Research the organization or individual online and submit a summary IN YOUR OWN WORDS of what the organization does to enhance life quality for people with disabilities.

Assignment #3: Planning Form

The purpose of this assignment is to give you an opportunity to start thinking about what you will be doing for Assignment #4: Disability as a Tool of Innovation and Assignment # 6: Disability Culture Plunge. Please be sure to answer both questions for full points. There is no Self-Score Checklist for this planning form.

1) Assignment #4 Disability as a Tool of Innovation
Please mark an “X” to one of the topics you will be doing for this assignment:

Pick One Topic of Choice
Wheelchairs on Airplanes
Wheelchair Accessible playgrounds
Straw Ban and Disability

2) Assignment #6: Disability Culture Plunge
Please briefly describe what you are doing or plan on doing to fulfill the Disability Culture Plunge assignment. More detailed information is on Blackboard. (If you are working with more than one person/agency, please list those here).

Name of the event:
Organization holding the event:
Date of the event:

EXTRA CREDIT
Purchase or Donation & Written Research Summary
5 points

Make a purchase or donation to an organization that was discussed in class.

Research the organization or individual online and submit a summary IN YOUR OWN WORDS of what the organization does to enhance life quality for people with disabilities. Include the question in bold type above each response.

1) How does the organization or individual enhance life quality for people with disabilities? (1 point)

2) Does this organization or individual operate from the social model of disability or the medical model of disability? (1 point)

3) How does the organization or individual embrace or address the issues of access, assistive technology, accommodations, and/or disability rights advocacy? (1 point)

4) Why did you want to support this organization? (1 point)

5) Scan or screenshot your receipt with your name and the date clearly visible on the receipt. If you purchased merchandise in class, take a photo of yourself in class wearing or holding the merchandise. Include this photo or receipt within your written summary. (1 point)

Note: Students can only receive credit for 2 extra credit assignments.

Workers and Farmers in the Age

The first stage is a one-page proposal of your topic for the research essay. It is due first and graded, and if your topic is approved, you will proceed to the second stage which is the final essay. Note: You cannot write the final paper until your proposed topic is approved.
To write the proposal, follow the format below: On top of page 1, write:
Research Essay Proposal
John/Jane Doe (that is, your full name) HIST 2020: American History II
The current semester (Example: Fall 2018)
Start your paper on the next line (No cover page is required). In order to arrange your paper in a logical form, divide it under the following 5 sub-headings: Title of Paper, Theme, Arguments, Rationale for Topic, and Sources. Write out the sub-headings in bold on top of each section.
Title of Paper (10 points)
Provide the title of your research paper in bold letters.
Theme (10 points)
State in one or two complete sentences the central theme of your research paper.
Arguments (10 points)
List 3 key points which your paper will discuss. These must be related to your topic. (Label them (a), (b), (c).
Rationale for Topic (10 points)
State in complete sentences your reason(s) for choosing your topic.
Sources (10 points)
For the proposal, list at least 3 references (at least one book; the other two may be journal articles) which you will use to write your research essay. Note: When you write the full essay, you must use at least five sources including at least one book.
You will write the source in APA format an indicated below.
Books: author’s last name, followed by initial(s). (Year of publication). Title of book: (in italics). Location (i.e. city & state): Publisher. See example below:
Walton A. (1995). America and new immigration. New York, NY: Greenwood Publishers.
Journal Article: author’s last name, followed by initial(s). (Year of publication). Title of article. Title of journal (in italics), volume number(issue number), pages. See example below:
Anderson, R. (1996). Industrial workers and labor unionism in the late 19th century. Journal of American History, 15(3), 5-21

Argumentative Research Essay assignment of “Should driverless vehicles be permitted?”

Argumentative Research Essay assignment of “Should driverless vehicles be permitted?”

This essay will be opposed to driverless vehicles.

This essay must be written in the argumentative mode, and you will incorporate research into it. The primary purpose of this argumentative essay is to convince readers to think the way you do about a subject. To accomplish this goal, you must establish a reasonable and thoughtful argument supporting a position on an issue.

