Precis on a provided text
The topic for this prcis is Bertrand Russell?s ?The Value of Philosophy? in chapter one of your book and at the end of this assignment.InstructionsTitle of Selection: ?The Value of Philosophy?Sentence 1 (Who/What?)__________________in the ______________, _______________________________(Author?s Full Name) (A-noun) (Title of text)_________________, _______________, that ___________________________ (B-verb)(Point of Article/Book etc?)_________________________________________________________________Sentence 2 (How?)_______________ supports his/her ____________ by ______________________(Author?s Last Name) (B-noun) (C?verb / used as gerund)__________________________________________________________________________________________________________________________________Sentence 3 (Why?)The author?s purpose is to _____________________________________________(D-verb / used as infinitive)__________________________ in order to/so that _________________________________________________________________________________________Sentence 4 (To Whom?)The author writes in a _____________ style for___________________________(E?adjective)_________________________________________________________________(his/her audience, the readers of)and others interested in the topic of ___________________________________ .(The point of the essay etc?)Word Bank These are merely suggestions. Feel free to use other words.Section A(news/magazine/journal) articlebook review, editorial,first-hand report,personal orbiographical essay,biography,research reportSection Banalyzes/analysisargues/argument,asserts/assertion,discusses/discussion,focuses on/focusexplains/explanationSection Ccomparing / contrastingretelling, explaining,illustrating, defending,demonstrating,defining, describing,listing, arguing, showing,justifying, relating,reporting, noting,emphasizing, pointingout, highlighting the factSection Dargue,call attention to,deny,show,point out,provesuggest,inform,persuade,disclose,report,convinceSection E(register/language)formal, impersonalcasual, informal(tone)humorous,emotional,friendly,reasoned,logical,exaggerated,Chapter XV: ?The Value of Philosophy? from Bertrand Russell’s The Problems of PhilosophyHAVING now come to the end of our brief and very incomplete review of the problems of philosophy, it will be well to consider, in conclusion, what is the value of philosophy and why it ought to be studied. It is the more necessary to consider this question, in view of the fact that many men, under the influence of science or of practical affairs, are inclined to doubt whether philosophy is anything better than innocent but useless trifling, hair-splitting distinctions, and controversies on matters concerning which knowledge is impossible.This view of philosophy appears to result, partly from a wrong conception of the ends of life, partly from a wrong conception of the kind of goods which philosophy strives to achieve. Physical science, through the medium of inventions, is useful to innumerable people who are wholly ignorant of it; thus the study of physical science is to be recommended, not only, or primarily, because of the effect on the student, but rather because of the effect on mankind in general. This utility does not belong to philosophy. If the study of philosophy has any value at all for others than students of philosophy, it must be only indirectly, through its effects upon the lives of those who study it. It is in these effects, therefore, if anywhere, that the value of philosophy must be primarily sought.But further, if we are not to fail in our endeavor to determine the value of philosophy, we must first free our minds from the prejudices of what are wrongly called ‘practical’ men. The ‘practical’ man, as this word is often used, is one who recognizes only material needs, who realizes that men must have food for the body, but is oblivious of the necessity of providing food for the mind. If all men were well off, if poverty and disease had been reduced to their lowest possible point, there would still remain much to be done to produce a valuable society; and even in the existing world the goods of the mind are at least as important as the goods of the body. It is exclusively among the goods of the mind that the value of philosophy is to be found; and only those who are not indifferent to these goods can be persuaded that the study of philosophy is not a waste of time.Philosophy, like all other studies, aims primarily at knowledge. The knowledge it aims at is the kind of knowledge which gives unity and system to the body of the sciences, and the kind which results from a critical examination of the grounds of our convictions, prejudices, and beliefs. But it cannot be maintained that philosophy has had any very great measure of success in its attempts to provide definite answers to its questions. If you ask a mathematician, a mineralogist, a historian, or any other man of learning, what definite body of truths has been ascertained by his science, his answer will last as long as you are willing to listen. But if you put the same question to a philosopher, he will, if he is candid, have to confess that his study has not achieved positive results such as have been achieved by other sciences. It is true that this is partly accounted for by the fact that, as soon as definite knowledge concerning any subject becomes possible, this subject ceases to be called philosophy, and becomes a separate science. The whole study of the heavens, which now belongs to astronomy, was once included in philosophy; Newton’s great work was called ‘the mathematical principles of natural philosophy’. Similarly, the study of the human mind, which was a part of philosophy, has now been separated from philosophy and has become the science of psychology. Thus, to a great extent, the uncertainty of philosophy is more apparent than real: those questions which are already capable of definite answers are placed in the sciences, while those only to which, at present, no definite answer can be given, remain to form the residue which is called philosophy.This is, however, only a part of the truth concerning the uncertainty of philosophy. There are many questions — and among them those that are of the profoundest interest to our spiritual life — which, so far as we can see, must remain insoluble to the human intellect unless its powers become of quite a different order from what they are now. Has the universe any unity of plan or purpose, or is it a fortuitous concourse of atoms? Is consciousness a permanent part of the universe, giving hope of indefinite growth in wisdom, or is it a transitory accident on a small planet on which life must ultimately become impossible? Are good and evil of importance to the universe or only to man? Such questions are asked by philosophy, and variously answered by various philosophers. But it would seem that, whether answers be otherwise discoverable or not, the answers suggested by philosophy are