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Final Research Paper Detailed Outline- 3 pages +
This outline should be based on the topic selected on assignment Order # 403189019 Part 2which was:
• Religious Freedom
OR
• Privacy Rights
Whichever was selected has to be used again for this assignment.
Construct an outline of your Final Paper that will ensure you have all of the required elements. You are expected to write an outline, not a draft of your

final paper. Drafts of your paper will NOT meet the requirements of this assignment.
Prepare: Please review the necessary course text chapters, articles, and multimedia. Conduct additional research necessary to complete the assignment.
Reflect: The end of the course is rapidly approaching, and now is a great time to begin working on your Final Research Paper. This assignment will give you

an opportunity to create a detailed outline of your paper, which will help you to establish a structure for your final paper. Your outline will be

reviewed by your instructor and the feedback provided will certainly help you create a better final product. Remember, the main point of your outline is to

help you organize your thoughts and research. The outline should serve as the backbone of your paper and should provide the building blocks for your Final

Research Paper.

Write: Make sure to read over the instructions for the Final Research Paper, which are located in in the bottom titled FINAL PAPER INSTRUCTION. As

explained in those instructions, your paper should have seven major sections. For this assignment, you will need to create an outline in a Word document.

Review the Sample Outline (Links to an external site.)Links to an external site.from the Ashford Writing Center (Links to an external site.)Links to an

external site..
Your outline must include the following:
• Title page (Links to an external site.)Links to an external site. in APA format
• Introduction and Thesis
 Introduce (Links to an external site.)Links to an external site.the main topic and provide a brief preview of main points.
 Include a thesis statement (Links to an external site.)Links to an external site.that identifies how the concepts of federalism, civil liberties,

and civil rights are implicated and affected by your selected topic.
• Main Point 1: Identify implications for federalism related to the topic.
 Provide a topic sentence that describes one positive impact of federalism on the selected topic.
 Provide a topic sentence that describes one negative impact of federalism on the selected topic.
 Provide at least one piece of supporting evidence (a quote or paraphrase) that supports all of your claims concerning the impacts of federalism on

the selected topic. Be sure to provide an in-text citation. (Links to an external site.)Links to an external site.
 In a single sentence, explain the meaning of the evidence you added above.
 So what? Add a sentence that tells your reader how this evidence supports your topic sentence. Why is this evidence important to share?
• Main Point 2: Identify implications for civil rights related to the topic.
 Provide a topic sentence that describes one positive impact on the civil rights associated with the selected topic.
 Provide a topic sentence that describes one negative impact on the civil rights associated with the selected topic.
 Provide at least one piece of supporting evidence (a quote or paraphrase) that supports all of your claims concerning the impacts on the civil

rights associated with the selected topic. Be sure to provide an in-text citation. (Links to an external site.)Links to an external site.
 In a single sentence, explain the meaning of the evidence you added above.
 So what? Add a sentence that tells your reader how this evidence supports your topic sentence. Why is this evidence important to share?
• Main Point 3: Identify implications for civil liberties related to the topic.
 Provide a topic sentence that describes one positive impact on the civil liberties associated with the selected topic.
 Provide a topic sentence that describes one negative impact on the civil liberties associated with the selected topic.
 Provide at least one piece of supporting evidence (a quote or paraphrase) that supports all of your claims concerning the impacts on the civil

liberties associated with the selected topic. Be sure to provide an in-text citation. (Links to an external site.)Links to an external site.
 In a single sentence, explain the meaning of the evidence you added above.
 So what? Add a sentence that tells your reader how this evidence supports your topic sentence. Why is this evidence important to share?
• Conclusion
 In a sentence or two, conclude (Links to an external site.)Links to an external site.by reviewing your main points and overall thesis.
o References Page
 Include a complete list of references (Links to an external site.)Links to an external site.utilized within the outline in APA format.
The paper must be at least three pages in length (not including title and reference pages) and formatted according to APA style.

Resources:
Multimedia
Mellows, M. (Producer), & Belton, D. (Director) (2010). A new Eden (Links to an external site.)Links to an external site. [Series episode]. In M. Sullivan

(Executive producer), God in America: How religious liberty shaped America. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?

Token=44446&aid=18596&Plt=FOD&loid=0&w=400&h=340
• This 60-minute video examines the origins of America’s efforts to support religious freedom throughout our nation.
Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.
TED. (2011). TEDTalks: Rebecca MacKinnon—Let’s take back the Internet (Links to an external site.)Links to an external site. [Video file]. Retrieved from

the https://secure.films.com/OnDemandEmbed.aspx?Token=48199&aid=18596&Plt=FOD&loid=0&w=400&h=340
• This 15-minute video discusses some of the difficulties of balancing the need for free speech civil liberties with needs for security and law

enforcement.
Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.

Please do not complete this portion below yet. I will submit it for completion separately after I get a feedback for the assignment above.
FINAL PAPER INSTRUCTION
FINAL PAPER 11 pages
Constitutional Issues and the Scope and Character of U.S. Government
In the Final Research Paper, you will use your critical thinking skills to analyze and evaluate a current events topic that has constitutional and

political implications.

Select one topic from the following list of three constitutional issues. The topic you select should also be used as the topic selected from order #

403189019 Part 2and The Final Paper Outline written assignments above:
• Religious freedom
• Privacy rights
The thesis of the paper will be a statement identifying how the concepts of federalism, civil liberties, and civil rights are implicated in and affected by

this topic.

