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Week 4 Assignment: Training Program Development
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Instructions
You have been asked to speak and present to a group of coaches
about the importance of being physically fit and implementing
strength training and conditioning strategies to high school aged
athletes for any sport you choose. For this assignment, please
develop a PowerPoint (PPT) Presentation and an outline of your
presentation which addresses the following topics:
· Include the basics of muscle mechanics and physiology and
provide examples for how this knowledge may be applied to
flexibility and resistance training for their athletes. Also
include a brief discussion of the causes and means for
preventing muscle soreness.
· Give examples of the type of training activities that would be
useful in developing fitness for each level of athletic
performance. Discuss the use of heart rate in measuring exercise
intensity.
· Write an explanation of the muscular demands for the sport
you selected. Next, discuss the general approach that should be
taken in designing a muscular fitness program for high school
athletes in your sport. As a coach in the sport, explain how you
will address your athletes' needs for improving flexibility,
strength, muscular endurance, speed, and power. You need not
list all the training activities you will use, just the principles
you will use in deciding which methods to use in training for
the components of muscular fitness.
· Develop a set of guidelines for muscular endurance training,
speed training, and power training for a sport of your choice.
Describe the training methods that you think will be effective
for addressing athletes' needs in these areas. Include a
discussion of your recommendation for the frequency, duration,
and intensity of training sessions.
· Outline a seasonal energy training plan for a sport of your
choice. Include examples of training activities for the off-
season, preseason, early season, and peak season. Also, provide
information about intensity, frequency, and duration of training
activities for these periods.
· Include a section on how coaches should stay physically active
and be role models for their athletes from a physically fit and
health standpoint. Describe reasons that coaches, like other
busy people, choose not to exercise. Then, provide these
coaches with the benefits of exercise and physical activity and
provide suggestions for starting and maintaining a physical
fitness routine, realistic to their busy lifestyle and coaching
position.
Students must submit a PPT presentation which includes at least
15 slides, not including the Title and Reference page. Students
must use the "notes section" of the presentation to further
explain and provide specific details related to what is being
presented in each slide. Additionally, students must write an
outline of your presentation in a word document and submit.
The outline should demonstrate an organized approach to
presenting your PPT and act as a guide for you during this
presentation. The outline should be approximately 2-3 pages in
length. At least three (3) scholarly references must be cited and
referenced according to APA format on the "Reference" slide of
your presentation.
Kloubec, J. A. (2010). PILATES FOR IMPROVEMENT OF
MUSCLE ENDURANCE, FLEXIBILITY, BALANCE, AND
POSTURE. Journal of Strength and Conditioning
Research, 24(3), 661-7.
doi:http://dx.doi.org.ezproxy2.apus.edu/10.1519/JSC.0b013e318
1c277a6
Alricsson, M., Harms, R. K., Eriksson, K., & Werner, S. (2003).
The effect of dance training on joint mobility, muscle
flexibility, speed and agility in young cross-country skiers – a
prospective controlled intervention study. Scandinavian Journal
of Medicine & Science in Sports, 13(4), 237–243.
Costa, A. M., Breitenfeld, L., Silva, A. J., Pereira, A.,
Izquierdo, M., & Marques, M. (2012). Genetic inheritance
effects on endurance and muscle strength: An update. Sports
Medicine (Auckland, N.Z.), 42(6), 449-458.
doi:http://dx.doi.org.ezproxy2.apus.edu/10.2165/11650560-
000000000-00000
Bottom of Form
Moore, I. S., Jones, A. M., & Dixon, S. J. (2014). Relationship
between metabolic cost and muscular coactivation across
running speeds. Journal of Science and Medicine in
Sport, 17(6), 671-6. Retrieved from https://search-proquest-
com.ezproxy1.apus.edu/scholarly-journals/relationship-
between-metabolic-cost-muscular/docview/1638191323/se-
2?accountid=8289
Brumitt, J., Heiderscheit, B. C., Manske, R. C., Niemuth, P. E.,
& Rauh, M. J. (2014). Off-Season Training Habits and
Preseason Functional Test Measures of Division Iii Collegiate
Athletes: A Descriptive Report. International Journal of Sports
Physical Therapy, 9(4), 447–455.