none of them demonstrably true. Yet, however slight may be the hope of discovering an answer, it is part of the business of philosophy to continue the consideration of such questions, to make us aware of their importance, to examine all the approaches to them, and to keep alive that speculative interest in the universe which is apt to be killed by confining ourselves to definitely ascertainable knowledge.Many philosophers, it is true, have held that philosophy could establish the truth of certain answers to such fundamental questions. They have supposed that what is of most importance in religious beliefs could be proved by strict demonstration to be true. In order to judge of such attempts, it is necessary to take a survey of human knowledge, and to form an opinion as to its methods and its limitations. On such a subject it would be unwise to pronounce dogmatically; but if the investigations of our previous chapters have not led us astray, we shall be compelled to renounce the hope of finding philosophical proofs of religious beliefs. We cannot, therefore, include as part of the value of philosophy any definite set of answers to such questions. Hence, once more, the value of philosophy must not depend upon any supposed body of definitely ascertainable knowledge to be acquired by those who study it.The value of philosophy is, in fact, to be sought largely in its very uncertainty. The man who has no tincture of philosophy goes through life imprisoned in the prejudices derived from common sense, from the habitual beliefs of his age or his nation, and from convictions which have grown up in his mind without the co-operation or consent of his deliberate reason. To such a man the world tends to become definite, finite, obvious; common objects rouse no questions, and unfamiliar possibilities are contemptuously rejected. As soon as we begin to philosophize, on the contrary, we find, as we saw in our opening chapters, that even the most everyday things lead to problems to which only very incomplete answers can be given. Philosophy, though unable to tell us with certainty what is the true answer to the doubts which it raises, is able to suggest many possibilities which enlarge our thoughts and free them from the tyranny of custom. Thus, while diminishing our feeling of certainty as to what things are, it greatly increases our knowledge as to what they may be; it removes the somewhat arrogant dogmatism of those who have never travelled into the region of liberating doubt, and it keeps alive our sense of wonder by showing familiar things in an unfamiliar aspect.Apart from its utility in showing unsuspected possibilities, philosophy has a value — perhaps its chief value — through the greatness of the objects which it contemplates, and the freedom from narrow and personal aims resulting from this contemplation. The life of the instinctive man is shut up within the circle of his private interests: family and friends may be included, but the outer world is not regarded except as it may help or hinder what comes within the circle of instinctive wishes. In such a life there is something feverish and confined, in comparison with which the philosophic life is calm and free. The private world of instinctive interests is a small one, set in the midst of a great and powerful world which must, sooner or later, lay our private world in ruins. Unless we can so enlarge our interests as to include the whole outer world, we remain like a garrison in a beleaguered fortress, knowing that the enemy prevents escape and that ultimate surrender is inevitable. In such a life there is no peace, but a constant strife between the insistence of desire and the powerlessness of will. In one way or another, if our life is to be great and free, we must escape this prison and this strife.One way of escape is by philosophic contemplation. Philosophic contemplation does not, in its widest survey, divide the universe into two hostile camps — friends and foes, helpful and hostile, good and bad — it views the whole impartially. Philosophic contemplation, when it is unalloyed, does not aim at proving that the rest of the universe is akin to man. All acquisition of knowledge is an enlargement of the Self, but this enlargement is best attained when it is not directly sought. It is obtained when the desire for knowledge is alone operative, by a study which does not wish in advance that its objects should have this or that character, but adapts the Self to the characters which it finds in its objects. This enlargement of Self is not obtained when, taking the Self as it is, we try to show that the world is so similar to this Self that knowledge of it is possible without any admission of what seems alien. The desire to prove this is a form of self-assertion and, like all self-assertion, it is an obstacle to the growth of Self which it desires, and of which the Self knows that it is capable. Self-assertion, in philosophic speculation as elsewhere, views the world as a means to its own ends; thus it makes the world of less account than Self, and the Self sets bounds to the greatness of its goods. In contemplation, on the contrary, we start from the not-Self, and through its greatness the boundaries of Self are enlarged; through the infinity of the universe the mind which contemplates it achieves some share in infinity.For this reason greatness of soul is not fostered by those philosophies which assimilate the universe to Man. Knowledge is a form of union of Self and not-Self; like all union, it is impaired by dominion, and therefore by any attempt to force the universe into conformity with what we find in ourselves. There is a widespread philosophical tendency towards the view which tells us that Man is the measure of all things, that truth is man-made, that space and time and the world of universals are properties of the mind, and that, if there be anything not created by the mind, it is unknowable and of no account for us. This view, if our previous discussions were correct, is untrue; but in addition to being untrue, it has the effect of robbing philosophic contemplation of all that gives it value, since it fetters contemplation to Self. What it calls knowledge is not a union with the not-Self, but a set of prejudices, habits, and desires, making an impenetrable veil between us and the world beyond. The man who finds pleasure in such a theory of knowledge is like the man who never leaves the domestic circle for fear his word might not be law.The true philosophic contemplation, on the contrary, finds its satisfaction in every enlargement of the not-Self, in everything that magnifies the objects contemplated, and thereby the subject contemplating. Everything, in contemplation, that is personal or private, everything that depends upon habit, self-interest, or desire, distorts the object, and hence impairs the union which the intellect seeks. By thus making a barrier between subject and object, such personal and private things become a prison to