This document provides instructions for an assignment on the U.S. Constitution. Students are asked to write paragraphs analyzing strengths and weaknesses of the Constitution, and options to maintain strengths or correct weaknesses. They must cite at least two scholarly sources to support their analysis. The assignment is part of a larger final paper where students will incorporate weekly assignments analyzing different aspects of the Constitution over multiple weeks.

1. LEARNING ACTIVITY WORKSHEET - Week One
Please review the full assignment prompt located within the
classroom and in the POL 201 Course Guide before beginning
this assignment.
Utilizing the worksheet below, develop detailed paragraphs that
focus on the first main point for your final paper. For each
section, a minimum of one fully-developed paragraph is
required. Each paragraph should include at least one in-text
APA citation that provides support for the topic.
At least two scholarly sources from the Ashford University
library (not including your textbook) with in-text citations
utilized within your paragraphs are required. Two new sources
should be utilized each week to meet the minimum of eight
required sources for the final. By finding and supporting your
material with these sources each week, you will have the
research necessary to construct a strong final paper. For help
with writing and citations, please review the handouts and
tutorials provided by the Ashford Writing Center.
1. The Constitution:
A. One strength of the U.S. Constitution
(Use the space below to complete this section.)
B. One weakness of the U.S. Constitution
(Use the space below to complete this section.)
C. One option to maintain the strength of the U.S. Constitution
(Use the space below to complete this section.)

2. D. One option to correct the weakness of the U.S. Constitution
(Use the space below to complete this section.)
2. Reference List (utilizing full APA citations)
(Use the space below to complete this section.)
Running Head: PROBLEM FRAMING PAPER 1
PROBLEM FRAMING PAPER
8
Public Relations Learning Team Project: Problem Framing
Paper
Problem Framing Paper
Chevron was established in 1879 when a group of
explorers and merchants established the Pacific Coast Oil
Company. The company name has changed numerous times,
and the business has joined with other companies that add
value, but the philosophy has remained the same “to provide the

3. energy people need to fuel human progress” (Chevron, 2012).
Brands
Chevron’s products and services are the philosophies the
company relies on to improve the standard of living around the
world. To create value for the business, Chevron has created
three brands: Chevron, Texaco, and Caltex. A brand refers to
elements, such as trademark, design, logo, concept, image, and
reputation (Lom, n.d.). A brand allows Chevron to differentiate
products and services from competitors by providing
recognizable and credible identifiers to customers.
The Chevron brand is described as a leading marketer of refined
products, including gasoline, diesel and aviation fuels and
lubricants (Chevron, 2012).
The Chevron brand includes registered trademarks, such as
Techron®, Delo®, ExtraMile®, Oronite®, and ParaLux®. The
Texaco brand is identified as marketed high-quality fuels, motor
oils, and services suitable for a wide variety of engines
("Chevron," 2012). The Caltex brand is products and services
sold mainly in Asia, Australia, and parts of the Middle East and
Africa (Chevron, 2012). The trademarks associated with Caltex
are similar to Chevron and Texaco, such as Havoline®, Delo®,
and Havoline Xpress Lube®. The descriptions of these are
similar, but a different brand name is needed because different
environments and cultures require slightly various products.
The STEM education system is not widely practiced. Its
adoption by Chevron means that the corporation participates in
a very exclusive segment. To implement a successful STEM
system, it is necessary to adopt measures that support the key
component of the curriculum. Chevron has been in a position to
facilitate this system by adopting such principles. As a result, it
possesses exclusive competences that cannot easily be
replicated which allows the institution to remain competitive in
the market. It is an opportunity to stay relevant in the market by
supporting a system of education that is not widespread.
Identify the Problem or Opportunity
Even though there might be other institutions offering a similar

4. system of education, Chevron can differentiate its curriculum to
set its course from that of others. The vast experience that the
organization holds is the platform on which differentiation can
be executed. The essence of such a move is to allow it to
become an independent entity through recognition and
awareness (Mendelson, 2004). For the institution, it would help
it become more stable, and present more opportunities for
progress. Differentiation is the key opportunity for Chevron.
The specific aspects of the process would have to be identified,
but would be aimed at enhancing widespread awareness and
recognition.
Differentiation is a step worth taking is the increase in demand
for a STEM curriculum. Since fewer institutions offer a STEM-
based curriculum, Chevron can exploit this growth in demand.
A factor worth taking into consideration is the need for this
type of education should match the techniques that the
institution adopts. The differentiation process should be aimed
at fulfilling the needs an STEM-based curriculum. The long-
term objectives would be to ensure that the institution becomes
renowned for this system and be the leader in supporting STEM
education. It is also important for the company to support the
curriculum by its unique, and emerging needs in the industry
(Mendelson, 2004).
Identify the Stakeholders.
Chevron's stakeholders are the individuals, groups, or
organizations that have an interest or who are affected by the
activities of the company. Like all businesses, Chevron has
internal and external stakeholders.
The internal stakeholders are the people who have a direct stake
in the success of the business such as employees, managers,
owners, and shareholders. The company's external stakeholders
have a less direct interest in the company which includes
regulatory bodies and society. External stakeholders such as
the general public, lenders, customers, and suppliers are outside
of the enterprise but have a stake in how the company operates.
Chevron is creating prosperity by developing lasting