Hartman, M. (2004). In-season training and off-season
training. Hockey Weekly, 30(10), 24. Retrieved from
https://search-proquest-com.ezproxy2.apus.edu/trade-
journals/season-training-off/docview/333731839/se-
2?accountid=8289
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Chapter
4aChapter4bChapter5aChapter5bChapter6aChapter6bChapter7a
Chapter7aaChapter8aChapter8bChapter9aChapter9b
1
robert.benders
Highlight
robert.benders
Highlight
Use the design tab to find a subtle background. Use a font color
that is easily read against
the background color. Use the new slide feature on the home tab
to insert a new slide.
Choose the type of slide that is needed. The most common
slides are the Title Content and
the Two Content. They will automatically include the heading
and the section for the
bullets.
2
Be sure to use a heading that explains what is contained on the
slide. Use the same font
sizes throughout the presentation. If you use 48 pt. font for this
heading, use it for all of the
headings. The same goes for the bullet points.
3
The details of the presentation will appear in the notes section.
This is where the narrative
of the live presentation would be if you were going to present
this to an audience. Be sure
to explain what is included on the slide. Place in-text citations
in the notes if source
information is used (Sample, 2016).
4
Most presentations should include graphics of some kind. These
can include images,
graphs, charts, or SmartArt.
5
SmartArt Images can be used to show different types of
information. SmartArt can be
found on the Insert tab. There are various styles of graphics that
display information in
different ways.
6
Include references on a separate slide. The font on this slide can
be smaller to fit the
references. This font is 24 pt.
7
1
If you would like to add your script or additional information in
the notes section, you can
add it here. Make sure to include citations for any outside
material (Howard, n.d.).
2
3
4
5
PowerPoint BasicsAPA for Power Point
BSL 4000, Managing Diversity in Organizations 1
Reading Assignment
Chapter 4: Blacks/African Americans, pp. 98-104, 118-122
Chapter 5: Latinos/Hispanics, pp. 134-139, 157-159
Chapter 6: Asians/Asian Americans, pp. 166-172, 188-190
Chapter 7: Whites/Caucasians, pp. 196-209
Chapter 8: Native Americans and Multi-Racial Group Members,
pp. 226-230, 240-241
Chapter 9: Sex and Gender, pp. 248-250, 273-275
Unit Lesson
Nations around the globe encounter significant challenges
concerning diversity. How a nation adjusts to the
needs of ever-changing societies and communities guides the
foundations of the nation. A nation of laws will
look at treatment of those who compose the nation. A
government develops laws based on the collective
morals, beliefs, and ethics of the nation or those in power.
The United States has a history of changing laws regarding
child labor, the disabled, and those of minority
ethnic groups. For generations, the United States prided itself
on being “the Great American Melting Pot.”
Individuals, families, and groups have come to the United States
to flee oppression and persecution. The
United States is a nation of immigrants. Many nations over
generations have offered sanctuary to those who
were being discriminated against or sought out for extinction.
The United States, like other countries around the world, has its
moments in history that, upon reflection, may
not be a shining beacon of model diversity. The country has a
history of child labor abuses. The nation has a
2
UNIT x STUDY GUIDE
Title
history of enslavement of minority ethnicities. The nation has a
history of placing U.S. citizens of Asian
heritage in encampments during World War II. U.S. history tells
the story of a growing and evolving nation.
The laws of the United States have continued to evolve as the
nation has grown and developed. The
Emancipation Proclamation abolished slavery legally. Laws
towards civil rights, affirmative action, and the
Americans with Disabilities Act are all examples of how the
country has continued to adopt laws to meet the
needs of the people, in turn advancing the nation as a diverse
population. The government adopts these laws
as a new standard to which the population is expected to adhere.
The laws during their infancy may meet with
resistance as change is being implemented to alter the
philosophy and practices of the societal culture.
The government at the different levels, based on the stated
needs of the population, drafts legislation to
improve the quality of life for those in the nation. Such
legislation includes the previously mentioned legislation
as well as issues of one person-one vote and women's right to
vote. As the needs of modern society shift, the
legislation is drafted as a bill. The constituents have the
opportunity to contact their representatives whether
local, state, or federal.
