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Running head: BILL OF RIGHTS 1 PAGE 4 BILL OF RIGHTS Bill of Rights Cassandra Dunn Colorado Technical University The Fourth Amendment Cassandra Dunn Victor Villarreal The Fourth Amendment The legislature of the United States, in the year 1789, expressed the desire for the amendment of the constitution in order to avoid misconstructions or either the abuse of its authority among the states (Lasson, 1970). Of the ten amendments that were made, the fourth amendment is seen to have brought in the value and the importance of the rights of each and every individual in the nation as the constitution was aimed to control and govern the citizens. The amendment stated that the rights of the people of the United States would be secured in their papers, persons as well as their premises and would be effective against any mere searches and convulsions, would not at any point be abused and there would be no any assurance of warrants without solid and tangible evidence that is supported by the oath of affirmation. In the era today, there have been some cases of terrorism that have subjected many people to be suspected. Thus, there has been the will to find evidence to support the narrative that one is or might be a suspect or terrorism. For those who have been innocent, the amendment has acted to their advantage as they are not searched without the proper proceedings followed. The amendment has thus had a great impact on the average citizens. It is good to note that the amendment has also restricted the vague policemen or other law enforcers who may take advantage of the suspects to enter into their premises forcefully. One of the reasons that I believe the amendment is critical of all the others is that it puts into consideration the freedom as well as the right of the citizens having in mind that the constitution was initially created to govern and protect the rights of the people of the United States (Solove, 2010). References Lasson, N. B. (1970). The history and development of the fourth amendment to the United States Constitution (No. 2). Da Capo Pr. Solove, D. J. (2010). Fourth amendment pragmatism. Boston College Law Review, 51, 1511. ...

Running head: BILL OF RIGHTS
1
PAGE
4
BILL OF RIGHTS
Bill of Rights
Cassandra Dunn
Colorado Technical University

The Fourth Amendment
Cassandra Dunn
Victor Villarreal
The Fourth Amendment
The legislature of the United States, in the year 1789,
expressed the desire for the amendment of the constitution in
order to avoid misconstructions or either the abuse of its
authority among the states (Lasson, 1970). Of the ten
amendments that were made, the fourth amendment is seen to
have brought in the value and the importance of the rights of
each and every individual in the nation as the constitution was
aimed to control and govern the citizens. The amendment stated
that the rights of the people of the United States would be
secured in their papers, persons as well as their premises and
would be effective against any mere searches and convulsions,
would not at any point be abused and there would be no any
assurance of warrants without solid and tangible evidence that
is supported by the oath of affirmation.
In the era today, there have been some cases of
terrorism that have subjected many people to be suspected.
Thus, there has been the will to find evidence to support the
narrative that one is or might be a suspect or terrorism. For
those who have been innocent, the amendment has acted to their

advantage as they are not searched without the proper
proceedings followed. The amendment has thus had a great
impact on the average citizens. It is good to note that the
amendment has also restricted the vague policemen or other law
enforcers who may take advantage of the suspects to enter into
their premises forcefully. One of the reasons that I believe the
amendment is critical of all the others is that it puts into
consideration the freedom as well as the right of the citizens
having in mind that the constitution was initially created to
govern and protect the rights of the people of the United States
(Solove, 2010).
References
Lasson, N. B. (1970). The history and development of the fourth
amendment to the United States
Constitution (No. 2). Da Capo Pr.
Solove, D. J. (2010). Fourth amendment pragmatism. Boston
College Law Review, 51, 1511.

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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.

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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 executives would probably come up with something like this: Strategy involves discovering and targeting attractive markets and then crafting positions that deliver sustained competitive advantage 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 positions. 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 because 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 students that if they're confronted with a choice between 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 strategy 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.

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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.

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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, managers 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, because employees—keenly aware of how replaceable th.

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Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx

Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx

Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx

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SPM 4723 Annotated Bibliography You second major proje.docx

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.

Speech Environment and Recording Requirements• You must have a.docx

Speech Environment and Recording Requirements• You must have a.docx

Speech Environment and Recording Requirements• You must have a.docx

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.

Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx

Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx

Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx

Speech Recognition in the Electronic Health Record (2013 update) Introduction Many technologies exist to assist with better clinical documentation and speech recognition technology (SRT) is one solution. Since SRT uses mathematic probabilities, the technology can be complicated. The goals of its use in healthcare today, however, are clear: Increase productivity, decrease costs, and improve documentation while placing it closest to the point of care. This practice brief focuses on increasing the understanding of how speech recognition works by highlighting the driving forces that are shaping current and future applications of this technology and its associated benefits and risks. This practice brief also provides tools including illustrated work flow, tasks and skills, and best practices to assist in efficient and effective application of SRT for day-to-day operations. Driving Forces Payment reform. Quality measures. Meaningful use. EHR adoption. Transition to ICD-10-CM/PCS. Health information exchange. Consumer engagement. Personal health records and patient portals. What do these areas have in common? They all point to the increasing need for accurate, complete, and accessible data in an environment that requires real-time documentation. Documentation should improve the quality of the patient encounter and create efficiencies. In the past, handwriting provided an immediate record of care. Legibility came to the forefront as an issue and documentation was often not as comprehensive when compared to a well-constructed dictated note. Today, speech recognition or speech-to-text is used in conjunction with the EHR and is considered a viable option in the face of the growing demand for near-real-time data. Front-end speech recognition (FESR) and back-end speech recognition (BESR) technologies can help in the production of legible and comprehensive document(s). It also serves as a productivity tool to help lower costs and increase productivity, especially when compared to the manual labor required by traditional dictation and transcription. Emerging Roles In 2012, The Association for Healthcare Documentation Integrity (AHDI) coined the term "healthcare documentation specialist (HDS)," which they define as "an umbrella term that includes medical transcriptionists, speech recognition editors and QA specialists."1 For the purposes of this practice brief, the term "HDS" will be used when referring to this role. Visit AHDI's website for more information on the role of the HDS (www.ahdi.org). Copyright © 2013 by The American Health Information Management Association. All Rights Reserved. http://www.ahima.org/copyright The use of medical scribes is increasing in various healthcare settings due to growing EHR implementations and the need for timely, detailed point-of-care documentation. There are distinct differences between HDS and scribes. HDS professionals work in a "one-way process" while scri.

Speech Recognition in the Electronic Health Record (2013 u.docx

Speech Recognition in the Electronic Health Record (2013 u.docx

Speech Recognition in the Electronic Health Record (2013 u.docx

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.

Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx

Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx

Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx

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 .

Specialized Terms 20.0 Definitions and examples of specialized.docx

Specialized Terms 20.0 Definitions and examples of specialized.docx

Specialized Terms 20.0 Definitions and examples of specialized.docx

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 notes Media and the media are plural and take plural verb.docx

Special notes Media and the media are plural and take plural verb.docx

Special notes Media and the media are plural and take plural verb.docx

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 examination 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 ON POLITICAL VIOLENCEResearch on Social Move.docx

SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx

SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx

SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH John Mingers Kent Business School, University of Kent, Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]} Alistair Mutch Nottingham Business School, Nottingham Trent University, Burton Street, Nottingham NG1 4BU UNITED KINGDOM {[email protected]} Leslie Willcocks London School of Economics and Political Science, Houghton Street, London WC2A 2AE UNITED KINGDOM {[email protected]} Introduction There has been growing interest in a range of disciplines (Ackroyd and Fleetwood 2000; Danermark et al. 2002; Fleetwood 1999; Fleetwood and Ackroyd 2004), not least information systems (Dobson 2001; Longshore Smith 2006; Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and Williams 2012) in ideas derived from the philosophical tradition of critical realism. Critical realism offers exciting pros- pects in shifting attention toward the real problems that we face and their underlying causes, and away from a focus on data and methods of analysis. As such, it offers a robust framework for the use of a variety of methods in order to gain a better understanding of the meaning and significance of information systems in the contemporary world. Although the term critical realism has been used in a number of different traditions, we are primarily concerned with that developed from the foundational work of Roy Bhaskar in the philosophy of science, later extended in the social arena by authors such as Archer and Sayer (Archer et al. 1998; Bhaskar 1978, 1979; Mingers 2004b; Sayer 2000). In this tradition, the benefits of CR are seen as: • CR defends a strongly realist ontology that there is an existing, causally efficacious, world independent of our knowledge. It defends this against both classical positi- vism that would reduce the world to that which can be empirically observed and measured, and the various forms of constructivism that would reduce the world to our human knowledge of it. Hence it is realist. • CR recognizes that our access to this world is in fact limited and always mediated by our perceptual and theoretical lenses. It accepts epistemic relativity (that knowledge is always local and historical), but not judgmental relativity (that all viewpoints must be equally valid). Hence it is critical in a Kantian sense. • CR accepts the existence of different types of objects of knowledge—physical, social, and conceptual—which have different ontological and epistemological characteristics. They therefore require a range of different research methods and methodologies to access them. Since a particular object of research may well have different characteristics, it is likely that a mixed-method research strategy (i.e., a variety of methods in the same research study) will be necessary and CR supports this. In this introduction, we will first introduce the basic concepts of critical realism as a philosophy of science.

SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx

SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx

SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx

Speaking about Muhammad, Speaking for Muslims Author(s): Andrew F. March Source: Critical Inquiry , Vol. 37, No. 4 (Summer 2011), pp. 806-821 Published by: The University of Chicago Press Stable URL: https://www.jstor.org/stable/10.1086/660995 JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to Critical Inquiry This content downloaded from ��129.8.242.67 on Tue, 31 Dec 2019 03:03:57 UTC�� All use subject to https://about.jstor.org/terms Critical Response Speaking about Muhammad, Speaking for Muslims Andrew F. March The Danish Cartoons as Moral Injury In a recent article, Saba Mahmood has presented an intriguing account of what was at stake morally and emotionally for a large number of Mus- lims in the Danish cartoon controversy (Saba Mahmood, “Religious Rea- son and Secular Affect: An Incommensurable Divide?” Critical Inquiry 35 [Summer 2009]: 836 – 62). In doing so, she offers a framework for thinking about such instances that takes the place of accounts that portray the conflict as one between a liberal, secular commitment to free speech and a religious commitment to combating blasphemy. This account instead focuses on forms of Muslim piety in which “Muhammad is regarded as a moral exemplar whose words and deeds are understood not so much as commandments but as ways of inhabiting the world, bodily and ethically” (p. 846). This form of religiosity should be understood as an assimilative “modality of attachment” or “relation . . . based on similitude or cohabi- tation” along the lines of the Aristotelian concept of schesis, as opposed to a communicative or representative relationship to the Prophet (p. 859). Importantly, the sense of moral injury that emanates from such a relationship between the ethical subject and the figure of exemplarity . . . is quite distinct from the one that the notion of blasphemy encodes. The notion of moral injury I am describing no doubt entails a sense of violation, but this violation emanates not from the judgment that the law has been transgressed but that one’s being, grounded as it is in a relationship of dependency with the Prophet, has been shaken. For many Muslims, the offense the cartoons committed was not against a moral interdiction . . . but against a structure of affect, a habitus, that feels wounded. This wound requires moral action, but the language of this wound is neither juridical nor that of street protest because it does n.

Speaking about Muhammad, Speaking for MuslimsAuthor(s) An.docx

Speaking about Muhammad, Speaking for MuslimsAuthor(s) An.docx

Speaking about Muhammad, Speaking for MuslimsAuthor(s) An.docx

Speaker Name: Speech Title: Directions: For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak. Area Strong Weak How I can improve Check here or Check here Write out 2-3 sentence explanation why you checked strong or weak and improvement (if needed) Opening/Introduction Attention-getter, Thesis, Credibility Structure Logical, Good supports (examples, details, statistics), Transitions Closing Concise Summary, Memorable? Connection to audience Enthusiasm? Relevant to audience? Physical Posture, Gestures, Eye contact Voice Volume, Pace, Pauses, Distractors? Sources or Visuals Used Strong, Valid Sources? Type of visual used (if any). Effectiveness? *One Paragraph Summary of your review: .

