CH 9: Riemer, Science, and Romance
The Political Values of Political Actors
Key Terms
Political values are important beliefs about which goals, principles, and policies are worthwhile in public affairs.
A goal is an objective. (may be peace, security, and order or war, domination, and power; may be liberty, equality, justice, and fraternity or slavery, subordination, tyranny, and enmity. May be positive or negative goals.)
A principle is a basic truth or belief that is used as a basis of reasoning or a guide to behavior. May also be positive or negative (peaceful change or violent change).
A policy is a course or general plan of action designed to solve problems or achieve specified goals; help determine whether certain standards are being met; serve as important guideposts in politics.
Where do political values come from? Whose goals, principles, and policies are actually being observed?
A political actor is the individual or group that expresses and shapes political values, struggles for power, and decides issues of public policy; governmental, economic, social and military elites, political parties, interest groups, the mass media, and nation-states are all examples of political actors.
Individual citizens are also political actors.
Level-of-analysis problem
With so many different political actors, who do we focus on: the national government as the primary actors or the decision-makers who lead the government? The international system itself?
What level do we operate on to really understand what is going on?
Guiding Hypothesis in studying political values
1) political values of political actors are rooted in their vital needs, fundamental interests, and perceived desires.
2) the struggle over political values is conditioned by the differing interpretations of needs, interests, and desires by diverse political actors and by the historical distribution of power (make for both conflict and consensus).
Guiding Hypothesis in studying political values
3) the world of politics frequently contains serious gaps between professed values and actual behaviors. The gaps exist because political actors are unable to break out of parochial, rigidly ideological patterns of thought and behavior. Difficult to narrow these gaps because human resources and capabilities are limited.
4) the future will probably include a major constitutional and democratic struggle between what we might call broad values and narrow values; will require a realistic understanding of vital needs, of compatible fundamental interests, and of modest and prudent desires.
The Values of Nations as Political Actors
Nations (national leaders, ruling elites, or governing parties) generally profess and seek to protect the national interest in foreign affairs and public interest in domestic affairs.
National interest is the vital needs and fundamental interests of the nation as a whole, security, liberty, justice and welfare, which are es ...
The Physical, Social, and Cultural Environment of PoliticsCH 4.docxoreo10
The Physical, Social, and Cultural Environment of Politics
CH 4: Riemer, Simon, & Romance
The Physical, Social, And Cultural Environment of Politics
Politics and political decisions can be understood only in terms of the physical, social, and cultural environment in which a community is embedded.
Propositions
We must learn to live together sensibly or risk dying together in large numbers.
Shared biological nature and biological destiny should inspire respect for our common humanity and our fundamental equality minimizing conflict.
Human needs such as security, acceptance, and recognition suggest the origins of values that provide common purposes, goals, and standards for politics.
Reduction of distance between people has enhanced global interdependence and cooperative patterns of behavior.
Human vulnerability to disaster, both manmade and natural, underscores need for global agreements.
Exhaustion of non-renewable resources and the growth of population highlight the need for global policies.
Global warming and climate change require a global response.
Modern economic life requires policies that ensure full employment, an equitable distribution of income, and mechanisms to protect both workers and consumers.
Worldwide rising expectations is influenced by ideology and technology.
Challenges
Both weapons of mass destruction (nuclear, biological, chemical) and conventional weapons threaten the survival of large numbers of the human species. The challenge is to control the spread of these weapons and ultimately, eliminate them.
Ecological balance is vital. Ecological disaster leads to political disaster. Need to better manage our resources without sacrificing our standard of living, human integrity, or employment and profits.
We have a challenge to adapt the best of our past while embracing change to meet future goals.
We have a challenge to make sure that our economic systems, whether capitalist, socialist, or a combination of the two, serves human needs at the least cost to freedom.
Challenge to balance the needs of the people with the public interests.
Develop policies to meet human needs.
How do we harness the powers of science and technology to benefit humanity?
Challenge to foster creative imagination in all realms to develop a guiding vision of human excellence.
Patterns of Population Growth
The planet today is home to slightly over 7 billion people distributed unevenly across the globe.
Question is, how many people can the Earth hold? This is known as the Earth’s carrying capacity.