Utilize the feedback from your Week Two and Three Assignments to create a more thorough outline to form your Final Research Paper. The paper must include

five main sections:
• Introductory paragraph that provides a brief background regarding the topic and introduces the main thesis.
• In-depth discussion of the implications for federalism related to the topic.
o Explain how and why federalism has a positive and negative impact on the selected topic.
 Provide one real-world positive example.
 Provide one real-world negative example.
 Utilize the Constitution, established case law, and scholarly sources to support your explanation.
• In-depth discussion of the implications for civil rights related to the topic.
o Explain how and why civil rights are positively and negatively affected by the selected topic.
 Provide one real-world positive example.
 Provide one real-world negative example.
 Utilize the Constitution, established case law, and scholarly sources to support your explanation.
• In-depth discussion of the implications for civil liberties related to the topic.
o Explain how and why civil liberties are positively and negatively affected by the selected topic.
 Provide one real-world positive example.
 Provide one real-world negative example.
 Utilize the Constitution, established case law, and scholarly sources to support your explanation.
• Concluding paragraph that summarizes the main findings and restates the thesis.
The paper must be at least 11 pages in length (excluding title and reference pages) and formatted according to APA style. You must use at least six

scholarly resources (at least five of which can be found in the Ashford University Library) other than the textbook to support your claims. Cite your

sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing

Center.

The Final Research Paper:
• Must be at least 11 double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the

Ashford Writing Center.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must end with a conclusion that reaffirms your thesis.
• Must use at least six scholarly resources, including a minimum of five from the Ashford University Library.
• Must document all sources in APA style, as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

 

 

The assignment:
The term is STRESS
You are going to come up with a clear and well-developed definition for your concept/term.
1. In a short paragraph (2-4 sentences), explain why you think your concept is important and why you chose it.
2. Brainstorm as many synonyms for your concept as you can think of (at least 6).
3. Make up or recall at least 3 examples of the concept in action.
4. Develop 3 comparisons as analogies for your concept. Your comparison can be a sentence or an entire paragraph. To help you develop your comparison

or analogy, consider filling in the blanks:
(Your concept) is like__________________________.
Your analogy could be visual, as in (your concept) looks like _____________________.

5. Tell what the concept is not. What is its opposite?
6. Explain what concepts are similar to your concept. What might people confuse it with
that you want to eliminate from their thinking? Consider filling in the blanks:
Do not confuse (your concept) with ________________________.
(Your concept) does not mean _______________________.
7. Choose some words, adjectives or descriptive phrases to describe the concept. How does the concept feel? Include at least three.
8. List some effects of this concept. When this concept is in place or happening, what happens as a result? Include at least three effects.
Consider adding information to your definition to make it clearer and more developed.

 

 

MLA, with a preference for footnotes over endnotes.

Please respond to the following prompts:
Using the Bureau of Labor Statistics website (https://www.bls.gov/home.htm), describe the Current Population Survey and explain how it

measures the labor force, employment, and unemployment. Describe, using charts if you would like (not required) historical data on:

unemployment rate, labor force participation rate, and the unemployment rate by demographic of your choice (age, gender, sex, educational

attainment, etc), for years 1960, 1980, 2000, 2010, 2016.

For Sources please just use the (https://www.bls.gov/home.htm) website mentioned above.

1- Detail the externalising disorders in childhood. Specifically, give a description of each disorder, diagnostic criteria according to DSM-5, and typical onset age

2- Define paraphilic disorder according to the DSM-5. In addition, describe at least six paraphilic disorders

3- Regarding Personality Disorder, name all personality disorders that fall into Cluster B. In addition to this, describe the main features of each disorder, gender differences, estimate prevalence, and onset and treatment

Title:
Comparing different techniques to teach spelling in high school for Saudi students.
مقارنة بين طريقتين لتدريس التهجئة في اللغة الانجليزية في إحدى المدارس الثانوية بالمملكة العربية السعودية
Statement of the problem:
Saudi students learning English are facing some obstacles that prevent them from becoming proficient language users (Al-Nasser, 2015). One of

those problems is spelling. El-Dakhs & Mitchell (2011, p13) stated that “Saudi EFL learners suffer from serious difficulties with their English

spelling despite the earlier introduction of English in schools”
Therefore, research should be carried out to find the best way to teaching spelling in our schools. By the end of this study, the result will

be analyzed, and a decision will be made regarding the most effective technique.
Purpose of the study:
The study aims at comparing two different techniques of teaching spelling in a high school in Makkah region. It will teach two different groups

using those two different methods to find which groups show improvement. It will also examine students attitude towards the implementation of

those methods and how helpful they were to the students.
Research questions:
The research will answer the following questions:
1- Which spelling technique is more effective in high schools in Saudi Arabia (CCC or Flip Folder)?
2- What are the students’ attitudes toward those techniques?
After implementing those two methods a clear answer will be delivered, and a decision will be made regarding the most effective one.
Hypotheses of the study
The first hypothesis which represents the null hypothesis states the following:
Using copy-cover-compare or flip folder method to teach spelling do not improve students’ spelling.
The second hypothesis, states the following:
Using copy-cover-compare method to teach spelling does improve students spelling.
The third hypothesis, states the following:
Using flip folder method to teach spelling does improve students spelling.

Significance of the study:
There is a number of research which discusses Saudi students’ errors in spelling (Alhaisoni, Al-Zuoud, & Gaudel, 2015; Hameed, 2015; Khan &

Itoo, 2012). However, there is a shortage of studies that tackle spelling instruction in Saudi Arabia. Three articles were found to which

applied different methods to teach spelling in Saudi Arabia (Al-jarf, 2011; Alrwele, 2017; Nahari & Alfadda, 2016). This study aims to compare

the different spelling strategies and decide which one is better in our context.
Currently, copy-cover-compare has received many compliments on its efficacy in teaching spelling. Many have claimed that this is the best method

to be used (Alrwele, 2017; Darrow, McLaughlin, Derby, & Johnson, 2012; Skinner, McLaughlin, & Logan, 1997).
On the other hand, flip folder which is a variation of a technique that was proposed by (Horn, 1967). It is “systematic technique for learning

the correct spelling of words by using a combination of visual, auditory, kinesthetic, and tactile procedures” (Gentry, 2004, p. 60)
The result of the research could be recommended to the Ministry of Education to include a spelling section in each module. That would hopefully

develop students level of spelling which would positively affect their overall language ability. In addition, it is going to be beneficial for

English language teachers in Saudi Arabia to use the method which has been proven to be suitable in our context.

