Participants are expected not only to have done the week’s readings, but to have given ample
thought to what they have read. To facilitate this process, participants will be expected to submit
a brief (no more than 3 double-spaced typed pages in length) weekly statement weekly statement consists of two parts: 1) a concise summary
of the key points in the readings (or evaluative commentary), and 2) three or four thought provoking
discussion questions or discussion topics based on the readings.
Please keep the summary/commentary section separate from the question/topic section. If you
quote or refer to a specific statement in the reading, please provide a page number.
In the summary/commentary section, you are encouraged to critically evaluate the ideas, the
methodology, and/or the findings/data as presented in the readings and link your reflections,
when appropriate, to other course readings or material (e.g., videos). Use the last name of the
first author (adding et al. when appropriate) to identify each reading. If an asterisk (*) appears
before a reading in the syllabus, you may omit discussion of that reading in the concise summary
section of the weekly statement. Discussion questions and discussion topics can still be posed for
readings marked with an asterisk.For the question/topic section, please include questions reading(s) raised for you and issues you
would like to have aired in class discussion (or that may have been previously raised in class
discussion but you would like to see revisited in class). Please limit this section to three or four
questions/issues in total.
Post commentaries as a PDF in the forum on the class website under the appropriate week
before each class session. Please provide a unique file name for
each commentary using your last name and the week number or date (e.g., “Smith_Week 2”).
The first assignment you post will be for the week 2 discussion.

Beginning in the 1960’s the green revolution increased the production of cereals, rice, and maize, these were considered staples of food for much of the word”. But these were also considered consequences. “these were major changes that have occurred”. Prices for food declined, especially those that were high calories foods filled with sugars and fats. Food is/was increasingly easier to access and Multinational cooperation’s have invested heavily in advertising and marketing to sell their products making it cues to eat more salient. Putting these three things together has made it possible so that people can eat as much as they want whenever they want. Doing this makes people over indulge and eat when they are not even hungry. This is stimulating people including children to feel artificially hungry when they do not need to eat.
That being said, please write an essay ideas on how to prevent these false stimulations so that children do run for their cabinets as soon as they see that cookie or potato chip commercial on television. What can we do to keep them from having these triggers if they hey are not even hungry? Is there any other way besides limiting the amount of TV that they watch during the day?

 

Assignment: Following the 6-Step format provided by the PRSA’s Code of Ethics Case Study Series, address the case study below in an essay that includes your decision for immediate course of action. In the “real world,” this ISC professional had mere moments (actually just seconds) to reach a decision and act. This case has been fictionalized, but it is based on actual dilemma once faced by a PRSA member.

You must cite the PRSA Code of Ethics and at least one of the Five Ethical Guidelines from your textbook (p. 13-25). It is also strongly recommended that you conduct additional research about ISC professional ethics, which can include the ethics principles from organizations such as AMA, DMA, AAF, ANA, IABC, etc. You can also use legal resources such as ftc.gov, fcc.gov, etc., and any other acceptable resources that provide guidance about business law and ethics.

You must use in-text citations (even for your textbook) and be sure to provide a proper reference list in APA Style for all sources consulted.

Other Guidelines: Your Analysis must be written in essay form using complete sentences. You must double-space. You will be graded on use of concepts covered in class, plus overall clarity, grammar and punctuation. There is no right or wrong answer, but you will be evaluated based upon your ability to support your conclusions. When double-spaced with proper APA margins and fonts (APA recommends using a 12 point Times New Roman font.), your paper must be no more than four to five pages in length, plus bibliography. You don’t need a title page, and if you use one, it does not count toward the 4-5 pages of required content.

Here is your case:
You are the director of public relations for the University of Mysteryland. Your university has planned a weeklong celebration of Constitution Day, which is held every September (You can learn more about this national celebration at www.constitutionday.com) (BTW, Constitution Day is real, but the University of Mysteryland is not real).

The event has been publicized in advance and offers free pie and ice cream to all who attend. It is free and open to the public. The invitations were published both in a local newspaper and sent to all members of the university community via the university’s emailed newsletter. You also scored good PR outcomes via earned mentions from two local TV stations and at least a half dozen regional radio stations. This isn’t your university’s largest annual public event, but it traditionally garners your employer several positive earned and shared media mentions every year. It’s a positive, feel-good event and you actually look forward to it. This year you get to MC the luncheon. Fun.

