Abstract

An abstract is a concise summary of a larger project (a thesis, research report, performance, service project, etc.) that concisely describes the content and scope of the project and identifies the project’s objective, its methodology and its findings, conclusions, or intended results.
Remember that your abstract is a description of your project (what you specifically are doing) and not a description of your topic (whatever you’re doing the project on). It is easy to get these two types of description confused. Since abstracts are generally very short, it’s important that you don’t get bogged down in a summary of the entire background of your topic.

As you are writing your abstract, stop at the end of every sentence and make sure you are summarizing the project you have undertaken rather than the more general topic.

An abstract:

Tells what you would like to do in your paper
tells what your topic is
tells why you chose it
explains how you plan to research it
tells what conclusions will your paper draw or hope to draw
tells what resources will you use.

This information must be in paragraph form, about one to one and a half pages in length.

Because an abstract tells what conclusions your paper will draw, there is some thought that an abstract can only be written after the paper is composed. That is fallacious. A well-thought out paper will show what it hopes to prove; if your conclusions are different after writing the paper, you can note that. That is often commonplace in academic writing.

Words to Action: Landmarks and Legacy of Athlete Activism
October 17

Words to Action: Landmarks and Legacy of Athlete Activism

Watch this live stream again and
After viewing the ISSSSC Town Hall, respond to the following prompts:

1. What did you find most compelling/interesting/noteworthy about the discussions during the town hall? Did anything surprise you?

2. What elements of class does the town hall help you to better understand, and/or what elements of class help you to better understand the town hall?

3. How will you take the information presented during the town hall and implement it in your own life?

Length Requirement: 1 page double spaced (12 point font, times new roman, 1 inch margins), please only include a brief title for your submission centered at the top of your document, your name and class number are not needed.

Use a comparative analysis to discuss the following components in your paper:
• What cultural privileges do you enjoy having an identity in a dominant cultural group in the United States that your interviewee does not?
• How have your experiences being stereotyped due to this identity been similar and/or different from your interviewee?
• How have your experiences in health care been similar and/or different from your interviewee due to your differing identities?

The benefits accorded by society to one group or race beyond the common experiences under similar economic, political or social circumstances are cultural privileges. Stereotypes are the generalized perception about a certain group of people; they are natural parts of human experiences though when negative may end up being harmful. As a Hispanic Latino, there are cultural privileges that I do not enjoy having an identity in a subordinate cultural group in the United States that my White interviewee who is in a dominant cultural group enjoys. Additionally, due to our differing identities, we both have different experiences of being stereotyped. This ends up affecting our experiences in health care as briefly discussed below:

As a Hispanic Latina, I’m not used to being given privileges just because of my color like Whites. I think some of the privileges Whites are used to because of their ‘whiteness’ include lower rates of unemployment. Therefore this means that my White college mate leaving college has a sure guarantee of being employed than myself a Hispanic Latina having a similar degree or diploma. This also means that comparing our immediate futures; he is more likely to have lower rates of poverty. This is because of the privilege of being considered to be more affluent (Nkomo & Al Ariss 2014). This makes him to also be more likely to live in a neighborhood that is more affluent with a ready guarantee of security.

The only way I could afford to go to college in my pursuit of higher education was to gain access to financial Aid funded by the State. I had the privilege to benefit from this program as a Hispanic Latino and not as a White. This is because my interviewee did not get such a chance as I did because he had it easy. His parents had money for him to start university and most of the costs were covered by the parents and some small loans.

Additionally, I had a hard start in pursuing my education because of the poor educational background of my parents who didn’t even finish high school because at a very young age they needed to work to provide income to their home. My interviewee, on the other hand, did not have difficulties with acquiring higher education because his parents even pursued higher education: one is a teacher and the other is a lawyer. Therefore he has a privilege of strong educational background than me. Also, I had to start off by going to the local community college before proceeding to further level of the university because of the limitation in finances.