Literature Review:
Spelling is considered a difficult task to be learned not only by second language learners but also by native speakers, and that is because

English spelling has many exceptions (Eide, 2012). Krashen (1989) claimed that students learn to spell just by reading, which supports his input

hypothesis. Others emphasized the role of producing explicit spelling instructions to help students overcome this issue (S.; Graham, Harris, &

Fink-Chorzempa, 2003; Steve Graham et al., 2008; Steve Graham & Santangelo, 2014; Maddox & Feng, 2013). It has been claimed that poor spellers

are usually poor readers, in other words, reading and spelling are closely connected that if a student was unaware of spelling, it would affect

his/her reading ability (Ehri, 1987; Moats, 1999). Researchers have acknowledged that English spelling is unpredictable and cannot be solely

acquired by learning rules. (Schlagal & Schlagal, 1992, as cited in Davis, 2011). Westwood (2005,p36) commented: “mastery of the most commonly

occurring words is of particular importance for students with learning difficulties because these are indeed the words they use in their

writing.” Although spelling instruction is recommended to be taught explicitly, many Teachers are unaware of the most effective spelling

strategies and employ old theories ( Apel & Masterson, 2001 cited in Davis, 2011).
Spelling is also a major problem for Arabs and Saudi English language learners. There is much research conducted which emphasize the weaknesses

of Arabs in spelling. Students in various stages and ages have been suffering from English spelling precisely when it comes to writing. (Al-

Jarf, 2008; Alhaisoni et al., 2015; Bowen, 2011; El-dakhs & Mitchell, 2011.; Hameed, 2015; Saigh & Schmitt, 2012). “The focus of Arabic readers

on consonants and the absence of written vowels in Arabic text can frequently lead to inaccurate guessing both in Arabic and English” (Bowen,

2011, p. 88). Arabs and Saudi students rely on pronunciation to spell words which causes many mistakes such as vowel substitution and

phonological mistakes (Cook cited in Hameed, 2015). Al-Nasser also commented (2015, p. 1612) “There are many sounds corresponding to

characters/letters in the English alphabet which cannot conveniently be pronounced by the Arabic speaking people”.
Additionally, spelling affect students’ writing as Nahari and Alfadda (2016) commented “some argued that individuals with low confidence

regarding their spelling and related skills not only write less and with a more limited vocabulary, but may feel unable to express their

knowledge in various subject areas(p3)”
Theoretical Framework:
The presented techniques for teaching spelling (Copy, Cover, Compare and Flip Folder) are all different ways of enhancing students memory to

spell words correctly. In teaching most common words, students are asked to memorize them as most of them do not follow rules and patterns and

can only learned by memorization.
Copy-Cover-Compare is based on the Behaviorism theory. The Behaviorism theory states that learning occurs by repetition which leads to habit

formation. That is the main focus of the theory is to boost learners’ ability to memorize words spellings. In this method, students are asked to

memorize words spelling in isolation and repeat the exercise in case of mistakes. Learning to spell words as a whole unit is better for

remembering and recalling them later without making mistakes (Wallace, 2006).
Flip folder technique is a combination of different steps to maximize visual memorization. It is believed that students would produce

correct words if they use their visual memory. Researchers concluded that “one of the main processes by which a student learns words that do not

follow a phonetic rule is by visualizing those words as they have been seen or as they resemble other words” (Allred 1977 as cites in Davis,

2011). According to a study conducted by (Ormrod, 1985) he stated that visualization works well with a short-term memory situation.
Those two theories will be put into tests in this research to conclude what is more effective on teaching spelling. Copy-cover-compare

which focuses on repetition and flip folder which combines memorization with visualization will be practiced by students to see if there is any

improvement on students’’ memories.

Research design:
The study is going to be a mixed method research. That is the research will begin with a quantitative research and followed by a qualitative

one. Data will be collected quantitatively in the first phase (Pre-and Posttest) and qualitatively in the second one; open-ended questionnaire

about student’s perception. In this way, an explanatory sequential mixed method is applied to show the outcome of the intervention in the first

part, and deliver a full picture of how students experience the process in the second one (Creswell, 2014).
In the quantitative phase, a pretest will be administered first, followed by an intervention for three weeks. After the intervention a post test

will be conducted and compared with the pre test and with the other group to see if there is any improvement after the intervention.
In the qualitative phase, an open-ended questionnaire will be distributed to students to check their opinion about the intervention and how the

whole experiment was. A questionnaire was used because it saves time in collecting data. The result will be analyzed thematically using NVivo

program. Thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within data. It minimally organizes and

describes your data set in (rich) detail (Braun & Clarke, 2006, p. 6).
A website (http://countwordsfree.com/# ) is going to be used to analyze and appoint the most frequent words in Traveller 3 (students’ current

English language book in public high school). Words of more than four letters are selected form this list. At first, students will have a

dictation pre-test from the word list which contains 50 most frequent words, followed by a post-test at the end of the intervention. Students

are provided with words and trained on them with no context. It is sufficient to teach words in lists than in context (Horn 1967). An automatic

scoring program (Zidan) will be used to mark the pre-and post-test to show what students in both groups have gained and which group scored more

than the other. The results will then be analyzed using SPSS software.
Sampling:
Due to the nature of the researcher’s job; teaching, a convenience sample was used in this study. So, the teacher will be teaching the spelling

technique as well as carrying out the research. A convenience sample means that the participating students are selected based on their

availability and convenience (Creswell, 2014)
Participant:
The participants of this research are second-grade high school students from Makkah city in Saudi Arabia. Students ages range from 16 to 18

years old. They will be divided into two groups; each group consists of 26-30 students. Students will take a pre-test followed by spelling

instruction for 15 minutes in each week. A post-test would follow after students complete 90 minutes of instruction.
Research Limitation:
1- There are many methods and techniques to teach spelling, some would be more beneficial than what have been used in this research. Thus,

further studies focusing on using different strategies would add more to the literature.
2- Those methods are used only in one grade, one school in Makkah. The result could not be generalized, but it would serve as an indication of

how students learn. Further research is recommended to teach different students from different educational regions, different stages (junior-

high, or elementary school).

