Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do with our ability to name what is in front of us.
The challenge comes when we don't have language for what we are confronting. In such instances, our names or vocabulary often fails us. Over the past 13 years or so, we have collectively struggled to properly name the violence that flows from the margins and often hits the very centers of power that we think are immune to challenge. Personally, naming is especially difficult when it comes to matters of the heart. Sometimes during times of testing, we are left speechless and voiceless, confronted with what at the moment is nameless and terrifying. At these times, it is the role of the magician to name, particularly in these times of uncertainty and gloom. Proper naming can open possibilities other than fatalistic violence.
But not everyone is interested in magic. For some there's little interest in exploring the unknown or invisible world. The dark crannies of our lives, the marginal parts of ourselves and communities, for some, are better left off reach. The reasons for this are many. There may be a vested interest in keeping the terror of the nameless alive. Terror sells all sorts of things, makes marketing destruction more palatable. And some are scared of naming for fear of what may become visible. The bottom line is that it seems to take energy, effort, skill, and most of all, courage to live a magical life.
But there are some who thrive when walking to the edge and groping for the name of that which at the moment is nameless. The people who do this well are the poets, scientists, and mystics. How they do this is an amazing process. It seems that it often comes in a moment of quick realization. But frequently, the breakthrough in naming comes as a result of a lifetime of arduous exploration, experimentation, and perseverance. While saying this, I also want to point out that before you and I cede our rightful desire to name to only the few, it's important to remember that we each can dev.
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
This essay discusses the author's self-identity and how they define themselves. The author identifies themselves through their various roles such as sister, daughter, student, and best friend. They discuss how they see themselves through their personality traits and characteristics. The essay also explores how the author's experience as a college student working to pay for school can be stressful at times due to a heavy course load and potential for procrastination, but that they find support from family, friends, and peers.
My Career Goals Essay Example Free Essay Example. Career goals Essay Essay on Career goals for Students and Children in .... 010 Career Goal Statement Zdxttkpg Essay Example Goals Thatsnotus. College Essay Career Goals - Educational and Career Goals Essay Examples. 016 Essay Example On My Career Goals Sample Mba Essays Custom .... Professional Goals Essay Example - Educational And Career Goals Essay. Accounting Career Goals Essay - Great Professionally Designed Templates. Essay on Career Goals Edit amp; Download ,Pdf. How To Write An Essay About My Career Goals. Career Goals Essay 200 Words : Three Killer Scholarship Essay Examples .... My future career goals essay. Check my Essay: Career goals essay. 008 Essay Example Work Goals And Objectives Examples Career Goal .... My Career Goals Essay - 516 Words Free Essay Example on GraduateWay. Please Describe Your Career Goals 200 Words. 001 Essay Example Career Goal Thatsnotus. 005 Essay On Career Thatsnotus. 019 Essay Example Career Aspirations Long Term Goals Examples 616201 .... 009 Educational And Career Goals Essay Examples Example Graduate School .... 003 Essay Example Writing Smart Goals Examples 265254 Career Thatsnotus. Career Goals Essay: How do I Write My Career Goals? - CareerCliff. 012 Career Goal Essay Example E
1. The document discusses creativity and how it is defined as the ability to create or bring something new into existence through imagination and skill.
2. It argues that creativity is inherent in all people, especially children, but that education and societal pressures discourage creativity by imposing limits and penalizing deviations from the standard.
3. Multiple factors contribute to the development of creativity, including opportunities, encouragement, training, motivation and practice. True genius results from extensive training over many years rather than innate talent alone.
