Cultural zeitgeist and unconscious ideology

Economics for All Ages

(1) Cite a reliable source to Identify by name and birth year
range the living generations.
(2) Explain an age cohort
(3) Explain a generation as an example of an age cohort
(4) Use one of these age cohorts identified by name and birth year range to:
.(5) Explain individually and in your own words the concepts of
(a) “unconscious ideology” and
(b) “cultural zeitgeist” and
(c) how we can determine the relationship between these
two variables i.e., does Unconscious Ideology influence
the cultural zeitgeist, does the Cultural zeitgeist influence
Unconscious Ideology or is there an interdependent
relationship between these two variables?
(6) Then apply the concepts of Unconscious Ideology and Cultural Zeitgeist to your explanation of the importance of
cohort analysis as a methodological tool for all students of
gerontology.
.Rubric: Your response should be no more than 500 words. It
will be assessed based on your coverage of each of the
following:
(1) Cite the living generations by name birth year range
(2) Explanation of an age cohort
(3) Explain the relationship between a generation and
An age cohort
(4) Identify a specific age cohort by name and birth year range to:
(5) Explain and give an example of the “cultural zeitgeist of
this age cohort”
(6)Explain and give an example of the “Unconscious ideology”
of this age cohort
(7) Explanation of the relationship between the “cultural
zeitgeist and “unconscious ideology” for this age cohort
(8) Explanation of Cohort Analysis
(9) Explanation of Cohort Analysis as a methodological tool
(10) Use the generation selected for part 3 and another also identified by name and birth year range to explain why Unconscious ideology and cultural zeitgeist make cohort analysis an essential tool for gerontological research.

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https://www.newyorker.com/news/daily-comment/edward-snowdens-real-impact

ENG120 Critique Essay (15 points)
Rough draft due: Friday, 9/26; Final draft due: Monday, 9/29

Relevant essay: “Edward Snowden’s Real Impact.” Here’s the link: https://www.newyorker.com/online/blogs/comment/2013/08/edward-snowdens-real-impact.html

Introduction (1 point): 1 paragraph
1. The opening should introduce both the essay under evaluation and the author of that piece.
2. Give a brief overview of the subject—two to four sentences (the author’s thesis and main points or conclusions).
3. State your own personal thesis—your position should be obvious.

Summary (1 point): 1 paragraph
1. Is the summary brief? Complete? Objective?

Analysis of presentation: (4 points): 2 paragraphs
1. Does the author’s argument make sense?
2. Is the text easy to understand or is it confusing?
3. Does the author back up his/her point with evidence and sound logic?
4. Does the author take opposing viewpoints into account?
5. Is the author reliable? Does he/she use reliable sources/information?

Response to the essay (2 points): 2 paragraphs
1. Do you agree or disagree with the basic thesis of the original piece?
2. Whether you agree or disagree (or both), please provide the reasons for your position—don’t just simply state you agree or disagree.

Conclusion (1 points): 1 paragraph
1. The conclusion should clearly state your overall assessment of the piece as well as your personal response.
2. No new material should be introduced.
3. In other words, think of your conclusion as the summary to your paper.

New Techniques (2 points)
1. Transitions that connect the parts (use three) to show elaboration, comparison, contrast, cause and effect or concession: See. p. 108-110
2. Prove that it matters by answering who cares: See p. See p. 95-95; 98-99.

Review Techniques (2 points)
1. Plant naysayer: See. p 82-3.
2. Voice marker: See p. 72-75.
3. Introduce quotations and/or paraphrases: See p. 46.
4. Explain quotations and/or paraphrases: See p. 47. (Note: Techniques 3 and 4 are called sandwich quotations in your text.)

Complete Handout (1 point):
1. To be provided on Friday 9/26.

Participation (1 point):
1. Complete rough draft and bring extra copy to class on Friday.
2. If you email me a copy or forget to print a second copy, you will only get .5 points; if you forget a copy and leave class to print an extra copy, you only get .5 points.
3. Class starts at 9:15. You have until the clock turns 9:18 on my cell phone until it is considered late and you can only get .5 points.
4. There will be problems with the printer. Make arrangements ahead of time.

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The conversation

Make a review on the conversations: chapter 12 141:00 to 147:00
Analyze the sequence in term of mise en scene , editing , sound and cinematography. Question you might address:
What terminology best describe each stylistic element ?
What motivates each stylistic element ? How does it advance the story or develop a theme ?
What techniques are meant to be visible to the viewer? Which call attention to themselves ? How and why ?
Overall, how does the combination of the techinques in this sequence connect (‘either stylistically or thematically) to the films large narrative?