Your essay should have the following parts:

Introduction which includes your position statement
Body paragraphs that state your reasons with supporting evidence
Refutation – acknowledge the opposing view, but explain why your position is the correct one
Conclusion

You will need In-Text Citations and a Reference page to list your sources.

You must have at least 5 appropriate authoritative sources.

Support your position with evidence. The following are different ways to support your argument:

Facts – a powerful means of convincing
Statistics – Be sure your statistics come from responsible sources. Always cite your sources.
Quotations – Direct quotations from leading experts effectively support your position.
Examples – Examples enhance your meaning and make your ideas concrete. They are the proof that backs up your point.

FORMATTING GUIDELINES

Double Spaced, 1” margins, Times New Roman in 12-point size
Use APA format for title page and page numbers
Use APA format for In-text citations and References page
Strive for 8 pages (not including your title page & References page)

Salary Survey

Consider the Job Description for chef in McDonald restaurant. Using material from the textbook and any other sources, determine what a suitable compensation or salary level you should assign if you had the power to determine this. Your answer should incorporate the following:

You will need to conduct surveys of salaries for similar positions (Any three positions in McDonalds restaurants). You do this by determining what other similar organizations are paying for a similar role. There are several ways to do this. You can go on job sites or survey similar jobs in companies that are the same. Make sure to consider location, industry, and other factors that influence salary. Do not use American salaries.

Does your organization want to pay at the low, midpoint, or high end of the salary range, which in the compensation industry is often represented as a percentile. For example, the organization may choose to pay at the midpoint or the 50th percentile.

Are there any special aspects of the position that require you to adjust the salary level?

Please note that the question is not asking you to report how much your position pays, but what you would pay, based on what you have learned, and why.

Part C: Benefits Package (25 marks)

Using material from the textbook and any other sources as supplementary to the textbook and module), design a suitable benefits package for the position. Your answer should incorporate the following:

What are the benefits and rewards would you offer this person? What are these benefits (i.e., provide a brief description of what each offers) and, What is the reason for this package?

Which benefits will be optional or mandatory (i.e., which will employees be able to opt out of and which they will not)?

What is your budget for employee benefits? Here you will need to do a bit of research to assess the cost.

They’re Having Babies. Are We Helping?

Please read the article which appears below. Write and submit an 1000 word report.

There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies – and the attitude of the teens – whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article – tell us why you agree or disagree – why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself – grammatical construction – spelling – is important. Maybe you can’t make up your mind about this article. That’s OK too. But it is important that you explain WHY.