With the elements style, tone, and irony, students are especially us.docxadolphoyonker
With the elements style, tone, and irony, students are especially used to unconscious recognition, a kind of "know it when I see it" affair. However, the book breaks them down well and shows different ways in which to recognize and analyze these elements. Style is something we are highly attuned to. We all have our own personal clothing style, speaking style, and even academic style - we study differently, think about how classes should be differently, respond to different teaching methods differently, and have different expectations about what a class should be. Trust me, this is something I am well aware of. What we often don't know is where these expectations and choices come from. It is especially difficult for us to question our own preferences when it comes to style, but it is also difficult to understand other people's choices. The important thing to have when it comes to style is an open mind. It is helpful to give people the benefit of the doubt and open ourselves up to different styles. We should always be in a conversation with an author. Why has the author chose a specific style? Why has an author left so much out? Sometimes we get unsettled by having to answer questions about a work because they don't answer them for us. However, if we understand an author's choices as an aspect of style, we can go ahead and assume there is a plan there. All we are left with is what is there. So we break that down into categories and look for important comparisons and relationships among these component pieces that may give us a clue as to what it is an author had in mind. This will be especially important when we get to poetry. Poetry is in many ways the art of leaving out everything but the absolute essentials. It is meant to bring us out of our comfort zone and force us to have an experience that we may not be comfortable with. We are left on our own to build something and to examine something and especially to question something. This is an important skill in the academic world. It is a process of creation. It is less about achieving some kind of goal and more about having an experience. That can be unsettling for students who often want things to be black and white, right or wrong. However, if we push ourselves into uncertainty and become comfortable with not having a necessarily right or wrong answer but instead a strong analysis, we can work with style. We also have the tools that the book teaches us, the elements. By breaking things down into pieces and categorizing them, we can come to conclusions that were not readily apparent when we began a process of analysis, much like the drafting process. We must begin somewhere and allow the process to take us somewhere new. It is messy. It isn't neat, but it is an experience that can change you and transform your thinking if you allow it to. What are some ways we can look at style to take it from just a group of preferences by an author to a distinct method that reflects the central idea? One th.
31 Persuasive Essay Topics JournalBuddies.com. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. Teacher Approved Organizing Persuasive Writing with Color Guest Post .... Persuasive essay examples for 6th graders Help in writing an essay .... Top 10 persuasive topics. 120 Good Persuasive Essay Topics From Easy .... Easy persuasive essay topics. 66 EASY PERSUASIVE SPEECH TOPICS FOR .... Essay websites: What is a persuasive essay. 100 Persuasive Essay Topics. Persuasive writing, Writing a persuasive essay, Argumentative writing. Documented Persuasive Essay Topics PDF. Topics To Write A Persuasive Essay On. 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Good Persuasive Topics for Speech or Essay Updated Aug - Persuasive .... Persuasive comparison examples. What Are Persuasive Devices .... Interesting persuasive essays. Top Persuasive Essay Topics to Write .... A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... Persuasive Writing Topics For 4Th Graders. College Essay: Persuasive essay samples. Persuasive Essay Writing prompts and Template for Free. 10 Unique Ideas For A Persuasive Essay 2023. 10 Amazing Persuasive Speech Ideas For College 2023. Beautiful Best Persuasive Essay Topics Thatsnotus. Research Topics For 6th Grade. Persuasive Writing Worksheet Pack - No Prep Lesson Ideas Persuasive .... Narrative Essay: Persuasive writing questions Persuassive Essay Ideas Persuassive Essay Ideas
The document discusses an upcoming creative writing workshop that will focus on fiction, plot, character development, and possibly script writing. It includes responses from students about what creative writing means to them, its purpose, and whether it is for the writer or reader. Many students see it as a form of self-expression, therapy, or way to share ideas and experiences. There is discussion around whether creative writing should be mandatory in schools.
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
This essay discusses the author's self-identity and how they define themselves. The author identifies themselves through their various roles such as sister, daughter, student, and best friend. They discuss how they see themselves through their personality traits and characteristics. The essay also explores how the author's experience as a college student working to pay for school can be stressful at times due to a heavy course load and potential for procrastination, but that they find support from family, friends, and peers.
My Career Goals Essay Example Free Essay Example. Career goals Essay Essay on Career goals for Students and Children in .... 010 Career Goal Statement Zdxttkpg Essay Example Goals Thatsnotus. College Essay Career Goals - Educational and Career Goals Essay Examples. 016 Essay Example On My Career Goals Sample Mba Essays Custom .... Professional Goals Essay Example - Educational And Career Goals Essay. Accounting Career Goals Essay - Great Professionally Designed Templates. Essay on Career Goals Edit amp; Download ,Pdf. How To Write An Essay About My Career Goals. Career Goals Essay 200 Words : Three Killer Scholarship Essay Examples .... My future career goals essay. Check my Essay: Career goals essay. 008 Essay Example Work Goals And Objectives Examples Career Goal .... My Career Goals Essay - 516 Words Free Essay Example on GraduateWay. Please Describe Your Career Goals 200 Words. 001 Essay Example Career Goal Thatsnotus. 005 Essay On Career Thatsnotus. 019 Essay Example Career Aspirations Long Term Goals Examples 616201 .... 009 Educational And Career Goals Essay Examples Example Graduate School .... 003 Essay Example Writing Smart Goals Examples 265254 Career Thatsnotus. Career Goals Essay: How do I Write My Career Goals? - CareerCliff. 012 Career Goal Essay Example E
1. The document discusses creativity and how it is defined as the ability to create or bring something new into existence through imagination and skill.
