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Running head: POPULATION STUDY
1
POPULATION STUDY
4
Human Services Professional: Population Study
Insititute Name
Name of ...
and at different phases of history, that is, from the slave era to
recent era of racial profiling, etc.
Analysis
Identific...
pluralist in conversation community living in United States. A
curiosity to understand the Indian-Muslim also existed beca...
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Running head: POPULATION STUDY
1

POPULATION STUDY
4





Human Services Professional: Population Study
Insititute Name
Name of the Student
Human Resource Management 6200
March 10, 2020







Human Services Professional: Population Study
Introduction
The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels and at different phases of history, that is, from the slave era to recent era of racial profiling, etc.
Analysis
Identification of Population
Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor.
Role of Faith in Socioeconomic Relationships
There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization.
In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pe.

Running head: POPULATION STUDY
1

POPULATION STUDY
4





Human Services Professional: Population Study
Insititute Name
Name of the Student
Human Resource Management 6200
March 10, 2020







Human Services Professional: Population Study
Introduction
The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels and at different phases of history, that is, from the slave era to recent era of racial profiling, etc.
Analysis
Identification of Population
Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor.
Role of Faith in Socioeconomic Relationships
There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization.
In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pe.

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Running head POPULATION STUDY1POPULATION STUDY4.docx

  1. 1. Running head: POPULATION STUDY 1 POPULATION STUDY 4 Human Services Professional: Population Study Insititute Name Name of the Student Human Resource Management 6200 March 10, 2020 Human Services Professional: Population Study Introduction The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels
  2. 2. and at different phases of history, that is, from the slave era to recent era of racial profiling, etc. Analysis Identification of Population Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor. Role of Faith in Socioeconomic Relationships There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization. In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and
  3. 3. pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pertaining to their lifestyle and culture. I wanted confirm the cultured beauty of this culture because no culture can be less in standards or quality, because humans as social beings measure the relative superiority of one race, cast, culture, or religion over other. Maira (2016) identifies patterns of racial profiling when it comes to Muslims men living United States. Event of 9/11 has psychologically affected the social repute of Indian-Muslims in negative terms, though image has widely been improved over the past one decade due to social integration of the community. Observing Activity of ‘Eid-ul-Adha’ A visit to an Indian-Muslim religious celebration of Eid-ul- Adha is common to all Muslims of the world, but there are some ways in which Indian culture is dominant. Food, dresses, language, and greetings remain the same as Indian cultural event. The only difference is the soft and light mode of celebrations, unlike Indian-Hindu celebration events which are high in tone and color. Modern families have high interaction with other community, though less with African American, and similar communities. Family and religious events gain much attention from a different square of the ethnic communities, but most attendees in the event are Indian and Pakistani Muslims. Food had the same spice as Indian culture, and some of the items in the menu resembled similar taste to middle-east due to Islamic heritage. Lastly, respect for the elders and a kind behavior towards to the younger one’s was quite evident when it comes to socializing in events of Indian-Muslims community at New York. . Conclusion The cultural and religious insight into the Indian-Muslim community enhanced my ability as a member of African American ethnicity to better understand other cultures. As a human service professional, understanding of the target population is instrumental to providing better social services to
  4. 4. the population. In conclusion, it can be said that the Indian- Muslim unlike other communities of the world have a rich and vibrant culture, and integrating them into the social fabric of American society will add value. References Maira, S. (2016). “Racial Profiling” in the War on Terror Cultural Citizenship and South Asian Muslim Youth in the United States. Contemporary Asian America: A Multidisciplinary Reader, 444. ASSIGNMENTS: All written assignments must follow APA style and format. Abstracts are not required. Weekly Writing Assignments: Due weekly Students will be required to complete a weekly writing
  5. 5. assignment that will require critical thinking, reflection and application of learned materials. Writing prompts are provided in each module. Each writing assignment is worth up to 5 points. Weekly Writing Assignment Rubric Criteria Meeting Course Expectations (5 – 4.25 points) Close to Course Expectations Very Good (4.25 – 3.75 points) Below Course Expectations Acceptable (3.75 - 3 points) Not Meeting Course Expectations Unacceptable (2 - 0 points) Content
  6. 6. Understanding. Fulfilling the requirements of the writing assignment prompt. Clear and accurate answers; insightful, specific. Deals fully with all elements of the writing assignment prompt. The student understands main ideas relevant to the materials provided in the module. The student correctly uses terminology and topic related information. The student demonstrates appropriate use of examples. Information and knowledge are accurate. Meets or exceeds word count. Overall, exceptional paper.
