Civil Rights Leader’s Change Influence

Summary of Civil Rights Leader’s Change Influence Using Organizational Frames

Civil Rights Leader: Ella Baker

Address the following:

Provide a short summary of your civil rights leader’s biography. Include their birth and death dates, state(s) of residence, major accomplishments, etc.
State the influence or implications of your leader’s impact, prominence, and life’s work for educators:
For teachers and prospective administrators, or other professional roles For organizations (e.g., schools in particular, perhaps your current schools)

The ability to lead positive change is dependent on one’s organizational position and hierarchy.
Based on your selected person, do you believe this statement to be true or false? Briefly explain.
Identify the primary frame (Bolman & Deal, 2017) your civil rights leader may have worked from. Please consider all four frames in your response.
Did your civil rights leader seem to operate more from a structural, human resource, political, or symbolic frame? Explain your reasoning.
In the long run, how did this orientation seem to help or hinder the person’s ability to institute change? Explain.

Give one example of how “reframing” (e.g., viewing situations from multiple perspectives) might have helped the organizational change efforts of the key character in your selection.

Based on your selection:

What does it take to make fundamental and lasting change?
What do you think are identifiable conditions that distinguish successful change efforts from unsuccessful ones?
If you were serving as a consultant to the civil rights leader you researched,
What three fundamental elements of advice from your review of organizational theory or your text readings would you provide for his or her success or continued success?
Based on theory and readings, what would you tell them they are doing right and what would you tell them they are doing wrong? Explain.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

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Differences in Gender In Relation To Delinquency

Differences in Gender In Relation To Delinquency CHOOSE ONE: This week we get to discuss the differences in gender in relation to delinquency. After reading the articles authored by Odem and Messerschmitt, what are some differences between the delinquent/criminal acts of males vs. females?

Do you feel that there are no differences between the behaviors of the two genders? Why do you have the opinion that you have, and what supports your opinion? Understanding the obvious ‘gender gap’ between male and female offenders in general, what do you think is the cause of this gap? Are males caught more? Are females given more leeway? How do these differences affect juvenile males and females? Lastly, weigh in on Davis, and Belknap and Hollinger, what differences do you recognize when it pertains to females within the juvenile justice system vs. males? Could these differences become toxic?

We all know that in order to deal with a major issue, we have to get to the root of that issue. I have attached a TEDx Talks video examining the “roots” of youth violence. Urban Youth Specialist, Craig Pinkney, discusses a mutual feeling of ‘invisibility’ as a root cause amongst juveniles who commit violent acts. Using the readings to support, what socio-economic factors do you believe could be the ‘roots’ of gendered delinquency? Do certain factors affect one gender more than the other? What can society do to lessen the gender gap in delinquency? If you believe that there isn’t a gender gap, what can society do to lessen delinquency as a whole?

TEDx Talks “The roots of Youth Violence”: https://www.youtube.com/watch?v=uWNTMmktoCQ&spfreload=10

Odell (1991) describes the institution of the Juvenile Court system and the role it played in combating delinquency. Even girls at the age of 18 were reprimanded and punished by the Juvenile Court system, as can be seen in the case of Lydia.

Many of these girls (80%, p.37) were “charged” with sexual or moral offenses and sentenced to longer terms in detention than were males who committed the same offenses.

Discuss the ways in which the Juvenile Justice system perpetuated gender roles through social structure. What changes could be made in the Juvenile Justice system that would ensure equality among (all) genders and how might these changes reduce/restructure the apparent influx in female offending?

In “Boys Will be Boys Differently,” Messerschmitt discusses in great detail the ways in which “boys will be boys” through different means depending on race and class. He also discusses the ways in which female position in groups is perpetuated by male behavior. “Young men exercise authority and control in terms of gender, at least relative to young women of the same race.” p. 89

Do you think Messerschmitt accurately depicted female participation in a criminal group activity? Is it appropriate to delegate female offending solely in relation to male offending? In what ways might female offending better be constructed?

The Police Issue on the Cost of Living Increases

The Police Issue on the Cost of Living Increases The City of St. Albans has a unionized police force that is coming up for a contract renewal. The police have one issue: the cost of living increases.

