Franky Fraud makes spaghetti sauce. He names his spaghetti sauce “Michael Jordan’s Spaghetti Sauce” and puts a picture of the athlete Michael Jordon on the label. Franky Fraud also claims that the sauce will extend your life ten years if you eat it every day. Many bottles of the sauce also contain razor blades. What tort or torts has Franky Fraud committed?
For this section of the portfolio project, you should address the following:
1) In your own words, briefly describe the different types of communication technology that employees will typically encounter at the company office. You must include ALL of the following types. Then, write about which communication context(s) each should best be used. For example: Email would be the preferred form of communication when you want to send an important document quickly to your co-workers and/or clients.
The target length of the assignment is one single-spaced (12-point font) page with normal margins.Chapter 11 presents three ways in which managers can attempt to control the behavior of subordinates. Read the case study “The Case of the Tempormental Talent” (attached). Use the three behavioral control techniques described in Chapter 11 to describe three specific management tactics that “Bob” could use to control the behavior of “Ken”. Then, indicate which of the three tactics you’ve presented you think will be the most effective and support your answer.The Case of the Tempormental Talent.pdf
final paper onPart A
For Part A of the final paper, you should ONLY submit your thesis statement, tentative outline, and bibliography. The completed paper should be submitted as Part B.
Your thesis and outline should be written in full sentences.
To receive up to 5 points in extra credit, take your final paper to the Writing Center. On the top right corner of your paper, input the name of the person who took case of you, as well as the confirmation number of your appointment.
1. Thesis: Establish what is the purpose of your paper? Be sure to narrow your topic to a particular topic (see below) and a case study of a specific tribe (choose one of your interest). See examples of how to write a thesis statement here. (Links to an external site.)
2. Outline: List your three key potential arguments to support your thesis in a sentence each.
3. Bibliography: List five potential academic sources. (Links to an external site.)
1. Thesis: The purpose of this paper is to explore how the Iroquois’ confederacy and concept of freedom of expression, inspired the US Constitution.
Argument A: Why did the Iroquois considered freedom of expression as sacred? How did it shape the Iroquois confederacy?
Argument B: Case study: How did the Iroquois’ form of government inspired the thinking the constitutional framers?
Argument C: How have Native Americans continued to contribute toward the expansion of Religious Freedom laws in the US?
2. Bibliography: Go to our library’s website https://library.fiu.edu/, (Links to an external site.)and type in the key words of your topic. Here are some examples:
“Iroquois freedom of expression,” “Iroquois and US constitution,” “Iroquois confederacy,” “Iroquois and Freedom of Expression.”
Course Project – Explore Phase
1, 9, 11
What factors might contribute to this? What issues would you investigate? Is voluntary turnover necessarily bad and in need of correction? Give examples to illustrate your answer.
“If supervisors communicate effectively with employees, deal with their concerns, and treat them fairly, employees are far less likely to be interested in forming or joining a union.” Do you agree or disagree with this statement? Why?
According to the Archibald Firefighters’ Arbitration CaseYou mentioned Huston Texas increasing their fire department’s pay by 18% over 3 years. Do you have any statistics on their current salaries, city size, and past increases that were offered? Does Archibald a close comparison to the city of Huston in population and services offer?
Select a population that has been faced with issues of discrimination and oppression. Reflect on what approach you, as a human services leader, should take in understanding and serving this population and promoting community empowerment, addressing all four tasks outlined in the framework.
In this chapter, we framed engagement with diverse and different population groups within an overview of advancing human rights and social and economic justice. A framework for engaging with diverse populations was presented. The first task was to start where the population is and involves self-reflective practice. Although cultural competence is extensively cited as a goal, criticism of this concept is that it assumes one can become competent in understanding another culture. Cultural humility makes a somewhat different assumption: It involves a continual commitment to co-learning and self-reflection, and recognizes the power imbalances in interactions between helping professionals and consumers. Throughout this chapter, we emphasized the importance of listening to population group members and recognizing that there will be different perspectives.
Task 2 focused on the impact of difference, discrimination, and oppression. Highlighted were definitions of systems of oppression, including ableism, ageism, classism, ethnocentrism, heterosexism and trans oppression, racism, and sexism. Intersectionality was introduced, along with themes of critical race theory and recognition of the reification of whiteness.
