Carry out a PESTELE Analysis and a VRIO Analysis on an organization of your choice

Assessment task details – provide a description of the task
Looking at an organisation of your choice, identify potential new strategies & strategic action plan to present to the executive board. Complete the following:

1. Carry out a PESTELE Analysis and a VRIO Analysis on an organization of your choice
– Ensure that your PESTELE/VRIO analysis is well researched with cited references in table for every point you make.

Drawing on the PESTELE/VRIO identify:
– a potential new strategy(s) with justified reasons- does this fit with the organisations vision, values and organisational objectives and identify what type of strategy it is? (Think academic theory- Porters Generic Strategies etc)
– How will their resources and capabilities help them implement the strategy?
– What will be the organisational impact of implementing the new strategy?

2. Complete a Strategic Action Plan
– Fill out the strategic action plan template citing in table & justifying with sources.
Evidence of academic reading together with full and correct Harvard referencing is expected at level 6. It should be noted that an absence of theory to support the submission restricts the mark that can awarded. See marking criteria for indications. Professional business presentation with a clear structure throughout.

Submission instructions – What should be the format of the submission? / Where should it be submitted?
A single Word document only, containing just your assignment with reference list included. Please do not submit on this brief document. A template is provided below the which should be followed. Please submit online via the appropriate Turnitin submission on the module space.
Hints and tips
Assessment Template
Please use the following headings as a guide for your assessment.

Overview of organisation
Brief overview of the organisation

PESTELE Analysis

Complete a PESTELE Analysis using this template. Please adjust as necessary & words are included in word count.
PESTELE What’s Happening?
List Issues relating DIRECTLY to the company
Who (in the organisation) does this impact & what impact will it have?
Action to be taken?
Political
Economic
Social
Technology

Environmental
Legal
Ethical

VRIO Analysis

Complete a VRIO Analysis using this template. Please adjust as necessary & words are included in word count.

Feature
(Resources or Capability) Value
(is it valuable) Rarity
(is it rare) Imitability
(Is it hard to imitate)
Organisational Support
(are they organised to support it) Recommendations
Feature 1

New Strategy Implementation

Subheading- Strategy
State new strategy(s) supported by justified reasoning/sources. Identify what type of strategy it is.

Subheading- Resources and Capabilities
Address how their resources and capabilities will help them implement the strategy. What will be the organisational impact of implementing the new strategy

Strategic Action Plan

Complete a Strategic Action Plan using this template. Please adjust as necessary & words are included in word count.

Strategic Objectives
(From your research you will have identified…) Tasks
(What you need to do to achieve it) Who’s Responsible
(Specific Person/Departments) Timeframe
(Estimate of how long it will take to implement) Resources
(What or who can help you achieve the objective) Impact on Organization
Example Entry: Change material packaging to eco- friendly material 1. Source new supplier of compostable materials
2. Invest in new manufacturing equipment and implement into production
3. Training staff to use equipment

1. Head of Operations/Suppliers & Team
2. Operations
3. Human Resources & Operations
4. 1 month
5. 1-3 months
6. 1 month

1. Supply chain contacts
2. Head of production
3. Head of Human Resources
4. IT/Production Systems 1. Less toxic waste during production
2. Fulfilling environment standard targets outlined by organisation and government
3. Timely/Costly to make the change- potential disruption to normal service

References

All submitted work is expected to observe academic standards in terms of referencing, academic writing, use of language etc. Failure to adhere to these instructions may result in your work being awarded a lower grade than it would otherwise deserve.

provide a detailed analysis of : China’s recent trade retaliation

As with most other nations, Australia has evolved its trade policies over its history. Australia’s
‘tyranny of distance’ and reliance on maritime trade have always been a constraint upon the level of
trade conducted, but its vast resources have made it a major exporter of raw materials and agricultural
products. Free trade has been and will continue to be, a key driver of the country’s economic success.
Despite an increase in anti-globalisation sentiment over the past 5 years, Australia has continued to
seek friendly trade arrangements with willing parties. This has not always been ‘smooth sailing’.
You are required to provide a detailed analysis of :
China’s recent trade retaliation
Your analysis should include:
a brief historical summary of the issue
the current state of affairs
impacted industries and countries
a recommended course of action for the Australian government and other policymakers.
Your analysis needs to include research and referencing. You should have around five to ten references
in Swinburne Harvard style. Only peer-reviewed references such as journal articles, government
reports, business reports, and reputed media sources are acceptable. You can include graphs, tables
and imagery in your slide presentation.
Presentation resources
Your presentation should include approximately 10 slides plus a reference list and appendix if
required

dentify and explain the ontological and epistemological assumptions which underpin the researchers’ choice of methodology

Assessment
1 x 2000 word assignment.
Select one paper from the list below.
Select either paper A, B or C.

A. Macleod, G., Dallas-Childs, R., Brough, C. and Toye, M. (2021), ‘She just got me’: supporting care experienced young people negotiating relationships and identities at school.J Res Spec Educ Needs. https://doi-org.ezproxy.is.ed.ac.uk/10.1111/1471-3802.12543

B. Catherine E. Stanford, Richard P. Hastings, Deborah M. Riby, Heather J. Archer, Sarah E. Page & Katie Cebula (2020) Psychological distress and positive gain in mothers of children with autism, with or without other children with neurodevelopmental disorders, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2020.1812347

C. Mairin Hennebry, Yuen Yi Lo & Ernesto Macaro (2012) Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses, Oxford Review of Education, 38:2, 209-230, DOI: 10.1080/03054985.2011.651312

With reference to the paper you have selected:

• identify and explain the ontological and epistemological assumptions which underpin the researchers’ choice of methodology*
• critique the effectiveness of the relationship between the philosophical positioning, the methodology chosen and the methods used for collecting and analysing data;
• identify and discuss the ethical challenges and issues raised in the paper and the extent to which these are considered satisfactorily.

Ontological and epistemological assumptions
This asks you to comment explicitly on ontological and epistemological assumptions. You may also want to discuss these (and the associated methodology) in terms of a particular paradigm.

methodology
This term refers to the approach taken to answering the research questions. This asks you to comment on the approach to research in terms of the kind of data involved; whether descriptive, explanatory or something else; the research design (e.g. case study, ethnography, grounded theory, phenomenological, basic interpretivist, action research, experiment, survey, mixed methods); approach to reasoning; the research participants and how they were selected; approach to analysis.

methods
This term refers to the specific data collection methods used so that the research questions can be answered.

Please ensure that you answer all 3 bullet points.