2. It argues that creativity is inherent in all people, especially children, but that education and societal pressures discourage creativity by imposing limits and penalizing deviations from the standard.
3. Multiple factors contribute to the development of creativity, including opportunities, encouragement, training, motivation and practice. True genius results from extensive training over many years rather than innate talent alone.
With the elements style, tone, and irony, students are especially us.docxadolphoyonker
With the elements style, tone, and irony, students are especially used to unconscious recognition, a kind of "know it when I see it" affair. However, the book breaks them down well and shows different ways in which to recognize and analyze these elements. Style is something we are highly attuned to. We all have our own personal clothing style, speaking style, and even academic style - we study differently, think about how classes should be differently, respond to different teaching methods differently, and have different expectations about what a class should be. Trust me, this is something I am well aware of. What we often don't know is where these expectations and choices come from. It is especially difficult for us to question our own preferences when it comes to style, but it is also difficult to understand other people's choices. The important thing to have when it comes to style is an open mind. It is helpful to give people the benefit of the doubt and open ourselves up to different styles. We should always be in a conversation with an author. Why has the author chose a specific style? Why has an author left so much out? Sometimes we get unsettled by having to answer questions about a work because they don't answer them for us. However, if we understand an author's choices as an aspect of style, we can go ahead and assume there is a plan there. All we are left with is what is there. So we break that down into categories and look for important comparisons and relationships among these component pieces that may give us a clue as to what it is an author had in mind. This will be especially important when we get to poetry. Poetry is in many ways the art of leaving out everything but the absolute essentials. It is meant to bring us out of our comfort zone and force us to have an experience that we may not be comfortable with. We are left on our own to build something and to examine something and especially to question something. This is an important skill in the academic world. It is a process of creation. It is less about achieving some kind of goal and more about having an experience. That can be unsettling for students who often want things to be black and white, right or wrong. However, if we push ourselves into uncertainty and become comfortable with not having a necessarily right or wrong answer but instead a strong analysis, we can work with style. We also have the tools that the book teaches us, the elements. By breaking things down into pieces and categorizing them, we can come to conclusions that were not readily apparent when we began a process of analysis, much like the drafting process. We must begin somewhere and allow the process to take us somewhere new. It is messy. It isn't neat, but it is an experience that can change you and transform your thinking if you allow it to. What are some ways we can look at style to take it from just a group of preferences by an author to a distinct method that reflects the central idea? One th.
31 Persuasive Essay Topics JournalBuddies.com. 50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. Teacher Approved Organizing Persuasive Writing with Color Guest Post .... Persuasive essay examples for 6th graders Help in writing an essay .... Top 10 persuasive topics. 120 Good Persuasive Essay Topics From Easy .... Easy persuasive essay topics. 66 EASY PERSUASIVE SPEECH TOPICS FOR .... Essay websites: What is a persuasive essay. 100 Persuasive Essay Topics. Persuasive writing, Writing a persuasive essay, Argumentative writing. Documented Persuasive Essay Topics PDF. Topics To Write A Persuasive Essay On. 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. Good Persuasive Topics for Speech or Essay Updated Aug - Persuasive .... Persuasive comparison examples. What Are Persuasive Devices .... Interesting persuasive essays. Top Persuasive Essay Topics to Write .... A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... Persuasive Writing Topics For 4Th Graders. College Essay: Persuasive essay samples. Persuasive Essay Writing prompts and Template for Free. 10 Unique Ideas For A Persuasive Essay 2023. 10 Amazing Persuasive Speech Ideas For College 2023. Beautiful Best Persuasive Essay Topics Thatsnotus. Research Topics For 6th Grade. Persuasive Writing Worksheet Pack - No Prep Lesson Ideas Persuasive .... Narrative Essay: Persuasive writing questions Persuassive Essay Ideas Persuassive Essay Ideas
The document discusses an upcoming creative writing workshop that will focus on fiction, plot, character development, and possibly script writing. It includes responses from students about what creative writing means to them, its purpose, and whether it is for the writer or reader. Many students see it as a form of self-expression, therapy, or way to share ideas and experiences. There is discussion around whether creative writing should be mandatory in schools.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docxsusanschei
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docxsusanschei
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Story 2Naming, walking and magicBy Carlos GonzalezThe word.docx
1. Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz
(Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is
a kind of bridge between the visible and invisible (2014). My
work as a teacher and my students’ experiences in the learning
spaces I help create sometimes reflect Coelho’s definition. In
class, I often make the argument that language is the ultimate
form of magic. Without it we don't really understand the world
about us. It is that bridge between what is known and what
wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with
and culturally rooted in the Bible, I mention a passage where
God tells Adam to name the animals in the Garden of Eden. For
me, this story works as a powerful reminder that the impulse to
name is an integral part of what it means to be human. The
naming of the animals implies that the way we relate to the
world has something to do with our ability to name what is in
front of us.
