Consider and discuss some group relationship that you have from an A.docx

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Consider and discuss some group relationship that you have from an Actor-Network Theory (ANT) perspective. In class we discussed how this perspective argues that in addition to humans, non-humans and objects also have agency (or in other words, make things happen). It also argues that to understand a group (cultural or otherwise), one must recognize and take account of the significance of ALL of the following: the humans who are involved in the group, the objects that the group uses to define itself and recreate the bonds that hold it together and the involvement and influence of any non-humans (pets, animals in general, plants, trees – any living things). Consider then, how the people, things that the people use and any non-humans help to define the group. Submit: Identify and describe the group (think about groups like your family, your friends, organizations, teams) that you will analyze from the ANT perspective. Describe the people (humans) in the group. What characteristics/activities/situations/ideas/beliefs help to define them as members of this group? Describe the objects that help to unify/define/distinguish the group. What things are important in understanding what the group believes/does/represents? Describe the non-humans that unify/define/distinguish the group. What non-humans (if any) are important in understanding what the group believes/does/represents? .

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Organizational Behavior The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership). During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you? For your last paper: Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization). Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?" What are the challenges, problems, or difficulties in behavior as suggested by each of your theories? What are the potential strategies and solutions (to the challenges) as suggested by your theories? How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories? Submission Details: Submit your answers in a 5 Microsoft Word document, using APA style. Support your work with examples and research. Name your document SU_MGT3002_W5_LastName_FirstInitial.doc. Submit your document to the Submissions Area by the due date assigned. .

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Identity and Representation Context and Description When we are asked about our identity, often we describe it in terms of the groups that we belong to, such as a sports team, club or other kinds of social groups. We may also mention our school, occupation or a specific workplace. We may think of our identity in terms of our gender, ethnicity or nationality. Where we live--the neighborhood or type of residence--may also influence our sense of who we are. The languages we speak in those groups also shapes our sense of who we are and how others see us. When we encounter a member of groups other than our own, sometimes it becomes necessary to reflect on and explain the values, assumptions and practices of the groups we belong to in order to resolve conflicts and to facilitate communication. Joining a new social group may also challenge those values, assumptions and practices that come from our pre-existing membership in other groups. The purpose of this project is to explore how identity is shaped, negotiated, and represented in relation to our membership in various groups. Write an analytical essay that explores your identity in terms of your own group memberships. For this project, you may focus on any of the following: the complex construction of identity through membership in various (and sometimes conflicting/competing) groups how you represent your identity in relation to the social expectations or stereotypes of being a member of a group (expectations vs. reality) the tension or struggle you encounter as a member of certain groups (e.g., how you represent yourself to others from different groups) how entering a new, possibly unfamiliar group (for example, moving away from home and/or starting college) affects the values and assumptions you brought with you As you explore your ideas, consider the following questions: What social groups do you belong to? How are these groups categorized (social groups, organizations, athletic teams, ethnic groups, or religious groups; by nationality, gender, neighborhoods, or communities)? What aspects of the group memberships are negotiable? Which ones are fixed or difficult to change? What aspects, characteristics, or expectations, if any, of these groups overlap with one another? Do they compete with one another? How are these groups perceived by people who are not members of those groups? Are there stereotypes associated with a certain group or groups you belong to? If so, what are they, and to what extent do you see those stereotypes occurring in others or yourself? How do those stereotypes affect you and people around you? How do your group memberships affect the ways in which you communicate with others? How do your memberships influence how you relate to others or how others relate to you? Explore all possible communities to which you belong and look for the one or ones that seem to have the richest potential for exploring your cultural identity. Learning Objectives In this project, y.