Does the legislation represent the people? Representatives of a
cause or expressed need will meet with
lawmakers to get the bill introduced. In concept, the
government representatives will work with those who
express the needs, others in their region, and additional
lawmakers to develop and introduce the legislation
for further consideration. After multiple revisions, the federal
legislation may clear both houses of Congress.
After continued debate, if it has not been dropped or delayed,
revisions of the amended legislation will be
voted on in the houses of Congress and potentially become law.
Other countries may have different versions
of how legislation becomes law; most democratic nations will
follow a similar process.
How, then, is it determined that legislation is needed, and at
what level? Not all laws are at the federal level.
An ordinance or a city, county, or state law may be more
impactful. One of the challenges is funding and
enforcement. A law that cannot be enforced has little value. A
law that has little support by the population will
meet with significant resistance.
Lyndon Johnson signs the 1964 Civil Rights Act
(Stoughton, 1964)
BSL 4000, Managing Diversity in Organizations 3
UNIT x STUDY GUIDE
Title
The concept of legislation to support diverse population needs
is often for protection of the stated population
and similar scenarios that set precedence. The laws are intended
to improve quality of life and overall
community. Some laws are passed on a basis of ethics and moral
value. When the Civil Rights Act of 1964
was passed, there was an ethical basis for improving relations
and opportunities for minority ethnic groups.
Reports of discrimination, prejudice, and segregation continued
in some parts of the country (Bell, 2017).
Constituents in these areas were not as supportive of these laws
as they promoted a way of thought, action,
and belief that was not commonly accepted previously.
Enforcement of these laws promoted change and a
shift in the common moral fabric. Were these actions correct in
the sight of the local population? The question
of federal legislation in local communities is a significant
factor. Federal law, in most cases, supersedes local
or state law. The federal law was implemented based on a
certain belief system that all people are created
equal and deserve fair treatment.
What prompts legal action and government intervention to be
necessary? The purpose can be for many
reasons. U.S. history is filled with waves of immigrants
choosing to leave their home country to pursue what is
perceived as a better opportunity. Due to poverty, governmental
shifts, religious beliefs, military coups, wars,
or economic suppression, individuals, families, and groups have
chosen to leave what they know as home to
come to what they believe will be a better life.
There is a history in the United States and other countries of
human beings being used as a commodity. As
such, there were population groups that were brought to a
country or region against their will. Some may have
been bought or sold in order to provide for a family back in the
individual's homeland. There are stories of
such events occurring in Great Britain, Russia, and Asia
generations ago. Reportedly, similar behaviors are
still occurring in countries other than those previously listed.
Laws are in place to prevent such behaviors, but
enforcement takes a different perspective.
Government leaders, enforcement agencies, advocacy groups,
and regulatory agencies all provide some
degree of monitoring, management, and enforcement. In
addition, interpretation of the law, personnel
management, and lack of resources impact the ability to
effectively enforce the laws as stated. The challenge,
then, is not the law itself. Implementation of the stated law is
complicated if funding does not accompany the
law. If funds are not clearly allocated, the resources may then
be directed to other projects deemed important
at the local levels.
Throughout history, community activists, neighborhood watch
groups, and even the authors of the Bill of
Rights have advocated for the rights (e.g., freedom of speech,
right to bear arms) of those who have been
unable to stand independently. Once the laws are passed, the
community will stand up and be counted; the
paradigm shifts. If the government enforcement agencies with
limited resources locally support the law,
alternatives can be formed. Communities of ethnic groups form
neighborhoods and small communities within
the larger community to strengthen and support each other. The
ability to support each other under the law
rather than live independently with no legal recourse or
protection creates a dramatic shift in the dynamics of
the community.
The socio-behavioral pattern is altered under the conditions of
the legislation being passed. The same holds
true for employment and vocational opportunities. Bands of
like-minded individuals support each other.
Whether the legislation concerns orientation, ethnicity, or
gender, legislation empowers those treated unfairly
to an added degree of equality. The law provides the
foundation, but the platform is only built when action is
taken and society acclimates. Adaptation comes in time and
practice, and legislation does not guarantee all of
society will freely accept and adjust willingly.