References:
Alhaisoni, E. M., Al-Zuoud, K. M., & Gaudel, D. R. (2015). Analysis of spelling errors of beginner learners of English in the English foreign

language context in Saudi Arabia. English Language Teaching, 8(3), 185–192. https://doi.org/10.5539/elt.v8n3p185
Al-Jarf, R. (2008). Phonological and Orthographic Problems in EFL College Spellers. First Regional Conference on English Language Teaching and

Literature (ELTL 1), (December), 1–12.
Al-jarf, R. (2011). Teaching Spelling Skills with a Mind-mapping Software. Asian EFL Journal, 53(July), 4–16.
Al-Nasser, A. S. (2015). Problems of English Language Acquisition in Saudi Arabia: An Exploratory-cum-remedial Study. Theory and Practice in

Language Studies, 5(8), 1612. https://doi.org/10.17507/tpls.0508.10
Alrwele, N. S. (2017). COMPARING EFFICACY IN ENGLISH LANGUAGE SPELLING ACCURACY COVER, COPY , AND COMPARE VERSUS THE ASSIGN- AND-TEST METHOD

COMPARING EFFICACY IN ENGLISH LANGUAGE SPELLING ACCURACY COVER , COPY , AND COMPARE VERSUS THE ASSIGN-AND-TEST METHOD. International

Interdisciplinary Journal of Education, 6(7), 184–190.
Bowen, H. (2011). Spelling it out! Accounting for spelling difficulties for Arab learners of English, 2014, 85–98.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches.
Darrow, D., McLaughlin, T. F., Derby, K. M., & Johnson, K. (2012). Using Cover, Copy, and Compare Spelling with and without Timing for

Elementary Students with Behavior Disorders. International Electronic Journal of Elementary Education, 4(2), 417–426. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1068609&site=ehost-live
Davis, K. N. (2011). A comparative content analysis of five spelling programs in the 1st, 3rd, and 5th grade. Education.
Ehri, L. C. (1987). Movement into word reading and spelling: How spelling contributes to reading. University of California.
Eide, D. (2012). Uncovering the logic of English. Pedia Learning Inc. Minneapolis, MN, 55420.
El-Dakhs, D., & Mitchell, A. (2011). Spelling errors among EFL high school graduates. In The 4th Annual KSAALT Conference, paper presented in Al

Khobar, Prince Mohammed Bin Fahad University.
Gentry, J. R. (2004). The science of spelling. Heinemann Portsmouth, NH.
Graham, S. ., Harris, K. R. ., & Fink-Chorzempa, B. (2003). Extra spelling instruction: Promoting better spelling, writing, adn reading

performance right from the start. Teaching Exceptional Children.
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review.

Reading and Writing, 27(9), 1703–1743. https://doi.org/10.1007/s11145-014-9517-0
Graham, S., Morphy, P., Harris, K. R., Fink-Chorzempa, B., Saddler, B., Moran, S., & Mason, L. (2008). Teaching Spelling in the Primary Grades:

A National Survey of Instructional Practices and Adaptations Author(s). Source American Educational Research Journal, 45(3), 796–825.

https://doi.org/10.3102/0002831208319722
Hameed, P. F. (2015). A Study of the Spelling Errors committed by Students of English in Saudi Arabia: Exploration and Remedial Measures.

Advances in Language and Literary Studies, 7(1). https://doi.org/10.7575/aiac.alls.v.7n.1p.203
Horn, E. (1967). Teaching spelling. Washington D.C: National Education Association.
Khan, I. A., & Itoo, B. A. (2012). Strength for Today and Bright Hope for Tomorrow Problems of Spelling in Common English Learners of Saudi

Arabia, 12(November), 297–322.
Maddox, K., & Feng, J. (2013). Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First

Grade Students.
Moats, L. C. (1999). Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do.
Nahari, A. A., & Alfadda, H. A. (2016). From Memorising to Visualising: The Effect of Using Visualisation Strategies to Improve Students’

Spelling Skills. English Language Teaching, 9(6), 1. https://doi.org/10.5539/elt.v9n6p1
Ormrod, J. E. (1985). Visual memory in a spelling matching task: Comparison of good and poor spellers. Perceptual and Motor Skills, 61(1), 183–

188.
Saigh, K., & Schmitt, N. (2012). Difficulties with vocabulary word form: The case of Arabic ESL learners. System, 40(1), 24–36.

https://doi.org/10.1016/j.system.2012.01.005
Skinner, C., McLaughlin, T., & Logan, P. (1997). Cover, Copy, and Compare: A Self-Managed Academic Intervention Effective Across Skills,

Students, and Settings. Journal of Behavioral Education, 7(3), 295–306. https://doi.org/10.1023/A:1022823522040
Wallace, R. R. (2006). Characteristics of Effective Spelling Instruction. Reading Horizons, 46(4), 267–278.
Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Aust Council for Ed Research.

Can the Working Class Engage Political Power and Win?

READING ASSIGNMENT – 35 pages of new reading.
1. ZWEIG, Chapter 8. “Power and the Government” (Pp: 157-171)
2. ZWEIG Chapter 9. “Into the Millennium” (Pp: 173-193)
3. FILM GUIDE: “SHIFT CHANGE: Putting Democracy to Work.” (This doc. is attached here & also posted up in the FILM GUIDE Folder on the RESOURCES Tab.)