the intellect. The free intellect will see as God might see, without a here and now, without hopes and fears, without the trammels of customary beliefs and traditional prejudices, calmly, dispassionately, in the sole and exclusive desire of knowledge — knowledge as impersonal, as purely contemplative, as it is possible for man to attain. Hence also the free intellect will value more the abstract and universal knowledge into which the accidents of private history do not enter, than the knowledge brought by the senses, and dependent, as such knowledge must be, upon an exclusive and personal point of view and a body whose sense-organs distort as much as they reveal.The mind which has become accustomed to the freedom and impartiality of philosophic contemplation will preserve something of the same freedom and impartiality in the world of action and emotion. It will view its purposes and desires as parts of the whole, with the absence of insistence that results from seeing them as infinitesimal fragments in a world of which all the rest is unaffected by any one man’s deeds. The impartiality which, in contemplation, is the unalloyed desire for truth, is the very same quality of mind which, in action, is justice, and in emotion is that universal love which can be given to all, and not only to those who are judged useful or admirable. Thus contemplation enlarges not only the objects of our thoughts, but also the objects of our actions and our affections: it makes us citizens of the universe, not only of one walled city at war with all the rest. In this citizenship of the universe consists man’s true freedom, and his liberation from the thralldom of narrow hopes and fears.Thus, to sum up our discussion of the value of philosophy; Philosophy is to be studied, not for the sake of any definite answers to its questions since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation; but above all because, through the greatness of the universe which philosophy contemplates, the mind also is rendered great, and becomes capable of that union with the universe which constitutes its highest good.
Assessment 2 – requirements documentation & lifecycle management
Assessment-Requirements-Documentation-&-Lifecycle-Management-Report
Task Summary
This Assessment requires you as a group to write a requirements document and lifecycle management report in response to a case study. The same case study will be used for all three assessments so that you can develop insights into the different facets of Requirements Engineering. This is a group report of 2500 words (+/- 10%) and should focus on the following two areas:
a) Requirements Documentation
b) Requirements Lifecycle Management
Please refer to the Task Instructions for details on how to complete this task.
Context
The focus of Assessment 1 was on the elicitation of requirements. In this second assessment, you will come together as a team and progress to the next step in the requirements process: requirements analysis & documentation, and requirements lifecycle management. Here you will focus on specifying, modelling, verifying and validating requirements using Business Analysis best practice after which you will focus on Requirements Lifecycle Management. This assessment aims to assist you in developing workplace relevant business analysis skills in a predictive planning context.
Task Instructions
1. Team Formation
a. You are required to form teams of 4-5 members
b. The deadline for team registration is 11:45pm AEST Friday end of Module 1.2 (Week 2)
c. To register your team, you are required to send your Learning Facilitator an email with ?[MIS604] Team Registration? in the subject line. In the body of the email, please list the names and student ID numbers of all the members of your team.
d. You are required to send the registration email to our facilitator before the registration deadline.
e. After the registration deadline, those students who are not in a team will be allocated to a team by the Learning Facilitator.
2. Please read MIS604_Assessment_Case Study.
3. Write a 2500 words (+/-10%) requirements document and lifecycle management group report.
4. Structure of the Group Report
? The report does not require an executive summary or abstract.
? A professional custom title page with the subject code and subject name, assignment title, student?s name, student number and lecturer?s name
? An introduction (100-150 words) which will also serve as your statement of purpose for the report. This means that you will tell the reader what you are going to cover in your report. You will need to inform the reader of:
o The key concepts you will be addressing,
o What the reader can expect to find in the body of the report
? The body of the report (1200-1300 words) will need to cover two specific areas:
o Requirements Documentation
? Requirements scope
? Two business goals (SMART) & objectives to be achieved
? Map out a swim lane diagram of one key process which will be supported by the system
? Two business requirements
? Two actors within the system
? Five functional requirements
? Five non-functional requirements
o Requirements Life Cycle Management.
? Explain the importance of managing the requirements lifecycle and implications of not managing this lifecycle
? Discus each stage of the Requirements Lifecycle: trace, maintain, prioritise, assess and approve:
? A description of each stage
? The objectives of the process in each stage
? The main activities of the process in each stage
? Outputs of each stage
? A Requirements Traceability Matrix to manage the requirements through each stage of the requirements lifecycle populated with the requirements identified in the first part of this assessment. You may use Excel for your Requirement Traceability Matrix
? The conclusion (100-150 words) will summarise any findings or recommendations that the report puts forward regarding the concepts covered in the report.
5. Report Format and Layout
The report should use font Arial or Calibri 11 point, should be line spaced at 1.5 for ease of reading and page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning.
6. Peer evaluation
Group participation will constitute the final 20% of the mark for Assessment 2.
Participation will be determined as follows:
? Each student in the team will evaluate the other members? contributions using a participation score matrix (see Group Participation Score Matrix attached)
? Individually, each team member will assign a ?Group participation score? (from 1-5) for each member of the group using the score matrix.
? Each student is to assess peers? contributions according to the Peer Evaluation Grading Scheme.
? The participation score matrix submitted by each individual student via the Assessment 2 link at the same time as the final group digital presentation submission.
The Facilitator will use the average ?group participation score? for each member to determine the weighted ?Teamwork? criterion row in the final marking rubric for this assessment.