Legislation serves a purpose to set precedence as the societal
paradigm shifts. An issue can also be over-
legislated to a point of obstruction or hindrance, limiting
possibilities to the protected group and others as a
standout with special needs. Balance between legislative needs
and social norms that are accepted is a fine
line. Consideration of how much legislative intervention is
required becomes increasingly challenging as
people, groups, and communities of people will strive for
greater influence or impact. Where there are no
advocates or the dialogue becomes accusatory, slanderous, or
judgmental, the matter becomes an issue of
the people, of the community, and of societal perspective.
BSL 4000, Managing Diversity in Organizations 4
UNIT x STUDY GUIDE
Title
Legislation serves a purpose, but legislation is not a one-size-
fits-all solution. A foundation is constructed. The
unity of a nation of diverse cultures stepping up to support and
empower each other is what strengthens and
adapts to the shifting paradigms of an advancing nation.
References
Bell, M. P. (2017). Diversity in organizations (3rd ed.). Boston,
MA: Cengage Learning.
Stoughton, C. (1964, July 2). Lyndon Johnson signing Civil
Rights Act, July 2, 1964 [Photograph]. Retrieved from
https://commons.wikimedia.org/wiki/File:Lyndon_Johnson_sign
ing_Civil_Rights_Act,_July_2,_1964.jpg
Suggested Reading
In order to access the following resources, click the links
below:
The following article profiles a diversity and inclusion officer
in an organization and looks at her contributions
in helping the company embrace diversity.
Capital One chief diversity and inclusion officer (2016,
Winter). Profiles in Diversity Journal, 14-15. Retrieved
from
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=119273147&site=ehost-
live&scope=site
The following article offers some different perspectives on
finding diverse leaders for organizations.
Celistan, D. (2016). Diversity at the top. Credit Union
Management, 39(12), 22-23. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=119660221&site=ehost-
live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/login.aspx?direct=true&db=bt
h&AN=119273147&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/login.aspx?direct=true&db=bt
h&AN=119273147&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/login.aspx?direct=true&db=bt
h&AN=119660221&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.ebscohost.com/login.aspx?direct=true&db=bt
h&AN=119660221&site=ehost-live&scope=site
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Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form
Week 4 assignment training program development top of form

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Week 4 assignment training program development top of form

  • 1. Week 4 Assignment: Training Program Development Top of Form Instructions You have been asked to speak and present to a group of coaches about the importance of being physically fit and implementing strength training and conditioning strategies to high school aged athletes for any sport you choose. For this assignment, please develop a PowerPoint (PPT) Presentation and an outline of your presentation which addresses the following topics: · Include the basics of muscle mechanics and physiology and provide examples for how this knowledge may be applied to flexibility and resistance training for their athletes. Also include a brief discussion of the causes and means for preventing muscle soreness. · Give examples of the type of training activities that would be useful in developing fitness for each level of athletic performance. Discuss the use of heart rate in measuring exercise intensity. · Write an explanation of the muscular demands for the sport you selected. Next, discuss the general approach that should be taken in designing a muscular fitness program for high school athletes in your sport. As a coach in the sport, explain how you will address your athletes' needs for improving flexibility, strength, muscular endurance, speed, and power. You need not list all the training activities you will use, just the principles you will use in deciding which methods to use in training for the components of muscular fitness. · Develop a set of guidelines for muscular endurance training, speed training, and power training for a sport of your choice.