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Land lease(Australia),expend business to other country, make a country risk and opportunity report

A country risk and opportunity report for Land Lease company(Australia),
Suppose you are a strategy consultant employed by Land Lease company(Australia). The Australian company intends to expand its business to another country and hopes to do so by forming a strategic alliance or some kind of strategic partnership with a local firm there. You can use your knowledge and skills that you developed in Management in Multinational Enterprise 2: Risk and opportunity analysis of country. As its strategy consultant, you are required to write a report to the CEO of your Australian company with your analysis and recommendations on the following areas

A). Which new country location should the Australian company invest in? and Why?
B). Which local firm in the new country location should the Australian company form a strategic alliance/partnership with? Why?
C). What other business-level strategies you would recommend to the newly formed strategic alliance? Why?

You will need to conduct extensive research and provide a comprehensive report to your client justifying your recommendations. More details will be available in your subject moodle website.

PLZ use UOW references structure.(website following)
http://public01.library.uow.edu.au/refcite/style-guides/html/

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answer question

Question 1

Using the ethical decision-making steps on table 6-2 in the textbook; explain how you would come to a decision in which a close friend asks for your help in securing a position in the HIM department where you work. You know what the job entails and it is not a position in which you feel your friend will be successful but also do not want to be discouraging as she has been out of work for quite some time. How do you proceed without misrepresenting your employer or discouraging your friend?

This is the textbook were are using question 1
McKay, D. C. (2009). Legal aspects of health information management. 3rd Ed. New York: Thomson Learning Delmar. ISBN- 13:978-1-4354-8330-

Chapter 6 on page 111. For question one answer

Question 2

Discuss the importance of writing a clear detailed proposal to ensure you are granted the budget, staffing and supplies you are requesting. How are strong writing skills necessary for this management task?

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Homework

Question 1-Identify and discuss three key features associated with the combustion of polymeric materials or compounds that are relevant to the safety and health of an EH&S or a FS professional responding to an incident involving these materials.

Question 2-Describe an incident (fire, spill, explosion, etc) you have experienced (or research one on the Internet, professional journal, or scientific magazine article) that involved a polymeric or explosive material(s) and required mitigation. Please do not use the instances supplied in the textbook unless you intend to provide a lot more detail than what is included in the book. The following items must be addressed:

A) Describe the incident and identify the polymeric or explosive material(s) involved;
B) Discuss the chemical interactions of the material(s) involved in this incident or hazardous properties relevant to the incident;
C) Discuss the mitigation required or implemented.

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Sant’ Andrea, Mantua, Leon Battista Alberti, c. 1472

For each of these four Research Reports you must read one of your research sources and prepare a brief summary of its content/argument, approximately three or four paragraphs in length. Use your own language with only occasional quotes. The purpose of this exercise is for you to use your own best judgment to identify what interests YOU most about a particular author’s observations and opinions.
3-4 paragraphs in length)

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http://www.2shared.com/document/XIdENRa5/Art_in_Renaissance_Italy__4th_.html

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personnel Law & Ethics

HRA 545 – Case Assignment 6

Read each case scenario and analyze using the IRAC method. You need to use the required IRAC formula: Issue Rule Analysis Conclusion. Please label each section individually and isolate that section. Each section of your Analysis should build on the previous section (that is why you should label each section). Doing this allows the reader to understand the flow of legal analysis you are applying to the facts given to you. The “Issue” portion of your analysis should only focus on the legal issue involved in the case. It is usually 1 sentence that is just the question that you are presenting to the reader. In other words, present the question that you believe is at issue. You should then answer that question in the “conclusion” (YES or NO helps with clarity before you go into your rationale).

Case #13
Casey Martin is a professional golfer and also an individual with a disability as defined in the Americans with Disabilities Act of 1990 (ADA).Since birth he has been afflicted with Klippel-Trenaunay-Weber Syndrome, a degenerative circulatory disorder that obstructs the flow of blood from his right leg back to his heart. The disease is progressive; it causes severe pain and has atrophied his right leg. During the latter part of his college career, because of the progress of the disease, Martin could no longer walk an 18-hole golf course. Walking not only caused him pain, fatigue, and anxiety, but also created a significant risk of hemorrhaging, developing blood clots, and fracturing his tibia so badly that an amputation might be required. For these reasons, Stanford made written requests to the Pacific 10 Conference and the NCAA to waive for Martin their rules requiring players to walk and carry their own clubs. The requests were granted.