? All peer evaluation submissions are confidential not viewed by the other team members.
7. You are strongly advised to read the rubric which is an evaluation guide with criteria for grading the assignment. This will give them a clear picture of what a successful report looks like.
Referencing
There are requirements for referencing this report using APA referencing style and it is expected that students reference any lecture notes used and five additional sources in the relevant subject area based on readings and further research.
It is essential that you use appropriate APA style for citing and referencing research.
Course: ÿMIS604 Requirements Engineeringÿ
Language and Gender research paper
Each member, write your description and analysis into a paper that is 3-5 pages, double spaced, 12 point font. This paper should not only contain your data and individual analysis but the conclusions the group has drawn. DUE MONDAY, FINALS WEEK // UPLOAD FILE TO CATALYSTSample Individual Paper (excerpt)Gender is a social construct. The idea that people who are born with one set of genitals or another automatically come equipped with all of the societal expectations and habits built into them has been proven to be incorrect, and has also been proven to be damaging. We are creatures of infinite variance and beauty, and restricting ourselves to an arbitrary set of boxes does not work to our advantage. However, this binary concept is worked deep into our core from a young age, impressed upon us from every angle, including from one of the most basic tools we use to communicate with each other: Our language. Language influences our idea of gender, and therefore can affect our actions in hundreds of subtle and not?so?subtle ways.Over the last few weeks, I participated in a group study to attempt to suss out some of the ways g ender can alter behaviors. In particular, we studied the interactions between men and women. We recorded a number of ten minute conversations between men and women of different ages, relationships, and doing different activities, and came up with some common differences between them.In our conversations, men and women spoke, on average, for . . . . [end of excerpt from 3.5 page 8 paragraph double spaced paper]TOPIC C: Language and GenderAre there differences in the way men and women speak?Observe a man and a woman talking for 10 minutes. Use the Topic C Data Sheet (attached) to record your observations.Based on your observations, summarize your findings related to language and gender.NOTE: This is a research project, so you must find a way to generate sufficient data for analysis. This means you must observe multiple sets of men and women talking together in order to formulate sound findings. You may choose to formally observe these conversations, which means you would notify your subjects and record their interaction (with audio/video/notes).You could even give each arranged pair the same discussion topic and set them loose to talk for 10 minutes.You may choose to randomly and informally observe conversations, in the dining or study areas on campus or in your workplace.Or you can have a balance of both forms of observation.You must do whatever it takes to gather enough data to conduct your research.Instructor suggests each group member analyzes and presents their own data/observations to the group, who then collects all the data, analyzes it, and compiles the findings into a cohesive presentation.To support your conclusions, present your analysis of the following questions: ú What conclusions can be made about the different ways these two people speak? ú Could the differences have been as a result of their gender? Their age? Their relationship? ú Did their physical appearances have any affect on the communication? ú How did they take turns? ú Who spoke the most? The least? Who had the most turns? Who took the longest turns? ú Who interrupted whom the most often? What did they do when they interrupted? How did gender, age, or other factors affect this? ú What type of “speech acts” did they perform? ú In what ways did they communicate about past and future events? ú How did they open and close their conversation? Did they use any social rituals? Conversation Observation 1. Age (approximate if you need to) Person A: Around 30s Person B: Around 20s2. Sex Person A: Female Person B: Male3. Physical appearance (general remarks) Person A: She is a white person who has brown long- curly hairPerson B: He is also a white person, but he looks younger than Person A.4. Speaking time (Using a stopwatch, note each time a person begins and ends a stretch of speech. Then add the total time each person spoke.) Time for Person A:4 minutes 42 seconds/10 minutes Time for Person B: 5 minutes 2 seconds /10 minutes Percent of time Person A spoke: 47%Percent of time Person B spoke: 50%Percent of time NO ONE spoke: 3%5. Number of times Person A interrupted Person B: 6 Number of times Person B interrupted Person A: 16. Number of times a person performed the following type of “act” in relation to the other person A questioning B: 4 B questioning A: 2A demanding from B: 1 B demanding from A: 0A instructing B: 2 B instructing A: 2A correcting B: 1 B correcting A: 07. Number of times each referred to:Person A Person B Past event: 22Future event: 18. Number of times each asked for clarification of some point. Person A: 2 Person B: 2If the observation included the beginning or ending of the conversation, answer questions 9, 10, and 11.First word (initiated interaction): A. Last word (closed interaction) A. From a video person A, a female speaker introduced to the listeners firstly, and passed the introduction to person B, a male speaker. Like an introduction person A closed an interaction by what she and Person A talked during a conversation, and also asked to him if he wanted to say something.Here is what we have so far
melbourn university The Decision Process: making a quality decision