TWO (2) VIDEO CLIPS
Worker-Owned Cooperatives in the U.S. … A Vision for the future?
1. “SHIFT CHANGE: Putting Democracy to Work” Directed by Melissa Young & Mark Dworkin. http://www.youtube.com/watch?v=NK9SjSpRCcQ (7 mins: 05 secs)
2. News Program about the film, “Shift Change” – “The Big Picture with Thom Hartmann” http://www.youtube.com/watch?v=NK9SjSpRCcQ (9 mins: 25 secs)

Pay Someone to do your Essay

QUIZ 8 on the film, “Shift Change.” The QUIZ asks three (3) questions about the film, based on the Film Guide & your screening of the two video clips. (QUIZ 8 is posted up on the ASSIGNMENTS Tab.)
Lecture Notes.
In the final section of his book, our author Michael Zweig discusses what the Working Class Majority has done historically to claim political power, and what can be done in the present/future, especially given the unchecked power currently exercised by global capitalism.
There are two parts to this project of claiming power and making change:
1. Working class efforts to obtain greater power within the American political system (Chap. 7)
2. Working class efforts to obtain greater power within the globalized capitalist economy – one that reaches far beyond the national borders of the United States (Chapters 8 & 9)

ZWEIG: Chapter 8, POWER & THE GOVERNMENT
Three major questions are explored in this chapter of The Working Class Majority:
1. What *role* does the government play in the dynamic relationship between workers (LABOR) and owners of companies and corporations (CAPITAL)?
2. What role should the government play in the U.S. economy, and in the ongoing struggles between workers (labor) and employers/bosses and supervisors (capital)?
3. How can working class people engage the government to gain more power – based on our understanding of what the government does.
Question # 2, above, figures prominently in all the current discussion swirling around the upcoming 2016 presidential election – there are very sharp disagreements between Democrats and Republicans on the question of the government’s role in society.
Zweig’s final chapters invite you to re-evaluate your beliefs about the role the government should play in the economy, especially in relation to working class people.
In the introductory paragraphs of Chapter 8, Zweig discusses some of the prevalent negative attitudes *his* friends have about the government – and these are pro-labor, pro-working class people. This indicates just how deep anti-government sentiments are in our society.
Zweig rejects the idea that government is totally controlled by Big Business and the wealthy. He believes the government has an important role to play in resolving the problems working class people have and their struggles for greater social equality. While some progressive scholars and radical activists believe all electoral politics only works for the wealthy, dominant class, Zweig believes there is “wiggle room.” He believes there are specific moments and issues on which working people – at the job and in their family/community lives – can pressure the government to act in our favor. He does not believe the government *only* works for the rich, the powerful, the 1% — the owners of corporations, the banks and the financial institutions.
WHAT IS – AND WHAT SHOULD BE – THE ROLE OF THE GOVERNMENT IN THE DYNAMICS AND STRUGGLES BETWEEN WORKERS (LABOR) AND BOSSES/OWNERS/MANAGEMENT (CAPITAL)?
In the United States, at this moment in history, there are basically two distinct views about what the role of government should be: YOYO versus WITT
YOYO – “You’re On Your Own”: Individualism, no interventions or help from the government. The strong & the lucky survive and thrive. If you don’t “make it” in America – it is your own fault.
WITT – “We’re in This Together”: This view affirms that government needs to play a role, government is supposed to intervene in the economy and society. WHY? To “even the playing field,” to guarantee access to key resources (jobs, education, healthcare and housing) to *everyone* in U.S. Especially to make sure that the most vulnerable sectors of our population – children, the elderly, those who are sick, the disabled, poor people – are taken care of.
YOYO reflects the dominant values & beliefs about individualism that we are socialized to accept. Multi-national corporations and the super wealthy depend on the government very much: the government builds and maintains the roads, the ports, the utilities and all the other infrastructure projects necessary to build any company or corporation. The government basically takes care of those facets of the economy that the owners of corporations and firms do not want to pay for.
This is especially interesting when we consider that all the money the government must use to pay for these items comes from tax dollars – and the vast majority of taxes are paid by working class and middle class people. The wealthiest members of U.S. society have enjoyed one tax-cut after another since 1980. They also employ lawyers to take advantage of tax loopholes. They put their money in off-shore accounts and find other ways to hide their wealth so that it is not taxed. Meanwhile, the working class and middle class are paying for all the government programs that *serve* the rich through their tax dollars — even as real wages have remained stagnant for the past 30 years. (Real wages refers to the actual buying power of dollars earned, taking into account inflation and other factors.)
As ABC News reported on January 25, 2012 (SeniboyeTienabeso):
http://abcnews.go.com/blogs/business/2012/01/warren-buffett-and-his-secretary-talk-taxes/
In a week when taxes and tax returns have dominated the headlines, billionaire investor Warren Buffett jumped back into the political debate and showed his returns exclusively to ABC News’ BiannaGolodryga, adding, “I have never had it so good. … What has happened in recent years, we were told a rising tide would lift all boats, but the rising tide has lifted all yachts.”
Buffett’s secretary since 1993, Debbie Bosanek, sat next to her boss just hours after being invited by the president to the State of the Union address, where the president made her the face of tax inequality in America.
Bosanek pays a tax rate of 35.8 percent of income, while Buffett pays a rate at 17.4 percent.
“I just feel like an average citizen. I represent the average citizen who needs a voice,” said Bosanek. “Everybody in our office is paying a higher tax rate than Warren.”
It is interesting to note the profound inconsistencies within the YOYO (You’re On Your Own!) belief system!