A rough guide would be to write approximately 500 words on point 1, 1000 words on point 2 and 500 words on point 3.

Students should submit an assignment that builds on their previous assignments and demonstrates progress based on feedback received (in particular, from the Sources of Knowledge assignment).

• Assignments should be written in English and they should be proofread carefully, checking for errors in spelling, grammar and punctuation.
• Include page numbers.
• Demonstrate an analytical perspective, including both positive aspects and areas of difficulty.
• Support your statements with references, examples and clear logical thought.
• Cite original sources – only in exceptional circumstances is it acceptable to reference an author citing another author.
Prior to submitting your assignment it may be helpful to ask yourself the following questions.
• Is my writing clear and easy to follow?
• Does my paper consider any ethical issues?
• Is my paper written in non-sexist and non-racist language?
• Does my paper sufficiently address the questions / issues in the assessment task?
• Are my conclusions and interpretations credible?
• Is my message clear and precise?
• Are my references timely and relevant?
• Have I included the most important references?

The word count does not include the reference list or self-assessment document. The assignment should be 2000 words (+ or – 10%). Longer assignments will be penalised on the basis of academic staff judgement.

it is better to draw on these sources in your essay than texts from other disciplines which you find online.
*Armour, K.M. and Macdonald, D. (Eds) (2012) Research Methods in Physical Education and Youth Sport. Routledge: London. A useful general text especially insightful for students studying Physical Education and Sport.

*Arthur, J., Waring, M, and Coe, R. (2012) Research Methods & Methodologies in Education. London: Sage.

*Blaikie, N. and Priest, J. (2019) 3rd Edition, Designing Social Research: The logic of anticipation, Newark: Polity Press.

*Bridges, D. (2017) Philosophy in Educational Research: Epistemology, Ethics, Politics and Quality, Cham: Springer International Publishing.

*Charmaz, K. (2013) Constructing grounded theory. Thousand Oaks, CA: Sage.
A useful text for highlighting how to connect practice with theory following data collection.

*Creswell, J.W. (2014) Research design: qualitative, quantitative, and mixed methods. London: Sage.

*Diamond, I., Foster, L., and Jefferies, J. (2015) Beginning statistics: An introduction for social scientists. London: Sage.

Gray, D. (2014) Doing research in the real world. London: Sage. Wide ranging general guide. *An earlier edition from 2004 is available as an E-Book on the resource list

*Greener, I. (2011) Designing Social Research. London: Sage. See Chapter Two in particular on reviewing research quality.

Maxwell, J.A. (2013) Qualitative Research Design. London: Sage. Excellent text for explaining how to set research goals/questions and design conceptual framework.

*Merriam, S.B. & Tisdell, E. (2016) Qualitative Research: A guide to design and implementation. San Francisco: Joey-Bass. Wide ranging general guide.

*Thomas, G. (2007) Strangers in Paradigms, Maidenhead: OUP

*Thomas, G. (2017) 3rd Edition, How to do your Research Project: A Guide for Students, Los Angeles: SAGE

Pring, R. (2015) The Philosophy of Education Research. London: Bloomsbury. An excellent text for practitioners and those interested in the links between theory and practice.

*Punch, K. & Oancea, A. (2014) Introduction to Research Methods in Education. London: Sage. Useful chapters on most areas covered in the course.

You may find the SAGE Research Methods database at: https://methods.sagepub.com/ useful for accessing a range of resources on: conceptions of research, related methodological considerations,

What is the legal framework governing intellectual property rights in the United Arab Emirates?

1.1. Project Background
Intellectual Property has a contributed significantly to the rapid development of the United Arab Emirates (UAE) as one of the strongest economies within the Co-operation Council for the Arab States of the Gulf (GCC). Intellectual Property (IP) is conceptualized as the original creation stemming from human intellect such as scientific creations, literary works, technical innovations, or artistic works. On the other hand, Intellectual Property Rights (IPR) refer to the legal rights arising from intellectual property. Stated differently, these are the legal rights that are given and protected by the law to an inventor or innovator, thus providing them with exclusive rights to fully utilize their creation. In the alternative, IPR grant the creator’s assignee exclusive rights, subject to the terms of the assignment, to utilize the invention. They include patents, industrial designs, trademarks, and copyrights.
Intellectual property rights offer protection to the interests of the inventor in the sense that they are ius prohibendi rights. Several scholars agree that the conferment of IPR has several advantages. From the perspective of the licensor, IPRs ensure the creation of new markets, promote the level of competition in the economy, and create an avenue for the generation of revenue. A steady legal framework governing IP also promotes the level of invention in the economy. From the perspective of the IPR owner, protection ensures that the intangible asset is protected from unauthorized intervention or utilization, and that there is return on their research and development.
The UAE has an elaborate legal framework governing IP, deriving from both international conventions and legislations. Internationally, the UAE is a member of the Berne Convention for the Protection Literary and Artistic Work (“the Berne Convention”), Paris Convention for the Protection Industrial Property (“the Paris Agreement”), Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), World Intellectual Property Organization (WIPO) Copyright Treaty, Patent Cooperation Treaty (PCT), and World Intellectual Property Organization (WIPO) Convention. Locally, the UAE has enacted Federal Law No. 7 of 2002, Federal Law No. 37 of 1992 and Federal Law 17 of 2002 to govern copyrights, patents and industrial designs, and trademarks respectively. The purpose of the research project is to determine the extent, to which this elaborates legal framework conclusively protects IP rights of creators within the UAE. Specifically, the legal framework is compared to that of Common Law jurisdictions.
1.2. Research Questions
This project is guided by the research question: What is the difference in Intellectual Property and Art Laws between the United Arab Emirates (UAE) and Common Law Jurisdictions? To answer this research question, the following research questions will guide the research:
1. What is the legal framework governing intellectual property rights in the United Arab Emirates?
2. What is the nature of intellectual property rights within common law jurisdictions?
3. What are the differences in intellectual property rights protection between the United Arab Emirates and common law jurisdictions?
4. What are the similarities in intellectual property rights protection between the United Arab Emirates and common law jurisdictions?