Three prominent high school journalism teachers have been invited to a special awards luncheon because your university is honoring them for contributions to journalism education. One aspect of the event is to invite high school journalism students to participate in a writing contest based on how well they cover the story of Constitution Day events at the university. More than 300 high school students from across the state travel to the university as part of a school trip to attend Constitution Day. High school students are your key target audience for recruiting, so you want to make sure U of M makes a good first impression to these attendees, plus all the readers of their high school newspapers and online sites. The high schoolers get to attend the awards luncheon.

It also happens to be a federal election year, and your state has a highly contested U.S. Senate race to be determined in the forthcoming first week of November. All certified candidates in the state’s U.S. Senate race have been invited to U of Mysterland’s Constitution Day celebration to make 5-minute presentations at the event to discuss the important role the U.S. Constitution plays in their lives. You are thrilled with the Democratic Party’s candidate is able to attend. Only one other certified candidate accepts the invitation. He is an independent, and his platform is based upon white supremacy. It is well known that he was once an organizer for a neo-Nazi group called National Alliance. The senate candidates’ 5-minute presentations kick-off the awards luncheon that’s being attended by and high school students and their teachers. You also notice a good turnout by several of local media outlets and an array of well-known community leaders. Sadly, you haven’t done your ISC homework and properly prepped for this event. You have no idea the independent candidate is linked to the National Alliance.

You are attending the event as a representative of the university’s administration. You have already given the welcome address before the luncheon, and it’s time for the program to begin. You introduce the independent candidate and he begins his speech. He cites his love for the U.S. Constitution and its value to democracy in his very first sentence. After that, however, it quickly becomes clear his presentation is laden with anti-Semitist comments and the philosophies underpinning white supremacy. A high school teacher – one of the award winners – rushes up to you, and she demands you remove the candidate from the podium immediately because his message is offensive to her students.

Knowing that you are an ethical ISC professional and that your university is a strong supporter of the First Amendment of the U.S. Constitution, what do you do?
____

Use the 6-step method provided by PRSA (see next page), but write your analysis in essay form using complete sentences and paragraphs.

You must clearly state your decision in your essay (see step 6). You are not limited to the PRSA code of ethics or your textbook, and it would be very difficult to get a good grade on this project without citing both, plus additional sources. This means you will need to use APA style with in-text citations and include a reference list (aka bibliography).

Response Paper #1: Intergenerational Income Inequality Among College Graduates

 

 

It is common wisdom that college graduates earn more over their lifetimes than those who did not attend college. Because of this simple fact, we often assume that college acts as a great income equalizer. Students who were raised low-income have a chance to earn as much as much as their classmates who were raised high income once they graduate from college. A recent study from the Brookings Institute debunks this widely-circulated myth.

 

Hershbein (2016) writes:

 

College graduates from families with an income below 185 percent of the federal poverty level (the eligibility threshold for the federal assisted lunch program) earn 91 percent more over their careers than high school graduates from the same income group. By comparison, college graduates from families with incomes above 185 percent of the FPL [federal poverty level] earned 162 percent more over their careers (between the ages of 25 and 62) than those with just a high school diploma.

 

 

Source: Hershbein, B. (2016, February 19). A college degree is worth less if you are raised poor. Washington, DC: The Brookings Institution. Retrieved from: https://www.brookings.edu/blog/social-mobility-memos/2016/02/19/a-college-degree-is-worth-less-if-you-are-raised-poor/

 

 

 

In this assignment, you will address the question: Why does college bring lower returns for students who were raised in low-income households?  Make sure to include both 1 and 2 below.

 

1. Please propose two hypotheses to explain this result. At least one should be inspired by functionalist, conflict, or interpretivist The second hypothesis can be yours alone – that is, an idea inspired by an observation, personal experience, popular media, or an academic resource. You should clearly explain how each hypothesis relates to the theory or resource that inspired it. (Please cite any outside resources you reference in your paper, use at least 3-5 citations from the PDF book School and Society. Chapter 1-7)

 

2. Please consider two strategies for remedying this problem. For example, if you believe income inequality is caused by air pollution, what should you do to reduce air pollution? Your discussion of solutions should include:
   • Why you believe this is a good solution.
   • Who needs to support this idea for it to work.
   • Who is likely to oppose this idea and why.
   • What unintended consequences might result from this solution.

