Essay #2: Assignment Topics and Instructions
NB: Before starting your essay, you should read this entire document as
well as the information in the ‘Essay Assignments: Grading Criteria and
Helpful Information’ folder.
The articles given below are from The New York Times. Non-subscribers are
limited to the number of articles they can read, but the Richland Library has full
access to The New York Times. You can access The New York Times via this
DCCCD Library web page.
Choose one of the topics below.
Topic #1: Free Will
Chapter 7 of our text deal with the problem of free will. Read this article from
The New York Times and write an essay that connects the article to the
philosophical problem of free will. Your essay must include reference to chapter
7 of our text as well as at least one reference to an article/entry in either The
Internet Encyclopedia of Philosophy or The Stanford Encyclopedia of Philosophy,
through quotation and/or paraphrase. Rather than your opinion on whether
we have free will, your essay should be a philosophical discussion of the
problem of free will.
Topic #2: Thinking Machines
Chapter 5 of our text deals with the question of thinking machines. Read this
article from The New York Times and write an essay that connects the article to
the philosophical problem of whether machines can or could ever ‘think,’. Your
essay must include reference to chapter 5 of our text as well as at least one
reference to an article/entry in either The Internet Encyclopedia of Philosophy or
The Stanford Encyclopedia of Philosophy, through quotation and/or paraphrase.
Rather than your opinion on whether machines could think, your essay should
be a discussion of the problem of knowing whether machines can think.
In addition to what is described above, your essay must include the following:
• A heading done according to MLA
• An original title
• An introductory paragraph that contains your thesis (see this VERY
helpful advice on how to write your intro/begin your essay, and if you are
unsure of how to write a thesis, read this advice on developing a thesis)
http://libguides.dcccd.edu/c.php?g=701415
https://opinionator.blogs.nytimes.com/2011/10/19/what-makes-free-will-free/
https://www.iep.utm.edu/
https://www.iep.utm.edu/
https://plato.stanford.edu/
https://opinionator.blogs.nytimes.com/2015/02/23/outing-a-i-beyond-the-turing-test/?mcubz=1
https://opinionator.blogs.nytimes.com/2015/02/23/outing-a-i-beyond-the-turing-test/?mcubz=1
https://www.iep.utm.edu/
https://plato.stanford.edu/
https://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
https://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
https://writingcenter.fas.harvard.edu/pages/developing-thesis
• A summary of the New York Times article related to the topic you chose
(If you are unsure of how to write a summary, read this helpful advice on
how to correctly summarize a text)
• Body paragrap.
Annotated Bibliography InstructionsFor this assignment only, there.docxfestockton
Annotated Bibliography Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Topic and Structure:
Annotated Bibliography – Review four potential sources for your research paper project (you should already have your research essay topic chosen), and select two to explore further, with at least one qualifying as a periodical.
Here are some possible places to search for credible sources:
· Truman State University’s Pickler Memorial Library (this source lists periodical databases only, so you may choose your periodical here): http://library.truman.edu/Free/free.asp
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sources in math, biology, physics, and other fields): http://arxiv.org/
· Bielefeld Academic Search Engine (BASE): http://www.base-search.net/
· Your local library
This assignment does not follow the standard introduction, body paragraph, and conclusion format; instead, you will simply create three well-developed paragraphs per source, each with a specific objective, for six paragraphs total. For each of your two chosen resources, you will summarize the material, assess the source’s content, and reflect on its value for your research paper project. Some sources are long and contain main ideas and subtopics, so be sure to focus your assignment on ideas that are relevant to your research paper topic. Learn more about summarizing, assessing, and reflecting here.
This essay also requires a particular format in which you will summarize, assess, and reflect on one source in full before you move to the next one. See the sample here under “Sample MLA Annotation” for format details.
Notes
· Make the title of your annotated bibliography your research paper project’s topic.
· On the line under your title, but left-aligned on the page, include your proposed research essay’s thesis so that graders can provide some preliminary feedback.
The guidelines and requirements for this assignment are as follows:
Remember to apply the concepts you're learning in the course, including elements of grammar, punctuation, thesis development, and other skills.
Length: This piece should be approximately 1-2 double-spaced pages or 500 words.
Header: Include a header in the upper left-hand corner of your writing assignment with the following information:
· Your first and last name
· Course Title (Composition I)
· Assignment name (Annotated Bibliography)
· Current Date
Format:
· Last name and page number in upper-right corner of each page
· Double-spacing throughout
· Title, centered after heading
· Standard font (TimesNewRoman or Calibri)
· 1” margins on all sides
· MLA-style citations and Works Cited list for any sources used
· Save the file as .docx or ...
Paper OneGo all the way back to Sumerian civilization,” Bil.docxbunyansaturnina
Paper One
“Go all the way back to Sumerian civilization,” Bill Clinton instructed a crow of global jet-setters at the 2011 World Economic Forum in Davos, “and you’ll see that every successful civilization builds institutions that work, that lift people up and reward people for their greatness. Then, if you look at every one of those civilization, all those institutions that benefited people get long in the tooth. They get creaky. The people ruling them become more interested in holding on to power than the purpose they were designed for. That’s where we are now in the public and private sector” (qtd. in Twilight of the Elites 9)
Chris Hayes, in The Twilight of the Elites, examines what he calls the “near total failure of each pillar institution of our [American] society” (1). The book came out four years ago, in 2012, and looks at events in what he calls the “fail decade,” from 2000-2010 and just beyond.
Here is a list of some of the major failures of various institutions and their “elite” leaders since 2000:
· Jerry Sandusky scandal involving Penn State revealed in 2011
· Bennet Omalu publishes CTE papers in 2005-6 and NFL covers up concussion issues
· 2002—Boston Globe “Spotlight” reporters break the story that Boston’s Catholic diocese covered up child sexual abuse
· 2007-8 global financial crisis
· 2001 (approximate) to present—General Motors ignition switch cover up
· Corruption in corporations and politics: ENRON; Arthur Anderson accounting debacle; Bernie Madoff’s pyramid scheme; various politician resigned, tried, and sometimes put in prison for theft, corruption, sex abuse
· Collapse of traditional journalism and journalistic ethics in the cable news era
· The killings of unarmed Black males by police and resulting cover-ups
· Chicago (schools, Homan Square, murder rate, police cover ups
· Various professional athletes cheating through steroids, drugs, deflated footballs
· Infrastructure issues (collapse of bridges, dams, levees; electrical grid issues; cybersecurity)
· Hurricane Katrina
· Failure to act on intelligence about bin Laden’s intention to use airplanes to attack U.S.
· Manipulation of “intelligence” to provide excuse to invade Iraq
· Political dirty tricks, going back to Nixon’s election in 1972 and continuing through the Russian hacking in 2016
· Exploding debt among college students
· Climate change denial by high political officials and corporations
· “Citizens United” ruling by the Supreme Court
· Asset forfeiture without due process
· Two presidential election that failed in fundamental ways (Bush v. Gore Supreme Court case, voter suppression, Russian hacking)
· Flint, Michigan water poisoning crisis
You may not know about any of these failures, if you don’t follow the news or if you are not from this country. But you can see the failure of government leaders; local, state and federal governments; corporations; banks and other financial institutions; churches, educational institutions; local police and other.
Outline + 8-10 page essay l one-page document showing.docxaryan532920
Outline + 8-10 page essay
l one-page document showing your thesis statement and an outline of the argument by which
you plan to defend your thesis.
l Write a short (at least 8 page, double-spaced) essay exploring one of the following topic areas
by weighing the arguments for and against a thesis listed below or analyzing a situation from
your own experience:
Authors need to mention (chose some/one of them)
l J. Bentham, Introduction to the Principles of Morals and Legislation pp. 6-9; 22-23
Link: earlymoderntexts.com/assets/pdfs/bentham1780_1.pdf
l I. Kant, Groundwork for the Metaphysic of Morals pp. 1-40
Link: earlymoderntexts.com/assets/pdfs/kant1785.pdf
l Aristotle, Nicomachean Ethics pp. 1-27
l A. Smith, The Theory of Moral Sentiments pp. 1-13
Link: earlymoderntexts.com/assets/pdfs/smith1759.pdf
l M. Friedman: “The Social Responsibility of Business is to Increase its Profits”
l R. E. Freeman: “Managing for Stakeholders”
l R. Audi, “The Place of Ethical Theory in Business Ethics,” pp. 46-69
l J. Locke, Second Treatise of Government pp. 11-18:
Link: earlymoderntexts.com/assets/pdfs/locke1689a.pdf
l J. S. Mill, On Liberty pp. 1-10:
link: earlymoderntexts.com/assets/pdfs/mill1859.pdf
l G. Gauss, “The Idea and Ideal of Capitalism,” pp. 73-99
l T. Nace Gangs of America pp. 70-86
l H. Daly, Ecological Economics and Sustainable Development pp. 25-31
l Pope Francis, Evangelii Gaudium pp. 43-56
l R. Epstein, “In Defense of the Contract at Will,” pp. 947-958; 962-976; 982.
l J. J. McCall and P. H. Werhane, “Employment at Will and Employee Rights,” pp. 602-627
l R. Thaler and C. Sunstein, Nudge pp. 17-39
l L. Newton, “Environmental Ethics and Business,” pp.657-676
l Michael E. Brown
l Linda K. Trevi
l ANDREW CRANE
l Marshall Schminke, James Caldwell, Maureen L. Ambrose, Sean R. McMahon-
Organizational Behavior and Human Decision Processes
Topics:
1) A business has moral responsibilities to all who can affect or be affected by the activities
of the business (i.e. to all “stakeholders”).
2) The basic institutions of capitalism (private property, the profit motive, etc.) can be
justified on the following moral grounds:
3) One or more of the basic institutions of capitalism (private property, the profit motive,
etc.) must be modified, limited, or regulated in the following specific ways in order to
become morally acceptable:
4) The principle of employment-at-will is morally justified, and should be preserved as a
common-law default in American employment relations.
5) The principle of employment-at-will is biased in favor of employers, cannot be morally
justified, and should be abolished as a common-law default in American employment
relations.
6) As long as they are not breaking any actual law, marketers should feel free to use any
technique they believe may influence people to buy their (or their clients’) products and
services (that is, ...
Chapter:
Chapter 1 - Defining Terrorism
Article Title:
“Terrorism”
Chapter 1 of the text goes into much detail about defining terrorism and the types of terrorism.
What exactly constitutes terrorism and why does it seem so complicated to define? This article
from the Federal Bureau of Investigation (FBI, 2021) defines terrorism as a "contested term, with
no set definition for the concept or broad agreement among academic experts on its usage "
(para. 1). Is it really that difficult to define? It’s a word and as such it should just be in any old
dictionary or textbook glossary and boom there's the definition. Is it more complicated than that?
To answer my own question, yes, it is very complicated. But at least I’m not alone in the
complicatedness of defining terrorism as it seems like the FBI is having problems too. The article
notes that “the recent spate of extremist attacks in the United States and Europe have highlighted
the difficulty of defining what constitutes ‘terrorism’” (FBI, 2021, para. 2). Here, The FBI
focuses on recent examples extremism to attempt to answer the question, even giving the readers
an account of some of the recent terroristic attacks and how the relate to terrorism and
extremism. By the end of the article the question remains unclear and unanswered, making this
task of defining terrorism that much more confusing.
The pro of this article is that there were some real-world examples. These help show the
complicated nature of defining terrorism.
The article would have been more interesting if there were some frontline details, like the
definition from the FBI’s perspective, especially given it’s the leading legal enforcement
mechanism in the country.
Words: 270
Reference
Federal Bureau of Investigation. (2021). What We Investigate: Terrorism. Retrieved from
https://www.fbi.gov/investigate/terrorism
Commented [JW1]: When citing from a webpage, you
must count the paragraphs and include a para. citation.
Commented [JW2]: Note how the quote within a quote
appears:
" ' ' "
And note the citation here follows the quote since the
source was not mentioned before the quote.
Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION
2
2
Title of Paper in Bold Centered
Student Name
American Public University
COURSE####: Course Title
Instructor Name
Due Date
Repeat the Title – Level 1 Header
Hit the tab key one time to begin the main body of the paper. The paragraphs of the main document are indented. The computer will wrap your text for you based upon the margin settings established by this document template. It is not necessary for you to hit the Enter or return key at the end of a line of text. Only hit the enter key (one time) when you reach the end of a paragraph.
Then hit the tab key to indent and then continue typing the paper. In APA any source that you use in your paper must have an in-text citation. In APA these citations include the au.
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Lit.docxrusselldayna
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Literary Text
For this essay, you will write one 3-4 page paper on "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried."
Instructions:
Before you begin this essay, please read pages 26-52 in your textbook. You will apply the concepts from the reading in your own essay.
The purpose of this essay is to explicate or analyze a reading that you choose from the assigned readings: "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried." You will learn about explication and analyzing in the assigned readings. In your textbook, each chapter on fiction contains sample essays you should review and model. Any questions that you have should be posted in the "Got Questions? We've Got Answers!" discussion board as soon as they come up.
Although you may use some material for your weekly assignments to help you explicate and analyze the literature, this essay should not include outside source material. The content should be derived from your own analysis, based on class discussions and your own observations.Format:
Your paper should includeAn introduction that ends with a thesis statement that makes an argument about the chosen work
You should build to your thesis, so your thesis/argument/point is the last thing the reader sees in your introductionWays to build to your thesis include:Using a quote that relates to the topic/argument of your paper (Example: "One should not judge a book by its cover")Using a quote from the text that you don't intend to use later in your paperTelling a story that relates to the topic/argument of your paperOffering a brief summary of the story before moving to the argumentTo help you think about the argument, ask yourself these questions:What message is the author trying to convey?What is the lesson the author wants his/her reader to learn?Thesis Example: In "Facing It," Yusef Komunyakaa shows that the experiences in war change a person and stay with them long after the war is over; however, by confronting the past, one can begin to heal.Body paragraphs (more than three - we are beyond writing five paragraph essays ☺)
Each body paragraph should begin with an argument that helps you prove your thesis. To be an argument, the topic sentence has to give you something to prove; it cannot be a plot fact.Topic Sentence that does not make an argument: The speaker in "Facing It" is at the Vietnam Veterans Memorial.This is not an argument because the footnote in the book tells us this, but also it is a fact evident from a cursory reading of the poem.Topic Sentence that does make an argument: In "Facing It," Komunyakaa uses the reflective nature of the wall to reveal the speaker's emotional battle.This is an argument because it requires you to interpret speaker. You have to prove/show how you see that the mirror-like qualities of the wall uncover the speaker's emotional struggle.Evidence from the text to support your pointAs a general r.
Week 6 Discussion Putting it All Together - Revising the Justif.docxcockekeshia
Week 6 Discussion
"Putting it All Together - Revising the Justification Report" Please respond to the following:
· This week, you will utilize the techniques that you have studied in your Week 6 readings to revise your Justification Report while adding the final parts. Based on your readings, state three (3) things that you will be looking for as you revised and proofread (e.g. organization, structure, grammar elements). Discuss the strategies that you will implement to ensure that your assingment is polished and in final draft format.
·
·
· Bottom of Form
About the Paper and Presentation
1) The paper and project are your report on your own project of research. Your
research may be based on reading, evaluation and summary of research in the
literature or may include your own statistical analysis or other gathering and
analysis of data. You will choose a topic for your project during the first week.
(See the document “Choosing a Topic.”) This year I am requiring groups of four
students to speak on topics from the same area on the same date. These groups
will be formed at the first class meeting or assigned by me. You are required to
choose (in consultation with me) a research paper from the literature to be
assigned for the other students to read in preparation for your presentation. While
you should explain the assigned paper in your presentation, your presentation and
your paper are on the topic you chose, not on the assigned paper.
2) This is a Writing Intensive course and satisfies part of the requirement for three
Writing Intensive courses to graduate. The objective of Writing Intensive courses
is for you to practice writing using the writing process of successive revisions.
Accordingly, you are expected to turn in three drafts of your paper: the first to
accompany your presentation, the second a revision in response to comments
from students on your presentation and the accompanying first draft, and a final
revision tenth week. Failure to comply with this requirement will result in grade
penalties. Dr. McCain will act as a consultant both on writing and on the
economics of your project. Since consulting is “work done for hire” (and Dr.
McCain is modestly paid by Drexel for this) Dr. McCain’s help needs not be
acknowledged in your bibliography of references.
3) Plagiarism is grounds for failure in the course. Material copied from an internet
source and pasted into a term paper is considered plagiarism (and is usually pretty
easy to find with a search). Even if some words in the pasted material are changed
to make it a “paraphrase,” Drexel policy considers this plagiarism. Papers for Dr.
McCain’s classes are to be turned in BOTH in hardcopy AND electronically by
the indicated due date. The electronic copy should be a WORD or RTF document
and will be used for screening for plagiarism and kept on disc for the long-term
record, while the hardcopy version will be marked and returned to you. Kee.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
Annotated Bibliography InstructionsFor this assignment only, there.docxfestockton
Annotated Bibliography Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Topic and Structure:
Annotated Bibliography – Review four potential sources for your research paper project (you should already have your research essay topic chosen), and select two to explore further, with at least one qualifying as a periodical.
Here are some possible places to search for credible sources:
· Truman State University’s Pickler Memorial Library (this source lists periodical databases only, so you may choose your periodical here): http://library.truman.edu/Free/free.asp
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sources in math, biology, physics, and other fields): http://arxiv.org/
· Bielefeld Academic Search Engine (BASE): http://www.base-search.net/
· Your local library
This assignment does not follow the standard introduction, body paragraph, and conclusion format; instead, you will simply create three well-developed paragraphs per source, each with a specific objective, for six paragraphs total. For each of your two chosen resources, you will summarize the material, assess the source’s content, and reflect on its value for your research paper project. Some sources are long and contain main ideas and subtopics, so be sure to focus your assignment on ideas that are relevant to your research paper topic. Learn more about summarizing, assessing, and reflecting here.
This essay also requires a particular format in which you will summarize, assess, and reflect on one source in full before you move to the next one. See the sample here under “Sample MLA Annotation” for format details.
Notes
· Make the title of your annotated bibliography your research paper project’s topic.
· On the line under your title, but left-aligned on the page, include your proposed research essay’s thesis so that graders can provide some preliminary feedback.
The guidelines and requirements for this assignment are as follows:
Remember to apply the concepts you're learning in the course, including elements of grammar, punctuation, thesis development, and other skills.
Length: This piece should be approximately 1-2 double-spaced pages or 500 words.
Header: Include a header in the upper left-hand corner of your writing assignment with the following information:
· Your first and last name
· Course Title (Composition I)
· Assignment name (Annotated Bibliography)
· Current Date
Format:
· Last name and page number in upper-right corner of each page
· Double-spacing throughout
· Title, centered after heading
· Standard font (TimesNewRoman or Calibri)
· 1” margins on all sides
· MLA-style citations and Works Cited list for any sources used
· Save the file as .docx or ...
Paper OneGo all the way back to Sumerian civilization,” Bil.docxbunyansaturnina
Paper One
“Go all the way back to Sumerian civilization,” Bill Clinton instructed a crow of global jet-setters at the 2011 World Economic Forum in Davos, “and you’ll see that every successful civilization builds institutions that work, that lift people up and reward people for their greatness. Then, if you look at every one of those civilization, all those institutions that benefited people get long in the tooth. They get creaky. The people ruling them become more interested in holding on to power than the purpose they were designed for. That’s where we are now in the public and private sector” (qtd. in Twilight of the Elites 9)
Chris Hayes, in The Twilight of the Elites, examines what he calls the “near total failure of each pillar institution of our [American] society” (1). The book came out four years ago, in 2012, and looks at events in what he calls the “fail decade,” from 2000-2010 and just beyond.
Here is a list of some of the major failures of various institutions and their “elite” leaders since 2000:
· Jerry Sandusky scandal involving Penn State revealed in 2011
· Bennet Omalu publishes CTE papers in 2005-6 and NFL covers up concussion issues
· 2002—Boston Globe “Spotlight” reporters break the story that Boston’s Catholic diocese covered up child sexual abuse
· 2007-8 global financial crisis
· 2001 (approximate) to present—General Motors ignition switch cover up
· Corruption in corporations and politics: ENRON; Arthur Anderson accounting debacle; Bernie Madoff’s pyramid scheme; various politician resigned, tried, and sometimes put in prison for theft, corruption, sex abuse
· Collapse of traditional journalism and journalistic ethics in the cable news era
· The killings of unarmed Black males by police and resulting cover-ups
· Chicago (schools, Homan Square, murder rate, police cover ups
· Various professional athletes cheating through steroids, drugs, deflated footballs
· Infrastructure issues (collapse of bridges, dams, levees; electrical grid issues; cybersecurity)
· Hurricane Katrina
· Failure to act on intelligence about bin Laden’s intention to use airplanes to attack U.S.