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Objective: This question is designed to help you contextualize your final project. You may be able to use material you develop here in your final project. Background: Please begin this exercise by reading the following information carefully. Organizational Culture Theory is based on a metaphor— a creative device to make meaning by comparing two disparate ideas or things. This theory relies on a field of study known as ethnography, which uses qualitative methodologies of investigation. Ethnography involves observations of customs and culture. The researcher becomes part of the organization to systematically observe, analyze, and interpret artifacts, stories, rituals, and practices in order to gain insight into its culture. An ethnographer of communication examines how communication is used to build the shared beliefs and value systems that sustain a specific social structure (Baillet, 2009). Ethnographic study of organizations shows members act out something researchers call communicative performances, a metaphor suggesting organizational life is like the theater (Tracy, 2009). Members of an organization bond through specific types of “performances” that help them create and maintain a shared sense of reality. Different organizations have different organizational realities. Because of this, the actions performed by the members of an organization are interpreted differently depending on the organization. Activity: To get a sense of the role organizational culture may be playing in the communication problem you are investigating for your final project, review the definitions of the following terms in our course materials and then describe an example of as many of them as you can from your workplace:* Physical symbols Behavioral symbols Verbal symbols and Ritual performances Passion performances Social performances Political performances Enculturation performances Complete your response by analyzing and explaining how your workplace’s culture affects your organization’s communication processes or information flows. Could that culture be contributing to the communication problem you are investigating? .

Objective This question is designed to help you contextualize.docx

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Group Influence This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group. Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptableevents for the purpose of this assignment. Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Observe a group discussing a topic of interest , such as a focus group, a community public assembly, a department meeting at your workplace, or local support group . Study how the group members interact and influence one another . Analyze how the group behaviors and communication patterns influence social facilitation. Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: · How were the people arranged in the physical environment (layout of room and seating arrangement)? · What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on? · What are the group’s purpose, mission, and goals? · What is the duration of the group (short- or long-term)? Explain. · Did the group structure its discussion around an agenda, program, or rules of order? · Describe the structure of the group. How is the group organized? · Who are the primary facilitators of the group? · What subject or issues did the group members examine during the meeting? · What types of information did members exchange in their group? · What were the group's norms, roles, status hierarchy, or communication patterns? · What communication patterns illustrated if the group was unified or fragmented? Explain. · Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)? · Was there any indication that members might be vulnerable to groupthink? Why or why not? · In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis. Write a 1,050- to 1,400-word paper incorporating your analysi ...

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Copyright Information (bibliographic) Document Type: Book Chapter Title of book: Family Therapy: An Overview (9th Edition) Author of book: Irene Goldenberg, Mark Stanton, Herbert Goldenberg Chapter Title: Chapter 4 Systems Theory and Systemic Thinking Author of Chapter: Irene Goldenberg, Mark Stanton, Herbert Goldenberg Year: 2017 Publisher: Cengage Learning Place of Publishing: United States of America The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be used for any purpose other than private study, scholarship, or research. If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of fair use that user may be liable for copyright infringement. LO 1 Describe potential problems with using only the scientific method to explain family functioning LO 2 Explain systemic functioning using a paradigm or descriptive model LO 3 Discuss some characteristics of a family system LO 4 Apply systemic thinking to family therapy 84 Family therapy is informed by systems theory and systemic thinking in order to fully understand and provide psycho therapy to couples and families (Stanton & Welsh, 2012). A systemic approach stands in contrast to the individualis tic thinking typical of most people raised in Western society who were educated in the context of the Cartesian scientific method espoused by Rene Descartes in 1738 (Capra, 2002). 1 Extending Beyond the Scientific Method The scientific method begins with a questioning mind that does not accept anything as true unless there is clear evidence of its truth and proceeds to break any problem under inves tigation into pieces in order to understand the components of the problem and tries to solve it. The reconnection of the pieces proceeds from those easiest to understand to those most complex without considering any natural connection between the parts and concludes when thorough questioning ensures nothing was left out of the solution. This method led to ma jor scientific discoveries and the solution of many problems in medicine, food production, and industry. Most of us in the western hemisphere were educated to think according to this method, and we now do so without even realizing we are do ing so. However, as this method became the standard way of thinking in Western societies, it resulted in extreme individ ualism (loss of the natural relationship between parts of the whole), reductionism (trying to understand complex problems by looking at parts of them apart from the context around SYSTEMS THEORY AND SYSTEMIC THINKING them,.