The challenge comes when we don't have language for what we
are confronting. In such instances, our names or vocabulary
often fails us. Over the past 13 years or so, we have collectively
struggled to properly name the violence that flows from the
margins and often hits the very centers of power that we think
are immune to challenge. Personally, naming is especially
difficult when it comes to matters of the heart. Sometimes
during times of testing, we are left speechless and voiceless,
confronted with what at the moment is nameless and terrifying.
2. At these times, it is the role of the magician to name,
particularly in these times of uncertainty and gloom. Proper
naming can open possibilities other than fatalistic violence.
But not everyone is interested in magic. For some there's little
interest in exploring the unknown or invisible world. The dark
crannies of our lives, the marginal parts of ourselves and
communities, for some, are better left off reach. The reasons for
this are many. There may be a vested interest in keeping the
terror of the nameless alive. Terror sells all sorts of things,
makes marketing destruction more palatable. And some are
scared of naming for fear of what may become visible. The
bottom line is that it seems to take energy, effort, skill, and
most of all, courage to live a magical life.
But there are some who thrive when walking to the edge and
groping for the name of that which at the moment is nameless.
The people who do this well are the poets, scientists, and
mystics. How they do this is an amazing process. It seems that
it often comes in a moment of quick realization. But frequently,
the breakthrough in naming comes as a result of a lifetime of
arduous exploration, experimentation, and perseverance. While
saying this, I also want to point out that before you and I cede
our rightful desire to name to only the few, it's important to
remember that we each can develop or grow a bit of the poet,
scientist, and mystic in us. That's what most of us were before
we started kindergarten. Just pay attention to children playing
and interacting with one another, and you can see that the
inhibitions that come with a desire to look and sound just right
and professional are not there. Children are fantastic magicians.
By the way, they are also excellent teachers. If we want to
rediscover our magical abilities, we should spend some time
with four-year-olds! As I write this, I realize that my class can
be an opportunity to see how close we can come to the edge,
how willing we are to explore and to name what we don't know,
and play with the possibility of co-creating the reality we want
to live. This sounds like a huge undertaking, but when we look
3. at it carefully, we see that it's what we do on a daily basis but
just don't notice. Unfortunately, I don't have the kinds of
magical powers that can make any of us want to move in this
direction. All I can do is invite and entice. It's up to each of us
to want to move closer into the shadows and begin our own
apprenticeship with intentionally naming. I ask my students
early in the semester to begin writing their first set of essays for
the term. These first texts may start with what they can see
easily. Over time, students may become aware that the themes
they chose to write about may move closer to the shadows,
those places where it's not completely clear what they are
exploring or knowing. Before that happens, they will need to
grow courage and also curiosity. Maybe the word curiosity is
not the right one here. The association of curiosity and cats is
an unfortunate one. I think the word I'm looking for is
something like wonder. To live in wonder and in awe is a stance
that draws us from the familiar and seemingly safe to the place
where we contact mystery. I can't forget Rabbi
But not everyone is interested in magic. For some there's little
interest in exploring the unknown or invisible world. The dark
crannies of our lives, the marginal parts of ourselves and
communities, for some, are better left off reach. The reasons for
this are many. There may be a vested interest in keeping the
terror of the nameless alive. Terror sells all sorts of things,
makes marketing destruction more palatable. And some are
scared of naming for fear of what may become visible. The
bottom line is that it seems to take energy, effort, skill, and
most of all, courage to live a magical life. But there are some
who thrive when walking to the edge and groping for the name
of that which at the moment is nameless. The people who do
this well are the poets, scientists, and mystics. How they do this
is an amazing process. It seems that it often comes in a moment
of quick realization. But frequently, the breakthrough in naming
comes as a result of a lifetime of arduous exploration,
experimentation, and perseverance. While saying this, I also
want to point out that before you and I cede our rightful desire
4. to name to only the few, it's important to remember that we each
can develop or grow a bit of the poet, sci- entist, and mystic in
us. That's what most of us were before we started kinder-
garten. Just pay attention to children playing and interacting
with one another, and you can see that the inhibitions that come
with a desire to look and sound just right and professional are
not there. Children are fantastic magicians. By the way, they are
also excellent teachers. If we want to rediscover our magical
abilities, we should spend some time with four-year-olds! As I
write this, I realize that my class can be an opportunity to see
how close we can come to the edge, how willing we are to
explore and to name what we don't know, and play with the
possibility of co-creating the reality we want to live. This
sounds like a huge undertaking, but when we look at it
carefully, we see that it's what we do on a daily basis but just
don't notice. Unfortunately, I don't have the kinds of magical
powers that can make any of us want to move in this direction.
