Stakeholders in Scientific Issues
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Stakeholders in any issue can include those who are financially, professionally, or physically affected, whose moral values are implicated, or who have power to enact change. For the AIDS crisis in the 1980s-90s, key stakeholders included the gay community impacted by the disease, activists educated on medical issues who advocated for experimental treatments, and government agencies responsible for drug trials and approvals. ACT UP combined visible protest tactics with substantive policy negotiations to raise awareness and pressure stakeholders with influence over regulatory decisions.
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There are numerous social issues that prompt attention today and that directly or indirectly impact both small and large populations. These include issues as diverse as animal rights, euthanasia, the gender wage gap, intimate partner violence, access to health care, disability rights, detention of unaccompanied migrant children, and veterans rights, to name but a few.
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The problem statement you have developed (e.g., “The problem I will address in this study is…”)
What are the “symptoms” of the social issue? What does it “look like”?
What are the conflicts that exist regarding this issue? What are the interests, rights, and values of all parties involved with the social issue?
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Length 6-8 pagesPapers submitted after classes have ended .docx
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is the view that all people deserve equal economic, political and social rights and opportunities. Social justice isn’t an “us versus them” mindset; instead, it is a “we are – or should be- in this together” attitude. To understand the intricacies of social justice and create social change, your final essay prompt asks you to:
- Work closely with any two personal narratives from Michelle Tea’s
Without a Net
. From these, you will determine a common, social justice issue. These will be your primary sources.
- Include three or more secondary sources to support your thinking. See below for acceptable means of research.
- Form a thesis based on the information you gather from all of your sources. As we have discussed this semester, your thesis (at first) will be a working one as you investigate a social justice issue. The deeper your analysis, the better.
For example, one common thread between primary sources might be the stigmatization of teenage mothers. Looking at this theme within a larger social context, one might argue that because of the stigmatization of teenage mothers, women haven’t been given the necessary medical treatment they deserve; therefore teen moms suffer future illnesses that may continue to be ignored. Had they been given the proper treatment primarily, many of these women’s health issues could have been avoided.
Secondary sources may include but are not limited to:
Ø Scholarly articles
Ø Interviews (those you conduct or view)
Ø Documentaries
Ø Newspaper articles
Ø Graphs
Ø Maps
Ø Charts
Ø Sound Recordings
Ø Art of any kind
In your essay, be sure to:
- cite and analyze passages from the text for support.
- underline your thesis.
- offer a title for your essay.
- include the MLA style of documentation. (Consult Bb for appropriate MLA style of citation and documentation).
- proofread carefully.
- submit your essay onto Turnitin.com (user info. is on Bb).
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- Gender Diversity
- LBGTQ+ Issues
- Income Inequality
- Poverty and Homelessness
- Immigration Stresses
- Health Care Availability
- Awareness Through Education
- Diversity and Inclusion
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Walter Lippman argued that it is impossible for citizens in a democracy to be fully informed on all issues or have well-informed opinions. Public opinion is influenced by cognitive shortcuts and predispositions. There are two models of how public opinion forms - the elite model where citizens absorb messages from political elites, and the activated masses model where citizens discuss issues and are influenced by opinion leaders outside the elite class. Predispositions like ideology, partisanship, and socialization from a young age shape individuals' basic political beliefs and values. While surveys measure average opinions, not all opinions are held with the same intensity and salience, and some opinions remain latent. There are also fundamental disagreements in public opinion between liberals and conservatives
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a political system in which citizens govern themselves either directly or indirectly. The term democracy comes from Greek and means “rule of the people.” In Lincoln’s stirring words from the Gettysburg Address, democracy is “government of the people, by the people, for the people.” In direct (or pure) democracies, people make their own decisions about the policies and distribution of resources that affect them directly.
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1. Many people resist scientific arguments not due to lack of education, but because the arguments are perceived as hostile to their values.
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2. This increase in the effect of racial attitudes was independent of partisanship, ideology, views on limited government, and concerns about medical costs.
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he main goals of your analysis are to develop a problem statement, address the “heart” or “root” of the issue, describe the situation as it looks today, and explain why this social issue is important to investigate.