When Martin turned pro and entered the PGA Tour’s Q-School, the hard card permitted him to use a cart during his successful progress through the first two stages. He made a request, supported by detained medical records, for permission to use a golf cart during the third stage. PGA Tour refused to review these records or to waive its walking rule for the third stage.

Question: Is allowing use of a golf cart a reasonable accommodation for a professional golfer with a disability that restricts him from walking substantial distances? Explain.

Case #14
Eastern Associated Coal Corp. and United Mine Workers of America are parties to a collective-bargaining agreement with arbitration provisions. The agreement specifies that, in arbitration, in order to discharge an employee, Eastern must prove it has “just cause.” Otherwise the arbitrator will order the employee reinstated. The arbitrator’s decision is final.

James Smith worked for Eastern as a member of a road crew, a job that required him to drive heavy truck-like vehicles on public highways. As a truck driver, Smith was subject to Department of Transportation (“DOT”) regulations requiring random drug testing of workers engaged in “safety-sensitive” tasks.

In March 1996, Smith tested positive for marijuana. Eastern sought to discharge Smith. The union went to arbitration, and the arbitrator concluded that Smith’s positive drug test did not amount to “just cause” for discharge. Instead, the arbitrator ordered Smith’s reinstatement, provided that Smith (1) accept a suspension of 30 days without pay; (2) participate in a substance-abuse program; and (3) undergo drug tests at the discretion of Eastern (or an approved substance-abuse professional) for the next five years.

Between April 1996 and January 1997, Smith passed four random drug tests, but in July 1997 he again tested positive for marijuana. Eastern again sought to discharge Smith. The union again went to arbitration, and the arbitrator again concluded that Smith’s use of marijuana did not amount to “just cause” for discharge, in light of two mitigating circumstances. First, Smith had been a good employee for 17 years, and second, Smith had made a credible and “very personal appeal under oath concerning a personal family problem which caused this one time lapse in drug usage.”

The arbitrator ordered Smith’s reinstatement provided that Smith (1) accept a new suspension without pay, this time for slightly more than three months; (2) reimburse Eastern and the union for the costs of both arbitration proceedings; (3) continue to participate in a substance-abuse program; (4) continue to undergo random drug testing; and (5) provide Eastern with a signed, undated letter of resignation, to take effect if Smith again tested positive within the next five years.

Question: Is the arbitrator’s decision to reinstate a driver who twice tested positive for drugs arbitrary and capricious? Explain.

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an exploration of adult learning principles

Criteria for Evaluation – Written Paper:
Introduction (possible 5 marks)
Introduction and overview of topic
Body (possible 65 marks)
Theoretical explanation of phenomenon/topic (30)
Strength of argument supported by appropriate & current literature (15)
Analytical thought (10)
Clarity of content (10)
Conclusion (possible 10 marks)
Summary of content (5)
Emphasis of key points (5)
Overall (possible 20 marks)
General structure/flow (5)
Grammatical style/spelling/literacy (5)
References – context and end text (5)
Structure in accordance with APA (5)

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Week 6 – Questions Reviewed.

Week 6 Assignment � Review the two questions and write a two page response review. Each question must be a one page (absolutely no less than one page) review for each question. Use at least two references for each question, including the two attached articles as mandatory references (see below).

Format: APA 6th Edition format and in-text citations required.

Question 1 � Politics, Policy and Getting a Seat at the Table

Think critically about the relationship between politics, education, and educational policy-making. Which interests are best served by our current system, and, from your perspective, is that philosophically supportable? Why or why not, and what do you mean? If you believe there is a contradiction in terms of stakeholders, interests served, etc., how might those who are not at the table think about becoming activists or agents for change? If you believe there aren�t inherent contradictions in the existing system, what might you suggest in terms of tempering dissent? Please provide both empirical (meaning, from the literature) and philosophical (meaning, from your perspective) support.

Question 2 – The American Dream?

Hinchey refers to the notion of a �theoretical meritocracy� in terms of �getting ahead in American society.� How do you respond to the idea that Americans have �faith� that the system provides for �citizens [to] occupy their particular economic and social slots because those slots are what they deserve, what they have earned when given a chance to prove their worth?� What does this mean? If in fact this is true, what does that imply about our social and political systems? If you don�t believe this is true, what do you mean? What are the implications for leaders and leadership?

Note: Mandatory references must include the following two articles.

1. Mechanic – Sources of Power of Lower Participants in Complex Organizations
Mechanic_Sources of power.pdf (388.939 KB)

2. Hinchey – Rethinking Authority
Hinchey05_Rethinking Authority.pdf (1.009 MB)

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