!
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is bloodied following a confrontation with police, during an anti-Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in Toronto.
It was just after midnight. I was finishing up what had become a nightly routine: a late-night study session with
friends at the library. It was a cool fall night, and my friend offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a ubiquitou... https://www.macleans.ca/opinion/how-armed-police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States, campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal police forces, the central role of armed police forces on
American university campuses have flown under the radar. And the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes, university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam. But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and only those whose scores tested above a certain cut
off would be exempt from the draft.
University students staged anti-war teach-ins across campuses and protested their universities’ ...
Campus Gun Control Works Boston Review httpbostonrevi.docxjasoninnes20
Campus Gun Control Works
Boston Review
http://bostonreview.net/us/evan-defilippis-guns-schools-nra-ucsb
Evan DeFilippis
June 06, 2014
After his son Christopher was gunned down near the campus of the University of California,
Santa Barbara on May 23, Richard Martinez sounded what has become a famous plea.
“Why did Chris die?” he asked, choking back tears. “Chris died because of craven, irresponsible
politicians and the [National Rifle Association]. They talk about gun rights. What about Chris’s
right to live?” He went on, “When will this insanity stop? . . . We don’t have to live like this.”
In response to Martinez’s impassioned appeal for gun control, the cavalcade of bumper-sticker
slogans rolled in—“guns don’t kill people, people kill people,” “control criminals, not guns,”
“don’t punish law abiding citizens,” and so on.
The NRA has been silent on the shooting, as is its usual media strategy following high-profile
gun violence. But we know its position: the solution to gun violence is always more guns.
Thus the express goal of the NRA and other pro-gun groups is to promote the concealed carrying
of firearms on college campuses. As the NRA puts it, “Colleges rely on colorful ‘no gun’ signs,
foolishly expecting compliance from psychopaths.”
To this end, the NRA and state legislators are pushing guns at every level of schooling. The
lobby backed a new Indiana law that allows guns on school property, so long as they are
contained within parked cars.“Teachers have to leave their 2nd Amendment rights at the front
door when they go to work,” said Indiana Senator Brent Steele, explaining why he supported the
measure, in spite of the fact that the courts have never wavered on the constitutionality of gun
bans on school property. A bill in Nebraska, if passed, would allow teachers and school
employees to carry concealed handguns in schools. In Idaho Governor Butch Otter recently
signed a law that allows residents with “enhanced concealed-carry permits” to keep firearms on
college campuses. A similar bill passed a Florida Senate panel but ultimately was voted down.
The consistent refrain from conservative lawmakers and the gun lobby has been that such
legislation will enhance security in schools. The logic is that if students and teachers are armed,
or at least protected by armed guards, shootings such as those at Columbine High School in
1999, Virginia Tech in 2007, Sandy Hook Elementary School in 2012, UCSB, and, yesterday,
Seattle Pacific University, either will not occur or will be less deadly.
Yet the evidence points in the opposite direction. Schools, including college campuses,
exemplify the success of gun control. Though our schools are far deadlier than those of other
http://bostonreview.net/us/evan-defilippis-guns-schools-nra-ucsb
http://bostonreview.net/author/evan-defilippis
http://www.conservative-daily.com/2014/05/25/proof-gun-control-doesnt-work/
http://www.huffingtonpo ...
The history of the Stanford University Department of Public Safety (Stanford ...Somik Raha
Excerpted from dissertation "Achieving Clarity on Value". Original link:
https://stacks.stanford.edu/file/druid:tv776kh1618/achievingClarityOnValue-augmented.pdf
Campus Gun Control Works Boston Review httpbostonrevi.docxjasoninnes20
Campus Gun Control Works
Boston Review
http://bostonreview.net/us/evan-defilippis-guns-schools-nra-ucsb
Evan DeFilippis
June 06, 2014
After his son Christopher was gunned down near the campus of the University of California,
Santa Barbara on May 23, Richard Martinez sounded what has become a famous plea.
“Why did Chris die?” he asked, choking back tears. “Chris died because of craven, irresponsible
politicians and the [National Rifle Association]. They talk about gun rights. What about Chris’s
right to live?” He went on, “When will this insanity stop? . . . We don’t have to live like this.”
In response to Martinez’s impassioned appeal for gun control, the cavalcade of bumper-sticker
slogans rolled in—“guns don’t kill people, people kill people,” “control criminals, not guns,”
“don’t punish law abiding citizens,” and so on.
The NRA has been silent on the shooting, as is its usual media strategy following high-profile
gun violence. But we know its position: the solution to gun violence is always more guns.
Thus the express goal of the NRA and other pro-gun groups is to promote the concealed carrying
of firearms on college campuses. As the NRA puts it, “Colleges rely on colorful ‘no gun’ signs,
foolishly expecting compliance from psychopaths.”
To this end, the NRA and state legislators are pushing guns at every level of schooling. The
lobby backed a new Indiana law that allows guns on school property, so long as they are
contained within parked cars.“Teachers have to leave their 2nd Amendment rights at the front
door when they go to work,” said Indiana Senator Brent Steele, explaining why he supported the
measure, in spite of the fact that the courts have never wavered on the constitutionality of gun
bans on school property. A bill in Nebraska, if passed, would allow teachers and school
employees to carry concealed handguns in schools. In Idaho Governor Butch Otter recently
signed a law that allows residents with “enhanced concealed-carry permits” to keep firearms on
college campuses. A similar bill passed a Florida Senate panel but ultimately was voted down.
The consistent refrain from conservative lawmakers and the gun lobby has been that such
legislation will enhance security in schools. The logic is that if students and teachers are armed,
or at least protected by armed guards, shootings such as those at Columbine High School in
1999, Virginia Tech in 2007, Sandy Hook Elementary School in 2012, UCSB, and, yesterday,
Seattle Pacific University, either will not occur or will be less deadly.
Yet the evidence points in the opposite direction. Schools, including college campuses,
exemplify the success of gun control. Though our schools are far deadlier than those of other
http://bostonreview.net/us/evan-defilippis-guns-schools-nra-ucsb
http://bostonreview.net/author/evan-defilippis
http://www.conservative-daily.com/2014/05/25/proof-gun-control-doesnt-work/
http://www.huffingtonpo ...
The history of the Stanford University Department of Public Safety (Stanford ...Somik Raha
Excerpted from dissertation "Achieving Clarity on Value". Original link:
https://stacks.stanford.edu/file/druid:tv776kh1618/achievingClarityOnValue-augmented.pdf
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
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LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
1
Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
1
Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
1
Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
!#$OPINIONHow armed police officers on ca
1. !
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts
with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured
vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is
bloodied following a confrontation with police, during an anti -
Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State
shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in
Toronto.
It was just after midnight. I was finishing up what had become a
nightly routine: a late-night study session with
2. friends at the library. It was a cool fall night, and my friend
offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex
on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a
ubiquitou... https://www.macleans.ca/opinion/how-armed-
police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States,
campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass
hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal
police forces, the central role of armed police forces on
3. American university campuses have flown under the radar. And
the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy
as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale
University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American
college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes,
university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation
protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam.
But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate
and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the
highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and
only those whose scores tested above a certain cut
off would be exempt from the draft.