5. partnerships. Everyone feels that education and job training are
important. Therefore, Chevron’s target audiences are the
communities, teachers and students.
Ethical implications related to this campaign are goodness and
honesty. The goodness is doing a worthy deed to /for the
people and the community. The morality implications are
Chevrons interest of others. The community, teachers, and
students have expectations of reliability, competence and
honesty. Chevron is focusing on improving instructions with
science, technology, engineering and math (STEM). The
company is also helping provide careers and technical training
that will lead to well-paying jobs. Chevron believes critical
skills are needed to provide jobs, for the enterprise to be
successful and for this country to compete in the global
markets.
Ethical Implications: Related to Public Relations Issues
Chevron is an ethically driven organization that takes pride in
the trustworthiness that employee teamwork brings. Ethics are
not new to Corporate America when it comes to setting a
responsible standard towards the conduct of business that
ensures the economic wealth of the world and the
professionalism of values and ethics.
Chevron delivers affordable energy for economic growth and
prosperity. Chevron values providing energy while protecting
the environment and working to strengthen the communities
through a science, technology, engineering and math (STEM)
program.
Chevron’s ethical implications focus on improving instruction
in science, technology, engineering and math and helping to
provide technical training that can lead to well-paying jobs. The
majority of STEM programs are introduced in elementary and
high schools, and it is important for Chevron to comply with
school guidelines.
The STEM program is used through the public relations within
schools to help promote their program which encourages
children to get involved in learning about STEM and how it

6. affects the world.
In every organization, some stakeholders decide on how
the team should run and function. How they will make rules to
for everyone to follow and how to implement it to succeed with
the company's goal.
In this role, Chevron has to work with the guidelines that
comply with the board of education to make sure that no ethical
dilemma will occur. Every department from Chevron to the
schools must communicate clearly; to assure that proper
permission is given to allow Chevron to photograph and video
students STEM related opportunities.
Ethical decision making is essential to the success of
Chevron. Some decisions are obvious and easy to make; others
are not. When faced with stressful situations Chevron will
address them immediately.
Depth and Breadth of Research
Research is important to the public relations campaign at
Chevron to ensure the smooth implementation of the STEM
elements of the overall campaign. While it has been clearly
identified in this paper, as well as from source information that
there is a deficit in higher education students pursuing the
sciences in the United States, the purpose of the STEM program
encourages dialogue and participation. As such, research will be
required to ensure not only a clear understanding of the target
audience, but the most effective means of communicating with
that audience, and ultimately driving changes in behavior from
the students. Parents are the first parties responsible for
shaping the minds of young students, so any research should
include parents as well as communities and community
structure.
Once identified, research can be conducted from syndicated
sources like IBM, Reuters, iData or numerous others, or from
direct research by Chevron through the surveys, questionnaires,
web-based data collection or social media. Multiple forms will
be required to ensure no key channels are overlooked in data
collection. After sufficient data is collected, it needs to be

7. analyzed, and key elements extracted to determine what
messaging and communication is most useful in changing the
mindset of students, teachers and the public at large. This
research will occur before the campaign is finalized and be
ongoing to ensure effectiveness, as well continually be updated
to address changing needs and as a result of actual outcome
evaluation.
Conclusion
Chevrons opportunity is to differentiate themselves from
other companies committing to STEM education. Chevron has
made an impressive financial commitment to STEM education
to build up the future talent pool for the industry and
establishing a benchmark for other companies to invest in
STEM education. The companies PR team can use this to their
advantage to gain positive publicity and recruit top talent, this
will help differentiate Chevron.
References
Chevron Corporation. Retrieved from:www.chevron.com

8. Chevron. (2012). Retrieved from
http://www.chevron.com/productsservices/chevron
Chevron Corporate, 2001-2016;
https://www.chevron.com/corporate-responsibility/creating-
prosperity/education
Lom, H. (n.d.). World Intellectual Property
Organization. Retrieved from
http://www.wipo.int/sme/en/documents/branding.htm
Mendelson, N. A. (2004). Chevron and Preemption. Michigan
Law Review, 102(5), 737-800.