Task 3 focused on using the professional knowledge base to gather information on the population, noting that it is important to fully draw from insider perspectives as well as the theories and studies that inform understandings of the population group with which one is working. What is known about growth and development as well as social relationships and structures was explored as a beginning step in fully accessing the professional knowledge base.
Task 4 elaborated on methods that can be used to engage small and large groups in change episodes. Understanding group development and stages of growth was emphasized, given the fact that macro practice involves an array of task-oriented groups in the change process.
Engaging the population group is a parallel process to problem identification, the subject of Chapter 4. Together, Chapters 3 and 4 provide change agents with sets of interrelated activities that will be helpful in formulating a problem definition. In conjunction with persons who have experienced the problem, and with their full and ongoing participation, the tasks and activities in these two chapters will assist the change agent and others in beginning to move toward an episode of change.
Appendix: Framework for Understanding the Target Population
Task 1: Start Where the Population Is
Develop Cultural Humility
What experiences has the social worker had with members of this population group?
What self-identities and attitudes does the social worker bring to this situation?
What are the power imbalances faced by this population group?
Listen to Different Perspectives from Population Members
Identify key informants from the population of interest.
Include diverse voices and perspectives in articulating the issues faced by this population.
Task 2: Assess the Impact of Difference, Discrimination, and Oppression
Explore the Discriminatory and Oppressive Issues Faced by This Population
What stereotypes or generalizations confront this population group?
How has this population group been discriminated against or oppressed?
Do members of the population group feel marginalized, and, if so, why?
Assess Implications of Intersectionality
What are the dimensions of intersectionality within this population?
What issues of power, privilege, discrimination, and oppression are identified by members of this population?
What frameworks are useful in understanding population dynamics?
Task 3: Search the Professional Knowledge Base on the Target Population
Identity Concepts and Issues Related to Growth and Development
What sources of the professional knowledge base are available on this population group?
What theoretical frameworks are available that will help in understanding the target population?
What factors or characteristics gleaned from the knowledge base on this population will be helpful in understanding the target population?
Assess Social Relationships and Structures
What structural and environmental forces are affecting this population group?
What theoretical frameworks are available that will help in understanding the interactions between members of the population and the larger social environment?
Task 4: Develop Strategies for Authentic Engagement
Create Opportunities for Participation
Who has been involved in identifying the need for change?
What principles can be used to guide a meanginful engagement process?
What methods can be used to engage diverse population groups?
Work with Groups of Population Members, Allies, and Advocates
Who are the allies and advocates of this population group?
What can be learned from allies and advocates about the history of experiences with the target population and the pressing problems and opportunities?
How can relationships be built and maintained?
Recall what you learned in this chapter by completing the Chapter Review.
Assess Your Competence
Use the scale below to rate your current level of achievement on the following concepts or skills associated with each learning outcome listed at the beginning of this chapter:
1 2 3
I can accurately describe the concept or skill(s) associated with this outcome. I can consistently identify the concept or skill(s) associated with this outcome when observing and analyzing practice activities. I can competently implement the concept or skill(s) associated with this outcome in my own practice.
Discuss issues of discrimination and oppression faced by different population groups.
Use a framework for engaging population groups in a change episode.
Why should all organizations have CSR programs? How can CSR help organizations be more effective? How can information systems help organizations be more effective with CSR?
Citations and references must be in APA format with 2018, 2019, 2020, and 2021.
Plagiarism should be 0% and upto 500 words in document and then references
Also, be sure to note everyone’s name at the top of the summary.
Use the following questions to guide your reflection:
What leadership assumptions about leading change are presented by your classmates and others in their responses to the cases?
How might your perspective about the cases be different from the ones presented by classmates?
What different questions should we ask about the case study in light of the week’s materials?
How are your considerations about leading change shifting? How might our discussions and materials influence this shift?
(2.5 points, words 150-200).
2- What aspects of the ministry’s culture made it more/less likely that staff concerns about Harrison
would be taken seriously? (2.5 points, words 150-200).
3- What actions would you take to develop a culture at the ministry that encourages and rewards
employees who speak up about inappropriate behavior? (2.5 points, words 150-200).
4. Based on your understanding of the reputation matrix, how do you describe the type of leadership exemplified in this case by Martin Matthews? Why? (2.5 points, words 150-200)