What size population can the Earth support without suffering deterioration?
The answer to this question holds serious implications for politics.
Information about national populations when combined with other data, tells us a great deal about national political strengths and weaknesses – and potential power.
World Population Facts
Over half ...
The Physical, Social, and Cultural Environment of PoliticsCH 4.docxoreo10
The Physical, Social, and Cultural Environment of Politics
CH 4: Riemer, Simon, & Romance
The Physical, Social, And Cultural Environment of Politics
Politics and political decisions can be understood only in terms of the physical, social, and cultural environment in which a community is embedded.
Propositions
We must learn to live together sensibly or risk dying together in large numbers.
Shared biological nature and biological destiny should inspire respect for our common humanity and our fundamental equality minimizing conflict.
Human needs such as security, acceptance, and recognition suggest the origins of values that provide common purposes, goals, and standards for politics.
Reduction of distance between people has enhanced global interdependence and cooperative patterns of behavior.
Human vulnerability to disaster, both manmade and natural, underscores need for global agreements.
Exhaustion of non-renewable resources and the growth of population highlight the need for global policies.
Global warming and climate change require a global response.
Modern economic life requires policies that ensure full employment, an equitable distribution of income, and mechanisms to protect both workers and consumers.
Worldwide rising expectations is influenced by ideology and technology.
Challenges
Both weapons of mass destruction (nuclear, biological, chemical) and conventional weapons threaten the survival of large numbers of the human species. The challenge is to control the spread of these weapons and ultimately, eliminate them.
Ecological balance is vital. Ecological disaster leads to political disaster. Need to better manage our resources without sacrificing our standard of living, human integrity, or employment and profits.
We have a challenge to adapt the best of our past while embracing change to meet future goals.
We have a challenge to make sure that our economic systems, whether capitalist, socialist, or a combination of the two, serves human needs at the least cost to freedom.
Challenge to balance the needs of the people with the public interests.
Develop policies to meet human needs.
How do we harness the powers of science and technology to benefit humanity?
Challenge to foster creative imagination in all realms to develop a guiding vision of human excellence.
Patterns of Population Growth
The planet today is home to slightly over 7 billion people distributed unevenly across the globe.
Question is, how many people can the Earth hold? This is known as the Earth’s carrying capacity.
What size population can the Earth support without suffering deterioration?
The answer to this question holds serious implications for politics.
Information about national populations when combined with other data, tells us a great deal about national political strengths and weaknesses – and potential power.
World Population Facts
Over half ...
Chapter 10
National Politics: Culture, Constitutions, Citizens
Guiding Question:
Given that politics is a struggle for purpose and power, which political patterns further cooperation, advance accommodation, and handle conflicts in domestic politics?
Key QuestionsHow in the absence of unanimity as a regular condition in politics, do political actors achieve their values?How do they cooperate for common ends? Work out accommodation among competing interests? Handle conflicts when accommodation fails?Given that politics is a struggle for purpose and power, which political patterns further cooperation, advance accommodation, and handle conflicts in domestic politics?
Political actors must cooperate because if they do not, civilized politics and effective government are impossible.Political actors must accommodate competing interests because if they do not, priorities cannot be established and decision cannot be made. Political actors must handle conflicts prudently or the community ay e torn apart by strife too difficult to moderate.
Accommodation involves both governmental and non-governmental actors.Since government is one major instrument to help citizens achieve their goals, citizens must make sure that government does what they want it to do.Because government is powerful, citizens must make sure that it does not abuse its power; it must remain subject to the citizens’ control. We define successful cooperation in terms of maximizing willing cooperation, humane accommodation, and peaceful resolution of conflicts and also in terms of the ability to maximize security, liberty, justice, and welfare.
Patterns for Cooperation, Accommodation, and Conflict Resolution in PoliticsSuccessful patterns for furthering cooperation, advancing accommodation, and handling conflicts require the following: Agreement on constitutional fundamentals; need some level of consensus to carry out business and without some level of trust, orderly procedures for discussion and decision would be impossible;
Meaningful interest articulation is the expression of political actors’ needs, interests, and desires; accomplished through things like voting, public forums, joining an interest group, working a political party, etc.; facilitates cooperation and accommodation in responsive political systems. Meaningful interest aggregation involves the process by which political actors build support for certain proposals and not for others; a mechanism for prioritizing; political leaders and parties play a key role in building support for priorities.