During the past 10 years, police officers have received a minimal cost of living increases, and this time they want to match what other police forces are making. They claim that their salaries are below the national level. The incoming new police hire earns a salary of $48,200. Using the websites provided in the Course Materials Recommended Resources section, prepare data and an argument on behalf of the police officers to support their position (from the textbook).

This assignment will be written as a PowerPoint slide show presentation (PowerPoint Tips (Links to an external site.) Links to an external site.). Approach it as if you are giving the presentation to the governing board of the City of Albans. You are trying to persuade the board that the police officers need a raise. Your proposal should be:

8-10 PowerPoint slides

The note section of the slides should be used to explain the slides.

At least two recent and credible sources in addition to the textbook must be used.

All sources must be cited using APA formatting.

Charts, tables, graphs, etc., may be used.

The first slide should be a title slide.

The last slide should be a reference list.

Please include this reference:

Seaquist, G. (2015). Employee and labor relations: A practical guide. San Diego: Bridgepoint Education.

States Rights vs Federal Supremacy Assignment

States Rights vs Federal Supremacy Assignment ASSIGNMENT # 3A: States’ Rights vs. Federal Supremacy

Although the thirteen original states all eventually ratified the US Constitution, the struggle for its ratification demonstrates that it was not supported by all of the states. At issue was the power that the newly created Federal government acquired at the cost of power held by the States.

Jefferson and Madison raised that issue in 1798 when they wrote the Kentucky and Virginia Resolutions, as does Calhoun in 1832. This conflict brought the country into a Civil War, and the emergence of the “Tea Party” in recent years indicates that it continues to be unresolved. An increasing sectionalism was developing between the North and the South, and the nullification crisis was a manifestation of this conflict.

States Rights vs Federal Supremacy Assignment Instructions

This writing assignment will require you to compare and contrast two Primary Source documents, in order to explain and discuss how the nullification crisis demonstrates a growing sectionalism between the North and the South.

Review the discussion of Jefferson and Madison’s “Virginia and Kentucky Resolutions” in Chapter 9.

Review the section titled The Nullification Crisis located in Chapter 11.

Read the following linked documents. They can also be found at The Avalon Project site, under 19th Century document.

Document 1: South Carolina Ordinance of Nullification

Document 2: Jackson’s Proclamation of Nullification

PREPARE AND SUBMIT:

Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:

Identify and discuss Calhoun’s arguments regarding the unconstitutionality of the Tariff of 1828, his theory of nullification and right to secession comparing them to the Virginia and Kentucky Resolutions, and President Jackson’s response.

States Rights vs Federal Supremacy Assignment Reminders

Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.

Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.

Students are required to research and incorporate into their discussions additional sources that relate to the content. Recommendations can be found at the end of the textbook chapter in Additional Reading.

All statements must be supported and all sources must be identified and cited, and included in your reference list. This also applies to the textbook. Failure to do so constitutes Plagiarism, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use APA or Chicago Style to format their essay. Students should ask their instructor which format style they prefer you to use.

Proofread your work. Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.

Prepare the assignment as a Word Document, double-spaced and using a standard font of 12 points.

Submit via the Dropbox as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.

Point Value: 100

Grading Criteria:

Analysis and discussion (60%)

Support for discussion (30%)

Organization (10%)

Reminder: All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed in the calendar.

Note: Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement. You are required to attach the assignment in MS Word format.

Links have been provided to various sites that offer guidance for essay writing, and APA format. This information is located in the “Student Writing Resources Folder” under the “Course Content” menu option,

Compare and Contrast Malcolm X and Dr Martin Luther

Compare and Contrast Malcolm X and Dr Martin Luther Compare and Contrast/Critical Thinking (Malcolm X and Dr. Martin Luther King Jr.

This is a three-part prompt. The essay you will write must contain responses to all three questions.

What were two approaches to civil rights and racial desegregation of the two leaders? What approach was the more effective in the 1960îs and why?

Has there been a change in American society since that time? What did Malcolm X mean when he said by any means necessary? I what did Dr. King mean when quoting, an unjust law is no law at all?

In 2019, looking back historically, which philosophy integration or Black Nationalism has proven to be more accepted? Why?

The Right to Vote and One Person No Vote

The Right to Vote and One Person No Vote Essay must be at least 750 words but no more than 900 words.