· Manipulation of “intelligence” to provide excuse to invade Iraq
· Political dirty tricks, going back to Nixon’s election in 1972 and continuing through the Russian hacking in 2016
· Exploding debt among college students
· Climate change denial by high political officials and corporations
· “Citizens United” ruling by the Supreme Court
· Asset forfeiture without due process
· Two presidential election that failed in fundamental ways (Bush v. Gore Supreme Court case, voter suppression, Russian hacking)
· Flint, Michigan water poisoning crisis
You may not know about any of these failures, if you don’t follow the news or if you are not from this country. But you can see the failure of government leaders; local, state and federal governments; corporations; banks and other financial institutions; churches, educational institutions; local police and other.
Outline + 8-10 page essay l one-page document showing.docxaryan532920
Outline + 8-10 page essay
l one-page document showing your thesis statement and an outline of the argument by which
you plan to defend your thesis.
l Write a short (at least 8 page, double-spaced) essay exploring one of the following topic areas
by weighing the arguments for and against a thesis listed below or analyzing a situation from
your own experience:
Authors need to mention (chose some/one of them)
l J. Bentham, Introduction to the Principles of Morals and Legislation pp. 6-9; 22-23
Link: earlymoderntexts.com/assets/pdfs/bentham1780_1.pdf
l I. Kant, Groundwork for the Metaphysic of Morals pp. 1-40
Link: earlymoderntexts.com/assets/pdfs/kant1785.pdf
l Aristotle, Nicomachean Ethics pp. 1-27
l A. Smith, The Theory of Moral Sentiments pp. 1-13
Link: earlymoderntexts.com/assets/pdfs/smith1759.pdf
l M. Friedman: “The Social Responsibility of Business is to Increase its Profits”
l R. E. Freeman: “Managing for Stakeholders”
l R. Audi, “The Place of Ethical Theory in Business Ethics,” pp. 46-69
l J. Locke, Second Treatise of Government pp. 11-18:
Link: earlymoderntexts.com/assets/pdfs/locke1689a.pdf
l J. S. Mill, On Liberty pp. 1-10:
link: earlymoderntexts.com/assets/pdfs/mill1859.pdf
l G. Gauss, “The Idea and Ideal of Capitalism,” pp. 73-99
l T. Nace Gangs of America pp. 70-86
l H. Daly, Ecological Economics and Sustainable Development pp. 25-31
l Pope Francis, Evangelii Gaudium pp. 43-56
l R. Epstein, “In Defense of the Contract at Will,” pp. 947-958; 962-976; 982.
l J. J. McCall and P. H. Werhane, “Employment at Will and Employee Rights,” pp. 602-627
l R. Thaler and C. Sunstein, Nudge pp. 17-39
l L. Newton, “Environmental Ethics and Business,” pp.657-676
l Michael E. Brown
l Linda K. Trevi
l ANDREW CRANE
l Marshall Schminke, James Caldwell, Maureen L. Ambrose, Sean R. McMahon-
Organizational Behavior and Human Decision Processes
Topics:
1) A business has moral responsibilities to all who can affect or be affected by the activities
of the business (i.e. to all “stakeholders”).
2) The basic institutions of capitalism (private property, the profit motive, etc.) can be
justified on the following moral grounds:
3) One or more of the basic institutions of capitalism (private property, the profit motive,
etc.) must be modified, limited, or regulated in the following specific ways in order to
become morally acceptable:
4) The principle of employment-at-will is morally justified, and should be preserved as a
common-law default in American employment relations.
5) The principle of employment-at-will is biased in favor of employers, cannot be morally
justified, and should be abolished as a common-law default in American employment
relations.
6) As long as they are not breaking any actual law, marketers should feel free to use any
technique they believe may influence people to buy their (or their clients’) products and
services (that is, ...
Chapter:
Chapter 1 - Defining Terrorism
Article Title:
“Terrorism”
Chapter 1 of the text goes into much detail about defining terrorism and the types of terrorism.
What exactly constitutes terrorism and why does it seem so complicated to define? This article
from the Federal Bureau of Investigation (FBI, 2021) defines terrorism as a "contested term, with
no set definition for the concept or broad agreement among academic experts on its usage "
(para. 1). Is it really that difficult to define? It’s a word and as such it should just be in any old
dictionary or textbook glossary and boom there's the definition. Is it more complicated than that?
To answer my own question, yes, it is very complicated. But at least I’m not alone in the
complicatedness of defining terrorism as it seems like the FBI is having problems too. The article
notes that “the recent spate of extremist attacks in the United States and Europe have highlighted
the difficulty of defining what constitutes ‘terrorism’” (FBI, 2021, para. 2). Here, The FBI
focuses on recent examples extremism to attempt to answer the question, even giving the readers
an account of some of the recent terroristic attacks and how the relate to terrorism and
extremism. By the end of the article the question remains unclear and unanswered, making this
task of defining terrorism that much more confusing.
The pro of this article is that there were some real-world examples. These help show the
complicated nature of defining terrorism.
The article would have been more interesting if there were some frontline details, like the
definition from the FBI’s perspective, especially given it’s the leading legal enforcement
mechanism in the country.
Words: 270
Reference
Federal Bureau of Investigation. (2021). What We Investigate: Terrorism. Retrieved from
https://www.fbi.gov/investigate/terrorism
Commented [JW1]: When citing from a webpage, you
must count the paragraphs and include a para. citation.
Commented [JW2]: Note how the quote within a quote
appears:
" ' ' "
And note the citation here follows the quote since the
source was not mentioned before the quote.
Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION
2
2
Title of Paper in Bold Centered
Student Name
American Public University
COURSE####: Course Title
Instructor Name
Due Date
Repeat the Title – Level 1 Header
Hit the tab key one time to begin the main body of the paper. The paragraphs of the main document are indented. The computer will wrap your text for you based upon the margin settings established by this document template. It is not necessary for you to hit the Enter or return key at the end of a line of text. Only hit the enter key (one time) when you reach the end of a paragraph.
Then hit the tab key to indent and then continue typing the paper. In APA any source that you use in your paper must have an in-text citation. In APA these citations include the au.
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Lit.docxrusselldayna
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Literary Text
For this essay, you will write one 3-4 page paper on "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried."
Instructions:
Before you begin this essay, please read pages 26-52 in your textbook. You will apply the concepts from the reading in your own essay.
The purpose of this essay is to explicate or analyze a reading that you choose from the assigned readings: "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried." You will learn about explication and analyzing in the assigned readings. In your textbook, each chapter on fiction contains sample essays you should review and model. Any questions that you have should be posted in the "Got Questions? We've Got Answers!" discussion board as soon as they come up.
Although you may use some material for your weekly assignments to help you explicate and analyze the literature, this essay should not include outside source material. The content should be derived from your own analysis, based on class discussions and your own observations.Format:
Your paper should includeAn introduction that ends with a thesis statement that makes an argument about the chosen work
You should build to your thesis, so your thesis/argument/point is the last thing the reader sees in your introductionWays to build to your thesis include:Using a quote that relates to the topic/argument of your paper (Example: "One should not judge a book by its cover")Using a quote from the text that you don't intend to use later in your paperTelling a story that relates to the topic/argument of your paperOffering a brief summary of the story before moving to the argumentTo help you think about the argument, ask yourself these questions:What message is the author trying to convey?What is the lesson the author wants his/her reader to learn?Thesis Example: In "Facing It," Yusef Komunyakaa shows that the experiences in war change a person and stay with them long after the war is over; however, by confronting the past, one can begin to heal.Body paragraphs (more than three - we are beyond writing five paragraph essays ☺)
Each body paragraph should begin with an argument that helps you prove your thesis. To be an argument, the topic sentence has to give you something to prove; it cannot be a plot fact.Topic Sentence that does not make an argument: The speaker in "Facing It" is at the Vietnam Veterans Memorial.This is not an argument because the footnote in the book tells us this, but also it is a fact evident from a cursory reading of the poem.Topic Sentence that does make an argument: In "Facing It," Komunyakaa uses the reflective nature of the wall to reveal the speaker's emotional battle.This is an argument because it requires you to interpret speaker. You have to prove/show how you see that the mirror-like qualities of the wall uncover the speaker's emotional struggle.Evidence from the text to support your pointAs a general r.
Week 6 Discussion Putting it All Together - Revising the Justif.docxcockekeshia
Week 6 Discussion
"Putting it All Together - Revising the Justification Report" Please respond to the following:
· This week, you will utilize the techniques that you have studied in your Week 6 readings to revise your Justification Report while adding the final parts. Based on your readings, state three (3) things that you will be looking for as you revised and proofread (e.g. organization, structure, grammar elements). Discuss the strategies that you will implement to ensure that your assingment is polished and in final draft format.
·
·
· Bottom of Form
About the Paper and Presentation
1) The paper and project are your report on your own project of research. Your
research may be based on reading, evaluation and summary of research in the
literature or may include your own statistical analysis or other gathering and
analysis of data. You will choose a topic for your project during the first week.
(See the document “Choosing a Topic.”) This year I am requiring groups of four
students to speak on topics from the same area on the same date. These groups
will be formed at the first class meeting or assigned by me. You are required to
choose (in consultation with me) a research paper from the literature to be
assigned for the other students to read in preparation for your presentation. While
you should explain the assigned paper in your presentation, your presentation and
your paper are on the topic you chose, not on the assigned paper.
2) This is a Writing Intensive course and satisfies part of the requirement for three
Writing Intensive courses to graduate. The objective of Writing Intensive courses
is for you to practice writing using the writing process of successive revisions.
Accordingly, you are expected to turn in three drafts of your paper: the first to
accompany your presentation, the second a revision in response to comments
from students on your presentation and the accompanying first draft, and a final
revision tenth week. Failure to comply with this requirement will result in grade
penalties. Dr. McCain will act as a consultant both on writing and on the
economics of your project. Since consulting is “work done for hire” (and Dr.
McCain is modestly paid by Drexel for this) Dr. McCain’s help needs not be
acknowledged in your bibliography of references.
3) Plagiarism is grounds for failure in the course. Material copied from an internet
source and pasted into a term paper is considered plagiarism (and is usually pretty
easy to find with a search). Even if some words in the pasted material are changed
to make it a “paraphrase,” Drexel policy considers this plagiarism. Papers for Dr.
McCain’s classes are to be turned in BOTH in hardcopy AND electronically by
the indicated due date. The electronic copy should be a WORD or RTF document
and will be used for screening for plagiarism and kept on disc for the long-term
record, while the hardcopy version will be marked and returned to you. Kee.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
Sociology 101 Introduction to SociologyProfessor LaBagnaraSocChereCheek752
Sociology 101: Introduction to Sociology
Professor LaBagnara
Sociological Imagination Paper assignment
Writing exercise 1
April 16th, 4 PM
100 points
Objective: Practice thinking sociologically about your own life and the community around you.
Background: Sociological imagination is a phrase from sociologist C. Wright (The Promise). Mills was interested in how an average American understood his or her everyday life. He found that people’s understandings of the world are limited by the social situations they find themselves in, particularly their family, friends, schools, and workplaces. It is hard to see the larger picture and how your life fits in. Sociological imagination is a quality of mind that can be developed with conscientious practice, and that helps you understand the larger meanings of experiences. In particular, it helps you connect private troubles or choices to public issues, and to understand the influence of culture, socialization, stratification on your life and lives of others. To use the sociological imagination, it is important to pay attention to the social and historical context in which we find ourselves. This does not mean that the social context determines what happens to us entirely. Rather, our choices are shaped by the society we live in and larger forces.
Writing Assignment 1
Write 3 pages in which you apply the sociological imagination to your own life, or to the life of someone close to you. First, write about the situation without sociological imagination. Then, relate the situation to one or more concept, theory, or fact that we have covered in class so far. For example, you might write about how you perform gender in everyday life, how gender shapes your choices and options, or your first experience with racism. Or you might analyze assumptions about sexuality in how you were raised. Or you might think through what it means to have grown up poor, working, or middle class, etc.
Details:
· Introduce the concept of sociological imagination in your own words, and provide an overview of how you will apply it to the situation in your paper
· Describe the situation Include an explanation of what led up to the situation, specifics of the situation, how it has been resolved or how you think it might get resolved, who are the players involved, how you feel about the situation and why. Describe any choices that have been made or not made and why.
· Provide psychological, moral, evolutionary, or personal explanation(s) for the situation. In other words, how would you explain the situation without sociological imagination? For example, you might talk about how your struggles with weight are due to lack of willpower
· Use sociological imagination to explain the situation sociologically, connecting the personal to larger forces. Review class notes and readings to connect the situation to concepts or theories (week 3) we learned in class. You do not need to do outside research, but if you do use other s ...
An application opens a connection to a server running on a remote .docxnettletondevon
An application opens a connection to a server running on a remote host. The client sends 1000 bytes of data to the server, the server writes back a 100-byte response. The client then closes the connection. Draw a sequence diagram outlining the exchanged packets. Number the packets and fill the table below. Assume that the client opens the connection with SEQ#=5000 and the server with SEQ#=7000.
Packet #
SYN
ACK
FIN
SEQ#
ACK#
Payload length
1
2
3
4
5
6
7
8
9
10
11
12
Prep Assignment: Create an Outline
Applying the Sociological Perspective: an analysis of a topic and an organization using a sociological perspective
Of the 12 social issue topics that were given, which topic did you choose? Remember that you will need at least 3 academic sources minimum. Start to search our FTCC library for those needed sources. For example, peer-reviewed journal articles can be found in our library. Your outline should be 1.5-2 pages.
Some Electronic Databases from our FTCC library that will be useful:
– CQ Researcher – Current Events
– InfoTrac Newsstand
– Issues & Controversies
– Opposing Viewpoints in Context
– SIRS
You may also consider other additional sources: .edu., .org., .gov. sites such as:
Center of Disease Control (https://www.cdc.gov)
Pew Research Center (http://www.pewresearch.org)
World Health Organization (http://www.who.int/en/)
Census.gov (https://www.census.gov)
After you choose your topic and find some academic sources for your paper- it’s time to begin creating your prep assignment: Your Outline:
For Example:
· I. I chose to do my paper on Global povertyfrom the list. I will discuss why global poverty is on the rise and has increased in developing countries, as well as an organization in society that is addressing this issue. Some of the reasons for the increase in poverty that will be discussed are (5 points):
1). Lack of family planning for women
2). Population growth
The next step pertaining to your social issue is to answer: What might be one important way in which the social issue is currently being addressed in society by finding a current event, news report, or contemporary example in social media.
Databases from our FTCC library can also help in this area to find an example:
– Issues & Controversies
– Opposing Viewpoints in Context
· II. A current event regarding the social issue of global poverty was found in the: ‘Issues and Controversies” FTCC database. (list the title of the article, or example in a brief statement you found in 2-3 sentences- you will get the chance to explain the example in detail in your paper) (25 points).
· III. List: Sociological concepts that will be included in the paper: Identify at least four concepts from our text relevant to your chosen social topic. (Remember here you will include any 3 concepts or theories from our text that relate to your social issue you will discuss in your paper- you can also use our study guide i.
Final AssignmentTOPIC How black women .docxjoyjonna282
Final Assignment
TOPIC: How black women are portrayed in the media
From the student ANNOTATED BIBLIOGRAPHY ATTACHED JUST NEED TO ADD 3 MORE SOURCES... PLEASE STICK TO TOPIC ABOVE ^^^^^^^^
Final Project / Paper (320 points)
• For the final project each student is required to write a 3,000 – 5,000 word final paper that
addresses a contemporary controversy related to gender. This is an argumentative paper where
students are expected to take a stance on a particular issue and find textual support to make their
case. In order to complete this assignment, students must first find some kind of rhetorical artifact,
social movement, communication process, or individual they find particularly interesting. Once a
text or case study is chosen, students should embark on a scholarly research project. In order to
make an argument, it is vital to have textual support. A minimum of EIGHT (8) outside ACADEMIC
sources about their particular research project are required. Remember, this is a minimum—to write
the best paper it is vital to have a healthy amount of support to help argue the paper’s thesis
statement. Students are encouraged to be creative and devise the type of study that fits their interests
and academic background. Here are a few different types of papers that can be written. Please note
that students are not limited to these types of paper options. If there is another type of paper you
would like to write, please feel free to pitch the idea to me in advance or within the final paper
abstract:
1. Close textual analysis of how gender is communicated within a rhetorical artifact (i.e., you
may take an advertisement, film, or song and conduct a close textual analysis of its
underlying components. For example, let’s say you’re interested in the objectification of
women in reality TV. You may want to examine a show like America’s Next Top Model and
discuss how the show contributes to gender stereotypes about female bodies).
2. Analysis of communication and gender within a social movement (i.e., you may take a
political group or organization and analyze how they form a community and discuss gender
related issues. For example, let’s say you are interested in the “It Gets Better” campaign. You
may want to write about how the campaign addresses LGBTQ identity and issues related to
coming out of the closet in the 21
st
century).
3. Analysis of gender within a communication process (i.e., you may examine a
communication process and how it contributes to gender identity in contemporary society.
For example, let’s say you want to examine the use of gendered pronouns in grade schools.
A final paper could discuss how this contributes to the social construction of gender in
childhood).
4. A scholarly activist paper written to a particular individual or organization (i.e., you may
write a formal scholarly letter to an individual, organization or government body
recommending a response to a conte ...
Discussion Reponses Needed150-200 words each (3 post total)RLyndonPelletier761
Discussion Reponses Needed
150-200 words each (3 post total)
Response #1
3. The papers are written by different authors, in markedly different styles. Can you identify what makes these papers "academic" (other than the fact that they are all published in reputable journals)? How do these papers differ from newspaper articles or blogs (that might or might not be written by experts)?
4. What adds credibility to these papers? What makes published papers an academic/scholarly resource as compared to sources like Wall Street Journal, Wikipedia, Investopedia, blogs, etc.?
The following provides my response to both questions:
In observing each of the three papers, it is noted that the differences in style and approach vary between each group of authors. Still, these papers are deemed as “academic works” through which they each meet the criteria to be accepted as such via the peer review process (Cornell University, 2021). Through this process, articles are examined by multiple other scholars, experts, or academic peers to be reviewed and commented on. Once these reviews agree to the validity and contribution to a field of research then they may be published and deemed as scholarly. Moreover, peer reviewed articles (like these) differ than sources collected from news or general interest pieces as they are not written by members of editorial staff or freelance writers (Cornell University, 2021). Per Cornell University (2021), these types of editorials or contributions to a topic generally are written with no specialty assumed and are written with the purpose of providing general information to appeal to a broad audience of concerned citizens.
5. What does this essay exercise teach you in terms of your own writing style, your own approach to research, and what improvements in your style/approach would help you become a better writer?
This essay exercise is teaching me (as I have not completed my essay) that my writing style is subject to change. One thing I learned is that there are many approach styles and each is dictated based on the purpose of the research being conducted. In evaluating each of the three articles, I found that though each article is similar in the field of study the motivation for the research leads the authors to present their research in a way that supports their purpose. For example, one work is presented as case study evaluation, the second was an exploration of a research question, and the third was an expansion of research for supportive information that is presented in the form of a literature review. As such, I observed different ways to present Headings, Abstracts, and Contextual Support. Moving forward, this exposure to different writing styles will help me better organize and tailor my own work for my intended audience. Any thoughts?
Resources:
Cornell University . (n.d.). Distinguishing scholarly from non-scholarly periodicals: A checklist of criteria: News & general interest. LibGuides. Retrieved September 14, 20 ...
Essay websites. Top 10 Websites to Get Free Essay Online. 2022-11-09. Top Websites to Get Free Essays Online | CustomEssayMeister.com. Best Essay Websites for Students to Write a Better Essay. Best websites for custom essays writing. The Best Essay Writing Sites - YouTube. The best essay writing website - Writing Center 24/7.. Take heed to Your Customers. They'll Let you know All About Essay ....
Critical management studies
and “mainstream” organization
science
A proposal for a rapprochement
Max Visser
Nijmegen School of Management, Institute of Management Research,
Radboud University, Nijmegen, The Netherlands
Abstract
Purpose – The purpose of this paper is to propose a rapprochement between the field of critical
management studies (CMS) and what is constructed here as the “mainstream” of organization theory
and research.