Legitimizing public policy choices by using agreed-upon principles and mechanisms of public obligation; why do people go along with a majority decision? Fulfillment of government objectives; secures basic rights (security, liberty, justice, and welfare), raises revenue, and ensures necessary services and benefitsRegular and effective controls on government through constitutional mechanisms.
Political CultureC ...
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Group rights, group cultural identity and democracyFlora Kadriu
Abstract. The aim of this paper is to delve into the topic of human rights, consequently showing that the fight for recognising the cultural identity develops through the system of human rights. Specifically speaking, the latter is achieved through civil and political rights, individual rights, and the first-generation rights. Individual’s collective practices for cultural self-identification develop exactly through the civil rights, namely, the right of self-determination. The collective identity and practices also influence and determine the political system. Therefore, in this paper I direct the focus towards the democratic form of the political system of segmented or pluralistic multicultural societies and countries. The implication of this paper is that the consociational democracy (or consensual according to some authors), as a democratic and political system in multi-cultural societies, and cultural diversity in politics are tightly intertwined with the source of their rights, i.e. the human rights system. Keywords: human rights, civil and political rights, individual and collective identity, consociational democracy.
Mental Health Facts MULTICULTURALPrevalence of Adult Men.docxroushhsiu
Mental Health Facts
MULTICULTURAL
Prevalence of Adult Mental Illness by Race
16.3% 19.3% 18.6% 13.9% 28.3%
Hispanic adults
living with a
mental health
condition.
White adults
living with a
mental health
condition.
Black adults
living with a
mental health
condition.
Asian adults
living with a
mental health
condition.
AI/AN* adults
living with a
mental health
condition.
www.nami.org
Follow Us!
facebook.com/NAMI
twitter.com/NAMIcommunicate
Ways to Get Help
Talk with
your doctor
Visit
NAMI.org
Learn more about
mental illness
Connect with other
individuals and families
LGBTQ Community Use of Mental Health
Services among Adults
(2008-2012)
Fact: Mental health affects everyone regardless of culture, race, ethnicity,
gender or sexual orientation.
1 in every 5 adults in America experience a mental illness.
Nearly 1 in 25 (10 million) adults in America live with a serious mental illness.
One-half of all chronic mental illness begins by the age of 14; three-quarters by the age of 24.
11.3%
21.5%
6.6%
10.3%
16.3%
15.1%
4.4%
5.3%
5.5%
9.2%
Hispanic
White
Black
Asian
AI/AN*
Male Female
*American Indian/Alaska Native
Critical Issues Faced by Multicultural Communities
Less access to treatment
Less likely to receive treatment
Poorer quality of care
Higher levels of stigma
Culturally insensitive health care system
Racism, bias, homophobia or
discrimination in treatment settings
Language barriers
Lower rates of health insurance
*American Indian/Alaska Native
LGBTQ individuals are 2 or
more times more likely as
straight individuals to have a
mental health condition.
11% of transgender individuals
reported being denied care by
mental health clinics due to bias
or discrimination.
Lesbian, gay, bisexual,
transgender and questioning
(LGBTQ) youth are 2 to 3 times
more likely to attempt suicide
than straight youth.
2X
2-3X
11%
1 This document cites statistics provided by the National Institute of Mental Health. www.nimh.nih.gov, the Substance Abuse and Mental Health Services Administration,
New Evidence Regarding Racial and Ethnic Disparities in Mental Health and Injustice at every Turn: A Report of the National Transgender Discrimination Survey.
SUMMARY OF CHAPTER 1
Understanding politics is a matter of self-interest. By exploring politics, we gain a better appreciation of what is—and what is not—in the public interest.
This chapter focuses on three fundamental concepts: power, order, and justice. It also explores the interrelationships between power and order, order and justice, and justice and power.