All I can do is invite and entice. It's up to each of us to want to
move closer into the shadows and begin our own apprenticeship
with intentionally naming. I ask my students early in the
semester to begin writing their first set of essays for the term.
These first texts may start with what they can see easily. Over
time, students may become aware that the themes they chose to
write about may move closer to the shadows, those places where
it's not completely clear what they are exploring or knowing.
Before that happens, they will need to grow courage and also
curiosity. Maybe the word curiosity is not the right one here.
The association of curiosity and cats is an unfortunate one. I
think the word I'm looking for is something like wonder. To live
in wonder and in awe is a stance that draws us from the familiar
and seemingly safe to the place where we contact mystery. I
can't forget Rabbi.
Abraham Joshua Heschel's dictum regarding this stance:
“Wonder rather than doubt is the root of all knowledge" (1976,
p. 11). Heschel helps us understand that what often happens to
5. both students and teachers as they walk into the classroom is
quite the opposite of wonder. Students get discouraged by what
feels like, and often is, meaningless work. Educators lose their
courage, become disheartened, when what they offer students is
superficially acknowledged and not seriously explored, and all
too often we focus on the institutional requirements and ignore
or suppress the possibility before us, the opportunity to do
magic, make and walk bridges.
The Classroom as a Magical Arena
At our best, you and I, student and teacher, we work creating
bridges every time we enter a classroom. There, when I'm at my
best, I invite and nudge students into that place where they can
tap into their innate wonder and desire to know what is at the
moment not seen. I never quite know how to do this. I don't
have access to an easy formula. The intention itself is an
invitation for me to come to my own edge and rummage for
what creates the bridge. Fortunately, the kind of teaching I do
has to do with language. I and most of my students are bi-
lingual Spanish/English speakers. Magic seems to be an
ingrained part of the curriculum. As a teacher of that
curriculum, I often need to work through some of the barriers
that we each bring; otherwise, we may not see the potential of
our time and work. For many students, writing is seen as a one
way mode of communication: writer to reader. What may not be
so obvious is that writing is also a means of personal
exploration, of figuring out, of knowing. We write to name what
we don't know. (This is happening in this short reflection right
now.) I've meandered through the question of agreeing or not
with Coelho's definition of magic. This meandering has allowed
me to hear his voice anew, to see his words paint new
dimensions to the teacher/learner process. By taking the time to
wonder and wander through his words and definitions, my sense
of what I try to do in the classroom crystallized. I am an
alchemist, a magician, and bridge maker in training. Though, I
6. am not the only one with this identity. I envision my students as
alchemists, magicians, and bridge makers. Together we often
co-reveal what, at the moment, seems invisible; and we do so in
the common day-in and day-out of conversation, learning logs,
essays, and Twitter updates. Alone or together, we interrogate
our individual views of magic. As we examine texts, we
sometimes build together the bridges that are pure magic.
Story 3
My English isn’t too good-looking by Pamela Hernandez
I have always embraced my language incorrectness and took
pleasure in slang words and the use of Ebonics—“you feel me?”
It’s not because I’m ignorant or without education, it’s because
I offer my truest self when I am able to express my ideas freely.
I communicate successfully using double negatives and Hialeah
street jargon, oye asere que bola. I celebrate my bilingual
tongue, and practice code switching as well. I can speak
Spanish, English, Ebonics, Standard English, Spanglish, and at
the Cuban Café I speak café con leche and pan con biste. Today
in the school where I work, I heard a teacher tell her students
that they “don’t talk right.” Last week it was red slashes on a
paper, tearing through the student’s diction. What is proper
English and who determines who is speaking “right” or
“wrong?” Why do the hegemonic language police get to decide
that using “standard English?” is the best way of
communicating or holding ordinary conversations? The
Hispanic or Latino population in the United States is young and
growing quickly, due to immigration and higher birth rates. Our
country is becoming more and more multicultural and with the
arrival of new-comers, new customs, cultures, traditions, and
also come new languages, accents, dialects, and slang. In order
to accommodate and communicate effectively with the growing
majority of this country, the hegemonic “Standard English”
language just won’t do the trick. Having said this, I fully
7. understand that it is imperative that we begin to cultivate a
generation of successful and effective communicators who do
know “standard English,” but we must also respect students’
home languages in the classroom and require our students to
learn different languages and dialects. Effective communicators
also can be bilingual and bi-dialectal. For this reason, educators
must refrain from telling students “They don’t talk right” or
“This isn’t proper English,” or reprimanding students for
speaking their native languages in class (Wynne, 2002). Instead,
we should teach our students how important it is to be bilingual,
bi-dialectal, and even trilingual. This does not mean that I
recommend that students only speak an entirely new language.
