectives (you may use an example from the course material, or select your own).
2. Which one of the three perspectives seems most useful to you in analyzing society? Why? Give a specific example to support your answer.
Bold or underline sociological concepts/theories.
Proofread for spelling, grammar, and punctuation before you submit.
Provide at least 1 in-text citation from video lecture or textbook, per the rubric.
Avoid plagiarizing. The majority (85-90%) of your response should be in your own words. If you use someone else’s words, you need to cite your work properly, and use quotations when necessary. ALL responses will be checked for plagiarism.
Do some research on one of the Eastern systems and then compare it to either Aristotle’s virtue theory or Aquinas’ Natural Law Theory in terms of which seems more reasonable.
Eastern Ethics and Natural Law
Do some research on one of the Eastern systems and then compare it to either Aristotle’s virtue theory or Aquinas’ Natural Law Theory in terms of which seems more reasonable. Which seems more coherent and able to be followed and which might help a person formulate a plan that would produce more morally acceptable behavior.
What kind of implications do particular limitations of human memory have on the use of eye-witness testimony in criminal and civil court cases?
10 minute Podcast script on Protest song
Social Studies
GRADE 12 PROTEST SONG ASSIGNMENT
OBJECTIVE: Understand the concepts and themes of history through song/video
In a podcast you will analyse a song from the list below. The podcast should not be more than
15 minutes (includes playing clips from the song) and not shorter than 8 minutes.
Podcast must include:
- An analysis of the song as it relates to liberalism. This should make up a third of
your work because you need to play clips from the song, and explain what that
means. As is the case with any source analysis this year, your objective is to explain
the links to liberalism, and the perspective of the song as it relates to liberalism.
a. Analyse this through the DEAR v DERL lens
i. DEAR: Dictatorship, Elitism, Arbitrary Justice, Repression
ii. DERL: Democracy, Equality, Rule of Law, Liberty
b. Highlight issues around purpose – why was this song written and what is the artist
trying to express at that time.
You will be marked based on a source analysis rubric for analysis of
source here.
Song selected for discussion within podcast:
The Sex Pistols – God Save the Queen - Answer the following question:
To what extent does the song inform our understanding of social studies? Here I
want you to explain concepts that the song discusses and how it deepens our
understanding of issues we have learned about in this course (rule of law, dissent, or
poverty just for a few examples)
To do this effectively, you will need to do the following:
a. Provide the historical context of this song – if we take a song like OHIO
by Crosby, Stills, Nash and Young, the context is the Vietnam War, but
there are also issues around counter-culture, dissent, the Draft, and other
concepts that need to be explained.
b. You should then analyse that evidence and explain how the song raises
awareness to these issues. How does it make use of this context to help
deepen and understanding of the issue you identified.
c. Develop a line of argumentation that allows you to explain why the song
is effective, or not effective in informing our understanding of an issue. To
do this, you have to explain how this song adds to the narrative around
the theme(s) you identified.
d. You will also have to analyse the reception of this song as part of this
narrative. What were criticisms associated with this song, or what was the
reception. For example, the Chicks released a song called “Not Ready to
Make Nice” which came after massive fallout from their lead singer
criticizing George W. Bush and war in Iraq. That narrative is important
to helping us understand the complexity of the issue that the song is
highlighting.
e. Refer to an IP or Ideological Perspective of the song and it’s Relation to
liberalism! The IP for this song that MUST be discussed within the script
is: Rule of Law. This should be discussed as the sex pistols refer to the
English monarchy as a “fascist regime”
f. Solely refer to the sex pistols and the song “god save the queen” in your
argumentation
g. This podcast should be told through the lens of a college radio station’s
weekly political podcast that is politically central.
ANALYSIS OF SONG (6 marks)
General Criteria: Analyzes the song to demonstrate an understanding of perspective(s) reflected in the song
General Criteria:
• Establishes a position • Develops one or more arguments based on logic and reason • Establishes a relationship between position taken, argumentation, and the perspective presented in the movie.
6 EXCELLENT: The analysis of the song is insightful and sophisticated; a comprehensive understanding of
the perspective(s) is demonstrated.
4 – 5 PROFICIENT: The analysis of the song is capable and adept; a sound understanding of the perspective(s)
is demonstrated.
3 SATISFACTORY: The analysis of the song is conventional and straightforward; a generalized
understanding of the perspective(s) is demonstrated.
2 LIMITED: The analysis of the song is incomplete and lacks depth; a confused understanding of the
perspective(s) is demonstrated.