Political power can be defined as the capacity to maintain order in society. Whenever governments promulgate new laws or sign treaties or go to war, they are exercising political power. Whenever we pay our taxes, put money in a parking meter, or remove our shoes prior to boarding an airplane, we, in effect, bow to the power of government.
When governme.
Answer the questions that follow in a short paragraph each 3-4 sen.docxamrit47
Answer the questions that follow in a short paragraph each 3-4 sentences Be sure to cite materials from the course. For example, if you are referring to an article that has an author, use the following citation format (Author’s Last Name, Year). If the article has no author, you can use the title of the article, or the title I’ve given it, in quotation marks (“Six Characteristics of a Democracy”, n.d.). Note that you use “n.d.” if the article or post has no date/year associated with it.
Discussion Questions:
1. In what ways are the values of individualism and communitarianism, although seemingly in opposition, both critical to a liberal democracy?
2. After reading the article on communitarianism, do you feel you follow the philosophical tradition of liberalism or of communitarianism when it comes to your view of democracy (note: Don’t confuse “liberalism” with “liberal” in American politics – you have to read the article to understand the meaning of liberalism in American political history).
3. In your opinion why did citizens vote in the latest 2018 elections in higher numbers than past mid-term elections? (Please consider your view in light of the trends noted in the FiveThirtyEight article in Week 1 e-resources (Dottle et al., 2018)
4. Why do you think other western societies vote at higher levels than Americans?
Commentary
According to sociologists, Bellah et al. in Habits of the Heart (2007) and social commentator E.J. Dionne (2012) in Our Divided Political Heart, there are two strains in U.S. history and the underlying set of values that are important to us as member of that society – individualism and communitarianism. Both have shaped our values and sense of who we are as Americans.
On the one hand, we are individualistic - intent in meeting our individual needs and pursuing our individual instrumental (material success) and expressive (personal non-material happiness) needs and goals.
On the other hand, we seek community - the sense of belonging to and active in a larger group and fulfilling the needs of the community and its members.
While individualism is more concrete and easier to identify, communitarianism is more abstract (though see the article on communitarianism in the readings, particular what the authors says about views toward political systems ability to achieve a “good life” other than democracy).
Social institutions fulfill social needs that drive both individualistic and communitarian tendencies in American Society.
Sociologists view social institutions (family, government, economic, education, religion, media) as socially created structures or organizational systems that function to satisfy basic social needs by linking the individual to the larger culture.
Today, some might argue that extreme individualism has become dominant. [Another position is that our society is currently dominated by tribalism or a sense of community based on in-group identities (those like "us"), and often at the expense and derogation of.
The presentation is based on a philosophical paper which outlines both the causes of the current attack on the welfare state and recommends new thinking about the purpose and structure of the welfare state
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
More Related Content
Similar to CH 9 Riemer, Science, and RomanceThe Political Values of Poli.docx
Chapter 10
National Politics: Culture, Constitutions, Citizens
Guiding Question:
Given that politics is a struggle for purpose and power, which political patterns further cooperation, advance accommodation, and handle conflicts in domestic politics?
Key QuestionsHow in the absence of unanimity as a regular condition in politics, do political actors achieve their values?How do they cooperate for common ends? Work out accommodation among competing interests? Handle conflicts when accommodation fails?Given that politics is a struggle for purpose and power, which political patterns further cooperation, advance accommodation, and handle conflicts in domestic politics?
Political actors must cooperate because if they do not, civilized politics and effective government are impossible.Political actors must accommodate competing interests because if they do not, priorities cannot be established and decision cannot be made. Political actors must handle conflicts prudently or the community ay e torn apart by strife too difficult to moderate.
Accommodation involves both governmental and non-governmental actors.Since government is one major instrument to help citizens achieve their goals, citizens must make sure that government does what they want it to do.Because government is powerful, citizens must make sure that it does not abuse its power; it must remain subject to the citizens’ control. We define successful cooperation in terms of maximizing willing cooperation, humane accommodation, and peaceful resolution of conflicts and also in terms of the ability to maximize security, liberty, justice, and welfare.