There are numerous social issues that prompt attention today and that directly or indirectly impact both small and large populations. These include issues as diverse as animal rights, euthanasia, the gender wage gap, intimate partner violence, access to health care, disability rights, detention of unaccompanied migrant children, and veterans rights, to name but a few.
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The problem statement you have developed (e.g., “The problem I will address in this study is…”)
What are the “symptoms” of the social issue? What does it “look like”?
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What are some potential ethical dilemmas involved with the social issue?
How has the social issue developed? What are some possible causes?
Why is the social issue important to investigate?
.
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Political science is the study of government and politics. It involves the analysis of power and authority within political systems. Power can be exercised through both coercion and authority. Authority is legitimized through the historical beliefs and practices of a society, and is derived from rules and laws. Political power structures society and influences decision making processes through various means like voting, political counsel, patronage, and public opinion formation. Interest groups also seek to influence policymaking in their favor on issues of both economic and noneconomic concern.
Length 6-8 pagesPapers submitted after classes have ended .docx
Length: 6-8 pages
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Social justice
is the view that all people deserve equal economic, political and social rights and opportunities. Social justice isn’t an “us versus them” mindset; instead, it is a “we are – or should be- in this together” attitude. To understand the intricacies of social justice and create social change, your final essay prompt asks you to:
- Work closely with any two personal narratives from Michelle Tea’s
Without a Net
. From these, you will determine a common, social justice issue. These will be your primary sources.
- Include three or more secondary sources to support your thinking. See below for acceptable means of research.
- Form a thesis based on the information you gather from all of your sources. As we have discussed this semester, your thesis (at first) will be a working one as you investigate a social justice issue. The deeper your analysis, the better.
For example, one common thread between primary sources might be the stigmatization of teenage mothers. Looking at this theme within a larger social context, one might argue that because of the stigmatization of teenage mothers, women haven’t been given the necessary medical treatment they deserve; therefore teen moms suffer future illnesses that may continue to be ignored. Had they been given the proper treatment primarily, many of these women’s health issues could have been avoided.
Secondary sources may include but are not limited to:
Ø Scholarly articles
Ø Interviews (those you conduct or view)
Ø Documentaries
Ø Newspaper articles
Ø Graphs
Ø Maps
Ø Charts
Ø Sound Recordings
Ø Art of any kind
In your essay, be sure to:
- cite and analyze passages from the text for support.
- underline your thesis.
- offer a title for your essay.
- include the MLA style of documentation. (Consult Bb for appropriate MLA style of citation and documentation).
- proofread carefully.
- submit your essay onto Turnitin.com (user info. is on Bb).
Below are social justice topics you might find of interest, but these are optional.
- Civil Rights and Racial Discrimination
- Gender Diversity
- LBGTQ+ Issues
- Income Inequality
- Poverty and Homelessness
- Immigration Stresses
- Health Care Availability
- Awareness Through Education
- Diversity and Inclusion
- Political and Social Injustice
- The Importance of Rebellion
- Injustice in Treatments of Disabled Folks in America
- Critical Analysis of Recent Movements (#metoo, BLM, and so on)
- Poverty
Pre-writing:
Use the rest of this sheet to brainstorm connective threads you can discern between any two personal narratives from Tea’s anthology.
.
INTERNATIONAL WOMEN DAY
"A woman is like a tea bag - you never know how strong she is until she gets in hot water." - Eleanor Roosevelt
AGENDA_SETTING-ekek.pptx
The document discusses agenda setting in public policy. It defines agenda setting as the process by which problems and solutions gain or lose public and elite attention due to limited capacity to address all issues. Groups must compete to place their issues on the agenda or prepare for crises that make their issues more prominent. Central to understanding agenda setting is the concept of agendas, which are collections of problems, causes, solutions and other elements of public issues that come to the attention of the public and officials. Agendas exist at all levels of government and society.
POLITICS - DAY 1.pptx
Politics involves the authoritative allocation of resources and benefits in a society through governmental decision-making and action. While often viewed negatively due to self-interest, politics has remained important for over a century because humans are inherently political beings who form groups and make decisions as a community. Politics can be defined in different ways such as determining "who gets what, when, and how"; focusing on conflict resolution; or involving the exercise of authority over a community's resources.