Design/methodology/approach – The paper contains a comparative analysis of relevant literature
from the fields of organization theory, political science and political psychology.
Findings – It is found, first, that at least four instances of “mainstream” theory and research more or
less share CMS assumptions; second, that CMS and “mainstream” may benefit from mutual contact
(using the example of the “power elite” discussion in the 1950s and 1960s); third, that CMS and
“mainstream” may benefit from “mainstream” operationalization of CMS-concepts (using the example
of the development of the F-scale in the 1930s and 1940s).
Originality/value – The paper ranks among the first to search for convergences between two fields
that seem firmly divided in both theoretical and institutional terms.
Keywords Critical management, Organizational theory, Management power
Paper type Conceptual paper
Introduction
Since the 1970s a field of organization studies has emerged that explicitly takes a
critical stance towards modern practices of management and organization and to
(what is constructed in this paper as) the “mainstream”[1] of scientific theory and
research on these practices (Grey and Willmott, 2005a). Given this dual purpose of
critiquing management and the studies thereof, this field has appropriately labeled
itself as critical management studies (CMS).
Although the field of CMS is not easily defined and demarcated, some common lines
of thought can be discerned. Put briefly, CMS scholars argue for a critical conception of
management “in which research is self-consciously motivated by an effort to discredit,
and ideally eliminate, forms of management and organization that have institutionalized
the opposition between the purposefulness of individuals and the seeming givenness
and narrow instrumentality of work-process relationships” (Alvesson and Willmott,
1992, p. 4). This givenness (or naturalness) of relationships needs to be critically
examined (or de-naturalized), because what is treated as natural or given often masks
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1934-8835.htm
The author thanks Jos Benders, Yvonne Benschop, Rene ten Bos, Hans Doorewaard,
Erik Poutsma, and the Editor and two anonymous reviewers for their critical (both with and
without capital C) and stimulating comments on earlier drafts of this paper.
IJOA
18,4
466
International Journal of
Organizational Analysis
Vol. 18 No. 4, 2010
pp. 466-478
q Emerald Group Publishing Limited
1934-88.
Running head FINANCIAL PROBLEMFINANCIAL PROBLEM .docxcowinhelen
Running head: FINANCIAL PROBLEM
FINANCIAL PROBLEM 3
Financial Problem
Eric Hunt
HUM/115
MAURICE NELSON
May 24, 2016
Financial Problem
1. Define the financial problem
It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”.
2. Develop an alternative solution to the financial problem
One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer.
3. Selection of the optimum solution to the financial problem
By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk.
4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution.
Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Chapter 1 – Science, Society, and Criminological ResearchI.docxcravennichole326
Chapter 1 – Science, Society, and Criminological Research
Identify and define/describe the everyday errors in reasoning.
Describe the four (4) categories of purposes for social science research: descriptive, exploratory, explanatory, and evaluation.
Define and describe qualitative and quantitative research methods. How are each carried out?
Chapter 2 – The Process and Problems of Criminological Research
Discuss what makes a good research question (*hint: feasibility, social importance, and scientific relevance).
Consider the role of criminological theory in research.
· What is a theory?
· What purposes do criminological theories serve?
· What requirements do theories need to adhere to?
Consider the research process.
· What is a hypothesis?
· Define independent and dependent variables. Know the relationship between the two.
· Discuss the role of the IV(s) and DV in research hypotheses.
· Be able to identify both in research hypotheses.
The research circle consists of three (3) main research strategies: Deductive, inductive, and descriptive research. (*Please note that I would like to clarify that descriptive research is different than both inductive and deductive research.)
· Explain the research circle.
· Define and describe deductive and inductive reasoning. Know the difference between the two.
· Define each of the following: variable, independent variable, and dependent variable.
· Discuss the role of variables (independent and dependent) in the research process.
Identify the different scientific guidelines for research.
Chapter 3 – Research Ethics
Consider the Stanford Prison Experiment – Zimbardo.
· What is the main ethical concern raised by many researchers?
Consider the Belmont Report.
· What is the Belmont Report?
· Why did it come about?
· Identify and define the three (3) basic ethical principles for the protection of human subjects.
Define and describe the institutional review board (IRB)?
Identify and describe (summarize) main points regarding current ethical principles in research practice (*see assigned reading, powerpoints (on Moodle), and provided lecture notes (on Moodle).
· Achieving Valid Result
· Honesty and Openness
· Uses of Research
· Protecting Research Participants
Chapter 4 – Conceptualization and Measurement
Define concepts, conceptualization, and operationalization. Discuss the role of each in research.
Define level of measurement and describe each one, while providing examples of each – Nominal, ordinal, interval, and ratio.
Define and discuss the relevance of measurement validity and reliability. Know the difference between the two, in their roles in research.
Define/describe each of the following forms of measurement validity and reliability:
· Criterion validity
· Face validity
· Test-retest reliability
· Intraobserve ...
My
Second
Assignment
going
to
be:-‐
Unit 2: Website Discussion
Unit 2: Websites Discussion
No
unread
replies.22
replies.
Description
Each unit, class members search for websites that focus on a single assigned topic. One or
two topic choices are given for each unit’s discussion; where there are two topics, students
select one. They will then find three to five websites that add something interesting to the
course texts and any key ideas discussion on this topic.
To the extent possible, sites chosen should not duplicate those used by other class
members. Websites can include a range of media including videos in addition to text.
However, given the course content it is best to emphasize text-based material.
Websites chosen should offer thorough exploration of a topic, rather than a short description
or definition. Wikipedia should not be used instead of a required site, though depending on
the topic it may provide useful background information.
Posting and Format
A websites discussion of 200-300 words is posted (not attached) as a single message into a
discussion thread, no later than 11 p.m. Central on Wednesday. It describes connections of
the chosen sites to course concepts and explains why the student finds them interesting
and/or important.
Parenthetic page citations will be given for course texts but a reference list is not necessary
unless sources other than the text or the chosen websites are cited. The chosen websites
are shown as live links. The websites discussion is posted as a single message in the
appropriate forum, labeled with the name of the topic.
Due Date and Submission Requirements
By 11 p.m. Central on Friday, class members post responses to the web discussion of two
other students, showing that they have reviewed the websites provided, and commenting on
points of interest that connect with course materials.
This Unit's Website Discussion
For this unit, examine one of these two important elements in the political environment of
public organizations: the influence of interest groups on public policy, or government
regulation of business.
This is an example for my second assignment: “one of my classmates post this TODAY”
WK2 Websites Discussion
Topic: Influence of interest groups on public policy
Website #1: http://grprofessionals.org/news-resources/resources-for-lobbying-disclosure-
act-and-hloga-for-lobbyists/ (Links to an external site.)
This website found under the parent website of Association of Public Relations Professions,
provides a wealth of information which correlates to the topic listed above. First, it promotes
the ethical duties of public interest groups whom lobby for/within our government. Second, it
briefly mentions the idea that transparency is one important key to the continued direct
access of public interests groups for administration policies (Peters, 176). Third, the basic
premi.
Conclusions – the future of ideologiesJudging ideol.docxmccormicknadine86
Conclusions – the future of ideologies?
Judging ideologies
What is the “best” ideology? Why?
Categories
Change: Reform/Revolution
Authority: Place of Individual/State
Free Will/Volunteerism versus Determinism
Human Nature
Good and/or Evil Competition and/or Cooperation
Equality and Greatest Freedom
Basis of Society (political, gender, religion, economic)
The “beast”/reaction against
Future of ideologies?
Ideologies – social transformation and political development = ongoing cycle?
“End of Ideology” – Endism?
What drives the formation of ideologies?
Democracy – the best?
“Democracy is the worst form of government except all those other forms that have been tried from time to time” Winston Churchill
Future of ideologies? (continued)
Newly Emerging Ideologies
Globalism (globalization = process)
Connectivity/Interconnectedness
Global trends
Identity
Signs
Critiques
Future of ideologies? (continued)
Newly (re) Emerging Ideologies
Localism
Limited Connectivity / Local Identity
Populism
Heywood, p. 291 “”the belief that the instincts and wishes of the people provide the principle legitimate guide to political action”
Authority with “the people” / assumptions about elite
Future of ideologies? (continued)
Trumpism?
Trends
Immigration
Working Class
Divides – rural/urban, conservative/liberal
Increasing polarization
CA3
Naomi Kendal
77
Decide
● What industry/business are you in?
● eg HR, Marketing, Sales, Retail, Software development
● As we move through each topic, you must apply it to your business.
● Research – eg how does my company collect/ store/ analyse Big
Data…
● How does my company use AI, what are the benefits…
● Find case studies from your specific industry and research to back
it up.
● Visualisations to illustrate the meanings – of 3 topics.
● Trends & Recommendations
CA3 Assessment Brief
Module Title: Data & Digital Marketing Analytics
Module Code: B9DM105
Module Leader: MSc in Digital Marketing
Stage (if relevant): 9
Assessment Title: Data: Full report and analysis.
Assessment Number (if relevant): CA 3 of 3
Assessment Type: Project Report
Individual/Group: Individual
Assessment Weighting: 40%
Issue Date: 21/6/19
Hand In Date: 07/8/19
Mode of Submission: Moodle
Details of Assignment brief
You are working in the Big Data Dept. of the ‘Red Cloud’ company – a large
multinational, reporting to the newly appointed CEO.
As she is new to the role, she would like a report (3000 words) explaining the
Information Management strategy of the company.
You should include the following topics in this report:
Data Analytics, Data Collection & Storage and the methods and technologies used in
analysing the Data.
Data Abstraction Layers, Data Warehousing and Data Mining.
The role and benefits of your Big Data Dept prior to a restructure.
She also wants a Data Visualisation to illustrate a relevant Data Set for 3 of the
below headings.
1. Data analytics – ...
How to write a Synthesis Essay. 4 Synthesis Essay Examples Which Will Inspire You | AssignmentPay. Synthesis Essay: Writing Guide with Synthesis Essay Example | EssayPro. Synthesis essay definition. What Is A Synthesis Essay? How to write it .... Essay synthesis - courseworkpaperboy.web.fc2.com. How to Write a Synthesis Essay
How to write a Synthesis Essay. 4 Synthesis Essay Examples Which Will Inspire You | AssignmentPay. Synthesis Essay: Writing Guide with Synthesis Essay Example | EssayPro. Synthesis essay definition. What Is A Synthesis Essay? How to write it .... Essay synthesis - courseworkpaperboy.web.fc2.com. How to Write a Synthesis Essay - An Elaborated Overview & Types. Synthesis Essay - 6+ Examples, Format, Pdf | Examples. Well Written Synthesis Essay.
Those 3 journal entries are a minimum of 250 words for each id.docxVannaJoy20
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
Write a 4 page essay that addresses three key concepts related to .docxowenhall46084
Write a 4 page essay that addresses three key concepts related to the philosophical and historical development of modern science.
This assessment allows you to demonstrate your understanding of the philosophy of science.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Describe the historical development of the humanities from the pre-historic era to the present.
. Describe the influence of philosophical reasoning on the development of modern science.
· Competency 2: Examine the forms of expression that instantiate the arts and humanities.
. Distinguish intrinsic from instrumental goods in human thought.
. Explain the use of scientific reason in an effort to control the natural world.
· Competency 3: Integrate the humanities with everyday life.
. Assess the role of philosophy and science in contemporary life.
· Competency 4: Communicate effectively in forms appropriate to the humanities.
. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Assessment Instructions
Write an essay in which you express and defend your views on the following issues:
· Consider the rise of modern science during the seventeenth and eighteenth centuries.
. How did Enlightenment philosophers both defend and contribute to this cultural development?
. How did elements of scientific reasoning alter conceptions of the origin and limits of human knowledge?
· Explain the difference between intrinsic and instrumental goods and how modern science embodies an instrumental approach to the relationship between human beings and the natural world.
. Is recognition of our proper place in the context of a vast and ancient universe an essential insight?
. How does it affect our understanding of ourselves?
· Consider how philosophical and scientific reasoning make a difference to our daily lives. (Of course we all benefit from technological advances that came from these ways of thinking, but that is not the point here.)
. In what situations or circumstances of ordinary life is it appropriate to apply philosophical or scientific thinking to seek a solution, resolve a conflict, or make a decision? Imagine you are invited to contribute a post on this topic to a blog about philosophy, like those that appear in The New York Times blog The Stone, the What Is it Like to be a Woman in Philosophy? blog from Wordpress, or Philosophy Nowmagazine.
. How would you argue for (or against) the use of philosophical reasoning in everyday life?
Additional Requirements
· Written communication: Should be free of errors that detract from the overall message.
· APA formatting: Your paper should be formatted according to APA (6th edition) style and formatting.
· Length: 4 typed and double-spaced pages.
· Font and font size: Times New Roman, 12 point.
Running Head: THE IMPACTS OF REPLACING HUMAN LABOR WITH ROBOTS 1
TH.
An Inspector Calls Theme Of Responsibility EssayTonya Lomeli
The document discusses the evolution and rise of the powerful Khmer Empire in Southeast Asia. It states that kings like Jayavarman II were able to establish an empire that lasted over six centuries not just through political systems but also through religious power and privilege. Jayavarman II developed a social structure based on the Indian caste system that positioned him as a god king, giving him religious authority over fellow kingdoms. The strategic location of Angkor and a large, dedicated military also contributed to the development and control of the Khmer Empire in the region.
This document provides a biography of Alexander John Greenslade from 1885. It describes how he was born into a wealthy family living in a large mansion in London near Westminster and Buckingham Palace. As a child, he observed the poverty in East London on carriage rides with his parents and questioned why conditions were so poor for others while his family lived luxuriously. His parents held that the poor were not like their family and had brought their conditions upon themselves.
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
The Semester Project for Government 2305ContentsAbout the Semeste.docxlillie234567
The Semester Project for Government 2305Contents:
About the Semester Project
The Annotated Bibliography
Written Assignment Caveat
Semester Project Caveat
Table of Consequences
About The Semester Project
This course requires a long-term investigative project. This project will require the formation of teams. As a team you will be asked to
defend a claim about a relevant political concept or phenomenon, and to connect
each of the following cultural artifacts to a concept or set of related concepts addressed in this course:
·
· An event
· A film
· A book or short story
· A painting
· A sculpture
· A musical composition
This project must include an explanatory essay and a presentation, which you will turn in as a team. The explanatory essay must conform either to MLA format or the Chicago Manual of Style, and be of sufficient length to incorporate each of the examples listed above. Depending on the size of your team, the minimum page length shall vary as follows:
· For a single author, the minimum length shall be 12 full pages in standard manuscript form.
The presentation must involve every member of your team, and must be presented in the session during Finals Week.
Unlike other information tasks in this course, the Semester Project is an Open Task rather than a Direct Task (Please see the Big6 Information Literacy presentation for details about the difference). You and your team are asked to construct your topic together. In the past, successful teams have built their project in a variety of ways. Some have connected their project in Government to their own specific fields of study or interest. Others have synthesized two or three thematic areas from the list of content themes appearing on page 3 of this document. Remember also that for this project, the article you and your team compose should be a unified article, in that the reader should not be able easily to tell where one author ends and another begins; that is, if you have more than one member of your team.
This Project
mustinclude the following:
·
A single discernible thesis. This is the main idea of your project. This thesis
must be either
analytical or
expository in nature. It may serve an argumentative or persuasive purpose. However, the essay must conform to the Universal Intellectual Standards outlined by the
Foundation for Critical Thinking.
·
An appropriate thesis. Your team must relate the above cultural artifacts to a theme or concept in this course. In Federal Government, this means a topic connected to any of the following:
·
·
· Political theory or philosophy
· Political culture or Ideology
· US Constitutional Principles
· US Constitutional Provisions
· Themes of the US Constitution
· Federalism
· Public Opinion
· Political Socialization
· Information media
· Interest Groups
· Political pa.
Websites1. American Society for Quality (n.d). Pareto chart. R.docxmelbruce90096
Websites
1. American Society for Quality (n.d). Pareto chart. Retrieved from http://asq.org/learn-about-quality/cause-analysis-tools/overview/pareto.html
2. American Society for Quality (n.d). Six sigma. Retrieved from http://asq.org/sixsigma/
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. Process Selection: Product Design and Capacity
How is process selection related to product design and capacity determination? Your initial post should be 200-250 words.
Guided Response:
Respond to at least two of your classmates’ posts in a substantive manner. Include examples, applications, and/or relationships between product and process design. Provide suggestions and alternatives to your classmates.
2. Monique Food Processing Company and Capacity
Read Problem 6: The “Monique Food Processing Company” in Chapter 8 of your text.
Monique Food Processing Company produces light snacks that can be heated in a microwave. The following steps are included in the process:
Steps
Description
Capacity (Units/Hour)
1
Prepare food
200
2
Measure and place in plastic pouch
175
3
Prepare cardboard box
200
4
Insert pouch into box
300
5
Shrink-wrap box
200
201
A .What is the system capacity, and which is the bottleneck department?
B How much slack (unused capacity) is available in other departments?
C How much system capacity can be gained by adding capacity to the bottleneck?
D What are the key factors that determine when to add capacity?
E Why would an organization want to reduce its capacity?
Make and include calculations. Answer questions a - e. Your initial post should be 200-250 words
Theories of management originated in the early 1900s. They have influenced how we view management today. Write a short essay (minimum 500-600 words) that explores one of the early theories of management and addresses the following questions in the Discussion Area. Be sure to incorporate your weekly readings and cite your sources using proper APA guidelines (including in-text citations and references). Respond with meaningful feedback that adds value to the discussion to two classmates before the end of the week.
1. Describe the early theory.
2. Compare the differences between the theory you have chosen and at least one current approach/theory of management. In your comparison, include a minimum of two similarities and two differences.
3. Explain the impact technology and innovation have on the role of a manager.
4. Develop a plan for your approach to management that includes the skills and attributes a manager must possess. In this plan, explain how you would implement each function of management in your role as a manager.
Notes from the class.
The practice of management can be traced to 3000 b.c., to the first government organizations developed by the Sumerians and Egyptians, but the formal study of management is relatively recent.12 The early stud.
FREE 7+ Sample College Essay Templates in MS Word | PDF. Impressive How To Write A College Level Essay ~ Thatsnotus. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. College Essay Topic Help - 5 College Essay Topics You Should Never .... College level essay college level essay format our discount. How to Write a College Level Essay: 13 Steps (with Pictures). College Essay Examples - 9+ in PDF | Examples. 30+ College Essay Examples | MS Word, PDF | Examples. Powerful guide on how to write a college level essay.
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
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An application opens a connection to a server running on a remote .docxnettletondevon
An application opens a connection to a server running on a remote host. The client sends 1000 bytes of data to the server, the server writes back a 100-byte response. The client then closes the connection. Draw a sequence diagram outlining the exchanged packets. Number the packets and fill the table below. Assume that the client opens the connection with SEQ#=5000 and the server with SEQ#=7000.
Packet #
SYN
ACK
FIN
SEQ#
ACK#
Payload length
1
2
3
4
5
6
7
8
9
10
11
12
Prep Assignment: Create an Outline
Applying the Sociological Perspective: an analysis of a topic and an organization using a sociological perspective
Of the 12 social issue topics that were given, which topic did you choose? Remember that you will need at least 3 academic sources minimum. Start to search our FTCC library for those needed sources. For example, peer-reviewed journal articles can be found in our library. Your outline should be 1.5-2 pages.
Some Electronic Databases from our FTCC library that will be useful:
– CQ Researcher – Current Events
– InfoTrac Newsstand
– Issues & Controversies
– Opposing Viewpoints in Context
– SIRS
You may also consider other additional sources: .edu., .org., .gov. sites such as:
Center of Disease Control (https://www.cdc.gov)
Pew Research Center (http://www.pewresearch.org)
World Health Organization (http://www.who.int/en/)
Census.gov (https://www.census.gov)
After you choose your topic and find some academic sources for your paper- it’s time to begin creating your prep assignment: Your Outline:
For Example:
· I. I chose to do my paper on Global povertyfrom the list. I will discuss why global poverty is on the rise and has increased in developing countries, as well as an organization in society that is addressing this issue. Some of the reasons for the increase in poverty that will be discussed are (5 points):
1). Lack of family planning for women
2). Population growth
The next step pertaining to your social issue is to answer: What might be one important way in which the social issue is currently being addressed in society by finding a current event, news report, or contemporary example in social media.
Databases from our FTCC library can also help in this area to find an example:
– Issues & Controversies
– Opposing Viewpoints in Context
· II. A current event regarding the social issue of global poverty was found in the: ‘Issues and Controversies” FTCC database. (list the title of the article, or example in a brief statement you found in 2-3 sentences- you will get the chance to explain the example in detail in your paper) (25 points).