Patterns for Cooperation, Accommodation, and Conflict Resolution in PoliticsSuccessful patterns for furthering cooperation, advancing accommodation, and handling conflicts require the following: Agreement on constitutional fundamentals; need some level of consensus to carry out business and without some level of trust, orderly procedures for discussion and decision would be impossible;
Meaningful interest articulation is the expression of political actors’ needs, interests, and desires; accomplished through things like voting, public forums, joining an interest group, working a political party, etc.; facilitates cooperation and accommodation in responsive political systems. Meaningful interest aggregation involves the process by which political actors build support for certain proposals and not for others; a mechanism for prioritizing; political leaders and parties play a key role in building support for priorities.
Legitimizing public policy choices by using agreed-upon principles and mechanisms of public obligation; why do people go along with a majority decision? Fulfillment of government objectives; secures basic rights (security, liberty, justice, and welfare), raises revenue, and ensures necessary services and benefitsRegular and effective controls on government through constitutional mechanisms.
Political CultureC ...
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Group rights, group cultural identity and democracyFlora Kadriu
Abstract. The aim of this paper is to delve into the topic of human rights, consequently showing that the fight for recognising the cultural identity develops through the system of human rights. Specifically speaking, the latter is achieved through civil and political rights, individual rights, and the first-generation rights. Individual’s collective practices for cultural self-identification develop exactly through the civil rights, namely, the right of self-determination. The collective identity and practices also influence and determine the political system. Therefore, in this paper I direct the focus towards the democratic form of the political system of segmented or pluralistic multicultural societies and countries. The implication of this paper is that the consociational democracy (or consensual according to some authors), as a democratic and political system in multi-cultural societies, and cultural diversity in politics are tightly intertwined with the source of their rights, i.e. the human rights system. Keywords: human rights, civil and political rights, individual and collective identity, consociational democracy.
Mental Health Facts MULTICULTURALPrevalence of Adult Men.docxroushhsiu
Mental Health Facts
MULTICULTURAL
Prevalence of Adult Mental Illness by Race
16.3% 19.3% 18.6% 13.9% 28.3%
Hispanic adults
living with a
mental health
condition.
White adults
living with a
mental health
condition.
Black adults
living with a
mental health
condition.
Asian adults
living with a
mental health
condition.
AI/AN* adults
living with a
mental health
condition.
www.nami.org
Follow Us!
facebook.com/NAMI
twitter.com/NAMIcommunicate
Ways to Get Help
Talk with
your doctor
Visit
NAMI.org
Learn more about
mental illness
Connect with other
individuals and families
LGBTQ Community Use of Mental Health
Services among Adults
(2008-2012)
Fact: Mental health affects everyone regardless of culture, race, ethnicity,
gender or sexual orientation.
1 in every 5 adults in America experience a mental illness.
Nearly 1 in 25 (10 million) adults in America live with a serious mental illness.
One-half of all chronic mental illness begins by the age of 14; three-quarters by the age of 24.
11.3%
21.5%
6.6%
10.3%
16.3%
15.1%
4.4%
5.3%
5.5%
9.2%
Hispanic
White
Black
Asian
AI/AN*
Male Female
*American Indian/Alaska Native
Critical Issues Faced by Multicultural Communities
Less access to treatment
Less likely to receive treatment
Poorer quality of care
Higher levels of stigma
Culturally insensitive health care system
Racism, bias, homophobia or
discrimination in treatment settings
Language barriers
Lower rates of health insurance
*American Indian/Alaska Native
LGBTQ individuals are 2 or
more times more likely as
straight individuals to have a
mental health condition.
11% of transgender individuals
reported being denied care by
mental health clinics due to bias
or discrimination.
Lesbian, gay, bisexual,
transgender and questioning
(LGBTQ) youth are 2 to 3 times
more likely to attempt suicide
than straight youth.
2X
2-3X
11%
1 This document cites statistics provided by the National Institute of Mental Health. www.nimh.nih.gov, the Substance Abuse and Mental Health Services Administration,
New Evidence Regarding Racial and Ethnic Disparities in Mental Health and Injustice at every Turn: A Report of the National Transgender Discrimination Survey.
SUMMARY OF CHAPTER 1
Understanding politics is a matter of self-interest. By exploring politics, we gain a better appreciation of what is—and what is not—in the public interest.