One of the stereotypes I fear as a Hispanic Latino is that I am more likely to drop out of school than my White counterpart. This is because of the discrimination that happens in schools towards those who are non-Whites. Whites complete more schooling years than Hispanic Latinos (Helmreich, 2017). This is based on the biases of various teachers who perceive the Whites as being smarter and that they tend to grasp easily in class. Therefore, this ends up affecting my performance in school and can hence be used to justify the stereotype.

The healthcare industry is another sector that shows disparities between different groups. Going with a friend of mine to a healthcare facility dominated or run by whites as a Hispanic Latino, I easily get sidelined as my White counterpart is prioritized in obtaining care than myself. This is because Hispanics are considered as non-Whites thus easily discriminated in healthcare facilities dominated by Whites (Bailey et al 2017). One of the things that prevent me from going to the doctor sometimes is the language barrier. Sometimes it is hard to understand everything the provider is telling me and I am at times intimidated when the health provider is White and sometimes doesn’t know anything about my culture.

As a Hispanic Latino, I tend to utilize emergency medical services systems less because of the experience I have had of being delayed in arriving at the emergency department and even having to wait for a longer time in the emergency department. Hispanic Latinos are inadequately tended to with both primary and secondary strategies of prevention for any disease in comparison to the whites (Bailey et al 2017).

In conclusion, there are still cultural privileges being accorded to Whites considered to be dominant than other groups of people. Additionally, some stereotypes that are still in place affect subordinate groups’ progress like Hispanic Latinos. Therefore; it is upon each one of us to try and reduce various effects by for example health practitioners avoiding biases in the delivery of care. Also, the Whites who benefit more from the cultural privileges they enjoy should strive to achieve on their own and not depend on the privileges. Finally, as a Hispanic Latino, I have made up my mind to make an effort to discredit any stereotypes that may pull me down.

 

 

 

 

 

 

 

 

References

Bailey, Z. D., Krieger, N., Agénor, M., Graves, J., Linos, N., & Bassett, M. T. (2017). Structural racism and health inequities in the USA: evidence and interventions. The Lancet, 389(10077), 1453-1463.

Helmreich, W. (2017). The things they say behind your back: Stereotypes and the myths behind them. Routledge.

Nkomo, M. S, & Al Ariss, A. (2014). The historical origins of ethnic (white) privilege in US organizations. Journal of Managerial Psychology, 29(4), 389-404.

parenting styles and language

The
goal of your writing assignment is to demonstrate your ability to: 1.Identify peer-reviewed,
empirical sources, 2. read and comprehend scientific studies, 3. summarize key points of a
scientific article, 4. critically think about findings and conclusions.
Your writing assignment will focus on developing a research question and utilizing peer reviewed
sources to draw empirically-based conclusions to your research question. Specifically,
in separate assignments throughout the semester you will build your research topic, identify
empirical sources, and finally use these sources to write your final paper. Your final paper will
be composed of a summary, synthesis, and critique of your sources

The objective of this assignment is to demonstrate and apply your understanding of personnel selection by creating and evaluating a selection system for a job of your choice. For this assignment, you will use what we have learned so far in the course to develop, describe, and justify a selection plan that depicts the predictors, assessments, and procedures that you would use to hire applicants for an opening in a company. Additionally, you will conduct a “mock” utility analysis of your plan as a means of describing the expected efficiency of your plan and whether it would be feasible to implement.

A significant portion of this assignment involves your ability to coherently describe and walk me through how your proposed selection plan is likely to select applicants that will be successful on the job. To do so will require that you base the choices made for predictors and assessment techniques on a job analysis; thus, it is highly recommended that you use the job analysis that you completed for Application Assignment #1 to aid in the design of the selection system. Alternatively, you can select a different job that you are interested in and use the job analysis information available on O*NET (www.onetonline.org) to support your decisions.