1.3. Research Methodology
The project utilizes the exploratory research design. Exploratory research designs focus on acquainting with the qualities surrounding the target of the research. The aim of the researcher is to increase their insight concerning the aspect under investigation. In this regard, the use of the exploratory research design is to develop an insight into the differences and similarities between IP and Arts Laws in the UAE and in Common Law Jurisdictions.
Selltiz and colleagues state that one of the ways of effecting exploratory research design is through the review of existing literature. In fidelity to this point, the paper takes a Black Letter Law approach whereby legal principles surrounding intellectual property law both in the United Arab Emirates and Common Law jurisdictions is analyzed. This approach enables the researcher to analyze, from a critical point of view, meaning, application, and implications of the rules and principles underpinning the legal provisions under research. However, a comparative approach to the analysis is taken such that the analysis contradistinguishes between the legal provisions in the UAE and Common Law jurisdictions.
This research utilizes both primary and secondary literature. The primary sources of literature include statutory provisions and international conventions on Intellectual Property Law acceded to or ratified by the United Arab Emirates. Cases providing the rules and principles, particularly for the common law Jurisdictions are equally utilized as primary sources. On the other hand, secondary sources of literature include books, journal articles and commentaries on intellectual property law in the UAE and in common law jurisdictions.
1.4. Theoretical Framework
Several theories may be applied in justifying the need to protect IPR of creators. Notably, this research prefers the Labor Theory and the Personhood Theory.
1.4.1. The Labor Theory
The labor theory was developed by John Locke in his rationalization for the existence of property rights. John Locke’s justification for property rights is premised on two pillars; the labor theory of value and mixing labor. The mixing labor premise refers to productive activities employed by people. According to Locke, a person’s labor and the work of their hands is the person’s property. Locke noted that when a person removes something from what exists in nature and mixes it with their labor to produce such other thing, that thing is their property. Essentially, it was Locke’s assertion that the person earns the right to exclude others from having a common right in that product of their labor. The second premise of Locke’s theory is value. According to Locke, productive labor must create some form of value in the sense that the product must be useful for sustaining the producer and others. The argument in the context of IP rights is that through the moral activity of productive labor, the laborer has a moral prerogative to the results of labor. This encompasses both tangible and intangible products. Stated differently, the product of a person’s intelligence ought to belong to them only, as the product would not exist save for the application of such intelligence.
Taking into account Locke’s theory, it becomes evident that a person has every right, to the exclusion of others, of their creation where they apply productive labor. It is imperative to recognize the value of the social contract theory when applying the labor theory to the need for the protection of IP rights. Specifically, the social contract theory contends that, inter alia, the people conclude a social contract in which they formed the government to protect and enforce their rights. It, therefore, follows that if a person has the right to their intellectual property through the lens of the labor theory, those rights must be protected and enforced by the government.
1.4.2. The Personhood Theory
The personhood theory, also referred to as the personality theory, has its roots in the works of Immanuel Kant and Georg Wilhelm Friedrich Hegel. This theory asserts that “a property right in a creation must be granted before a creator can be fully in control of their spirit and personality.” In other words, for a person to fully develop into their personhood, they must have exclusive control of specific resources. Through the exercise of this control, the person has property rights. In this regard, the personality of an individual is linked to their property rights. Stated differently, this theory contends that a person cannot develop full autonomy or sovereignty if they do not have dominion over their property.
It is worth noting that this theory and its validation for the protection of IPR is strongest where the thing created by the person’s intellect is closely linked or intertwined with their personality. Nonetheless, given that the protection of a person’s intellectual property gives full effect to the development of the individual, it is imperative for the government to implement laws that give full effect to IP rights protection.

Describe and apply principles of ethical research;

You will need to do extensive research to effectively and faithfully present the current ‘thinking’ in
relation to each topic. Each key point you make needs to be validated with empirical research – this is
what will validate your argument and makes your work persuasive. It would be best to spend more
time constructing effective sentences and paragraphs. Each sentence needs to address an assessment
task directly. Please go through the task description and marking criteria and follow each guideline.
There will be a collaboration session in two days regarding the task, and I will be uploading that as
well. It will be a focus on how to complete this task. I will upload the lecture slide as well to
understand what we have been doing in relation to the assessment.
The learning outcome for this task are:
1 Describe, explain and select an appropriate methodological approach and sampling strategy and
design data collection instrument/s for a specified research project;
2 Describe and apply principles of ethical research;
3 Report the key elements of a written research proposal according to American Psychological
Association guidelines;
4 Be cognizant of the range, complexity and value of criminological research

Identify the 3 or 4 characteristics that you think most define terrorism? Use an example from the Mumbai attack to support your choices.

Case Assignment
Using the base resources provided in the Module, the syllabus and supported by additional individual research for credible government, academic and grey literature sources, address the following questions in a properly formatted APA paper of at least 1,000 words and no more than 2,000 words (generally between 5 to 8 pages in length in APA format – double-spaced in 12pt. Times New Roman font). The word count does not include the cover page, abstract or references. The paper should not be written directly answering the questions below, yet as an integrated academic paper that addresses each dimension.
1. Understanding the characteristics of terrorism. Identify the 3 or 4 characteristics that you think most define terrorism? Use an example from the Mumbai attack to support your choices.
2. What are three unique characteristics (i.e., tactics, operations, or strategy) evident in the Mumbai attacks that make this a different kind of terrorist operation?
3. There are concerns surrounding the possibility of a Mumbai-style attack in the US. Considering the terrorist threat today, do you consider these concerns legitimate? Why or Why not
4. Using the five mission areas of the National Preparedness Goal (2015), assess India’s response to the Mumbai attacks?