  7. 7. Ideas and arguments are relatively clear. Some terminology is used correctly. The student understands most main ideas relevant to the materials provided in the module. Meets word count. Overall, good paper. The student uses most of topic vocabulary incorrectly. The student shows little mastery of main ideas relevant to the materials provided in
  8. 8. the module. Meets word count. Overall, poorly written paper. Gives little indication that the readings were completed. Does not meet word count. Language & Communication Quality The student uses correct vocabulary and syntax. The student demonstrates mastery of academic English without grammatical errors. The student uses everyday vocabulary. Statements not always
  9. 9. clearly constructed. There is occasional vocabulary, spelling and syntax errors. The student uses language that makes it difficult for others to understand. Language is abstract or trite. There are frequent vocabulary and syntax errors. Student fails to express oneself appropriately. Others cannot understand what is being said. There are many vocabulary and
  10. 10. syntax errors. 1 PA 315: SPRING 2020 GOVERNMENT-BUSINESS RELATIONS CLASS: FULLY ONLINE CALIFORNIA STATE UNIVERSITY SAN BERNARDINO PROFESSOR SHARON VELARDE PIERCE PHONE: 909-537-5758 EMAIL: [email protected] ADDRESS: Department of Public Administration, 5500 University Parkway, San Bernardino, CA 92407-2397 OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
  11. 11. COURSE DESCRIPTION: The course examines government policies affecting business development at local, state and national levels. It discusses major international trade treaties, trading blocs, and international financial institutions and the impact of globalization on government's involvement with business. Issues regarding governance, planning and economic development will be addressed. Topics also covered include the ethical implications of government-business interactions and roles; and its applications to the government-business relations. One of the most important parts of the course represents the detailed discussion of the ethical implications of government-business interactions. Course Learning Objectives: This course targets several important objectives. 1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts regarding government-business interactions. Evaluated through discussions, quizzes, writing assignments and ethics research paper.
  12. 12. 2. Students will develop clear understandings of the value and significance of ethics and corporate social responsibility within the context of government-business interactions. Evaluated through discussions, quizzes, exams, writing assignments and ethics research paper. 3. Students will be able to identify and argue the rationale behind the most important models and theories of government-business relations. Evaluated through discussions and writing assignments. 4. Students will be able to analyze local and regional macroeconomic ramifications of government and business interactions, with a specific focus on sustainable, strategic and economic development. Evaluated through discussions, writing assignments and presentation. 5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the historical evolution of government-business interactions in particular on such matters as delivery of public goods, business support, partnerships, outsourcing, contracting out as well as
  13. 13. collaboration in terms of regulation design and compliance. Evaluated through discussions, writing assignments and ethics research paper. 6. Student will develop a practical understanding of the global ramifications of government business relations within the context of international institutions and such dynamics as globalization. 2 Evaluated through in discussions, writing assignment and globalization reflective essay. 7. Students will improve their critical analysis, presentation, writing and communication skills. Evaluated through discussions, writing assignments and presentation. COURSE TEXT AND MATERIALS: • Textbook: Building Business-Government Relations: A Skills Approach, 2016 Routledge, ISBN: 9780765640086. • Additional required readings/videos can be accessed from Blackboard under the various Modules.
