328 1 Herbert]. Gons
dysfunctional for the affluent members of society. A functional analysis thus
ultimately anives at much the same conclusion as radical sociology, except that
radical thinkers treat as manifest what I describe as latent: that social phenom-
ena that are functional for aftlnent or powerful p u p s and dysfunctional for
poor or powerless ones persist; that when the elimination of such phenomena
through functional alternatives would generate dysfunctions for the affluent or
powerful, they will continue to persist; and that phenomena like p o v e q can
be eliminated only when they become dysfunctional for the affluent or power-
ful, or when the paverless can obtain enough power to change society.
Postscript
Over the yean, this article has been intelpreted as either a direct attack on
functionalism or a tongue-in-cheek satirical comment on it%either intelpre-
tation is Due. I wrote the article for two reasons. First and foremost, I wanted
to point out that there are, u n f o h a t e l y , positive functions of poverty which
have to be dealt with by antipoverty policy. S e ~ n d , I was trying to show that
functionalism is not the inherently conservative approach for which it has
often been criticized, but that it can he employed in liberal and radical
analyses.
31 Savage Inequalities
JONATHAN KOZOL
Socid inequality so pelvades our society that it leaves no area of life
untouched. Consequently, because we are immersed in it, we usually
take social inequality for granted. When social inequality does become
vbible to us, itssocinl ofigins often disappear from sight. We tend to
see social inequality as part of the mtuvd ordeling of liferaften ex-
plaining it on the'hasis of people's individual chmcteristi5s. ("The)"
are IzAer, dumber, less moral-or whatever-than nthorhers. That's the
reason they have less than we do.) This selection, however, makes the
sociol base of social inequality especially vivid.
To examine the U.S.educational +em. Kozol haveled mund the
counq and ohsewed schools in pow, middle-cllasr,and +mmmuni-
ties. Because schoals are financed largely by local property taxes, wealth-
ier mrnmunities am able to offer higher salaries and a t h a d more
qualified teachers, offer more specialized and advanced murses, pur-
chase newer texts and equipment, and thereby their children
better education. The extent of the disparitjes, however, is much greater
than most people &. As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s i W n . Haw da you
think that living in these communities and being a sbdent in these
schools would likely affect you-not only what you ]em, hut also your
\viewson life, as well as ynur entire future?
"EASTOF ANYWHERE," wites a reporter for the St. h i s Post-
m a t c h , "often evokes the other side of the tracks. But, for a k t - t i m e visitor
suddenly deposited on its eerily empty streets, East St. Loui.
328 1 Herbert]. Gons dysfunctional for the aff.docxlorainedeserre
328
1
H
erbert]. G
ons
dysfunctional for the affluent
m
em
bers of society. A functional analysis thus
ultim
ately anives at m
uch the sam
e conclusion as radical sociology, except that
radical thinkers treat as m
anifest w
hat I describe as latent: that social phenom
-
ena that are functional for aftlnent
or pow
erful p
u
p
s
and dysfunctional for
poor or pow
erless ones persist; that w
hen the elim
ination of such phenom
ena
through functional alternatives w
ould generate dysfunctions for the affluent
or
pow
erful, they will continue to persist; and that phenom
ena like p
o
v
eq
can
be elim
inated only w
hen they becom
e dysfunctional for the affluent or pow
er-
ful, or w
hen the paverless can obtain enough pow
er to change society.
Postscript
O
ver the yean, this article has been intelpreted as either a direct attack on
functionalism
or a tongue-in-cheek satirical com
m
ent on it%
either
intelpre-
tation is D
ue. I w
rote the article for tw
o reasons. First and forem
ost, I w
anted
to point out that there are, u
n
fo
h
ately
, positive functions of poverty w
hich
have to be dealt w
ith by antipoverty policy. S
e
~
n
d
,
I w
as trying to show
that
functionalism
is not the inherently conservative approach for w
hich it has
often been criticized, but that it can he em
ployed in liberal and radical
analyses.
3
1
Savage Inequalities
JO
N
A
TH
A
N
K
O
ZO
L
Socid inequality so pelvades our society that it leaves no area of life
untouched. C
onsequently, because w
e are im
m
ersed in it, w
e usually
take social inequality for granted. W
hen social inequality does becom
e
vbible to us, itssocinl ofigins often disappear from
sight. W
e tend to
see social inequality as part of the m
tuvd ordeling of liferaften ex-
plaining it on the'hasis of people's individual chm
cteristi5s. ("The)"
are IzA
er, dum
ber, less m
oral-or w
hatever-than
nthorhers. That's the
reason they have less than w
e do.) This selection, how
ever, m
akes the
sociol base of social inequality especially vivid.
To exam
ine the U.S.educational+em
.
K
ozol haveled m
und the
counq and ohsew
ed schools in pow
, m
iddle-cllasr,and +
m
m
m
uni-
ties. B
ecause schoals are financed largely by local property taxes, w
ealth-
ier m
rnm
unities am
able to offer higher salaries and
ath
ad
m
ore
qualified teachers, offer m
ore specialized and advanced m
urses, pur-
chase new
er texts and equipm
ent, and thereby
their children
better education. The extent of the disparitjes, how
ever, is m
uch greater
than m
ost people &.
As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s
iW
n
. H
aw
da you
think that living in these com
m
unities and being a sbdent in these
schools w
ould likely affect you-not
only w
hat you ]em
, hut also your
\view
s on life,as w
ell asynur entire future?
"EA
STO
F A
N
Y
W
H
E
R
E
,
...
328 1 Herbert]. Gons dysfunctional for the aff.docxpriestmanmable
328
1
H
erbert]. G
ons
dysfunctional for the affluent
m
em
bers of society. A functional analysis thus
ultim
ately anives at m
uch the sam
e conclusion as radical sociology, except that
radical thinkers treat as m
anifest w
hat I describe as latent: that social phenom
-
ena that are functional for aftlnent
or pow
erful p
u
p
s
and dysfunctional for
poor or pow
erless ones persist; that w
hen the elim
ination of such phenom
ena
through functional alternatives w
ould generate dysfunctions for the affluent
or
pow
erful, they will continue to persist; and that phenom
ena like p
o
v
eq
can
be elim
inated only w
hen they becom
e dysfunctional for the affluent or pow
er-
ful, or w
hen the paverless can obtain enough pow
er to change society.
Postscript
O
ver the yean, this article has been intelpreted as either a direct attack on
functionalism
or a tongue-in-cheek satirical com
m
ent on it%
either
intelpre-
tation is D
ue. I w
rote the article for tw
o reasons. First and forem
ost, I w
anted
to point out that there are, u
n
fo
h
ately
, positive functions of poverty w
hich
have to be dealt w
ith by antipoverty policy. S
e
~
n
d
,
I w
as trying to show
that
functionalism
is not the inherently conservative approach for w
hich it has
often been criticized, but that it can he em
ployed in liberal and radical
analyses.
3
1
Savage Inequalities
JO
N
A
TH
A
N
K
O
ZO
L
Socid inequality so pelvades our society that it leaves no area of life
untouched. C
onsequently, because w
e are im
m
ersed in it, w
e usually
take social inequality for granted. W
hen social inequality does becom
e
vbible to us, itssocinl ofigins often disappear from
sight. W
e tend to
see social inequality as part of the m
tuvd ordeling of liferaften ex-
plaining it on the'hasis of people's individual chm
cteristi5s. ("The)"
are IzA
er, dum
ber, less m
oral-or w
hatever-than
nthorhers. That's the
reason they have less than w
e do.) This selection, how
ever, m
akes the
sociol base of social inequality especially vivid.
To exam
ine the U.S.educational+em
.
K
ozol haveled m
und the
counq and ohsew
ed schools in pow
, m
iddle-cllasr,and +
m
m
m
uni-
ties. B
ecause schoals are financed largely by local property taxes, w
ealth-
ier m
rnm
unities am
able to offer higher salaries and
ath
ad
m
ore
qualified teachers, offer m
ore specialized and advanced m
urses, pur-
chase new
er texts and equipm
ent, and thereby
their children
better education. The extent of the disparitjes, how
ever, is m
uch greater
than m
ost people &.