4. University students staged anti-war teach-ins across campuses
and protested their universities’ complicity in the
war effort. University administrators often called in the police
to disperse students protesting on campus. This came
to a tragic head on May 4, 1970, when members of the Ohio
National Guard opened fire on students protesting at
Kent State University, killing four and injuring nine others.
MORE: How the Anti-Saloon League, responsible for
Prohibition, shaped modern racist policing
This ugly history still lives on. Such was the case at both my
alma maters. At my undergraduate institution, the
University at Buffalo, it was rumoured that its North Campus—
designed and built in the early 1970s—has no lawn
where students can congregate in order to prevent large students
gatherings, and to make protest easy to dismantle
by police. At the University of Iowa, where I did my master’s
degree, the school’s College of Education, which
opened in 1972, was built with reinforced interior doors that
students believed could be closed to wall staff and
administrators off from protestors.
After the campus protests in the 1960s and 1970s, university
administrators began lobbying state legislatures to
allow them to have their own dedicated police forces.
Essentially, university police forces were created not to protect
5. students from harm, but to protect the university from its
students.
This legacy lives on until today. Over 90 per cent of public
universities have sworn police officers (as opposed to
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like pepper spray. Despite university administrators portraying
campus police as less violent and confrontational
than municipal police forces, campus police officers have been
involved in violent and deadly confrontations—not
only with students but with local residents as well.
In 2015, a University of Cincinnati police officer Ray Tensing
shot and killed 43-year-old Samuel DuBose after he
pulled over DuBose for a missing license plate on a street off-
campus. Scout Schultz, a 21-year-old Georgia Tech
student was shot and killed by campus police while he was
experiencing a mental breakdown. Four years after
6. Portland State University decided to arm its police force, two
campus police officers shot and killed U.S. postal
worker and Navy veteran Jason Washington as he tried to break
up a fight outside a bar in 2018.
Just like municipal police forces, campus police forces have
become increasingly militarized. Over 100 American
universities have contracts with the Department of Defense.
Through a specialized program operated by the Defense
Logistics Agency, a combat logistics support agency in the U.S.
Department of Defense that assists the military in
acquiring weapons, campus police departments receive excess
equipment from the military—for free. This has
allowed universities to procure grenade launchers, armoured
vehicles and military assault rifles like the M-16.
According to reporting by the New York Times, over 66
institutions have procured the high-powered semi-
automatic rifles, with one university, Arizona State, possessing
70.
Students have been calling universities to divest from police.
Black students at Northwestern University in
Evanston, Illinois, have called on their university to dissolve
the Northwestern University police department, citing
police officers’ mistreatment of Black students on campus.
Students at another Chicago-area private university
7. staged a protest in front of the University of Chicago police
headquarters, demanding the university dissolve its
police force by 2022. In both of these cases, Black students
stated that the presence of on-campus police made them
feel less safe.
As I look back on my experience with campus police that cold
night, I realize how common my experience of an
unnecessary interaction with campus police is for Black
students in university. Despite being fed an image of a more
docile police force, police departments on campus are just as
armed as their municipal counterparts, and equally
willing to use deadly force. I look back and feel lucky that that
incident didn’t turn violent—or worse.
Related
Canadian universi-
ties tackle legal
cannabis with wildly
different policies
Students beware:
Illegal downloading
on campus is risky
Will new rules
around free speech
on campus wind up
silencing protes-
tors?
8. How will Canadian
universities handle
legal marijuana?
Black hockey play-
ers on loving a sport
that doesn't love
them back
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Communication Theory ISSN 1050-3293
9. O R I G I N A L A R T I C L E
Dialogue, Activism, and Democratic
Social Change
Shiv Ganesh1 & Heather M. Zoller2
1 Department of Management Communication, University of
Waikato, Hamilton, New Zealand
2 Department of Communication, University of Cincinnati, OH,
USA
This article provides a systematic description of various
positions on dialogue and their
implications for understanding activism and social change. It
describes three orientations
toward dialogue — collaboration, co-optation, and agonism —
which are differentiated by
assumptions regarding the pervasiveness of dialogue, the role of
difference, and conceptions
of power. We argue for a multivocal, agonistic perspective on
dialogue that centers issues of
power and conflict in activism. Such a perspective illuminates a
broad range of activist tactics
for social change instead of privileging consensus-oriented
methods. These approaches are
illustrated with two ethnographic case studies that highlight the
importance of lay theories
of activism and dialogue.
doi:10.1111/j.1468-2885.2011.01396.x
Political upheaval and conflict across the world in 2011 from
New York and Wiscon-
sin to Syria and Egypt, underscored the tremendous global need
for democratic social
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S. Ganesh & H. M. Zoller Dialogue and Activism
and elaborate how theoretical and ideological assumptions
regarding dialogue influence
our understanding of the role that activism plays in enabling
democratic communication
practice. Dialogue is evident in a number of areas of
communication inquiry into
democratic practices. Interpersonal communication studies have
considered the role
of face-to-face dialogue in managing difference and promoting
social participation
(Cissna & Anderson, 1994; Rawlins, 2009; Wood, 2004).
Organizational communica-
tion researchers have attempted to understand how communities
experience dialogue
12. as they attempt to engage in democratic communication
(Medved, 2003; Zoller, 2000).
Public relations research has focused on symmetrical
communication across a range
of publics in the context of social change (Grunig, Grunig, &
Dozier, 2002). Studies of
environmental communication have employed notions of
dialogue to understand and
frame intractable stakeholder conflicts (Brummans et al., 2008).
Health communica-
tion scholars have used dialogic theories to promote
participatory models of health
promotion (Dutta & Basnyat, 2008; Melkote, Krishnatray, &
Krishnatray, 2008).
Development communication research has employed
participatory communication
as a key construct to understand meaningful social change
(Papa, Auwal, & Singhal,
1997). And rhetoricians have used the term invitational rhetoric
to describe ways in
which actors may engage in ethical and dialogic exchange (Foss
& Griffin, 1995).
Likewise, a wide range of scholars have also employed activism
as a major
construct in understanding connections between communication
and democratic
practice (Frey & Carragee, 2007). Examinations of advocacy
and activist discourse,
for instance, are prominent in rhetorical studies (Bowers, Ochs,
& Jensen, 1993; Fabj
& Sobnosky, 1995; Stewart, 1997) as well as cultural studies
(Wood, Hall, & Hasian,
2008). Scholars of new media have investigated ways that
activists use technology
to engage in radical democracy (Pickard, 2006). Social
13. movement researchers have
been especially concerned with how activists mobilize
collective action as they
engage in protests (Bennett, Breunig, & Givens, 2008). Studies
of organizational
communication and public relations have also attempted to
understand how activist
organizing practices create opportunities for meaningful social
change (Ganesh &
Stohl, 2010), how they function as influential stakeholders
(Weaver & Motion, 2005),
and how organizations might effectively manage activists (L. A.
Grunig, 1992; Smith
& Ferguson, 2001).