 

 

 

And more information about the policy problem on which this case is based here:

https://www.brookings.edu/blog/social-mobility-memos/2016/02/19/a-college-degree-is-worth-less-if-you-are-raised-poor/

 

 

Your response should be at least 3  pages long

 

Grading Rubric

Criterion	Description	Points Possible
Stance	Does the author take a critical stance and provide a clear point of view?	50
Content	Does the paper move beyond a description of the problem and a summary of the theories, and use logical, original, and creative thinking to support a stance?	50
Support	Where appropriate, does the author use concepts from the course to defend their position?	50
Writing Style	Is the writing clear and concise, and does it avoid assumptions about the reader’s outside knowledge?	50
Total		200

 

1. Outline and discuss the specific actions needed for implementation of your chosen strategy. This should include the following:

a. Specify the financial results expected (i.e. the overall objectives you expect to achieve. This should be some measurable that was reported in the Financial Analysis section earlier).

b. List at least one objective for each major business function that supports the overall objective above (i.e. HR/Staffing, Production/Operations, Accounting/Finance, Sales/Marketing). Each objective must clearly be in support of the change you are recommending, be measurable, and include a reasonable and appropriate time frame for implementation. In addition, each objective must meet the following criteria:
i. State a measurable (net income, number of people, total sales in a market, etc.)
ii. An amount of expected change (a number, a %, a $, etc.)
iii. A period of time you expect the change to occur in (months or years).

c. Prepare a table similar to the following: (NOTE: If one function has multiple objectives, add lines are required).

Function Measurable Amount of Change Time for Change
HR/Staffing
Production/Operations
Accounting/Finance
Sales/Marketing

2. Discuss which stakeholders would be most directly affected by your recommendations and why.

3. Outline and discuss any ethical issues that you think your recommendations might create, and how might they be addressed.

4. Outline and discuss the major challenges that leaders attempting to make this change must deal with. (Hint: Go back and review your notes from MGT-6681/6635).

5. Outline what can be done to make this change easier (again, go back and review your notes from MGT-6681/6635).

I am attaching the requirements and an example of a sample paper to go .

Pinter, Betrayal
Last week we discussed writing strong, argument-driven paragraphs that make a clear claim and that support that claim with textual evidence that is introduced, inserted and interpreted. Read through the seven sets of questions below and be prepared to discuss each of them next Tuesday (10/9). Choose one of the seven and, using the questions to gather your thoughts, develop a strong, argument-driven paragraph. It may help for you to review the guide circulated last week on writing strong close readings. Bring your paragraphs to class on Tuesday and be prepared to read them aloud.

Trace the references to squash in this play. What is the significance of squash as a male space in Pinter? Can you think of why squash would be the game Pinter chooses rather than, say, tennis or chess or any other number of options?
Why does Pinter choose to structure the play moving backwards? How would the play change if we were to read it in chronological order? What changes are permitted only to those reading, rather than watching, the play? Put the play in order according to page number and construct a chronology of the play by page number. If we are told that the affair starts prior to the first chronological night we see, develop an argument about why Pinter chooses to ‘start’ the play where he does, at the moment where Robert, Jerry and Emma are all together?
Consider Pinter’s use of alternative domestic spaces, the definitions of a “home” versus the “flat” and alternative locations such as pub, restaurant, study, and bedroom. How does what is possible to say or do in this text depend on the spaces where people are located? Using textual evidence, consider how different spaces allow for different possibilities for human relationships in the text.
Consider the role that the children play in this text. Does their presence have any impact at all on the adults? Consider especially Emma’s announcement of her pregnancy and the role played by Jerry’s memory of Charlotte. Why is this memory returned to so regularly? Trace the references to Charlotte in the text and present an argument about her significance in the text.
Consider the function of international spaces such as Venice, London, American and Torcello in the play. How do international spaces function in the text? What does each space make possible/impossible? What might the idea that human decisions and possibilities are shaped by spaces suggest about betrayal?
This play is heavily invested in the production of literature. Consider the role of reading in the play through the references to Yeats, the Lake District poets, modern prose by Casey and Spinks, and the publishing industry. Does literature bear any responsibility for the actions of these characters? What do you make of Robert’s solitary reading of Yeats? What is gained by making these characters invested in the publishing industry rather than any other kind of industry?
Focusing specifically on Emma’s character, take a gender studies approach to this text. You might choose to consider whether Emma is an empowered figure, or how the women in the play negotiate knowledge and power. What parts of Emma and her motivations remain inscrutable to the viewers/readers? How do you interpret her character in the play?