As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s
iW
n
. H
aw
da you
think that living in these com
m
unities and being a sbdent in these
schools w
ould likely affect you-not
only w
hat you ]em
, hut also your
\view
s on life,as w
ell asynur entire future?
"EA
STO
F A
N
Y
W
H
E
R
E
,
.
http://www.gutenberg. org! cache/ epub/ 1325/pg1325 .html
WHAT IF YOU *WANT* TO SEND MONEY EVEN IF YOU DON'T HAVE TO? The
Project gratefully accepts contributions in money, time, scanning machines, OCR
software, public domain etexts, royalty free copyright licenses, and every other sort of
contribution you can think of. Money should be paid to "Project Gutenberg Association
I Carnegie-Mellon University".
*END*1HE SMALL PRINT! FOR PUBLIC DOMAIN ETEXTS*Ver.04.29.93 *END *
deH1ML from allhull.htm 1998 Apr 10 <[email protected]> For Project
Gutenberg
[A Celebration of Women Writers]
TWENTY YEARS AT HULL-HOUSE
WITH AUTOBIOGRAPIDCAL NOTES
G5ANEADD~
HULL-HOUSE, cmCAGO
AUTHOR OF "DEMOCRACY AND SOCIAL ETIllCS," "NEWER IDEALS OF PEACE," "THE
SPIRIT OF YOUTH AND THE CITY STREETS," ETC.
WITH ILLUSTRATIONS BY NORAH HAMILTON
HULL-HOUSE, cmCAGO
TO THE MEMORY OF MY FATHER
50f173 9114/20141:36 PM
http://www.gutenberg.orglcache/epub/1325/pg1325.htrpl
knew little about the colony started by Mr. Maude at Purleigh contai . g several of
toy's followers who were not permitted to live in Russia, and w id not see J\1r.
Mau again until he came to Chicago on his way from Manito ,whither he had
transpo d the second group ofDukhobors, a religious sect ho had interested all of
Tolstoy's owers because oftheir literal acceptance of on-resistance and other
Christian doc ines which are so strenuously advocat by Tolstoy. It was for their
benefit that Tol oy had finished and published" surrection," breaking through his
long-kept resoluti against novel writing. Aft the Dukhobors were settled in Canada,
of the five hundred liars left from the "R ection" funds, one half was given to
Hull-House. It seemed ossible to spend is fund only for the relief of the most
primitive wants of food a shelter 0 e part ofthe most needy families.
[Editor: Mary Mark Ockerbloo
This chapter has been put n-line as rt of the BUILD-A-BOOK Initiative at the
Celebration of Women riters. Initial t t entry and proof-reading of this chapter were
the work of volunteer erri Perkins.
[Editor: Mary M Ockerbloom]
[A Celebratio of Women Writers]
"Chapter II: Public Activities and Investigations." by b Jane
Addams 1860-1935) From: Twenty Years at Hull-House h
Autobi graphical Notes. by Jane Addams. New York: The MacMillan
Com any, 1912 (c.1910) pp. 281-309.
[E; itor: Mary MarkOckerbloom]
g~irJ-7 CHAPTERXm
PUBLIC ACTIVITIES AND INVESTIGATIONS
One of the striking features of our neighborhood twenty years ago, and one to which we
never became reconciled, was the presence of huge wooden garbage boxes fastened to
the street pavement in which the undisturbed refuse accumulated day by day. The
system of garbage collecting was inadequate throughout the city but it became the
greatest menace in a ward such as ours, where the normal amount of waste was much
increased by the decayed fruit and vegetables discarded by the Italian and Greek fruit
peddlers, and by the residuum left over from the piles of fi ...
328 1 Herbert]. Gons dysfunctional for the aff.docxlorainedeserre
328
1
H
erbert]. G
ons
dysfunctional for the affluent
m
em
bers of society. A functional analysis thus
ultim
ately anives at m
uch the sam
e conclusion as radical sociology, except that
radical thinkers treat as m
anifest w
hat I describe as latent: that social phenom
-
ena that are functional for aftlnent
or pow
erful p
u
p
s
and dysfunctional for
poor or pow
erless ones persist; that w
hen the elim
ination of such phenom
ena
through functional alternatives w
ould generate dysfunctions for the affluent
or
pow
erful, they will continue to persist; and that phenom
ena like p
o
v
eq
can
be elim
inated only w
hen they becom
e dysfunctional for the affluent or pow
er-
ful, or w
hen the paverless can obtain enough pow
er to change society.
Postscript
O
ver the yean, this article has been intelpreted as either a direct attack on
functionalism
or a tongue-in-cheek satirical com
m
ent on it%
either
intelpre-
tation is D
ue. I w
rote the article for tw
o reasons. First and forem
ost, I w
anted
to point out that there are, u
n
fo
h
ately
, positive functions of poverty w
hich
have to be dealt w
ith by antipoverty policy. S
e
~
n
d
,
I w
as trying to show
that
functionalism
is not the inherently conservative approach for w
hich it has
often been criticized, but that it can he em
ployed in liberal and radical
analyses.
3
1
Savage Inequalities
JO
N
A
TH
A
N
K
O
ZO
L
Socid inequality so pelvades our society that it leaves no area of life
untouched. C
onsequently, because w
e are im
m
ersed in it, w
e usually
take social inequality for granted. W
hen social inequality does becom
e
vbible to us, itssocinl ofigins often disappear from
sight. W
e tend to
see social inequality as part of the m
tuvd ordeling of liferaften ex-
plaining it on the'hasis of people's individual chm
cteristi5s. ("The)"
are IzA
er, dum
ber, less m
oral-or w
hatever-than
nthorhers. That's the
reason they have less than w
e do.) This selection, how
ever, m
akes the
sociol base of social inequality especially vivid.
To exam
ine the U.S.educational+em
.
K
ozol haveled m
und the
counq and ohsew
ed schools in pow
, m
iddle-cllasr,and +
m
m
m
uni-
ties. B
ecause schoals are financed largely by local property taxes, w
ealth-
ier m
rnm
unities am
able to offer higher salaries and
ath
ad
m
ore
qualified teachers, offer m
ore specialized and advanced m
urses, pur-
chase new
er texts and equipm
ent, and thereby
their children
better education. The extent of the disparitjes, how
ever, is m
uch greater
than m
ost people &.
As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s
iW
n
. H
aw
da you
think that living in these com
m
unities and being a sbdent in these
schools w
ould likely affect you-not
only w
hat you ]em
, hut also your
\view
s on life,as w
ell asynur entire future?
"EA
STO
F A
N
Y
W
H
E
R
E
,
...
328 1 Herbert]. Gons dysfunctional for the aff.docxpriestmanmable
328
1
H
erbert]. G
ons
dysfunctional for the affluent
m
em
bers of society. A functional analysis thus
ultim
ately anives at m
uch the sam
e conclusion as radical sociology, except that
radical thinkers treat as m
anifest w
hat I describe as latent: that social phenom
-
ena that are functional for aftlnent
or pow
erful p
u
p
s
and dysfunctional for
poor or pow
erless ones persist; that w
hen the elim
ination of such phenom
ena
through functional alternatives w
ould generate dysfunctions for the affluent
or
pow
erful, they will continue to persist; and that phenom
ena like p
o
v
eq
can
be elim
inated only w
hen they becom
e dysfunctional for the affluent or pow
er-
ful, or w
hen the paverless can obtain enough pow
er to change society.
Postscript
O
ver the yean, this article has been intelpreted as either a direct attack on
functionalism
or a tongue-in-cheek satirical com
m
ent on it%
either
intelpre-
tation is D
ue. I w
rote the article for tw
o reasons. First and forem
ost, I w
anted
to point out that there are, u
n
fo
h
ately
, positive functions of poverty w
hich
have to be dealt w
ith by antipoverty policy. S
e
~
n
d
,
I w
as trying to show
that
functionalism
is not the inherently conservative approach for w
hich it has
often been criticized, but that it can he em
ployed in liberal and radical
analyses.