  • 2. Describe the training methods that you think will be effective for addressing athletes' needs in these areas. Include a discussion of your recommendation for the frequency, duration, and intensity of training sessions. · Outline a seasonal energy training plan for a sport of your choice. Include examples of training activities for the off- season, preseason, early season, and peak season. Also, provide information about intensity, frequency, and duration of training activities for these periods. · Include a section on how coaches should stay physically active and be role models for their athletes from a physically fit and health standpoint. Describe reasons that coaches, like other busy people, choose not to exercise. Then, provide these coaches with the benefits of exercise and physical activity and provide suggestions for starting and maintaining a physical fitness routine, realistic to their busy lifestyle and coaching position. Students must submit a PPT presentation which includes at least 15 slides, not including the Title and Reference page. Students must use the "notes section" of the presentation to further explain and provide specific details related to what is being presented in each slide. Additionally, students must write an outline of your presentation in a word document and submit. The outline should demonstrate an organized approach to presenting your PPT and act as a guide for you during this presentation. The outline should be approximately 2-3 pages in length. At least three (3) scholarly references must be cited and referenced according to APA format on the "Reference" slide of your presentation. Kloubec, J. A. (2010). PILATES FOR IMPROVEMENT OF MUSCLE ENDURANCE, FLEXIBILITY, BALANCE, AND POSTURE. Journal of Strength and Conditioning Research, 24(3), 661-7. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1519/JSC.0b013e318 1c277a6
  • 3. Alricsson, M., Harms, R. K., Eriksson, K., & Werner, S. (2003). The effect of dance training on joint mobility, muscle flexibility, speed and agility in young cross-country skiers – a prospective controlled intervention study. Scandinavian Journal of Medicine & Science in Sports, 13(4), 237–243. Costa, A. M., Breitenfeld, L., Silva, A. J., Pereira, A., Izquierdo, M., & Marques, M. (2012). Genetic inheritance effects on endurance and muscle strength: An update. Sports Medicine (Auckland, N.Z.), 42(6), 449-458. doi:http://dx.doi.org.ezproxy2.apus.edu/10.2165/11650560- 000000000-00000 Bottom of Form Moore, I. S., Jones, A. M., & Dixon, S. J. (2014). Relationship between metabolic cost and muscular coactivation across running speeds. Journal of Science and Medicine in Sport, 17(6), 671-6. Retrieved from https://search-proquest- com.ezproxy1.apus.edu/scholarly-journals/relationship- between-metabolic-cost-muscular/docview/1638191323/se- 2?accountid=8289 Brumitt, J., Heiderscheit, B. C., Manske, R. C., Niemuth, P. E., & Rauh, M. J. (2014). Off-Season Training Habits and Preseason Functional Test Measures of Division Iii Collegiate Athletes: A Descriptive Report. International Journal of Sports Physical Therapy, 9(4), 447–455. Hartman, M. (2004). In-season training and off-season training. Hockey Weekly, 30(10), 24. Retrieved from https://search-proquest-com.ezproxy2.apus.edu/trade- journals/season-training-off/docview/333731839/se- 2?accountid=8289
  • 4. Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmU6iug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 1 of 14 2/19/2021, 12:47 PM - Pages - https://print.vitalsource.com/requests/FmU6iug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 2 of 14 2/19/2021, 12:47 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmU6i ug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 3 of 14 2/19/2021, 12:47 PM
  • 5. - Pages - https://print.vitalsource.com/requests/FmU6iug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 4 of 14 2/19/2021, 12:47 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmU6iug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 5 of 14 2/19/2021, 12:47 PM - Pages - https://print.vitalsource.com/requests/FmU6iug0NzD8d9QAT6U B/claim?brand=Bookshelf&to... 6 of 14 2/19/2021, 12:47 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.
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  • 15. - Pages - https://print.vitalsource.com/requests/FmYsPcvkl2VgzigAMjJC/ claim?brand=Bookshelf&tok... 2 of 6 2/22/2021, 2:36 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsPcvkl2VgzigAMjJC/ claim?brand=Bookshelf&tok... 3 of 6 2/22/2021, 2:36 PM - Pages - https://print.vitalsource.com/requests/FmYsPcvkl2VgzigAMjJC/ claim?brand=Bookshelf&tok... 4 of 6 2/22/2021, 2:36 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsPcvkl2VgzigAMjJC/
  • 16. claim?brand=Bookshelf&tok... 5 of 6 2/22/2021, 2:36 PM - Pages - https://print.vitalsource.com/requests/FmYsPcvkl2VgzigAMjJC/ claim?brand=Bookshelf&tok... 6 of 6 2/22/2021, 2:36 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 1 of 14 2/22/2021, 2:38 PM - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 2 of 14 2/22/2021, 2:38 PM Printed by: [email protected] Printing is for personal, private
  • 17. use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 3 of 14 2/22/2021, 2:38 PM - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 4 of 14 2/22/2021, 2:38 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 5 of 14 2/22/2021, 2:38 PM - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to...