Encountering Difference – Africa and the Other (Fall 2018)
Short Paper Assignment
(i) INSTRUCTIONS: In response to the question below, write a well-organized, lucid essay of between 5-
6 pages (typed, double-spaced, 12-font, Times New Roman). Due Date: October 5th 2018 (Last day before
the Fall Break: I will grade all papers over the break)
(ii) Argument, Length, Format: As we have practiced in journals, learning how to identify historical
arguments and central propositions, you must now craft an essay that has your own central
argument/central proposition or arguable thesis in the Introduction of your essay. You must sustain that
argument consistently throughout the paper. Your response must be analytical and not a summary or
regurgitation of events in the novel. Just as in our weekly responses, in each of your subsequent paragraphs,
use the novel as evidence to come up with your own reasoned argument and sustain that argument in your
essay without contradicting it. No outside research is required (you can only consult approved
recommended sources below) – the question is based on Chinua Achebe’s Things Fall Apart. The paper
should be 5-6 pages long, typed and double-spaced. (Please make sure that you use formal language,
paying attention to your use of grammar, tenses, etc.). Proof-read!
During the Writing Week beginning on September 27
th
, I will be happy to review drafts of your Intros,
looking for your central arguments/theses, and also discuss the evidentiary material you intend to use in the
essay. Consultation hours will be every week day from 9/27-10/4, 10:00am-12:00pm. However, I will not
read full drafts. There are no extensions on the due date (I will NOT read/grade late papers).
Special Guest: Prof. Monica Locker, Assessment, Teaching & Learning Librarian will visit our class on
October 2nd, and will share some important tips on “Writing and Plagiarism”. (Contact
Email: mlocker@holycross.edu)
(iii) Prompt:
1. “The white man is very clever. …He has put a knife on the things that held us together and we
have fallen apart” (Okonkwo’s words, Things Fall Apart, p. 176). As one author argued, “what
defines Things Fall Apart as the quintessential African (post)colonial text is the interplay of
encounters and engagements…” (Ouzgane & Okome, 2009), a balancing act of encounters
between outsiders and insiders, our larger Cluster theme. Why do you think Chinua Achebe
chose the title “Things Fall Apart” for his novel, and how useful is Things Fall Apart to our
understanding of how Africans interpreted their colonial encounters and engagements with
Europeans in the late nineteenth century?
(iv) Required Source: 1. Chinua Achebe, Things Fall Apart.
Recommended sources: 1. Listen to Achebe’s own reading and analysis of TFA at the Library of Congress
in Washington D.C. – follow this link:

p_video
2. Chinua Achebe, “An Image of Africa”, in Research in African Literatures, Vol. 9, No. 1, 1978,
pp. 1-15
3. Harry Odamtten, “The Significance of Things Fall Apart to African Historiography”, in
Interventions, Vol. 11, No. 2, pp. 161-165
4. Emad Mirmotahari, “History as project and source in Achebe’s Things Fall Apart”, in
Postcolonial Studies, Vol. 14, No. 4, pp. 373-385
5. Lahoucine Ouzgane & Onookome Okome, “Encounters and Engagements with Things Fall
Apart”, in Interventions, Vol. 11, No. 2, pp. 135-140
6. Hilary Dannenberg, “The Many Voices of Things Fall Apart”, in Interventions, Vol. 11, No. 2, pp.
176-179
7. Neil Kortenaar, “Things Fall Apart in History”, in Interventions, Vol. 11, No. 2, pp. 166-170
Key Dates: Consultation days: 9/27-10/4, 10:00am-12:00pm (O’Kane 387)
Writing Week Guest Consultant: 10/2 class, Prof. Monica Locker, Assessment, Teaching & Learning Librarian
Due Date: 10/5, by 12:00pm
2
(v) Citations: Your paper should contain citations that give credit to quotations in the book OR to ideas
that come from another source.
You may use one of two standard formats for citations.
1. Parenthetical footnotes: Within the text of the paper, you include in parenthesis the name of
the author and page numbers. For example, (Achebe, 25)
2. Footnotes or endnotes: Chinua Achebe, Things Fall Apart, Random House, New York, 1994,
p. 25.
A subsequent citation would read: Achebe, p. 28 or Ibid., pp.28-29.
(vi) Important note on sources: The sources listed above are the only ones that you should consult for
this paper. I am well aware of some websites that provide “papers” about other versions of this novel, and
in fact I have read these papers very carefully. I think very little of the analysis provided in the papers,
since the writers know almost nothing about African history. So, if you decide to use these “papers”
(illegally!) as sources for your own paper, you are warned in advance that:
1. I will know.
2. I think that the internet “papers” are garbage.
3. Your grade will suffer accordingly.