 

When creating your selection system, take note of the following requirements:

 

• The selection system should evaluate/assess at least THREE predictors, though you may include more than three predictors if you choose to do so. The predictors will be individual difference variables that you believe would be related to performance on the job and are relevant to distinguishing potentially high performing workers from potentially low performing workers.
• The selection system should include at least TWO different assessment techniques/ processes. If you wish to design a more elaborate selection plan, you may use the same assessment technique twice (i.e., test, interview, work sample, etc.) or use a single technique to assess multiple predictors (i.e., assessment center measures conflict management skills and organizational skills). However, your final selection plan MUST include at least two different assessment techniques/approaches in your selection system.
• The selection system should utilize the methods discussed in lecture for combining multiple assessments (i.e., multiple cutoff or multiple hurdle) and establishing cut scores.
• Your primary concern in designing the selection system is to create the most valid procedure possible. Approach the task as though you are creating the ideal system, not necessarily the most practical.

 

To finish this assignment, you will need to complete the following tasks:

 

• Job Overview. Briefly describe the job position for which you are developing the selection system. In your description, you should indicate whether the position is entry or non-entry level, the major tasks/KSAOs expected of employees in this job, and the likely make-up of the applicant pool you would anticipate for this job (e.g., experience, education, recruited locally/nationally/globally, etc.)
• Selection Battery. Identify and describe at least TWO unique assessment techniques and THREE predictors that you will use to evaluate potential applicants. For EACH assessment technique, you should indicate which predictor the assessment is intended to measure. To help organize the description of your assessments and predictors, I have provided you with a template on the course website that I recommend you use; additionally I have provided you with an example of a completed assessment plan below. This example is intended to give you an idea of what I’m looking for; I would expect your final assessment plan to provide as much detail as possible. When composing the selection battery, you will need to describe the following:
  • Technique: Identify the assessment that will be used as a test/survey, interview, work sample, assessment center, etc.
  • Predictors assessed: List AND define the individual difference predictor(s) you intend to capture with this assessment
  • Description of assessment procedures: Provide a COMPLETE description of the characteristics of your assessment. In this section, you should provide as much detail as you can about the assessment technique you will use to measure your predictors. For example, if it’s a test you should indicate whether it is a speed or power test; if it’s an interview, indicate whether you would use an unstructured interview, structured-behavioral description interview or a structured-situational interview; if it’s a work sample or assessment center, indicate the type of tasks/exercises the applicants will be performing, etc.
• Selection Procedure. Develop a selection procedure that describes how you will implement the components of your selection battery to hire an applicant for the job. This means you will choose either the multiple cutoff or multiple hurdle approach we discussed in class AND justify your decision; create AND justify the order in which assessments will be administered; and discuss how you would go about setting cut scores for each assessment based on what we discussed in class.
• Utility Analysis. Perform and describe the results of a “mock” utility analysis using the Taylor-Russell tables available on the course website to evaluate the expected change in the workforce as a result of your selection system. You will perform the utility analysis using TWO different sets of values for the base rate, validity coefficient, and selection ratio that I have provided to identify the expected predictive effectiveness of the system for each combination. I have provided a table that you should fill out to complete the analysis. Once you have completed the analysis, describe the results in words and indicate whether you believe the selection system would be worth implementing given the job you are hiring for.

 

TOPIC: SHOULD THE CANADIAN GOVERNMENT PASS A LAW MANDATING THE LABELLING OF GENETICALLY MODIFIED FOODS?