Now, those people who believe in the “YOYO” framework do not apply it uniformly to all fields of their lives: When it comes to the economy, the role government should play, and how workers should be treated, folks may assert “You’re On Your Own!” YET, they do not accept this way of thinking when it comes to their families & friends.
In the family, it is assumed that *all* will sacrifice and contribute to help each other. It is assumed that young children, the elderly, and those who are sick or disabled will be cared for and respected – even when they are not working or bringing in enough money to support themselves. When family members run into hard times, economically, other family members are expected to help out.
(Now, we may not like every member of our families, and we may resent the pressures put on us sometimes, but most of us accept these duties; heck, we consider our family obligations a point of honor – yes?)
The WITT (We’re In This Together!) Perspective applies a family approach to society as a whole. Advocates of the WITT position argue that Americans aren’t looking for a hand-out, but a “hand up.” To protect the vulnerable is a righteous, decent act. It resonates with all the values expressed in the dominant religious texts in the United States – the Bible (both Old & New Testaments), the Torah, and the Koran.
– What do you think happened between 1960s and 1970s – when WITT was the dominant U.S. shared, cultural belief, and today?
– Why and how has rampant individualism been intensified during the past 40 years?
– Why did the political and cultural emphasis in our country shift from WITT to YOYO?
– What powerful forces or class interests – the so-called “Market”(as if the Market had a mind of its own)
– What impact does racism play in the move away from sharing & taking care of each other?
– What role does anti-immigrant hysteria play in this sea-change of shared values and beliefs in the U.S.?
– How do you feel when you help others in need – through your family, your church, your trade union, your community service organization, or your friends?
– Do you feel “ripped off” and taken advantage of?
– Or, do you feel more noble?
– Do you gain skills when you share with others, or do *you* lose something?

… Who is it that we are being told is “coming to get us” or trying to “get something for nothing”? By this time in our course, you should be able to critically dissect and analyze such fear-mongering. How might you use the contents of the last chapters in Michael Zweig’s book to refute these Preconceived Notions and ideological beliefs… that are simply *not* substantiated by the economic and social facts?
Your task in these chapters is to read and understand the logic behind Zweig’s assessment. You may not agree with his position — BUT, I invite you to ask yourself *WHY* you hold the beliefs you do? Where do *your* beliefs about the role of government come from? How do you benefit from government actions? How do you think you are wounded by government actions? Are you a YOYO or WITT?
CHAPTERS 8 & 9 in Zweig’s book articulate a range of ways that working class people can mobilize to change our conditions of life: the quality of our jobs – (heck, just the existence and availability of jobs!) – the rate of wages & salaries, and the quality of our daily lives.
Zweig examines a wide range of working class mobilizations:
A. Independently, as workers – in trade unions:
1. at the work site, especially through collective bargaining negotiations with management
(the union contract) and through shop-floor activism and processing grievances
2. in political & community affairs, when workers mobilize as “the labor movement.”
B. In coalition with other constituency groups, including:
women, students, African Americans, Latinos, Asian Americans, native Americans, the LGBT community (Lesbians, Gays, Bisexuals & Transgender people), immigrants, and environmentalists
In Chapter 9, especially, Zweig stresses the importance of independent organization for working class people – separate from bosses, managers, supervisors or outside “consultants.” Why?
1. Working class people often do not see themselves as a group with common needs, interests and concerns. So, workers need to explore their situation, talk about their shared issues and find their voice– separate from the interests, power and influence of the powerful & wealthy. They need their own forum, their own organization – labor unions, and labor political parties.
2. When working class people unite with the wealthy and with their employers, the power differences too often determine the results. The extra resources, money, and sense of entitlement on the part of employers, managers, owners, and their lobbyists and lawyers shape the outcome. Working class people often fall silent, feel unsure of themselves, become passive, let “the experts” make decisions – in short, give up their power to the representatives of the more dominant sectors of society. (Those people seem to talk with confidence, they seem to “know it all”… and they can be very dismissive and impatient with working class people who try to articulate a different position.
3. Zweig argues that there are fundamental differences between the interests of working people and the interests of company owners, banks, corporations and the wealthy:
A. Working people want steady jobs, under safe working conditions, earning good incomes that will allow them to support themselves and their families.
B. The wealthy [the finance sector (bankers, investors and financial managers) and the owners of business] want to increase profits – by paying lower wages, cutting health care and other benefits, ignoring Occupational Safety & Health (OSHA) guidelines if they cost money to implement, AND *always* having the right to shut down their business in the U.S. and move to another state or another country where wages and environmental protections are cheaper.
Over the last few years, you have heard a lot about the 99% and the top 1% as a result of the Occupy Wall Street movement. This movement was protesting the immense difference in wealth between the top 1% of the population and the bottom 99% of the population. In New York City, tens of thousands of people participated in Occupy Wall Street. The encampment at Zucotti Park lasted for months. It was mainly young people, and mostly white people, but also older people – especially workers, trade unionists, African Americans and Latinos. These community allies – especially the labor unions who mobilized 20,000 strong – stopped police misconduct against the Occupiers on several occasions.
“Occupy Wall Street” became a nationwide movement in 2011 – far beyond the reaches of New York City. The movement set up encampments of tents and rallies and “happenings” in cities all across the country; five different Occupy encampments were set up in the state of Indiana. These lasted various time periods, ranging from a few weeks to several months – in cities like Bloomington, South Bend, Fort Wayne, Lafayette, and Indianapolis – together with large rallies in Gary. In my home city, South Bend, the Occupy Movement held onto their tent encampment for three and half months!
The Occupy Movement made the issue of profound income inequality a national concern. Social inequality became a front-page issue, from September 2011, through the Presidential Elections of November, 2012. The trend of increased income inequality in the United States began more than 30 years ago in 1980; every year since then, the wealthiest sectors of our society have increased their income and wealthy, while the purchasing power, salaries, and wealth of the middle class, working class and poor have diminished. (You read about this in the documents by Martin Wolfson, the economist from Notre Dame.)
Income inequality has been accomplished through various means, including regular tax cuts for the wealthiest Americans. Zweig reviews this process in detail in Chapter 9.
While the rise in income inequality has been a well-documented trend over the past 30 years, it was silenced or ignored until very recently. In the fall of 2011, the Occupy Wall Street movement brought the issue to the Front Page of every newspaper, to the center of attention. It became a major issue in the presidential campaign of 2012. And this concern resonates with the issues Zweig raises in Chapters 8 & 9 – see for example Pg. 177 and the references provide by Zweig for this chapter.