The prevalence and centrality of dialogue and activism in
scholarship on com-
munication and transformative social change warrant greater
attention to underlying
theoretical assumptions. This article describes three primary
orientations toward
dialogue — collaborative, co-optive, and agonistic — based on
assumptions about
conflict, power, and the role of difference. We discuss multiple
theoretical positions
within each orientation and seek to show how hidden
assumptions hinder theo-
rizing by delegitimizing certain forms of activist
communication as they privilege
consensus-oriented methods. We argue for the merits of
agonistic theories of dialogue
that can shed light on a broader range of activist communication
methods and tactics
for social change by acknowledging issues of power and
conflict as a central feature
of dialogue. Following our analysis, we contextualize the
15. and others. Communication studies have identified several
distinct approaches to
dialogue in these key works. For instance, Cissna and Anderson
(1994) identified
several strains of inquiry. One strain draws from Buber’s (1958)
concepts of ‘‘I’’ and
‘‘Thou’’ to describe the idea of genuine, authentic, and open
relationships, where
identity and otherness are mutually implicated. A conversation-
analytic point of
view conceives of dialogue as ordinary conversation, featuring
turn-taking, etiquette,
and immediacy, but which may include situations where ‘‘both
parties talked but
neither really listened — and neither really expected the other
to listen’’ (p. 26).
Another approach draws from Bakhtin to describe language as
inherently dialogic
in representing difference, otherness, and multivocality
(Bakhtin, 1981), wherein
dialogue becomes a fundamental way of being in the world.
Three positions on dialogue
Across various approaches, we identify three positions on
dialogue that are particularly
relevant to understanding connections and tensions between
activism and dialogue.
These positions vary on the basis of their assumptions about the
pervasiveness of
dialogic phenomena, the constitutive power of difference, and
the role of conflict and
power relationships.
Extant research differs on the pervasiveness of dialogue, often
depending on
whether authors approach the concept in prescriptive or
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S. Ganesh & H. M. Zoller Dialogue and Activism
start from different assumptions about the place of power in
dialogue. Some, often
Bohmian perspectives, propose that power relationships must be
set aside to enter
dialogue. Others view power differentials as something to be
addressed and managed
in dialogue (Wood, 2004). Still others see dialogue as a means
of overcoming
dominance by allowing for marginalized voices and the creation
of spaces for
change (Freire, 1970; Hammond et al., 2003). And finally, some
approaches, often
poststructural, implicitly view dialogue as being irrevocably
18. tangled with, constituted
by, and disruptive of power (Falzon, 1998).
Based on their different approaches to these issues, we identify
three positions
on dialogue that have significant implications for how one can
understand potential
overlaps and tensions between activism and dialogue. These
positions do not
constitute unique theories of dialogue; indeed, as we discuss
later, they are perspectives
that often draw from multiple traditions in dialogue inquiry. We
refer to the first
position as Dialogue as collaboration, the second as Dialogue as
co-optation, and the
third as Dialogue as agonistic.
Before we discuss connections and disjunctures between
dialogue and activism,
some discussion of what ‘‘counts’’ as activism is also in order.
Like dialogue, activism
has been conceptualized in a variety of ways, and scholars have
isolated a number of
key features of activism. Some definitions have focused on
activist tactics. For instance,
L. A. Grunig (1992) identified education, compromise,
persuasion, pressure tactics,
and force as defining characteristics of activist communication,
while excluding
dialogue as a key activist tactic. Other conceptualizations have
emphasized activity.
Diani (1992), for example, suggested that a defining activity of
activism is its
engagement with conflict, and Urietta (2005) cast activism in
terms of the active
participation of people advocating a particular set of issues.
19. Kim and Sriramesh (2009)
defined activism as ‘‘the coordinated activity of a group that
organizes voluntarily in an
effort to solve problems that threaten the common interest of
members of that group’’
(p. 88). Still others focus on defining principles of activi sm. For
instance, Jordan’s
(2002) work on activism argues that while contemporary
activism is constituted by
diverse repertoires, including direct action and dis/organization,
culture jamming,
pleasure-politics, and hacktivism, the twin principles of
transgression and solidarity
unite activists.
Clearly then, definitions of activism vary, and different bodies
of knowledge even
appear to diverge in their collective emphasis on the importance
of defining activism,
which underscores the political function of definitions in
constituting key knowledge
interests. We observe, for instance, that research in public
relations, often criticized
for its managerialism (McKie & Munshi, 2007) appears to have
produced a significant
number of definitions of activism. Across perspectives and
disciplines, however, one
finds an emphasis, on contestation as a core aspect of activist
communication, and
key concepts such as advocacy, conflict, and transgression do
appear to be central
to activism. While some definitions of dialogue appear to
preclude activism, others
may implicitly incorporate one or another notion of activism.
We discuss these
perspectives in the following sections.
21. Theorists commonly construe dialogue in interpersonal terms.
For instance,
emergent understanding is seen as a product of dialogic
relationship building.
This is particularly evident in the organizational learning
literature (Schein, 2004;
Senge, 1990), which views dialogue as a form of internal
learning through open
communication and consensus building (Bokeno & Gantt, 2000).
Similarly, Bohmian
approaches view dialogue as ‘‘thinking together,’’ emphasizing
the creation of new
meaning through connection and relationship building between
individuals (Black,
2005). Bohmian approaches depict dialogue as a specialized
form of collaborative
communication that emphasizes interpersonal win-win
relationships. The focus on
collaboration and deep connection can also be found in the work
of Goodall and
Kellett (2004), who described a hierarchy of communication
culminating in dialogue
as a transcendent and profound experience, suggesting that
‘‘Achieving dialogue often
results in a deepened sense of connection between oneself and
others . . .’’ (p. 167).
Some scholars who draw from more poststructural lenses that
highlight ten-
sionality have also theorized dialogue as a special form of
mutual relationship
building and collaboration. For example, Cissna and Anderson
(1994) characterized
dialogue as including strange otherness and emergent
consequences, and although
22. they argued that ‘‘contrary to some popular conceptions,
dialogue does not preclude
heated or even agonistic exchange’’ (p. 14), they still cast the
process in collaborative
terms: ‘‘Dialogue is characterized by high levels of concern for
self (and one’s own
position) as well as for the other (and for the position advanced
by the other . . .
rather than a primary focus on winning and losing’’ (p. 14).
Similarly, Rawlins
(2009) highlighted the tensions surrounding difference, power,
and friendship, while
primarily describing dialogue in terms of sometimes rare and
deep interpersonal
connections of respect, vulnerability, and openness, resonant
with Buber’s I – Thou
relationships.
Many collaborative orientations to dialogue emphasize openness
as a key marker.
Pearce and Pearce (2004), for instance, said that ‘‘the defining
characteristic of
dialogic communication is that all of these speech acts are done
in ways that hold
one’s own position but allow others the space to hold theirs, and
are profoundly open
to hearing others’ positions without needing to oppose or
assimilate them’’ (p. 45).
Feminist communication scholars who promote invitational
rhetoric describe it as
a ‘‘cooperative, nonadversarial, and ethical’’ (Foss & Griffin,
1995, p. 115) form
of communication that eschews persuasion, which is associated
with patriarchal
attempts at domination and control. Indeed, Foss and Griffin
also liken invitational
24. preclude the possibility
of activists engaging in dialogue by treating activism as
oppositional to dialogue.
Others privilege dialogue by stakeholders, including activists,
as a preferred means
of obtaining social change over protest and other forms of
contestation. Finally, a
third stance casts internal activist communication as potentially
dialogic and external
communication as almost exclusively confrontational.