GeneralFeatures
An essay is basically a written argument for a position. That position should be the conclusion of the argument. It is also described as the thesis of the essay.The body of the essay contains the premises (along with supporting argumentation — sub-arguments). The purpose of an essay is to prove the thesis. An essay has three main parts
•An introduction
•A body
•A conclusion
Introduction•The introduction to an essay should state three things (these things are sometimes referred to as the three P’s)
•Problem
•Position
•Procedure
•In the first paragraph of your essay lay out the problem or issue which your essay will address
•Show that the problem is genuine (i.e. there are different views on the issue)
•Explain why this issue is important and/or interesting
•In the second paragraph or so of your essay, state your position or thesis
•This is the most important part of the essay and shouldn’t be omitted or left until the end
•A good test method to make sure that you have a genuine thesis is to state it in a sentence which starts with “Although it could be argued the…”
•Although it could be argued that torturing terrorism suspects isnot morally permissible, in fact it is.
•In longer essays it is often a good idea to outline the procedure you will use to prove your thesis
•“This essay will have three parts. In the first part. ..”•Divide the body of your essay in to different sections with distinct sub-headings
•A nice way to set up the introduction is to actually make it seem like the position which you will be arguing against is stronger than the position you will be arguing for
•Suppose you are dealing with the issue of whether it is morally permissible torture terrorism suspects and your position is that it is
•“It seems like it is not morally permissible to torture terrorism suspects.For… [give a reason why it would not be permissible to do this]. And…[giveanother reason]. Moreover… [give a third reason]. On the other hand…[give a reasonfor why it is morally permissible to torture a terrorismsuspect]In this paper I will examine the issue of whether it is morallypermissible to torture a terrorism suspect. I will show that it is.This essay has three parts. In the first part I show that…Then, in the second part, I show that… Finally, I show that…”Body
•Your essay will have a dialectical structure
•A dialectical essay is an essay
•The difference is that, in addition to giving a ‘positive’ argument for your thesis, you must also deal with a counter-argument
•Your essay will have two main parts
•A ‘positive’ part in which you argue for your thesis
•A ‘negative’ or dialectical part in which you show that the argument for the opposing position is non-cogent (show that it fails one or more of the ARG conditions)
•So, suppose you were writing an essay on whether it is morally permissible torture terror suspects and your position is that it is
•In the positive part of your essay you would lay out an argument that shows that it is permissible to torture terror suspects
•In the negative part of your essay you would lay out the argument for why it is not permissible to torture terror suspects, and then show why this argument is not cogent
•It is important to note that the dialectical part of the essay is not where you argue against the opposite conclusion•You have already argued against the opposite conclusion in the positive part of your essay
•If you prove that it is permissible to torture terrorism suspects, you will have indirectly proved that the opposite position — it is not permissible torture terrorism suspects — is wrong
•Instead, you are arguing against an argument for the opposite conclusion
Conclusion•
The conclusion should re-state the thesis and sum up the argument for that thesis General Points
•Your counter-argument must come from a secondary source
•You must write out the counter-argument before you attack it. If the passage which contains the counterargument is short, quote it directly. If the passage is long,summarize the text which contains the argument and then attack it. In both cases you must include a reference so that the person marking the essay can find the original.Your reference must contain page numbers (if it is a book/article) or detailed information about where the passage is located (if it is an online source)
•The stronger your counter-argument, the stronger your essay will be when you expose its flaws. Do not choose an obviously flawedargument.•If the counter-argument is complex, you may standardize it before attacking it. Do not standardize the positive argument.
Properly written introduction, main body and conclusion. The main body of the essay should have clear and separate positive and dialectical parts. Don’t go back and forth in a pros and cons format.

( a movieStrangelove or:
How I Learned to Stop Worrying and Love the Bomb 1964)
with a theme associated with International Relations and demonstrate in your analysis of the movie your theoretical learning and your understanding of theory building. This assignment therefore requires you to apply your theoretical understanding in terms of the following:
• The actors in world politics, particularly nation-states and intergovernmental organizations.
• How Interdependencies shape actors’ behavior.
• Concepts such as multilateralism, unilateralism, power, and legitimacy. Ideas about actors, interdependencies, and their theoretical applications to the primary theoretical traditions and their variants should shape your discourse.
• As a result, I expect you to name the theoretical tradition in which they operate and write a paper that remains logically consistent within this framework.

Your review should be between 700 and 1000 words, or 3 pages to 4 pages in length. It will be worth 10%, and should be submitted to Turnitin

In order to expand your knowledge and develop your critical reading and writing skills, you are asked to review one of the books or two of the films from the following list. You can select another book or set of films that deal explicitly with work and working conditions if you have it / them approved by your TA. If you chose to review films, note that you must review at least two films (totalling over 120 min of viewing time) that deal explicitly with work and working conditions (again, you MUST have them approved by your TA).