3
1
Savage Inequalities
JO
N
A
TH
A
N
K
O
ZO
L
Socid inequality so pelvades our society that it leaves no area of life
untouched. C
onsequently, because w
e are im
m
ersed in it, w
e usually
take social inequality for granted. W
hen social inequality does becom
e
vbible to us, itssocinl ofigins often disappear from
sight. W
e tend to
see social inequality as part of the m
tuvd ordeling of liferaften ex-
plaining it on the'hasis of people's individual chm
cteristi5s. ("The)"
are IzA
er, dum
ber, less m
oral-or w
hatever-than
nthorhers. That's the
reason they have less than w
e do.) This selection, how
ever, m
akes the
sociol base of social inequality especially vivid.
To exam
ine the U.S.educational+em
.
K
ozol haveled m
und the
counq and ohsew
ed schools in pow
, m
iddle-cllasr,and +
m
m
m
uni-
ties. B
ecause schoals are financed largely by local property taxes, w
ealth-
ier m
rnm
unities am
able to offer higher salaries and
ath
ad
m
ore
qualified teachers, offer m
ore specialized and advanced m
urses, pur-
chase new
er texts and equipm
ent, and thereby
their children
better education. The extent of the disparitjes, how
ever, is m
uch greater
than m
ost people &.
As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s
iW
n
. H
aw
da you
think that living in these com
m
unities and being a sbdent in these
schools w
ould likely affect you-not
only w
hat you ]em
, hut also your
\view
s on life,as w
ell asynur entire future?
"EA
STO
F A
N
Y
W
H
E
R
E
,
.
http://www.gutenberg. org! cache/ epub/ 1325/pg1325 .html
WHAT IF YOU *WANT* TO SEND MONEY EVEN IF YOU DON'T HAVE TO? The
Project gratefully accepts contributions in money, time, scanning machines, OCR
software, public domain etexts, royalty free copyright licenses, and every other sort of
contribution you can think of. Money should be paid to "Project Gutenberg Association
I Carnegie-Mellon University".
*END*1HE SMALL PRINT! FOR PUBLIC DOMAIN ETEXTS*Ver.04.29.93 *END *
deH1ML from allhull.htm 1998 Apr 10 <[email protected]> For Project
Gutenberg
[A Celebration of Women Writers]
TWENTY YEARS AT HULL-HOUSE
WITH AUTOBIOGRAPIDCAL NOTES
G5ANEADD~
HULL-HOUSE, cmCAGO
AUTHOR OF "DEMOCRACY AND SOCIAL ETIllCS," "NEWER IDEALS OF PEACE," "THE
SPIRIT OF YOUTH AND THE CITY STREETS," ETC.
WITH ILLUSTRATIONS BY NORAH HAMILTON
HULL-HOUSE, cmCAGO
TO THE MEMORY OF MY FATHER
50f173 9114/20141:36 PM
http://www.gutenberg.orglcache/epub/1325/pg1325.htrpl
knew little about the colony started by Mr. Maude at Purleigh contai . g several of
toy's followers who were not permitted to live in Russia, and w id not see J\1r.
Mau again until he came to Chicago on his way from Manito ,whither he had
transpo d the second group ofDukhobors, a religious sect ho had interested all of
Tolstoy's owers because oftheir literal acceptance of on-resistance and other
Christian doc ines which are so strenuously advocat by Tolstoy. It was for their
benefit that Tol oy had finished and published" surrection," breaking through his
long-kept resoluti against novel writing. Aft the Dukhobors were settled in Canada,
of the five hundred liars left from the "R ection" funds, one half was given to
Hull-House. It seemed ossible to spend is fund only for the relief of the most
primitive wants of food a shelter 0 e part ofthe most needy families.
[Editor: Mary Mark Ockerbloo
This chapter has been put n-line as rt of the BUILD-A-BOOK Initiative at the
Celebration of Women riters. Initial t t entry and proof-reading of this chapter were
the work of volunteer erri Perkins.
[Editor: Mary M Ockerbloom]
[A Celebratio of Women Writers]
"Chapter II: Public Activities and Investigations." by b Jane
Addams 1860-1935) From: Twenty Years at Hull-House h
Autobi graphical Notes. by Jane Addams. New York: The MacMillan
Com any, 1912 (c.1910) pp. 281-309.
[E; itor: Mary MarkOckerbloom]
g~irJ-7 CHAPTERXm
PUBLIC ACTIVITIES AND INVESTIGATIONS
One of the striking features of our neighborhood twenty years ago, and one to which we
never became reconciled, was the presence of huge wooden garbage boxes fastened to
the street pavement in which the undisturbed refuse accumulated day by day. The
system of garbage collecting was inadequate throughout the city but it became the
greatest menace in a ward such as ours, where the normal amount of waste was much
increased by the decayed fruit and vegetables discarded by the Italian and Greek fruit
peddlers, and by the residuum left over from the piles of fi ...
Unemployment - problems and solutions Free Essay Example. Examining Unemployment - Free Essay Example | PapersOwl.com. Unemployment Essay | Economics - Year 11 HSC | Thinkswap. Unemployment Essay | Unemployment | Poverty & Homelessness. Essay on the Problems of Unemployment in India | Unemployment | Poverty .... Unemployment Essay in English | 500+ Words Essay.
Group Presentation Once during the quarter, each student will.docxgilbertkpeters11344
Group Presentation
: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
.
Group PortionAs a group, discuss and develop a paper of 10 p.docxgilbertkpeters11344
Group Portion
As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:
Who will comprise your planning committee? Explain.
Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
What are the component parts of the plan (be specific and detailed)? Explain.
What participating agencies may be more or less involved in which parts of the plan development? Explain.
Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
Identify the major challenges that the community and responders will encounter when responding to the hazard.
What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
What should be the short- and long-term recovery goals of the community following this event’s occurrence?
Be sure to reference all sources using APA style.
Please add your file.
Individual Portion
Develop a PowerPoint presentation of 6–7 slides that provides details about your plan.
Include speaker notes of 200–300 words that will be used when presenting the plan to your superiors.
.
Group Behavior in OrganizationsAt an organizational level,.docxgilbertkpeters11344
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Group assignment Only responsible for writing 275 words on the foll.docxgilbertkpeters11344
Group assignment: Only responsible for writing 275 words on the following
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
GroupgrAssignment content:
Access
the
Prison Rape Elimination Act
website.
Write
a 1,000- to 1,400-word report for an audience of potential new employees in human services in a correctional setting in which you:
Summarize current and future civil rights issues that affect the criminal justice system.
Identify why PREA affects the future of corrections.
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
Explain options for advocacy.
Identify
boundaries in advocacy for human service workers.
Format
your resources consistent with APA guidelines.
.
Group 2 WG is a 41-year-old female brought herself into the ER la.docxgilbertkpeters11344
Group 2: WG is a 41-year-old female brought herself into the ER last night asking to "detox from vodka." She tells you she has a long-standing history of alcohol dependence with multiple relapses. She also reports that she has experienced alcohol withdrawal seizures before. Current CIWA-Ar is 17. She denies any past medical history but lab work indicates hepatic insufficiency (LFTs x3 ULN). All other lab work is normal. She denies taking any medications.
How will you manage this patient’s withdrawal syndrome?
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references are required (other than your text). Plagiarism and grammatical errors free.
.
Group 2 Discuss the limitations of treatment for borderline and.docxgilbertkpeters11344
Group 2: Discuss the limitations of treatment for borderline and histrionic PD and what can be done from a psychopharmacological perspective.
Post must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
).
.
Group 3 Discuss the limitations of treatment for antisocial and.docxgilbertkpeters11344
Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective.
Post your initial response by Wednesday at midnight. Respond to at least one student
with a different assigned DB question
by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
). attached lecture for the theme.
.