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The fundamentals of a strategic plan include the core values, mission, and vision which represent the organizational identification (ID). Your Assignment this week requires you to develop the organizational ID for your chosen Capstone Project agency, organization, or community. To prepare: Review Final Project: Developing a Strategic Plan –Part 1: The Fundamentals media in the Weekly Resources. To prepare for this Assignment, review your Discussion 2 post from Week 1. Research the core values, mission, and vision of your selected agency, organization, or community. In addition, consider the key stakeholders involved with the agency, both internally and externally, including other professions. Consider whether this agency addresses or supports the mental health and welfare or human rights of individuals. The Assignment (3 paper APA Style Format): For this Assignment, perform the following: Identify and describe the core values of the agency. ( The United Nations Environmental Protection) Discuss the degree to which those core values are aligned with advocacy, leadership, or social change. State how those core values contribute to the well-being of individuals, groups, societies, or international communities. Identify and describe the mission of the agency, organization, or community. Evaluate whether the mission statement is aligned with the core values of the agency, organization, etc. Describe whether the mission statement promotes advocacy, leadership, or social change. Discuss whether the mission statement provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities. Identify and describe the vision of the agency. Evaluate whether the vision is aligned with the core values of the agency, organization, etc. Describe whether the vision promotes advocacy, leadership, or social change. Discuss whether the vision provides evidence of how the agency/organization contributes to the well-being of individuals, groups, societies, or international communities. Identify and describe key stakeholders involved with the agency. Discuss whether each stakeholder is internal or external to the agency/organization. Describe the role each stakeholder has in the organization (i.e., leadership, management, staff, recipient of services, etc.). Discuss how each stakeholder can be an essential element for gathering information to develop the strategic plan. Support your Application Assignment, citing all resources in APA style, including those in the Learning Resources. Required Readings Wronka, J. (2017). Human rights and social justice: Social action and service for the helping and health professions (2nd ed.) . Thousand Oaks, CA: Sage Publications. Preface (pp. xix–xxvii) Chapter 1, “Introduction” (pp. 5–50) Chapter 2, “Before and Beyond the Universal Declaration of Human Rights” (pp. ...

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Continually in our changing society we are learning how to interact with people who have different beliefs, values, and attitudes. In 1-2 pages, describe a time when you had to learn about a new culture or way of life. (This could be another country, a different part of the USA, a new business, or a different school or family, and so on.) Using one theory from Module 02's reading and study, explain how the experience helped sharpen your communication skills. Explain how you were enriched by the experience. If you quote an outside resource, please follow APA citation format. .

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Medeiros LNB de, Silva DR da, Guedes CDFS et al. Prevalence of pressure ulcers in intensive... English/Portuguese J Nurs UFPE on line., Recife, 11(7):2697-703, July., 2017 2697 ISSN: 1981-8963 ISSN: 1981-8963 DOI: 10.5205/reuol.10939-97553-1-RV.1107201707 PREVALENCE OF PRESSURE ULCERS IN INTENSIVE CARE UNITS PREVALÊNCIA DE ÚLCERAS POR PRESSÃO EM UNIDADES DE TERAPIA INTENSIVA PREVALENCIA DE ÚLCERAS POR PRESIÓN EN UNIDADES DE TERAPIA INTENSIVA Luan Nogueira Bezerra de Medeiros1, Deyvisson Ribeiro da Silva2, Cintia Danielle Faustino da Silva Guedes3, Thuanne Karla Carvalho de Souza4, Belisana Pinto de Abreu Araújo Neta5 ABSTRACT Objective: to detect the prevalence of Pressure Ulcers (PUs) in patients admitted to Intensive Care Units (ICUs). Method: cross-sectional, quantitative study, developed in an emergency and trauma reference hospital in the State of Rio Grande do Norte located in the eastern sanitary district of Natal (RN), Brazil. Results: the prevalence found of PUs was 69% in the four ICUs. Individually, the Cardiac ICU had an incidence of 44.4%; the Bernadete ICU, 85.7%; the General ICU, 60%; and the Emergency ICU, 87.5%. Conclusion: It is necessary to focus on a strategic planning for prevention and treatment measures to reduce the PU indexes in the institution. Descriptors: Nursing; Pressure Ulcer; Intensive Care Units; Prevalence. RESUMO Objetivo: detectar a prevalência de Úlceras por Pressão (UPs) em pacientes internados em Unidades de Terapia Intensiva (UTIs). Método: estudo transversal, de abordagem quantitativa, desenvolvido em um hospital de referência para o estado do Rio Grande do Norte em urgência e trauma, situado no distrito sanitário leste do município de Natal (RN), Brasil. Resultados: a prevalência encontrada de UPs foi de 69% nas quatro UTIs. Individualmente, a UTI Cardiológica apresentou 44,4%; UTI Bernadete, 85,7%; UTI Geral, 60%; e UTI do Pronto-Socorro, 87,5% de prevalência de UPs. Conclusão: é necessário nortear um planejamento estratégico para medidas de prevenção e tratamento para redução dos índices de UPs na instituição. Descritores: Enfermagem; Úlcera por Pressão; Unidades de Terapia Intensiva; Prevalência. RESUMEN Objetivo: detectar la prevalencia de Úlceras por Presión (UPs) en pacientes internados en Unidades de Terapia Intensiva (UTIs). Método: estudio transversal, de enfoque cuantitativo, desarrollado en un hospital de referencia para el estado de Rio Grande do Norte en urgencia y trauma, situado en el distrito sanitario este del municipio de Natal (RN), Brasil. Resultados: la prevalencia encontrada de UPs fue de 69% en las cuatro UTIs. Individualmente, la UTI Cardiológica presentó 44,4%; UTI Bernadete, 85,7%; UTI General, 60%; y UTI de Pronto-Socorro, 87,5% de prevalencia de UPs. Conclusión: es necesario guiar un planeamiento estrategico para medidas de prevención y tratamiento para reducción de los índices de U.

