In his autobiography Franklin, one of the framers of the Constitution, presents the virtues and principles necessary to being a model American citizen. How does Henry David Thoreau’s “Civil Disobedience” either fulfill or challenge that view?
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[order_calculator]1. Locate a study that interests you and describes research on a topic relevant to human development. It needs to be a complete study including a sample of subjects (people) and a defined method, not just an abstract. If you find a review of several different studies or a report on a study rather than the actual study, keep looking. Also please do not use a case study. The study must have been published in 2010 or after. You will be writing about one and only one study. Paper format: **Title page containing the following information: -Your name on the upper right side of the paper -The title of the journal article being reviewed centered near middle of page **Body of paper requirements: -3 pages in length, -double-spaced, -normal margins (NOT office) -12 point font, -Times New Roman or similar font, and -include a running letter head. -Reference page citing article reviewed Please use APA style for citation..
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[order_calculator]You will write an 8-page paper (excluding title and references pages). Your paper should be double-spaced and written in APA style and format. You will interview and assess a Hispanic Adult who is developmentally defined as 30 – 65 years old. The purpose of this assignment is to: • Sharpen your assessment, observational, and interviewing skills. • Integrate and apply relevant theories that will help you understand the person you interview. • Use the frameworks discussed throughout this course: developmental, neurophysiological, ecological, systems, cultural, and transactional. • Interview the individual for at least an hour. Treat this as an open-ended interview allowing the interviewee to tell their story. As necessary, interject and ask questions to gain a fuller understanding based on the requirements of the paper. Process You may find it useful to write out your questions prior to the interview. The following questions may be helpful in preparing for the interview and organizing your material afterwards: The questionnaire is a part of the assignment. This should be on a separate sheet . Please note that these questions are neither sufficient to assess a specific identity, such as ethnicity, nor to assess the multiple cultural identities of the individual. Remember that open-ended questions will be more beneficial than questions asking for a very brief or specific response. You may also find it helpful to obtain permission to talk to the interviewer later if you find that you forgot to gather information that would help you to fully meet the criteria for this paper. IMPORTANT: To ensure your interviewee’s confidentiality, make sure that there is no identifying information in your notes or in your final paper. Please listed answers to each question underneath each question. Interview questions and answers must be typed and submitted with final paper. Interview Questionnaire 1. How does this person make meaning of her or his life? How does this person convey a sense of self? 2. What are the multiple identities this person has developed and how have these identities affected daily life? 3. How does this person balance activities and intimacy now as compared to balancing them during other times in life? 4. How is this person coping with the tasks of aging? 5. How has this person been affected or how is this person being affected by strengths or weaknesses in physical health? 6. How does this person currently relate to formal and informal support systems? How has this person done so throughout life? 7. As this person speaks of the present and past, are strengths identified? 8. Do you hear examples and/or themes of resilience? 9. Also consider how to gather information about multiple cultural identities and various contextual systems to which they belong. Examples of prompts and questions you may pose to assess their ecological niche include: • Tell me something about the community in which you live. • What are some of the advantages and disadvantages of living here? • Tell me about your work. • Do you find that your work affects your private life? If so, how? • What are the meaningful groups and/or organizations to which you belong? • Who are the people you most like to be around? 10. The purpose of these questions is two folds. • First, you need to identify the various contexts in their lives that are influential to them. • Second, you need to identify how the various contexts are influential and how the individual is affected by these contexts. Some examples are listed below. • What does your heritage mean to you? • What are important family stories that help you understand the cultural roots of your • ancestors? • What does being male or female mean to you? How has it affected who you are? • Have you ever experienced discrimination due to any part of your identity? How did • these events affect you? • Was and/or is your family a source of support when experiencing discrimination? • What strategies have you used to resist stereotypes or to respond to acts of • discrimination? Outline After interviewing and collecting the information, please follow guidelines listed below to write the paper. • Briefly introduce the interviewee, how you came to interview this individual, and the environment and/or context in which the interview occurred. (1 point) • Describe the ecological, systems, and cultural contexts in which the person lives (e.g. class, gender, sexual orientation, etc.) expounding on the strengths and resilience drawn from the person’s culture. Include any oppression that has been or is currently being experienced by the