Rather, it means pre- serving a student’s natural language and
explaining that moving forward in the world requires them to
practice code switching. We should understand and teach our
students their use of Ebonics or Spanglish, etc. is colorful and
lively and shouldn’t be condemned; instead kept in their back
pockets and used whenever necessary. As an educator in an
urban, low-income community, I have witnessed an emphasis
placed on Spanish speaking students to learn to speak only
English. While I agree being fluent in Standard English is
imperative in this society, we should not limit students’use of
any other language or dialect. We must cultivate a generation
where bilingualism is the norm, and where students and children
are being taught multicultural education, and intercultural
competency through language acquisition.
Our country’s main language has been the hegemonic English
language; however, in central cities and states all over this
country, that reality is changing. In 2013, the U.S. census
estimated the nation’s population was 316.5 million. The same
U.S. census estimated the population of Hispanic and Latino
people made up 65.6 percent of the population in the city, where
I live. The Hispanic/Latino population is one of the largest
minority populations in the country, and the numbers of
Hispanics/Latino people continue to grow around the United
States. According to the Pew Research Center, in California,
8. Whites made up 38.8 percent of the population. In contrast,
Hispanics made up the majority of the population with 39.0 per-
cent. According to The Henry J. Kaiser Family Foundation in
2015, whites made up 62 percent and the second largest
population being Hispanics, made up 17 percent. These
statistics show that with the increasing number of Hispanics and
Latinos, the Spanish language and the Spanglish dialect are a
force to be reckoned with. According to Jennifer Ortman and
Christine Guarneri and their research in the U.S. Population
Projections from 2000 to 2050 (2009), the Hispanic population
is going to continue to grow through the years, meaning that the
Hispanic/Latino people will continue to bring more
multicultural children into this world, more Mexican
Americans, Dominican Americans, Cuban Americans, etc.
America won’t be just for “Anglo-Americans” any more,
America will be for the multiculturalist. In many schools around
my city, Spanish speaking students are expected to learn and
perfect in the English language, a reasonable goal. However, I
believe that giving students the opportunity to learn another
language in all public schools also should be a requirement.
Many cities like Miami, FL and San Andres, CA have a rapidly
growing Hispanic population. It would be especially beneficial
for students and people in those cities to learn multiple
languages and among those, of course, Spanish might prove to
be very advantageous.
My experience in teaching in an urban school that requires only
Spanish speaking students to learn English, while not requiring
English speaking students to learn Spanish, has made many
students feel that their home country is inferior, and that their
Spanish language is inferior to the English language. However,
the census statistics may suggest that people who only know
English will be at a disadvantage in the years to come. For
example, in cities like Miami, where there is a large population
of Hispanic/Latino and Caribbean populations that will continue
to grow, employers will probably seek out employees who are
bilingual, who can speak both Spanish and English, or Creole
9. and English, since these are two dominant minority languages in
the city and county. Bilingual students may become more
attractive as applicants because they can communicate more
effectively with all people. Learning different languages is
vital. Therefore, encouraging students to learn different
languages including Spanish seems a reasonable educational
proposition. Therefore, doesn’t it make sense to explore the
benefit for our schools to place English speaking students in a
“Spanish class for English speakers”? In the world today, over
5,000 languages are spoken, as well as several varieties of
languages (Ramirez 2005). However, as language scholar, David
Ramirez claims, “Those varieties with higher status are called
languages, and those with lesser status are usually called
dialects” (2005, p. 3). Because Spanglish and Ebonics are often
spoken by Spanish and African-American students, these
students are typically portrayed as inferior people when
compared to White Americans. According to my current urban
school district’s statistical report, from Pre-Kindergarten
through 12th grade, are 239,681 students who identify with
being Hispanic (District Report, 2014). Latino and Hispanic
students make up the majority of the public schools here.