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Measuring to Improve Medication Reconciliationin a Large Sub.docx

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Meaningfulness vs. Statistical Significance Meaningfulness vs. Statistical Significance Program Transcript MATT JONES: Statistical significance deals with the critical value of a statistic. And in a certain philosophy, making a determination of whether the null hypothesis is rejected or you fail to reject the null hypothesis. That is statistical significance. Meaningfulness is taking that statistic and determining it's applicability out in the real world. So all too often, as researchers, we get caught up in chasing statistical significance. And certainly while that's part of statistics, we also want to focus on the tie back to the real world. So while we might find statistical significance in a very large sample, once we look at the effect that's present there, or the strength of the relationship, or the magnitude of the difference, they all might be extremely small. So while we might have quote unquote, "highly statistically significant results, the effect, relationship, or differences are rather small and almost meaningless in the applied real world." It's important to understand the difference between statistical significance and meaningfulness. Because as a critical consumer of research, when you're evaluating claims, you want to match up the actual statistics with the claims being made. So if a claim is being made of how large an effect was or how important something is, you want to go back to the statistical analysis and see if that is indeed the case. So just because something says there was a statistically significant result doesn't necessarily mean you can make claims about how profound an impact that it might have out in the real world. Because that might be an overreach of what the statistics were actually doing. Statistics will tell you only a small little piece of the pie. It's up to us as researchers to put the results into a specific context and understand that alignment between the statistics and the results with a possible misalignment. History has given us a lot of examples of where statistics and statements don't necessarily match up. It's important to have a critical eye when it comes to statistical significance and meaningfulness to evaluate results, not only of other researchers, but also your own. And when you're making a claim about an effect or a relationship or an intervention, we're able to make that claim with some degree of authority. So just because you have statistical significance, i.e. a P value below 0.01, that doesn't necessarily mean the magnitude of the effect was strong where there's a large difference between two groups when in fact it might be very small. ©2016 Laureate Education, Inc. 1 Meaningfulness vs. Statistical Significance The danger in not understanding the difference between statistical significance and meaningfulness is our potential to overreach with resul.

Meaningfulness vs. S.docx

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Contributing to the Team’s Work Score : 20 pts. 20 - 25 pts. Feedback: High contribution Interacting with Teammates Score : 19 pts. 13 - 23 pts. Feedback: Moderate level of interaction Keeping the Team on Track Score : 23 pts. 20 - 25 pts. Feedback: Highly skilled at keeping on track Expecting Quality Score : 14 pts. 12 - 15 pts. Feedback: High quality expectations Having Relevant Knowledge, Skills, and Abilities (KSAs) Score : 9 pts. 8 - 10 pts. Feedback: Highly relevant knowledge and skills Feedback score: Score : 85 pts. Range-based Feedback: 84 - 105 pts. Feedback: Highly effective team member Complete the "Evaluate Team Member Effectiveness" self-assessment. Write a 700- to 1,050-word paper in which you address the following: Do you agree with your results? Based on your self-assessment, what do you see as your strengths and weaknesses regarding working on a team? Have you ever engaged in social loafing while on a team? Why or why not? How does working effectively on a team give you an advantage in the workplace? How do groups normally develop? How does the effectiveness of the team members influence the group's development process? Format your paper consistent with APA guidelines. .