person. Apply appropriate theories to the understanding of the individual’s context and how their contexts have affected them. Support your analysis with appropriate examples from the interview (4 points). • Describe and analyze development across the following domains: explore important information about the interviewee including multiple identities, background, current circumstances, important family members, and other relationships; discuss strengths and struggles; and examine developmental tasks the individual is negotiating. The purpose of this introductory section is to develop a good sense of who this person is. Apply appropriate theories (4 points). • Make sure that you learn about your interviewee’s background including early years, youth, adolescence, and young adulthood. You will need this information to consider whether (and if so, how) early development seems to predict later functioning and what major life themes seem to be present. • Describe and analyze in a culturally sensitive manner the physical, cognitive, moral, social (family, intimates, and peers), emotional/affective, and spiritual domains of the person by applying age-appropriate theories (4 points). • Identify the multiple systems that surround or are embedded within the interviewee and their community. Examples include work, school, organizations, churches, federal or state systems (child welfare or social security), and many others. • Identify other systems in which the interviewee may be embedded and how they relate to their different cultural identities, such as race- and/or ethnic-specific groups to which they belong or LGBTQ (lesbian, gay, bisexual, transgendered, or questioning) groups. Each of these various systems may represent risk factors, protective factors, stressors, and/or resources. • Apply theories to help develop a better understanding of these systems and their effects on the individual. Support your analysis with appropriate examples from the interview (2 points). • Describe the pertinent societal context within which the interviewee resides. In other words, what larger society norms, values, and systems have affected who this person is or with whom the person has interacted? These might include political systems, norms, and values regarding specific stereotypes, entitlement programs, other types of financial support the person or family may or may not have received from the government, or anything else that affects the person that can best be explained at the societal level (4 points). • Include a brief summary of the individual and systematic factors that have shaped the interviewee’s life, the challenges or “issues” the interviewee currently faces, and how you think the interviewee will navigate the current challenges(s) (3 points). • At the end of this more formal analysis, write a paragraph or two commenting on your own experience completing this assignment and the way or degree to which the interview confirmed and/or challenged your prior assumptions about aging (1 point). • Critically reflect on how your own cultural lens affected your observation, interview, and analysis (2 points). • Demonstrate critical thinking skills. A minimum of six peer-reviewed journal articles must be integrated into the paper. Use APA properly (5 points). References–.The references below are Mandatory!! Please use the one textbook reading listed below and all articles below. Also use one journal article of your choice. Readings and Resources Text reading (book) to use • Kirst-Ashman, K. K., & Zastrow, C. (2013, Ninth Edition). Understanding human behavior and the social environment. Belmont, CA: Brooks/Cole. •Kirst-Ashman, K. K., & Zastrow, C. (2013, Ninth Edition). Understanding human behavior and the social environment. Belmont, CA: Brooks/Cole. Chapters 10, 11, & 12, pp.441-576. Journal Articles to use • Coan, J. A. (2010). Adult attachment and the brain. Journal of Social and Personal Relationships, 27(2), 210-217. • Dennis, J., Basañez, T., & Farahmand, A. (2010). Intergenerational conflicts among Latinos in early adulthood: Separating values conflicts with parents from acculturation conflicts. Hispanic Journal of Behavioral Sciences, 32, 118-135. • Torres, L. (2009). Latino definitions of success: A cultural model of intercultural competence. Hispanic Journal of Behavioral Sciences, 31, 576-593. • Mead, H. K., Beauchaine, T. P., & Shannon, K. E. (2010). Neurobiological adaptations to violence across development. Development and Psychopathology, 22, 1-22. • Villalobos, G., & Padilla, Y. C. (2007). Cultural responses to health among Mexican American women and their families. Family & Community Health, Supplement 1 to 30 (IS), S24-S33.
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[order_calculator]2. Main Report: (2000 words – marked) Relating your observations to purchasing concepts prepare a report that; identifies and explores the benefits and problems of outsourcing relationships. Critically discuss whether you would reject or agree with the statement by Song et al. (2007) critically assesses how the purchasing operations are shaped by the nature of the product explains how, within the context of outsourcing, the suppliers are selected, and evaluated Structure of the Report Your report should be clear, easily read, well-referenced (APA 6th), with clear, neat diagrams/ figures (if used), 12 point font, 1.5 character line spacing Sources: Primarily by contacting, interviewing appropriate purchasing person(s) (face-to-face and/or other means is ok). The assignment draws on themes covered in lectures, seminars, handouts, course texts, guest talks, videos etc. But additional reading/research will be needed to broaden your viewpoint and find examples to illustrate your points. Consider library resources, trade/institute magazines, articles, TV/ radio, company/consultants/ interviews, business newspapers, internet sites etc.