Readings

Case Study I: The Continued Relevance of the Mumbai Attacks
We have now reached your first individual assignment for this course. You will be asked to analyze the attack on Mumbai from terrorism/counter-terrorism perspective. As noted earlier, almost an endless number of locales are vulnerable to such an attack and hence all aspects of the attack, response, mitigation, and recovery are being consistently reviewed and used for training purposes. Just to emphasize the importance of this model, the 2015 Paris attacks followed a similar pattern.
1. Rizvi, S. & Kelly, J. (June 2015). The Continued Relevance of the November 2008 Mumbai Terrorist Attack: Countering the Next Attack. Homeland Security Affairs 11, Article 6.
Main Argument: This text sought to analyze the use of modern technology in the Mumbai Terrorist Attacks in 2008. The goal of the article was to provide recommendations for homeland security professionals to address similar future attacks based on lessons learned from this particular attack. The text is focused on the technology used not the geo-political climate that fostered the attack. In summary, “To further increase situational awareness during fluid events, emergency responders must now expand their sources of information to include social media and other developing networks..”
Why Included: Technology is a constant, albeit constantly evolving, tool available to those that wish to threaten the safety and security of the United States. However, instead of rejecting technology or being fearful of it, homeland security professionals can counter technology with technology by embracing, understanding, and employing it to counter the enemy. As noted in the title of the article, lessons learned from the Mumbai Terror Attack are still relevant to the homeland security enterprise
Case:
The attack was not the first time Mumbai had been targeted nor was it the last. In 2006, 209 people died when a commuter train was bombed. In July 2011, more than 20 people were killed and over 100 injured when three IEDs exploded. Located on the Arabian Sea, Mumbai is a thriving symbol of modern India. It is the country’s financial and entertainment center that attracts a large number of foreign visitors and has landmark properties such as the Taj Mahal Palace and Trident-Oberoi Hotels. All of these may be reasons why the Lashkar-e-Taiba (LeT)chose Mumbai but it also may have had more global goals. Originally created by the Inter-Service Intelligence (ISI), Pakistan’s powerful intelligence agency, LeT was a convenient asymmetric means to confront India’s “unlawful occupation” (according to Pakistan) of Kashmir. Certainly the Mumbai attack served traditional terrorist goals of reminding the world of theunresolved dispute over Kashmir, maintaining Pakistani fervor and support for the Kashmir issue, and encouraging recruits to the organization.
However, the November 26, 2008 attack was different. It demonstrated military-like training and operational control. The LeT showed a new level of capability that enhanced its legitimacy as a participant in the global jihad, a commitment it had recently made. And, it illustrated how terrorism is integrating new technologies to enhance command and control, intelligence, and exploitation of events. The location had been reconnoitered, first by an American, David Headley, who conducted surveillance in 2006, 2007, and 2008 and then by others just prior to the attacks. During these periods some weapons were pre-positioned. After entering the city via the dinghy from a hijacked trawler, Kuber, ten men, divided into four teams, attacked the central train station, the Cama & Albless Hospital, the Leopold Cafe, a favorite of westerners, the Chabad Center, and the two hotels. The sequential roving attacks held the city of Mumbai hostage for 62 hours and resulted in 172 dead. The primary weapons were small arms and improvised explosive devices which fit well with the teams’ highly mobile strategy, reminiscent of military squad training. Their mobility was further facilitated by their use of cell phones, a satellite phone, and blackberries allowing the attackers to coordinate maneuvers, talk to the media to make hostage demands, and maintain contact with their external handler, who plays the role of a commander, encourager, and ultimately orders the attackers to commit suicide as security forces close in.
The Indian response has been characterized as a strategic, operational, and tactical failure. Although Indian officials received intelligence regarding a probable attack from both the US and their own sources, the information was deemed not to be sufficiently reliable to share broadly. The ease with which the attackers entered Mumbai from the sea indicates a lack of capability by the coast guard to effectively monitor the coastline. Security forces, who initially confronted the terrorists, were ill equipped, lacked specific training for setting up command posts and containing the event.& However, the method of attack would severely test any cities ability to establish a perimeter. Moreover, the lack of proper equipment and logistical deployment also slowed the response by the National Security Guard (NSG), the country’s prime counter-terrorism force. Stationed near Delhi, the capital, rather than being disbursed in bases around the country, the NSG does not have its own airlift capability. Overall, the Indian first responders lack inter-operability, training, and communications. The government failed to control the media by neither projecting an image of controlling events nor limiting reports from various points around the city that provided the terrorists with real-time intelligence as well as adding to the chaos by inflating the size of the attacking force.
The following movie “Terror in Mumbai” presents a moment-by-moment account of the horrific attacks that took place in 2008. The film (please note the disclaimer) provides a graphic account of the Mumbai attack and contains scenes that some viewers may find disturbing.
Comparing NYC and Mumbai Attacks–Strangely Similar [Via STRATFOR]
The 2008 Mumbai terror attack was remarkable for its execution and apparently unconventional tactics. But when compared to a plot uncovered 15 years ago that targeted prominent hotels in Manhattan, it becomes apparent that the Mumbai attack was not so original after all.
The 1993 New York Landmarks Plot
In July 1993, U.S. counterterrorism agents arrested eight individuals later convicted of plotting an elaborate, multistage attack on key sites in Manhattan. The militants, who were linked to Osama bin Laden’s then-relatively new group, al Qaeda, planned to storm the island armed with automatic rifles, grenades and improvised explosive devices (IEDs). In multiple raids on key targets combined with diversionary attacks, they aimed to kill as many people as possible.
The planned attack, which came to be known as the “Landmarks” plot, called for several tactical teams to raid sites such as the Waldorf-Astoria, St. Regis and U.N. Plaza hotels, the Lincoln and Holland tunnels, and a midtown Manhattan waterfront heliport servicing business executives and VIPs traveling from lower Manhattan to various New York-area airports. The militants carried out extensive surveillance both inside and outside the target hotels using human probes, hand-drawn maps and video surveillance. Detailed notes were taken on the layout and design of the buildings, with stairwells, ballrooms, security cameras and personnel all reconnoitered. This attack would have followed by a few weeks the failed bombing inside the parking garage of the World Trade Center which killed six and injured 29.
The attackers intended to infiltrate the hotels and disguise themselves as kitchen employees. On the day of the attack, one attack team planned to use stolen delivery vans to get close to the hotels, at which point heavily armed, small-cell commando teams would deploy from the rear of the van. Stationary operatives would use hand grenades to create diversions while attack teams would rake hotel guests with automatic weapons. The attackers planned to carry gas masks and use tear gas in hotel ballrooms to gain an advantage over any security they might come up against. They planned to attack at night, when the level of protection would be lower.
The targeted hotels host some of the most prestigious guests in Manhattan. These could have included diplomats like the U.S. ambassador to the United Nations, who traditionally keeps an apartment in the Waldorf-Astoria, or even the U.S. secretary of state, who is known to stay at the Waldorf during U.N. sessions. They also host various business leaders. If successful, the attackers doubtless would have killed many high-profile individuals key to New York’s stature as a center for financial and diplomatic dealings.