Chapter 9 – Into the Millennium
The final chapter in Zweig’s book is significantly different and updated in the 2012, 2nd edition – this is the version of the book that you *should* be reading. In this chapter (Pp:174-75) , Zweig summarizes some of the major changes in U.S. society since the publication of first edition of his book in 2000, including:
* the emergence of China, India and Brazil as major world economic powers, coupled with diminished economic and political power for the United States.
* The attacks of September 11, 2001 and the related wars in Iraq and Afghanistan, which are the longest wars in U.S. history, draining billions of dollars from the economy, mobilizing [1.9 million military personnel deployed since 2002 (National Academies Press) http://www.nap.edu/openbook.php?record_id=12812&page=17; with the total cost of these wars estimated at $1.283 trillion, according to the Congressional Research Service http://www.fas.org/sgp/crs/natsec/RL33110.pdf] We are now being convinced that our country will have to fund and deploy troops in “Forever Wars;” NEVER BEFORE WAS SUCH AN IDEA EVEN CONSIDERED – IT WAS JUST PREPOSTEROUS!
* Expansion of the Internet, social networking and the revolution in technology and communications associated with the digital age.
* Transformation of K-12 public education with “No Child Left Behind” legislation which emphasizes standardized tests over critical thinking and more in-depth discussion.
A few pages further, Zweig notes that the U.S poverty rate is the highest it’s been in 20 years, 1 out of 6 workers are unemployed, and millions of people have lost their homes to bank foreclosures (Pg 177).
“Yet, even as evidence of class divisions is stronger than at any time in living memory, the existence of class in the United States continues to be one of the great secrets” (Pg. 175).
Zweig then proceeds to trace the ways corporate and ruling class interests have mobilized to create a “coordinated and well-planned campaign” (Pg. 179). Zweig outlines a political, intellectual, and cultural movement determined to turn back the social advancements won by working class people since the New Deal of the 1940s.
These attacks have been on unemployment insurance, social security for retired people, access to affordable, quality healthcare, and government regulation & quality control over food and medicine production (FDA) .
Zweig considers these attacks to be a continuation of class warfare of the ruling class/elite against the working class majority.
[ATTENTION: I refer you back to the film, Class Dismissed from the beginning of the semester! Remember our author, Barbara Ehrenreich’s story about being accused of class warfare any time she opened her mouth to discuss problems of poverty & unemployment: “Why, you cant talk about that! That’s CLASS WARFARE!”]
Class warfare between striking workers and their bosses and hired guns, used to be bloody and violent in the United States, until the acceptance of unions and protection for collective bargaining by the federal government. This began during the Great Depression of the 1930s and 1940s, with passage of the National Labor Relations Act. This law legalized trade unions.
Today’s class warfare doesn’t take place on the streets outside mines and factories, but in the ideological campaigns and right-wing corporate think tanks like ALEC (the American Legislative Exchange Council, http://www.alec.org/) the Cato Institute, the Heritage Foundation, the Manhattan Institute, Fox cable news, Dick Army and Freedom Works, the Koch brothers (David and Charles), and the Tea Party.
These groups call for massive cuts in social programs and less government regulation, arguing that businesses and Wall Street can regulate themselves. They want to curtail or eliminate the existence of trade unions and occupational safety & health regulations at the workplace. Zweig traces the development of this campaign back to the 1970s (Pp: 178-180).
Conservative, pro-business forces who call for these cuts, also project an intense insistence that *any* response from the left or liberals to increase working peoples’ standard of living is “class warfare.”
In response to all these assaults on the standards of working class people, Zweig reviews the fear campaign mobilized around the national deficit. He takes special note of the profound impact the ongoing U.S. wars in Iraq and Afghanistan have had on U.S. fiscal resources. Zweig notes that there has been little effective response on the part of the majority of U.S. citizens. Why not?
Zweig argues that many people have been convinced that personal liberty is at odds with government programs: “big government = less personal freedom.”
Even when the term “class” is mentioned in the press and by politicians, they only refer to the “middle class” which they say is “hurting” or “disappearing.”
1. The ruling class is not mentioned. Even after the financial meltdown of 2008 caused by bankers, hedge fund and Wall Street investors, the press only talked about a few bad individuals who should be punished (Pg. 175) – not the systematic, institutional structures of banking and investment companies, and the millionaires and billionaires who benefit from them.
2. The working class is not mentioned. Sometimes “the poor” are mentioned, but not the working class. It is assumed that everyone is middle class. And, that to say someone is working class would be an insult. The idea is to be “polite” and respect the aspiration and desires everyone has to become successful and achieve upward mobility, to become middle class. (Remember the point I made early on in the semester about the distinction between our aspirations and desires, and the structural reality of class – Zweig Chapter 3!)
THIS ACTION & ATTITUDE IS A DISTORTION IN SO MANY WAYS!
— It becomes another moment when class frameworks, and the concept of a “working class” become erased and invisible. (This brings us back to the very beginnings of our course & the film, “Class Dismissed.”)
— It reinforces the notion that to be working class is bad, less valuable, something to “get away from,” to move beyond – definitely not an identity to embrace and be proud of.
— In response to these attitudes, who would want to claim a working class identity, in order to fight for working class rights and the need for quality jobs and good, union wages?
— Without organizing as a working class, people do not fight for working class needs.
[ATTENTION STUDENTS: Do you see how the class has come full circle in our investigation of Class, Labor & Society? Everything you first became acquainted with at the beginning of the semester – the film, Class Dismissed and Barbara Ehrenreich’s book, Nickel & Dimed should be making more sense to you at this point in the course.]
Zweig argues that, because U.S. people do not *see* the problems in class terms, and do not claim a class identity, they cannot mobilize to defend their interests.
Other distortions of working class reality pointed out by Zweig include the way that African American and Latino votes are identified in racial terms, and never described as working class – for example, when they voted for President Obama (Pg. 176).
Zweig identifies some of the reasons that create this conundrum or contradiction for the working class majority, including the lack of financial resources and access to mainstream communications networks to project al alternative perspective on class.
Zweig is also critical of what he considers to be a lack of vision on the part of the current trade union leadership. He is angry about the concessions or give-backs that trade unions agreed to (this refers to a cut in established rules, including reductions in wages and benefits).
Zweig calls for energy, vision and coalitions to build working class power. He wants to see trade unions link up with other social movements (women, African Americans, Latinos, and other racially oppressed peoples, environmentalists, immigrants and the LGBT community) to build coalitions that can win.
In the 2012 Presidential election, Obama did not win the state of Indiana, but it is interesting to note that he won 60% of all young people’s votes, 55% of women’s votes, and 65% of all votes by union members (http://blogs.wsj.com/washwire/2012/11/07/after-election-labor-leaders-plan-next-steps/). This is in addition to winning the vast majority of votes cast in the African American, Latino, and Asian communities. Could this coalition of young people, women, union members and communities of color (also referred to as racial/ethnic minorities) be interpreted as one example of a coalition of working class people?