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[order_calculator]I have already started the document. You must only use the books which are in the attached ‘Annotated bibliography ” file and explain further as per in the brief. (underneath this note) The student should include a short summary of the ideas or arguments, and a comment on how useful the book might be as a resource for the final essay (My chosen question for the essay is: 2. To what extent does Charlotte Bronte’s Jane Eyre reflect or challenge society’s notions of madness, femininity and /or morality?) Additionally, the student may include up to three Website references. The bibliography must be correctly laid out, with titles listed by the author’s last name, in alphabetical order. When referring to an essay in an edited collection, the essay must be listed under the author’s name Please make sure you lay out the bibliography in alphabetical order as requested by my lecturer. Please only use the books in the FILE! no other ones. Your reference list is done just please re-edit it alphabetically
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[order_calculator]Paper You will write a library research paper on the topic discussing its history and evolution and any future implications for it. The paper must be in APA format with one inch margins in font 11 and must not contain more than one table and one figure. It should cover the topic comprehensively and must be a minimum of eight pages with a properly formatted list of six or more references and must use properly formatted internal citations throughout the paper. Your library research on your topic must include empirical articles (a minimum of two) from the scholarly literature in addition to books, magazines, federal documents, etc.
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[order_calculator]B. Annotated Bibliography on Individual Study Topic 20 points Each student will select a specific topic pertaining to family/community engagement in school to be investigated individually and shared with the class. That topic will be related to your project. For example, you might want to focus on parent involvement among the subgroup of parents to which your project pertains OR you might choose to focus on parent involvement in the subject, developmental area or issue you select OR you can focus on one of the components of the project such as communication, community resources, event planning, homework, etc. Individual topics will be identified no later than the second class period. Each individual submits an annotated bibliography (described below) by March 8 (to be returned to you by March 15). Email me an electronic copy and submit a printed copy. Use a bolded asterisk to identify your recommendation(s) for the reading that would be beneficial for the whole class. The annotated bibliography should contain a list of the sources you read or consulted (use formal citation style). Your reading should be a mix of empirical and practical (how to/examples) readings. Annotated Bibliography Procedure: Step 1. Identify your focused topic pertaining to family and/or community and related to your project (due no later than 2/16). Step 2. Identify what you want to know considering your role, interests, responsibilities, & project. Step 3. Start with the research sources provided on Blackboard. Identify likely or promising references that provide background information as well as examples of practical programs (with evaluations). Step 4. For each article you read, enter the citation (so that another person can locate and/or cite it) on the top line. The annotation should include the following information: briefly state what the article is about. Is the article focused on practice or empirical research? If possible, indicate the role and credentials of the source. Your analysis should be conducted in terms of your specific topic and questions: summarize the article in terms of what you learned (step 2). Go beyond the merely descriptive. Identify any assumptions, positions, stakes, or limitations. What recommendations are made for practice that apply to you, your colleagues, and your project? Step 5. Decide whether the article would be valuable for your colleagues to read and/or whether it provides justification for specific practices. Place an asterisk next to recommended reading. In 1-2 sentences explain why this would or would not be valuable for your colleagues. Requirements for sources: Professional or academic sources (e.g. appear in a scholar.google search, in an academic search from NIU library, or on a university, government agency, or professional education association or agency website), 50+ pages of reading (print preview & record page numbers of web material). Paper Example (See Below) 1. Focused Topic: Best Chance Program – The transition from middle school to high school The Best Chance Program at Cary-Grove High School is a ninth grade transition program designed to address the needs of a select group of incoming freshmen. Students are identified by their teachers based on the criteria set by the CG planning team (Counselor, School Psychologist, Teachers, and Administrator). Identifying characteristics might include: issues related to attendance, social/emotional problems, poor homework completion, difficult peer/teacher relationships, poor home life, recent loss, and academic ability to name a few. Students being served through the special education program are not considered for enrollment. 