Meanwhile, the plots to detonate explosives in the Lincoln and Holland tunnels would have blocked critical transportation infrastructure, sowing chaos in the city as key escape routes were closed off. And VIPs seeking to escape the city via the midtown heliport would have been thwarted by the attack planned for that location. In fact, the heliport attack was planned to be carried out using watercraft, which also could have been used to target transport ferries, further disrupting transportation in and out of Manhattan. The New York City Police Department could plausibly even have quarantined Manhattan to prevent the attackers from fleeing the city.
With the city shut down and gunmen running amok, the financial center of the United States would have been thrown into chaos and confusion until the attackers were detained or killed. The attacks thus would have undermined the security and effectiveness of New York as a center for financial and diplomatic dealings.
At the time, U.S. counterterrorism officials deemed that the attack would have had a 90 percent success rate. Disaster, then, was averted when federal agents captured the plotters planning the Landmarks attack thanks to an informant who had infiltrated the group. Sure enough, the United States dodged a major bullet that could have been devastating to New York.
Read more: From the New York Landmarks Plot to the Mumbai Attack | Stratfor
errorism, Homeland Security, National Security, and International Cooperation
The United States’ National Strategy for Counterterrorism (2011) describes the fundamentals of counterterrorism as they relate to homeland security as follows:
“Offensive efforts to protect the Homeland have been complemented by equally robust defensive efforts to prevent terrorists from entering the United States or from operating freely inside U.S. borders. To support the defensive side of this equation, we have made massive investments in our aviation, maritime, and border-security capabilities and information sharing to make the United States a hardened and increasingly difficult target for terrorists to penetrate.
These efforts must continue. We know al-Qa‘ida and its affiliates continue to try to identify operatives overseas and develop new methods of attack that can evade U.S. defensive measures.At the same time, plots directed and planned from overseas are not the only sort of terrorist threat we face. Individuals inspired by but not directly connected to al-Qa‘ida have engaged in terrorism in the U.S. Homeland. Others are likely to try to follow their example, and so we must remain vigilant.
We recognize that the operating environment in the Homeland is quite different from any other country or region. First, the United States exercises sovereign control and can apply the full strength of the U.S. legal system, drawing on the capabilities of U.S. law enforcement and homeland security communities to detect, disrupt, and defeat terrorist threats. Second, in the Homeland, the capabilities and resources of state, local, and tribal entities serve as a powerful force multiplier for the Federal government’s CT [counterterrorism] efforts.
Integrating and harmonizing the efforts of Federal, state, local and tribal entities remains a challenge. As the threat continues to evolve, our efforts to protect against those threats must evolve as well.
The United States will rely extensively on a broad range of tools and capabilities that are essential to our ability to detect, disrupt, and defeat plots to attack the Homeland even though not all of these tools and capabilities have been developed exclusively for CT purposes. Such tools include capabilities related to border protection and security; aviation security and screening; aerospace control; maritime/port security; cargo security; cyber security; nuclear, radiological, biological, and chemical materials and the ability to detect their illicit use; biometrics; critical infrastructure protection; force protection; all hazards preparedness; community engagement; and information sharing among law enforcement organizations at all levels.
We are working to bring to bear many of these capabilities to build resilience within our communi¬ties here at home against al-Qa‘ida inspired radicalization, recruitment, and mobilization to violence. Although increasing our engagement and partnership with communities can help protect them from the influence of al- Qa‘ida and its affiliates and adherents, we must ensure that we remain engaged in the full range of community concerns and interests. Just as the terrorist threat we face in the United States is multifaceted and cannot be boiled down to a single group or community, so must our efforts to counter it not be reduced to a one-size-fits-all approach. Supporting community leaders and influ¬ential local stakeholders as they develop solutions tailored to their own particular circumstances is a critical part of our whole-of-government approach that contributes to our counterterrorism goals. […]
We must be vigilant against all overseas-based threats to the Homeland, just as we must be vigilant against U.S. based terrorist activity—be it focused domestically or on plotting to attack overseas targets.”
Christine Wormuth from the Center for Strategic and International Studies (CSIS) presented some options to the Senate in February 2009. Wormuth contends homeland security is “inextricably a part of national security…” As a result, she recommends addressing the international and domestic components of national security “holistically” and by doing so, more effectively distributes the scarce resources (particularly military ones according to Wormuth) that are critical to managing national risk.
Wormuth’s first recommendation was implemented in May 2009, when President Obama combined the Homeland Security and National Security Councils’ (HSC & NSC) staff into the National Security Staff (NSS) while allowing the Councils to continue to exist as separate legal entities. A planned result is a reduction in the perceived, or perhaps real, differences between the Councils’ roles in policy formulation. Critical among these has been the HSC’s inability to execute greater interagency cooperation. We will return to this issue in the section on interagency cooperation. Wormuth presents some interesting counter-arguments that deserve some consideration. Notwithstanding, the linkage of homeland and national security automatically internationalizes the former.
The internationalization of homeland security is based on the reality that securing the homeland cannot be done without international cooperation. Terrorism is stateless and transnational but the recovery from catastrophic events such as Hurricane Katrina also benefit from international cooperation. However, this lesson is focused is on terrorism’s impact on homeland security. The 9/11 attacks present one example of the international nature of homeland security. They were conceived by Saudis and Egyptians in Afghanistan and planned in Hamburg and elsewhere in Europe. The hijackers learned to fly and ultimately executed the attacks in the US while the entire process was funded via an international financial system.
Homeland Security vs. Homeland Defense
Homeland Security’s enduring core missions includes, among others, countering terorrism, which remains the fundamental mission. This involves an inter-agency concerted effort led by the Department of Homeland Security (DHS), together with intelligence and law enforcement with the goal of preventing terrorist attacks inside the United States, to reduce the nation’s net vulnerability to terrorism, and to minimize damage to our economy from such attacks, protect our cities and critical infrastructure as well as assist state and local government in recovery from terrorist attacks.
Homeland Defense is the protection of US sovereignty, territory, domestic population, intelligence effort and critical defense infrastructure against external threats and aggression, or other threats as directed by the President. The Department of Defense is responsible for homeland defense. Importantly, this mission also entails the demanding and complex role of DSCA [Defense Support fo Civil Authorities] which provides skilled DoD resources to state and local officials who are overwhelmed by the crisis and allows law enforcement augmentation in special circumstances.
• You can learn more about Homeland Defense and DSCA in the following lesson reading: Strategy for Homeland Defense and Defense Support of Civil Authorities (2013)
Anti-terrorism vs. counter-terrorism:
Counter-terrorism refers to the practices, tactics, techniques, and strategies that governments, militaries, and police departments may adopt in response to terrorist threats and/or acts, both real and suspected. It includes military special operations, counter-insurgency operations, drone strikes, interception of terrorist cells, manipulation of terrorist websites, communications and financial transactions and combines the efforts of FBI, DHS, the Intelligence Community and DHS in protecting domestic vulnerabilities, ramping up security practices and border controls, maritime and port security and interdiction of terrorist activities.