· III. List: Sociological concepts that will be included in the paper: Identify at least four concepts from our text relevant to your chosen social topic. (Remember here you will include any 3 concepts or theories from our text that relate to your social issue you will discuss in your paper- you can also use our study guide i.
Final AssignmentTOPIC How black women .docxjoyjonna282
Final Assignment
TOPIC: How black women are portrayed in the media
From the student ANNOTATED BIBLIOGRAPHY ATTACHED JUST NEED TO ADD 3 MORE SOURCES... PLEASE STICK TO TOPIC ABOVE ^^^^^^^^
Final Project / Paper (320 points)
• For the final project each student is required to write a 3,000 – 5,000 word final paper that
addresses a contemporary controversy related to gender. This is an argumentative paper where
students are expected to take a stance on a particular issue and find textual support to make their
case. In order to complete this assignment, students must first find some kind of rhetorical artifact,
social movement, communication process, or individual they find particularly interesting. Once a
text or case study is chosen, students should embark on a scholarly research project. In order to
make an argument, it is vital to have textual support. A minimum of EIGHT (8) outside ACADEMIC
sources about their particular research project are required. Remember, this is a minimum—to write
the best paper it is vital to have a healthy amount of support to help argue the paper’s thesis
statement. Students are encouraged to be creative and devise the type of study that fits their interests
and academic background. Here are a few different types of papers that can be written. Please note
that students are not limited to these types of paper options. If there is another type of paper you
would like to write, please feel free to pitch the idea to me in advance or within the final paper
abstract:
1. Close textual analysis of how gender is communicated within a rhetorical artifact (i.e., you
may take an advertisement, film, or song and conduct a close textual analysis of its
underlying components. For example, let’s say you’re interested in the objectification of
women in reality TV. You may want to examine a show like America’s Next Top Model and
discuss how the show contributes to gender stereotypes about female bodies).
2. Analysis of communication and gender within a social movement (i.e., you may take a
political group or organization and analyze how they form a community and discuss gender
related issues. For example, let’s say you are interested in the “It Gets Better” campaign. You
may want to write about how the campaign addresses LGBTQ identity and issues related to
coming out of the closet in the 21
st
century).
3. Analysis of gender within a communication process (i.e., you may examine a
communication process and how it contributes to gender identity in contemporary society.
For example, let’s say you want to examine the use of gendered pronouns in grade schools.
A final paper could discuss how this contributes to the social construction of gender in
childhood).
4. A scholarly activist paper written to a particular individual or organization (i.e., you may
write a formal scholarly letter to an individual, organization or government body
recommending a response to a conte ...
Discussion Reponses Needed150-200 words each (3 post total)RLyndonPelletier761
Discussion Reponses Needed
150-200 words each (3 post total)
Response #1
3. The papers are written by different authors, in markedly different styles. Can you identify what makes these papers "academic" (other than the fact that they are all published in reputable journals)? How do these papers differ from newspaper articles or blogs (that might or might not be written by experts)?
4. What adds credibility to these papers? What makes published papers an academic/scholarly resource as compared to sources like Wall Street Journal, Wikipedia, Investopedia, blogs, etc.?
The following provides my response to both questions:
In observing each of the three papers, it is noted that the differences in style and approach vary between each group of authors. Still, these papers are deemed as “academic works” through which they each meet the criteria to be accepted as such via the peer review process (Cornell University, 2021). Through this process, articles are examined by multiple other scholars, experts, or academic peers to be reviewed and commented on. Once these reviews agree to the validity and contribution to a field of research then they may be published and deemed as scholarly. Moreover, peer reviewed articles (like these) differ than sources collected from news or general interest pieces as they are not written by members of editorial staff or freelance writers (Cornell University, 2021). Per Cornell University (2021), these types of editorials or contributions to a topic generally are written with no specialty assumed and are written with the purpose of providing general information to appeal to a broad audience of concerned citizens.
5. What does this essay exercise teach you in terms of your own writing style, your own approach to research, and what improvements in your style/approach would help you become a better writer?
This essay exercise is teaching me (as I have not completed my essay) that my writing style is subject to change. One thing I learned is that there are many approach styles and each is dictated based on the purpose of the research being conducted. In evaluating each of the three articles, I found that though each article is similar in the field of study the motivation for the research leads the authors to present their research in a way that supports their purpose. For example, one work is presented as case study evaluation, the second was an exploration of a research question, and the third was an expansion of research for supportive information that is presented in the form of a literature review. As such, I observed different ways to present Headings, Abstracts, and Contextual Support. Moving forward, this exposure to different writing styles will help me better organize and tailor my own work for my intended audience. Any thoughts?
Resources:
Cornell University . (n.d.). Distinguishing scholarly from non-scholarly periodicals: A checklist of criteria: News & general interest. LibGuides. Retrieved September 14, 20 ...
Essay websites. Top 10 Websites to Get Free Essay Online. 2022-11-09. Top Websites to Get Free Essays Online | CustomEssayMeister.com. Best Essay Websites for Students to Write a Better Essay. Best websites for custom essays writing. The Best Essay Writing Sites - YouTube. The best essay writing website - Writing Center 24/7.. Take heed to Your Customers. They'll Let you know All About Essay ....
Critical management studies
and “mainstream” organization
science
A proposal for a rapprochement
Max Visser
Nijmegen School of Management, Institute of Management Research,
Radboud University, Nijmegen, The Netherlands
Abstract
Purpose – The purpose of this paper is to propose a rapprochement between the field of critical
management studies (CMS) and what is constructed here as the “mainstream” of organization theory
and research.
Design/methodology/approach – The paper contains a comparative analysis of relevant literature
from the fields of organization theory, political science and political psychology.
Findings – It is found, first, that at least four instances of “mainstream” theory and research more or
less share CMS assumptions; second, that CMS and “mainstream” may benefit from mutual contact
(using the example of the “power elite” discussion in the 1950s and 1960s); third, that CMS and
“mainstream” may benefit from “mainstream” operationalization of CMS-concepts (using the example
of the development of the F-scale in the 1930s and 1940s).
Originality/value – The paper ranks among the first to search for convergences between two fields
that seem firmly divided in both theoretical and institutional terms.
Keywords Critical management, Organizational theory, Management power
Paper type Conceptual paper
Introduction
Since the 1970s a field of organization studies has emerged that explicitly takes a
critical stance towards modern practices of management and organization and to
(what is constructed in this paper as) the “mainstream”[1] of scientific theory and
research on these practices (Grey and Willmott, 2005a). Given this dual purpose of
critiquing management and the studies thereof, this field has appropriately labeled
itself as critical management studies (CMS).
Although the field of CMS is not easily defined and demarcated, some common lines
of thought can be discerned. Put briefly, CMS scholars argue for a critical conception of
management “in which research is self-consciously motivated by an effort to discredit,
and ideally eliminate, forms of management and organization that have institutionalized
the opposition between the purposefulness of individuals and the seeming givenness
and narrow instrumentality of work-process relationships” (Alvesson and Willmott,
1992, p. 4). This givenness (or naturalness) of relationships needs to be critically
examined (or de-naturalized), because what is treated as natural or given often masks
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/1934-8835.htm
The author thanks Jos Benders, Yvonne Benschop, Rene ten Bos, Hans Doorewaard,
Erik Poutsma, and the Editor and two anonymous reviewers for their critical (both with and
without capital C) and stimulating comments on earlier drafts of this paper.
IJOA
18,4
466
International Journal of
Organizational Analysis
Vol. 18 No. 4, 2010
pp. 466-478
q Emerald Group Publishing Limited
1934-88.
Running head FINANCIAL PROBLEMFINANCIAL PROBLEM .docxcowinhelen
Running head: FINANCIAL PROBLEM
FINANCIAL PROBLEM 3
Financial Problem
Eric Hunt
HUM/115
MAURICE NELSON
May 24, 2016
Financial Problem
1. Define the financial problem
It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”.
2. Develop an alternative solution to the financial problem
One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer.
3. Selection of the optimum solution to the financial problem
By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk.
4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution.
Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Chapter 1 – Science, Society, and Criminological ResearchI.docxcravennichole326
Chapter 1 – Science, Society, and Criminological Research
Identify and define/describe the everyday errors in reasoning.
Describe the four (4) categories of purposes for social science research: descriptive, exploratory, explanatory, and evaluation.
Define and describe qualitative and quantitative research methods. How are each carried out?
Chapter 2 – The Process and Problems of Criminological Research
Discuss what makes a good research question (*hint: feasibility, social importance, and scientific relevance).
Consider the role of criminological theory in research.
· What is a theory?
· What purposes do criminological theories serve?
· What requirements do theories need to adhere to?
Consider the research process.
· What is a hypothesis?
· Define independent and dependent variables. Know the relationship between the two.
· Discuss the role of the IV(s) and DV in research hypotheses.
· Be able to identify both in research hypotheses.
The research circle consists of three (3) main research strategies: Deductive, inductive, and descriptive research. (*Please note that I would like to clarify that descriptive research is different than both inductive and deductive research.)
· Explain the research circle.
· Define and describe deductive and inductive reasoning. Know the difference between the two.
· Define each of the following: variable, independent variable, and dependent variable.
· Discuss the role of variables (independent and dependent) in the research process.
Identify the different scientific guidelines for research.
Chapter 3 – Research Ethics
Consider the Stanford Prison Experiment – Zimbardo.
· What is the main ethical concern raised by many researchers?
Consider the Belmont Report.
· What is the Belmont Report?
· Why did it come about?
· Identify and define the three (3) basic ethical principles for the protection of human subjects.
Define and describe the institutional review board (IRB)?
Identify and describe (summarize) main points regarding current ethical principles in research practice (*see assigned reading, powerpoints (on Moodle), and provided lecture notes (on Moodle).
· Achieving Valid Result
· Honesty and Openness
· Uses of Research
· Protecting Research Participants
Chapter 4 – Conceptualization and Measurement
Define concepts, conceptualization, and operationalization. Discuss the role of each in research.
Define level of measurement and describe each one, while providing examples of each – Nominal, ordinal, interval, and ratio.
Define and discuss the relevance of measurement validity and reliability. Know the difference between the two, in their roles in research.
Define/describe each of the following forms of measurement validity and reliability:
· Criterion validity
· Face validity
· Test-retest reliability
· Intraobserve ...
My
Second
Assignment
going
to
be:-‐
Unit 2: Website Discussion
Unit 2: Websites Discussion
No
unread
replies.22
replies.
Description
Each unit, class members search for websites that focus on a single assigned topic. One or
two topic choices are given for each unit’s discussion; where there are two topics, students
select one. They will then find three to five websites that add something interesting to the
course texts and any key ideas discussion on this topic.
To the extent possible, sites chosen should not duplicate those used by other class
members. Websites can include a range of media including videos in addition to text.
However, given the course content it is best to emphasize text-based material.
Websites chosen should offer thorough exploration of a topic, rather than a short description
or definition. Wikipedia should not be used instead of a required site, though depending on
the topic it may provide useful background information.
Posting and Format
A websites discussion of 200-300 words is posted (not attached) as a single message into a
discussion thread, no later than 11 p.m. Central on Wednesday. It describes connections of
the chosen sites to course concepts and explains why the student finds them interesting
and/or important.
Parenthetic page citations will be given for course texts but a reference list is not necessary
unless sources other than the text or the chosen websites are cited. The chosen websites
are shown as live links. The websites discussion is posted as a single message in the
appropriate forum, labeled with the name of the topic.
Due Date and Submission Requirements
By 11 p.m. Central on Friday, class members post responses to the web discussion of two
other students, showing that they have reviewed the websites provided, and commenting on
points of interest that connect with course materials.
This Unit's Website Discussion
For this unit, examine one of these two important elements in the political environment of
public organizations: the influence of interest groups on public policy, or government
regulation of business.
This is an example for my second assignment: “one of my classmates post this TODAY”
WK2 Websites Discussion
Topic: Influence of interest groups on public policy
Website #1: http://grprofessionals.org/news-resources/resources-for-lobbying-disclosure-
act-and-hloga-for-lobbyists/ (Links to an external site.)
This website found under the parent website of Association of Public Relations Professions,
provides a wealth of information which correlates to the topic listed above. First, it promotes
the ethical duties of public interest groups whom lobby for/within our government. Second, it
briefly mentions the idea that transparency is one important key to the continued direct
access of public interests groups for administration policies (Peters, 176). Third, the basic
premi.
Conclusions – the future of ideologiesJudging ideol.docxmccormicknadine86
Conclusions – the future of ideologies?
Judging ideologies
What is the “best” ideology? Why?
Categories
Change: Reform/Revolution
Authority: Place of Individual/State
Free Will/Volunteerism versus Determinism
Human Nature
Good and/or Evil Competition and/or Cooperation
Equality and Greatest Freedom
Basis of Society (political, gender, religion, economic)
The “beast”/reaction against
Future of ideologies?
Ideologies – social transformation and political development = ongoing cycle?
“End of Ideology” – Endism?
What drives the formation of ideologies?
Democracy – the best?
“Democracy is the worst form of government except all those other forms that have been tried from time to time” Winston Churchill
Future of ideologies? (continued)
Newly Emerging Ideologies
Globalism (globalization = process)
Connectivity/Interconnectedness
Global trends
Identity
Signs
Critiques
Future of ideologies? (continued)
Newly (re) Emerging Ideologies
Localism
Limited Connectivity / Local Identity
Populism
Heywood, p. 291 “”the belief that the instincts and wishes of the people provide the principle legitimate guide to political action”
Authority with “the people” / assumptions about elite
Future of ideologies? (continued)
Trumpism?
Trends
Immigration
Working Class
Divides – rural/urban, conservative/liberal
Increasing polarization
CA3
Naomi Kendal
77
Decide
● What industry/business are you in?
● eg HR, Marketing, Sales, Retail, Software development
● As we move through each topic, you must apply it to your business.
● Research – eg how does my company collect/ store/ analyse Big
Data…
● How does my company use AI, what are the benefits…
● Find case studies from your specific industry and research to back
it up.
● Visualisations to illustrate the meanings – of 3 topics.
● Trends & Recommendations
CA3 Assessment Brief
Module Title: Data & Digital Marketing Analytics
Module Code: B9DM105
Module Leader: MSc in Digital Marketing
Stage (if relevant): 9
Assessment Title: Data: Full report and analysis.
Assessment Number (if relevant): CA 3 of 3
Assessment Type: Project Report
Individual/Group: Individual
Assessment Weighting: 40%
Issue Date: 21/6/19
Hand In Date: 07/8/19
Mode of Submission: Moodle
Details of Assignment brief
You are working in the Big Data Dept. of the ‘Red Cloud’ company – a large
multinational, reporting to the newly appointed CEO.
As she is new to the role, she would like a report (3000 words) explaining the
Information Management strategy of the company.
You should include the following topics in this report:
Data Analytics, Data Collection & Storage and the methods and technologies used in
analysing the Data.
Data Abstraction Layers, Data Warehousing and Data Mining.
The role and benefits of your Big Data Dept prior to a restructure.
She also wants a Data Visualisation to illustrate a relevant Data Set for 3 of the
below headings.
1. Data analytics – ...
How to write a Synthesis Essay. 4 Synthesis Essay Examples Which Will Inspire You | AssignmentPay. Synthesis Essay: Writing Guide with Synthesis Essay Example | EssayPro. Synthesis essay definition. What Is A Synthesis Essay? How to write it .... Essay synthesis - courseworkpaperboy.web.fc2.com. How to Write a Synthesis Essay
How to write a Synthesis Essay. 4 Synthesis Essay Examples Which Will Inspire You | AssignmentPay. Synthesis Essay: Writing Guide with Synthesis Essay Example | EssayPro. Synthesis essay definition. What Is A Synthesis Essay? How to write it .... Essay synthesis - courseworkpaperboy.web.fc2.com. How to Write a Synthesis Essay - An Elaborated Overview & Types. Synthesis Essay - 6+ Examples, Format, Pdf | Examples. Well Written Synthesis Essay.
Those 3 journal entries are a minimum of 250 words for each id.docxVannaJoy20
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
Write a 4 page essay that addresses three key concepts related to .docxowenhall46084
Write a 4 page essay that addresses three key concepts related to the philosophical and historical development of modern science.
This assessment allows you to demonstrate your understanding of the philosophy of science.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Describe the historical development of the humanities from the pre-historic era to the present.
. Describe the influence of philosophical reasoning on the development of modern science.
· Competency 2: Examine the forms of expression that instantiate the arts and humanities.
. Distinguish intrinsic from instrumental goods in human thought.
. Explain the use of scientific reason in an effort to control the natural world.
· Competency 3: Integrate the humanities with everyday life.
. Assess the role of philosophy and science in contemporary life.
· Competency 4: Communicate effectively in forms appropriate to the humanities.
. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Assessment Instructions
Write an essay in which you express and defend your views on the following issues:
· Consider the rise of modern science during the seventeenth and eighteenth centuries.
. How did Enlightenment philosophers both defend and contribute to this cultural development?
. How did elements of scientific reasoning alter conceptions of the origin and limits of human knowledge?
· Explain the difference between intrinsic and instrumental goods and how modern science embodies an instrumental approach to the relationship between human beings and the natural world.
. Is recognition of our proper place in the context of a vast and ancient universe an essential insight?
. How does it affect our understanding of ourselves?
· Consider how philosophical and scientific reasoning make a difference to our daily lives. (Of course we all benefit from technological advances that came from these ways of thinking, but that is not the point here.)
. In what situations or circumstances of ordinary life is it appropriate to apply philosophical or scientific thinking to seek a solution, resolve a conflict, or make a decision? Imagine you are invited to contribute a post on this topic to a blog about philosophy, like those that appear in The New York Times blog The Stone, the What Is it Like to be a Woman in Philosophy? blog from Wordpress, or Philosophy Nowmagazine.
. How would you argue for (or against) the use of philosophical reasoning in everyday life?
Additional Requirements
· Written communication: Should be free of errors that detract from the overall message.
· APA formatting: Your paper should be formatted according to APA (6th edition) style and formatting.
· Length: 4 typed and double-spaced pages.
· Font and font size: Times New Roman, 12 point.
Running Head: THE IMPACTS OF REPLACING HUMAN LABOR WITH ROBOTS 1
TH.
An Inspector Calls Theme Of Responsibility EssayTonya Lomeli
The document discusses the evolution and rise of the powerful Khmer Empire in Southeast Asia. It states that kings like Jayavarman II were able to establish an empire that lasted over six centuries not just through political systems but also through religious power and privilege. Jayavarman II developed a social structure based on the Indian caste system that positioned him as a god king, giving him religious authority over fellow kingdoms. The strategic location of Angkor and a large, dedicated military also contributed to the development and control of the Khmer Empire in the region.
This document provides a biography of Alexander John Greenslade from 1885. It describes how he was born into a wealthy family living in a large mansion in London near Westminster and Buckingham Palace. As a child, he observed the poverty in East London on carriage rides with his parents and questioned why conditions were so poor for others while his family lived luxuriously. His parents held that the poor were not like their family and had brought their conditions upon themselves.
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
The Semester Project for Government 2305ContentsAbout the Semeste.docxlillie234567
The Semester Project for Government 2305Contents:
About the Semester Project
The Annotated Bibliography
Written Assignment Caveat
Semester Project Caveat
Table of Consequences
About The Semester Project
This course requires a long-term investigative project. This project will require the formation of teams. As a team you will be asked to
defend a claim about a relevant political concept or phenomenon, and to connect
each of the following cultural artifacts to a concept or set of related concepts addressed in this course:
·
· An event
· A film
· A book or short story
· A painting
· A sculpture
· A musical composition
This project must include an explanatory essay and a presentation, which you will turn in as a team. The explanatory essay must conform either to MLA format or the Chicago Manual of Style, and be of sufficient length to incorporate each of the examples listed above. Depending on the size of your team, the minimum page length shall vary as follows:
· For a single author, the minimum length shall be 12 full pages in standard manuscript form.
The presentation must involve every member of your team, and must be presented in the session during Finals Week.
Unlike other information tasks in this course, the Semester Project is an Open Task rather than a Direct Task (Please see the Big6 Information Literacy presentation for details about the difference). You and your team are asked to construct your topic together. In the past, successful teams have built their project in a variety of ways. Some have connected their project in Government to their own specific fields of study or interest. Others have synthesized two or three thematic areas from the list of content themes appearing on page 3 of this document. Remember also that for this project, the article you and your team compose should be a unified article, in that the reader should not be able easily to tell where one author ends and another begins; that is, if you have more than one member of your team.