1 POOR: The analysis of the song is illogical, tangential, and/or the song is simply copied; a minimal
understanding of the perspective(s) is demonstrated.
INS Insufficient is a special category. It is not an indicator of quality. It is assigned to responses that do not
contain a discernible attempt to address the assignment or responses that are too brief to assess in one or
more scoring categories.
COMMENTS:
ARGUMENTATION (8 marks)
8 EXCELLENT: The position established is convincingly supported by judiciously chosen and
developed argument(s). The argumentation is consistent and compelling, demonstrating an insightful
understanding of the assignment. The relationship between the position taken, argumentation, and
the perspective presented in the source is perceptively developed.
6 – 7 PROFICIENT: The position established is persuasively supported by purposely chosen and
developed argument(s). The argumentation is logical and capably developed, demonstrating a sound
understanding of the assignment. The relationship between the position taken, argumentation, and
the perspective presented in the source is clearly developed.
5 SATISFACTORY: The position established is generally supported by appropriately chosen and
developed argument(s). The argumentation is straightforward and conventional, demonstrating an
adequate understanding of the assignment. The relationship between the position taken,
argumentation, and the perspective presented in the source is generally developed.
3 – 4 LIMITED: The position established is confusing and largely unrelated to the argument(s). The
argumentation is repetitive, contradictory, simplistic, and based on uninformed belief. The
relationship between the position taken, argumentation, and the perspective presented in the source
is superficially developed.
1 – 2 POOR: The position established has little or no relationship to the source or argument(s). The
argumentation is irrelevant and illogical. The relationship between the position taken,
argumentation, and the perspective presented in the source is minimally developed.
INS INSUFFICIENT
COMMENTS:
EVIDENCE (8 marks)
General Criteria:
• is relevant and accurate
• reflects depth and/or breadth
Note: Evidence from social studies may include a theoretical, historical, contemporary, and/or current events discussion.
8 EXCELLENT: Evidence is sophisticated and deliberately chosen. The relative absence of error is
impressive. A thorough and comprehensive discussion of evidence reveals an insightful
understanding of social studies knowledge and its application to the assignment.
6 – 7 PROFICIENT: Evidence is specific and purposeful. Evidence may contain some minor errors. A
capable and adept discussion of evidence reveals a solid understanding of social studies knowledge
and its application to the assignment.
5 SATISFACTORY: Evidence is conventional and straightforward. The evidence may contain minor
errors and a mixture of relevant and extraneous information. A generalized and basic discussion
reveals an acceptable understanding of social studies knowledge and its application to the
assignment.
3 – 4 LIMITED: Evidence is potentially relevant but is unfocused and incompletely developed. The
evidence contains inaccuracies and extraneous detail. The discussion reveals a superficial and
confused understanding of social studies knowledge and its application to the assignment.
1 – 2 POOR: Evidence is irrelevant and inaccurate. The evidence contains major and revealing errors. A
minimal or scant discussion reveals a lack of understanding of social studies knowledge and its
application to the assignment.
INS INSUFFICIENT
COMMENTS:
COMMUNICATION (8 marks)
8 EXCELLENT: The presentation is fluent, skillfully structured, and judiciously organized. Control of
syntax, mechanics, and grammar is sophisticated. Vocabulary is precise and deliberately chosen. The
relative absence of error is impressive.
6 – 7 PROFICIENT: The presentation is clear and purposefully organized. Control of syntax, mechanics,
and grammar is capable. Vocabulary is appropriate and specific. Minor errors in language do not
impede communication.
5 SATISFACTORY: The presentation is straightforward and functionally organized. Control of
syntax, mechanics, and grammar is adequate. Vocabulary is conventional and generalized. There
may be occasional lapses in control and minor errors; however, the communication remains
generally clear.
3 – 4 LIMITED: The presentation is awkward and lacks organization. Control of syntax, mechanics, and
grammar is inconsistent. Vocabulary is imprecise, simplistic, and inappropriate. Errors obscure the
clarity of communication.
1 – 2 POOR: The presentation is unclear and disorganized. Control of syntax, mechanics, and grammar is
lacking. Vocabulary is overgeneralized and inaccurate. Jarring errors impede communication.