Privileging collaboration over activism
First, theories that emphasize mutual relationship building and
consensus often
assume that participants put aside pre-existing interests and
goals. This idea is
incompatible with many depictions of activism. Most obviously,
researchers who cast
activism largely in terms of protest, and theorize protest as
aggressive and violent,
rule out the possibility of activists engaging in collaborative
dialogue. We often find
these assumptions in descriptions of global activists targeting
capitalist structures. For
instance, Nichols (2003), writing about ‘‘new’’ activism
suggested: ‘‘The sad reality of
today’s global political environment is that we now face a new
generation of activists,
who could come to dominate — not through force of arms, but
through pressure,
intimidation and even terror to serve their radical agenda’’ (p.
137). Creating a
startlingly postapocalyptic image, he adds: ‘‘Many lead small,
roving guerilla bands
of increasingly vocal, rapacious, confident militants, preying on
weak businesses,
25. ganging up on large companies, taking to the streets, demanding
tribute, and
threatening to unleash actions that (they hope) will overwhelm
industries, life styles,
and social, economic, legal and political institutions’’ (p. 137).
Similar language is
evident in L. A. Grunig’s (1992) commentary, which cast
corporate engagement with
activists as a war: ‘‘when it comes to a fight, the weapons in
each activist’s arsenal
might vary. And as the battle drags on, the weapons might
become more lethal.’’
Although such language is the exception rather than the norm,
other researchers have
tended to unreflexively characterize activists in terms of
violence, construing them as
incapable of conversation, consensus, or relationship building.
The tendency to separate activism from collaboration-oriented
dialogue is even
evident in the use of labels such as ‘‘anticorporate’’ for
nonlabor corporate campaigns
(Manheim, 2001), which frames all activism as inherently
antagonistic toward
corporations. Characterizing activist communication using
words such as pressure
and force also results in implicitly casting activism as distant
and confrontational, in
contrast with interpersonal and relational depictions of
dialogue.
Some scholars construct activism as a form of escalation in
confrontation.
For instance, Gantchev (2009) developed a sequential model for
activism, arguing
that activists usually engage in low-cost strategies that include
27. 2006).
Even the general association of activism with persuasion can
facilitate viewing
activism as oppositional to dialogue if we greatly emphasize the
idea that dialogue
involves listening to, rather than trying to change, the other.
Consensual theories of
dialogue exclude activism from dialogic methods to the degree
that activism involves
entering interactions with goals of influence and social change,
often in situations
of unequal power. These theories thus risk privileging civility
over the need for
democratic and material social change.
Privileging activist dialogue over activist contestation
Other theorists distinguish between activists who use protest
methods and activists
who work cooperatively with their targets of change, privileging
consensual dialogue
as a superior method of social change. For instance,
management theorists of activism
aimed at global capitalism frame activist dialogue as a two-way,
mutually beneficial
process and activist contestation as a one-way, ‘‘either-or’’
process. Jordan and
Stevenson (2003) labeled protest as ‘‘win-lose,’’ problem-
focused politics in contrast
to the ‘‘win-win’’ solution-focus of activist dialogue.
Stakeholder theories sometimes
reflect this argument as well. For instance, Deetz (1992)
celebrated the possibility
of emergent solutions through stakeholder dialogue, which he
contrasted with the
merely expressive function of protest.
28. Public relations scholars Taylor, Vasquez, and Doorley (2003)
differentiated
between confrontational activists such as ACT UP! members
who pressured pharma-
ceutical companies and activists who worked through dialogue
with these companies.
Referencing groups who worked cooperatively with Merck, the
authors suggested,
‘‘This group recognized that confrontational strategies may
actually delay the real
objective of all AIDS activists — safe, effective treatments’’ (p.
264). The authors
even employed dialogic relationship building as a criterion for
ethical corporate
stakeholder communication, stipulating that ‘‘. . .
communication by publics will
also be judged ethical if it contributes to the engagement of the
relationship with
the target organization’’ (p. 262). Such a statement depicts
activist communica-
tion as unethical if it does not contribute to relationship
building with targets of
change. Moreover, this approach assumes that consensus and
compromise are more
effective than pressure tactics. Similarly, Smith and Ferguson
(2001) observed that
although one goal of activism is to ‘‘argue for their
recommended resolutions to
the problem’’ (p. 294), compromise and negotiation by activists
are more fruitful
approaches.
Theorists seeking to promote new forms of social change also
point toward
relational and consensus-driven views of dialogue as more ideal
30. shared concerns and fears, and . . . possibilities that arise, not
from activists
looking to gain allies, converting people to causes, or building a
broad social
movement, but from taking encounters on uncommon ground as
a starting
point for a dialogic and normative politics based up the need for
us all to engage
in politics as equals (p. 260).
Such a position stakes out creative alliances and dialogue as
inherently separate from
activism.
At times, privileging dialogue as consensus over other methods
of activist social
change casts confrontational communication as devoid of
substance. Stewart and
Zediker (2000) restate Freire’s position that action without
dialogic participatory
action research is ‘‘mere activism’’ or sloganeering, which
actually prevents social
change. Likewise, Singh (2008) discounted Huesca’s (2003) call
for development
through social movements: ‘‘Huesca’s call regarding social
movements is misplaced;
without genuine participation in grassroots development work,
joining social move-
ments, while a good expression of solidarity with the oppressed,
can devolve into
empty sloganeering’’ (p. 718). He then suggested that
telenovelas create the oppor-
tunity for such dialogue: ‘‘Freire understands dialogues as
conversations fostered in
a spirit of inquiry that allow the participants to not only
comprehend and delineate
31. their world but also to transform it. Such comprehension can
come only if people
find a cultural voice to tell their own story through a process of
dialogue’’ (p. 702).
Casting dialogue as internal and confrontation as external to
activism
Finally, assumptions about dialogue as consensus may lead
scholars to investigate
dialogue as a collaborative internal activist tool rather than an
external method.
For instance, Lozano-Reich and Cloud (2009), in a critique of
invitational rhetoric,
argued that the proper place of dialogue lies in building
solidarity in internal
activist communication, whereas contestation and confrontation
are its proper
external functions. Starhawk’s (2002) widely circulated essay
‘‘How we really shut
down the WTO’’ talks about the importance of consensus
decision making, vision,
empowerment, dance, and humor involved in creating affinity
groups through which
blockades in Seattle were achieved in 1999. A recent strand of
such argument is
grounded in online activism. For example, Victor Pickard’s
(2006) work described
online activism as a form of democratic participation,
describing how internal
organizing that created the Independe nt Media Collectives
(IndyMedia) are dedicated
to consensus-based decision making between and within activist
groups.
Placing consensus and collaboration at the heart of ‘‘internal’’
activist work can be
33. leadership is enacted and
constructed in social movements. For instance, Zoller and
Fairhurst (2008) theorized
the potential connections between leadership processes,
resistance, mobilization,
change, and influence. Additionally, bifurcating dialogue as
internal and protest
and contestation as external may create a crudely
confrontational portrait of activist
tactics. We discuss this issue further when we unpack the notion
of agonistic dialogue.
Before that, however, a discussion of dialogue as a form of co-
optation is in order.