This Project
mustinclude the following:
·
A single discernible thesis. This is the main idea of your project. This thesis
must be either
analytical or
expository in nature. It may serve an argumentative or persuasive purpose. However, the essay must conform to the Universal Intellectual Standards outlined by the
Foundation for Critical Thinking.
·
An appropriate thesis. Your team must relate the above cultural artifacts to a theme or concept in this course. In Federal Government, this means a topic connected to any of the following:
·
·
· Political theory or philosophy
· Political culture or Ideology
· US Constitutional Principles
· US Constitutional Provisions
· Themes of the US Constitution
· Federalism
· Public Opinion
· Political Socialization
· Information media
· Interest Groups
· Political pa.
Websites1. American Society for Quality (n.d). Pareto chart. R.docxmelbruce90096
Websites
1. American Society for Quality (n.d). Pareto chart. Retrieved from http://asq.org/learn-about-quality/cause-analysis-tools/overview/pareto.html
2. American Society for Quality (n.d). Six sigma. Retrieved from http://asq.org/sixsigma/
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. Process Selection: Product Design and Capacity
How is process selection related to product design and capacity determination? Your initial post should be 200-250 words.
Guided Response:
Respond to at least two of your classmates’ posts in a substantive manner. Include examples, applications, and/or relationships between product and process design. Provide suggestions and alternatives to your classmates.
2. Monique Food Processing Company and Capacity
Read Problem 6: The “Monique Food Processing Company” in Chapter 8 of your text.
Monique Food Processing Company produces light snacks that can be heated in a microwave. The following steps are included in the process:
Steps
Description
Capacity (Units/Hour)
1
Prepare food
200
2
Measure and place in plastic pouch
175
3
Prepare cardboard box
200
4
Insert pouch into box
300
5
Shrink-wrap box
200
201
A .What is the system capacity, and which is the bottleneck department?
B How much slack (unused capacity) is available in other departments?
C How much system capacity can be gained by adding capacity to the bottleneck?
D What are the key factors that determine when to add capacity?
E Why would an organization want to reduce its capacity?
Make and include calculations. Answer questions a - e. Your initial post should be 200-250 words
Theories of management originated in the early 1900s. They have influenced how we view management today. Write a short essay (minimum 500-600 words) that explores one of the early theories of management and addresses the following questions in the Discussion Area. Be sure to incorporate your weekly readings and cite your sources using proper APA guidelines (including in-text citations and references). Respond with meaningful feedback that adds value to the discussion to two classmates before the end of the week.
1. Describe the early theory.
2. Compare the differences between the theory you have chosen and at least one current approach/theory of management. In your comparison, include a minimum of two similarities and two differences.
3. Explain the impact technology and innovation have on the role of a manager.
4. Develop a plan for your approach to management that includes the skills and attributes a manager must possess. In this plan, explain how you would implement each function of management in your role as a manager.
Notes from the class.
The practice of management can be traced to 3000 b.c., to the first government organizations developed by the Sumerians and Egyptians, but the formal study of management is relatively recent.12 The early stud.
FREE 7+ Sample College Essay Templates in MS Word | PDF. Impressive How To Write A College Level Essay ~ Thatsnotus. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. College Essay Topic Help - 5 College Essay Topics You Should Never .... College level essay college level essay format our discount. How to Write a College Level Essay: 13 Steps (with Pictures). College Essay Examples - 9+ in PDF | Examples. 30+ College Essay Examples | MS Word, PDF | Examples. Powerful guide on how to write a college level essay.
Similar to Essay #2 Assignment Topics and Instructions NB Before .docx (20)
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docxrusselldayna
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docxrusselldayna
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docxrusselldayna
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docxrusselldayna
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
.
essay format that discuss all three has to be 3-4 pagesDiscus.docxrusselldayna
This 3-4 page essay discusses three topics important to understanding early 20th century US foreign policy: immigration and the issues surrounding assimilation of millions who came to America; imperialism and colonialism including the Spanish American War and Philippine Insurrection; comparing and contrasting the personalities, values, leadership styles, and issues faced by Teddy Roosevelt and Woodrow Wilson. It also discusses the issues that led America to enter World War I.
Essay Exponents and PolynomialsWrite an essay of at least t.docxrusselldayna
Essay: Exponents and Polynomials
Write an essay of at least two-three pages in which explain and illustrate examples of the four mathematical operations on polynomials. Include addition, subtraction, multiplication, and division (synthetic and long division).
Use APA to write the essay, include citations and references, and send the homework to NetTutor for feedback. The rubric of essays will be used to evaluate the task.
.
Essay Exam #3 The essays generated by this assignment will be co.docxrusselldayna
Essay Exam #3
The essays generated by this assignment will be collected to demonstrate satisfaction of
General Studies Attribute 8: Cultural Awareness. The attribute states that students will be
able to:
*Demonstrate a fundamental knowledge of world geography within specific global issues.
*Demonstrate knowledge of major historical and contemporary events affecting ones’ culture
and other cultures.
*Compare beliefs, belief systems, and ideologies that may be different from their own.
*Develop insight into the nature of language and culture.
*Investigate the variety of human cultures and demonstrate an understanding of the ways in
which cultures have changed.
*Analyze global and cultural arguments, identifying the underlying premises.
Choose one of the following questions and answer using your book/notes. Do not use outside
sources.
4. In Tayeb Salih’s “The Doum Tree of Wad Hamid,” Salih draws on Sudanese oral culture
and the Western literary tradition to write about the experiences of the Arab world in the
wake of colonialism. How does Salih use folklore to represent the conflict between
modernity and tradition?
.
Essay ElectionVoting ReformWrite a 4 page essay in which y.docxrusselldayna
Essay: Election/Voting Reform
Write a 4 page essay in which you explore and critically assess the topic of election reform in the
United States and/or California. The essay must address at least one proposed or alternative electoral
reform that would change current election and/or voting practices.
In deciding what reform you choose to write on, you should explore the websites of various policy
think tanks, organizations, political parties, interest groups, and/or news sources that address the
topic of election/voting reform. Select at least one proposed electoral reform policy and write a 3-4
page paper analyzing the main points of the policy (or policies). Compare the proposed policy to
current US or state election policy. Critically analyze and discuss how the new policy will change
current election practices. Provide arguments as to whether the new policies will enhance or hinder
current election/voting practices, such as the level of democracy or citizen representation.
Assignment Requirements
1. The essay must be between three to four pages, but no more than four.
2. The essay must analyze at least one election/voting reform and include an argument supporting or
opposing the reform(s).
3. The argument of the essay must be based upon research and evidence. The essay must include
references to at least four sources in its analysis.
4. All secondary sources must be cited, including the proper formatting for website sources.
5. The essay must follow the “Essay Requirements” below.
Possible Topics
• Changes in redistricting practices (gerrymandering)
• Same Day Voter Registration or automatic voter registration.
• Changes in FCC (Federal Communications Commission) policy
• Instant Runoff Voting (IRV) or Ranked Choice Voting
• Proportional representation
• Electoral college reform
• Campaign finance reform
• No-fault absentee voting
• Early voting
• Mail-in voting
• Election Day as a holiday or time off for voting
• Voter's Bill of Rights
• Changes in Presidential Debates to allow third parties.
• Increase the size of the U.S. Senate or the House of Representatives
Possible points to include in your analysis.
• How will such electoral reforms improve the level of democracy, representation or citizen
participation?
• What issues will such reforms resolve?
• How will such reforms be put into practice?
• What laws need to change? Will it be necessary to change either the California Constitution or the
U.S. Constitution?
• Compare U.S. voting practices with the practices of other countries.
• Will the implementation of a particular reform lively improve voter turnout? (compare with other
countries or voting systems)
• Will such electoral reforms provide more or less democracy, equality, justice, freedom, and/or
representation? (provide reasons why this would be the case)
• What politicians support and/or oppose the election reforms and why?
• What political parties support and/or oppose election ref.
Essay contentWhere did your storypoetry come from What specif.docxrusselldayna
Essay content:
Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?
What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.
Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you could do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses.
Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. I encourage you to look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)
In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course.)
Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective.
Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)
Final revision poem (add 500 words)
“Life as a teen”
Every chance I get,
I use it to look at the trends,
I do not pay attention to issues that are political,
Neither do I associate myself wit.
Essay contains at least six pages and includes an introduction, bo.docxrusselldayna
The essay is at least six pages long and follows a standard essay format including an introduction, body paragraphs, and conclusion. It properly cites sources within the text and lists them in a references section using APA style. Though there may be minor errors, the overall meaning is clear.
Essay at least 1 page each paper, APA, with references. 1). Clif.docxrusselldayna
Essay at least 1 page each paper, APA, with references.
1). Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake Oil: Second Thoughts on the Information Superhighway
— notes a wide gap between data and information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.”
2).
A debate is raging at the IT consulting firm where you work. Some staff members believe that it is harder for experienced analysts to learn object-modeling techniques, because the analysts are accustomed to thinking about data and processes as separate entities. Others believe that solid analytical skills are easily transferable and do not see a problem in crossing over to the newer approach.
.
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docxrusselldayna
The document provides instructions for a communication strategy essay assignment. It asks students to develop a communication strategy to resolve conflict in a workplace by analyzing the structural, cultural, and relationship issues contributing to the conflict. Students must select a large organization they have investigated and focus on developing a communication strategy to improve staff morale. The analysis should demonstrate understanding of organizational structure and culture, as well as interpersonal communication issues. At least six scholarly sources must be cited using APA or Harvard referencing style. The essay should be double-spaced with a completed cover sheet.
Essay Assignments Topic (How Should I be Governed d.docxrusselldayna
Essay Assignments
Topic: (How Should I be Governed during Ancient Greek Era)
ERA/Civilization:
The Classical Greek Period (Greek Political Thought: Plato and Aristotle)
"Great Question" to be answered and analyzed in the essay:
How should I be governed?
- The paper will argue how the people of the era/civilization (Ancient Greek)
answered the particular great question (How should I be governed?).
- All papers must carry a working thesis. This is not simply a report of different
historical perspectives, but a careful analysis and synthesis of the research you
conduct.
- Your final essay will include a title page and bibliography. The essay itself should
be no less than 2400 words and no more than 10 pages.
Note: introduction and Bibliography is already written, please see
attached file. Please continue writing the paper using this file.
ALL WRITTEN WORK TURNED IN FOR CORE HISTORY MUST FOLLOW THESE
BASIC RUBRICS:
• Typed work (word processor), neat and legible, 81/2” x 11” paper 1” margins
all sides
• Times New Roman font, 12 pt.
• Use Footnotes as opposed to endnotes
• All citations must conform to the Chicago Manual of Style
• Use only permitted sources.
- Papers must cite no fewer than FIVE scholarly sources, including at least THREE
primary sources approved by the instructor.
- Permitted secondary sources: Printed works that are scholarly (that is, peer-
reviewed) are the only permitted secondary sources. Peer-reviewed print journals
that are available electronically through library databases are included among
permitted sources. NO OTHER ELECTRONIC SOURCES are permitted Your
instructor may, at his/her discretion, reject or fail any paper that has used one or
more non-permitted sources.
Evidence of academic dishonesty or plagiarism on any part of the assignments will
result in failure of the course and referral to the dean for expulsion.
Essay Grading Rubric
1. Strong Thesis Statement - Is argued coherently and forcefully throughout
the paper. Includes appropriate introductory and concluding paragraphs. The
entire body of the paper is argument driven.
2. Use of Appropriate Scholarly Secondary Sources and Primary Sources -
There is depth and breadth to the research. No false citations. N0 fluff added
to bibliography.
3. Correct use of historical facts and examples to further the argument -
Paper does not give incorrect information, all facts serve the argument and
are not used as mere filler, historical context is maintained.
4. Mechanics and Grammar - No grammatical or spelling errors, proper
formatting, formality of language.
5. Adheres to assignment instructions - Chicago Manual of Style, Word
Count, etc.
Complex Regional Pain Disorder
White Male With Hip Pain
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the b.
Essay Assignment Students are tasked with completing an e.docxrusselldayna
Essay Assignment
:
Students are tasked with completing an essay assignment from a list of 3 potential topics.
- Topic #1:
Culture
– Over the past couple of months, people all over the world have had to undertake ‘social distancing’ which has seen contact even between close family members seriously curtailed, if not prohibited, outside of their homes. This has meant that many of the cultural rituals that have historically punctuated and gave meaning to our lives have had to be delayed, modified or cancelled altogether. This has included birthdays, graduations, weddings and funerals in addition to various religious celebrations that happen daily, weekly, annually or otherwise. How have you had to modify, delay or cancel cultural activities over this time and what, if anything, have you learned about the meaning/significance of these events as a result? How might have ‘social distancing’ practices affected other groups or cultures differently from what you have experienced? To what extent do you feel virtual participation can replace physical presence at cultural events?
Topic #2:
political Economy
– The Covid-19 pandemic has forced governments around the world, including Canada’s, to make interventions into their economies in ways which may have never seemed possible just a few months ago. This has included paying most of the wages of workers in private enterprises, curtailing the legal rights of landlords to evict or punish their renters, and closing large parts of their economies altogether. This has happened in countries who perceive themselves to be in favour of a limited role of government, such as the United States, and others which are officially socialist, such as China. What have these actions taught you about the differences in the political and economic ideologies of countries? Have your opinions on what the role of the ‘state’ should be in the economies of countries?
Topic #3:
Trade
– The Covid-19 pandemic has illustrated how interconnected the world is with respect to the trade in goods and the flow of people. While countries, such as Canada, have closed their borders to all but essential travel by people, they have remained open to trade. While people have been required to ‘stay home’ and even ‘shelter in place’, Amazon has had to hire 100,000 workers to keep the flow of goods moving internationally. How has international trade assisted in the international response to the pandemic? Has this strengthened the arguments in favour of international trade? What, if any, weaknesses in the global trading system has the pandemic identified?
Marks for the essay assignment are awarded as followed:
Use of Course Materials and Additional Research - 5 marks
Students are required to support their arguments by referencing materials from both within and outside of the course
3500-3600 words (7 pages long single spaced with 1” margins and 12 point font) Students are expected to conduct a significant amount of research Per.
essay assignmentTechnology and Education”How have new tec.docxrusselldayna
essay assignment
“Technology and Education”
How have new technologies had an impact on education? What impact might they have the future? While change can always have both positive and negative effects, has the impact of specific technologies on education been
mostly
positive or
mostly
negative, and for whom? To have a more specific and focused paper, choose a specific type of technology
and
a specific level of education (primary, high school, college).
Sample Topics/Ideas for the Technology and Education Option:
Should more assistive/adaptive technology for people with disabilities be incorporated into schools? What schools would most benefit from greater assistive technologies? Why are these technologies important?
Should teachers incorporate social media/cell phones/computers into the classrooms? Are these new methods of communication a neglected and vital resource that most teachers are simply too old-fashioned to take advantage of? Or are they mostly a dangerous distraction?
How important is it for students to have technology in the classroom? Is it
essential
to a modern student’s education, or are there more important things on which we should spend our education budget?
Essay Structure:
Introduction: includes background and context—makes the reader interested in your topic
Thesis: your main claim
Body Paragraphs (as many as you need, but at least 3 or 4): research and support for each of your claims and reasons, explanation and support for your assumptions, answers to possible objections (counterarguments).
Conclusion: review major points, a summary of what you learned, and/or a call to action and possible solutions.
Essay Requirements:
4-5 pages in length, and at 1200 words (minimum). MLA format, 12 pt. Times New Roman font.
At least 3 different outside sources, all sources MUST be quoted and cited. No individual quotes may be longer than 4 lines. No block quotations are permitted.
.
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1.docxrusselldayna
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1763
Introduction
:
With the conclusion of the Seven Years War, Great Britain became the dominant power in North America. However, having taken over French colonial possessions, the British were not welcomed by many of the First Nations who had been allied with the French (review Pontiac’s War). In order to establish peaceful relationships with the First Nations (and the French settlers), the British negotiated with the First Nations that resulted in the Royal Proclamation of 1763 – which ended the hostilities, for the most part, between the British and the First Nations. This document, the Proclamation, is an enormously important document in Canadian history and its significance reverberates into modern days as First Nations continue to rely on the document when making legal claims about land ownership.
For this assignment, the Learning Objectives are:
• The Reading of excerpts of a primary document/historical document (the Proclamation)• The Contextualizing of said document, taking a British and First Nations’ perspective of the time and formulating your own stance/viewpoint• The Researching and incorporating of one secondary source related to this topic
Prompt Questions:
Write an essay that incorporates and answers the following questions:
Who benefited most from the issuance of the Royal Proclamation? European settlers or First Nations?
Why did the Proclamation of 1763 contribute to a “souring of the relationship” between Great Britain and her subjects (British settlers) in the thirteen colonies?
The document appears to show great concern for the welfare of First Nations. To what extent was this document designed with the intention of supporting and protecting the interests of the indigenous peoples?
Context
:
At the end of the Seven Years’ War in 1763, France surrendered Canada and much of the Ohio and Mississippi valleys—two-thirds of eastern North America—to England. The British Proclamation of 1763 "preserved to the said Indians" the lands west of the Appalachian Mountains and ordered white settlers "there forthwith to remove themselves from such Settlements," forbade white settlement, and restricted commerce with the American Indians to traders licensed by the British government, requiring settlers to "take out a License for carrying on such Trade from the Governor or Commander in Chief of any of Our Colonies respectively." Power over westward expansion was in the hands of British officials, outside the colonists’ control. By preventing the colonial population from moving inland the British ministry hoped to avoid costly wars, protect the western fur trade, and keep western land speculation under the control of the crown. To enforce the proclamation, Britain authorized positioning 10,000 troops along the frontier, with the costs of 250,000 pounds sterling per year to be paid by the colonists. The British settlers, who looked at the new land as an opportunit.
Essay Arugment on Julius Caesar play. essay question is 2In.docxrusselldayna
Essay Arugment on Julius Caesar play. essay question is:
2
In
Julius Caesar
, there are no moral absolutes: no character is entirely good or entirely bad.
Throughout the play, Julius Caesar, it is evident that Marcus Brutus is entirely good proving the statement there are no moral absolutes in the play to be false. The only action that Brutus does that is perceived as “bad” is justifiable, rendering it as “good.” With no other bad action or thing done by Brutus in the rest of the play, Brutus is irrefragably entirely good. The only action that Brutus does that was perceived as bad was the assassination of Julius Caesar. This action, however, is actually not bad and is a good action as it was justifiable. The reason that Brutus killed Julius Caesar was not for personal gain and was for the benefit of Rome. Brutus clearly exhibits that he did not kill Caesar for personal reasons in the line, “It must be by his death And for my part I know no personal cause to spurn at him…” Due to Brutus having a justifiable reason for killing Caesar that is “good” and is of benefit to others and not just Brutus, then the action of killing Caesar is a good one. The argument could be brought up that murder is never justifiable, and therefore Brutus is not entirely good. The argument that murder is never justifiable does not apply to more ancient times when the play is set and is thus not relevant to the play. This is to killing being more acceptable in ancient times than in modern times of which this notion originates from particularly due to a very violent 20
th
century. Therefore, as Brutus’ only action that is perceived as “bad” is actually good, and he has no other bad actions in the play, then Brutus is entirely good. Thus, the statement that there are no moral absolutes in Julius Caesar is incorrect as exhibited by Marcus Brutus.
.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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How to Setup Default Value for a Field in Odoo 17Celine George
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Essay #2 Assignment Topics and Instructions NB Before .docx
1. Essay #2: Assignment Topics and Instructions
NB: Before starting your essay, you should read this entire
document as
well as the information in the ‘Essay Assignments: Grading
Criteria and
Helpful Information’ folder.
The articles given below are from The New York Times. Non-
subscribers are
limited to the number of articles they can read, but the Richland
Library has full
access to The New York Times. You can access The New York
Times via this
DCCCD Library web page.
Choose one of the topics below.
Topic #1: Free Will
Chapter 7 of our text deal with the problem of free will. Read
this article from
The New York Times and write an essay that connects the
article to the
2. philosophical problem of free will. Your essay must include
reference to chapter
7 of our text as well as at least one reference to an article/entry
in either The
Internet Encyclopedia of Philosophy or The Stanford
Encyclopedia of Philosophy,
through quotation and/or paraphrase. Rather than your opinion
on whether
we have free will, your essay should be a philosophical
discussion of the
problem of free will.