Contributing to the Team’s Work Score 20 pts.20 - 25 pts..docx

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Measuring Performance at Intuit: A Value-Added Component in ERM Programs ABC Organization is looking to improve on their Enterprise Risk Management (ERM) program. A board member saw Intuit’s ERM Performance Measurement Model case study. As with any ERM program, Intuit’s program has continued to evolve since 2009. Intuit’s ERM program began with the company's practice of risk management on an ad hoc basis. When a problem occurred, team were formed to address the issue. When it was over, it was back to business as usual. In the late 2000’s, Intuit’s ERM program focused on building a sustainable risk management capability. The program provided leadership with current and emerging risks to help them make strategic decisions. Intuit built the program using a ERM maturity model to get the right foundation. It was realized that executive leadership needed to measure the performance of the program. So key risk indicators (KRIs) were used to understand the potential emerging risks and any trends that may impact current risks. Also, key performance indicators (KPIs) can help in understanding and manage current risks. By identifying these KRIs and KPIs in the, the case study reader should gain an understanding of the importance of and the need to incorporate these indicators. As risk manager, you are responsible for ensuring your organization minimizes its risks. Your board became aware of this case study and has asked you to create a presentation for the next board meeting where you will present information about this case study and the effects of implementing KPIs and KRIs at Intuit. Create a PowerPoint® narration report of at least 20 slides based on your findings about this case study along with the message that is delivered based upon this case (not including the cover page and reference page). If you do not own a copy of Microsoft PowerPoint use a comparable slide software or Google Slides (free and accessible from Google.com). In the presentation, address the following from the Intuit ERM program: · What represents the key performance indicators of the ERM program? · What represents the key risk indicators of the ERM program? · What improvements would you make? · Does this represent an effective risk management program? If not, what is missing? (Support your response with details from the case study and properly cited references.) · Would this program work for a publicly traded corporation of similar size? · How important do you view alignment and accountability among a management team? Make sure to provide a reference slide that provides APA citations of any sources used in the PowerPoint presentation. This slide does not require narration. Written Parameters/Expectations: · At least 20 slides in length, with each slide having a written narration in Standard English explaining the key ideas in each slide. · The written narrative presentation should have a highly developed and sustained viewpoint and purpose. · The written communication.

Measuring Performance at Intuit A Value-Added Component in ERM Pr.docx

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Controversial Issue in Microbiology Assignment : Use of antibacterial soaps. Are they helpful? Are they potentially harmful? Assignment due (uploaded to Acorn) on: Oct 16 Format: Essay (1-2 pages, double spaced plus references) The assignment should include: - a discussion of a controversial issue in microbiology (in list provided or propose an idea to me) - literature supporting / denying the controversial issue - your ideas on the issue - the real world relevance of the issue - a list of references (primary literature should be the majority of your sources and each idea mentioned should be cited) .

Controversial Issue in Microbiology Assignment Use of antibacte.docx

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Control measures for noncommunicable disease may start with basic screening initiatives and end with the development and implementation of preventive population-based measures and activities. As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a population-based prevention program for a chronic disease. Identify a chronic disease that can be detected through screening. Describe how screening influences and enhances prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population. .

Control measures for noncommunicable disease may start with basic sc.docx

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Contrasting Africa and Europes economic development.Why did Europ.docx