Material you studied about agents of social change, primary and secondary groups in the chapters on Culture – Socialization- Social Interaction – Social Structures – Groups and Organizations- should give you lots of ideas for your assignment.
They’re Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria’s T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can’t help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I’m an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I’m amazed — and concerned — by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country — teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, “some girls seem to be really into it,” says T.C. senior Mary Ball. “They are embracing their pregnancies.” Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. “When I was in middle school, I’d be shocked to see a pregnant eighth-grader,” says Ball. “Now it seems so ordinary that we don’t even talk about it.”
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears’s pregnancy caused a minor media storm last December. The pregnant-teen movie “Juno” won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center during the recent presidential campaign. But I’ve been observing the phenomenon up close for a couple of years now, and the picture I see is more troubling than any of those high-profile pregnancies make it seem.
The somber statistics about teen motherhood are the reason the day-care center, run by the local nonprofit Campagna Center, was opened in T.C. Williams two years ago. The idea is to keep the girls in school, let them get their diplomas and help them avoid the kind of fate described earlier. I’ve been a teacher for more than 30 years, and I want the best for my students and to help them succeed in every way possible. I know that these girls need support. But I can’t help thinking we’re going at this all wrong.
On the surface, Alexandria seems to be striving to stem teen pregnancy. Every high school student is required to take a “family life” course that teaches about birth control, sexually transmitted disease and teen pregnancy. The Adolescent Health Center, a clinic providing birth control, was built a few blocks from the school. The city-run Campaign on Adolescent Pregnancy sponsors workshops for parents and teens. But none of this coalesces to hit the teens with the message that getting pregnant is a disaster. And within the school, apart from the family life class, the attitude is laissez-faire, as if teachers and administrators are afraid to address the issue for fear of offending the students who have children.
Once a girl gets pregnant, though, the school leaps in to do everything for her. But I wonder: Is it possible that all this assistance — with little or no comment about the kids’ actions — has the unintended effect of actually encouraging them to get pregnant? Are we making it easier for girls to make a bad choice and helping them avoid the truth about the consequences?
And for many, it does seem to be a choice. “There’s a myth that these pregnancies are accidental,” says school nurse Nancy Runton. “But many of them aren’t. I’ve known girls who’ve made ‘I’ll get pregnant if you get pregnant’ pacts. It’s a status thing. These girls go around school telling each other how beautiful they look pregnant, how cute their tummies look.”
Pregnancy pacts, too, were in the news earlier this year when a group of girls in a Massachusetts high school reportedly made one (though some denied it). But that’s only one way the situation at T.C. reflects what’s happening across the country. The birth rate among teens, after falling 36 percent since 1990, went up 3 percent in 2006, the first increase in 15 years. And most of the rise is due to pregnancies among Hispanic girls.
Lots of white teens nationally have babies, but that’s not really the case at T.C. Teen motherhood here is mostly a class issue — and given Alexandria’s demographics, that means the teen mothers are virtually all lower-income blacks and Hispanics with few financial or other resources. Moreover, the number of Hispanic girls with babies is double the number of black girls, which also reflects a national trend. According to Sarah Brown, director of the National Campaign to Prevent Teen and Unplanned Pregnancy, Hispanics now have the highest rate of teen pregnancy and births of any racial or ethnic group in the country.
In our school of 2,211 students, we now have at least 70 girls who are soon-to-be or already mothers. Many T.C. teachers and administrators have decidedly mixed emotions about the situation. Social worker Terri Wright says that for many girls, getting pregnant before they turn 18 is a rite of passage. “They don’t wear sweatshirts or baggy dresses to conceal their pregnancies,” says Wright. “I get invitations to baby showers. Girls bring me pictures of their kids dressed up like little dolls.”
“There is zero shame,” agrees school nurse Runton. One girl walked into a colleague’s class last month, announced that she was pregnant and began showing her sonogram around. Another 16-year-old proudly proclaimed that she was “going on maternity leave.” The teacher tried to explain that maternity leave is a job benefit that doesn’t apply to high school students.
“I don’t personally accept it, but once a girl is pregnant, I have to be all open arms,” Wright says.
