Research paper: Death Penalty and Church Teachings

Attached is an Excel spreadsheet containing Bureau of Labor Statistics Data. Preview the document for mean salary and number of employment positions available based on a particular occupation code sorted by state. Think about a state you wish to work in. Create a table or tab in the worksheet of all of the occupations in your state of choice that have the word “manage”* in the Occupational Title field. You’ve now created a subset of the original data set from which additional analysis can be made. *The term managerial positions will be defined as any position with the word “manage” in the title. The reason the word “manage” should be used as a filter is that this will include occupations with the word manager or management in the title. Answer the following questions using the data subset you created: What is the average salary for your chosen state of all managerial positions? How many total managerial positions are available in your state? What percentage of the total number of employment positions in your state are managerial positions? ***Hint: You will need to refer back to all of the positions in your state to calculate this. What does this information mean to you as a prospective job seeker in this state looking for a managerial position?

learning.kctcs.edu/ultra/courses/_493536345_1/cl/outline 1. Review the Powerpoint on Compare/Contrast in Week 13. 2. Choose ONE of these topics to write a compare/contrast essay: a. Classroom learning and online learning b. Soccer and American football c. College students and college instructors d. Lexington and our native city/town e. Owning a car or riding toe bus f. Other – your choice 3. Create a compare/contrast outl ne using ooint-by-po nt OR block organization. You with TURN THIS IN to me. f .-roocnPT WORD You will TURN THIS N to me. use this forrrst: 4. Write a one-page ccmoare.’contrast essay using , iCROSOR v.okj, you 1. Choose 12 pc nt font and 7 mes New Rc-ra^

just write no more than 1 page and don’t quote. just answer the question that the professor posted. thanks! This week’s reading is the famous (at least among entrepreneurial academics) theorem called PORTER’S 5 FORCES MODEL. Consider the 5 forces as described in the reading. Let’s go back to the example of general Mills that we discussed in class. Remember how they charted a course into a new sector of the food industry? If you were one of the founders of General Mills for example, how would you have assessed these 5 forces as you staked out your market niche? In your response, please describe your assessment of each of these 5 forces. On a scale of High/Medium/Low, rate each of these risks as viewed by the founding entrepreneurs. In other words, how would you rate these 5 forces is you were a Generall Mills owner? No need to go more than 1 page.

Week 2 – Discussion: The Informed Parent Browse the following web resources, especially looking for information regarding legal rights of parents and persons with disabilities: Center for Parent Information and Resources, compiled under the auspices of the U.S. Department of Education, Office of Special Education Programs No. Be sure to click on the link to Resources and explore the range of parent information. Click on a few links that have to do with legal topics (such as IEP meetings) and explore the breadth of information. LD Online: Working with Families. Browse the resources, especially topics that have to do with “rights” and legal areas such as IEP meetings. Learning Disabilities Association of America. Scroll down and browse several resources that are focused on parent “rights” and legal topics. The California Department of Education listing of California Parent Organizations. Respond to the following questions. Briefly reflect on some of the resources for parents that you found. How do you feel parents might respond to these web resources? In what way do they help parents become “informed parents”? What resources do you feel were missing? What stands out to you as beneficial and unique about these resources? How might they be helpful? Alternately, can you envision any difficulties with parent use of the resources? How can education professionals utilize these resources in their collaboration with parents?

500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

The sources I support is important. Make sure you read it. Thank you. Also, the requirement is in the list of sources I support. This may not enough. You could find sources online to complete this essay.

Create your cover letter to “apply” to the job/internship/volunteer opportunity posting on the picture. Your cover letter should ascribe to the guidance provided to you in the lectures and the readings. Please use the rubric for further guidance. Please note: Considering your security and safety, you don’t have to use your real contact information on the resume and/or cover letter.

M8D1: Comparative Analysis of Dance Forms 17 17 unread replies. 17 17 replies. Image of two dancers performing modern dance.Sometimes learning occurs best when students are given a few basic instructions and then allowed to discover more for themselves. Such learning can be enhanced when students share what they have found with one another. This exercise will give you the opportunity to take what you have already learned from the textbook and the PowerPoint lecture and dig deeper through class interaction with various samples of dance. View each of the following selections from the YouTube website. (This will take approximately 40 minutes.) Swan Lake Main Scene (Links to an external site.)Links to an external site. [Video file][1 min 36 sec] (Ballet) The Dying Swan (Links to an external site.)Links to an external site. [Video file][4 min 14 sec] (Ballet) Appalachian Spring (Links to an external site.)Links to an external site. [Video file][8 min 04 sec] (Modern Dance) Yamanba (Links to an external site.)Links to an external site. [Video file][7 min 24 sec] (World Concert/Ritual Dance—Japanese Kabuki) Riverdance (Links to an external site.)Links to an external site. [Video file][5 min 27 sec] (Celtic Folk) Gypsy Dance (Links to an external site.)Links to an external site. [Video file][2 min 52 sec] (Gypsy Folk) Ghana Tribal Dance (Links to an external site.)Links to an external site. [Video file][6 min 10 sec] (African Folk) James Brown (Links to an external site.)Links to an external site. [Video file][5 min 1 sec] (Jazz Dance) You Can’t Stop the Beat (Links to an external site.)Links to an external site. [Video file][3 min 21 sec] (Jazz Dance) Choose selections from three different genres (for example, ballet, modern, and folk) and write a comparative analysis in no less than 250 words. Address the following: Compare and contrast the selections. Discuss dance styles and variations in the steps. Discuss the lighting, use of color, and interaction with the dance floor. Once you have submitted your comments, you should read a minimum of two comments posted by your fellow students. Respond to your peers by critically reading their submissions and addressing the following issues: The thoroughness of the post (taking into account that most students in this course are not experts in dance). How your own assessment might be different, including aspects of the selection which especially stood out to you.

The essay is to analytically compare and contrast two fictional heroes or two fictional villains. This means that you will not only detail some of the similarities and differences, but you will discuss why those differences and similarities might exist and what the effect of the differences and similarities (on the audience, society, etc.) might be.

Some of the versions of the story we read this week seem to emphasize the prectice or process of storytelling itself, With the reference to “In the Desert Like a Bone” and/or” The Company of Wolves” which I will send the story on the PDF analyze what kind of argument the stories are making about the nature and importance of storytelling For the book in the Angela Carter PDF “The Company Wolves” beings in page 5. If you need anything please let me know