The way we go about making decisions can affect the final choice we make. Our bias and personality influence our decisions. However, a good decision process will help make the balance we need between bias and facts to create the best possibilities. A good process also helps us address the components of a decision in a sensible order to make a prompt decision. There are many decision models used by managers and organizations today but they all contain common elements: identifying the decision to be made, framing the decision as to its purpose, designing alternatives, evaluating the alternatives in relationship to the objectives needed to meet the purpose of making the decision, making the decision and reviewing the process and its effectiveness in implementing the decision. The model we will use in this class is adapted from the Decision Quality Model Developed by the Decision Education Foundation in conjunction with Stanford University. It is important to remember that the purpose behind decision making models is to help mitigate the influence our natural biases have in making decisions. Understanding the process and how it interjects objectivity in to the decision-making process is the focus of the next few weeks of class. The model is known as DQ or Decision Quality. We have adapted the model by adding and combining elements to the traditional six step chain. We will call it MDQ or Modified Decision Quality. Here are the elements of the MDQ process: Declare the Decision-what is the decision that is to be made? What is it? What it is not? State the decision. Frame the decision- there are three components to a decision1) Purpose- what you hope to accomplish by making the decision (objectives);2) Scope- what to include and exclude in the decision; 3) Perspective- your point of view about the decision, the ways you want to approach, or others may approach making the decision. Framing is like the zoom feature of the camera. What we include in the picture is the scope of the decision. The angle for the best lighting and view is the perspective and what kind of picture we want, an action or landscape shot, is the purpose. Building the decision- this includes identifying the values, collecting data, developing alternatives, collecting information that results in clarifying what you really want from the decision. Evaluate and Make Decision 1) Comparing the alternatives based on information and values- which is best for me and those I care about if this is personal decision or what is best for the business or organization. Before deciding, rate the decision on the elements or objectives. Does the choice make sense? 2)Improve- are their gaps in the quality of the decision? Do you have areas that you are uncertain of or feel lack information? Repeat the process after filling in the gaps to see if the choice is 100% what you want from the decision. (Decision Quality Model developed by the Decision Education Foundation) Assess the Decision- Did the implementation of the alternative chosen fulfill the objectives set out for making the decision? Adapted from Decision Education Foundation 2009 retrieved from www.decisioneducation.org/skills
West Coast University Write a reflection after reading the case study journal
Meet Natalie Kazakova, a Russian who has recently graduated with a master?s degree in nursing, originally having a bachelor?s in engineering back home. She now works at a local community hospital in the ICU. A few weeks after orientation ends at her new place of employment, Natalie finds herself questioning her choice to become a nurse. She finds it hard to go into work because she is feeling insecure and has self-doubt. Also meet Susan and Pam, two nurses that have 10 years of experience, but only have ADN degrees.Susan says, ” I thought you have masters degree, why don’t you know anything?”Pam says, “What did you learn at that university, anyway?”Any of these theories from the chapter explain what Natalie is experiencing. Select each theory to learn more about how each applies to her situation. Role theory/ Role Behavior: As a new graduate and new nurse, Natalie needs to negotiate appropriate role behaviors with patients, coworkers, and medical staff. Role strain or stress, including role incongruity, can occur when the individual?s expectations (her view of the caring role of the nurse) conflicts with the requirements to learn to manage complicated equipment and medications.Conflict theory: As noted in the text, conflict is often grounded in issues of power/authority and domination/subjugation. The two nurse colleagues are struggling to hold on to their position of power related to their experience because they are probably threatened by Natalie?s advanced degree.Social exchange theory: Natalie has noted that reciprocity is lacking in her relationships with the two experienced ADN nurses. As a result, she feels like resigning (withdrawing from the situation).Natalie discusses this issue with one of her professors. Her professor offers the following recommendations:Reflect on which option you think would be best for you. Then select the Review button below to see why Natalie?s professor offered the options she did. Natalie recognizes the issues of role behavior and role incongruity and seeks out one of her professors to discuss these. The professor reminds her that this is a normal process and that she needs to give herself some time to learn her position (the professor might refer her to Benner?s Novice to Expert, discussed in a later chapter). She tells her that as she becomes more comfortable with the technical requirements of her position, she will find she is able to again put the caring aspect of nursing in the forefront. As Natalie reviewed her information on conflict and individualistic social exchange framework, as well as recognizing that the other nurses were struggling to maintain their own power (and self-concept), she was able to change her approach. She praised the other nurses for their knowledge and experience. She remained humble and quiet as she gained more experience and knowledge. She quietly reminded them that, despite her degree, she was still a new RN and so she appreciated having knowledgeable nurses like them around. She hoped that this would make them feel less threatened.__________________________________________________________________________________________________After reading please Associate what you have learned about the theories to this case study, and then see the instructions below to complete a journal entry about your experience.Your reflection should be a minimum of five to six paragraphs.