However, “Because many educators view language varieties of
the home and community as deficient, they do not believe that
children should have a right to their own language (Ramirez et
al., 2005).” If our students don’t have the right to their own
language, then who does? We must become radical in our
teaching, in our schools, in our homes; and we must fight to
preserve our children’s identities and cultures. Too many
schools just want our students to “shut up and sit down” and
“write like this,” and “talk like that,” but our Spanish, Arabic,
Creole speaking students, and all of our urban students should
have the right to their own language, and be able to express
themselves in a variety of ways, not just in stubborn standard
English. In my own experience working in a large urban public
school, with ESOL students (English for speakers of other
languages), a lot of those students have labeled themselves as
10. ESOL, instead of just students. Their Spanish language has
turned into something of ridicule and lower class status.
“Ms. Hernandez, I can’t do this, I’m ESOL” is a typical
comment I have heard throughout this year. Since the students’
first language is Spanish, and they are placed in a class that
doesn’t value the diversity of languages or culture, one that is
focused only on teaching these students the English language
with no respect for the home language, the students associate
their ethnicity and first language with being less intelligent than
a student whose first language is English. Furthermore, Ramirez
et al. (2005) explains that several varieties of language spoken
by students have not been raised to the status of school
languages. Why not? Because what would happen if privileged
students were required to learn Ebonics, the same way that
minority students are forced to learn Standard English? We
might begin to bridge the gap between privileged students in
upper and middle class and urban students in poor communities.
That may be a scary thought for the hegemonic English Gods
sitting on their thrones of grammar, punctuation, and regulation.
Once, when standing in line at the Racetrack gas station, my
Spanglish was put to the test. I was waiting in line to pay for
gas, and I overheard a conflict occurring between a Spanish
customer and an American cashier. “How much gas do you
want” the cashier repeated into the man’s blank stares. “Queiro
gaso- lina” the man repeated. The empty exchange of words
continued, and the conversation was going nowhere. “How
much tu le queire poner” I asked the man. “Vente” the man
answered. I turned to the cashier, “He’d like twenty on pump
six please.” In my city, this happens every day, because of the
lack of bilingual- ism. The use of the Spanglish dialect would
have allowed these two people to communicate more
effectively. The term Spanglish “indiscriminately refers to the
incursion of English words, meanings, and forms of expression
into Spanish... and to alternate between Spanish and English
11. phrases and classes, as in classic, intra-sentential code
switching (Banks, 2012). If the cashier could just have said one
word, “quanto,” meaning how much, the customer would have
understood the question. If the customer had known the English
number system, he would have been able to tell her twenty. In
this case, fluency in both Spanish and English isn’t needed.
However, a tolerance for Spanglish would have proven to be
effective. These two simple words, “quanto” and “twenty,”
represent how important and useful the Spanglish dialect can
be, in an ever increasing Spanish America. The struggle with
Hispanics and Latinos, and their language mirrors the issues
that African-Americans have always faced with Black English
and/or Ebonics. In December 18, 1996 the issue of Ebonics and
education became public. The Oakland School Board argued
that Ebonics is a “language distinct from English that should be
recognized, tolerated, and, otherwise, accounted for in the
instruction” (Blommaert, 1999). For them it only made sense
since a majority of the students were African-Americans who
typically spoke Ebonics. This would have been a grand
opportunity to teach students about the history of their dialect,
and encourage students to appreciate their culture, and feel
proud to be studying a language that African-Americans
invented and still use today, instead, though, speaking Ebonics
is considered shameful.
In my city, the majority of students in public schools are
Hispanics and Latinos (239,681). Similar to the argument of the
Oakland School Board and Ebonics, Spanglish, I believe, should
be tolerated and recognized as a way to communicate, especially
in a primarily Hispanic public school system. Some of the
issues the Oakland School Board faced were the questioning of
what it would mean for the students if Ebonics was introduced
into the curriculum. “Would recognizing and allowing for
minority speech patterns improve students’ performance, or
would it ‘ghettoize’ the schools (Blommaert, 1999).” Many
scholars (Delpit, Kilgour-Dowdy, Ladson-Billings, Nieto,
Wynne) agree that not only does respect for students’ home
12. language improve performance, but, most importantly, it gives
students a more positive self-image. As educators, we should
not only aim to teach our students material for tests, but we also
should be developing our students as well rounded individuals
who are comfortable in their own skins. Language is one way
the guardians of the hegemonic English language keep
minorities suppressed. They want to convince people that it
would be an injustice for minority dialects to be accepted in
schools; they fear it might “ghettoize” the students. Yet, the
possibility also exists that by introducing Ebonics or Spanglish
into the classroom, teachers can educate students on how to
code switch. By teaching our students to code switch, a teacher
indicates that both forms of languages have a place and a value
in this world. For our students, these minority dialects seem
imperative for communicating with family members and
surviving in an urban, minority community.