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Measure the dependence of the resistance in the spinel Lu2V2O7 on ionic liquid doping "I Have a Dream," Address Delivered at the March on Washington for Jobs and Freedom Author: King, Martin Luther, Jr. (Southern Christian Leadership Conference) Date: August 28, 1963 Location: Washington, D.C. Genre: Audio Speech Topic: March on Washington for Jobs and Freedom, 1963 Audio: Listen to Audio Details In his iconic speech at the Lincoln Memorial for the 1963 March on Washington for Jobs and Freedom, King urged America to "make real the promises of democracy." King synthesized portions of his earlier speeches to capture both the necessity for change and the potential for hope in American society. I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. [applause] Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves [Audience:] (Yeah) who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. (Hmm) But one hundred years later (All right), the Negro still is not free. (My Lord, Yeah) One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. (Hmm) One hundred years later (All right), the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later (My Lord) [applause], the Negro is still languished in the corners of American society and finds himself in exile in his own land. (Yes, yes) And so we’ve come here today to dramatize a shameful condition. In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence (Yeah), they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men (My Lord), would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. (My Lord) Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. [enthusiastic applause] (My Lord, Lead on, Speech, speech) But we refuse to believe that the bank of justice is bankrupt. (My Lord) [laughter] (No, no) We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. (Sure enough) And so we’ve come to cash this check (Yes), a check that will give us upon demand the riches of freedom (Yes) and the security of justice. (Yes Lord) [enthusiastic applause] .

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MDS 4100 Communication Law Case Study: Privacy CASE STUDY: PRIVACY You are a reporter for WKRN-TV, covering local police activity as part of your beat. Your editor tells you to get over to McGavock High School as quickly as possible. An anonymous caller, saying she lives across the street from the public school, told a news editor she heard four or five gunshots coming from the school building as she was outside walking her dog. Within seconds, she says, students were running outside and screaming. A listen to the police band receiver in the newsroom indicates something is up at the school. You take a videographer and arrive on the scene about 1:30 p.m. Five or six Metro police cars are parked near the school, and an ambulance arrives seconds later as you get out of your car. The entrance to the school building is blocked off and police are guarding the area, admitting no one except authorities into the building. After questioning police, you confirm the fact there has been a shooting, but that’s as far as you get. You begin asking bystanders for more information. A number of McGavock students have remained at the scene. Several tell you a student was shot in a first-floor restroom. A girl who claims to be a friend of the victim says his name is James DeVore, a freshman. She said she thinks he is 14 years old. Another student says DeVore recently turned 15. No one present knows who is responsible for the shooting. Minutes later police escort a young man, handcuffed, from the school building. They place him in a squad car and drive away. You ask people in the crowd if anyone can identify the alleged suspect. At least four tell you he is Brian Samuels, a sophomore. You ask police at the scene to confirm this information, but no one will reply. Your videographer tells you she got footage of the boy being placed in the squad car. While talking to her, you hear screams in the background. You run around the side of the building to the loading dock area. Police have taped off the immediate area but you can see what’s going on. EMTs are wheeling the covered body of the victim to an ambulance waiting near the dock. Some students are crying. The videographer gets shots of the body being placed into the ambulance and close-ups of crying students. You approach several police officers standing near a squad car, hoping to get more facts. Inside the squad car an officer is radioing into police headquarters. You hear him saying “the victim is James DeVore, age 15.” The officer radios that the suspect, Samuels, has admitted to the shooting. You also hear the following: “Samuels said it was it was payback, that DeVore had sexually assaulted Samuels’ 6-year-old sister.” Because you are under deadline, you decide not to interview the officers personally and head back to the station. When you get back to the station, a colleague tells you he covered a story two years ago on another in.

MDS 4100 Communication Law Case Study Privacy CASE .docx

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Consider and discuss some group relationship that you have from an A.docx

1. Consider and discuss some group relationship that you have from an Actor-Network Theory (ANT) perspective. In class we discussed how this perspective argues that in addition to humans, non-humans and objects also have agency (or in other words, make things happen). It also argues that to understand a group (cultural or otherwise), one must recognize and take account of the significance of ALL of the following: the humans who are involved in the group, the objects that the group uses to define itself and recreate the bonds that hold it together and the involvement and influence of any non-humans (pets, animals in general, plants, trees – any living things). Consider then, how the people, things that the people use and any non-humans help to define the group. Submit: Identify and describe the group (think about groups like your family, your friends, organizations, teams) that you will analyze from the ANT perspective. Describe the people (humans) in the group. What characteristics/activities/situations/ideas/beliefs help to define them as members of this group? Describe the objects that help to unify/define/distinguish the group. What things are important in understanding what the group believes/does/represents? Describe the non-humans that unify/define/distinguish the group. What non-humans (if any) are important in understanding what the group believes/does/represents?

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