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  • 19. - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 10 of 14 2/22/2021, 2:38 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 11 of 14 2/22/2021, 2:38 PM - Pages - https://print.vitalsource.com/requests/FmYsYWBiuE3iahgAVbE B/claim?brand=Bookshelf&to... 12 of 14 2/22/2021, 2:38 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.
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  • 30. /claim?brand=Bookshelf&tok... 7 of 8 2/22/2021, 2:43 PM - Pages - https://print.vitalsource.com/requests/FmYsqIYEohZ6iqsAVzSB /claim?brand=Bookshelf&tok... 8 of 8 2/22/2021, 2:43 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYs8lof53744ywANgIC /claim?brand=Bookshelf&tok... 1 of 10 2/22/2021, 2:49 PM - Pages - https://print.vitalsource.com/requests/FmYs8lof53744ywANgIC /claim?brand=Bookshelf&tok... 2 of 10 2/22/2021, 2:49 PM Printed by: [email protected] Printing is for personal, private
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  • 35. Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYtV5XRfNrsHTEAPU MB/claim?brand=Bookshelf&... 3 of 6 2/22/2021, 2:56 PM - Pages - https://print.vitalsource.com/requests/FmYtV5XRfNrsHTEAPU MB/claim?brand=Bookshelf&... 4 of 6 2/22/2021, 2:56 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYtV5XRfNrsHTEAPU MB/claim?brand=Bookshelf&... 5 of 6 2/22/2021, 2:56 PM
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  • 37. B/claim?brand=Bookshelf&to... 3 of 6 2/22/2021, 2:57 PM - Pages - https://print.vitalsource.com/requests/FmYtaAoARotHyjAAOkJ B/claim?brand=Bookshelf&to... 4 of 6 2/22/2021, 2:57 PM Printed by: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. - Pages - https://print.vitalsource.com/requests/FmYtaAoARotHyjAAOkJ B/claim?brand=Bookshelf&to... 5 of 6 2/22/2021, 2:57 PM - Pages - https://print.vitalsource.com/requests/FmYtaAoARotHyjAAOkJ B/claim?brand=Bookshel f&to... 6 of 6 2/22/2021, 2:57 PM Chapter 4aChapter4bChapter5aChapter5bChapter6aChapter6bChapter7a Chapter7aaChapter8aChapter8bChapter9aChapter9b
  • 38. 1 robert.benders Highlight robert.benders Highlight Use the design tab to find a subtle background. Use a font color that is easily read against the background color. Use the new slide feature on the home tab to insert a new slide. Choose the type of slide that is needed. The most common slides are the Title Content and the Two Content. They will automatically include the heading and the section for the bullets. 2 Be sure to use a heading that explains what is contained on the slide. Use the same font sizes throughout the presentation. If you use 48 pt. font for this heading, use it for all of the headings. The same goes for the bullet points. 3
  • 39. The details of the presentation will appear in the notes section. This is where the narrative of the live presentation would be if you were going to present this to an audience. Be sure to explain what is included on the slide. Place in-text citations in the notes if source information is used (Sample, 2016). 4 Most presentations should include graphics of some kind. These can include images, graphs, charts, or SmartArt. 5 SmartArt Images can be used to show different types of information. SmartArt can be found on the Insert tab. There are various styles of graphics that display information in different ways. 6 Include references on a separate slide. The font on this slide can be smaller to fit the references. This font is 24 pt. 7
  • 40. 1 If you would like to add your script or additional information in the notes section, you can add it here. Make sure to include citations for any outside material (Howard, n.d.). 2 3 4 5 PowerPoint BasicsAPA for Power Point BSL 4000, Managing Diversity in Organizations 1 Reading Assignment Chapter 4: Blacks/African Americans, pp. 98-104, 118-122 Chapter 5: Latinos/Hispanics, pp. 134-139, 157-159
  • 41. Chapter 6: Asians/Asian Americans, pp. 166-172, 188-190 Chapter 7: Whites/Caucasians, pp. 196-209 Chapter 8: Native Americans and Multi-Racial Group Members, pp. 226-230, 240-241 Chapter 9: Sex and Gender, pp. 248-250, 273-275 Unit Lesson Nations around the globe encounter significant challenges concerning diversity. How a nation adjusts to the needs of ever-changing societies and communities guides the foundations of the nation. A nation of laws will look at treatment of those who compose the nation. A government develops laws based on the collective morals, beliefs, and ethics of the nation or those in power. The United States has a history of changing laws regarding child labor, the disabled, and those of minority ethnic groups. For generations, the United States prided itself on being “the Great American Melting Pot.” Individuals, families, and groups have come to the United States to flee oppression and persecution. The United States is a nation of immigrants. Many nations over generations have offered sanctuary to those who were being discriminated against or sought out for extinction. The United States, like other countries around the world, has its moments in history that, upon reflection, may not be a shining beacon of model diversity. The country has a history of child labor abuses. The nation has a