The pregnant teens’ classmates don’t necessarily applaud the phenomenon, either. “These girls having babies are living in a dream world,” says Lauren Heming, a senior in my AP English class. “They think that because the school is giving them all this help now, things will be easy for them when they graduate.”
Kayla Tall, another senior, sees lots of girls as under “great pressure to grow up fast by having sex.” And, she says, “A lot of girls think that if they have the baby, they can keep hanging on to the boyfriend. In fact, these guys are little boys who have used the girls to prove themselves to each other.”
I’d be less than honest if I didn’t admit that I’m torn about T.C’s teen moms and the Tiny Titans center. As upset as I get at the recklessness I see in some of the girls and their boyfriends, I can’t begrudge someone like Cynthia Quinteros the help she needs to raise her one-year-old son. “If it wasn’t for the day-care center, I would have to quit school to take care of Angel,” says the 16-year-old. “My mother is a single mom, and my brother is 11. My mom has to work.”
Cynthia’s days are grueling. She gets up at 6 a.m., feeds and dresses Angel and is at school by 7:50. She drops Angel off at the center, eats breakfast in the cafeteria and heads for class. Her mom picks her and the baby up at 3:15 p.m. At home, Cynthia eats, plays with Angel, starts homework and then leaves at 4:50 for her supermarket cashier’s job. She gets home at 10:10, does a little homework and goes to bed.
Cynthia says that lots of her friends actively tried to get pregnant, but she didn’t. Like many girls she knows, she was getting a shot of the contraceptive DMPA/Depo-Provera every three months at the teen health clinic starting when she was 13. (Which evokes further conflicting emotions on my part and surely must do the same to health-care providers called upon to provide birth-control shots to 13-year-old girls.)
Cynthia would tell her mom that she had to stay after school and then go to the clinic, but when her mother insisted that she come home right away, she missed her shots and got pregnant at 15 by an 18-year-old guy. She says that all her friends who have babies wish they had waited. “They’ve learned the hard way,” she says. “None of them want to have another baby now. Most of them are getting their Depo shots regularly.”
Angel’s father isn’t involved with the baby, but not all the guys who father children by teenage girls are AWOL. Every morning, 19-year-old Gustavo Martinez drives 16-year-old Karla Becerra to school and carries their 3-month-old son into day care before going to work for a local contractor. He’s at school by 4 every day to pick them up. “My father was never around, and I don’t want to have that happen to my son,” Gustavo told me. He says he’s saving money so that he and Karla can have their own place and get married.
But they are very much the exception. The fact is, says Robert Wolverton, medical director of the teen health clinic, most of these girls and their families see no problem with being unmarried and having a child at 16 or 17.
According to the Virginia Department of Health, there were 204 pregnancies among Alexandria teens in 2006, resulting in 102 births and 99 abortions. Pregnancy rates among Latinas were the highest of any group.
The Tiny Titans center is at maximum capacity and has a long waiting list. It currently cares for eight babies ranging from 6 weeks to 24 months, eight toddlers from 24 months to 36 months and 18 children from 3 to 5 years of age.
Most of the mothers are in free and reduced school-lunch programs, and few have insurance. So when they get pregnant, a whole tax-supported industry kicks into action: The Health Department assigns a nurse to the girl, a group called Resource Mothers is notified to pick girls up at school or home and drive them to doctor’s appointments, and the Campagna Center plans day care for the child. The school dietitian plans nutritious meals for the mothers. The federally funded WIC program provides free formula, milk, cheese, peanut butter and the like to the teens and their babies. In Virginia, girls from 13 on up are eligible for free reproductive services — prenatal care, hospital visits and delivery.
According to a study by the National Campaign to Prevent Teen and Unplanned Pregnancy, teen childbearing nationwide cost taxpayers $9.1 billion in 2004. Teens 17 and under — the ages of most of the girls at T.C. — account for $8.6 billion of that total, or an average of $4,080 per teen mother annually.
School social worker David Wynne states the obvious: “Whatever we’re doing, it’s not working.” It’s hard to say whether other school districts do any better than Alexandria at discouraging teen pregnancy. According to Brown, school sex-ed programs nationwide are a patchwork that includes everything from required HIV/AIDS education to using students as peer counselors to abstinence-only programs. No one really knows what’s working where. But at T.C., I know that almost every adult involved in helping our girls seems to be at a loss, especially in the face of the rising birth rate among Hispanics.
Cynthia Quinteros, however, has a theory. “I feel that the community is afraid to talk about all the girls who are getting pregnant,” she says. “Once you get pregnant, they do everything for you, but they ought to be doing all they can do to show girls how difficult their lives will be if they have a baby. I love Angel, but if I didn’t have him I wouldn’t have to work after school, I could study more, I could be a normal teenager.”
Out of the mouths of babes.