Public opinion
Walter Lippman argued that it is impossible for citizens in a democracy to be fully informed on all issues, as idealized. Public opinion is influenced by cognitive shortcuts and predispositions. People rely on elites, interest groups, friends, and family to inform their opinions. There are two models of how public opinion forms - the elite model where elites generate messages that citizens absorb, and the activated masses model where citizens discuss issues and counter-elites drive grassroots movements. Public opinion has characteristics like direction, intensity, saliency, and latency. While there is often widespread agreement, there are also fundamental disagreements in public opinion around specific issues and core values.
Public opinion
Walter Lippman argued that it is impossible for citizens in a democracy to be fully informed on all issues or have well-informed opinions. Public opinion is influenced by cognitive shortcuts and predispositions. There are two models of how public opinion forms - the elite model where citizens absorb messages from political elites, and the activated masses model where citizens discuss issues and are influenced by opinion leaders outside the elite class. Predispositions like ideology, partisanship, and socialization from a young age shape individuals' basic political beliefs and values. While surveys measure average opinions, not all opinions are held with the same intensity and salience, and some opinions remain latent. There are also fundamental disagreements in public opinion between liberals and conservatives
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Pressure groups, also known as interest groups, play a vital role in a liberal democracy by representing different interests in society and seeking to influence government policy through various methods like lobbying, protests, and public campaigns. While pressure groups can promote pluralism and political participation, some argue they may disproportionately benefit insider groups and business interests or distort the free market and overburden government. The overall impact of pressure groups on democracy is debated, as they can both promote representation but also introduce inequalities and inefficiencies into the political process.
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A political system refers to the section of the society which deals with matters and issues related to distribution of resources and conflict resolution. The system comprises of institutions, organizations, rules, principles, and behaviours related to conflict resolution, ie court system, executive, parliament, behaviours like voting.
a political system in which citizens govern themselves either directly or indirectly. The term democracy comes from Greek and means “rule of the people.” In Lincoln’s stirring words from the Gettysburg Address, democracy is “government of the people, by the people, for the people.” In direct (or pure) democracies, people make their own decisions about the policies and distribution of resources that affect them directly.
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1. Many people resist scientific arguments not due to lack of education, but because the arguments are perceived as hostile to their values.
2. Highly educated groups tend to be the most polarized in their views on issues like vaccination and climate change.
3. This resistance stems from "identity-protecting cognition" where people seek out and accept information that confirms their preexisting beliefs while disregarding information that contradicts their values.
Rhetorical Dimensions of Open Letters
This document discusses the genre of open letters, which have two levels of audience - an explicit audience addressed in the letter and an implicit audience that the letter aims to persuade. Open letters maintain the fiction of addressing the explicit audience while also making an argument to the implicit audience. A key example is Martin Luther King Jr.'s "Letter from Birmingham Jail", which is explicitly addressed to clergymen but implicitly aims to persuade white moderates. The document provides tips for writing an effective open letter, such as deciding the audiences, identifying the purpose, and choosing an appropriate tone.
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2. The schedule lists assignments that are due each Wednesday and Sunday throughout the unit, from April 15th to May 6th.
3. The assignments include reading articles and lectures, writing scripts, peer reviewing scripts, recording audio essays, and revising based on feedback.
ENGL 208 Unit 4 Schedule
This document provides the schedule and assignments for Unit 4 of an English 208 course. It lists four assignments that are due on March 25, March 29, April 1, and April 5. The assignments include watching lecture videos, reading essays, completing writing tasks and activities, drafting an essay about a song, and participating in a peer review forum to provide feedback on classmates' essays.
ENGL 208 Online Unit 4 Schedule
This document provides the schedule and assignments for Unit 4 of an English 208 course. It lists 5 assignments that are due on March 18, March 22, March 25, March 29, and April 5. The assignments include watching lecture videos, reading essays, completing writing tasks and activities, drafting an essay about a song, and peer reviewing classmates' essays. Students are also reminded to make 5 entries per week in their Penzu notebook.
ENGL 208 Online Unit 3 Schedule
The document outlines the schedule and assignments for Unit 3 of an English 208 course. Students are to write in their Penzu notebook 5 times a week and submit assignments by 11:59 pm on the listed due dates. The first assignment is due on February 26 and includes submitting a screenshot of recent Penzu entries, reading a Stephen King essay, watching a lecture video, and completing a writing task. The next assignments are due March 1, 4, 8, 11, and 15 and involve reading additional materials, completing journal entries, brainstorming activities, drafting and revising a personal object essay, and conducting peer reviews.