Group 1 Describe the differences between Naloxone, Naltrexone, .docxgilbertkpeters11344
Group 1: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of differences in the clinical setting (including pre-hospital)
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references is required (other than your text). Plagiarism and grammatical errors free.
.
Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docxgilbertkpeters11344
Grotius, Hobbes
Development of INR – Week 3
Hobbes
Relationship between Natural Law and Law of Nations?
Mediated by the idea of the state of nature as the predicament of insecurity:
Natural right: self-preservation.
Natural law: the observation of promises and contracts.
For states: minimum observation of natural law in the form of consenting to agreements.
Written agreement: treaty-making
Unwritten agreements: customary law
Hobbes
State of Nature: the condition in which individuals find themselves in a perpetual condition of war.
Natural right to self-preservation:
We each have the right to judge what is in our interest for self-preservation.
Conflict occurs because of:
Competition
Diffidence
Glory
Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin).
Life in the state of nature: “Solitary, poor, nasty, brutish, and short”
Commonwealth
Commonwealth by institution:
Social contract: it is the collective agreement among all individuals in the state of nature to establish:
Sovereign power
Able to speak and act for a multiplicity of people (which becomes a unified group).
State
The unity of sovereign power and the unified people.
Sovereign is the man or assembly that carries the person of the State.
State is the Leviathan: the mortal God on earth.
Sovereigns come and go but the State remains.
Consequences
The implication: fear is displaced from the condition of the state of nature to the relation between individual and state.
What continues to bind the state is fear of a return to the State of Nature:
the relation between individual and state is one of protection in exchange for obedience.
Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice?
“belief and unbelief never follow men’s commands.”
Loyalty only to those that are in power?
Historical context: The Norman Yoke and the English Civil Wars
Stability should not sacrificed as a result of ‘injustice’.
The rise of the ‘mechanical’ centralized administrative state.
Grotius
Dutch legal theorist 16th century;
Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law.
Moves away from a theological conceptualization of Natural Law to a secular one.
Develops the notion of Natural Rights which becomes key for understanding human morality and law.
Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572).
Attempted to establish limitation on the Sovereign’s power:
notion of individual right that the state cannot transgress.
Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act”
Four Fundamental Rights
1) the right for others not to take my possessions.
2) the right of restoration of property in case of injury.
3) honoring promises.
4) punish wrongdoing.
Natural.
GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docxgilbertkpeters11344
GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass
CLINICAL HISTORY
A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation.
GROSS EXAMINATION
The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis.
MICROSCOPIC EXAMINATION
Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component.
An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component.
FINAL DIAGNOSIS
Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/)
DISCUSSION
Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.
Greek Drama Further Readings and Short Report GuidelinesOur s.docxgilbertkpeters11344
Greek Drama: Further Readings and Short Report Guidelines
Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata.
I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays.
Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force.
Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can.
Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace.
NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon.
Guidelines for Short Report on Greek Drama
For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.
Graph 4 (You must select a different graph than one that you hav.docxgilbertkpeters11344
Graph 4 (You must select a different graph than one that you have previously discussed)
Select a data presentation from chapter 6 of the text (Grey Section).
Answer the following:
What is the visual that you selected?
What is the purpose of the visual?
What kind of data should be compiled in the selected visual?
What kinds of data should not be compiled in the selected visual?
How can you avoid making the visual misleading?
.
Graphs (Help! Really challenging assignment. Would appreciate any bi.docxgilbertkpeters11344
Graphs (Help! Really challenging assignment. Would appreciate any bit of help!)
Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again.
Finally, I want you to make data assertions within the
FamilyTree
class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.
As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.
Grandparenting can be highly rewarding. Many grandparents, though, u.docxgilbertkpeters11344
Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles? Just need 135 words (ASAP)!
.
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Group Presentation Once during the quarter, each student will.docxgilbertkpeters11344
Group Presentation
: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
.
Group PortionAs a group, discuss and develop a paper of 10 p.docxgilbertkpeters11344
Group Portion
As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:
Who will comprise your planning committee? Explain.
Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
What are the component parts of the plan (be specific and detailed)? Explain.
What participating agencies may be more or less involved in which parts of the plan development? Explain.
Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
Identify the major challenges that the community and responders will encounter when responding to the hazard.
What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
What should be the short- and long-term recovery goals of the community following this event’s occurrence?
Be sure to reference all sources using APA style.
Please add your file.
Individual Portion
Develop a PowerPoint presentation of 6–7 slides that provides details about your plan.
Include speaker notes of 200–300 words that will be used when presenting the plan to your superiors.
.
Group Behavior in OrganizationsAt an organizational level,.docxgilbertkpeters11344
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Group assignment Only responsible for writing 275 words on the foll.docxgilbertkpeters11344
Group assignment: Only responsible for writing 275 words on the following
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
GroupgrAssignment content:
Access
the
Prison Rape Elimination Act
website.
Write
a 1,000- to 1,400-word report for an audience of potential new employees in human services in a correctional setting in which you:
Summarize current and future civil rights issues that affect the criminal justice system.
Identify why PREA affects the future of corrections.
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
Explain options for advocacy.
Identify
boundaries in advocacy for human service workers.
Format
your resources consistent with APA guidelines.
.
Group 2 WG is a 41-year-old female brought herself into the ER la.docxgilbertkpeters11344
Group 2: WG is a 41-year-old female brought herself into the ER last night asking to "detox from vodka." She tells you she has a long-standing history of alcohol dependence with multiple relapses. She also reports that she has experienced alcohol withdrawal seizures before. Current CIWA-Ar is 17. She denies any past medical history but lab work indicates hepatic insufficiency (LFTs x3 ULN). All other lab work is normal. She denies taking any medications.
How will you manage this patient’s withdrawal syndrome?
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references are required (other than your text). Plagiarism and grammatical errors free.
.
Group 2 Discuss the limitations of treatment for borderline and.docxgilbertkpeters11344
Group 2: Discuss the limitations of treatment for borderline and histrionic PD and what can be done from a psychopharmacological perspective.
Post must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
).
.
Group 3 Discuss the limitations of treatment for antisocial and.docxgilbertkpeters11344
Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective.
Post your initial response by Wednesday at midnight. Respond to at least one student
with a different assigned DB question
by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
). attached lecture for the theme.
.
Group 1 Describe the differences between Naloxone, Naltrexone, .docxgilbertkpeters11344
Group 1: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of differences in the clinical setting (including pre-hospital)
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references is required (other than your text). Plagiarism and grammatical errors free.
.
Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docxgilbertkpeters11344
Grotius, Hobbes
Development of INR – Week 3
Hobbes
Relationship between Natural Law and Law of Nations?
Mediated by the idea of the state of nature as the predicament of insecurity:
Natural right: self-preservation.
Natural law: the observation of promises and contracts.
For states: minimum observation of natural law in the form of consenting to agreements.
Written agreement: treaty-making
Unwritten agreements: customary law
Hobbes
State of Nature: the condition in which individuals find themselves in a perpetual condition of war.
Natural right to self-preservation:
We each have the right to judge what is in our interest for self-preservation.
Conflict occurs because of:
Competition
Diffidence
Glory
Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin).
Life in the state of nature: “Solitary, poor, nasty, brutish, and short”
Commonwealth
Commonwealth by institution:
Social contract: it is the collective agreement among all individuals in the state of nature to establish:
Sovereign power
Able to speak and act for a multiplicity of people (which becomes a unified group).
State
The unity of sovereign power and the unified people.
Sovereign is the man or assembly that carries the person of the State.
State is the Leviathan: the mortal God on earth.
Sovereigns come and go but the State remains.
Consequences
The implication: fear is displaced from the condition of the state of nature to the relation between individual and state.
What continues to bind the state is fear of a return to the State of Nature:
the relation between individual and state is one of protection in exchange for obedience.
Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice?
“belief and unbelief never follow men’s commands.”
Loyalty only to those that are in power?
Historical context: The Norman Yoke and the English Civil Wars
Stability should not sacrificed as a result of ‘injustice’.
The rise of the ‘mechanical’ centralized administrative state.