Anti-Terrorism refers to specific programs of United States assistance and training for allies and friendly overseas nations to thwart, reduce or limit terrorism within their national borders, to curtail terrorist planning activities as part of a broader insurgency, assist nations in devising improved security measures to thwart illicit trafficking in weapons and narcotics, aiding nations in upgrading their political, economic, and infrastructural resources and lending aid to improve Foreign internal defense (FID) to suppress specific insurgencies, or reduce the conditions under which insurgency could develop.
Countering Violent Extremism and the Role of the Social Media
The White House Strategy on Empowering Local Partners to Prevent Violent Extremism in the United States of 2011 defines the challenge as follows and includes some reference to new social media. Reading the subsequent extract, plaeas bear in mind that this strategy references the National Security Strategy of 2010, whereas the current National Secrurity Strategy (part of this lesson’s readings) is of 2015:
“Throughout history, violent extremists—individuals who support or commit ideologically-motivated violence to further political goals—have promoted messages of divisiveness and justified the killing of innocents. The United States Constitution recognizes freedom of expression, even for individuals who espouse unpopular or even hateful views. But when individuals or groups choose to further their grievances or ideologies through violence, by engaging in violence themselves or by recruiting and encouraging others to do so, it becomes the collective responsibility of the U.S. Government and the American people to take a stand. In recent history, our country has faced plots by neo-Nazis and other anti-Semitic hate groups, racial supremacists, and international and domestic terrorist groups; and since the September 11 attacks, we have faced an expanded range of plots and attacks in the United States inspired or directed by al-Qa’ida and its affiliates and adherents as well as other violent extremists. Supporters of these groups and their associated ideologies come from different socioeconomic backgrounds, ethnic and religious communities, and areas of the country, making it difficult to predict where violent extremist narratives will resonate. And as history has shown, the prevalence of particular violent extremist ideologies changes over time, and new threats will undoubtedly arise in the future.
[…]
While we can and must prioritize our efforts, our approach should be enduring and flexible enough to address a variety of current and possible future threats. Individuals from a broad array of communities and walks of life in the United States have been radicalized to support or commit acts of ideologically-inspired violence. Any solution that focuses on a single, current form of violent extremism, without regard to other threats, will fail to secure our country and communities. Our threat environment is constantly evolving, which is why we must consistently revisit our priorities and ensure our domestic approach can address multiple types of violent extremism.
[…]
The past several years have seen increased numbers of American citizens or residents inspired by al-Qa’ida’s ideology and involved in terrorism. Some have traveled overseas to train or fight, while others have been involved in supporting, financing, or plotting attacks in the homeland. The number of individuals remains limited, but the fact that al-Qa’ida and its affiliates and adherents are openly and specifically inciting Americans to support or commit acts of violence—through videos, magazines, and online forums—poses an ongoing and real threat.
This type of violent extremism is a complicated challenge for the United States, not only because of the threat of attacks, but also because of its potential to divide us. Groups and individuals supporting al-Qa’ida’s vision are attempting to lure Americans to terrorism in order to create support networks and facilitate attack planning, but this also has potential to create a backlash against Muslim Americans. Such a backlash would feed al-Qa’ida’s propaganda that our country is anti-Muslim and at war against Islam, handing our enemies a strategic victory by turning our communities against one another; eroding our shared sense of identity as Americans; feeding terrorist recruitment abroad; and threatening our fundamental values of religious freedom and pluralism. Violent extremists prey on the disenchantment and alienation that discrimination creates, and they have a vested interest in anti-Muslim sentiment. It is for this reason that our security—preventing radicalization that leads to violence—is inextricably linked to our values: the protection of civil rights and civil liberties and the promotion of an inclusive society.
[…]
Our central goal in this effort is to prevent violent extremists and their supporters from inspiring, radicalizing, financing, or recruiting individuals or groups in the United States to commit acts of violence. The U.S. Government will work tirelessly to counter support for violent extremism and to ensure that, as new violent groups and ideologies emerge, they fail to gain a foothold in our country. Achieving this aim requires that we all work together—government, communities, the private sector, the general public, and others—to develop effective programs and initiatives.
Empowering Local Partners to Prevent Violent Extremism in the United States, The White House, August 2011, pp. 1-3.
As exemplified by the above extract, when it comes to homeland security, new social media are often referred to as providing breeding ground for extremism, violence, or even recruiting tool for terrorist organizations.
The following lesson readings provide an overview of the use of new social media in homeland security, to counter violent extremism, as well as to enhance disaster response in general. This among other things includes discussion of practical strategies such as “countermessaging” or “rumor management” and common methods such as crowdsourcing to support situational awareness:
• Department of Homeland Security, Science and Technology Directorate 2014, Using Social Media for Enhanced Situational Awareness and Decision Support. Virtual Social Media Working Group and DHS First Responders Group.
• Helmus, Todd C., Erin York, and Peter Chalk 2013, Promoting Online Voices for Countering Violent Extremism. Research Report, RAND Corporation.
The following optional reading provides you with an in-depth analysis of how the internet may be of use to lone-wolf terrorists, thus add to the risk, while at the same time adding to our preventive capabilities within a whole community approach:
• Coultas, Brian T. 2015, Crowdsourcing Intelligence to Combat Terrorism: Harnessing Bottom-up Collection to Prevent Lone-Wolf Terror Attacks. Monterey, California: Naval Postgraduate School.
Chemical Terrorism
Watch the following video recording of a seminar held at the Center for Strategic and International Studies (CSIS) in Washington, D.C. in July 2015 on “Chemical Safety and Security: TSCA Legislation and Terrorist Attacks”:
“Chemical safety and security is one of the fundamental pillars of the Chemical Weapons Convention (CWC), but the recent and ongoing use of dual-use chemicals such as chlorine in the Syrian conflict, several recent chemical accidents in the US, and congressional updating of the Toxic Substances Control Act (TSCA) have all raised these goals to a much higher level. This seminar will address three related safety and security issues: (1) new TSCA legislation in the House and Senate; (2) the Chemical Facility Anti-Terrorism Standards (CFATS); and (3) Global Partnership efforts to improve chemical safety and security of industry and transportation.”
Biological Terrorism
Watch the following presentation on “Bio-Terrorism: A Biological Approach to Understanding a Political Phenomenon” by Dr. Steven A. Peterson, Professor of Politics and Public Administration, and former Director, Penn State Harrisburg School of Public Affairs. The presentation also includes practical analysis of aspects of biological terrorism.
Citations
• Howard, Russell D. and Sawyer, Reid L. 2006 Terrorism and Counterterrorism: Understanding the New Security Environment, McGraw Hill, New York.
• Mueller, John. 2009 Establishing Principles for Evaluating Measures Designed to Protect the Homeland from Terrorism. Paper presented at International Studies Association (ISA) New York, New York.
• Sedgwick, Mark. 2004 “Al-Qaeda and the Nature of Religious Terrorism,” Terrorism and Political Violence, vol. 16, pp. 795-814.