The real injustice, it seems to me, is presenting English or
Standard English as the most important language, in and outside
of the classroom. If we consider Black English to be “learned as
the native language variety of 60 percent of the more than 35
million persons of African-American descent in the United
States, then there are probably more than 20 million people for
whom this is the ‘first dialect’” (Blommaert, 1999). If the
majority of the population in a school speaks Black English or
Ebonics, then suppressing that group of students by demonizing
their native language would be destructive (Wynne, 2002).
Urban educational expert, Lisa Delpit in the preface of her
book, The Skin That We Speak, shares the thoughts of one of
the contributors of the volume, Asa G. Hilliard III. “He knew
the forces aligned against our youth: those who would tell them
that they were not smart enough; those who would say that they
did not speak ‘right’; those who would cause them to question
their own worth and thus stunt their growth; those who would
suggest that they are anything other than phenomenal”
Many of my students live in poverty and attend the urban school
13. where I work, and for several reasons, they feel like they aren’t
smart enough.
• They are constantly told that they don’t talk right, even
though they can communicate perfectly fine with their family
members, friends, and me. Sure, they don’t use standardized-
test English, and I don’t need them to when they are just trying
to tell me about their day, or how their parents are migrant
workers, and that they will have to switch schools yet again.
• They don’t think they are smart enough because they can’t
understand every- thing the standardized question is asking
them. In their language, in their country, they haven’t seen
words like this, or the word means something different in their
native language.
• They don’t think they are good enough because they are
Mexican, Cuban, Dominican, Haitian, Jamaican, Chinese, or
Indian, and they don’t speak English like Americans do.
• They don’t learn about their history in America and the
world—they learn about White American History In our school,
their culture is not taught or encouraged.
My students’ identities are at risk. I would never want my
student or my own child to feel like they are valued any less
than a wealthy American-born person. The total number of
Hispanic students (239,681) in public schools in my city stands
as an outlier, compared to other ethnic groups in my city. The
U.S. educational standard seems less prepared to allow minority
students to inject their urban culture and languages. In The
Silenced Dialogue, Delpit (1988), cautions us that children and
students have a right to their own language and they have a
right to their own culture. She insists that we contest cultural
hegemony and that fight the system. This task requires for
parents, teachers, and students themselves to speak out and
declare that students be permitted to express themselves in their
own language style, regardless of its dialect or slang. Moreover,
she goes on to say that it is not the students who need to
change, but the schools, and forcing students to do anything
14. else, she says, is short of condemnatory and unreasonable.
The approval of different languages and dialects within the
school house could be very impactful for both students and
teachers. The students can develop a more positive self-identity
and learn about code switching. However, perhaps, most
importantly, teachers will have the opportunity to educate
students on different cultures and ethnic groups, who identify
with a particular language or dialect. Multiculturalist, Kenneth
Cushner and Jennifer Mahon agree that “Developing the
intercultural competence of young people, both in the domestic
context as well as in the international sphere, requires a core of
teachers and teacher educators who have not only attained this
sensitivity and skill themselves but are also able to transmit this
to young people in their charge” (2009, p. 304). Intercultural
competence is defined by some, as the ability to communicate
successfully and appropriately with people who have different
cultures. Today, our youth are entering aprogressively
interconnected society, which demands they attain intercultural
competence. It’s not enough to understand the density of global
problems. Our students must also develop the capability to
collaborate with others in the resolution of those problems. Yet,
Cushner and Mahon claim that “Schooling as we know it today
is not socializing students sufficiently for a global context, in
part because many say it is beyond the scope of U.S.
educational standards” (2009, p. 315).
Finally, in the concluding hours of the dominance of the
hegemonic English language, I urge parents, students, teachers,
and friends to advocate for a better universal education system
that requires all students to be bilingual. Being fluent in more
than one language is vital for living in a country, where there
are so many different languages and dialects spoken. Increasing
our students’ knowledge of different languages and cultures will
allow them to effectively communicate with people from diverse
cultures as well as increase their opportunities for procuring
jobs both locally and internationally. Let’s fight for our
15. students to learn different languages, for both teachers and
students to become global citizens, and to take another step
toward celebrating language diversity.