  14. 14. Class Structure and Grading Scheme: General Class Expectations: Students are expected to complete the required readings for each module. Given that discussions represent a critical component of the course it is imperative that students are prepared. One will not receive a positive grade for the course if one does not complete all of the required readings. Interaction and participation are very important. Classroom with Web Component Course: This is a “Classroom with Web Component” course. You must have an adequate Internet connection or use campus student computer centers for full participation in the course. Blackboard supports the course (https://blackboard.csusb.edu) and must be checked daily for announcements and course information. Students are responsible for an active CSUSB email address associated with Blackboard throughout the course. Course Assignments and Weights:
  15. 15. Final class grades will be determined with the following breakdowns: Weekly Writing Assignments (9 weeks at 5 points each) 45 Weekly Quizzes (9 quizzes at 5 points each) 45 Ethics Research paper 15 Economic Development Case Study paper 15 Economic Development Case Study presentation 15 Globalization Reflective Essay 15 Final Exam 50 Total points = 200 GRADING SYSTEM Grades will be given based on the following point-grade scale: 190 – 200 A 180 – 189 A - 174 – 179 B + 166 – 173 B 160 – 165 B –
  16. 16. 154 – 159 C + 146 – 153 C 140 – 145 C - 134 – 139 D + 126 – 133 D 120 – 125 D - 119 or less F https://blackboard.csusb.edu/ https://blackboard.csusb.edu/ https://blackboard.csusb.edu/ 3 Incompletes are given at the discretion of the instructor and only with documented circumstances. Grades will not be rounded up when calculating final grades. ASSIGNMENTS: All written assignments must follow APA style and format. Abstracts are not required.
  17. 17. Weekly Writing Assignments: Due weekly Students will be required to complete a weekly writing assignment that will require critical thinking, reflection and application of learned materials. Writing prompts are provided in each module. Each writing assignment is worth up to 5 points. Weekly Writing Assignment Rubric Criteria Meeting Course Expectations (5 – 4.25 points) Close to Course Expectations Very Good (4.25 – 3.75 points) Below Course Expectations Acceptable (3.75 - 3 points) Not Meeting Course Expectations Unacceptable
  18. 18. (2 - 0 points) Content Understanding. Fulfilling the requirements of the writing assignment prompt. Clear and accurate answers; insightful, specific. Deals fully with all elements of the writing assignment prompt. The student understands main ideas relevant to the materials provided in the module. The student correctly uses terminology and topic related information. The student demonstrates appropriate use of examples. Information and knowledge are
  19. 19. accurate. Meets or exceeds word count. Overall, exceptional paper. Ideas and arguments are relatively clear. Some terminology is used correctly. The student understands most main ideas relevant to the materials provided in the module. Meets word count. Overall, good paper. The student uses most of topic vocabulary incorrectly. The student shows little mastery of main ideas relevant to the
  20. 20. materials provided in the module. Meets word count. Overall, poorly written paper. Gives little indication that the readings were completed. Does not meet word count. Language & Communication Quality The student uses correct vocabulary and syntax. The student demonstrates mastery of academic English without grammatical errors. The student uses everyday vocabulary.
  21. 21. Statements not always clearly constructed. There is occasional vocabulary, spelling and syntax errors. The student uses language that makes it difficult for others to understand. Language is abstract or trite. There are frequent vocabulary and syntax errors. Student fails to express oneself appropriately. Others cannot understand what is being said. There are many
  22. 22. vocabulary and syntax errors. Weekly Quizzes: Due weekly There will be nine quizzes in this course. The format for each quiz may include multiple choice and true/false questions and will be designed to test recall and application of information covered in the textbook and readings. The quizzes will cover all assigned weekly readings and material covered for the week assigned. You will have 40 minutes to complete the quiz. Each quiz is worth up to 5 points. 4 Ethics Research Paper: Due Sunday, May 3rd no later than 11:59 pm Students will have to identify and analyze an ethical dilemma related to the government business interaction. Write a 750 – 1000 words, double-spaced paper, and APA style.