Business Law Discussion and 1 Reply
General Instructions for Discussion Responses to Classmates Create a new thread for each posting. Use correct, complete sentences, in paragraph format, unless otherwise instructed.Use assigned course materials to complete discussion responses.Use in-text citations and a Reference List in APA format to cite the course resource(s) used – an in-text citation cannot exist without a corresponding Reference List, and a Reference List cannot exist without a corresponding in-text citation.Address each classmate by name, and sign your name to each posting, please. ONLY USE THE SOURCES PROVIDED HERE: Saylor: Advanced Business Law and the Legal EnvironmentChapter 7:Civil and Criminal Law ComparisonElements of Negligence SummaryPremises liabilityIntroduction to Torts (video – 15 mins)Maryland Workers’ Compensation LawPart 1: During a meeting with Winnie, Ralph, the GC owners, and you, the owners asked several questions about their potential liability for negligence. Winnie and Ralph asked you to respond to the following question. Could GC be liable to a potential customer injured when she slips and falls on ice directly in front of the entry door while attempting to enter GC public offices during business hours? Why or why not? Part 2: Respond to the following student’s comments. “Yes, GC could be held liable a slip in fall incident on ice in front of the entry door. Under the premises liability concept and property owners duty of care, most states require that property owners maintain and care for their property in a way whereas it is safe for entry (What is Premises Liability?, n.d.). It is likely the court will come to the conclusion that negligence was exercised in this case. This is because it is reasonable to expect that an entry point into a business is salted, ice-free, or has a warning sign posted to allow customers to be aware of the danger. A victim of a slip in fall must show that the owner of the property was aware of the unsafe conditions and failed to act (What is Premises Liability?, n.d.). It is reasonable to conclude that a business owner should know ice builds up in front of their entry points during cold weather. Under the Elements of a Negligence Case, there are 5 elements that a victim must prove (Elements of a Negligence Case, n.d.)1. Duty – There was a duty of care owed to the plaintiff, a safe entry point is owed to all customers. 2. Breach of Duty – Reasonable care was breached by not fulfilling the duty of keeping an entryway safe.3. Cause in Fact – A plaintiff can easily prove that GC is responsible for a slip and fall. If they clear the entry point no one would get injured. Having an icy entrance would be the cause of a slip in fall at a building’s entrance and it is unreasonable to expect customers to enter a different way or be aware of the ice. 4. Proximate Cause – It is unlikely that a customer can foresee an icy, unsafe entryway 5. Damages – If the customer can display proof of physical harm or property of that person, it is like the victim will win their case (Elements of a Negligence Case, n.d.)References Elements of a Negligence Case (n.d.) Retrieved from What is Premises Liability? (n.d.) Retrieved from
African american music | History homework help
ÿ
Discuss the evolution of black music in America from the time Africans arrived in the United States (circa 1619) to the time of the first jazz recording in 1917. Be sure to include all information derived from Lessons,ÿ videos, and all reading assignments from Blues People and the article, Africanisms in African American Music by Portia Maultsby. (3-4ÿpages double spaced)
2.ÿ Listen to the songs listed below from the Blues Zip file found under Resources on Sakai.ÿ Discuss the meaning of each song and identify which common theme(s) found in the Blues relate to the lyrical content of each song.ÿ If you cannot understand the lyrics, you can find them for them online.ÿ (Discuss all 5 songs combinedÿwithin 1-2ÿpages double spacedÿ)
ÿA) Four O?Clock Flower Blues
Willie Blackwell, William Brown
Four o’clock flowers bloom out in the morning, and close in the afternoon
Four o’clock flowers bloom out in the morning, and they close in the afternoon
They are only a summer beauty, so as my little Betty June
If you’d only stop playing hooky, and be a little more true
If you’d only stop playing hooky, and be a little more true
All the love I have to spare, Betty June, would be for you
I’m a hard-working man, and I never gets my loving soon
I’m a hard-working man, and I never gets my loving soon
And when I thinks about it in the mornin’, makes my heart ache in the afternoon
My job calls me at six PM, I don’t get home ’til day
My job calls me at six PM, and I don’t gets home ’til day
My friends say you have done, Betty June, don’t make me feel that way
I’m not jealous but I’m superstitious, though most working mens that way
I’m not jealous but I’m superstitious, the most working mens that way
And if I catch you playing hooky, Betty June, what a day, what a day!
B) Trouble So Hard
Vera Hall
Ooh Lordy, troubles so hard
Ooh Lordy, troubles so hard
Don’t nobody know my troubles but God
Don’t nobody know my troubles but God
Went down the hill
Other day
My soul got happy
And stayed all day
Ooh Lordy, troubles so hard
Ooh Lordy, troubles so hard
Don’t nobody know my troubles but God
Don’t nobody know my troubles but God
C)ÿ StaggerLee
D)ÿ Black, Brown, and White
This little song that I’m singin’ about,ÿ
People, you all know that it’s true,ÿ
If you’re black and gotta work for livin’,ÿ
Now, this is what they will say to you,ÿ
They says: “If you was white,ÿ
You’s alright,ÿ
If you was brown,ÿ
Stick around,ÿ
But if you’s black, oh, brother,ÿ
Get back, get back, get back.”ÿ
I was in a place one night,ÿ
They was all havin’ fun,ÿ
They was all buyin’ beer and wine,ÿ
But they would not sell me none.ÿ
They said: “If you was white,ÿ
You’s alright,ÿ
If you was brown,ÿ
You could stick around,ÿ
But as you’s black, hmm, hmm, brother,ÿ
Get back, get back, get back.”ÿ
I went to an employment office,ÿ
I got a number and I got in line,ÿ
They called everybody’s number,ÿ
But they never did call mine.ÿ
They said: “If you was white,ÿ
You’s alright,ÿ
If you was brown,ÿ
You could stick around,ÿ
But as you’s black, hmm, hmm, brother,ÿ
Get back, get back, get back.”ÿ
Me and a man was workin’ side by side,ÿ
Now, this is what it meant:ÿ
They was payin’ him a dollar an hour,ÿ
And they was payin’ me fifty cent.ÿ
They said: “If you was white,ÿ
You’d be alright,ÿ
If you was brown,ÿ
You could stick around,ÿ
But as you’s black, oh, brother,ÿ
Get back, get back, get back.”ÿ
I helped win sweet victories,ÿ
With my plow and hoe,ÿ
Now, I want you to tell me, brother,ÿ
What you gonna do ’bout the old Jim Crow?ÿ
Now, if you is white,ÿ
You’s alright,ÿ
If you’s brown,ÿ
Stick around,ÿ
But if you’s black, oh, brother,ÿ
Get back, get back, get back.