This chapter focuses on three fundamental concepts: power, order, and justice. It also explores the interrelationships between power and order, order and justice, and justice and power.
Political power can be defined as the capacity to maintain order in society. Whenever governments promulgate new laws or sign treaties or go to war, they are exercising political power. Whenever we pay our taxes, put money in a parking meter, or remove our shoes prior to boarding an airplane, we, in effect, bow to the power of government.
When governme.
Answer the questions that follow in a short paragraph each 3-4 sen.docxamrit47
Answer the questions that follow in a short paragraph each 3-4 sentences Be sure to cite materials from the course. For example, if you are referring to an article that has an author, use the following citation format (Author’s Last Name, Year). If the article has no author, you can use the title of the article, or the title I’ve given it, in quotation marks (“Six Characteristics of a Democracy”, n.d.). Note that you use “n.d.” if the article or post has no date/year associated with it.
Discussion Questions:
1. In what ways are the values of individualism and communitarianism, although seemingly in opposition, both critical to a liberal democracy?
2. After reading the article on communitarianism, do you feel you follow the philosophical tradition of liberalism or of communitarianism when it comes to your view of democracy (note: Don’t confuse “liberalism” with “liberal” in American politics – you have to read the article to understand the meaning of liberalism in American political history).
3. In your opinion why did citizens vote in the latest 2018 elections in higher numbers than past mid-term elections? (Please consider your view in light of the trends noted in the FiveThirtyEight article in Week 1 e-resources (Dottle et al., 2018)
4. Why do you think other western societies vote at higher levels than Americans?
Commentary
According to sociologists, Bellah et al. in Habits of the Heart (2007) and social commentator E.J. Dionne (2012) in Our Divided Political Heart, there are two strains in U.S. history and the underlying set of values that are important to us as member of that society – individualism and communitarianism. Both have shaped our values and sense of who we are as Americans.
On the one hand, we are individualistic - intent in meeting our individual needs and pursuing our individual instrumental (material success) and expressive (personal non-material happiness) needs and goals.
On the other hand, we seek community - the sense of belonging to and active in a larger group and fulfilling the needs of the community and its members.
While individualism is more concrete and easier to identify, communitarianism is more abstract (though see the article on communitarianism in the readings, particular what the authors says about views toward political systems ability to achieve a “good life” other than democracy).
Social institutions fulfill social needs that drive both individualistic and communitarian tendencies in American Society.
Sociologists view social institutions (family, government, economic, education, religion, media) as socially created structures or organizational systems that function to satisfy basic social needs by linking the individual to the larger culture.
Today, some might argue that extreme individualism has become dominant. [Another position is that our society is currently dominated by tribalism or a sense of community based on in-group identities (those like "us"), and often at the expense and derogation of.
The presentation is based on a philosophical paper which outlines both the causes of the current attack on the welfare state and recommends new thinking about the purpose and structure of the welfare state
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docxcravennichole326
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docxcravennichole326
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docxcravennichole326
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docxcravennichole326
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docxcravennichole326
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docxcravennichole326
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docxcravennichole326
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docxcravennichole326
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docxcravennichole326
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docxcravennichole326
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docxcravennichole326
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docxcravennichole326
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docxcravennichole326
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docxcravennichole326
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docxcravennichole326
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
CH 9 Riemer, Science, and RomanceThe Political Values of Poli.docx
1. CH 9: Riemer, Science, and Romance
The Political Values of Political Actors
Key Terms
Political values are important beliefs about which goals,
principles, and policies are worthwhile in public affairs.
A goal is an objective. (may be peace, security, and order or
war, domination, and power; may be liberty, equality, justice,
and fraternity or slavery, subordination, tyranny, and enmity.
May be positive or negative goals.)
A principle is a basic truth or belief that is used as a basis of
reasoning or a guide to behavior. May also be positive or
negative (peaceful change or violent change).
A policy is a course or general plan of action designed to solve
problems or achieve specified goals; help determine whether
certain standards are being met; serve as important guideposts
in politics.
2. Where do political values come from? Whose goals, principles,
and policies are actually being observed?