Topic #2: Thinking Machines
Chapter 5 of our text deals with the question of thinking
machines. Read this
article from The New York Times and write an essay that
connects the article to
the philosophical problem of whether machines can or could
ever ‘think,’. Your
essay must include reference to chapter 5 of our text as well as
at least one
reference to an article/entry in either The Internet Encyclopedia
of Philosophy or
The Stanford Encyclopedia of Philosophy, through quotation
and/or paraphrase.
3. Rather than your opinion on whether machines could think, your
essay should
be a discussion of the problem of knowing whether machines
can think.
In addition to what is described above, your essay must include
the following:
• A heading done according to MLA
• An original title
• An introductory paragraph that contains your thesis (see this
VERY
helpful advice on how to write your intro/begin your essay, and
if you are
unsure of how to write a thesis, read this advice on developing a
thesis)
http://libguides.dcccd.edu/c.php?g=701415
https://opinionator.blogs.nytimes.com/2011/10/19/what-makes-
free-will-free/
https://www.iep.utm.edu/
https://www.iep.utm.edu/
https://plato.stanford.edu/
https://opinionator.blogs.nytimes.com/2015/02/23/outing-a-i-
beyond-the-turing-test/?mcubz=1
https://opinionator.blogs.nytimes.com/2015/02/23/outing-a-i-
beyond-the-turing-test/?mcubz=1
https://www.iep.utm.edu/
https://plato.stanford.edu/
https://writingcenter.fas.harvard.edu/pages/beginning-academic-
4. essay
https://writingcenter.fas.harvard.edu/pages/beginning-academic-
essay
https://writingcenter.fas.harvard.edu/pages/developing-thesis
• A summary of the New York Times article related to the topic
you chose
(If you are unsure of how to write a summary, read this helpful
advice on
how to correctly summarize a text)
• Body paragraphs that discuss the problem of free will or the
problem of
thinking machines, depending on the topic you chose, through
reference
to the article, chapters of our text given above, depending on
your topic,
and at least one of the other sources mentioned above (here is
some
excellent advice on how to structure body paragraphs)
• A minimum of 3 full pages (your works cited page doesn’t
count as a
page)
• A conclusion (see this VERY helpful advice on how to
conclude your
5. essay)
Your essay should be double-spaced, in Times New Roman 12
point font; your
paper should be written in Standard English and done in MLA
format. You must
include a MLA works cited page that includes all sources used
in your essay,
including the article I provided.
To submit your paper, click on ‘Essay 2.’ You should attach a
file that can be
opened with Microsoft Word (doc or docx); do not submit a pdf
or type in the
submission box.
Any instance of plagiarism will be punished by a minimum of
an F on the
assignment and a report to the associate dean of the humanities
division.
Further punishment could include failure in the course,
suspension, or
expulsion.
7. Keywords: alienation; bureaucracy; flow
The claim that bureaucracy generates alienation has been
persistentlyadvanced by a wide range of social theorists and
social scientists. Both
Marx and Weber, for example, argued that bureaucracy was a
source of
alienation. For Marx, such alienation could be overcome once
private own-
ership of the means of production was abolished, since
bureaucracy was but
a specific instance of the general process of alienation within
capitalist
societies that arose from the existence of private property and
class domi-
nation (Mouzelis, 1975). For Weber, by contrast, the roots of
alienation lay
not in private ownership of the means of production per se, but
in the sep-
aration of the individual from the means of production and
administration
that occurs within all bureaucratic organizations, whether these
are pri-
vately or publicly owned (Mommsen, 1989). Writing in the
1950s, social
scientists such as Mills (1953) and Argyris (1957) endorsed the
view that
bureaucracy and formal organization created alienation and
psychological
dysfunction. Management gurus such as Peters and Waterman
(1982) and
Kanter (1990) have more recently argued that bureaucracy
jeopardizes
people’s autonomy and their opportunities for self-fulfillment.
As du Gay
9. Many writers have questioned this negative portrayal of
bureaucracy,
though. For example, du Gay argues that by enforcing a
separation of per-
sonal and official business, bureaucracy gives rise to an ethos of
office that
enshrines such virtues as procedural conformity, vocational
commitment,
and subordination to authority. These bureaucratic virtues
enable the civil
service to safeguard citizens’ rights and to retain its integrity
and nonparti-
sanship, and thereby to reinforce liberal democracy. He argues
that bureau-
cracy should accordingly be praised for buttressing personal
freedom rather
than pilloried for undermining it. He also challenges the claim
that bureau-
cracy permits inefficiency, waste, and inertia by failing to
provide opportu-
nities for self-realization and personal involvement. Instead, he
argues that
by subscribing to an ethos of vocational devotion, bureaucrats
can become
more efficient, equitable, ethical, and accountable. Preston
(1987) similarly
argues that by providing people with the resources and abilities
to make
conscious deliberate decisions, bureaucracy creates the
conditions of freedom.
Empirical research also challenges the idea that bureaucracy
generates
alienation. For example, it was found that teachers in highly
bureaucratic
systems had a significantly higher, not lower, sense of power
10. than did those
in less bureaucratic systems (Moeller & Charters, 1966); that a
direct rela-
tionship did not exist between bureaucratization and alienation
among paid
workers, salaried managers, and businessmen (Bonjean &
Grimes, 1970);
that people who worked in bureaucratic organizations were
more intellec-
tually flexible, open to new experience, and self-directed than
those who
worked in nonbureaucratic organizations (Kohn, 1971); that
formalization did
not have the inexorable effect of generating alienation among
professionals
(Organ & Greene, 1981); and that contra Lipsky, street level
bureaucrats
did not exhibit extreme job dissatisfaction (Thomas & Johnson,
1991).
In this article I will explore the question of whether
bureaucracy gener-
ates alienation, by studying the experience of work among staff
of the
Australian Public Service (APS). I will define alienation as
being the
234 Administration & Society
absence of personal involvement in and fulfillment from work,
or what
Marx called “self-estrangement” (Mills, 1953; Blauner, 1964;
Fox, 1971).
It therefore represents the opposite of what the literature on
11. industrial psy-
chology calls job involvement (Fox, 1971; Organ & Greene,
1981). According
to Marx, self-estrangement arises when people are unable to
express them-
selves through their work and to develop their mental and
creative ener-
gies. It therefore resembles the mental state that
Csikszentmihalyi (1991)
labels psychic entropy and which he contrasts with what he
calls flow.
Flow arises when we can pursue personal goals and use our
skills when
performing challenging tasks that provide us with rules, clear
goals, intrin-
sic rewards, immediate feedback, and the ability to exercise
control and to
concentrate deeply. When in a state of flow we fully use our
skills and
engage in self-expression, creativity, and learning, and thereby
increase our
levels of mental order and psychic energy. By contrast, psychic
entropy
arises when we are unable to pursue our personal goals and to
fully use our
skills. We therefore experience decreased levels of mental order
and psy-
chic energy. Personal skills and task challenges can each vary
independently
from “low” to “high.” Four possible combinations of skill and
challenge
therefore arise, each of which yields a particular psychological
state. These
combinations and associated states (in parentheses) are as
follows: high
skill and low challenge (boredom), low skill and low challenge
12. (apathy),
high skill and high challenge (flow), and low skill and high
challenge (anx-
iety). Boredom, apathy, and anxiety all represent forms of
psychic entropy.
The analyses of alienation provided by Marx, Mills (1953), and
Blauner
(1964) address not only the subjective experience of work but
also the
objective or structural factors that underlie this experience. To
understand
alienation therefore is to show how the subjective experience of
work is
generated by structural factors. As Rogers (1995) has noted, the
concept of
alienation can be most fruitfully employed when it is used to
demonstrate
how the structural conditions of work influence the subjective
experience
of work. Personal experience, job characteristics, and structural
conditions
can be identified as dependent, intervening, and independent
variables
respectively. The connection between these three levels of
analysis has been
explored by Hackman and Lloyd Suttle (1977) in their job
characteristics
model. It maintains that high internal work motivation and high
job satis-
faction are the products of five job characteristics—namely,
autonomy, skill
variety, task identity, task significance, and feedback—that are
in turn a
product of technology and job design. I will use this model to
analyze
13. the experience of work in the APS. I will also analyze two
additional job
Matheson / In Praise of Bureaucracy? 235
characteristics—namely, skill utilization and self-expression.
The former is
the extent to which a job provides opportunities for the use of
skills, whereas
the latter is the extent to which a job provides opportunities for
skill use,
learning, interesting work, and creativity. Both of these job
characteristics
predict levels of job involvement (Jans & McMahon, 1989).
The APS is a collection of 82 administrative agencies that are
staffed
under the federal Public Service Act. It has about 112,000
ongoing employ-
ees and conforms perfectly to Weber’s ideal type of
bureaucracy. More than
half of APS staff work in the three largest agencies: Centrelink,
the Australian
Taxation Office (ATO), and the Department of Defence. APS
staff perform a
variety of clerical, managerial, professional, and technical
tasks. Seventy-two
percent of staff are employed in the clerical-administrative
classifications, of
which the largest is the Administrative Service Officers (ASOs;
prior to 1984,
the fourth and third divisions). ASOs are ranked in ascending
order from
Grades 1 to 6. Above the ASOs are the Senior Officer Grades
14. (SOGs) which
are ranked from C to A. Above the SOGs are the elite Senior
Executive
Service (SES; prior to 1984, the second division). The study
draws on four
sources of data: personal experience and observation, surveys,
interviews,
and documentary sources. Personal experience was acquired
during the
course of 3.5 years’ employment as a graduate recruit and
clerical adminis-
trative officer in two APS departments (Department of Industry,
Technology
and Commerce or DITAC, and the Public Service Board)
between 1984 and
1988. Semistructured, in-depth interviews with 20 serving or
former public
servants, selected by means of incidental and snowball
sampling, were also
conducted. The third data source comprises a number of staff
surveys, includ-
ing three departmental surveys conducted in the early 1990s,
two service-
wide surveys conducted in 1975 and 1992, and a number of
surveys of ATO
staff conducted by Jans and McMahon (1988), Jans, Frazer-
Jans, and
McMahon (1989), and Jans and Frazer-Jans (1992). The fourth
data source
comprises various secondary sources. These include a
participant observation
study by Jordan (1974), a number of government reports, a 93-
page docu-
ment containing 1,314 comments made by 768 ATO staff,
academic studies,
and various case studies.
15. The Nature and Extent of Alienation
Among the APS Workforce
In this section I will seek to ascertain the nature and extent of
alienation
among the members of the APS workforce. Jans and Frazer-Jans
(1992)
236 Administration & Society
used a measure of job involvement in their surveys of ATO
staff. They
define this as the level of identification that workers have with
a job and the
extent to which they take it seriously and are committed to
doing it well. As
Blauner (1964) noted, the essence of self-estrangement lies in a
deperson-
alized detachment from work tasks as opposed to an immediate
involve-
ment or engrossment in them. Job involvement also measures
intrinsic
motivation, or the desire to perform well in the job for its own
sake. For
Marx, Mills (1953), and Blauner, the absence of such intrinsic
motivation
was a key attribute of alienation. Jans and Frazer-Jans found
that in 1992,
21% of staff in the ATO had strong job involvement, 29% had
moderate job
involvement, and 50% had low job involvement. Similar
findings obtained
from earlier surveys led Jans, Frazer-Jans, et al. (1989) to
16. conclude:
[ATO staff are] by our definition, dissatisfied with their jobs. . .
. Job satisfac-
tion levels for ASO 1 to 3 and even ASO 4 to 6 are very low
indeed. Job
involvement levels for ASO 1 to 3 are even more disturbing; a
majority of them
are disinterested in, and may even be alienated from, their jobs.
(pp. 6, 31)
Of my 20 informants for example, 6 reported that their work had
been
largely devoid of intrinsic rewards, while 7 reported that their
work had been
intrinsically rewarding and unrewarding in roughly equal
measure. Many
noted that in the absence of intrinsic rewards they found it
difficult to remain
motivated. As one observed, “It’s hard to be totally enthusiastic
about work
that’s inherently mundane.” He added, “I don’t particularly
enjoy the work
environment . . . I don’t put all of my efforts into it.” A senior
APS official
(McCallum, 1984, p. 344) likewise reports, “From my
observation over a
number of years many public servants can become highly
motivated and
work extremely hard if they find the work interesting. . . .
Correspondingly,
as a general rule, it is difficult to motivate staff if the work is
dull, appears
pointless or seems to lack value to society as a whole.” I
experienced acute
boredom when I was at work because my job required limited
17. skills and
provided few intrinsic rewards. Many of my workmates were
also bored and
manifested a palpable lack of enthusiasm for work. Most would
eagerly
engage in conversation and celebrate birthdays and other rites
of passage
such as staff welcomes, promotions, and farewells, because
these provided
oases of color and excitement in an otherwise boring and
uneventful day. As
a tax officer observed, “If you came to work and it was just a
sea of faces,
you would hate to come and that would make the day very long”
(quoted in
Jans & McMahon, 1988, p. 82). Surveys confirm that many APS
staff have
little interest in their work and engage in it reluctantly. For
example, 31% of
Matheson / In Praise of Bureaucracy? 237
staff in the department of Primary Industries and Energy (DPIE)
were
unwilling to agree that “it’s important to me how well DPIE
performs,”
while 37% of staff declined to endorse the statement “I am
willing to put in
effort to help DPIE” (Matheson, 1992).
On certain occasions my workmates’ sense of alienation was
clearly
apparent. During one power failure, for example, a festive
atmosphere emerged
18. in the office and many of my workmates were visibly
disappointed when
the power was restored. On another occasion, during a heat
wave, many
gathered eagerly around a thermometer to see if the temperature
had risen
to the level at which occupational health and safety rules
excused them
from attending work. My workmates were often reluctant to
leave official
lunches and return to work. I once returned after a lunchtime
barbecue to a
largely deserted office. The absence of supervisors also
provided opportu-
nities to avoid work. When our section head was absent for the
day I
absconded with my supervisor to the National Press Club to
spend the after-
noon playing pool. Informants likewise reported that many of
their work-
mates disliked work and sought to avoid it, especially those who
had
worked at junior levels. One declared, “Overwhelmingly most
people just
tolerated it. . . . You couldn’t find anyone apart from a handful
of people
who really enjoyed it; it was just something that they had to
do.” Another
noted, “I think there were a lot of people who were bored out of
their
brains.” Another reported, “The Monday morning, ‘Oh it’s work
again,’ you
know, ‘God I hate this place,’ everybody you’d talk to, ‘God,
you know.’”
The Royal Commission on Australian Government
Administration
19. (RCAGA; 1976, Vol. 3) found that many junior staff obtained
few intrinsic
rewards from their work. Under such conditions, it is not
surprising that
they should seek to avoid work and to leave the office as early
as possible.
As Marx (in Tucker, 1972, p. 60) noted, the alienated character
of work is
revealed in the fact that “as soon as no physical or other
compulsion exists,
it is shunned like the plague.” For example, Jordan (1974)
reported that
“one has no feeling that people find their work intrinsically
absorbing,
interesting, pleasurable or exciting” and that “it is saddening to
see bright
young people visibly bored by their jobs, so little involved that
one can lit-
erally set his watch by their mass departure from the office at
precisely six
minutes past five” (pp. 417, 420). I also found that I was
acutely conscious
of the passage of time because I wanted it to pass as quickly as
possible.
Blauner (1964) argues that the essence of self-estrangement lies
in a deper-
sonalised detachment as opposed to an immersion in the present.
This is
because, where activity is a means to an end rather than an end
in itself,
there is a heightened awareness of time, since the satisfaction
lies in the
238 Administration & Society
20. future rather than in the present. He maintains that the best
measure of this
would be “clockwatching.” Csikszentmihalyi (1991) likewise
argues that
obliviousness to the passage of time and a sense of being totally
immersed
in an activity are the key attributes of flow.
Not all of my co-workers were bored, though. An equally large
number
were apathetic, because they were content to perform
unchallenging work.
Informants and ATO officers reported likewise (see Jans,
Frazer-Jans, et al.,
1989, Appendix 4). Hackman and Lloyd Suttle argue that those
individuals
with limited needs for psychological growth exhibit apathy
rather than
boredom when performing an unchallenging job. For example,
although
66% of fourth division officers reported that their jobs were
“routine,” only
34% thought that their jobs had “too little variety.” Indeed, 28%
maintained
that finding the job to be “not too demanding” was a very or
somewhat
important reason for remaining in the public service (RCAGA,
1976, Vol. 3).
Security of employment is the most important reason why
people join the
APS (RCAGA, 1976, Vol. 3). For example, Probert and Hack
(1991) found
that APS workers in routine jobs were overwhelmingly satisfied
(although
they expressed mixed feelings about the intrinsic nature of the
21. work) since
they were grateful to have secure employment. As Mintzberg
(1979) notes,
workers with strong needs for security and with a low tolerance
for ambi-
guity prefer jobs that are highly formalized and bureaucratized.
Such work-
ers find their way into bureaucratic structures. By contrast,
those workers
who desire flexibility and can tolerate ambiguity tend to seek
out organic
structures.
The high incidence of apathy among APS staff may be
attributed to the
fact that people with limited needs for psychological growth
self-select for
employment in bureaucratic organizations. This is manifested in
the high
level of turnover that occurs among new staff. For example, in
1988, 11% of
APS permanent staff with less than one year’s service and 8%
of those with
between one and three year’s service resigned (Public Service
Commission,
1989). High staff turnover is officially attributed to a “poor job
fit, resulting
in young workers seeking another more satisfying and
rewarding job” (Joint
Committee of Public Accounts [JCPA], 1993, Submission No.
72, p. 18).
Public servants surveyed by the RCAGA (1976, Vol. 3) likewise
thought that
finding the job “to be uninteresting” was the most important
reason why
people left the public service. Out of 15 personal acquaintances
22. that left the
public service, for example, 10 did so for precisely this reason.
Since bore-
dom arises when people’s skills exceed their task requirements,
it is likely
that many of those who leave the APS are highly skilled. For
example, APS
recruits who obtain high scores on the clerical selection test
(essentially an
Matheson / In Praise of Bureaucracy? 239
intelligence test) are more likely to leave the public service
early in their
careers than are those with relatively low scores (RCAGA,
1976, Vol. 3).
Since those who remain in the APS tend to have lower levels of
intellectual
ability, it is more likely that they would exhibit apathy rather
than boredom
when performing an unchallenging job.
Bored and apathetic workers lack involvement in their work and
under-
take it only in response to external incentives. Jans, Frazer-
Jans, et al.
(1989) found that levels of job satisfaction indirectly
determined levels of
self-reported work effort and performance among ATO staff.
Research
shows that productivity correlates with job satisfaction if the
level of work
effort is discretionary (Argyle, 1987). As Marx (in Tucker,
1972, p. 60)
23. observed, alienation arises where work “is not voluntary, but
coerced.” For
example, some APS officers who were officially obliged to
attend a uni-
versity diploma course reported that they lacked the motivation
or incentive
to learn, since they had been given no choice about undertaking
it in the
first place. As they pointed out, it was “essentially a work
activity” (JCPA,
1993, Submission No. 105, p. S 2074). For Marx, an alienation
from human
nature occurs when workers are unable to develop their mental
and creative
energies. An alienated worker “does not develop freely his
physical and
mental energy but mortifies his body and ruins his mind” (in
Tucker, 1972,
p. 60). Csikszentmihalyi (1991) likewise argues that psychic
entropy occurs
when we fail to fully use and develop our skills and mental
capacities. For
example, Jans and McMahon (1988) found that 64% of staff at
the ASO 1
to 3 levels (then comprising half of all ATO staff) had only
moderate or
inadequate opportunities to undergo “psychological growth.”
They define
this as the ability “to use and develop skills, to experience
challenge and to
do interesting work on the job” (p. 32).
We may attribute the absence of such opportunities to the fact
that junior
staff largely perform unskilled clerical tasks such as filing,
sorting, rear-
24. ranging random columns of numbers, photocopying,
proofreading, collat-
ing, checking, transcribing, and enveloping. My own job largely
consisted
of such tasks. I found performing them to be a stultifying
experience that
induced mental atrophy. When I resumed academic work after
spending
four years in the APS I initially found it to be difficult since I
had lost the
habit of using my mind. Ethnographic and survey data shows
that low dis-
cretion work generates passivity, boredom, and poor mental
health (Alvesson,
1987; Donaldson, 1991). One informant reported that her
clerical job had
required virtually no skill. Her workplace had accordingly been
labeled
“the veggie patch” by staff since “you’d nearly have to be brain
dead to
work there.” Another informant reported, “It saps you,
particularly in a job
240 Administration & Society
like this where there’s very little room for initiative or personal
judgment or
to develop skills. . . . One of the Menzies [Hotel] bars was
called the Trophy
Bar, and it was decorated with heads and spears, but I used to
think of it as
the Atrophy Bar.” One noted that work generally had a
“negative effect” on
people because the public service was “a stifling environment
25. that killed
enthusiasm . . . people joined the public service with high
ideals, but over
time these were lost.” A former department head (Renouf, 1979,
p. 510)
likewise maintains, “There is a constant pattern of intellectual
atrophy in
the department, so that many officers when 45 or so have not
fulfilled their
early promise.”