Grotius
Dutch legal theorist 16th century;
Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law.
Moves away from a theological conceptualization of Natural Law to a secular one.
Develops the notion of Natural Rights which becomes key for understanding human morality and law.
Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572).
Attempted to establish limitation on the Sovereign’s power:
notion of individual right that the state cannot transgress.
Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act”
Four Fundamental Rights
1) the right for others not to take my possessions.
2) the right of restoration of property in case of injury.
3) honoring promises.
4) punish wrongdoing.
Natural.
GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docxgilbertkpeters11344
GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass
CLINICAL HISTORY
A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation.
GROSS EXAMINATION
The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis.
MICROSCOPIC EXAMINATION
Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component.
An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component.
FINAL DIAGNOSIS
Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/)
DISCUSSION
Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.
Greek Drama Further Readings and Short Report GuidelinesOur s.docxgilbertkpeters11344
Greek Drama: Further Readings and Short Report Guidelines
Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata.
I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays.
Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force.
Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can.
Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace.
NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon.
Guidelines for Short Report on Greek Drama
For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.
Graph 4 (You must select a different graph than one that you hav.docxgilbertkpeters11344
Graph 4 (You must select a different graph than one that you have previously discussed)
Select a data presentation from chapter 6 of the text (Grey Section).
Answer the following:
What is the visual that you selected?
What is the purpose of the visual?
What kind of data should be compiled in the selected visual?
What kinds of data should not be compiled in the selected visual?
How can you avoid making the visual misleading?
.
Graphs (Help! Really challenging assignment. Would appreciate any bi.docxgilbertkpeters11344
Graphs (Help! Really challenging assignment. Would appreciate any bit of help!)
Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again.
Finally, I want you to make data assertions within the
FamilyTree
class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.
As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.
Grandparenting can be highly rewarding. Many grandparents, though, u.docxgilbertkpeters11344
Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles? Just need 135 words (ASAP)!
.
Great Marketing Moves The evolving art of getting noticed Ov.docxgilbertkpeters11344
Great Marketing Moves The evolving art of getting noticed
Over three decades,
Inc.
has seen entrepreneurs, often with little cash but lots of creativity)', produce clever marketing campaigns time and again. Here are 3U classic examples from the archives. —
Kelly Fairdoth
Make a article summary from 2-3 paragraphs.
.
“GREAT MIGRATION”
Dr. G. J. Giddings
Characteristics
Human
Propelled – push-pull (E. Lee, 1966)
Impactful – consequential … cause/effect
Dynamic – leaderless …democratic …
Demographics
Demographics
1.2 million, 1915-’30
6.4 million, 1980
(Caribbean:
140,000,1899-1937)
Precursors
Post-Reconstruction, 1877-1914
Rural - Urban
Westward – “Black Exodus”
Henry Adams (LA)
89,000 migrants/interest
Benjamin “Pap” Singleton (TN)
“Advantage of Living in a Free State”
Thousands migrated
Emigration
Bishop Henry M. Turner,
Mary Ann Shadd Cary
Precursors …
U.S. Empire
Berlin Conf.,1884
Philippines, 1898
Puerto Rico, Guam
Hawaii,
(Cuba)
Haiti, (1915-’34)
U.S. Virgin Isl.,1916
Guyana, 1941
Atkinson Airstrip
6
Great Migration
Caribbean
140,000,1899-1937
M. M. Garvey
C. Powel
DJ Kool Herc
S. Chisholm
G. J. Giddings
Great Migration
“PUSH”
-Boll weevil, 1915/6
-Mississippi flood, 1927
-Racist Terroism
-Racist laws: Jim Crow
Great Migration
“PULL”
E. World War I, 1914-1919
(367,000 AAs served)
European immigration desisted
Chicago Defender
“To die from the bite of frost is more glorious than by the hands of a lynch mob”
“Every Black man for the sake of his wife and daughter should lave even at a financial sacrifice every spot in the south where his worth is not appreciated enough to give him the standing of a man and a citizen in the community.”
Great Migration
IMPACT
Detroit, MI
611 % increase
Urban League, 1911
National League of Urban Conditions among Negroes, NY
Rep. Oscar DePriest (R)
Chicago Alderman, 1915; U.S. Rep, 1929-’35
1970s: Chicago had more Blacks than Mississippi!
Harlem Renaissance, 1919-1932
L. Hughes, “Negro Artist …”
Some pastors followed migrants.
Return Migration/RE-PATRIATION
Post-Industrial
“Reverse migration”
1980-present
Service economy
“Sun Belt” industrial service areas
Destinations
Atlanta, GA; Charlotte, NC, Houston, TX, …
(F&H, chap. 23)
GREAT MIGRATION
Franklin & Higginbotham (F&H)
1, (12),13, 14, 15, 16, 17, 19, 23 …
Great Migration
The Warmth of Other Suns, 2010
Isabel Wilkerson, Pulitzer laureate
National Book Critics Circle award
“best non-fiction ...” NY Times
1,200 interviews
I.M. Gladney
G. Starling
R. P. Foster
Wilkerson …
Ida Mae Gladney
1934
MS – Chicago, IL
Wilkerson …
George Starling
1945
Florida–New York
(.
Grand theory and Middle-range theoryHow are Nursing Theories c.docxgilbertkpeters11344
Grand theory and Middle-range theory
How are Nursing Theories classified?
What are the differences between grand theory and middle-range Theory?
Examples of grand Theory and Middle range Theory?
Write an Essay.
Use the APA style 7
Avoid plagiarism by submitting your work to SafeAssign.
.
Grand Rounds Hi, and thanks for attending this case presen.docxgilbertkpeters11344
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Graduate Level Writing Required.DUEFriday, February 1.docxgilbertkpeters11344
Graduate Level Writing Required.
DUE:
Friday, February 14, 2020 by 5pm Eastern Standard Time.
Resources: U.S. Department of Labor, Bureau of Labor Statistics, U.S. Department of Labor Wages, U.S. Department of Education, U.S. Census Bureau
Based
on
Dallas, Texas
Write a 900- to 1,050-word paper in which you analyze the criminal profile of Dallas, Texas.
Include the following information in your analysis:
-Characterization of the city in terms of social and intellectual context
-Identity of social factors that contribute to crime
-Linking of events or attitudes to a description of beliefs people living there would accept for explaining criminal behavior
-Consideration of changes in land use, property values, transportation, and retail as one moves away from the city center
-If there are changes, what distance do you estimate exist between these areas?
-How noticeable are the changes?
-Discussion of whether or not zones of transition apply to this city
-Identification of criminal hot spots
-Relevant data to support answers
-How your findings relate to the role of socioeconomic status and values in criminological theory
-Identification and rationale for the choice of one sociologic theory that best explains the crime in your chosen city
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work. ZERO Plagiarism.
-Must Be Graduate Level Writing.
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
328 1 Herbert]. Gons dysfunctional for the affluent member.docx
1. 328 1 Herbert]. Gons
dysfunctional for the affluent members of society. A functional
analysis thus
ultimately anives at much the same conclusion as radical
sociology, except that
radical thinkers treat as manifest what I describe as latent: that
social phenom-
ena that are functional for aftlnent or powerful p u p s and
dysfunctional for
poor or powerless ones persist; that when the elimination of
such phenomena
through functional alternatives would generate dysfunctions for
the affluent or
powerful, they will continue to persist; and that phenomena like
p o v e q can
be eliminated only when they become dysfunctional for the
affluent or power-
ful, or when the paverless can obtain enough power to change
society.
Postscript
Over the yean, this article has been intelpreted as either a direct
attack on
functionalism or a tongue-in-cheek satirical comment on
it%either intelpre-
tation is Due. I wrote the article for two reasons. First and
foremost, I wanted
to point out that there are, u n f o h a t e l y , positive functions
of poverty which
have to be dealt with by antipoverty policy. S e ~ n d , I was
2. trying to show that
functionalism is not the inherently conservative approach for
which it has
often been criticized, but that it can he employed in liberal and
radical
analyses.