E)ÿ Rolled and Tumbled
Upon which of the following basic doctrines did jains and buddhists
Question
Question 1 of 20 5.0/ 5.0 Points
Upon which of the following basic doctrines did Jains and Buddhists agree?
A. The concept of reincarnation is a myth.
B. All souls should strive to attain moksha.
C. The caste system should be rejected.
D. There is only one god.
Question 2 of 20 0.0/ 5.0 Points
Which of these was an innovation that accompanied the advent of farming?
A. Herding
B. Nomadism
C. Hunting
D. The use of metals
Question 3 of 20 5.0/ 5.0 Points
Mesopotamia was in present-day:
A. Iraq.
B. Iran.
C. Syria.
D. Israel.
Question 4 of 20 5.0/ 5.0 Points
By 10,000 B.C.E., humans inhabited all of the continents EXCEPT:
A. North America.
B. Australia.
C. Europe.
D. Antarctica.
Question 5 of 20 Points
Which of the following statements best accounts for the failure of Akhenaton’s reign?
A. The Egyptian people viewed his reign as illegitimate because he was not the direct descendent of Amenhotep III.
B. He invested the majority of the country’s resources on expansionist policies and neglected domestic priorities.
C. He was obsessed with his religion to the neglect of other affairs, as he tried desperately to reform Egypt into a monotheistic society.
D. He was a child king who was murdered before reaching adulthood.
Question 6 of 20 5.0/ 5.0 Points
The Ganges river is sacred to:
A. Buddhists.
B. Jains.
C. Ashoka.
D. Hindus.
Question 7 of 20 5.0/ 5.0 Points
Which of the following developments led to huge changes in warfare and travel?
A. The domestication of horses
B. The development of iron tools and weapons
C. The development of bridges
D. The potter’s wheel
Question 8 of 20 0.0/ 5.0 Points
What is the main cause of diversity among human populations?
A. Responses to different environments
B. Physical differences of the first Homo sapiens
C. Genetic differences in the first hominids
D. The different species of Homo sapiens
Question 9 of 20 Points
Which of the following doctrines do Buddhists and Hindus share?
A. Reincarnation
B. Moksha
C. Caste system
D. Nirvana
Question 10 of 20 5.0/ 5.0 Points
What was the defining characteristic of Neolithic culture?
A. Farming
B. Writing
C. Hunting
D. Urbanization
Question 11 of 20 5.0/ 5.0 Points
Ancient India differed from ancient China, Persia, and Rome in that India:
A. was more religious.
B. never amassed a large army.
C. was unable to build a long lasting empire.
D. was more philosophical and less concerned with government.
Question 12 of 20 5.0/ 5.0 Points
The Hebrews laid the foundation for all of the religions EXCEPT:
A. Judaism.
B. Christianity.
C. Islam.
D. Hinduism.
Question 13 of 20 5.0/ 5.0 Points
Which of the following civilizations controlled their conquered enemies by torture and terrorization?
A. Chaldeans
B. Persians
C. Sumerians
D. Assyrians
Question 14 of 20 5.0/ 5.0 Points
Carthage was a colony founded on the North African coast by a seafaring people from West Asia known as the:
A. Hittites.
B. Egyptians.
C. Phoenicians.
D. Assyrians.
Question 15 of 20 5.0/ 5.0 Points
Which of these defines patriarchal societies? ?
A. Farming
B. Male authority
C. No economic role for women
D. Female authority
Question 16 of 20 5.0/ 5.0 Points
The Sumerians created all of the following EXCEPT:
A. cuneiform.
B. copper and bronze tools.
C. a number system based on sixty.
D. a phonetic alphabet.
Question 17 of 20 5.0/ 5.0 Points
Which empire conquered and brought an end to the Chaldean Empire?
A. Assyrians
B. Persians
C. Hittites
D. Egyptians
Question 18 of 20 5.0/ 5.0 Points
Which of these was NOT an accomplishment of Paleolithic culture?
A. Use of symbols
B. Drawing and sculpture
C. Burials including tools
D. Writing
Question 19 of 20 5.0/ 5.0 Points
What is the major source for information about Aryan India?
A. The Vedas
B. Archaeological remains
C. Harappan cities
D. Legal texts
Question 20 of 20 Points
Which of the following does NOT accurately describe gender roles for women during post-Vedic India?
A. Women were expected to remain confined to the home after the death of the spouse.
B. Girls were often betrothed before the age of 10.
C. Girls often married older men upon the onset of puberty.
D. Women retained an equal role in religion.
ÿ
ÿ
Implementing csr in organizations | MSPM 6900 – Capstone: Social Impact in Project Management | Walden University
Discussion: Implementing CSR in Organizations
The decision to pursue CSR may originate from different sources in an organization. It may be a top-down directive from a company?s board; it may be a bottom-up, grassroots idea that comes from employees; it may be legally mandated. Regardless of the source, it takes careful thought and planning to choose the right approach and the specific initiatives that are a best fit for the organization. Over the years, multiple models have been developed to help an organization choose a CSR approach that best fits its unique characteristics and circumstances. Another approach is benchmarking, looking at how other similar companies are approaching CSR. Regardless of the approach that is chosen, there must be a strong commitment to CSR within the organization. A failed CSR strategy or initiative can be disastrous?attracting unwanted attention, negative publicity, and even legal sanctions.