ENGL 208 Online Unit 2 Schedule
The document provides the schedule and assignments for Unit 2 of an English 208 class. It includes:
1) Assignments due on Wednesday, February 5th include submitting a screenshot of notebook entries and completing a writing task on voice after watching a lecture.
2) Assignments due on Sunday, February 9th include reading an assignment sheet on epistolary essays, watching a lecture on the topic, and completing a reading journal on a related text.
3) Assignments due on Wednesday, February 12th include reading another text and completing a brainstorming activity. A draft of the epistolary essay is due on Sunday, February 16th for peer review. Final revisions are due on Sunday, February 23
ENGL 208 Syllabus SP20
This document outlines the syllabus for an English 208 course on personal writing. The course will have students delve into their own experiences and learn how to effectively share those experiences with others through writing. By the end of the course, students should be familiar with different types of personal writing, be able to analyze personal writing, tell compelling stories using personal experience, and improve their writing process. Students will complete homework assignments, write in an online journal five times a week, participate in discussions, and submit a final portfolio. The syllabus outlines grading policies, academic honesty policies, and accommodations for students with disabilities.
ENGL 208 Online Unit 1 Schedule
The document provides a schedule and assignments for Unit 1 of an English 208 course. It includes:
1) A list of assignments and their due dates from January 16th to February 2nd, including reading assignments, writing journal entries, completing reading responses, drafting and revising an imitative list essay, and peer reviewing classmates' essays.
2) Instructions that students are expected to write in their online journal 5 times a week beginning January 19th and that all assignments are due by 11:59pm on their listed due date.
3) Details on orientation tasks, slideshow lectures, assigned readings, drafting activities, and peer review tasks to be completed for the unit 1 assignments.
ENGL 309 FA19 Online Final Reflection and Revision Schedule
This document provides the final reflection and revision schedule for an ENGL 309 Rhetorical Style course. It lists the assignments and due dates for the final portfolio, which includes revising a writing piece and completing a reflective memo. Students must read project guidelines and articles on revision strategies. They also watch a slide presentation on revision and submit a revision plan for one of their works. The final portfolio with the revised piece and reflective memo is due by the end of the semester.
ENGL 309 FA19 Online Final Reflection & Revision
This document outlines the final project for an English course on rhetorical style. The project consists of two parts: 1) A 1000-word reflective memo analyzing the student's performance based on five course objectives, with five sections addressing each objective. 2) A revised version of a previous assignment with an explanation of revisions made. The memo asks students to define key concepts, analyze their writing in different genres and assignments, discuss research and collaboration processes, and reflect on developing writing skills over the semester.
ENGL 309 FA19 F2F Final Reflection Schedule
This document provides the reflection schedule for an English class, including assignment due dates and information about optional individual conferences. It notes that the final reflective letter is due by 11:59 pm on December 12th, after several dates for optional individual conferences to discuss the assignment. Students will also be introduced to the final reflective letter assignment requirements in class on December 2nd. Late assignments will lose one letter grade per day past the deadline.
ENGL 309 FA19 F2F Final Reflection
This document outlines the requirements for a 1000-word reflective memo assignment for an English 309 course on rhetorical style. The memo requires students to reflect on their learning related to 5 course objectives: 1) describing style as rhetorical and dependent on audience, purpose and genre, 2) composing effectively in various genres, 3) analyzing stylistic devices and imitating them, 4) applying research skills, and 5) giving and receiving feedback. The memo must be organized into 5 sections, with specific goals and expectations outlined for each section. Students are expected to use concepts from course readings to support their reflections and analyze assignments from the course to demonstrate their learning.
ENGL 202 F2F Project 5 Assignment Sheet
The document outlines the grading criteria for an internship application project consisting of three deliverables: a cover letter, resume, and online portfolio or LinkedIn profile. The cover letter must follow standard business letter format and highlight relevant qualifications for the position. The resume must be tailored to the position and follow best practices for format and content. The online portfolio or LinkedIn profile must showcase samples of the applicant's work and ensure privacy protections if a portfolio is used. Mastery of the requirements will be assessed using a holistic rubric.