31 Savage Inequalities
JONATHAN KOZOL
Socid inequality so pelvades our society that it leaves no area of
life
untouched. Consequently, because we are immersed in it, we
usually
take social inequality for granted. When social inequality does
become
vbible to us, itssocinl ofigins often disappear from sight. We
tend to
see social inequality as part of the mtuvd ordeling of liferaften
ex-
plaining it on the'hasis of people's individual chmcteristi5s.
("The)"
are IzAer, dumber, less moral-or whatever-than nthorhers.
That's the
reason they have less than we do.) This selection, however,
makes the
sociol base of social inequality especially vivid.
To examine the U.S.educational +em. Kozol haveled mund the
counq and ohsewed schools in pow, middle-cllasr,and
+mmmuni-
ties. Because schoals are financed largely by local property
taxes, wealth-
ier mrnmunities am able to offer higher salaries and a t h a d
more
qualified teachers, offer more specialized and advanced murses,
3. pur-
chase newer texts and equipment, and thereby their children
better education. The extent of the disparitjes, however, is much
greater
than most people &. As you read about.the tpg rchgds ~nrrasted
in this selectiah hy to project yourself intn each s i W n . Haw
da you
think that living in these communities and being a sbdent in
these
schools would likely affect you-not only what you ]em, hut also
your
viewson life, as well as ynur entire future?
"EASTOF ANYWHERE," wites a reporter for the St. h i s Post-
m a t c h , "often evokes the other side of the tracks. But, for a
k t - t i m e visitor
suddenly deposited on its eerily empty streets, East St. Louis
might suggest
another world." The city, which is 98 percent black, has no
obstetric services,
no regular trash collection, and tew lobs. Nearly a third of its
families live on
less than $7,500 a year; 75 percent ofits population lives on
welfare of some
form. The U.S. Department of Housing and Urban Development
describes it
as "the most distressed small city in America."
Only three of the 13 buildings on Missouri Avenue, one of the
city's
major thoroughfares, are occupied. A 13-story office building,
tallest in the
city, has been boarded up. Outside, on the sidewalk, a pile of
garbage fills a
ten-fwt crater.
4. The city, which by night and day is clouded by the fumes that
pour from
vents and smokestacks at the Pfizer and Monsanto chemical
plants, has one of
the highest rates of child asthma in America.
It is, according to a teacher at Southern Illinois University, "a
repositoly
for a nonwhite population that is now regarded as expendable."
The Past-
Dispatch describes it as "America's Soweto."
Fiscal shortages have forced the layoff of 1,170 of the city's
1,400 employ-
ees in the past 12 years. The city, which is often unable to buy
heating fuel or
toilet paper for the city hall, recently announced tllat it might
have to cashier
all but 10 percent of the remaining work force of 230. The
mayor announced
that he might need to sell the city hall and all six fire stations to
raise needed
cash. Last year the plan had to he scrappedafter the city lost its
city hall in a
court judgment to a creditor. East S t Louis is mortgaged into
the next century
hut has the highest property-tax rate in the state. . . .
The dangers of exposure to raw sewage, which backs up
repeatedly into the
homes of residents in East St. Louis, were first noticed at a
public housing pro-
ject, Villa Griffin. Raw sewage, says the Part-Dispatch,
5. overflowed into a play-
ground just behind the housing project, which is home to 187
children, "forming
an o o d g lake o f . .. tainted water.". . . A St. Louis health
official voices her dis-
may that children live with waste in their hac!yrds. 'The
development of work-
ing sewage systems made cities livable a hundred yean ago,"
she notes. "Sewage
'
systems separate us from the Third World." . . .
The sewage, which is flowing from collapsed pipes and
dysfunctional
pumping stations, has also flooded basements all over the city.
The city's vac-
uum truck, which uses water and suction to unclog the city's
sewers, cannot be
used because it needs $5,000 in repairs. Even when it works, it
sometimes
can't be used because there isn't mo;ey to hire driven. A single
engineer now
does the work that 14 others did before they were laid off. By A
p d the pool of
overflow behind the ViUa Griffin project has expanded into a
lagoon of
sewage. Two million gallons of raw sewage lie outside the
children's homes. . . .
. .. Sister Julia Huiskamp meets me on King Boulevard and
drives me to
t h e Griffn homes.
As we ride past blocks and blocks of skeletal structures, some
of which
6. a r e still inhabited, she slows the car repeatedly at railroad
crossings. A seem-
ingly endless railroad train rolls past us to the right. On the left:
a blackened
lot where garbage has been burning. Next to the burning
garbage is a row of
12white cabins, charred by fire. Next: a lot that holds a heap of
auto tires and
a mountain of tin cans. More burnt houses. More bash h s . The
train moves
almost imperceptibly across the flatness of the land.
Fifty years old, and wearing a blue suit, white blouse, and blue
head-
cover, Sister Julia points to the nicest house in sight. The sign
on the front
reads MOTEL. "It's a whorehouse: Sister Julia says.
When she slows the car beside a group of teen-age boys, one of
them
steps out toward the car, then backs away as she is recognized.
The 99 units of the Villa Griffin homes-two-story structures,
brick on
Savage loequalities 1 331
the first floor, yellow wood ahov-fonk one border of a recessed
park and
playground that were Elled with fecal matter last year when the
sewage mains
exploded. The sewage is gone now and the grass is very green
and look invit-
ing. When nine-year-old Serena and her seven-year-old hrother
take me for a
walk, however, I discover that our shoes sink into what is still a
7. sewage marsh.
An inch-deep residue of fouled water stiU remains.
Serena's hrother is a handsome, joyous little boy, hut
trouhlingly thin.
Three other children join us as we walk along the marsh:
Smokey, who is nine
years old hut cannot yet tell time; Mickey, who is seven; and a
tiny child with a
ponytail and big brown eyes who t a l h a constant stream of
words that I can't
always understand.
"Hush, Little Sister," says ereQ. I ask for her name, but "Little
Sister" is
the only name the children seem to know.
"There go my cousins," Smokey says, pointing to two teen-age
girls above
us on the hill.
The day is w m , although we're only in the second week of
March: sev-
eral dogs and cats are playing by the edges of the marsh. "It's a
lot of squirrels
here," says Smokey. 'There go one!"
"This here squirrel is a friend of mine," says Little Sister.
None of the children can tell me the approximate time that
school begins,
One says five o'clock. One says six. Another says that school
begins at noon.
When I ask what song they sing after the flag pledge, one says,
"Jingle
8. Bells "
Sm ke cannot decide if he is in the second or third grade. @-
year-old Mickey sucks his thumb duringthe walk.
The children regale me with a chilling s t o v as we stand
beside the marsh.
Smokey says his sister was raped and murdered and then
dumped behind his
school. Other children add more details: Smokey's sister was 11
years old. She
was beaten with a brick until she died. The murder was
committed by a man
who knew her mother.
The narrative begins when, without warning, Smokey says, "My
sister has
got Idled.''
"She was my best friend," Serena says.
"They had beat her in the head and raped her," Smokey says.
"She was hollering out loud," says Little Sister.
I ask them w g n it happened. Smokey says, .Last year." Serena
then cor-
rectshim and sh&ays, "Last week."
"It scared me because I had to cry," says Little Sister.
"The police arrested one man but they didn't catch the other,"
Smokey
says.
Serena says, "He was some idn to her."
But Smokey objects, "He weren't no idn to me. H e was my
momma's
friend."
"Her face was busted," Little Sister says.
9. Serena describes this sequence of events: "They told her go
behind the
school. They'll give her a quarter if she do. Then they h o c k
her down and
told her not to tell what they had did."
I ask, 'Why did they M her?"
"They was scared that she would tell," Serena says.
"One is in jail," says Smokey. "They cain't find the other."
"Instead of raping little hitty children, they should find
themselves a
wife," says Little Sister.
"I hope," Serena says, "her spirit will come back and get that
man."
"And kill that man," says Little Sister.
"Give her another chance to live," Serena says.
-My teacher came to the funeral," says Smokey.