2. What do I want to know? – Who should we be identifying? Are we targeting the right kids? – What are the best practices in working with at-risk freshmen? – What is the role of the teacher, counselor, administrator, parent, and student? – How do we encourage parental involvement in the transition process? – What are the similarities and differences in students and parents perceptions of the transition from middle school to high school? 3. Articles Horwitz, A., Snipes, J., & Council of the Great City, S. (2008). Supporting Successful Transitions to High School. Research Brief. Spring 2008. Council Of The Great City Schools, This research brief documents the common reasons that students fail the ninth grade, highlights key strategies for promoting successful transitions, and provides recommendations for districts and schools to better support student transitions into high school. The authors find that comprehensive reforms, which combine structural changes with purposeful curricular and instructional interventions, can help students have successful transitions into high school, but that structural changes alone are insufficient. Recommendations include: targeting ninth graders for transition interventions, engaging students with challenging academics, developing systems to target interventions to students needs, and strengthening literacy curriculums across all school levels. The article is based on educational theory and offers some practical applications to put into practice. The authors note that the transition period from 8th to 9th grade is a critical, fleeting moment in time in which to address, support, and/or intervene on a students behalf. Like many of the other articles Ive read on the transition period, these authors note that the obstacles are not solely academic, but social and environmental as well. The authors note that students arrive unprepared academically, require orientation programs, and need to be challenged with rigorous coursework that challenges and engages. On our end, we need to provide structural reforms, such as smaller schools and programs that address the social concerns of both students and their parents. Early warning systems (based on data) that track course taking and behavioral patterns is also recommended. This article gives a good overview of the transition period and supports its recommendations with alarming data. Bottoms, G. (2008). Redesigning the ninth-grade experience: Reduce failure, improve achievement, and increase high school graduation rates. Atlanta, GA: Southern Regional Education Board. This report reveals that involving families in conversations about their childrens coursework and postsecondary plans with teachers and advisors is an important element of programs that successfully improve the
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[order_calculator]: Country Analysis Company Name: Health Net, Inc. The two countries I will be research is: India & Bangladesh Assignment overview. The goal is to examine each of the 2 countries (India & Bangladesh) to determine its potential opportunity for your client company (Health Net, Inc.), by assessing each country’s projected economic growth, areas of business risk and readiness for e-business. (See suggested data sources below). These external factors will be combined with company Strengths and Weaknesses to develop a SWOT analysis that will guide your strategic thinking about entry strategies. Strategy Project Assignment: Each individual team member will analyze the client company’s potential opportunity in two different countries, using macro-level business and economic indicators of POLITICAL, ECONOMIC, SOCIAL, TECHNOLOGY, ENVIRONMENTAL AND LEGAL opportunity and risk and specifying trends that are likely to affect the country’s business and economic potential over the next 3-5 years. For each of the selected countries, compare: 1. Market Opportunity. For example, you may use Five Year Economic Forecast, including GDP and Personal Disposable Income (PDI) as indicators of ECONOMIC opportunity; 2. Country Risk (Threat) Factors (If you use a Risk Rating, specify the factors that constitute the risk); including political, economic, social, technological risks 3. Business Environment. (If you use an overall rating, specify the factors that constitute the business environment rating; e.g., are they POLIITICAL, ECONOMIC, SOCIAL, TECNOLOGICAL, LEGAL indicators?) (Opportunity or Threat?) 4. e-Business Readiness Rating or a similar measure of ability to provide TECHNOLOGICAL support via electronic business communications. (Opportunity or Threat?) Read the rationale behind any ratings and dig deeper by reading EIU news stories and other sources about the political, economic, financial, business and regulatory environments in each country. Whenever you use a rating from a source, include a brief summary of the main country conditions that contribute to the ratings. Be sure you are comparing the same (Opportunity and Threat) factors for each of the countries. If you use different sources for a risk rating, for example, explain the difference in your comparison and give your assessment of how the countries compare on the underlying conditions that contribute to the different ratings. Use a summary table to present the data, but your analysis should be in text. Given the Opportunity factors and the Threat factors in the two countries, how will you weight those factors; e.g., consider: • What strategies might be required to mitigate the business risks? Is it more difficult or costly to mitigate one type of risk than another? • Independent of PDI, might buyers be more accessible in one country than another? Considering these trade-offs, explain the rationale for your assessment of relative opportunity and risk and conclude with a recommendation for one country as the better entry option. The paper should be 10 pages, double