INS INSUFFICIENT
COMMENTS:
SCORE:
/ 30
GENERAL COMMENTS:
Case Analysis: A drop in the bucket
Description
Case Study Assignment Instructions
Overview
Case Study Assignments are self–administered, guided problems that follow each of the readings. The purpose is to walk you through the readings, emphasizing the points that will provide the foundation for understanding the overall importance of storytelling and touching narratives in communicating the benefits of an organization and/or its products and processes. The information sets emphasized in the Case Study Assignments follow the readings of each Module: Week and highlight the key parts of the chapters. Think of each exercise as Interactive Mental Highlights (IMH).
Instructions
You will read each case study and the corresponding questions in MindTap and submit your responses to the questions by uploading a Word.doc or similar format into Canvas.
- Length of assignment – at least 1 paragraph per case study question (no specific word or page count)
- Format of assignment – current APA
- At least 1 citation from textbook
- At least 1 integration of a Biblical principle
- Acceptable sources – Textbook, Bible
Case Analysis Questions
- How can we understand the history of The Prep and the meetings described in this case in terms of The Four Flows that constitute organization? Which flows are highlighted in this description? Which flows have most strongly influenced the change that has occurred at The Prep? How have flows such as membership negotiation and self-structuring influenced institutional positioning?
- This case describes a number of specific interaction episodes. Can these episodes be understood as conversation in the terminology of the Montreal School? What texts are drawn on during these conversations? Do different participants draw on different texts? Do other interactants in the conversation accept the authority of the texts that are drawn on?
- What are the implications of the bucket drawing in terms of textual agency? Relatedly, how can we understand events in this case using the concept of ventriloquism? Can we see either the bucket drawing or Owen as a dummy who speaks for others in the organization? If so, whom is being spoken for, and what are the implications of anonymous author in the case of the bucket?
Case Study A Drop in the Bucket
Unlike most of the case studies in this textbook, this one is a true story. It is a story that I first heard through an academic paper written by Owen Lynch and Zach Schaefer (Lynch & Schaefer, 2012), and it recounts the events of several years earlier when Owen was working as a teacher at a private preparatory school while he was in his PhD program. Owen and Zach describe a series of tumultuous meetings that occur over a several month period at the high school and relate them to the larger ideas of this chapter—the interplay of conversation and text and how organizations are constituted through flows of communication. In the space available here, I won’t be able to do justice to all the complexities of this case and will just highlight a few crucial scenes. But let’s start with an understanding of the setting—a place Lynch and Schaefer call “The Prep.”
The Prep was founded on a picturesque deeply wooded 400-acre property just on the outskirts of a small southwestern city. The school was a boarding community where faculty, their families and the students all learned, worshipped, ate and lived together on the same campus. The Prep was founded on the ideals of social and environmental progressivism with a motto of developing the entire student: spiritually, academically, and athletically. The experiment was a success and The Prep is now considered one of the top academic prep schools in the nation. A large part of this academic success comes from the small informal classes and the engaged learning philosophy but most of all the close relationship between students and teachers. (Lynch & Schaeffer, 2012)
Sounds idyllic, right? Unfortunately, times change and The Prep changed, too. By the time Owen worked there as a teacher, 70% of the students were day students, the city had grown up around the school, and the economy and a series of bad investment decisions had led to a serious fiscal crisis. To deal with these issues, The Prep brought in a new Headmaster, hired a new chief financial officer (CFO), and convened a “benefits review committee” that included members of the Board of Trustees, community members, school administrators, and one faculty representative—Owen. The committee met a number of times, discussing topics including school history and culture, relationships to donors, comparisons of The Prep with other high-quality preparatory schools, hiring practices, and benefits issues such as how much should be contributed to 401K packages. The discussions were wide-ranging, but for the sake of this case, we’ll settle in on one particular issue raised during a meeting several weeks into the ongoing work of the benefits review committee.
At this meeting, the topic under discussion was tuition waivers for the children of faculty and staff. Owen suspected coming into the meeting that this issue would be contentious, and he was right. As the discussion ensued, two camps emerged. On one side were faculty members who wanted to maintain the tuition waiver. These individuals argued that the tuition waiver was part of the school’s history and culture and that many faculty and staff chose to work at The Prep in part because they were “investing in their children’s future.” During a meeting break, Owen asked the CFO, “Was not every person here promised the dependent tuition waiver when they were hired? I know I was.” The head of the high school produced letters from teachers pleading that the benefit not be cut and examples of job offers teachers had turned down because they were counting on the tuition waiver at The Prep.