Speaker NameSpeech TitleDirections For each area li.docx

Speaker NameSpeech TitleDirections For each area li.docx

Speaker NameSpeech TitleDirections For each area li.docx

Poetry Explication Essay Assignment An explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. This assignment asks you to analyze and interpret a short poem of your choice from the textbook. To succeed, you should demonstrate that you understand the terms in our textbook and can apply them. By “terms,” I mean words such as “irony,” “allusion,” “connotation,” “metaphor,” and “apostrophe.” (Not every poem calls for the same terms.) You can use the TPFASST worksheet to help you with this. More important than terminology, though, is your understanding of the poem and your ability to express it coherently. In your essay you should be writing for a general audience. Think of your goal for this assignment as two-fold: to explain a poem to your reader and to offer your own particular insights. You are welcome to elaborate your own reactions to the poem, but keep in mind that personal opinions do not replace interpretation. Technical Requirements for Explication: · The paper must be typed and double-spaced using Times New Roman 12 point font and 1 inch margins. · The final draft of the paper must be about three - five (3-5) pages. · This is not a research essay; therefore, you will not be required to use outside sources. But, some basic research may be required for you to give some background information about the poem or the poet. MLA documentation and citation required. You can develop this later into your research paper, though, with more sources. · No late papers will be accepted. In the Explication you will be presenting your "reading" of the poem. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem. Some thoughts on organizing your paper: An explication demonstrates your ability to (1) follow the essential details of the poem, (2) understand the issues and the meaning the poem reveals, (3) explain some of the relationships of content and technique, and (4) note and discuss especially important or unique aspects of the poem. · In your introduction, use your thesis or central idea to express a general view of the poem, which your essay will fill out with specific details. · In the body of your essay, first explain the poem's content--not with a paraphrase, but with a description of the poem's major organizing elements. So, if the speaker of the poems is "inside" the poem as a first-person involved "I," you do not need to reproduce this voice yourself in your description. Instead, describethe poem in your own words, with whatever brief introductory phrases you find .

Poetry Explication Essay AssignmentAn explication is a complete.docx

Poetry Explication Essay AssignmentAn explication is a complete.docx

Poetry Explication Essay AssignmentAn explication is a complete.docx

Good evening doctor marva lopez i have 10 questions for interview for my speech 1- could you tell me the reason why you are living in Saudi Arabia? I am in PMU because I was offered a good opportunity to work and get to know a new country. 2-what are the differences between your culture and here ? There are many differences in climate, geography, culture, language, economy, social and political development. 3-are you enjoying here? Yes, I enjoy Saudi and the Gulf region very much. 4-what are the activities that you use to do in your country but you can't do it here? In America I could go out for a walk at any time in any season, I could play tennis, I could go to the movies, I could dive myself anywhere I need to, and celebrate different holidays. 5- how do you feel about your job ? I enjoy my job very much. I like the facilities (office, building, cafeteria etc. ) and I love working with ladies only. 6-how long did you worked here? One year 7-how communication affects you with the students? I don’t think I have a problem communicating with my students. 8-what are the negative things you faced here? My problem is that I have not learned Arabic. 9-what the thing that you want to learn from Saudi Arabia? The written and spoken language. 10-how many times you feel homesick? I feel home sick like every six months. Good evening doctor marva lopez i have 10 questions for interview for my speech 1 - could you tell me the reason why you are living in Saudi Arabia? I am in PMU because I was offered a good opportunity to work and get to know a new country . 2 - what are the differences between your culture and here ? There are many differences in climate, geography, culture, language, economy, social and political development . 3 - are you enjoying here? Yes, I enjoy Saudi and the Gulf region very much . 4 - what are the activities that you use to do in your country but you can't do it here? In America I could go out for a walk at any time in any season, I could play tennis, I could go to the movies, I could dive myself anywhere I need to, and celebrate different holi days . 5 - how do you feel about your job ? I enjoy my job very much. I like the facilities (office, building, cafeteria etc. ) and I love working with ladies only . 6 - how long did you worked here? One yea r 7 - how communication affects you with the students? I don’t think I have a problem communicating with my students . 8 - what are the negative things you faced here? My problem is that I have not learned Arabic . 9 - what the thing that you want to learn from Saudi Arabia? The written and spoken language . 10 - how many times you feel homesick? I feel home sick like every six months . Angela Rose Fall 2016 Tribute Speech Outline Directions: Answer the following questions based on your next presentation. 1. List the names of all g.