FORUM # 10 – SEVEN (7) QUESTIONS FOR STUDENTS TO ADDRESS
(This FORUM is worth up to TEN (10) Points, for high quality responses)

Don’t forget to post twice, once in response to the questions, and once more in response to a posting by another student, also with a strong references (pg. # citation).

In your 2nd posting in response to another student, be sure to discuss the debate between YOYO & WITT. For full credit, be sure to include references to the text, with page number citations.

From the Lecture Notes:
1. (2 pts.) How do you understand the differences between YOYO and WITT? If you disagree, how would *you* describe the tension between conservatives and liberals over the role the government should play?
2. (1 pt.) What are your thoughts about these two belief systems? Where do you stand on this tension?
3. (1 pt.) Have your opinions changed at all, as a result of taking this class?

… from Chapter 8, “Power and the Government”
4. (2 pts.) What is Privatization:

5. (2 pts.) According to Zweig, how does privatization impact working class people, specifically?

6. (1 pt.) What is the Social Wage?

… from Chapter 9 “Into the Millennium”
7. (1pt.) What is the Labor Party, as conceived of by Michael Zweig?

 

Assignment on Management
Each question needs to be answered 150 words. It should be master level and plagiarism free
Qt. provide an example requiring conflict management Discuss how the incident was handled,
what the results were. and what might have been done to improve the situation

02. If a project manager has a disagreement with a stakeholder such as a functional manager, how
in your view should the conflict be escalated and resolved? What form of communication media
would you suggest be used when working out the conflict?

Referenced books: A Guide to the Project Management Body of Knowledge, 5th Edition ISBN:
9781935589679 from Chapters 10 Project Management: A Systems Approach to Planning
Scheduling and Controlling, 11th Edition ISBN: 9781 1 18022276 from chapter 7

 

Reading Logs
• Use the NYTIMES.com for all the readings logs.
• Select one article per reading log.
• Reading logs are summaries of the newspaper article and then a response to it.

On a typed document, put your header information in the upper left hand corner of the page. Then, put the title of your article in the center.
The first paragraph should be the summary paragraph:
• Must be at least ½ of a page but no more than ¾ of a page
• Double space
• No quotes!
• 1st sentence of summary – state author(s) full names, “title of article,” newspaper title, and the main idea (one sentence only). NO

citation for this sentence.
• Rest of the paragraph – summarize the article; put a citation at the end of each sentence; you must cite ALL the pages
• Last sentence of summary – Conclude the article; no citation at the end of this sentence

Second paragraph is your response to the article:
• Give your opinion
• Must be at least ¼ of a page but no more than ½ of a page

At the end of the document, put the word Reference and the reference entry for that newspaper article:
Ex:
Reference
Last Name, First Name. (Year of publication/date). “Title.” Newspaper Name. Web. Date You Accessed it.
**Everything highlighted in yellow—you should substitute with the correct information.

Formula for Citations: (Last name, year, pg. ___) Insert page number on that blank space; no need to underline it.

For ancient Egyptians in many ways the underworld was considered dangerous, but there were also benefits for the deceased. Explain how it was important for kings to build their funerary tombs as part of the sun god’s cycle.

2. Explain how King Hatsheput came into rule during the 18th Dynasty.

3. Which king had the largest funerary complex at Thebes? A) King Thutmose III B) King Hatshepsut C) King Amenhotep D) King Thutmose I

4. Red quartzite shrines were built into temples as a place to set down the sacred _____________, which was used to carry the cult statue of the deity.

5. What solar connection did red granite symbolize?

6. King Amenhotep’s depictions underwent a physical change after his first sed¬festival at the temple of Luxor. What was different about his characteristics, and what was he now depicted as wearing?

7. Both palaces and temples were built as microcosms of the world from its very beginning. A) True B) False

8. In contract to the temples, there was little palace decoration relating directly to the deities. Instead, what types of images would you find in a palace?

9. This fragment shows a Syrian travelling to Egypt. The Egyptian world view required that all depictions of visitors, whether on diplomatic missions or for trade purposes, were shown in what way?

10. Often the stone in rock-cut tombs were too poor in quality to create reliefs. Describe the decoration styles used in these situations.

11. Pleated garments became fashionable in the late _______________ Dynasty.

12. The falcon is the animal form of Horus. However, the symbol of the _________________ is also associated with the god Horus and was often depicted on amulets and coffins. The drop and spiral imitate the marking of a falcon, and it represents healing and ‘making whole’.

13. The goddess _________________ is represented as a vulture with outstretched wings, and included in funerary decoration at the temple of King Hatshepsut.

14. Many time statues would be holding nu¬jars, and the hieroglyph of the nu-jar generally meant what?

15. Why does King Hatshepsut generally disappear from sources, even after her reign was considered successful?

16. Describe what a stelophorous statue looks like.

17. Due to King Amenhotep’s increased emphasis on the solar aspects of deities, large open ________________ were now included in many temple complexes..