As the RCAGA (1976, p. 41) found, those APS officers engaged
in rou-
tine work were in “a field of employment marked by frustration
and, as the
years pass, by disillusion, bitterness and simple deterioration.”
Like Jordan
(1974), I had used the term “living death” to describe the torpid
and dispir-
ited state of such workers. Oakley (1994) similarly titled an
article in which
he recounted his experience of work within an APS department
“The
Working Dead.” An informant likewise observed, “That’s what I
thought
constantly about the whole place, they’re not actively involved
in life,
they’re just going through the motions . . . just the whole thing,
they’re existing,
they’re not living.” These comments mirror those of the
Chairman of the
RCAGA and Australia’s most renowned public servant, Dr. H.
C. (“Nugget”)
Coombs (1977). He noted that those recruited to the APS “are
intelligent,
educated and socially involved. They look forward to their work
26. eagerly—
seeing it as relevant and challenging.” Discussion with older
officials who
had experienced 20 or so years of its impact had, however, left
him with a
“profoundly different impression”:
Years of involvement in routine and ritualistic processes, an
inability to see the
outcome of work done, a sense of isolation from those with
whose affairs gov-
ernment administration is concerned and a prevailing flatness in
the quality of
life, official and unofficial, generally has destroyed much of the
vitality and
concern which no doubt were as evident twenty years ago
among them as it
now is among their successors. There is I believe something
seriously wrong
with a system which so stultifies worthwhile human beings. (p.
50)
Jordan (1974) likewise observed that his department made
“bright men
behave as though they were dull, energetic men as though they
were lazy
and reasonably courageous men as though they were terrified of
change”
(p. 418). When I asked a newly arrived workmate what he
thought of the
atmosphere in our division he simply replied “comatose.” Many
of my
workmates appeared to regard their working hours as “dead
time” to be
Matheson / In Praise of Bureaucracy? 241
27. grudgingly endured rather than as an opportunity for
achievement. Such
“time servers” tended to congregate at Class 8 level since this
was a stan-
dard career plateau. One informant labeled this the “terminal
Class 8” syn-
drome. Another declared, “Some of these blokes have been in
the same
place for too long for their own good, the best part of their lives
spent in
mediocrity.” One observed, “People . . . that had been there a
long time and
hadn’t got anywhere, appeared to me to be a member of the
walking dead.
That seems to be what happens to people, they slowly die.”
Jordan (1974)
likewise observed that his workmates exhibited “the alienation
of the child
imprisoned in the schoolroom or the labourer tied to the
assembly line”
(p. 420). Humor is a typical means for coping with such
privations. One of
my workmates would ask others, tongue in cheek, “Are you
coping with the
challenge?” or would simply announce deadpan at his desk, “I
don’t think
I can stand this excitement for much longer.” Others would
console them-
selves with the thought that others were even less enviably
situated. As a
workmate once reminded me, “there are worse jobs than sitting
on your
arse all day reading reports.” The only times when I found my
28. work to be
challenging were when I worked to tight deadlines, since these
provided me
with a clear and attainable goal for which I could strive. As
Csikszentmihalyi
(1991) notes, emergencies at work create a sense of flow by
focusing attention.
Conversation was a favorite pastime among my workmates
because it pro-
vided mental stimulation and relief from the tedium of work.
Csikszentmihalyi
(1991) argues that conversation and social relationships are
major sources
of flow. These were my only sources of nonmonetary rewards
from work.
Around half of respondents saw “the people you work with” as
being either
a very or somewhat important reason for remaining in the public
service, and
this was a more common response among lower ranking officers
(RCAGA,
1976, Vol. 3). Tucker (1992, p. 11) reports that data processing
operators
enjoyed the “happy social atmosphere” of the pool and that they
were fear-
ful that the de-pooling entailed by workplace restructuring
would lead to a
loss of social support. She cites the case of “one tightly knit
group of three
who would go anywhere, but together” and that some even
volunteered to
“give back” their 4% pay rise so as to remain in the pool.
Eighty percent of
respondents in one department were satisfied with “the people I
talk to and
29. work with on my job” (Matheson, 1992).
Alienated workers typically exhibit an instrumental orientation
to work
or one in which they seek to obtain extrinsic rather than
intrinsic rewards.
Only in the latter instance does the experience of flow arise
(Csikszentmihalyi,
1991). Surveys show that such extrinsic rewards as the salary,
job security,
242 Administration & Society
and the possibility of a career and promotion provide the most
important
reasons why people join the public service and remain in it
(RCAGA, 1976,
Vol. 3). One reason for this concern with extrinsic rewards lies
in the fact
that they are often the only rewards that work provides. When
asked what
motivated public servants, one informant replied, “The money,”
adding, “a
lot of people are very bored.” In economic theory, wages and
salaries com-
pensate employees for the “disutility” of work. As a workmate
once wryly
observed, “We are paid to be bored.” Thirty-one percent of staff
in my
department agreed that “my current job is just a job, like any
other”
(DITAC, 1992). Mills (1953) maintained that the economic
motives for
work were now its only firm rationale, given the lack of
30. intrinsic meaning
that it had acquired. Gruenberg (1980) and Marshall, Newby,
Rose, and
Vogler (1988) found that the absence of intrinsic rewards led
workers to
upgrade the value of extrinsic rewards. The RCAGA (1976, Vol.
3) likewise
found that such extrinsic rewards as salary and opportunities for
promotion
were less important incentives for working among senior
officers than they
were among the junior ranks. By contrast, the interest of the
work was seen
as being a more important incentive by senior officers. This is
because their
work provides much higher levels of intrinsic rewards than does
the work
of junior officers (Pusey, 1991; Jans & Frazer-Jans, 1990).
The Sources of Alienation: Job Characteristics
and Their Structural Determinants
In the preceding section we saw that a large proportion of APS
staff
exhibit such symptoms of work alienation as low job
involvement, bore-
dom, apathy, an instrumental orientation to work, and
diminished skills and
mental capacities. In this section I will seek to explain why this
is the case
by examining a number of job characteristics. The first of these
is skill variety,
or the degree to which a job requires a range of skills. Skill
variety in the
APS has often been limited by a Taylorist form of job design
that has
31. yielded narrow and repetitive tasks, especially at junior levels
(Maconachie,
1992; Tucker, 1992; Williams, 1992). Jans and McMahon
(1988) found
that only 35% of ASO 1s and 2s in the ATO scored high on skill
variety,
compared to 98% of the SES. Recent workplace reforms have
addressed
this problem. Whyte (1992) found that Data Entry Operators
(DEOs) who
underwent “de-pooling” nominated increased variety and skills
as being the
two most important reasons why their jobs had improved.
Opportunities for
skill utilization have also been limited within the APS. For
example, staff
Matheson / In Praise of Bureaucracy? 243
in one APS department nominated “better use of skills” as the
single factor
that would most improve the quality of their work life
(Matheson, 1992).
Jans, Frazer-Jans, et al. (1989) found that many ATO staff had
inadequate
opportunities to use their skills. One reason for this lies in the
low skill
requirements of clerical work. Probert and Hack (1991, pp. 14,
12) found
that this was true of routine data entry tasks. One of their
informants
declared, “I find the work itself quite monotonous and mind
numbing at
times.” Another observed, “I didn’t think it would always be
32. ‘dumb termi-
nal work.’” In my experience clerical work required limited
skills. The
RCAGA (1976, Vol.3, p. 50) found that only 32% of third
division officers
considered that the work used their skills and abilities fully
most of the
time. A later survey in the Department of Finance (DOF, 1990)
found that
43% of staff reported that an opportunity to make good use of
their skills in
their work arose no more frequently than “sometimes.” Written
comments
made by ATO staff (cited in Jans, Frazer-Jans, et al., 1989,
Appendix 4,
pp. 65, 41) and reports from my informants indicate that many
APS jobs do
not provide good opportunities for the use of skills.
The second Hackman job characteristic is task identity, or the
extent to
which a job involves the completion of a whole and identifiable
piece of
work. Task identity can be undermined by task fragmentation
and special-
ization. For example, the use of a production line model in the
ATO pre-
vented staff from seeing a meaningful end result of their work
because they
did not perform a whole job and could not identify how their
tasks fit into
the overall system (Williams, 1992). Maconachie (1992)
likewise reports
that employment officers experienced dissatisfaction because
they were
unable to follow up on the results of their activities and to
33. follow the for-
tunes of specific clients. Prior to de-pooling, DEOs in one APS
agency had
no sense of what the data they were inputting represented
because it was in
codes and was merely a stream of unconnected figures (Whyte,
1992).
Much work is divided vertically between hierarchical levels
rather than hor-
izontally. For example, policy tasks are typically delegated and
then sent
back “up the line” after completion for review. An item of work
may there-
fore pass through multiple layers of the hierarchy and in so
doing be suc-
cessively revised and rewritten, thereby losing its sole
authorship and task
identity. Work products that move horizontally to the next
sequence in the
production line also lose their task identity and significance. As
one infor-
mant noted, “cases would never come back . . . you’d never see
a full thing.”
ATO staff likewise reported that lack of case ownership of
transactions
diminished their job satisfaction (Williams, 1992).
244 Administration & Society
The fact that workers forfeit control over work products also
erodes task
identity. For example, the work of policy analysts is
departmental property and
can be used by superiors without acknowledging their
34. authorship. This deprives
them of a sense of psychological ownership of their work and
undermines their
personal commitment to it. As Jordan (1974) observed, “A
man’s work is not
his own, to make something of, but organisational property with
no meaning in
itself” (p. 417). Mills (1953) likewise noted the expropriation of
the office
worker that is entailed by both the legal framework of
capitalism and the mod-
ern division of labor: “The product as the goal of his work is
legally and psy-
chologically detached from him, and this detachment cuts the
nerve of meaning
which work might otherwise gain from its technical processes”
(p. 225). The
collective nature of administrative work compounds this
problem by making it
difficult to attribute work outcomes to specific individuals.
The third job characteristic is task significance, or the ability to
have an
impact on the lives and work of other people. Multiple levels of
review, spe-
cialization, and high levels of interdependence and
collaboration under-
mine task significance by obscuring the connection between
work efforts
and their results. For example, many graduate recruits join
believing that
they will be able to shape public policy and to influence policy
outcomes.
It is an illusion of which most are quickly disabused. A survey
in the
Department of Finance found that only 40% of staff obtained a
35. sense of
achievement from their job more frequently than “sometimes”
(DOF,
1990). Many workers undertake tasks that have been planned by
others.
One study of junior APS staff found that they “could not show
any enthu-
siasm without knowing why a job had to be completed, or
anything about
its motive, aim or contribution to the end product” (RCAGA
Task Force on
Efficiency, 1975, p. 10). Probert and Hack (1991, p. 14)
likewise found that
clerical workers in one APS agency did not need to have any
understanding
of the significance of their tasks. Several workers expressed a
need for
greater understanding of “what it is they are doing and why.”
One com-
plained that “the information given relating to our work is
inadequate and
very vague.” One study (RCAGA, 1976, Vol. 4) found that the
tasks of file
storage and retrieval provided no sense of achievement.
The same is true of much administrative work. For example, I
spent many
weeks collecting statistics that were never used. Informants also
noted that
much of their work was fruitless or futile. Sixty percent of staff
in one
department likewise report that “unnecessary work” interferes
with their
work to at least some extent (Matheson, 1992). Policy work
often lacks task
significance because it must pass through multiple hierarchical
36. levels and
Matheson / In Praise of Bureaucracy? 245
potential veto points on its passage up the line. Campbell and
Halligan
(1992) report that a survey of the SOGs within the Treasury
disclosed a lack
of clarity about objectives and “most surprisingly, a sense of
alienation.” As
one SES officer observed, “They weren’t clear on objectives for
the depart-
ment or their division or their branch or their section. There was
very little
feedback . . . they didn’t see where they fitted into the big
picture . . . they
weren’t getting a lot of psychic income . . . that was the biggest
shock”
(p. 108). Baker (1989) likewise observes that APS middle
managers are typ-
ically “disconnected” from senior management and agency
goals. One infor-
mant noted that the end product of work was “not visible”
because it was
consumed by unseen and anonymous clients. Another likewise
observed,
“You never got to hear of any patients getting better, of people
being happy
that they’d been awarded their pension . . . never a result,
always just
through-put.” When contact with clients does occur it is
frequently unre-
warding. Street level informants reported many instances of
verbal abuse,
37. threats of violence, and physical assault by clients, as did
respondents to a
staff survey in an APS department (Weatherley, 1993). Younger
APS staff
are attracted by the ideal of public service but see the time lag
between
actions and results, “burn out” and stress from dealing with
abusive
members of the public, barriers to risk taking and innovation,
and multiple
levels of review as factors that might discourage them from
remaining in the
APS (Management Advisory Committee [MAC], 2005).
The fourth job characteristic of autonomy arises when we can
control the
pace, content, location, and performance of work. Control over
the pace of
work can be restricted by deadlines. For example, 25% of staff
reported that
they always had time pressures, whereas another 42% usually
had them
(DITAC, 1992, Appendix A). As one informant noted, “In
regional offices
you’ve always got a time pressure of getting a certain amount of
work done
. . . . Everyone has deadlines. There’s deadlines for expected
numbers of
days to process an age pension claim, a certain number of days
expected to
process a job allowance claim. . . . You’re always conscious of
the need to
meet a deadline.” Street level bureaucrats generally exercise
little control
over their work pace since this is set for them by clients. For
example,
38. Maconachie (1992) reports that the work schedule of
employment officers
was “predominantly determined by the flow of clients into the
office, or
the receipt of vacancies” (p. 225). Task fragmentation and an
inability to
control the pace of work typify the work of street level
bureaucrats. Lipsky
(1980) accordingly characterizes this job as an “alienated role.”
Control over
the location of work is restricted by the requirement that staff
be physically
present at their desks during working hours. To ensure that this
is the case
246 Administration & Society
staff are subject to monitoring of their attendance and
surveillance. For
example, whenever I returned to my desk after an absence my
first supervi-
sor would glance at his watch. Not surprisingly, I often felt that
I was impris-
oned in the office.
Public servants generally exercise limited control over the
content of
their jobs because work is assigned to them by superiors. This
lack of
choice generates alienation by reducing our intrinsic motivation
(Argyle,
1987). Csikszentmihalyi (1991) argues that the ability to pursue
goals of
one’s own choosing creates flow by strengthening the self. By
39. contrast,
those who must act in ways that contradict their goals
experience alien-
ation. As Marx noted, alienation arises when workers have
forfeited the
ability to control their destiny (McLellan, 1971). I would
nominate the
inability to select work tasks in accordance with one’s personal
interests as
being the single most important source of alienation among
policy analysts.
For example, many of my workmates expressed regret at their
inability to
work on topics in which they were interested. Jordan (1974)
likewise
observed:
Personal motivation, instead of being recognized and directed to
the achieve-
ment of organisational goals, is suppressed systematically, to be
replaced by
motivation generated and controlled by the organisation.
Fragmentation, rou-
tinization, impersonality, . . . and lack of feedback prevent
continuing per-
sonal commitment to pieces of work, and the development of
special skills,
and create boredom. (p. 420)
Surveys show that low job involvement among ATO staff is
attributable
to two key factors: low skill utilization and low participation in
decision
making (Jans & McMahon, 1988). Other research shows that
autonomy and
skill use are strongly associated with intrinsic job satisfaction
40. (Argyle,
1987; Prandy, Stewart, & Blackburn, 1982). Rules can restrict
the method
of performing work, especially among street level bureaucrats.
Maconachie
(1992) reports that APS officers engaged in client casework
were “subject
to numerous rules and regulations regarding delegations, and
time alloca-
tions for particular tasks” (p. 225). Centralized decision making
within the
APS also limits the autonomy of staff (Matheson, 1997). As a
deputy head
of the APS Commission has acknowledged:
The tragedy, and I use the word advisedly, is that so often it
[the APS] ignores
the clamour, it suppresses and limits the potential of its people,
locking them
away in a culture which, far from empowering its people, all too
often
depowers them. (Baker, 1989, p. 137)
Matheson / In Praise of Bureaucracy? 247
The fifth Hackman model job characteristic is job feedback. The
Management Advisory Board/Management Improvement
Advisory Commit-
tee (MAB/MIAC, 1992) found that only 40% of APS staff were
satisfied with
the information that they received from management. Jans and
McMahon
(1988, pp. 34, 43) found that most ATO staff were not obtaining
much feed-
41. back from either the job or from supervisors. They quote one
worker as stat-
ing, “Feedback from management is almost non-existent.” A
survey of SES
officers (Jans & Frazer-Jans, 1990) explains why this is the
case, since they
were found to lack a strong “staff orientation,” that is, they did
not see staff as
having “ideas and skills which are useful and which should be
actively sought,
used and rewarded” (p. 36). Baker (1989) likewise notes that
many APS man-
agers fail to develop their staff. As one informant noted,
“Senior officers were
indifferent to the feelings of subordinates.” When a group of
graduate recruits
who were attending a training course complained to an SES
officer about the
boredom of their jobs he simply responded by saying: “You’re
not paid to
enjoy yourselves.” We can attribute such indifference to the fact
that the
employment relationship in individualistic cultures tends to be
viewed as
purely economic and devoid of wider social obligations
(Hofstede &
Hofstede, 2005). APS managers generally display a
transactional rather than
a transformational leadership style. Whereas the former is
bureaucratic and
involves an impersonal exchange of tangible rewards, the latter
is charismatic
and involves an exchange of intangible rewards in which
individualized con-
sideration is given to followers’ needs. Sarros, Tanewski,
Winter, Santora, and
42. Densten (2002) found that transactional leadership styles typify
bureaucratic
organizations and that they create alienation. Isolation from
clients is also a
factor that can limit the extent of feedback for staff.
Interesting work allows us to experience flow by allowing for
self-
expression and creativity, deep concentration, and the pursuit of
self-chosen
goals. For example, Jans and McMahon (1989) found that self
expression,
or the extent to which a job provides opportunities for skill use,
learning,
interesting work, and producing creative solutions to problems,
predicted
levels of job involvement in the ATO. The limited degree to
which most
administrative work allows for such self-expression is reflected
in the low
levels of job involvement displayed by ATO staff. As an
informant noted,
“There was no way you could show any sort of flair or
independence, you
had to do this work of set tasks.” I found that even policy work
could be
uninteresting, since most of it concerned administrative
minutiae rather
than strategic issues. An example would be investigating the
tariff rate on
rubber mallets or studying nontariff barriers to exports of
fruitcakes. When
a workmate complained to our supervisor that he found it
difficult to
248 Administration & Society
43. become interested in such eye glazing subjects, the latter
confessed that he
shared the same problem. He could only advise him, “You have
to try to
become interested.” Likewise, when I asked a former supervisor
who had
been relocated to a different division if he was interested in his
new subject
matter, he simply replied that public servants developed a “pro
forma inter-
est” in their assigned work topics.
The prosaic character of administration reflects the “matter of
fact” atti-
tude that Weber saw as typifying bureaucracy and which he
contrasted with
the extraordinary or noneveryday nature of charismatic
leadership.
Whereas charisma is oriented to “non-everyday” or “other
worldly” values
and seeks to challenge a given social order, the “instrumental
rational
action” that is characteristic of bureaucracy is oriented toward
the everyday
world of material interests and seeks pragmatic adaptation to an
existing
social system (Mommsen, 1989). Charismatic leaders, for
example, typi-
cally eschew mundane details when pursuing an exalted vision
(du Gay,
2000). By contrast, bureaucratic rationality disenchants the
world since it
deals with the mundane and predictable rather than with the
44. inspiring or
novel. As Weber observed, bureaucracy had an inherent
tendency to extend
its controls to all spheres of human conduct to eliminate any
sources of irra-
tional or unpredictable social conduct (Mommsen, 1989). In so
doing, its
instrumental rationality threatened to encroach on our
“substantive ratio-
nality,” or comprehension of the meaning or purpose of action.