Evaluate the ethical positions arrived at by using a key moral theory (such as Kantian ethics) relative to the long-standing debate surrounding the death penalty, cloning, or some other key topic of moral controversy

While we have never said so directly to this point, ethics operates through our relationships with other people and the environment where those relationships occur – our families, our communities, our businesses, our nations, the whole of civilization, and the physical environment of the earth. It would be nonsense to speak of ethics in isolation from our contacts with each other.
Relationships beyond ourselves immediately return the discussion to our duties. It also revisits and adds to the concept of the scope of our responsibilities as limited to our immediate contacts, or beyond, to the community or even the whole world.
In this university, where we prepare for our professional and occupational days to come, how can we attach the ethics we learn to the professional societies and communities where we will apply them? Everything that happens involves our relationships.
We need to evaluate ethical positions involving key moral controversies. Such controversies involve conflicting duties between self and society, profession and family, person and nation. Such conflicts require us to use ethical theories, moral values, and logical reasoning. An example of two such ethical theories we can use in these cases are Ethical Egoism and Social Contract Theory.
Outcomes
4
Select the best course of action based on moral theories, values, and logical reasoning given conflicting moral duties (loyalty to community or to self, professional or familial duties, national or personal obligations) and a situation in which a choice has to be made.
6
Evaluate the ethical positions arrived at by using a key moral theory (such as Kantian ethics) relative to the long-standing debate surrounding the death penalty, cloning, or some other key topic of moral controversy.
Week 3 Lesson: Self and Society
Table of Contents
Ethical Egoism
Our many relationships are where the applied ethics of our lives are acted out, and conflict commonly occurs at every level of life. This week, we will look at and practice using ethics when resolving conflicts. This is partly about the concern about the boundaries of our duties and obligations.
Ethical egoism says that what is morally right is whatever is in one’s own best interests. That does not mean anything that makes us happy is moral. Addictive drugs might make us happy, but they are not in our rational interests. The most famous advocate of Ethical Egoism was Ayn Rand. Ayn Rand lived during the twentieth century (1905-1982). She left the Soviet Union to come to the United States. There, she wrote novels, essays, and philosophical works. Her version of Ethical Egoism is called Objectivism.

Rand begins by asserting that all human behavior is self-interested. This is an objective and empirical claim based on observation of people, a claim of behavioral science. Notice her use of the descriptive word is. To bring that claim to ethics involves a shift of language into prescriptive form. Rand is claiming that all honest and ethical behavior is and should be self-interested and only self-interested. Again, notice the shift to the prescriptive words should be. But if every action is motivated solely by self-interest what does one make of altruism? Is it unrealistic – or even impossible – that people behave altruistically toward each other without a selfish motivation for doing so?
If that is true, then it seems as if ethics and morality are impossible. The idea continues that acting unselfishly has a benefit to the actor in a feel-good payoff of personal satisfaction; therefore, all altruistic acts are sabotaged in their moral value by the satisfaction that the actor enjoys. Especially for heroic acts, the public acclaim undermines the value of the true altruism, which would be an act benefiting others without pay-off as an actor. The objectivist position claims that people do altruistic, noble, and even heroic acts for what is in their own interest, and acting in self-interest undermines all value attached to those altruistic actions.
Having shifted from “is self-interested” to “should be only self-interested,” Rand’s position also denies that people have any duty or obligation to others. If each person should pursue his or her self-interest exclusively, it follows that one’s only duty is to their own self-interest and not to other people or the community at all. Rand would say that we can help others if it benefits us, but should avoid it if it means going against what is good for us. Rand’s conclusion is that any decision becomes right by virtue of one’s own advantage – and nothing else. Rand is ultimately about loyalty to self over loyalty to community, to a family, to a profession, or nation.
Professional, Familial, and National Obligations
Professional Obligations
Professional communities, formed as professional societies, serve several functions. These societies also have their own codes of ethic. The American Nurses Association for example has a code of ethics you can review here: https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/ (Links to an external site.)

Among the functions of such associations is to define the boundaries of the profession both as work to be accomplished and membership within the profession, to educate potential members of the professions through graduate education and accreditation of the graduate schools, to examine and certify graduates in order to determine whether they meet standards for practicing the profession, and to credential them for practicing the profession. Within that system is the need to guarantee that accredited members practice according to defined ethical standards. These societies–examples including the American Bar Association and the American Medical Association, among many others–all publish, educate for, and examine codes of ethics. When it becomes necessary to discipline a member, it is the Code of Ethics that provides the professional standard for behavior and quality of practice.
Professional education aimed toward entrance into the professions will endeavor to instill the values and ethos of the profession – ethos being a word with a common root as ethics. An ethics course within the professional curriculum will teach to instill the values of the professional community with a larger goal of protecting the integrity of the professional community’s status and acknowledged role in the community. Within such a curriculum is an intention that new members of the profession will make their decisions and practical applications in continuity with the community’s history and vision of the future.
One’s professional duties dictate what one is permitted and forbidden in that field. For example, a lawyer knows what it is right or wrong to do with a client because the ABA has laid out key ethical principles. But, what if violating the ABA code could benefit the lawyer personally? Should the lawyer do so? Rand would advise the lawyer to violate the code.
Communal Obligations
The American Medical Association dictates what a doctor should do when it comes to patients. But, what if injuring a patient might benefit the community overall? For example, experimenting on a patient without consent might lead to a cure for many. Should the doctor put the interests of the community above a professional duty to receive informed consent or authorization from boards of review? These are the types of questions we will continue to consider as we move through the course.
Familial Obligations
Every human is part of a family. We have mothers, fathers, siblings, relatives, etc. We are called on to serve them and do for them. Our children call for attention. Most feel obligated to care for their children and care for them well. One way we care for them is by providing for their basic needs such as safe shelter and food to eat. However, to do that requires money which requires a job, which comes with its own obligations. A senior engineer might have a professional duty to ensure that the project he is working is safe for all. However, she/he also has to get home in time to pick their children up from school. Perhaps, a junior engineer is on the project. The senior engineer then would have to decide whether or not to leave the project in the hands of the junior engineer to attend to a familial duty. They would have to test whether they are allowing their professional obligation to be neglected in favor of another pressing matter. This is just one example from day to day life where we see an interplay of ethics.
National Obligations
War is a time when some of the greatest personal ethical tests occur. War is a time when one’s personal ethics are often required to be put aside in pursuit of national objectives. This requirement often tempts people to find ways to be excused from armed service. Is a young woman who feigns a medical condition to avoid being drafted into a national army acting unethically by seeking to pursue her own interests rather national ones? What if she is morally opposed to the violence of war? Then is she justified in dodging the draft?