  23. 23. Students are expected to identify the key stakeholders, discussion the implications of the ethical dilemma, and identify available solutions through recommendations. Each paper should have the following sections (and only these sections): • Introduction • The ethical dilemma • Stakeholders • Case Study Questions (each case study has a different set of questions) • Your recommendations • References Instruction for the Online Assignment: go to Ethics Research Paper Directions and Submission Ethics Research Paper Rubric Criteria Exceptional (15 - 13 points)
  24. 24. Very Good (13 – 11.25 points) Acceptable (11.25 – 9 points) Unacceptable (8 points or less) Stakeholders Identification of key stakeholders and their responsibilities to the public in the situation Identification of all stakeholders and clear articulation of their responsibilities to the public in the situation involved Identification of all key stakeholders and their responsibilities to the public in the situation
  25. 25. involved Identification of some key stakeholders and/or their responsibilities to the public in the situation involved Failure to identify key stakeholders and/or their responsibilities to the public in the situation involved Values Articulation of ethical dilemma and competing values in the business situation Clear articulation of the ethical dilemmas and identification of all issues and values involved in
  26. 26. the situation Correct identification and description of the ethical dilemma and the major tradeoffs of competing values Some understanding of the general ethical dilemma and the major tradeoffs of competing values Little or no understanding of the general ethical dilemma and the major tradeoffs of competing values Solution
  27. 27. s Provision of feasible and effective solution(s) to resolve the ethical problem Recommending the most feasible course of action that would resolve the ethical problem most effectively under the circumstances Recommending a feasible course of action that would resolve the ethical problem
  28. 28. effectively Recommending a course of action that is workable, but less effective than other options/solutions Failure to recommend or recommending a course of action that is neither feasible nor effective Writing Word choice, sentence variety,
  29. 29. grammar, punctuation, and spelling Choice of language and sentence structure; precise and purposeful, demonstrating a command of language and variety of sentence structures; control of conventions; contribute to the writer’s ability to communicate purpose; free of most mechanical errors Competent use of
  30. 30. language and sometimes varies sentence structure; generally focused; occasional errors do not interfere with writer’s ability to communicate purpose Developing agility in language use, sometimes uses weak vocabulary or inappropriate usage or word choice; sentences structure tends to be pedestrian and often repetitious; errors interfere with the ability to communicate purpose Displays frequent and fundamental errors in
  31. 31. vocabulary; sentences may be simplistic and disjointed; errors interfere with writer’s ability to consistently communicate purpose; pervasive mechanical errors obscure meaning 5 Economic Development Case Study Paper & Presentation: Due Sunday, May 17thby 11:59 pm The Economic Development Case Study is a two-part
  32. 32. assignment – the written paper and video presentation. Economic Development Case studies must be posted prior to April 19th to receive approval. Case studies are approved on first posted basis – case studies must be unique, and students are required to review previously posted case studies to alleviate duplicate case studies. The first part of the assignment is to write a paper on a local (San Bernardino or Riverside counties) economic development. You may identify a case as reported from a city’s website, local newspapers, or other quality source. Remember, a low-quality source, or insufficient information from your sources, will affect the quality of your grade for this assignment. The Economic
  33. 33. Development project cannot have been completed. Your case study should be approximately 750~1000 words long. In your case study paper, you should briefly describe the following: • Introduction to the economic development case • Identify the role government played • Identify the role of the public, if any • Economic impact to the community – What is the economic impact to the community? How will it benefit or not benefit the community? • Analysis – What is your analysis of the project? • Conclusion – Where is the project currently?
  34. 34. Instructions for the case study: go to Economic Development Case Study – Submit Here Scoring Rubric for Economic Development Case Study Paper Criteria Exceptional (15 - 13 points) Very Good (13 – 11.25 points) Acceptable (11.25 – 9 points) Unacceptable (8 points or less) Content
  35. 35. Provides an accurate and complete description of the case. All sources of facts and examples are fully documented. The case is original. Case was approved. For the most part, description of the case accurate and complete. Most sources of facts and examples are documented. The case is original and case was approved.
  36. 36. Description of the case is inaccurate or incomplete. Some sources of facts and examples are documented. The case is original and was approved. Very little reference was made to the case. Case is not supported by evidence. Case is not original and was not approved.
  37. 37. Organization Writer presents information in logical, interesting sequence, which reader can follow Writer presents information in logical sequence which reader can follow. Reader has difficulty following case study Reader cannot follow the case organization.
  38. 38. 6 Analysis Writer provides excellent analysis of the role of government and the economic impact of the case supported by information provided Writer provides good analysis of the role of
  39. 39. government and the economic impact of the case. Writer provides analysis of either the role of government or the economic impact of the case, but not both Limited analysis of the role of government and the economic impact Language & Communication Quality
  40. 40. The student uses correct vocabulary and syntax. The student demonstrates mastery of academic English without grammatical errors The student uses everyday vocabulary. Statements and arguments are not always clearly constructed. There is occasional vocabulary, spelling and syntax errors The student uses
  41. 41. language that makes it difficult for others to understand. Language is abstract or trite. There are frequent vocabulary and syntax errors. Student fails to express oneself appropriately. Others cannot understand what is being said. There are many vocabulary and syntax errors.