Please identify what you are reviewing by providing full bibliographic information at the TOP of your review — eg. author, title, place of publication, publisher, and date — or name of the film(s), director, country, date and running length (in minutes). At the end of the review you may need to provide a bibliography listing any other sources that you used – eg. reviews by other authors.

Your review should focus on what the book or films tell us about the future of work.
What did you learn that you found to be relevant to this course? Does it merely describe a problem, or does it point towards solutions? Be explicit. Your review you should not only describe or summarize the contents of the book, it should offer explicit insights about the future of work.

And finally, evaluate the quality of the work. A review is written for a specific audience – someone who has not read the book or seen the films but is interested in the subject matter – in this case, your TA.
Here are some tips or guidelines:
1. Don’t try to cover everything in the book or films.
2. After a brief summary of the contents, focus on what is relevant to this course. What lessons does it offer about the future of work? Organize the review around these lessons or insights about work, rather than follow the table of contents or repeat the storyline.
3. Illustrate your review with short paraphrased passages (phrased in your own words) or brief quotations from the work.
4. Discuss the chief strengths or weaknesses of the book or films. Maintain a critical balance (be fair-minded).
Also see York Library’s Academic Writing Guide – which includes a section on Reviews & Critiques
Standing, Guy. The Precariat: The New Dangerous Class. 2011.
Described by Noam Chomsky as ‘a very important book’, Guy Standing’s The Precariat has achieved cult status as the first account of this emerging class of people, facing lives of insecurity, moving in and out of jobs that give little meaning to their lives.

The book that I have to do is the Canadian Labour Movement by Craig
Heron
This is the link of the book I have:
https://www.amazon.ca/Canadian-Labour-Movement-Short-History/dp/1459400569
Please make sure that the book is cited in the reference.

When we understand that children learn at different ages and stages, we can set realistic goals for our youngest children. Such goals lead children to develop early literacy skills that will last a lifetime.
— National Association for the Education of Young Children, n.d.-b
Just as no two snowflakes are identical, neither are any two young children’s language development journeys. The rate at which their vocabulary and comprehension grows is a culmination of both biological and environmental factors that is unique to each child. As an early childhood professional, you will need to develop the art of differentiation to design effective language experiences. You will also need to practice and hone your skills in successfully guiding and supporting a group of children. Becoming familiar with strategies and approaches that will assist you in working with children—one-on-one, in small groups, and as a large group—will be imperative to your success in fostering language acquisition, development, and literacy.
In this Discussion, you examine the concepts of direct instruction, implicit instruction, explicit instruction, and developmentally appropriate practice. You also create a scenario that incorporates at least three of these approaches and strategies.
To prepare
Reflect on what you may already know about direct instruction, implicit instruction, explicit instruction, and developmentally appropriate practice. Then, review the video Language/Literacy Instruction Approaches (Laureate Education, 2015) in this module’s Learning Resources. Considering all that you have explored in this module and information gleaned from your own research, create a scenario in which an early childhood professional is involved with children in a learning experience that enhances language development and/or literacy. When creating your scenario, do not use the terms but rather build at least three of these concepts and approaches—direct instruction, implicit instruction, explicit instruction, and developmentally appropriate practice—into your scenario.

4 page paper assessing the impact of Spanish colonization on Indigenous peoples during the 16th, 17th, and early 18th centuries and the degree of change and continuity experienced by native societies during the early colonial period in Mexico. Drawing on information from primary and secondary sources and images please evaluate the impact of European colonization on at least four aspects of Indigenous peoples’ lives. These could include religious beliefs, forms of social and political organization, gener ideologies, languages, strategies of survival, ways of writing and mapping etc.
Below I have attached the two page rubric that discusses the details and requirements of the paper. As stated in the rubric there needs to be several sources analyzed and cited throughout the essay, which I have also attached below.
Please let me know if you have any concerns/questions.