Dialogue as co-optation
Scholarship grounded in critical orientations toward dialogue
often warns about
the possibility that dialogue can be manipulated, co-opted, and
limited by state,
corporate, and other powerful agents. While collaborative
notions of dialogue
emphasize the need to suspend power relations, dialogue as co-
optation assumes
that what appears to be collaboration is better understood as a
tactic of power. This
perspective continues to depict dialogue as a specialized form
of communication,
but it treats power as pervasive and difficult, if not impossible,
to suspend. There
are at least three key aspects of such arguments. While some
scholars emphasize the
inherent fragility and vulnerability of dialogue, others imply
that powerful interests
are able to rhetorically employ dialogue as a legitimizing
activity precisely because it
34. has communicative resonance. Still others stress the
impossibility of genuine dialogue
given the pervasiveness of inequity and the inherent problems
involved in practices
of representation themselves.
Dialogue as fragile
While some research in the dialogue-as-collaboration tradition
questions activists’
willingness to risk being changed through an open and
collaborative dialogue, some
critical research casts suspicion on their more powerful targets.
Representations
of dialogue as implicitly fragile and vulnerable are reflected in
critical scholarship
that depicts dialogue between activists and powerful targets,
such as corporate
leadership, as being easily manipulated by corporations to
prevent larger, more
material democratic transformation. For instance, sociologist
Judith Richter (2001)
described dialogue as a key issue management method used by
the infant formula
industry to address an activist boycott targeted at formula safe ty
and marketing.
Equating issues management with the engineering of consent,
she recounted ways
in which ostensibly dialogic negotiations were used as methods
of covert corporate
environmental scanning. She observed that dialogue can be used
‘‘to gain intelligence,
transfer image and divert attention from more pressing issues’’
(p. 160). In this light,
she argued that activists should think carefully before joining
dialogues that feature
great power asymmetry and demand greater transparency in
36. author paraphrased
advice from Ronald Duchin of the public relations company
Mongoven, Biscoe
& Duchin, about using dialogue to defeat activists: ‘‘isolate the
radicals, ‘cultivate’
the idealists and ‘educate’ them into becoming realists, then co-
opt the realists
into agreeing with industry’’ (p. 33). Similarly, Moberg (2002)
characterized the
Chemical Manufacturers Association’s Responsible Care
initiative, which promotes
community engagement and stakeholder dialogue to manage
environmental conflict,
as ‘‘. . . designed to co-opt or marginalize local opponents.
Despite the stated emphasis
placed on candor by the program’s promoters, all ‘dialogue’
between industry and
community members is carefully scripted to ensure that
dissenting voices are not
heard’’ (p. 380).
Dialogue as resonant
While the studies above demonstrate the fragility of dialogue,
questioning the extent
to which activists should risk direct dialogic engagement with
powerful interests,
several of them also indicate another quality of dialogue that
make it amenable
to co-optation: its resonance in public imaginations. Arguably,
the very fact that
dialogue is normative and is construed as a warm and friendly
democratic ideal
lends itself to the possibility of it being used to legitimize and
present corporate
and business interests as the public good. This is akin to
Habermas’s (1989) classic
37. argument on the structural transformation of the public sphere,
notably in the thesis
that the idea of a public sphere continues to have strong
resonance and relevance
despite its increasing mediation by organizational, corporate,
and structural interests.
The strategic use of dialogue for the rhetorical legitimation of
state and corporate
activities is evident in arguments put forward in the studies
cited above. Rowell
(2002), for instance, discusses Shell’s 1997 – 1998 dialogues
regarding its Peruvian
gas operations at Camisea, which he depicted as a means of
tempering potential
resistance and adding legitimacy to its engagement with
affected communities. As
Rowell noted ‘‘crucially, not up for discussion was whether the
gas project should
go ahead, but how it should go ahead’’ (p. 35). Zoller (2004)
also found that
a transnational business trade advocacy group used the language
of symmetrical
communication and dialogue to prevent conflict rather than air
it, develop unitary
positions, and usurp governmental policy-making functions.
Critiques of this kind
of synthetic personalization (Fairclough, 2001), which employ
friendly, relational
tropes to prevent dissent and disagreement, further amplify the
issue of risk,
turning it on its head in some ways. Similarly, Dutta and
Basnyat (2008) critiqued
the apparently participatory entertainment education-based
Radio Communication
Project in Nepal as co-optive of more dialogic culture-centered
39. is not surprising that some activist groups have refused to
engage in dialogue with
structural interests because they see themselves as participating
in bids to preserve
the status quo (Zorn, Roper, & Motion, 2006).
Dialogue as impossible
Finally, some studies that are focused on representation,
difference, and the problems
of liberal pluralist models of democracy express doubt about the
possibility of
dialogue for social change. For instance, McPhail (2004) was
pessimistic about the
possibility for interracial dialogue that recognizes racism rather
than reinforces the
worldview of dominant White groups. Similarly, Kersten (2006)
argued that without
deconstruction, dialogue replicates social divisions and power
differentials. Her work
on race dialogue shows frequent: ‘‘(a) inability to see and hear
the racial Other,
(b) lack of common language and experience, and (c) lack of
meaningful action’’
(p. 362).
These positions echo critics of consensually oriented theories of
public sphere
participation (Fraser, 1990). For instance, Iris Young (2000)
questioned conventional
notions of democratic discussion, arguing that their emphasis on
a common good
results in further marginalization of minority groups, thereby
preventing deep
democracy. This in turn is related significantly to interrogations
about the possibility
of dialogic knowing and knowability in the work of scholars
40. such as Spivak and
others, most explicitly in the argument that attempting to
engage with otherness
invariably results in its further incorporation into existing
systems of meaning and
representation (Ganesh, 2010; Spivak, 1999). Dutta and Pal
(2010) also drew from
Spivak to argue that subaltern groups are erased and co-opted
through dialogic
methods entailed in dominant neoliberal discourses. The co-
optive view of dialogue
is an important corrective to theories of dialogue that privilege
civility and order
over democratic transformation. These theories highlight the
significance of contexts
of power and conflict that permeate activist efforts. As public
relations scholars
Leitch and Neilson (2001) argued, ‘‘In practice, in cases where
access to resources
is so unequal, attempting to practice symmetrical public
relations might constitute
a self-destructive discourse strategy for the least powerful
participant’’ (p. 129). We
support the contentions of much of this research, so our point is
not to undermine
research into dialogue as a strategy for elites to co-opt activist
groups. We do caution,
though, against maintaining a presumption that dialogue
between activists and more
powerful targets is impossible. Such a position may
ontologically reify social actors
and their interests by assuming fixed ideological or material
positions. Theorists
should not rule out the potential for powerful interests to risk
vulnerability through
dialogue for a variety of reasons or for activists to create
42. Mouffe, 1985). An
agonistic theory facilitates a pragmatic approach to dialogue by
highlighting shifting
relationships of power, identity, and vulnerability, while
simultaneously paying
explicit attention to questions of justice and social and material
needs.
Agonistic perspectives privilege conflict as an element of social
change. The
search for common ground is seen as problematic because, as
Wood (2004) argued:
‘‘The search (and belief in) common ground may thwart, rather
than facilitate,
genuine dialogue, because almost inevitably the dominant
culture defines what
ground is common or legitimate’’ (p. xvii). Accordingly,
agonistic perspectives focus
on the potential for subverting power relations. Gergen, Gergen,
and Barrett (2004)
expressed such a position when they said that dialogue ‘‘may
enable authority to be
challenged, multiple opinions to be expressed, or taken-for-
granted realities to be
deliberated’’ (p. 44).