  42. 42. Length of case study About 750~1000 words with substantially all material covered and little extraneous material. Over 1000 words or less than 750 words with most of topic appropriately covered
  43. 43. Over 1200 words or less than 500 words; too much extraneous material, verbosity or incomplete coverage Over 1400 words or less than 350 words. Overly extraneous or incomplete Economic Development Case Study Presentation: Due no later than 11:59 pm on May 17th. The second part of the Economic Development Case Study is to create a presentation (PowerPoint, Prezi, etc.) and create a video of the presentation. The time frame should be about ten minutes in length. If a
  44. 44. video (limit of one) is embedded within the presentation, it cannot be longer than one minute. No voice overs. Scoring Rubric for Economic Development Case Study Presentation Criteria Exceptional (15 - 13 points) Very Good (13 – 11.25 points) Acceptable (11.25 – 9 points) Unacceptable (9 points or less) Subject
  45. 45. Knowledge Student demonstrate full knowledge (more than required) by answering all assignment outline and case study Student is at ease and followed the assignment outline and is knowledgeable about the economic development case study Student is uncomfortable with information; student
  46. 46. followed some of the assignment outline Student does not have grasp of information; student did not follow assignment outline Organization Student presents information in logical, interesting sequence which the audience can follow Student presents information in logical sequence which audience can follow
  47. 47. Audience has difficulty following presentation because student jumps around Audience cannot understand presentation because there is no sequence of information Mechanics Presentation has no misspellings or grammatical errors Presentation has no more than two misspellings and/ or
  48. 48. grammatical errors Presentation has three misspellings and/or grammatical errors Presentation has four or more spelling errors and/or grammatical errors Graphics Student’s graphics explain and reinforce screen text and presentation Student’s graphics relate to text and presentation
  49. 49. Student occasionally uses graphics that rarely support text and presentation Student uses superfluous graphics or no graphics 7 Elocution / Eye Contact Student uses a clear voice and maintains eye contact, seldom using notes
  50. 50. Student present in video Student’s voice is clear. Student maintains eye contact most of the time but frequently returns to notes. Student present in video. Student’s voice is low. Student occasionally uses eye contact, but still reads most of report. Student present in video. Student mumbles and speaks too quietly. Student
  51. 51. reads all of report with no eye contact. Student not present in video. Length of Presentation At least ten minutes long; no more than 15 minutes Seven to ten minutes long Less than seven minutes long Less than five minutes long Globalization Reflective Essay: Due Sunday, May 31st no later than 11:59 p.m. Please answer the following question in a 500 - 750 word essay.
  52. 52. This assignment is meant to be a reflective essay on the impact of globalization. APA style is required for this assignment. Please upload your assignment to the link under “GLOBALIZATION REFLECTIVE ESSAY”. Essay is worth 15 points. ESSAY PROMPT: Explain the impact of globalization on your own life and your country (provide specific examples). Provide examples of evidence of changes. Consider how modernization and growth has affected your consumption behavior and your thoughts. Do you support globalization why or why not? Essay will be graded as follows: 13 - 15 points = Excellent paper is well written, clearly answers the items for the assignment.
  53. 53. 11 – 12 points = Good paper but has errors in the writing. 9 – 10 points = Fine job but has writing errors and there are some issues with the analysis. 7 – 8 points = Poor job that does not show pride in work or that time and effort was spent. 1 – 6 points = Turned in something but does not meet the requirements at all 0 points = Missing EXTRA CREDIT: This is the ONLY extra credit opportunity and is worth up to 2 points. No additional extra credit will be provided. Extra Credit: Introduction Post (up to 2 points): Create a post of a minimum of 350 – 500 words introducing yourself. Please include information about your hobbies, work situation, your major and why you chose it, future goals after college, and at least one topic of interest regarding the course. Please attach at least one
  54. 54. personal picture (if you do not feel comfortable sharing your personal picture, you may substitute it with any picture that is related to your life. By Sunday, April 12th, 2020 no later than 11:59 pm. Final Exam: Open from Friday, June 5th through Tuesday, June 9th, 2020. The final consists of an open book multiple choice and one essay exam. It is a timed exam and will be two hours in length. Do not leave your test until the last minute. You are strongly encouraged to begin your exam no later than 6 hours before it is due. If you encounter computer or internet failure during your test, it is your responsibility to have a backup plan (school computer lab, library etc).