The Right to Vote

USE ONLY THESE AS THE (3) RESOURCES

Listen to the NPR.org broadcast entitled “Vulnerable Voters”

https://the1a.org/audio/

Read this excerpt from Allan Lichtmanís book “The Embattled Vote in America” & this excerpt from Carol Anderson’s book One Person, No Vote.

https://www.scribd.com/document/389001274/Excerpt-From-The-Embattled-Vote-in-America

Watch this video excerpt from Lyndon Johnson’s Speech on Voting Rights.

Yet, the harsh fact is that in many places in this country, men and women are kept from voting simply because they are Negroes.

Action Plan Creation and Civil Action Project

Action Plan Creation and Civil Action Project Background: Civic action does not begin or end on election day.

Citizens participate in the political process by voting, but also by contacting lawmakers, working with the media, building consensus and coalitions, and educating others in their communities.

Problem: A county road intersection is also a school bus drop-off and pick-up point. School children must cross the county road to the opposite side to board the bus and cross again upon departing the bus. There are no warning signs or speed limit signs, and morning and afternoon traffic includes slow-moving tractors to speeding sports cars. In the winter, snow and ice often blanket the road. A cattle crossing is two hundred feet from the bus pick-up/drop-off point. This is an accident just waiting to happen. You have decided to take action on this dangerous situation before an accident occurs. Instructions: Step 1: Choose only one of the two options.

In a Word document, create an “action plan” to move the bus stop pick-up/drop-off point to a new location.

In a Word document, Create an “action plan” to have road signs and speed limits installed at this location.

Step 2: In a Word document, draft a letter that explains why you are taking this action. You may use fictitious data as long as it is reasonably believable. Click here to see an example.

Step 3: In a Word document, create a petition that voters can sign to go along with your letter of explanation.

Step 4: In a Word document, explain how you would implement this action plan to reach all voters affected by your action plan. (There’s much territory to cover. Don’t plan on you doing all the footwork.)

They don’t have to be long word documents, just a bit of information on each. I am writing you need 4 papers they only need to be a paragraph so on each. So A DIFFERENT PAPER FOR EACH STEP.

Immigration American Government

Immigration American Government How to Detect Media Bias and Propaganda Only a small number of citizens are skilled in recognizing bias and propaganda in the news disseminated in their country.