While much work on agonism and democracy is largely critical
in orientation,
it is also important to note that there are overt poststructural
sensibilities in the
notion. For instance, Falzon (1998) provides a dialogic
conception of Foucault’s
work, arguing that central to his work ‘‘is not structure or
domination but our
involvement in an open-ended ‘agonistic’ dialogue of forces.
Out of this dialogue,
43. forms of social order and entrapment emerge, and are
themselves destined to be
overcome in the course of ongoing dialogue’’ (p. 3). At the
same time that agonistic
theories foreground power and conflicting interests, they
stipulate that interests,
identities, and relationships are shifting rather than fixed. For
instance, Melkote
et al. (2008) contrasted the monologism of diffusion health
promotion models
with the ability of participatory models to transform health
workers, patients, and
community members through dialogic interaction. This
transformation facilitates
social change goals versus compliance, such as activating self-
help, social support,
access to resources, community empowerment, organization,
and activism.
Additionally, scholarship rooted in Bakhtinian traditions may
support an agonistic
approach by emphasizing the dialogic nature of language itself
rather than prescribing
specific criteria for ideal interaction. For Bakhtin (1981) ,
language is inherently
multivocal and therefore dialogic. Language is marked by
tensions between centripetal
and centrifugal forces seeking to restrict or open up meanings,
respectively (see also
Rawlins, 2009). Moreover, Bakhtinian perspectives help
illuminate how dialogue
interanimates other forms of communication such as argument,
discussion, debate,
or even polemic. Barge and Martin’s (2002) work, for instance,
extends this focus
from language to social interaction as they position dialogue as
45. synchronic effects of
contestation itself can be understood as dialogic, in that the
very act of challenging
dominant systems of power and meaning through argumentative,
confrontational,
or irrational tactics opens up alternative spaces. In both
diachronic and synchronic
stances, the emphasis is on different forms and understandings
of openness. We
detail them below.
Diachronic views
By viewing dialogue within the context of unfolding
communication over time,
a diachronic view of agonistic dialogue acknowledges ways in
which ‘‘one-way’’
communication, including narrative, argument, and persuasion,
may make room
for or alternate with mutual attempts at openness. For instance,
Papa, Singhal, and
Papa (2006) theorized a dialectical relationship between
dissemination (one-way
communication) and dialogue in social change efforts. They
depict entertainment
education programs as a form of dissemination that encourages
dialogue among
audience members to promote greater acceptance of
marginalized groups such as
Dalits and women by dominant groups. Rawlins (2009)
interrogated the dialogic
potential of narrative among friends to open spaces for civil
participation and
social movements. Similarly, Porrovecchio (2007) analyzed how
WTO activists used
testimony, something that might normally be viewed as one-way
communication,
46. in dialogic ways by creating spaces for marginalized voices
within larger social
discussions among a range of publics and counterpublics.
What counts as dialogic openness itself can take multiple forms
here, and two
are particularly relevant. Openness can take the form of
deliberation, involving
attempts at explanation rather than consensus. For instance, van
de Kerkhof (2006)
criticized stakeholder dialogues in environmental decision
making as negotiations
that seek to gain consensus. As an alternative, she promoted a
deliberation model of
stakeholder dialogue: ‘‘Whereas consensus building can be
characterized as a process
of negotiation, deliberation is about dialogue and
argumentation’’ (p. 282). Similarly,
Wakefield (2008) argued for collaborative advocacy as a way
for organizations and
activists to explain and deliberate positions with the objective
of establishing rather
than dissolving difference.
Openness also can take the form of pragmatic caution regarding
activist stances
toward both collaboration and confrontation. For instance,
Hernes and Mikalsen
(2002) examined three activist campaigns targeted at the fishery
industry, suggesting
that greater environmental awareness in the industry has created
opportunities for
industry partnerships with activists rather than adversarial
relations. They described
the Greenpeace campaign in terms of cautious confrontation,
which involved a mix
48. Synchronic perspectives involve understanding confrontational
activist tactics them-
selves as dialogic because they effect a kind of discursive
opening. Protests, in
particular, help relativize a dominant discourse by constructing
and rendering visible
alternative political stances. Knight and Greenberg (2002), for
example, explicitly
characterized activism as dialogic, arguing that many activist
methods create the
possibility for social dialogue, an argument echoed by
Henderson (2005). Knight
and Greenberg’s case analysis of activists targeting Nike
resulted in the suggestion
that ‘‘Antisweatshop activism has thus been able to exploit
Nike’s own dependence
on public image and communication as a way to turn
promotionalism back on itself
and open up issues such as wages, working conditions, and
worker rights to ethical
criticism’’ (pp. 550 – 551). Public relations scholars observed
that activists can create
openings through which public relations practitioners can
promote ethical changes
on the part of organizational leaders (Berger, 2005; Smith &
Ferguson, 2001).
Synchronic views expand our understanding of dialogic
openness in several ways.
For one, they highlight unpredictability. For instance, Ólafsson
(2007) appropriated
Bakhtin to establish the dialogic and multivocal character of
protests. Unlike for-
mal political deliberation, protests are dialogic because they
involve unpredictable
communicative outcomes and do not follow orderly or
49. methodical conventions
of structured and politically legitimate tactics such as
deliberation: ‘‘The protester
should rather be seen as someone who tries to expand the arena
of political action
and dialogue, refusing to submit to the demands of orderly
argumentation’’ (p. 439).
Second, we can evaluate openness in terms of communication
that creates
social awareness and visibility. For instance, subaltern groups
organized responses to
the Human Genome Diversity Project through public argument
and debate. This
discourse helped create counternarratives about identity and
genetics, resist patent-
ing and commercialization, and question dominant assumptions
about informed
consent, thereby spurring more participatory approaches to
genetic research with
subaltern groups (Wood et al., 2008). Such a view brings a
wider range of commu-
nication modes and processes under a dialogic perspective. The
dialogic character of
contestation is implicit in Deluca and Peeples (2002), who
argued that contemporary
protests enable new forms of collective democratic
communication practices that
emphasize postrational notions of embodiment and emotion.
Their conceptualiza-
tion of the public screen involves the very practical question of
how it can be used
as a new space for citizen discourse, despite the challenges of
access, infotainment
norms, and image-based grammar.
51. making GE a public
issue, opening spaces for discussion, and resonating with a
range of constituents
in the country. Boje (2001) also alluded to the dialogic potential
of contemporary
carnivalesque forms of activism. A strong strand of inquiry in
rhetorical studies on
the comic frame (Burke, 1968; Carlson, 1986; Schwarze, 2006)
also emphasizes the
historical importance of carnivalesque and comedic protest as
ways of increasing
visibility and opening dialogic space.
As a result of these perspectives on openness, agonistic
perspectives recognize
the potential for dialogue in a wider array of methods than
collaborative-oriented
theories. In situated contexts of marginalization and silence,
radical acts or even
property violence may be viewed in a dialogic frame. Deluca
and Peeples contrast
Seattle WTO protest leaders, who stated that violence detracted
from the goal of
dialogue, with William Greider’s statement that images of
broken glass transformed
the WTO into an icon of unregulated globalization. The authors
considered the
‘‘productive possibilities of violence on today’s public screen’’
(p. 138), arguing that
anarchist violence gave a pretext for explanations of police
violence, which otherwise
might have been unreported. While reporters decried the
violence, they followed by
detailing the substantive grievances of the nonviolent
protestors: ‘‘far from stealing
the limelight from legitimate protestors, the compelling images
52. of violence and
disruption . . . drew more attention to the issues’’ (p. 142).