For this Discussion, use the Walden Library and/or search the Web to find an organization that has successfully implemented CSR.
Describe the organization including name, industry sector, size, public vs. private, and for-profit vs. non-profit.
Evaluate the CSR approach of the organization against Carroll?s pyramid of corporate social responsibility:
1- Is there broad coverage of CSR initiatives in the organization? Explain and provide an example.
2-What evidence exists that the organization is fully committed to CSR? Provide an example.
3-How does the organization monitor and track the progress and success of its CSR initiatives?
4- What processes are in place to continuously improve CSR in the organization? ÿÿ
Required Readings:
Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge (PMBOK? Guide). Sixth edition. Newtown Square, PA: Author.Chapter 4, ?Project Integration Management? Section 4.1, ?Develop Project Charter? (pp. 75?81)This section of the PMBOK (PMBOK? Guide) describes the process for developing a project charter including the recommended content.ÿ
Carroll, A. B. (1991). The pyramid of corporate social responsibility: Toward the moral management of organizational stakeholders. Business Horizons, 34(4), 39?48.Note: You will access this article from the Walden Library databases.ÿOur current understanding of CSR derives from the seminal work of Archie Carroll, a professor of management and well-known researcher and author in the areas of CSR, business ethics, and stakeholders.ÿ
Hohnen, P. (2007). Corporate social responsibility: An implementation guide for business. Retrieved from https://www.iisd.org/pdf/2007/csr_guide.pdf Part 2, ?Implementing Corporate Social Responsibility? (pp. 18?75) This section of the guide explains the steps organizations should take to create a CSR strategy, gain commitment to implement it, monitor and track progress, and continuously improve the processes.
Kang, K. H., Lee, S., & Yoo, C. (2016). The effect of national culture on corporate social responsibility in the hospitality industry. International Journal of Contemporary Hospitality Management, 28(8), 1728?1758. Note: You will access this article from the Walden Library databases.ÿIn this article, the authors discuss how culture may impact the way that CSR is perceived in the hospitality industry.ÿ
Khurana, K., & Ricchetti, M. (2016). Two decades of sustainable supply chain management in the fashion business, an appraisal. Journal of Fashion Marketing and Management, 20(1), 89?104. Note: You will access this article from the Walden Library databases.ÿIn this article, the authors discuss the history, evolution, and current state of CSR practices in the fashion industry.ÿ
Kirat, M. (2015). Corporate social responsibility in the oil and gas industry in Qatar perceptions and practices. Public Relations Review, 41(4), 438?446.Note: You will access this article from the Walden Library databases.ÿIn this article, the author provides an overview of the CSR efforts by the government and non-governmental entities in Qatar to increase awareness and coverage of social responsibility in the oil and gas industry.
Vyas, A. (2015). Corporate social responsibility: Contribution of the automobile giants to the social cause. Productivity, 56(3), 259?266.Note: You will access this article from the Walden Library databases.ÿIn this article, the author describes some of the socially oriented initiatives of automotive manufacturers in India.
Csu class option #1: selecting metrics for a home renovation project
Since metrics keep stakeholders in tune to the health of a project, metrics must be a clear and truthful representation of project status. Consider this scenario.
You are the project manager of a company that does home remodeling and you have just been given a major remodeling project which will update the electrical and heat and air systems, kitchen, and the single bathroom of a house built in 1930. Your project also adds another bedroom with a master suite. The client has authorized a budget of $95,000 and wants the house ready for Thanksgiving, which is six months away.
Your general contractor (GC) has called you in to discuss the project and asks you to put together a set of metrics that will communicate the project status to her, to the homeowners, the building trade groups, and any other stakeholders. Your GC has asked to meet again in three days with your recommendation which you must be able to defend.
Prepare your metrics of project health and be ready to defend the following:
how many metrics you will use and why that is the ?right? number,
what the metrics are that you have chosen and why,
explain that you will use both quantitative and qualitative metrics what they are and why,
explain how and when you?ll get the data,
what metrics will allow you to find mistakes early enough in the project for correction, and,
explain which metrics will improve client satisfaction.
Remember that metrics must have a purpose, have a baseline and target, a way to measure, a way to appropriately interpret them and a reporting structure. Be ready to defend your choices relative to those things too. You will present your ideas in a formal paper for the purposes of this class.
Paper Requirements:
Be sure to properly organize your writing and include an introductory paragraph, headings/subheadings for the body of your work, discussion recommendations, and a conclusion.
Format your entire paper in accordance with the CSU-Global Guide to Writing and APA (Links to an external site.).
Your paper should be at least five pages. The page count does not include the required title page and reference page, nor does the page count include any supplemental pages, should you use them, such as appendices.
Prepare your work using at least one of this week?s required readings and one outside reference (a peer-reviewed scholarly article published in the past five years). The CSU-Global Library (Links to an external site.) is a good place to find these resources. The Library offers this Project Management Resource Guide (Links to an external site.) to assist you with research and writing.