Elaborate in detail the ethical positions arrived at by using the Kantian categorical imperative relative to the long standing debate surrounding the death penalty or abortion. Argue the ethics from the point of view of the prisoner or from the fetus

Discussion: Kant’s Ethics and Our Duty

Required Resources
Read/review the following resources for this activity:
• Textbook: Chapters 9, 10
• Lesson 5
• Minimum of 1 scholarly source (in addition to the textbook)
Introduction
Kant’s famous First Formulation of the Categorical Imperative reads, “Act only according to that maxim whereby you can at the same time will that it should become a universal law.” Kant taught morality as a matter of following maxims of living that reflect absolute laws. “Universal” is a term that allows for no exceptions, and what is universal applies always and everywhere. Don’t forget about the second formulation of the categorical imperative which states, “Act in such a way that you treat humanity, whether in your own person or in the person of another, always at the same time as an end and never simply as a means.” It is just as important.

Initial Post Instructions
For the initial post, address one of the following sets of questions:
1. What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side given a contemporary debate, such as those concerning animal rights, stem cell research, abortion, the death penalty, and so forth?
2. Elaborate in detail the ethical positions arrived at by using the Kantian categorical imperative relative to the long standing debate surrounding the death penalty or abortion. Argue the ethics from the point of view of the prisoner or from the fetus
3. Evaluate the ethical positions in part two. You will want to detail whether they are convincing, logical, correct, consistent, etc.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification.
Writing Requirements
• Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
• 7th Edition APA format for in-text citations and list of references

What are the perceptions of students about effective faculty?

The Future of Faculty Development: Where Are We Going? Ann E. Austin, Mary Deane Sorcinelli and Boyer report (the extracts attached) to write the context.]

(It is a North America/ Canada higher education context)

The below are my thoughts:

Commonly, faculty are assessed according to their research service more than their teaching quality which is sad as students is the main element in the learning equation. Thus, excellence in the classroom all too often is undervalued. The question of evaluating teaching is not an option nor controversial. Students’ evaluation plays a major role yet, it is not valued, and it is overlooked. According to Boyer, faculty get assessed according to many areas (scholarships). In addition, the common view is a good researcher/publisher is a good teacher. Another view is teachers who participate in continuing education programs are effective teachers. It will be interesting to see how students perceive as an effective teacher.

Thus, the research questions are:
the present proposed research statement aims at examining:

• What are the perceptions of students about effective faculty?
• What are the qualities of an effective faculty according to the students?

?
The outline of the paper
“statement of the problem” paper.

1. In the introduction paragraph include: (one page)
The research question (How can we improve the quality of teaching with including well designed teaching evaluations? ) and What are the resources necessary to research the problem you have chosen – i.e., financial resources, time commitment, accessibility to participants, etc. b. whether studying this problem make a significant contribution to existing literature and educational practices – i.e., do a library search using library search engines to see what the scholarly literature says about your topic and then consider how your research might contribute to that body of literature, c. what research approach is likely best in approaching this research problem –

References to be used for the introduction plan:
Free textbook for directions to be used as a reference in the introduction of the present research paper explaining the design Creswell, J.W. & Guetterman, T.C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson Merrill Prentice Hall.

2. Part 2 (the rest of the paper)
• Following the introduction, your paper needs to include the following:
• General Topic,
• Research Problem,
• Justification for the Research Problem,
• Deficiencies in the Evidence,
• and Relating the Discussion to Audiences as described in Creswell and Guetterman, (2019). 2.

References to be used for the paper:
1. Boyer report (Scholarship Reconsider of the Professoriate). The highlighted parts in yellow.
2. Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation- Bruce Macfarlane*
3. Hildebrand, Milton; And Others Evaluating University Teaching.
4. Innovative Ways of Assessing Faculty Development L. Dee Fink
5. Perspectives on the Effective College Teacher Patricia Simonet Charlier

The importance of the references following the order above

What are CRT’s most important insights and principles?

Jacob Forman and Mohammed Shafia both murdered their families. The media coverage of the murders is the
subject matter of this assignment, which has two parts. First, students will explain what Critical Race Theory
(“CRT”) is. What are CRT’s most important insights and principles? What purposes does CRT serve? Clearly, there
is no expectation that students will (or can) discuss every CRT principle in their assignments. Focus on those
principles that are most relevant to the assignment at hand and make sure that you explain the principles that you
raise. Do not simply list them.
Second, having provided a synopsis of CRT, students will assess the stories of the Forman and Shafia murders using
a CRT lens. Are there similarities between the two stories? Are they depicted similarly in media accounts? Are they
treated similarly in the legal realm? What does a CRT lens have to show us?
Length: 1250-1500 words excluding notes, bibliography and title page.
Formatting: Students should double space their papers using a 12-point font and standard (1 inch) margins. Students
must use the Chicago style for their citations and bibliography. Failure to correctly use the Chicago style will result
in a deduction.
There are numerous online citation guides that provide guidance on the Chicago style:
https://libguides.tru.ca/chicago/books
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html
Sources: Students are not expected to do outside research, but are welcome to include other sources should they so
choose.
CRT Sources
*Bell, Derrick A. “Who’s Afraid of Critical Race Theory?” University of Illinois Law Review 4 (1995): 893-910.
(893-908 only)
*Delgado, Richard, and Jean Stefancic. Critical Race Theory: An Introduction. New York: New York University
Press, 2001. (1-11 and 74-80 suggested. Students may wish to read other sections as well.)
News Paper Articles
Jacob Forman case, British Columbia
https://bc.ctvnews.ca/b?c?man?killed?wife?took?daughters?to?church?before?smothering?them?court?1.4596323
https://www.cbc.ca/news/canada/british?columbia/jacob?forman?murder?confession?guilty?sentencing?1.5285354
https://www.foxnews.com/world/canada?man?killed?wife?daughters?church?sentenced?life
Mohammad Shafia case, Ontario
https://www.foxnews.com/world/canada?man?killed?wife?daughters?church?sentenced?life
https://globalnews.ca/news/205931/afghan?embassy?in?ottawa?calls?shafia?murders?a?crime?against?humanity/
https://www.cbc.ca/news/canada/shafia?appeal?continues?1.3475411