Overview: Health professionals should be familiar with existing policies related to health, recognize when policy initiatives are necessary, and advocate for or
against policies being proposed or currently in place.
Prompt: Begin this assignment by selecting a state, national, or international healthcare policy and briefly describing it.
When choosing your policy, remember the focus of the assignment is to identify a legal or governmental healthcare policy, which is different from an
organizational (e.g., hospital) policy. To clarify, an organization like a hospital may have developed a “care of a central line policy” specific to that particular
organization, but the Patient Protection and Affordable Care Act is an example of a legal or governmental policy that all individuals and organizations, regardless
of function, must observe.
After identifying a legal or governmental healthcare policy for analysis, develop a narrative that explains why you chose the selected policy, lists three key
stakeholders you would like to interview about the policy, and explains how each individual is related to or affected by the policy. Your instructor will approve
your policy and interview suggestions for use in your final project.
Specifically, the following critical elements must be addressed:
 Summarize the policy that is the focus of your evaluation. Include the name, its purpose, and when it was created.
 Explain your rationale for choosing the policy. Does it have personal or professional relevance?
 Identify at least three stakeholders of the policy that you might interview, and discuss how they are affected by or related to the policy.
Rubric
Guidelines for Submission: Your paper must be a 1- to 2-page (not including title and reference pages) Microsoft Word document with 12-point Times New
Roman font, double spacing, and use of the most recent APA standards for formatting and referencing. Include a minimum of three peer-reviewed sources.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Policy Summarizes the policy that is the focus of the
evaluation, including the purpose of the policy,
its scope and main points, its stakeholders and
constituents, and its relation to other policies
(if applicable)
Summarizes the policy that is the focus of the
evaluation, including the purpose of the policy,
its scope and main points, its stakeholders and
constituents, and its relation to other policies
(if applicable), but summary is missing key
elements, is cursory, or contains inaccuracies
Does not summarize the policy that is the focus
of the evaluation
20
Rationale Explains rationale for choosing the policy Explains rationale for choosing the policy, but
explanation is cursory or illogical or
unsupported or contains inaccuracies
Does not explain the rationale for choosing the
policy
30
Stakeholders Identifies three stakeholders and explains how
each individual is related to or affected by the
policy
Identifies at least two stakeholders and
explains how each individual is related to or
affected by the policy
Does not identify stakeholders 30
Articulation of
Response
Submission has no major errors related to APA
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to APA
citations, grammar, spelling, syntax, or
organization that negatively impact readability
and articulation of main ideas
Submission has critical errors related to APA
citations, grammar, spelling, syntax, or
organization that prevent understanding of
ideas
20
Total 100%

This essay is to be a study of the most important moment in history. I am going to make the case for the Agricultural Revolution and ask you to defend my position. In my teaching of history I have always maintained that most of the social sciences are studied in history: Science, technology, engineering, arts, and math (STEAM). In private education, religion is also included (STREAM). I don’t believe we can study history without including Religion. For this assignment, I am going to ask you to study the Agricultural Revolution incorporating those six elements. I am also going to ask you to include connections: text to self; text to text; and text to world.

Attached is a rubric and a template with headings that you must complete. You are to put your information under the appropriate headings. You are not to do this as an essay and you are not to choose your own topics. The headings on the template align with the rubric.

Self-Reflection and Self-Improvement Plan Paper – Prepare a 5- page (maximum 8 pages) paper focusing on your individual leadership development.
For this paper, I want you to:
1) Discuss your thoughts on and experiences with leaders and leadership prior to this course (You may reflect on some of the things you wrote about in the Who’s the Boss? Paper – but, DO NOT copy).
2) Discuss your significant take-away (learning) from this course related to leaders and leadership. What did you learn about leadership that you didn’t know or never really thought about?
3) Discuss how you will become a better leader in the future. What leadership training will you try to attend? What leadership experiences will you try to acquire? Who would be your mentor?
I have added the whos the boss paper and a few powerpoints of some lectures to help see what we have covered.
12 point font-Times New Roman-Double spaced