Finally, we need to consider how various forms of openness are
engendered
within activist groups themselves, through processes of internal
debate, argument,
struggle, and contention. While much current scholarship
understands internal
activist communication as consensus driven and harmonious,
other studies have
documented how contestation and struggle have historically
important internally
dialogic effects among activist groups. For one, we know that
social movements
themselves are often significantly internally segmented in terms
of repertoires and
ideology (Gerlach & Hine, 1970). Furthermore, movement
methods themselves
have a constitutive force, creating groups and factions (Enck-
Wanzer, 2006). The
role of tension between segments and factions cannot be
underestimated. For
instance, Haines (1984) discusses the radical flank effect within
the civil rights
movement, arguing that tensions between moderate and radical
groups worked both
synchronically and diachronically to further the goals of the
movement. Hayden
(1999) identified similar internal tensions in suffrage rhetoric in
the turn of the 20th
century.
Cases in activism, agonism, and dialogue
To prevent our theoretical synthesis of agonistic dialogue above
54. them to underscore the pragmatic and theoretical relevance of
deep engagement with
contemporary activist practice.
Zoller studied Ohio Citizen Action (OCA) in the United States,
an environmental
organization that uses ‘‘the good neighbor campaign’’ (GNC) to
address local
polluters. A campaign in Addyston, Ohio, targeted a plastics
company emitting
noxious odors and chemicals above permitted levels. The goal
of a GNC is to
achieve a binding commitment from management to reduce or
eliminate toxic
exposures. OCA’s handbook recommends that neighbors avoid
both submissiveness
and belligerence when communicating with management
because both are easy
to dismiss. The organization recommends that residents speak
respectfully, but
always as equals (for instance, ‘‘calling for’’ rather than
‘‘requesting’’ a meeting),
first appealing to a manager’s conscience as a ‘‘good
neighbor.’’ OCA reminds
campaigners to express interests (‘‘to breathe clean air’’) rather
than request specific
changes (‘‘50% emissions reductions’’) because the GNC
process may yield win-win
solutions that exceed such requests and simultaneously improve
company efficiency
and cost-effectiveness.
GNCs offer cooperative companies the opportunity to bolster
their reputation by
improving their environmental performance, but the model
assumes that neighbors
55. will need to raise the stakes before management will respond.
GNCs promote
asymmetrical pressure tactics, including organizing neighbors,
talking to the press,
protesting, logging odors, and measuring air quality through lay
science methods.
OCA also generates thousands of letters to management of the
target organization
through its statewide canvas.
It is tempting to view these asymmetrical actions as a separate
activist repertoire
outside of dialogue, yet these moves are seen as an inherent part
of the relationship-
building process. Canvassing and letter campaigns give OCA
influence, and such
influence itself is the means by which less powerful groups gain
invitation to dialogue.
The OCA campaign handbook does not distinguish among
tactics based on which are
more or less dialogic, including media campaigns, neighbor
organizing, and meeting
with management, instead seeing them as integrated.
The handbook also illustrates the cyclical and synchronic nature
of the relationship
between dialogue and contestation, in the process implicitly
challenging conventional
views of activist groups as starting with dialogue and escalating
to confrontation. It
does so in a number of ways. First, the handbook recommends
that residents continue
with their pressure campaign at the same time they engage with
management to
maintain momentum. The handbook promotes the ‘‘Getting to
Yes’’ approach
57. term relationships
to manage implementation and share information. This
relationship is the ultimate
goal of a campaign. Thus, the GNC model takes a pragmatic
approach to dialogue
that acknowledges the power differentials between residents and
corporate managers
and seeks to redress them as a part of an overall process aimed
at productive dialogue.
The model also recognizes that the dialogue is not an end in
itself — participants
have material goals they wish to accomplish — yet this does not
rule out a working,
dialogic relationship.
The Addyston case highlights how forms of dialogue and
advocacy are interwoven,
as well as ways in which advocacy can have dialogic effects.
While most studies that
identify the dialogic potential of confrontational tactics such as
protest and direct
action use elite, a priori researcher concepts (see Henderson,
2005), the case illustrates
that activists themselves are aware of the strategic value of
maintaining openness,
while also exercising strategic influence. Likewise, Ganesh’s
study of animal rights
activism in Aotearoa New Zealand, also shows that activists
themselves understand
and evaluate the dialogic potential of confrontational tactics not
only in the sense of
engendering public debate but also within the movement itself.
Aotearoa New Zealand, has a rich history of animal rights
activism, with at least
20 organizations and groups across the country in this country
58. of four million people.
Like all social movements, it is multivocalic and internally
segmented (Gerlach &
Hine, 1970). While some groups, such as Save Animals From
Exploitation (SAFE),
have worked at a national level, attempting to lobby the
government to pass legislation
to protect both land and animals, most other groups operate
regionally or locally,
in areas such as Christchurch, Wellington, Auckland, or Otaki.
The relationship
between national and local, more radical groups has historically
been tensional, yet
productive, involving not only the use of particular activist
methods, but in the
construction of animal rights as an issue itself.
Local activists tend to be more radical and criticize national
groups such as SAFE
as professionalized and formal, overly reliant on conventional
activist tactics:
There is a national group and they are, how do I put this without
offending
them? They are kind of like . . . Greenpeace, and have salary
and offices and on
top of that . . . beside them are the local groups which tend to
come and go. I
have always thought that open rescue and direct action are the
way to go, but
SAFE disagrees, and they keep on doing the lobbying.
Activists also detailed how dramatic direct action tactics such
as open rescues in farms
tended to garner attention, arguing that prominent formal groups
such as SAFE could
60. methods employed by different groups. Ongoing debates about
tactics, especially
open rescues, appeared to have resulted in both tacit and
explicit support for
multiple forms of action across both national and local groups.
While various groups
continue to disagree about the efficacy of particular tactics, the
ongoing discussion
has resulted in more tacit support for multiple forms of action.
Several activists
recounted how national groups explicitly endorsed conventional
approaches such as
lobbying or school-based education efforts and also tacitly
supported controversial
and potentially illegal direct action tactics such open rescues
and chain-outs, saying
‘‘they know it’s our thing — so [they] accept it.’’ Thus,
continued internal tension
and debate about tactical efficacy has had dialogic effects
inasmuch as diverse activists
recognize the constitutive power of a range of tactics, including
institutional moves
such as parliamentary lobbying and extrainstitutional maneuvers
such as direct
action, and they now acknowledge the ability of all these tactics
to create greater
openness, in the form of increased awareness and visibility.
Activists in the movement were also aware that there were some
key tensions
between groups in how animal rights issues themselves were
defined. As in many other
countries, all activists tended to view animal rights in multi -
issue terms. However,
national-level groups constructed animal rights differently from
local groups. Groups
61. such as SAFE were prone to understand animal rights in terms
of classic animal
welfare, holding out for the possibility of humane treatment of
animals by industry.