  55. 55. 8 Note: Accommodations will be made as necessary for students with disabilities. Please speak to me at the beginning of the course to make me aware of extenuating circumstances. Late Assignments: Late assignments will not be accepted. Please provide ample time to complete assignments to ensure you turn in your assignments before the deadline. No exceptions. Assignments and Blackboard: Assignments will only be accepted through Blackboard. Assignments sent via email will not be accepted. No
  56. 56. exceptions. Critical Due Dates: Assignment Due Date Note Weekly Quizzes Weekly Quizzes located in each module. Weekly Writing Assignments Weekly Writing assignments located in each module. Extra Credit – Introduction Post Sunday, April 12th – 11:59 pm Individual post submitted online Economic Case Study Approval Sunday, April 19th no later than 11:59 pm Thread will be posted on Blackboard.
  57. 57. Ethical Case Study Sunday, May 3rd – 11:59 pm Essay to be submitted online Economic Development Case Study Paper AND Presentation Sunday, May 17th – 11:59 pm Case study paper and Video presentation to be submitted online Globalization Reflective Essay Sunday, May 31st – 11:59 pm Individual post submitted online Final Exam Available between Friday, June 5th through Tuesday, June 9th. To be taken online. Timed exam.
  58. 58. 9 SCHEDULE OF READINGS AND ASSIGNMENTS: Students are expected to keep current with the readings and be prepared to complete weekly assignments.
  59. 59. This syllabus is subject to change. Changes, if any, will be announced and an updated syllabus will be posted on Blackboard. Students will be held responsible for all changes presented. Module 1: April 4th – April 12th Introduction to class, syllabus, assignments, and Blackboard Comparing the Roles of Business and Government • What is Economic Development? • Ni & Van Wart, Chapter 1 What is due: • Introduction (only extra credit opportunity) • Weekly Writing Assignment • Weekly Quiz
  60. 60. Module 2: April 13th – April 19th Theories about Business – Government Relations in Society Historical and general background on government: 5 eras • Ni & Van Wart, Chapter 2 • Ni & Van Wart, Chapter 3 What is due: • Weekly Writing Assignment • Weekly Quiz • Choose an Economic Development in the Inland Empire. Module 3: April 20th – April 26th Government as Regulator of Business: Protection of Consumer, Employee & Environment
  61. 61. Corporate Social Responsibility Ethics • Ni & Van Wart, Chapter 5 • Ni & Van Wart, Chapter 6 What is due: • Weekly Writing Assignment • Weekly Quiz Module 4: April 27th – May 3rd Business’s Involvement in Government • Ni & Van Wart, Chapter 7 What is due: • Weekly Writing Assignment • Weekly Quiz
  62. 62. • Ethical Case Study Analysis Paper 10 Module 5: May 4th – May 10th Economic Development Industrial Recruitment • Ni & Van Wart, Chapter 8 • Ni & Van Wart, Chapter 9 What is due: • Weekly Writing Assignment • Weekly Quiz Module 6: May 11th – May 17th
  63. 63. • What is due: • Weekly Writing Assignment • Weekly Quiz • Economic Development Paper • Economic Development Presentation Module 7: May 18th – May 24th Public Entrepreneurs and Privatization • Ni & Van Wart, Chapter 10 What is due: • Weekly Writing Assignment • Weekly Quiz Module 8: May 25th – May 31st
  64. 64. Globalization and Free Trade • Ni & Van Wart, Chapter 11 What is due: • Weekly Writing Assignment • Weekly Quiz • Globalization Reflection Essay Module 9: June 1st – June 7th Examples of and Challenges for Trade Regimes in the World Business and Global Governance • Ni & Van Wart, Chapter 12 • Ni & Van Wart, Chapter 13 What is due:
  65. 65. • Weekly Writing Assignment • Weekly Quiz Module 10: June 8th – June 12th What is due: • Final Exam (Open from Friday, June 5th through Tuesday, June 9th) 11 COURSE APPS Remind App: In addition to Blackboard, I will be using a free application called “Remind” to send reminders (e.g., upcoming due dates), announcements, and other important information.