A political actor is the individual or group that expresses and
shapes political values, struggles for power, and decides issues
of public policy; governmental, economic, social and military
elites, political parties, interest groups, the mass media, and
nation-states are all examples of political actors.
Individual citizens are also political actors.
Level-of-analysis problem
With so many different political actors, who do we focus on: the
national government as the primary actors or the decision-
makers who lead the government? The international system
itself?
What level do we operate on to really understand what is going
on?
Guiding Hypothesis in studying political values
1) political values of political actors are rooted in their vital
needs, fundamental interests, and perceived desires.
2) the struggle over political values is conditioned by the
differing interpretations of needs, interests, and desires by
3. diverse political actors and by the historical distribution of
power (make for both conflict and consensus).
Guiding Hypothesis in studying political values
3) the world of politics frequently contains serious gaps
between professed values and actual behaviors. The gaps exist
because political actors are unable to break out of parochial,
rigidly ideological patterns of thought and behavior. Difficult to
narrow these gaps because human resources and capabilities are
limited.
4) the future will probably include a major constitutional and
democratic struggle between what we might call broad values
and narrow values; will require a realistic understanding of vital
needs, of compatible fundamental interests, and of modest and
prudent desires.
The Values of Nations as Political Actors
Nations (national leaders, ruling elites, or governing parties)
generally profess and seek to protect the national interest in
foreign affairs and public interest in domestic affairs.
National interest is the vital needs and fundamental interests of
the nation as a whole, security, liberty, justice and welfare,
which are essential to the independence, prosperity, and power
4. of the nation-state.
Public interest is the interest of the entire community that
transcends the selfish interests of individuals or groups. It
expresses the best long-range interests of the entire nation.
Values of political leaders
Survival, security, safety, peace, territorial integrity, defense,
prosperity, independence, and power.
Freedom, their capacity to govern themselves, their control of
their own destiny, and their enjoyment of the rights that make
freedom meaningful.
Justice, equality before the law, due process, equitable
distribution of wealth.
Equal treatment of sovereign nations, respect for international
law and procedure.
Concern for welfare of their citizens.
Values of political leaders
Policies that enhance national economic well-being through
growth, production, full employment, decent farm prices, and
satisfactory business profits.
Policies that enhance social well-being through literacy,
adequate food and housing, and good health and nutrition.
Endorse stable institutions and organizations as a way to ensure
political well-being.
5. Key National Interests:
Security and Peace
Security and Peace; most leaders say they believe in security
and peace but the 20th and 21st centuries have been littered
with violent conflict: interstate wars, revolutions,
assassinations, rebellions, wars of national liberation, ethnic
conflict, terrorism, and genocide.
Over the past fifteen to twenty years, somewhere between thirty
and forty wars were raging at any given point in time.
One estimate of those killed in recent wars: 87.5 million dead –
33.5 million combatants and 54 million civilians (Zbigniew
Brzezinski, Out of Control: Global Turmoil on the Eve of the
Twenty-first Century).
A second estimate puts the total at 203 million (M. Chiref
Bassouni, “Searching for Peace and Achieving Justice”)
Key National Interests:
Security and Peace
Facetious adage in international relations: “all wars are fought
in self-defense.”
Do nations engage only in just wars, defending itself against
aggressive opponents and protecting its security against real
attack?
Or have some nations engaged in war using the pretext of
protecting vital interests?
Do wars actually serve to protect a nation’s security?
6. Difficult to answer these questions because terms like just war,
defensive war, aggressive war, vital interests or security lack
common definitions.
Terrorism and nuclear proliferation have complicated the
question of security even further.
Key National Interests:
Security and Peace
The following are certain, however, (1) there is a serious gap
between talk of peace and the reality of war, (2) different
nations hold incompatible conceptions of national security, (3)
sometimes nations counter power with power in order to protect
vital national interests, (4) national defense expenditures are
huge and distort other priorities, and (5) the machinery for
peace and peaceful change is inadequate.
Many countries and their political leaders claim to be peace-
loving but often engage in war.
The Clash of Civilizations
Clashing conceptions of national security highlight international
relations.
Recent debates focus on the nature of ethnic and cultural
conflicts that persist.