Use examples from the movie to explain the politics of Texas’ justice system in application of criminal proceedings and the nature of corrections policy to illustrate meaning of the statement “lock em up” mentality; and create an argument supporting rehabilitation or incarceration as the best correctional policy approach to dealing with criminals in Texas.

Objective: Use examples from the movie to explain the politics of Texas’ justice system in application of criminal proceedings and the nature of corrections policy to illustrate meaning of the statement “lock em up” mentality; and create an argument supporting rehabilitation or incarceration as the best correctional policy approach to dealing with criminals in Texas.

Instructions:

When writing your essay, respond to the prompt thoroughly, and completely. Essays must be a minimum of 1.5 – 2 pages in length, double spaced, 1 inch margins, 12 point font, and written in Times New Roman.

Your response should be your own thoughts and analysis. Citations may be formatted in APA, MLA or Chicago style, as long as they are consistent throughout. Research and resources should be incorporated with scholarly application. I.e. used as examples or evidence to support your analysis. Make sure to use complete sentences, and proper grammar. Your response to the prompt should focus on analyzing the information you gather and used to provide examples that support your assessment

“A” papers should include a critical analysis of the video’s by applying at least 1 example from each film to support your position.

A bibliography, references or works cited page, must accompany submission. This page does not count towards the minimum length, of the paper. Students must provide proper in-text (parenthetical) citations. Failure to cite paraphrased work or direct quotes, from the original work, thoughts and/or ideas of someone, other than your own, will result in an automatic 0.

PART 1: Video Access and Viewing

The video you are required to watch, in order to complete this assignment is 50 minute in length. The video is over the Todd Willingham Case. The video is publicly accessible through PBS Frontline’s official website. You can access the video one of two ways, following the instructions provided below

Click the link below, or copy and paste the link , into a new tab, in your internet browser.
http://www.pbs.org/wgbh/pages/frontline/death-by-fire/ (Links to an external site.)Links to an external site.

PART 2: Video Reflection, Analysis and Submission Instructions
Write a reflective analysis of crime, justice and punishment under application of the Death Penalty, in Texas, based on application of what you learned from the Todd Willingham Case Video.

Write an essay that addresses each of prompt’s 2 components,Issue Position and Explanation and Application, outlined below

Issue Position:

First, Identify whether you are for, or against use of the death penalty as a form of criminal punishment (there is NO right or wrong answer). Successful completion of this assignment, and it’s learning objective, require your compliance in identification or your personal position, and perspective, towards the issue of the “death penalty”. Responses are confidential and will be graded objectively, based on student’s independent, reflective analysis of their own individual personal perspectives, and application of the information.

Explanation and Application

Then, Discuss, and describe, the nature of political debate, surrounding the issue of the death penalty, and explain how your personal position toward the issue has changed or been reinforced, with regard to application to crime, punishment and justice in Texas, based on what you learned from the movie.

Welding Career

Your Career Paper is an informational report on a career of your choice. It should be at least three (3) single-spaced pages for the body of the report. Font point size–10 – 12 points, Font–Times New Roman.

Headings should include:

Description of the career
Skills required for this career
Training and education required for this career
Tasks, duties and responsibilities for this career
Work environment
Future job outlook
Earnings range (annual entry level salary and maximum salary)
Advantages and disadvantages of this career
Interesting facts about this career
Related occupations to this career
Grading Criteria (Informational Career Paper) Points
15 points — Title Page, Transmittal Memorandum, Table of Contents, Reference citations in body of paper
15 points — Followed correct formatting guidelines as shown on pages Appendix B-1 through B-5 of textbook
10 points — Content clear, informative and error free
10 points — Works cited (minimum four) 50 TOTAL POINTS

Hello,
My name is Iris. I’m a single mom to my beautiful toddler daughter named Serenity Iris. I work and go to school full time to be able to give my daughter a better life.
I just finished the Welding one and two courses at the Valencia Advanced Manufacturing center. I love to fabricate and weld art out of metal. I added of the flowers I fabricated and welded out of aluminum.
This is my last semester to finish up my second Associates Degree in Supervisor of Industry. My goal after I graduate in December is to go for the American Welding Society Certified Welding Inspector exam. So my plan is to be a Welding Inspector by day and a Metal Fabricator by night.