They were therefore much more likely to connect animal rights
with specific
issues such as GE. Indeed, SAFE has worked extensively on the
issue. However,
more radical groups tended to connect animal abuse much more
directly to the
global corporatization of agriculture and dairy, and the
consequent intensification of
industrial dairying, arguing for basic shifts in production
systems to end animal abuse.
They were thus much more likely to articulate animal rights as a
core component
of capitalist exploitation. Two current issues exemplify this:
The importing of palm
kernel from Indonesia as cattle feed as an animal rights issue as
well as the diversion of
water resources to enable placing more and more cattle on the
same amount of land.
Activists also acknowledged that multiple interpretations of
animal rights in
different parts of the movement were both inevitable and
desirable for the growth
of the movement itself. On one hand, SAFE’s approach enabled
them to lobby the
government on specific issues. On the other hand, by
articulating animal rights as
an anticorporate and antiglobalization issue, local activists
could engage with other
groups that worked on global social justice issues, ultimately
enabling the movement
to draw on more grassroots resources: ‘‘Grassroots activists
63. Dialogue and Activism S. Ganesh & H. M. Zoller
which eventually serve to grow and differentiate the movement.
Recently, tensions
between radical and mainstream factions in the movement
resulted in some radical
activists further segmenting the movement by creating a
national-level network of
animal rights activists called Animal Freedom Aotearoa. The
group sought not only
to consolidate activist energy and ensure protests at major
industry events such as the
annual dairy summit but also to put sustained pressure on
mainstream groups in the
movement such as SAFE to keep lobbying efforts up and not
develop compromised
solutions with industry. In this way, the tensions between
radical and mainstream
segments have operated as an internal dialogic over a period of
years, which in turn
constitutes the movement itself, keeping it alive.
In highlighting that activists themselves operate with lay
notions of dialogue that
in many instances are more sophisticated than theoretical
renditions of their work,
our cases illustrate several aspects of agonistic dialogue. The
Addyston case clearly
demonstrates that activists are aware of diachronic aspects of
agonistic dialogue and
are able to alternate between or simultaneously use
confrontational tactics as well as
consensus-based, civil methods. The Aotearoa, New Zealand,
case shows that activists
are acutely aware of and harness the synchronically dialogic
potential of tensions
64. and confrontations, both externally, and among different
segments of the movement
itself. In both cases, activists clearly enact openness in multiple
ways.
Discussion and conclusion
We have outlined three major ways in which scholarly work
represents connections
between activism and dialogue. When theorists treat
collaboration and consensus
as defining features of dialogue, three views of the relationship
between activism
and dialogue are evident. Dialogue is privileged and cast in
oppositional terms with
activism. Second, dialogic activist methods are privileged over
contestation. And
third, activist communication may be dichotomized in terms of
internal dialogue
and external confrontation. When dialogue is understood as co-
optation, then it
is treated as fragile and risky for activists, as publically
resonant and a source of
legitimacy for corporate or state domination, or as an
impossibility. Finally, when
dialogue is treated as agonistic and multivocal, then dialogue
and contestation can
either be understood as distinct forms, diachronically
intertwined, or contestation
itself — including protest and other seemingl y ‘‘asymmetrical’’
techniques — can be
considered synchronically as dialogic.
This article suggests that, just as communication research
should not seek
to enhance social relations at the expense of addressing social
66. S. Ganesh & H. M. Zoller Dialogue and Activism
in Europe and Australia/New Zealand have developed
sophisticated conceptions
of dialogue that incorporate argumentation and disagreement
when considering
corporate communication practices (Zerfaß, 2010). However,
public relations studies
of dialogue in the specific context of activism, with some non-
U.S. exceptions
(Henderson, 2005; Weaver, 2010), tend to be dominated by a
consensus-oriented view
that emphasizes symmetrical communication (Kim & Sriramesh,
2009), continuing
to risk privileging civility over social and material needs,
including social justice.
An agonistic perspective is well suited to shift this bias and aid
theorizing about
activism and dialogue in a number of ways. First, observations
from our own studies
as well as those of others have shown that it is unrealistic or
naïve to understand
activist dialogue in terms of the abandonment or suspension of
power differences.
Rather, even as scholars understand power as irrevocably
imbued in dialogue, it may
well also be necessary to understand how power negotiations
influence strategies,
and that even protests can be important preparatory stages for
dialogue. Research
could examine ways in which such power moves establish,
create, and constitute the
grounds for activist dialogue.
Second, an agonistic perspective helps move away from ideas,
67. often explicit in
treatments of dialogue as purely collaborative, of activism as a
form of conflict
escalation. If one accepts the idea that dialogue itself involves
tension in the form of
a movement, as Mouffe (2000) says, from a construction of
‘‘them’’ as enemies to
be destroyed, to adversaries to be engaged with, then research
on activist dialogue
should treat tension as inevitable throughout the process instead
of either escalatory
or abnormal. Future studies, accordingly, should seek to
examine the multiple ways
in which tensions themselves serve to construct contestation and
dialogue.
Third, and following from the point above, understanding
activist solidarity
in terms of internal consensus-oriented dialogue can draw
attention away from
important dialogic functions of internal struggle and difference.
As the case involving
animal rights in Aotearoa New Zealand, demonstrates,
understanding ways in
which activists engage in debate with each other has important
implications for how
solidarity itself is constituted and how various activist politics
and issues are articulated
productively vis-à-vis each other. Indeed, the very fact that
scholars and activists alike
describe contemporary forms of activism as a ‘‘movement of
movements’’ (Mertes,
2004) or a ‘‘network of networks’’ (Melucci, 1996) points
toward the importance of
examining how difference constitutes contemporary activist
politics and the overall
69. ber 2019
Dialogue and Activism S. Ganesh & H. M. Zoller
communication. Although we cannot assume that either activists
or the groups they
target will be willing to risk genuine change, the OCA case
study stresses the value
of maintaining a pragmatic hope for that outcome. The agonistic
perspective allows
us to recognize the synchronicity of conflict and dialogue and
stresses the diachronic
unfolding of relations over time.
Finally, agonistic perspectives on dialogue significantly
challenge what one might
construe as dialogic openness itself. While collaboration-
oriented perspectives as well
as critical perspectives of dialogue as co-optation tend to
construe openness as a form
of consensus or vulnerability, agonistic perspectives include
many more features
of openness. This article has identified several, including
caution, deliberation,
unpredictability, awareness, presence, and visibility. Given that
lay theories of activist
dialogue are rich and multiple, we call for more research to
uncover the multiple
ways in which dialogic openness is enacted in activist practice.
Finally, we hope that this article will spark further examinations
of what are
often taken-for-granted assumptions about dialogue and
70. activism. Although we
argued for the agonistic perspective on dialogue as the most
helpful for theorizing
activism as a significant source of social change, more broadly,
we hope to encourage
researchers to be more explicit about their conceptualizations
and the influence
of this orientation on their work. Both dialogue and activism are
communication
processes that are vulnerable to valorization and denigrati on.
Moving beyond these
dichotomous depictions may help critical studies add greater
complexity to our
understanding of these processes as well as social
transformation more broadly. In an
era marked by multiple crises of capital and state that threaten
democratic practice,
it is imperative that communication research continue
investigations into how to
deepen democracy. We hope this article contributes to the
discussion.
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