  66. 66. Instructions for joining - Get the app by searching “remind 101” on your app store then join with a class code: pa315sp20. You can also join by texting @pa315sp20 to 81010. You can also visit https://help.remind.com/hc/enus/articles/203179887-How-do-I- join-a-class- for a Quick Start Guide. This service is optional (i.e., students are not required to sign up for “Remind”); however, it is strongly encouraged. After joining, you can choose to receive reminder messages via text, email, or push notification to the mobile app (or any combination of these). “Remind” protects the privacy of the students and instructor by keeping their phone number hidden during messaging. All personal information is kept private. Instructors will never see your phone number, nor will you
  67. 67. see theirs. ACADEMIC HONESTY Students are expected to be familiar with California State University, San Bernardino’s policy on cheating and plagiarism. Any violations of academic honesty will result in a failing grade in the class. Violations will be forwarded to the University for appropriate action. Joint/group responses are not allowed in any written work in this class. All postings and written assignments must be original; cited material must be in quotation marks and provide the source. This includes completing class assignment for participation. Plagiarism will result in a zero grade for the assignment and will result in a failing grade for the class. Please see the Academic Dishonesty
  68. 68. section on Blackboard for more information. For more information, please refer to the “Academic Regulations and Standards” in the CSUSB Bulletin of Courses for the university’s policies. ACCOMMODATION NEEDS Students with documented learning disabilities or special needs must clearly identify those accommodation requirements at the beginning of the quarter. Students with personal/work- related needs should contact the instructor before the class or during the first week to see if they are resolvable. For additional information, please contact Services to Students with Disabilities (SSD) at (909)537-5238 (voice), (909)537-7230(TTY), or fax (909) 537-7090. The Office of Services to
  69. 69. Students with Disabilities is committed to providing eligible students accommodations that ensure equal access to learning and equal opportunity for academic success. ONLINE MATERIALS AND SECTIONS USED IN BLACKBOARD: All students must be able to access Blackboard to participate in this class. Some of the elements of Blackboard that will be used are: • Announcements: I will post … PA 315 GOVERNMENT BUSINESS RELATIONS
  70. 70. CHAPTER 1 California State University San Bernardino College of Business & Public Administration Professor Sharon Pierce * DEFINING GOVERNMENT-BUSINESS RELATIONS Business Government relations – how the public and private sectors interact in their numerous complementary, cooperative, and conflicting roles. * RELATIONSHIP BETWEEN GOVERNMENT AND BUSINESS
  71. 71. https://iedunote.com/government-business-relationship Government = ensure economic stability and growth vs. Private Business = profit * GOVERNMENT BUSINESS RELATIONSMajor factors shaping the relationship:Mix of strategies used for implementation of public policyMonetary policyFiscal policyAmount of government protection of society’s most vulnerableThe amount of promotion of the business sector domestically The influence of the private sector on government policy making and administrative actions * MIX OF STRATEGIES USED FOR IMPLEMENTATION OF
  72. 72. PUBLIC POLICYgovernment ownership partial ownership (government corporations or government backed corporations or state-owned enterprises) public- private partnership (P3s) is a contractual arrangement between a public agency (federal, state or local) and a private sector entity – which the government has been using a great deal more in the several administrations contracting out - These types of activities include contracting out with for-profit vendors, non-profit organizations, and local government agencies from other jurisdictions to continue the delivery of public goods and servicesprocurement – secures purchasestax incentives regulations * MONETARY POLICY FISCAL POLICY Fiscal Policy - is considered any changes the government makes to the national budget in order to influence a nation's economy. Trump - Tax Cuts and Jobs ActObama – in
  73. 73. 2010 – the affordable care actBush – in 2008 – create policies to counteract the 2008 financial crisisClinton – 1996 he cut spending the TANF program or what was considered welfareReagan – Reaganeconomics – he based his policies on the theory of supply side economics that says increased production drives economic growth – tax cuts and deregulation Gives incentives to businesses to expand while removing restrictions to encourage growth * WHY GOVERNMENT AT ALL?The need for government, however, does not mean that government itself cannotUnderperformPerform very badlyOne purpose of this class: provide tools for fair analysis of success and weakness of government in general, and the role it plays with its roles with business. *