Only a relatively few are able to detect one-sided portrayals of events or seek out alternative sources of information and opinion…the overwhelming majority of people in the world, untrained in critical thinking, are at the mercy of the news media in their country (The Foundation for Critical Thinking). Why this assignment? Most major news channels present biased information and even go as far as to present fact-less even untruthful information. In response, there is a growing number of “hoaxster” websites that purposely present information that is not based on any known facts but tend to rely on conspiracy theory. Unfortunately, most Americans rely on the news to learn about political events and either believe the story or do not bother to check the information against other reports. This perpetuates political spin, leaving many Americans to wallow in a political echo chamber and this impacts our political process. There seems to be a correlation between news media bias and a trend towards polarization. Americans and their elected officials are moving further left or further right such that middle-ground politics and policies that rely on compromise cannot be reached. What does this assignment focus on? The main purpose of this assignment is to increase your awareness of news media bias, to learn to fact check and to analyze how this affects you and our democratic political process. This is NOT a pro/con analysis. Please be sure to read these instructions thoroughly to do well on this assignment. GENERAL GUIDELINES: This written assignment must be typed and saved as a Word document (.doc or .docx). It should be 5-7 pages, double-spaced, one-inch margins, 12 pt. font. No Cover Page is necessary, but parenthetical in-text citation and a Works Cited page (MLA format) are required. Be sure to include your Works Cited IN YOUR assignment document file. To learn more about citation, use the Purdue Owl website and avoid plagiarism: https://owl.english.purdue.edu/owl/ (Links to an external site.)Links to an external site. . SPECIFIC INSTRUCTIONS: CHOOSING MEDIA SOURCES News media bias is most profound when news media sources take on very specific political perspectives. Yet, most Americans choose only news media sources that match their own political perspective. This creates what many call “the echo chamber.” For this assignment, you must choose two news media sources with very different perspectives. There are several political perspectives, the two most common are conservative (right leaning) and liberal (left-leaning). It is up to you to figure out the political perspective of the sources you are considering. Here are some external links to help get you started: http://www.allsides.com/about-bias Links to an external site. https://www.washingtonpost.com/news/the-fix/wp/2014/10/21/lets-rank-the-media-from-liberal-to-conservative-based-on-their-audiences/?utm_term=.551a19b03773 Links to an external site. There are several formats from which to choose your sources; these include print (newspaper, magazine), radio, television and the internet. You may choose your sources from any combination of these formats (i.e. two internet sources OR one television source and one internet source). CHOOSING YOUR TOPIC You must choose one political topic which is relevant to this class (i.e. it must be a US/American topic and it must be recent). You will then search your two news media sources for this topic. You may need to further narrow your topic so that both of your news media sources are discussing an important element of the topic (i.e. Gun Control might be narrowed down to background checks for gun licenses). Choose ONE article/broadcast about your topic from EACH source (TWO in total). Here’s a list of topics that may be used: Gun Control Immigration/Refugees NSA Surveillance/Wikileaks Pre-emptive Strike (and/or Drone Strikes) Same-sex marriage The National Budget/Debt Iran’s Nuclear Program Legalization of Marijuana Russian Interference in Elections Net Neutrality N. Korean Nuclear Program Healthcare Acts Immigration policy Abortion/Planned Parenthood Tax Reform If you have a different topic in mind, email me. DETECTING BIAS You will then critically analyze, by comparing and contrasting, how your two news media sources relay the information concerning the topic you have chosen. You MUST use this site to help explain main areas of analysis/BIAS http://www.studentnewsdaily.com/types-of-media-bias/ (Links to an external site.)Links to an external site.. Choose a MINIMUM of 3 main points of bias from this site and use these to develop an in-depth analysis of just how biased your sources are and how these biases affect you AND our political process. Support these points! When looking for specific examples to support your points, look for both verbal and non-verbal clues. Look at the visuals, the headlines, catchy or loaded words/phrases, placement of article, whether each side (or various sides) are discussed, look at the length devoted to each side. Look to see if names, events, places, organizations, etc. are explained in depth (i.e. is there enough background information to understand the topic). Re-read or re-listen to the articles/broadcasts/websites. Look for even the most subtle factors that might affect the reader/listener. The deeper your analysis, the better it will become (and the higher your grade!). FACT-CHECKING Check your two news sources for a variety of points presented as “truthful” or as “factual.” You must find TWO from EACH source. The obvious examples of fact/truth include actual numbers, but often times absolutes (all, none, every, only, most, very few, ….) will be used and can also be taken as “factual.” And there may be other statements of truth/fact that are embedded into sentences and/or assumed. You will need to again critically listen to/read your two news media sources used above and find at least two “facts” or “truths” from each of your news media sources. You will then need to try to fact-check these! This isn’t easily done, so take your time and state whether each fact is true, mostly true, mostly false, or false. You must support this with some credible evidence. A major part of this assignment is to have you search and find credible sources. ANALYSIS Remember that this paper is an analysis. As such, you must present your findings and then use them to analyze our political process. Without this important analysis, your paper is incomplete! With your findings (biases, fact-checking), examine both the short and long term effects on our political system. Be sure that your concluding analysis (more than one paragraph) goes beyond the obvious (i.e. “all news media is biased”). You might start by summarizing your findings (discuss and explain whether or not the reader/listener could make a rational decision after reading/listening to both of these articles/broadcasts). But you MUST also bring in information you have learned about our political process AND examine how your findings uncover the relationship between news media and our political process. Be specific by making a few points and support each point with a thorough explanation. For example, examine what part the media plays in “polarization?” Examine how polarization affects our process and analyze if polarization enhances our political process (i.e. political candidates, voting) or not. HINTS FOR WRITING YOUR ASSIGNMENT Your assignment should be well-constructed, should support a strong thesis and should logically lead to your conclusion Your assignment should begin with an introduction that states your topic, news media choices and your thesis. This introduction should be clear and concise, but no longer than 1 paragraph. The body of your assignment should be an analysis constructed around the 3 or more points (biases) you have chosen to use to analyze your sources. Be sure that you introduce the main point, (i.e. “bias by omission”) explain it in your own words, (“bias by omission means that……”) support it with specific examples from BOTH of your news media sources (cite your sources) and explain how/why the source is biased and how it affects the reader/listener. Be sure to use (and quote/cite) specific examples from your news media sources to support your points of analysis. You should not use any additional sources or your own opinion for this portion of your paper. the two facts/truths you fact-checked for each source. Be sure that you state the fact/truth you fact-checked and in which source you found it state what source(s) you used to fact-check and why these sources rate the fact/truth as true, mostly true, mostly false, or false. The concluding paragraphs that should be your examination of your findings-your analysis (as explained in #5 above.) Be sure that you Provide a few main points Provide an in-depth explanation of each of your points and Analyze specific aspects of our political system that might be/are affected. Cite your sources. Do NOT use first person. SUBMISSION Properly submit your assignment in both the Interactive Assignment file submission and Discussions links by NOON on the due date as listed in our Syllabus. LATE Interactive Assignments will be penalized without a documented reason (there’s a Late Policy listed in our Syllabus file). There is also a grade rubric in our Syllabus for this assignment. You are not able nor allowed to read other students’ assignments until you have submitted your own. If you decide to try to “cheat” and read other posts first, your assignment will not be accepted. There are no redos or rewrites. Return to the Discussions after you have submitted your assignment and discuss and debate with your fellow students. You may focus on media bias, per se, or you may focus on the student’s analysis. In either case, your responses to at least TWO students (one with whom you disagree) must be both relevant and professional!! Your responses are due before MIDNIGHT on the due date.