Good evening doctor marva lopez i have 10 questions for inter.docx

Good evening doctor marva lopez i have 10 questions for inter.docx

Good evening doctor marva lopez i have 10 questions for inter.docx

Overview of Compensation & Benefits Compare and contrast compensation and benefits strategy of the “people department” of Southwest Airlines to overall strategies of two other airlines. What distinguishes each approach from the others? What are the strengths and weaknesses of each? Guided Response: Be sure to include links to the companies, as well as the course text, among a minimum of five references. Respond to at least two classmates’ posts. I need to respond to these two student’s discussion post Respond to David Geren I reviewed the compensation and benefits information for Southwest Airlines, United Airlines and Delta Airlines. For the compensation piece of my research I chose to focus on Flight Attendants to establish a baseline for comparison. I did this because all three airlines utilize them and I believed it would be easier to show the data within a like career path. Benefits Southwest (Flight Attendant) United Airlines (Flight Attendant) Delta (Flight Attendant) Salary $25,491 - $121,942 $24,271 - $115,944 $24,705 - $105,098 Medical Y Y Y Dental Y Y Y Vision Y Y Y Retirement/401K Y Y Y Vacation Y Y Y The chart above depicts salary range and major benefit package offerings for all three airlines (payscale.com) The first thing that jumped out to me when comparing the three airlines was the average starting salary, Southwest Airlines starting pay is slightly higher than the other two, which tells me their compensation strategy might be a bit more aggressive than their competitors. All three employers offer the option of Medical, Dental and Vision care plans. According to their respective company benefits websites there are multiple options to choose from within each plan, to include family coverage. The financial awards programs for all three are comparable as well, Southwest’s 401k program is more beneficial to the employee than the other two in that they match dollar for dollar up to 8.3 to 9.3 percent of the employee’s salary, United and Delta are below that. One major area that Southwest distinguishes itself over United and Delta is in their Training and Development program. Southwest has what they call Southwest Airlines University, “it provides technical training and personal and professional development opportunities through classroom and online formats” (southwest.com). Either Delta or United mention this type of program being offered for their employees. As you would imagine the three airlines offer very similar compensation and benefits packages to their employees with regard to medical, dental, retirement planning, and paid time off but Southwest appears to be a step ahead in what they offer. If I were to find a disadvantage in Southwest it would be that when they began operations they only used one type of aircraft, the Boeing 737. While this strategy helped them with maintenance costs, it probably hurt them with regard to employee knowledge development given they were only familiar with one airframe (Weathington, B.

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2. The Fourth Amendment Cassandra Dunn Victor Villarreal The Fourth Amendment The legislature of the United States, in the year 1789, expressed the desire for the amendment of the constitution in order to avoid misconstructions or either the abuse of its authority among the states (Lasson, 1970). Of the ten amendments that were made, the fourth amendment is seen to have brought in the value and the importance of the rights of each and every individual in the nation as the constitution was aimed to control and govern the citizens. The amendment stated that the rights of the people of the United States would be secured in their papers, persons as well as their premises and would be effective against any mere searches and convulsions, would not at any point be abused and there would be no any assurance of warrants without solid and tangible evidence that is supported by the oath of affirmation. In the era today, there have been some cases of terrorism that have subjected many people to be suspected. Thus, there has been the will to find evidence to support the narrative that one is or might be a suspect or terrorism. For those who have been innocent, the amendment has acted to their

3. advantage as they are not searched without the proper proceedings followed. The amendment has thus had a great impact on the average citizens. It is good to note that the amendment has also restricted the vague policemen or other law enforcers who may take advantage of the suspects to enter into their premises forcefully. One of the reasons that I believe the amendment is critical of all the others is that it puts into consideration the freedom as well as the right of the citizens having in mind that the constitution was initially created to govern and protect the rights of the people of the United States (Solove, 2010). References Lasson, N. B. (1970). The history and development of the fourth amendment to the United States Constitution (No. 2). Da Capo Pr. Solove, D. J. (2010). Fourth amendment pragmatism. Boston College Law Review, 51, 1511.