  74. 74. WHY GOVERNMENT AT ALL?Hobbes: Without government life would be “continual fear, and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short.” What government does, in the modern world is enormous and its contribution is indisputable. Can you imagine a world in which…All airplanes have “flyer beware signs” because there are no safety regulations, except there would be no one to enforce such signage!All roads would be private roads and most would be toll roads!You would need to pay for fire protection or the fire truck would not put out your fire (as it was in colonial times)! And so on. * DEBATE ABOUT THE ROLE AND SIZE OF GOVERNMENT *
  75. 75. HISTORICAL BACKGROUND ON GOVERNMENT * TWO DISTINCT INTELLECTUAL TRADITIONSAdam SmithThe Market-oriented traditionGovernment lacking the qualities Nonintervention by the stateFreely operating markets. Alexander HamiltonThe active government traditionAssociated with mercantilismGovernment controlling all aspects of economic activityAiding fledging industries by providing economic assistance and tariff protection. *
  76. 76. LAISSEZ-FAIRE VERSUS ACTIVIST GOVERNMENT APPROACHESLaissez-faire: “leave it alone” or less (Supply side economics)Best examples today: Anglo-countries, Switzerland, Singapore Mercantilism: more activist approach Alexander Hamilton Keynes (Keynesian economics, e.g., countercyclical spending, social and physical infrastructure, etc.) Today seen somewhat in corporatist economies of East Asia (i.e., strong state involvement) * THE RELATIVE SIZE OF GOVERNMENT
  77. 77. RELATIVE SIZE: EMPLOYEES (ABSOLUTE NUMBERS) Local government employees – almost 24 million State Government employees – almost 8 million Federal government employees – about 2 million Local government employees – almost 24 million State Government employees – almost 8 million Federal government employees – about 2 million * WHY IS OUR GOVERNMENT DEBT GROWING?Complex societies place greater demands on government Wars and other national calamities Many special interests are successful in finding a place in the public sphere over time. * LIMITS OF GOVERNMENT EXPANSIONThe natural aversion
  78. 78. to taxes is seemingly universal. As governments become larger and occupy more of the economy, the more they can become political targets if they are not successfully managed. THE MOST BASIC ROLES OF GOVERNMENTDefensePublic safety * 8 GOVERNMENT-BUSINESS ROLESFiscal structure Regulator Safeguard against risksProvider of infrastructurePurchaser Social architectService provider Promoter of business *
  79. 79. THE GOOD, THE BAD, AND UGLY OF GOVERNMENT * THE GOOD… (GENERALLY STRENGTHS)Providing a stable financial systemProviding a social contract for a stable societyPublic welfare“The commons”: shared goods like roadsInternational and domestic safetyReducing riskShared social infrastructure, e.g., K-12 education * THE BAD… (GENERALLY WEAKNESSES)When governments take over areas completely and become monopolies (or dictatorships)Government corruptionWhen government takes on too much and gets over-extendedBecoming excessively
  80. 80. complex, e.g., tax codeDealing with special interests over timeInefficiency over time * THE UGLY… (IMPORTANT THINGS THAT GOVERNMENT DOES BUT EITHER ARE NOT UNDERSTOOD OR APPRECIATED)Taxes: necessary but hated (excessive taxes are bad but then we must decide what “excessive taxes” means)Foreign aid (example of necessary item that is hated)Government doing the unpleasant jobs, like prisons * AMERICAN GOVERNMENT INSTITUTIONS How many governments do we have in the United States of America?
  81. 81. * # OF GOVERNMENTS IN US WHAT DOES THE FEDERAL GOVERNMENT DO? * WHAT ABOUT CALIFORNIA STATE GOVERNMENT?
  82. 82. WHAT ABOUT CALIFORNIA LOCAL GOVERNMENTS? BIG GOVERNMENT VS. SMALL GOVERNMENT – WHICH IS IDEAL FOR THE UNITED STATES? FACTORS AFFECTING THE ROLE AND SIZE OF GOVERNMENT 1. Population Density – government grows larger as the population grows larger2. Size and Complexity of the Economy – in the US – early 20th century less industrialized and more agriculture3. Interaction with Other Countries - globalization4. Social Goals and Beliefs – basic needs of food, shelter, and clothing need to be met. Also – employment, good schools, retirement The role, reach, and impact of government is directly affected by a range of factors:
  83. 83. * WHAT IS THE IDEAL GOVERNMENT?QUESTION – What do you believe is the ideal role of government? * HOPE YOU ALL HAVE A GREAT WEEKEND! *

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