The Feminist Movement of the 1960s and 1970s

The Feminist Movement of the 1960s and 1970s Response needed

Please respond to the following with 200 words

After reading Issue 16, I strongly agree with Carolyn Graglia that yes, the women’s movement did fail at liberating American women. Her views on feminism concluded that the feminist movement of the 1960’s and 1970’s was a valid but faulty idea in that it was based on a worthy opinion, that all men and women should be equal, but turned into a radical movement in which the judgment of a housewife was reduced to that of a parasitic, that was not using her God-given strengths to the best of her ability. This movement, in turn, pushed women out of the house and into the workforce. Feminists also pushed women to embrace their sexual desires, by rallying behind abortion and other such laws. As women began to mirror men in careers and emotional independence, they tipped the balance between traditional labor and housework, due to the fact that although more and more women were leaving the housewife position, almost no men were switching to a child raising vocation. This could be beneficial as a way for struggling families to make more money but also resulted in a generation of under cared for children and an overload in the job market. As this gap between the number of people staying at home raising their children and the number of people entering the workforce grew then and grows today, only bad results can follow. Women are naturally made for positions of child raising; they are natural caregivers and are on average less physically able than men to do household work. Those who wish to seek an alternative should be able to do so, but should not feel obliged to seek a career solely to combat stereotypes. In conclusion, just as stated in the first sentence of “American Women in the Twentieth Century,” our foremothers predicted that the twentieth century would be the “century of the child:” They were wrong, this century feminists have pushed women to be like men and not focus on raising their children, so young children must be raised by strangers and peers, resulting in a neglected generation of children.

Should Cross Burnings be protected as a Form of Free Speech

Should Cross Burnings be protected as a Form of Free Speech Read “Should Cross Burnings be Protected as a Form of Free Speech?”, and address the elements listed below.
a. Summarize the decision of the U.S. Supreme Court in both of the cases that are excerpted in the handout. In a few words, explain why the court in R.A.V. v. City of St. Paul overturned the decision of the Minnesota Supreme Court.

Explain why the court upheld the Virginia statute in Virginia v. Black.
b. In Virginia v. Black, what did the court mean when it held that “just as any state may regulate only that obscenity which is the most obscene due to its prurient content, so too may a state choose to prohibit only those forms of intimidation that are most likely to inspire fear of bodily harm”?
2. Read “Does the Sending of Obscene Material Over the Internet Constitute the Transportation of Obscene Material in Interstate Commerce?”, and address the questions below.
a. Do you agree that the statute in question applies to computer-generated and computer-transmitted information?
b. Should the government be required to present expert witnesses to establish that the material in question is obscene? Is this a question that a jury can decide on its own? How are jury members aware of “community standards”?
c. If the community standards are different in Milpitas, California, from those of Memphis, Tennessee, why should the defendants beheld accountable for the standards in Memphis and not those in the location where the material was transmitted?
d. Are you satisfied with the test for obscenity? In what manner, if any, would you change the standard?
The handouts are attached.