The result,
as Mannheim observed, is that bureaucracies tend to turn all
political issues
into matters of administration (cited in Jackall, 1988). For
example,
Aberbach, Putnam, and Rockman (1981) report that the senior
bureaucrats
that they studied tended to neglect the human, political, and
social dimen-
sions of a policy issue and to frame it instead in “the most
technical and
boring terms possible” (p. 256).
Another source of psychic entropy lies in the turgid character of
bureau-
cratic language. Csikszentmihalyi (1994) argues that complexity
differs
from confusion in that it unites the two opposing properties of
differentia-
tion and integration. By creating confusion, turgid prose
reduces our mental
complexity and saps our psychic energy. For example, many
fellow recruits
reported that they had ceased to engage in recreational reading
since they
had joined the public service because their work reading left
45. them mentally
exhausted. As a historian who worked as a Prime Ministerial
speechwriter
ruefully discovered:
Bureaucratic language tends naturally towards the bloodless,
but that is not
the same as dead or useless. Dead was how it came. Almost
every draft
Matheson / In Praise of Bureaucracy? 249
speech and document from the departments arrived verbless,
grey and hack-
neyed. In Orwell’s words, it anaesthetizes a portion of one’s
brain. Often it
felt like much more than a portion. (Watson, 2002, pp. 47-48)
Turgidity arises partly from the standardization that thought and
language
undergo within bureaucracies. Examples include form letters
and the cut-
and-paste technique. It also arises from the use of jargon by
bureaucrats to
project authority. As Weber observed, a specialized language
enables bureau-
crats to mystify outsiders and thereby to bolster their power
(Hummel, 1987).
In England the use of French and Latin by the government,
church, military,
and law from the 11th to the 14th centuries enabled these elites
to mark
themselves off from the uneducated majority, who used English.
The same
46. habit persists among government officials today. Words of
Latinate French
origin constitute almost 25% of the English vocabulary, yet
analysis shows
that the Latinate French vocabulary accounts for as much as
half of govern-
ment writing. By using abstract nouns and a formal Latinate
vocabulary
such officials generate an excessively formal style of language
that is unnec-
essarily hard for others to read (“Latinate Language,” 2004).
Conclusion
The foregoing analysis enables us to identify the following set
of struc-
tural factors as the underlying determinants of alienation among
APS staff.
They are: task fragmentation; the vertical and horizontal
divisions of labor;
nonownership of work products; the collective nature of
administrative
work; specialization; the low skill requirements of clerical
work; organiza-
tional size; the separation of the planning and execution of
work; the futil-
ity of work; isolation from clients; hostility from clients;
transactional
leadership; an inability to choose the content, location, and
timing of work;
centralized decision making; rules; subordination to authority;
uninterest-
ing work; and turgid language. Can we attribute these factors to
bureau-
cracy? Broadly speaking, the answer is “yes.” Six features of
bureaucracy
47. can be identified as key sources of alienation, namely, its work
tasks, con-
trol imperative, structural attributes, impersonality,
instrumental rationality,
and language. I will examine each one in turn.
First, bureaucracies generate large amounts of clerical work
since they
rely on files and written documents to conduct administration.
Weber
argued that the increase in the number of clerical workers was a
direct con-
sequence of the growth of bureaucracy (Mommsen, 1989). Such
clerical
work generally requires limited skills. Second, bureaucracies
are suffused
250 Administration & Society
by a control imperative that is manifested in such features of
bureaucracy
as centralization, rules, hierarchical control and subordination,
the nonap-
propriation of office, and the financial dependence of officials
(Hummel,
1987; Mintzberg, 1979). This control imperative generates
alienation by
limiting our autonomy and our capacity to select goals. For
example, Jans
and McMahon (1988) found that job involvement within the
ATO was pri-
marily determined by two factors: opportunities to participate in
decision
making and levels of skill utilization. As Csikszentmihalyi
48. (1991) observes,
where people can choose their goals they will have a greater
feeling of own-
ership of such decisions and will therefore be more strongly
committed to
them. By contrast, those on whom goals are imposed will
experience a
sense of alienation. This would explain the paradoxical finding
that people
are more likely to report that they would rather be doing
something else
when they are at work than during their leisure time, even
though they more
frequently experience flow at work than during leisure. The
extent to which
individuals are subject to authority is a factor that determines
alienation, as
Etzioni’s (1961) compliance theory recognizes. For example,
Bonjean and
Grimes (1970) found that authority was more closely related to
various
types of alienation than any of the other organizational
dimensions.
The third source of alienation lies in the structural properties of
special-
ization, hierarchy, and size. These limit the amount of skill
variety, task
identity, task significance, and feedback. The extent of
specialization
diminishes as we ascend the hierarchy. Accordingly, jobs at
senior levels
allow for greater levels of skill variety, task significance, and
task identity
(Jans & McMahon, 1988). Organizational size correlates with
specializa-
49. tion and hierarchy. Levels of job satisfaction and job
involvement are
accordingly higher in smaller offices of the ATO than in larger
ones. Jans,
Frazer-Jans, et al. (1989) attribute this to the nature of
organizational cul-
ture within smaller offices, since aspects of job design do not
differ much
between different-sized offices. Research cited in Mintzberg
(1979) shows
that members of smaller organizations feel less remote from
senior man-
agement and find their work to be more meaningful.
Bureaucratic imper-
sonality is a fourth source of alienation. It has two aspects:
first, the
separation of official and personal concerns, and second, the
impersonal treat-
ment of individuals. Accordingly, bureaucrats conduct business
“without
hatred or passion and hence without affection or enthusiasm”
(Weber cited
in Hummel, 1987). The first aspect of impersonality impairs our
capacity to
pursue personal goals when at work, whereas the second
undermines task
significance and feedback by depersonalizing our relationships
with clients
and superiors. Impersonality, standardization, and hierarchy
underlie turgid
Matheson / In Praise of Bureaucracy? 251
official language, which is a fourth source of alienation. A fifth
50. source of
alienation is the instrumental rationality that is embodied in
rules, proce-
dures, and technical expertise. These standardize work and in so
doing limit
our autonomy, creativity, and self-expression. The result is a
characteristic
“deadness,” or absence of vitality and enthusiasm. Bureaucracy
also limits
task significance by depriving work of transcendent purpose and
substitut-
ing instrumental for substantive rationality.
We may conclude that the data from the APS supports the
claims of
Mills, Argyris, Peters, Kanter, and Hummel that bureaucracy
generates
alienation and jeopardizes our autonomy and opportunities for
personal ful-
fillment. As Argyris (1957) noted, such principles of formal
organization as
task specialization, chain of command, unity of direction, and
span of con-
trol deprive individuals of control over their work, encourage
them to be
passive and subordinate, require only shallow abilities, and
generate frus-
tration and psychological failure. Mills (1953) likewise argued
that task
fragmentation, expropriation, and bureaucratization generated
white-collar
alienation. Sarros et el. (2002) cite an extensive body of
research that shows
that hierarchies of centralized authority with formalized rules
and proce-
dures generate alienation. Notwithstanding this fact,
51. bureaucracy is not
wholly inimical to job involvement. For example, half of ATO
staff exhibit
medium to high levels of job involvement. Seven of my
informants reported
that they had found their work to be largely rewarding. One
reason for this
is that work, by providing us with goals, structured activities,
feedback, and
challenges, creates many of the conditions of flow
(Csikszentmihalyi,
1991). The result is that people more often report experiencing
flow during
their working hours than when they are at leisure. This is
because their
leisure activities are typically unstructured and involve passive
entertain-
ment that requires limited skills rather than goal directed,
challenging tasks.
As Preston (1987) has argued, bureaucracy provides individuals
with the
capacities and resources to exercise freedom of choice by
providing them
with opportunities to exercise their skills and to engage in rule
governed
activities. Csikszentmihalyi likewise argues that flow arises
when we can
use skills to perform structured, goal directed activities. Within
bureaucra-
cies, however, such opportunities for skill use are distributed
unequally
between those at the top and those at the bottom. In the ATO,
for example,
levels of skill utilization and organizational rank strongly
correlate (Jans &
McMahon, 1988).
52. This situation arises because the degree of bureaucratization
inversely
correlates with organizational rank (Mintzberg, 1979). Within
the ATO for
example, the senior ranks are more likely to perceive
organizational culture
252 Administration & Society
as being “organic” rather than “mechanistic.” Their policy
advising, man-
agerial, and professional jobs require more skill than do the
secretarial and
clerical jobs performed at junior levels and score more
favorably on various
job characteristics (Jans, Frazer-Jans, et al, 1989). They are also
less stan-
dardized. Whereas 66% of junior officers considered their jobs
to be “rou-
tine,” only 3% of senior officers shared this view (RCAGA,
1976, Vol. 3).
They also allow for greater levels of autonomy, more personal
relations, and
greater substantive rationality. For example, the SES enjoy
better social rela-
tions with their superiors, are more often consulted by them,
exercise greater
discretion, are more involved in goal setting, and participate
more in deci-
sion making than do the lower ranks (DITAC, 1992; DOF, 1990;
Task Force
on Management Improvement [TFMI], 1992; MAB/MIAC, 1992;
Jans,
53. Frazer-Jans, et al., 1989).
How can we reconcile the data presented in this article with
previous
findings that bureaucracy does not generate alienation? The
answer may lie
in the way that previous researchers have defined the concepts
of alienation
and bureaucracy. Moeller and Charters (1966) defined
alienation in terms
of only one dimension, namely, powerlessness. They also
defined bureau-
cracy largely in terms of the dimensions of standardization and
formaliza-
tion. In so doing they omitted the key dimensions of
specialization and
hierarchy. Their finding that a climate of oppressive authority
created a
sense of powerlessness is, however, consistent with the
proposition that
hierarchical control reduces autonomy. Aiken and Hage’s
(1966) finding
that alienation stems from centralization and formalization is
also congru-
ent with the findings of this study. Their definition of alienation
as a feel-
ing of disappointment with career and professional development
and of
dissatisfaction in social relations with supervisors and co-
workers differs
from mine, though. Bonjean and Grimes (1970) defined
alienation using
the dimensions of normlessness, social isolation, general
alienation, or a sense
of separateness from society, anomia, powerlessness, and self-
estrangement.
54. Their definition is more all-embracing than mine, which focuses
on self-
estrangement. Their finding that self-estrangement among paid
workers
was significantly related to authority, procedures,
specialization, and
impersonality is congruent with the findings of this study,
though. Organ
and Greene (1981) examined only one dimension of
bureaucracy, namely
formalization. The findings presented here, however, suggest
that it is
specialization, hierarchy, and size that are the main structural
sources of
alienation rather than formalization. Furthermore, Adler and
Borys (1996)
argue that the alienating effects of formalization vary depending
on whether
rules are designed to enable employees to better manage their
tasks or
Matheson / In Praise of Bureaucracy? 253
to coerce their work effort and compliance. Alienation arises
only in the
latter instance.
Kohn’s (1971) finding that men who work in bureaucracies are
more
self-directed, open to change, and intellectually flexible is at
odds with the
proposition that bureaucracy reduces personal autonomy. He
attributes this
finding to the fact that such men tend to have higher standards
55. of education,
to perform more complex work, and to enjoy greater levels of
job security
and income than do men who work in nonbureaucratic
organizations. Kohn
used the number of levels in the hierarchy as the index of
bureaucratization.
The nonbureaucratic organizations that Kohn studied would
largely com-
prise what Mintzberg (1979) calls “simple structure”
organizations. Such
organizations have few hierarchical levels, autocratic authority,
and less
complex work. Mintzberg cites research that shows that small
organizations
provide less fulfillment of needs for low- and middle-level
managers than
do large organizations. Simple structure organizations may
therefore be
even more alienating than machine bureaucracies. In contrast to
simple
structure and machine bureaucratic organizations, those who
work in what
Mintzberg calls “professional bureaucracies” and “adhocracies”
enjoy
higher levels of autonomy and are less alienated. This is
because the work
that is performed in such instances is more complex and less
amenable to
close supervision and standardization. Organ and Greene (1981)
and
Thomas and Johnson (1991) mostly studied professionals
employed in such
organizations, which probably explains why they encountered
low levels of
alienation among their samples.
56. Preceding investigations have largely attributed the presence of
alien-
ation to such structural attributes of bureaucracy as centralized
hierarchies,
specialization, and formalization rather than to its work tasks,
impersonal-
ity, instrumental rationality, and language. They have
furthermore tended to
study single organizational types or tasks, or to use entire
organizations as
their unit of analysis, thereby making it difficult to detect the
variations in
alienation that arise from differences in organizational types,
levels, and
tasks. Many researchers have also used a single structural
dimension, such
as the number of hierarchical levels, as an index of
bureaucratization. This
does not permit us to distinguish simple structure organizations
from small
professional bureaucracies. Focusing on organizational
structures may also
lead us to overlook the fact that these generate alienation only
by influencing
job characteristics. It is the extent to which jobs are controlled,
specialized,
and formalized that determines the level of alienation, rather
than the mere
presence of organizational hierarchies, specialization, and rules
(see Kohn,
254 Administration & Society
57. 1976). For example, although both machine and professional
bureaucracies
possess such structural attributes as hierarchies, specialization,
and rules,
the more complex nature of professional work makes it less
amenable to
hierarchical control, fragmentation, and standardization.
Professional
bureaucracies are therefore less alienating than machine
bureaucracies,
notwithstanding their outward structural similarities. As Adler
and Borys
(1996) note, studies that focus simply on the number of
hierarchical levels
may miss the enabling or coercive character of the relations
between such
levels. Using the number of organizational subunits as an index
of special-
ization rather than the extent to which work tasks are
fragmented, or the extent
of rule codification as an index of formalization rather than the
extent to
which such rules actually govern behavior, may yield similar
oversights.
It may be possible to reduce levels of alienation by reducing
bureau-
cratic controls and mitigating the effects of specialization,
hierarchy, and
size. Hales (1993) argues that bureaucracy endures in the face
of problems
and inefficiencies because managers are preoccupied with
direction and
control rather than because of the requirements of
organizational tasks. The
requirements of organizational control and those of
58. organizational effi-
ciency can therefore conflict. He notes that managers are more
likely to tol-
erate bureaucratic inefficiencies to retain the reassuring
certainties of
personal control if they do not feel able to trust their
subordinates.
Mintzberg (1979) likewise notes the presence of a pervasive
control men-
tality within bureaucracy that is manifested in the feeling that
managers
cannot trust subordinates unless they are demonstrably and
physically “on
the job.” In my experience, APS managers perfectly exemplified
this men-
tality. Indeed, the evidence suggests that the mechanistic
structures that pre-
dominate within APS departments derive in many instances
from the desire
to exercise political control rather than from the functional
requirements of
work tasks (Matheson, 1996). Given that many bureaucratic
controls are the
product of a desire for control, it should be possible to abolish
them with-
out sacrificing organizational efficiency. Indeed, abolishing
such controls
may actually increase efficiency by allowing employees to
exercise greater
levels of initiative. For example, when asked to nominate the
two factors
that would best improve the quality of service provided by their
immediate
work area, 30% of staff chose “more responsibility for decision
making was
devolved to action officers,” the most popular choice along with
59. “senior
officers took more interest” (MAB/MIAC, 1992, p. 76).
The Brazilian manufacturing company Semco provides an
example of
what it may be possible for such reforms to accomplish. It
achieved an 8-fold
Matheson / In Praise of Bureaucracy? 255
increase in employee productivity and a 40-fold increase in its
annual sales
revenue following the adoption of a policy of worker
empowerment in the
1980s. To accomplish these changes, however, the CEO notes
that he had to
surrender control over the company to its employees and in so
doing to learn
to trust them. He argues that this can more easily occur where
there is a close
“alignment” between the goals of employees and those of the
organization
(Semler, 2003). Semco seeks to create such an alignment by
sharing profits
and by allowing workers to choose jobs that match their
interests. As we
noted earlier, alienation arises when there is a conflict between
personal and
organizational goals. Adler and Borys (1996) also argue that
goal congruence
between employees and organizations is a critical contingency
in determin-
ing whether the enabling as opposed to the alienating coercive
type of for-
60. malization can be used. Even where coercive measures are used
they may not
be effective in generating work effort since such controls tend
to alienate staff
from organizational goals. For example, Brehm and Gates
(1997) found that
the use of coercion was largely ineffective in generating greater
work effort
among bureaucrats. Instead, work effort was greatest where
staff were able to
perform tasks that were consistent with their preferences.
A key problem of machine bureaucracies, though, is that they
produce a
conflict between the goals of the organization and those of the
individual
(Mintzberg, 1979). This occurs partly because the work
performed in the
operating core is routine. Mintzberg accordingly argues that this
conflict
can only be reduced through the automation of the technical
system. It
should also be possible to reduce this conflict by redesigning
work and
empowering employees, given that job design very often
reflects managers’
need for control rather than the requirements of organizational
efficiency.
Such changes may prove more difficult to effect within the
public sector
because of the need to maintain political control and to ensure
public
accountability. It must be conceded that full worker control
would not be
possible in the public sector for precisely these reasons.
Increased delega-
61. tion, job enrichment, use of organic structures, and less
impersonal forms
of supervision would be perfectly feasible, though. Sarros et al.
(2002)
found, for example, that the presence of transformational
leadership and
greater levels of participation in decision making could mitigate
work
alienation. Such reforms may not only improve job satisfaction
but also
improve organizational efficiency by increasing productivity.
Adler and Borys
(1996) cite evidence suggesting that the use of enabling
formalization has such
an effect. The evidence presented here also suggests that low
productivity
arises from a lack of intrinsic work motivation and that this in
turn stems
256 Administration & Society
from job and organizational design. Jans and Frazer-Jans (1991)
found, for
example, that those APS workplaces with a strong “staff
orientation” also
scored high on organizational effectiveness.
We may conclude that by securing procedural conformity, a
sense of
vocational commitment, and subordination to authority,
bureaucracy can
serve to ensure civil service efficiency, equity, ethics,
accountability, and
nonpartisanship, and thereby safeguard liberal democracy.
62. Therefore, du
Gay is correct to argue that blanket condemnations of
bureaucracy are
unwarranted. On the other hand, such elements of bureaucracy
do restrict
people’s autonomy and harm their mental well-being. As Weber
noted,
bureaucracy is a two-edged sword, because by limiting the
discretion of
officials it allows for greater administrative efficiency, but also
thereby
deprives such officials of their autonomy (Mommsen, 1989).
Bureaucracy may
generate inefficiency, however, if such restrictions on autonomy
de-motivate
officials and thereby curtail their productivity. Contra du Gay,
bureaucracy
can permit inefficiency, waste, and inertia by failing to provide
for self-
realization and personal involvement. Without jeopardizing
such traditional
goals as efficiency, equity, probity, nonpartisanship, and
accountability, it
should be possible to de-bureaucratize government. Semco, for
example,
has successfully combined transparent, ethical, and accountable
manage-
ment with employee empowerment. To do this, however, would
require a
shift from the use of supervision and rules toward objectives
and shared val-
ues as the basis of managerial control and a shift from
transactional toward
transformational leadership styles. Indeed, the APS is moving in
this direc-
tion, as it has recently embraced a philosophy of “values based
63. manage-
ment,” or an attempt to secure staff compliance through
cultivating shared
values rather than through the use of rules and commands.
Furthermore,
since the mid-1980s the APS has sought to de-bureaucratize by
increasing
managerial autonomy, flattening organizational structures, and
adopting the
principles of corporate management. It has also undergone a
process of
workplace restructuring to create multiskilled jobs and has
reduced the
volume of unskilled work through increased use of information
technology.
Although it is undeniable that governments need to ensure
procedural con-
formity, subordination to authority, and the separation of
official and per-
sonal business, it is possible to meet such goals and to provide
individuals
with autonomy. Indeed, the very fact that the senior ranks of the
APS cur-
rently enjoy high levels of autonomy while retaining an ethos of
office shows
that is possible to provide greater autonomy without
jeopardizing civil
service virtues.
Matheson / In Praise of Bureaucracy? 257
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Craig Matheson was awarded a PhD in government from the
University of Queensland in
1984. From 1988 to 2001 he lectured in sociology at Charles
Sturt University in Wagga
Wagga, Australia. From 2001 to 2003 he lectured in
management at the University of
73. Wollongong. He is currently a lecturer in public policy and
management at the Flinders
University of South Australia. His research interests include
Australian politics and public
administration, the sociology of work, and organizations and
sociological theory, and he has
published in these fields.
Matheson / In Praise of Bureaucracy? 261
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