spaced, with a separate 1-2 page Executive Summary. Databases (Resources from Week One databases as well as the following): (BTI) Bertelsmann Transformation Index (BTI) is a rich source for country reports https://www.bti-project.org/reports/country-reports/index.nc Search individual countries. ABI/Inform (in UMUC library https://www.umuc.edu/library/libresources/index.cfm#list): Select the ABI/Inform Complete database from the list. To get to country content from the ABI/INFORM Complete home page, click on the Browse link toward the top left-hand corner of the screen and then scroll down to the Country Reports section. You’ll then see links for: * EIU Country Data * EIU Country Finance & Forecast Reports * EIU ViewsWire * Oxford Analytica Daily Brief Service * Oxford Analytica Country Profiles * Oxford Economics by Country Industry Forecast * Oxford Economics Country Economic Forecast The ViewsWire link expands into several categories, which can be expanded into more sub-categories. (To find country risk ratings, for example, you can click on the ViewsWire link and then on Economy and then on Country risk rating and then on the link for the country/countries of interest. There are 128 documents for Brazil, for example, 126 for Russia, 128 for India, 128 for China, and 23 for the U.S.) Recommended Reading: Additional Sources if needed 1. Hunger, & Wheelen, 2011 Ch 5: Strategy formulation: Situation Analysis and Business Strategy Required Reading and Multimedia: 2. Alden, D.L., Steenkamp, J.E.M., & Batra, R. (1999, January). Brand Positioning Through Advertising in Asia, North America, and Europe: The Role of Global Consumer Culture. Journal of Marketing, 63(1). (RR) 3. SWOT template: https://www.businessballs.com/free_SWOT_analysis_template.pdf 4. MBA Reference Guides (to be used for the remainder of the course) • PEST Analysis • Global Strategy • Porter’s Diamond of National Advantage • Foreign Market Entry Modes • Hofstede Cultural Dimensions of International Business • Three Levels of Culture • SWOT Analysis (from week 2) • Competitive Advantage (from week 2) 5. Multimedia: View Erica Olson’s video on SWOT analysis: https://www.youtube.com/watch?v=GNXYI10Po6A
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[order_calculator]• Review the campaigns of the 2016 Presidential candidates. Analyze and critique the announcement speeches, websites, social media, etc. then discuss which campaign had the best kickoff. • Papers should be five double-spaced pages and contain in-text citations where applicable.
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[order_calculator]a) Read https://discoveringbristol.org.uk/slavery/people-involved/enslaved-people/enslaved-africans/africa-slavery b) Write 3-5 lines (w dates, specific names, etc., when possible): modes of enslavements, manumission, Olaudah Equianoh, the antonym of slavery in this system. c) Lookup war and slavery and think of a form of slavery (domestic African slavery) in which race is not what makes the difference between slaves and owners. (3-6 lines) d) write 2-3 sentences feedback on each discussion on below -“Domestic African slavery is far different from what we usually think of when discussing slavery due to the fact that race did not make the difference between masters and slaves. It is also much different than our preconceived notions of slavery about how slaves were treated. Many times in domestic African slavery, a person was made a slave to pay for a debt or a crime that was committed. These slaves were well-fed and treated properly. Slaves within Africa had the opportunity to become free when their time as a slave was finished. War changed many aspects of slavery when outside sources, Arabs and Europeans, had a high demand for slaves. Because of this high demand for slaves, war ensued to capture slaves. Europeans used a type of slavery called chattel slavery. This form of slavery was the complete opposite of domestic African slavery where the slaves were treated poorly, not well-fed, and they had no freedoms. These people were made slaves against their will because of race and the fact that they were seen as inferior to Europeans, not because they were paying off a crime or debt. ” -“War is a state of armed conflict between different nations or states or different groups within a nation or state and slavery is a person who is the property of and wholly subject to another; a bond servant. But in Africa slavery was different from other places for example, European slavery were called chattel slavery. A chattel slave is a piece of property, with no rights. But in Africa a slave might be enslaved in order to pay off a debt or pay for a crime. These African slaves could themselves or even their children become part of their master’s family and become free one day. This was the total opposite of chattel slavery, once Africans were slaves; they as well as their children and grandchildren were enslaved for life. African slaves were treated well and were well fed; they were even able to own other slaves. These slaves were even able to work in government administration, and could possibly become an important state or royal official with great power. Africans generally enslaved ‘other’ people, not their own ethnic, or cultural, group. Slaves were taken as prisoners of war, or enslaved in payment for debt or as punishment for crime. Demand would grow from Arabs and Europeans for slaves and unlike the African slavery system that was peaceful; outside forces used warfare and raids to get slaves and the kidnapping of individuals increased. They would be treated as property and equipment instead of human beings.”
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