  • 42. 2 UNIT x STUDY GUIDE Title history of enslavement of minority ethnicities. The nation has a history of placing U.S. citizens of Asian heritage in encampments during World War II. U.S. history tells the story of a growing and evolving nation. The laws of the United States have continued to evolve as the nation has grown and developed. The Emancipation Proclamation abolished slavery legally. Laws towards civil rights, affirmative action, and the Americans with Disabilities Act are all examples of how the country has continued to adopt laws to meet the needs of the people, in turn advancing the nation as a diverse population. The government adopts these laws as a new standard to which the population is expected to adhere. The laws during their infancy may meet with resistance as change is being implemented to alter the philosophy and practices of the societal culture. The government at the different levels, based on the stated needs of the population, drafts legislation to improve the quality of life for those in the nation. Such legislation includes the previously mentioned legislation as well as issues of one person-one vote and women's right to vote. As the needs of modern society shift, the legislation is drafted as a bill. The constituents have the opportunity to contact their representatives whether local, state, or federal. Does the legislation represent the people? Representatives of a cause or expressed need will meet with
  • 43. lawmakers to get the bill introduced. In concept, the government representatives will work with those who express the needs, others in their region, and additional lawmakers to develop and introduce the legislation for further consideration. After multiple revisions, the federal legislation may clear both houses of Congress. After continued debate, if it has not been dropped or delayed, revisions of the amended legislation will be voted on in the houses of Congress and potentially become law. Other countries may have different versions of how legislation becomes law; most democratic nations will follow a similar process. How, then, is it determined that legislation is needed, and at what level? Not all laws are at the federal level. An ordinance or a city, county, or state law may be more impactful. One of the challenges is funding and enforcement. A law that cannot be enforced has little value. A law that has little support by the population will meet with significant resistance. Lyndon Johnson signs the 1964 Civil Rights Act (Stoughton, 1964) BSL 4000, Managing Diversity in Organizations 3 UNIT x STUDY GUIDE Title The concept of legislation to support diverse population needs is often for protection of the stated population and similar scenarios that set precedence. The laws are intended
  • 44. to improve quality of life and overall community. Some laws are passed on a basis of ethics and moral value. When the Civil Rights Act of 1964 was passed, there was an ethical basis for improving relations and opportunities for minority ethnic groups. Reports of discrimination, prejudice, and segregation continued in some parts of the country (Bell, 2017). Constituents in these areas were not as supportive of these laws as they promoted a way of thought, action, and belief that was not commonly accepted previously. Enforcement of these laws promoted change and a shift in the common moral fabric. Were these actions correct in the sight of the local population? The question of federal legislation in local communities is a significant factor. Federal law, in most cases, supersedes local or state law. The federal law was implemented based on a certain belief system that all people are created equal and deserve fair treatment. What prompts legal action and government intervention to be necessary? The purpose can be for many reasons. U.S. history is filled with waves of immigrants choosing to leave their home country to pursue what is perceived as a better opportunity. Due to poverty, governmental shifts, religious beliefs, military coups, wars, or economic suppression, individuals, families, and groups have chosen to leave what they know as home to come to what they believe will be a better life. There is a history in the United States and other countries of human beings being used as a commodity. As such, there were population groups that were brought to a country or region against their will. Some may have been bought or sold in order to provide for a family back in the individual's homeland. There are stories of such events occurring in Great Britain, Russia, and Asia