CRITICAL THINKING ASSIGNMENT – PMO Planning Results

CRITICAL THINKING ASSIGNMENT – PMO Planning Results

Project planning is arguably one of the most important aspects of the project management office (PMO). The purpose of this assignment is for you to understand and synthesize the application of project planning as a key function for enabling PMO success and business outcomes.
For this assignment, address the following items:
• Define project planning in context of the PMO.
• Describe the primary rationale for PMO project planning.
• Compare and contrast the project planning functions between Supportive and Controlling MO types as described in the PMBOK Guide page 11.
• Summarize how the project planning enables PMO success.
Your responses to these items should meet the following requirements:
• Your paper should be 2-3 pages long. In addition, include a title page and reference page.
• Format your paper per the Global Guide to Writing and APA.
• Cite at least three current scholarly resources, available from the CSU-Global library, to support your assertions. The sources may include your textbook and the PMBOK Guide.
Readings
• Chapter 14 in The Complete Project Management Office Handbook
• Part1: Chapter Chapter 11 and sections 4.2 ; Part 2: Chapter sections 1.2 – 1.6 in A Guide to the Project Management Body of Knowledge (PMBOK® Guide) 6th ed.
• Cabanis-Brewin, J. (2014). Government project management offices struggle to prove their value. Public Manager, 43(3), 29-30.
• Müller, R., Glückler, J., Aubry, M., & Shao, J. (2013). Project management knowledge flows in networks of project managers and project management offices: A case study in the pharmaceutical industry. Project Management Journal, 44(2), 4-19. doi:10.1002/pmj.21326

Write a 750-word (approximately 3 pages) essay that analyzes Psalm 23. The essay must include, a title page, a thesis/outline page, and the essay itself followed by a works cited/references/bibliography page of any primary and/or secondary texts cited in the essay.

Consider answering the following questions about the poem:
• What is/are the theme(s) of the poem?
• Is there a literal setting or situation in the poem? What lines from the poem tell the reader this information? What details does the author include?
• Is the setting symbolic?
• How would you describe the mood of the poem? What elements contribute to this mood?
• Is the title significant to the poem’s content or meaning? How?
• What major literary devices and figures of speech does the poet use to communicate the theme(s)?
• How are rhyme and other metrical devices used in the poem? Do they support the poem’s overall meaning? Why or why not?
• Is the identity of the poem’s narrator clear? How would you describe this person? What information, if any, does the author provide about him or her?
• Does the narrator seem to have a certain opinion of or attitude about the poem’s subject matter? How can you tell?

NOTE: You do not need to include the answers to all of these questions in your essay; only include those answers that directly support the thesis statement.

This application assignment requires you to share a newsworthy story that describes your view of the assigned topic in organizational behavior. In other words, your view may explain the topic’s effect, relevance, importance, non-significance, etc. in workplace behavior.

This application assignment requires you to share a newsworthy story that describes your view of the assigned topic in organizational behavior. In other words, your view may explain the topic’s effect, relevance, importance, non-significance, etc. in workplace behavior.

It is imperative to choose a concept being covered in this module that you have not used before in an application assignment. It is also important not to copy material from other related assignments (e.g.–Reflection Project or Mini Case Discussion) and simply reuse it here. Concepts and verbatim material that are re-used from previous assignments will receive a zero.

News Story Option (if chosen):
News story must be from a credible source within the last 4 years with appropriate citation.
Context must be provided on why the story is immediately relevant to the topics being covered.
Responses which are purely opinion and anecdotal are not considered to be substantive in nature.
Two external sources to support information required In addition to the news story from a credible source.
Original news story from an external source plus two additional external sources required.
Assigned textbook chapters from the course do not count as external sources.

Assignment Structure:

Assignment must provide only a brief summary of your work related news article/workplace experience to frame your discussion so that what you are discussing is clear but is not the majority of the post.
Primary focus of the assignment is not describing your story in great detail but rather meeting the relevant criteria outlined in the application assignment rubric using your work related article or workplace experience as the context.