'When a little child dies, my momma say a star go straight to
Heaven,"
says Serena.
"My grandma was murdered," Mickey says out of the blue.
"Somebody
shot two bullets in her head."
I askhm, "Is she really deadBY.
"She dead all right," say? Mickeyi "She was layin' there, just
dead."
"I love my friends," Ser&a say! "I don't care if they no k n to
me. I care
for them. I hope his mother have another baby Name her for my
10. friend that's
dead."
"I have a cat with three legs," Smokey says.
"Snakes hate rabbits," Mickey says, again for no apparent
reason.
"Cats hate fishes," Little Sister says.
"It's a lot of hate," says Smokey.
Later, at the mission, Sister Julia tells me this: "The Jefferson
School,
which they attend, is a decrepit hulk. Next to it is a modem
school, erected two
years ago, which was to have replaced the one that they attend.
But the con-
struction was not done correctly. The roof is t m heavy for the
walls, and the en-
tire structure has begun to sink.It can't he occupied. Smokey's
sister was raped
and murdered and dumped between the old school and the new
one." . ..
The problems of the streets in urban areas, as teachers often
note, fre-
quently spill over into public schools. In the public schools of
East St. Louis
this is literally the case.
"Martin Luther King Junior High School," notes the Post-
Dispatch in a
story published in the early spring of 1989, "was evacuated
Friday afternoon
after sewage flowed into the idtchen. . . . The kitchen was
closed and stn-
dents were sent home." On Monday, the paper continues, "East
St. Louis
11. Senior High School was awash in sewage for the second time
this year." The
school had to be shut because of "fumes and backed-up toilets."
Sewage
flowed into the basement, through the floor, then up into the
kitchen and
t h e students' bathrooms. The backup, we read, "occurred in
the food prepa-
ration areas."
School is resumed the foUowing morning at the high school, but
a few
Savage inequalities I 333
days later the overtlow recurs. This time the entire system is
affected, since
the meals distributed to evely student in the city are prepared
the two
schools that have been flooded. School is called off for all
16,500 students in
the district. The sewage backup, caused by the failure of two
pumping sta- . ~
rirjns, lirrre, orrsials nr rhc laiel~ school o, slllrr down tile
filtnacrf.
.It lunll Lurhtr King, t h r : pnrking lot d a dF n l arr ~ 1 9
0floodrd. "It's a
disaster," says a legislator. "The streets are under water;
gaseous fumes are
being emitted from the pipes under the schools," she says,
"making people iU."
In the same week the schools announce the layoff of 280
teachers, 166
cooks and cafeteria workers, 25 teacher aides, 16 custodians and
12. 18 painters,
electricians, engineers and plumbers. The president of the
teachers' union
says the cuts, which will bring the size of ldndergarten and
primary classes up
to 30 students, and the size of fourth to twelfth grade classes up
to 35, will
have "an unimaginable impact" on the students. "If you have a
high s c h ~ o l
teacher with five classes each day and between 150 and 175
students . . . , it's
going to have a devastating effect." The school system, it is also
noted, has
been using more than chers," who are paid only
$10,000 yearly, as a
East St. Louis, says the chairman of the state board, "is simply
the worst
possible place I can imagine to have a child brought up. . . . The
community is
in desperate circumstances." S p o ~ t s and music, he observes,
are, for many
children here, "the only avenues of success." Sadly enough, no
matter how it .
ratifies the stereotype, this is the truth; and there is a poignant
aspect to the
fact that, even with class size soaring and one quarter of the
system's teachers
being given their dismissal, the state hoard of education
demonstrates its gen-
uine but skewed compassion by attempting to leave sports and
music nn-
touched by the overall austerity.
Even sports facilities, however, are degrading by comparison
with those
13. found and expected at most high schools in America. The
football field at East
St. Louis High is missing almost everything-including pa .
There a? a
couple of metal pipes-no crossbar, just the pipes. B Shann
coach, who has to use his personal funds to purchase Q,the
football o s and has had to
cut and rake the football field himself, has dreams of having
goalposts some-
day. He'd also like to let his students have new uniforms. The
ones they wear
are nine years old and held together somehow by a patchwork of
repairs.
Keeping them clean is a problem, too. The school cannot afford
a washing ma-
chine. The uniforms are carted to a corner laundromat with
fifteen dollars'
worth of quarters. . . .
In the wing of the school that holds vocational classes, a damp,
unpleas-
ant odor fds the halls. The school has a machine shop, which
cannot be used
for lack of staff, and a woodworking shop. The only shop that's
occupied this
morning is the auto-body class. A man with long blond hair and
wearing a
white sweat suit swings a paddle to get children in their chairs.
'Wbat we need
the most is new equipment," he reports. "I have equipment for
alignment, for
Savage Inequalities I 335
14. example, but we don't have money to install it. We also need a
better form of
egress. We bring the cars in through two other classes."
Computerized equip-
ment used in most repair shops, he reports, is far beyond the
high school's
budget. It looks like a very old gas station in an isolated rural
town. . . .
The science labs at East St. Louis High are 30 to 50 years
outdated. John
McMillan, a soft-spoken man, teaches physics at the school. He
shows me his
lab. The six lab stations in the room have empty holes where
pipes were once
attached. "It would he great ifwe had water," says McMillau. . .
.
Leaving the chemistry labs, I pass a double-sized classroom in
which
roughly 60 ldds are sitting fairly still but doing nothing. "This
is supenised
study hall," a teacher tells me in the conidor. But when we step
inside, he
finds there is noteacher. "The teacher must be out today," he
says.
Irl Solomon's history classes, which I visit next, have been
described by
journalists who cover East St. Louis as the highlight of the
school. Solomon, a
man of 54 whose reddish hair is turning white, has taught in
urban schools for
almost 30 yead. A graduate of Brandeis University, he entered
law school hut
was drawn away by a concern wihckvil-rights. "After one
15. semester, I decided
that the law was not for me. I said, 'Go and find the toughest
place there is to
teach. See if you like it.' I'm still here. . . .
"I have four girls right now in my senior home room who are
pregnant or
have just had babies. When I ask them why this happens, I
am,told, Well,
there's no reason not to have a baby. There's not much for me in
public
school.' The truth is, that's a pretty honest answer. A diploma
from a ghetto
high school doesn't count for much in the United States today.
So, if this is re-
ally the last education that a person's going to get, she's
probably perceptive in
that statement. Ah, there's so much bitterness-unfairness-there,
you hav.
Most of these pregnant girls are not the ones who have much
self-esteem. . . .
''Very little education in the school would be considered
academic in the
suburbs. Maybe 10 to 15 percent of students an in truly
academic programs.
Of the 55 percent who graduate, 20 percent may go to four-yeir
colleges:
something like 10 percent of any entering class. Another 10 to
20 percent may
get some other ldnd of higher education. An equal number join
the military. . . .
"I don't go to physics class, because m f i b has no equipment,"
says one
student. 'The typewriters in my typing class don't work. The
16. women's
toilets . . . " She makes a sour face. "I'll he honest," she says. "I
just don't use
t h e toilets. If I do, I come back into class and I feel dirty."
"Iwanted to study Latin,; says another student. "But we don't
have Latin
in this school."
'We lost our onlp-Latin teacher," Solomon says.
A girl in a white jersey with the message DO THE RIGHT
THING on
t h e front raises her hand. 'You visit other schools," she says.
"Do you think the
childien in this school are getting what we'd get in a nice
section of St. Louis?"
I note that we are in a different state and c q ,
"Are we citizens of East St. Louis or America? she asks. . ..
In a seventh grade social studies class,the . . . teacher invites
me to ask
the class some questions. Uncertain where to start, I ask the
students what
they've learned about the civil rights campaigns of recent
decades.
A 14year-old girl with short black curly hair says this: "Every
year in
Febmary we are told to read the same old speech of Martin
Luther King. We
read it every year. 'I have a dream. . . . ' It does begin toseem-
what is the
word?" She hesitates and then she finds the word: 'perfunctory."