ENGL 309 Final Portfolio Schedule, FA 19
The document provides a schedule for final portfolio assignments in an English 309 class in the fall 2019 semester. It lists assignment due dates and in-class work for the last few weeks of the semester. The final portfolio containing a revised paper and letter is due by 11:59 pm on December 12. There are no classes on December 5, 10, and 12, but optional individual conferences can be scheduled by emailing the professor.
Things You Can Do with an English Major: Corporate Editing
This document advertises an intern position for corporate editing at Schweitzer Engineering Laboratories. It lists Shannon Dryden as the marketing editor contact and provides her email. The document emphasizes that corporate editing involves more than just grammar and is about helping people communicate more effectively through creative and innovative writing analysis.
ENGL 202 FA19 Project 4 Schedule
This document outlines the schedule and assignments for Project 4 of the ENGL 202 Introduction to Professional Writing course over 4 weeks. It details the required tasks and deadlines for each week, which include reading materials, blog posts, gathering research sources, peer reviews, and submitting drafts and the final report. Students must complete analysis of a public policy debate by researching the issue from different perspectives, applying concepts like Stasis Theory, and writing a formal report with a dossier of research sources to be submitted by the indicated due dates.
ENGL 309 FA19 F2F Project 5 Schedule
1) The document outlines the schedule for Project 5, which involves writing an open letter.
2) It notes that all assignments are due before class on their due date, and late assignments will lose one letter grade per day late.
3) Key due dates include a draft of the open letter due for workshop on November 21st and the final open letter due by November 24th.
ENGL 309 Project 4 Assignment Sheet
This document provides instructions for Project 4 of an English course. Students are asked to write an imitative essay in the style of one of four model essays. The essay should be about 150 words and focus on the topic the student proposed for the semester. Students must also write a 2-page memo analyzing the stylistic features of the model essay, how the student imitated those styles in their own essay, and what they learned from the process. The imitative essay will be graded on the quality of the memo, the clarity of purpose and development of the semester topic, the successful imitation of the model essay's style, and the overall quality of execution.
ENGL 202 F2F Project 4 Schedule
This document provides the schedule and requirements for Project 4 in ENGL 202 Introduction to Professional Writing. It lists the work to be completed each week from Weeks 7-9 for writing a piece for a client. Students will be split into teams and interview a faculty member from the University of Idaho to write both a short and long version profiling that person. Drafts will be workshopped in class and revised versions are due. The final deliverables for the project, including the written pieces, a self-evaluation, and group evaluation, are due by November 22nd. Students must verify their online submission is complete and works as the instructor will only grade the last submission. Attendance and group participation will significantly impact grades for this unit
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Stakeholders in Scientific Issues
- 2. You need to consider all of the stakeholders in an issue (”community” breaks down to “various groups of stakeholders”) – often with conflicting interests and goals.
- 3. What stakes do (human) stakeholders have in issues? • They may be financially affected by the issue. • Their jobs or livelihoods may be affected. • Their health and well-being may be affected. • Their children may be affected. • Their sense of what is just and morally right may be affected. • They may be tasked with carrying out a particular project. • Others?
- 4. Q: Which stakeholders do you need to talk to and why? e.g. They have the power to accomplish things. e.g. They have the potential to influence those in power.
- 5. Case: AIDS Activism in the 1980s-90s (ACT UP) “ ”Rhetoricians love this.
- 6. Factors in the issue: • AIDS affected stigmatized populations (govt not so interested in helping) • AIDS was always fatal - created urgency • Gay community already had infrastructure through gay liberation movement of 1970s • “ “ dominated by white middle-class men with political clout & fundraising knowledge • FDA’s clinical trial system disallowed experimental treatments • Activists achieved credibility by educating themselves on medical discourse, bureaucracy, & protocols
- 7. Tactics: street theater, visible events
- 8. …but also direct, informed negotiation
- 9. Recognized limitations of “experts”
- 10. Who were the stakeholders?
- 11. ACT UP Communication Action Plan “• Be deeply educated on the issues. • Be organized. • Be aware of media context. • Make a lot of noise.