  • 45. generations ago. Reportedly, similar behaviors are still occurring in countries other than those previously listed. Laws are in place to prevent such behaviors, but enforcement takes a different perspective. Government leaders, enforcement agencies, advocacy groups, and regulatory agencies all provide some degree of monitoring, management, and enforcement. In addition, interpretation of the law, personnel management, and lack of resources impact the ability to effectively enforce the laws as stated. The challenge, then, is not the law itself. Implementation of the stated law is complicated if funding does not accompany the law. If funds are not clearly allocated, the resources may then be directed to other projects deemed important at the local levels. Throughout history, community activists, neighborhood watch groups, and even the authors of the Bill of Rights have advocated for the rights (e.g., freedom of speech, right to bear arms) of those who have been unable to stand independently. Once the laws are passed, the community will stand up and be counted; the paradigm shifts. If the government enforcement agencies with limited resources locally support the law, alternatives can be formed. Communities of ethnic groups form neighborhoods and small communities within the larger community to strengthen and support each other. The ability to support each other under the law rather than live independently with no legal recourse or protection creates a dramatic shift in the dynamics of the community. The socio-behavioral pattern is altered under the conditions of the legislation being passed. The same holds true for employment and vocational opportunities. Bands of
  • 46. like-minded individuals support each other. Whether the legislation concerns orientation, ethnicity, or gender, legislation empowers those treated unfairly to an added degree of equality. The law provides the foundation, but the platform is only built when action is taken and society acclimates. Adaptation comes in time and practice, and legislation does not guarantee all of society will freely accept and adjust willingly. Legislation serves a purpose to set precedence as the societal paradigm shifts. An issue can also be over- legislated to a point of obstruction or hindrance, limiting possibilities to the protected group and others as a standout with special needs. Balance between legislative needs and social norms that are accepted is a fine line. Consideration of how much legislative intervention is required becomes increasingly challenging as people, groups, and communities of people will strive for greater influence or impact. Where there are no advocates or the dialogue becomes accusatory, slanderous, or judgmental, the matter becomes an issue of the people, of the community, and of societal perspective. BSL 4000, Managing Diversity in Organizations 4 UNIT x STUDY GUIDE Title Legislation serves a purpose, but legislation is not a one-size- fits-all solution. A foundation is constructed. The unity of a nation of diverse cultures stepping up to support and empower each other is what strengthens and adapts to the shifting paradigms of an advancing nation.
  • 47. References Bell, M. P. (2017). Diversity in organizations (3rd ed.). Boston, MA: Cengage Learning. Stoughton, C. (1964, July 2). Lyndon Johnson signing Civil Rights Act, July 2, 1964 [Photograph]. Retrieved from https://commons.wikimedia.org/wiki/File:Lyndon_Johnson_sign ing_Civil_Rights_Act,_July_2,_1964.jpg Suggested Reading In order to access the following resources, click the links below: The following article profiles a diversity and inclusion officer in an organization and looks at her contributions in helping the company embrace diversity. Capital One chief diversity and inclusion officer (2016, Winter). Profiles in Diversity Journal, 14-15. Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/logi n.aspx?direct=true&db=bth&AN=119273147&site=ehost- live&scope=site The following article offers some different perspectives on finding diverse leaders for organizations. Celistan, D. (2016). Diversity at the top. Credit Union Management, 39(12), 22-23. Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/logi n.aspx?direct=true&db=bth&AN=119660221&site=ehost- live&scope=site
  • 48. https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/login.aspx?direct=true&db=bt h&AN=119273147&site=ehost-live&scope=site https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/login.aspx?direct=true&db=bt h&AN=119273147&site=ehost-live&scope=site https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/login.aspx?direct=true&db=bt h&AN=119660221&site=ehost-live&scope=site https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=http://search.ebscohost.com/login.aspx?direct=true&db=bt h&AN=119660221&site=ehost-live&scope=site ������������ �� �� � � � ��� ��������������������������������� � ����� � ��� ��������� ��� ������ � ����������� �� ������� � ����� ��� �����
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