Samuel Huntington (1993): predicted that with the fall of
communism different civilizations – Western, Eastern, Islamic,
Latin American – will come into conflict; these civilizations
7. will represent great blocs of countries with similar cultural,
religious, and political histories; highlights the intersection of
values, culture, and security; leads to a clash of civilizations as
each tries to protect itself; diverse values become the source of
clashing security concerns.
Values:
Liberty, human rights, and democracy
Most nations profess a commitment to liberty, human rights,
and democracy.
What constitutes a democracy is open to debate; accept that
democracies must have freedom of expression, free elections,
and the ability to gather alternative sources.
Some countries might achieve some level of democracy, but not
complete democracy.
So, how do we measure democracy?
Freedom House
Ranks countries into three categories: Free, Partly Free, and Not
Free.
The rankings show that there are more democracies than ever in
the world.
Also show that many countries profess to be democracies and
yet are not quite living up to the high standards that democracy
demands.
Gaps between rhetoric and reality.
8. Many countries will justify violations of liberty, human rights,
and the democratic process in the name of national security and
the need for domestic order.
9. Values:
Justice, equality, and liberty
Justice, equality, and liberty; justice, roughly understood as
fairness, involves balancing liberty and equality; but justice is
perceived in different ways by different nations and by different
groups within nations.
There are many ways to measure a nation’s commitment to
justice, or fairness; one is the way in which income is
distributed.
In general, the higher the development level of a nation, the
more equitable the distribution of income within a society.
Values:
Justice, equality, and liberty
The issues of justice and equality goes to the very heart of what
values political elites hold.
Justice addresses the question of how to balance competing
values.
The demands of personal freedom, which might require a
limited state that allows people to do what they want, will come
into conflict with the ideal of equality, which might call for the
state to limit concentration of wealth.
10. Values:
Welfare and economic well-being
Welfare and economic well-being; most nations endorse (at
least in their rhetoric) the welfare and economic well-being of
their people.
Welfare refers to government provisions for , or contributions
to, individual needs for employment, income, food, housing,
health care, and literacy.
Economic well-being is the level of income, food, health care ,
and education that satisfies minimum quality-of-life standard
and permits full growth and development.
Richer, industrial, developed nations have a much easier time
satisfying these needs.
Values of Citizens
What shapes the values of citizens?
What are those actual values?
How do they vary from country to country and within countries?
Is there a conflict between the values espoused by elites and
those espoused by average citizens?
To what degree should elites follow public opinion and respect
the basic values of the typical citizen?
11. Values of Citizens
Considerable evidence that the values of people who make up
political communities are rooted in and correlated with a
hierarchy of human needs: for sustenance and safety; for
belonging and esteem; and for intellectual, aesthetic, and social
fulfillment.
Associated with Maslow’s Hierarchy of Needs: people are
motivated to achieve self-actualization, but only after other
needs on the hierarchy are fulfilled first.
Disagreement on Values
Whether there is broad consensus or significant disagreements
about certain basic values.
In the United States sharp disagreements can exist between
voters.
Republicans and Democrats differ substantially on several
issues, including government spending.
Notion of culture wars: division over the values reflected in
opposing positions on key public policy issues such as abortion,
12. gay marriage, prayer in public schools, euthanasia, genetic
research, and sex education.
Interest Groups and Class Values
Politics as a tug-of-war among competing interests; public
policy as a result of group pressures; political scientists
emphasize the importance of understanding the values and
behavior of powerful interest groups in the political community.
An interest group is comprised of members of the public who
organize and attempt to shape public policy on issues of
concern to them. Almost all political communities contain
interest groups seeking to protect their vital needs and
fundamental interests.
Social scientists influenced by the egalitarian ideas of Marxism
13. or socialism, focus on the interests held by social classes;
emphasize the role played by class values.
Class values are the political interests shaped by the social
classes, such as worker or capitalist; key interests wrestle for
power, working to integrate their values into laws,
administrative policies, and court decisions.
Values of nations, citizens, and interest groups are rooted in
their vital needs, fundamental interests, and perceived desires.
General agreement about fundamental needs and interests holds
all political communities together and enhances politics as a
civilizing process.
Serious gaps exist between civilized national values and actual
national values as measured by behavior.