On the other side of this argument were members of the Board of Trustees and the CFO. One trustee pointed out that the tuition waiver was not a “formal policy” and that sometimes difficult decisions needed to be made in the name of fiscal responsibility. Another argued that “the policy is not equitable to the faculty members who do not have dependents,” and the CFO brushed off concerns about faculty leaving by saying that “a little turnover is healthy.” The CFO then followed up on the issue of affordability by noting that the children of many teachers and staff could qualify for financial aid. The conversation became extremely heated as the two sides confronted each other on a variety of issues. Before they came to blows, though, the head of the committee called the session to a close, noting that it had been a “productive meeting” and that “we will not reach a consensus on this topic in this room.” After requesting further feedback from faculty, the meeting was adjourned.
The opportunity to gather that feedback occurred at a meeting of the entire faculty designed as an “informative town hall” to review the work of the committee. The CFO presented the case for the reductions to the staff benefits package—including the elimination of the tuition benefit—using facts and figures to demonstrate the scope of the crisis. He was making a clear argument that something needed to be done if The Prep were to successfully weather the storm, and that the “something” needed to include sacrifice on the part of the faculty. He also noted, however, that many faculty and staff children would be eligible for financial aid and would hence still be able to attend The Prep as their parents desired. The discussion that followed clearly indicated that many members of the faculty were not buying the CFO’s logic. In the midst of the discussion, the head of the middle school raised her hand and asked a question: “In the big scheme of things, how much money would be saved by cutting the tuition benefit as many of the staff and teachers’ kids would receive financial aid?” The CFO responded: “In the big scheme of things, it is only a drop in the bucket.” At that comment, shock, indignation, and heated discussion ensued.
So we have examined two crucial scenes in the drama of The Prep and its fiscal crisis; one scene a committee meeting, the other a faculty meeting. The final scenes of this case took place across a wide swath of locations at The Prep, including the mail room, the parking lot, bathrooms, and offices. In these scenes, the starring role was played by a photocopy of a bucket into which a single drop is about to fall. The artist who created this rendering was a mystery, but its meaning was clear, and Owen recounts that the image spread quickly: “It was posted in clever places all over the school, on the wall of the faculty lounge, on the door of the stall in the men’s bathroom next to the CFO’s office. I personally observed a teacher who, finding the bucket picture in his box, laughed, and then, as he walked past the new headmaster’s car, put it under the wiper like a ticket.” In short, the bucket could not be avoided.
We could go further in recounting events at The Prep. There followed yet more discussion and another concluding meeting of the benefits review committee. Eventually a compromise was reached in which tuition benefits would be cut for future hires but maintained for current faculty and staff. In short, there were more conversations, but the enduring text of the case is clear: A bucket that speaks for itself.
unit 4 seminar: While viewing the entire recording of this week’s archived Seminar, create a summary document.
Education
While viewing the entire recording of this week’s archived Seminar, create a summary document. Seminar slides should not be copied – this would be considered plagiarism. You should be able to view the recording and make notes at the same time so that you capture the following items:
Describe the main points discussed in the Seminar.
Include sub-topics and/or subsequent classroom discussion from the entire Seminar.
Include points found of interest about the unit content and/or any additional reflections or questions about the unit content.
You may write the assignment in a bulleted list format or paragraph format. APA style is not required. Remember to review the grading rubric so that you include all of the required elements.
Apple Risk Profile
Business
This week you have explored scenario planning, risk profile development, resource allocation, and aspects of risk appetite which guide decision making. This week you are going to build your company’s risk profile. (Company is Apple)
Begin by exploring the mind-map from Mega Trends and Technologies 2017-2050 (attached)
to discover potential future trends your company is projected to face in the coming decades. Look at the trajectory of lines specific to your company/industry, as well as lines complementary and peripheral which might impact your own.
Your assignment should be an analytical essay of your company’s risk profile that includes an analysis of the following:
An overview of what you discovered on the Trends map: are they preventable, strategic, or external risks?
A risk profile that includes what background information you are using to complete your profile and the time frame your profile addresses
Ethical guidelines important to your profile
Discuss the risk appetite and resource allocations of the risks identified in the Trends map
Your paper should open with an introduction and then include distinct sections with subheadings for the findings on the Trends map, Risk Profile and Ethical Guidelines, Risk Appetite, and Resource Allocation plan, followed by your conclusion.
In your paper, ensure to utilize the textbook and integrate at least two peer-reviewed sources along with their citations and references. Submit your paper as a Word document with a minimum of 1500 words, using APA formatting, citations, and a reference page.