17. I'Hsk her what she means.
'We have a school in East St. Louis named for Dr. King," she
says. 'The
school is full of sewer water and the doors are locked with
chains. Evely stu-
dent in that school is black. It's like a temble joke on history."
It startles me to hear her words, hut I am startled even more to
think how
seldom any press reporter has observed the irony of naming
segregated
schools for Martin Luther King. Children reach the heart of
these hrpocrisies
much quicker than the grown-ups and the experk do. . . . ...
The &n ride from Grand Central Station to suburban Rye, New
York,
takes 35 to 40 minutes. The high school is a short ride from the
station. Built
of handsome gray stone and set in a landscaped campus, it
resembles a NF
England prep school. I enter the school and am directed by a
student to the
office.
The principal, a rel?xed, unhurried man who, unlike many urban
princi-
pals, seems gratified to have me visit in his school, takes me in
to see the audi-
torium, which, he says, was recently restored with private
charitable funds
($400,000) raised by parents. The crenellated ceiling, which is
white and spot-
18. less, and the polished dark-wood paneling contrast with the
collapsing struc-
ture of the auditorium at [another school I visited]. The
principal strikes his
fist against the balcony: "They made this place exh.emely
solid." Through a
window, one can see the spreading branches of a beech tree in
the central
~ u r t y a r dof the school.
In a student lounge, a dozen seniors are relaxing on a c q e t e d
floor that
is constructed with a number of tiers so that, as the principal
explains, "they
can stretch out and he comfortable while reading."
The library is wood-paneled, like the auditorium. Students, all
of whom
are white, % seated at private carrels, of which there are
approximately 40.
Some are doing homework; others are looking through the New
York Times.
Every student that I see during my visit to the school is white or
Asian, though
I later learn there are a number of Hispanic students and that
1or 2 percent
of students in the school are black.
The typical student, the principal says, studies a foreign
language for four
or five years, beginning in the junior high school, and a second
foreign lan-
p a g e (Latin is available) for two years. Of 140 seniors, 92 are
19. now enrolled in
AP [advanced placement] classes. Maximum teacher salaq will
soon reach
$70,000. Per-pupil funding is above $12,000 at the time I visit.
The students I meet include eleventh and twelfth graders. The
teacher
tells me that the class is reading Robert Coles, Studs Terkel,
Alice Walker. He
tells me I will find them more than willing to engage me in
debate, and this
turns out to be correct. Primed for my visit, it appears, they n m
o w in directly
on the dual questions of equality and race.
Three general positions soon emerge and seem to h e accepted
widely.
The n t that the fiscal inequalities "do matter very much" in
shaping what a
schoo offer ('That isobvious: one student says) and that any loss
of funds @i?
in Rye, as a potential consequence of future equalizing, would
be damaging to
many thingsthe town regards as quite essential.
The econd osition is that racial integration-for example, by the
of black c n from the city or a nonwhite suburb to this school-
wou d
meet with strong resistance, and the reason would not simply be
the fear that
certain standards might decline. The reason, several students
say straightfor-
wardly, is "racial" or, as others say it, "out-and-out racism" on
the part of
adults.
20. r d . oslhon vo~ced by many students, hut not d,is +at equity is
Q Q
[email protected]?basically a go to 'be' deslred; and should be
pursued for moral reasons, hut
"will probably make no major difference" since poor children
"still would lack
the motivation" and "would fail in any case because of other
prob-
lems."
At this point, I ask if they can t d y say "it wouldn't make a
difference"
since it's never been attempted. Several students then seem to
rethink their
views and say that "it might work, but it would have to start
with preschool and
the e l e m e n q grades" and "it might h e 20 years before we'd
see a differ-
e ~ c e . "
At this stage in the discussion, several students speak with some
real feel-
ing of the present inequalities, which, they say, are "obviously
unfair," and one
student goes a little further and proposes that "we need to
change a lot more
than the schools." Another says she'd favor racial integration
"by whatever
means-including busing-ven if the parents disapprove." But a
contradic-
tory opinion also is expressed with a good deal of fervor and is
stated by one
student in a rather biting voice: "I don't see why we should do
21. it. How could it
be of benefit to us?
Throughout the discussion, whatever the views the children
voice, there
is a degree of unreality about the whole exchange. The children
are lucid and
their language is well chosen and their arguments well made,
hut there is a
sense that they are dealing with an issue that does not feel very
vivid and that
nothing that we say about it to eachother really matters since
it's 'just a theo-
retical discussion." To a certain degree, the skillfulness and
cleverness that
Savage Inequalities 1 337
they display seem to derive precisely from this sense of
unreality. Questions of
unfairness feel more like a geometric problem than a matter of
humanity or
conscience. A few of the students do break through the note of
unreality, hut,
when they do, they cease,to be so agde in their use of words and
speak more
awkwardly. Ethical challenges seem to threaten their
effectiveness. There is
the sense that they were skating over ice and that the issues we
addressed
were safely frozen underneath. When they stop to look beneath
the ice they
s M to stumble. The Gerhal competence they have acquired
here may have
been gained by building walls around some regions of the heart
22. "I don't think that busing students from their ghetto to a
different school
would do much good:' one student says. 'You can take them out
of the envi-
ronment, but you can't take the environment out of them. If
someone grows
up in the South Bronx, he's not going to be prone to learn." His
name is Max
and he has short black hair and speaks with confidence. -Busing
didn't work
when it was tried," he says. I ask him how he knows this and he
says he saw a
television movie about Boston.
',I agree that it's unfair the way it is," another student says. 'We
have AP
[Advanced Placement] courses and they don't. Our classes are
much smaller."
But, she says, "putting them in schools like ours is not the
answer. Why not
put some AP classes into their school? Fix the roof and paint
the halls so it d
not he so depressing."
The students h o w the term "separate hut equal,'' hut seem
unaware of
its historical associations. "Keep them where they are hut make
it equal," says
.a girl in the front row.
A student named Jennifer, whose manner of speech is somewhat
less re-
fined and polished than that of the others, tells me that her
parents came here
from New York. "My family is originally from the Bronx.
23. Schools are hell
there. That's one reason that we moved. I don't think it's our
responsibility to
pay our taxes to provide for them. I mean, my pe-eðere and
they wanted to get out. There's no point in c o m i s f o a
lace_&&where
schools are good, and then your t a x e ~ s ~ ~ ~ ~ c ; ~ ~ t h ~
p l ~ i % e r e you began."
I bait her a hit: "Do you mean that, now that you are not in hell,
you have
no feeling for the people that you left behind?"
"It has to be the people in the area who want an education. If
your par-
ents just don't care, it won't do any good to spend a lot of
money. Someone
else can't want a good life for yon. You have got to want it for
yourseIf: Then
she adds, however, "I agree that everyone should have a chance
at t a h g the
same courses. . . . "
I ask her if she'd think it fair to pay more taxes so that this was
possible.
"I don? see how that benefits me: she says.
SavageInequalities.tifSavageInequalities1.tifSavageInequalities
2.tifSavageInequalities3.tifSavageInequalities4.tif
Draft u06a1 Presenting Negative Feedback
Scenarios: You are the director of human resources. You asked
your benefits administrator, Morgan, to immediately send new
benefit information to your boss for her review. The next day,
you are chewed out by your boss for not sending her the
information. You look bad. You decide to talk to Morgan.
24. For this assignment, you will select a scenario from the list
provided in the Resources section. Then "deliver" your feedback
to the employee (instructor) by completing the following, in
order:
1. Describe the real issue, and explain what the most difficult
element of this step is for you.
2. Describe your goal.
3. Explain what temptation you are most likely to face and how
you will resist it.
4. Explain basic performance concepts, such as how you will get
permission, what issues you would consider when choosing the
best time to deliver the feedback, and how you will select the
place for the conversation.
5. Write your negative feedback narrative following the ABC
model.
6. Conclude your paper with your insights about the process and
your comfort level with it.
This assignment should be 4–6 pages in length.
Reference: APA