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Read the Syllabus for more information/instruction Reading/Movie Essay on District 9: English 1C—Mr. Jones For a sample paper, see Essay 3 (49-55) Paper #1—The Messages of District 9 (100 points) Assignment Write a nicely unified argument essay of at least 1000 words and at least three full pages of text (not counting the works cited), in which you analyze and interpret the ultimate racial message(s) in District 9. In other words, take a stand and craft a unique thesis on what the film is saying about race or ethnicity and whether the film is ultimately more racist than not, more racially sensitive than not, or totally ambivalent. The body of the paper needs to sustain the thesis and consistently argue it, with support from authorities (readings) and textual evidence (the film). If you argue multiple separate points, place a topic sentence at or near the start of each paragraph. However, avoid the “bullet point” essay that makes three separate points; try to argue one point deeply—but be sure to cue your readers carefully so they stay on track. For basic movie information, use my HW #1 cheat sheet and/or the film’s page at www.imdb.com. Layout, Structure, and Sources For information about MLA-style page layout, consult my Essay Format file on Blackboard. Passing papers will include three or more affirmative or mostly affirmative argument paragraphs and a substantial counterargument paragraph (I favor a “Big Mac” counterargument; see my Essay Basics handout and the Big Mac template on Blackboard). Passing papers will make good use of Michael Omi’s essay “In Living Color” and will quote him at least once in correct MLA style. Omi’s essay can appear in either an affirmative or counterargument paragraph. Strong papers should rely on at least one other assigned essay (or Newitz, which was optional): • Nell Minow’s “District 9—About Racism or Racist?” • Linda Seger’s “Creating the Myth,” since the classic hero myth tends to have a (likeable) white male protagonist. Cite page numbers from the textbook’s 8th edition; your page numbers must match mine. • Annalee Newitz’s “When Will White People Stop Making Movies Like Avatar?” (see BB) All papers must include a list of works cited. On Blackboard, I will supply entries for Omi, Seger, Minow, Newitz, and my own District 9 DVD. If you use other sources, please supply works-cited entries yourself. But remember that Paper #1 is not a research paper; it’s a basic paper built to use the readings provided. Works-Cited Entries for Paper #1 From Word, I am pasting in entries for five works; please note that you will need to reformat any entries you use, as well as enter your own access dates for online sources. Here is the entry for my own DVD of the film (I will let you use it even if you watched the movie online): District 9. Directed by Neill Blomkamp, performances by Sharlto Copley, David James, and Jason Cope, Sony Pictures Home Entertainment, 2009. Here are entries for two Signs of Life articles: Seger, Linda. “Creating the Myth.” Signs of Life in the U.S.A.: Readings on Popular Culture for Writers, edited by Sonia Maasik and Jack Solomon, 8th ed., Bedford/St. Martin’s, 2015, pp. 334-42. Omi, Michael. “In Living Color.” Signs of Life in the U.S.A.: Readings on Popular Culture for Writers, edited by Sonia Maasik and Jack Solomon, 8th ed., Bedford/St. Martin’s, 2015, pp. 538-49. Here are entries for two online articles (I include the URL for one because it can be accessed only through the Wayback Machine): Minow, Nell [Movie Mom]. “District 9—About Racism or Racist?” Beliefnet, http://web.archive.org/web/20161031085216/http://www.beliefnet.com/columnists/moviemom/2009/08/district-9-about-racism-or.html. Newitz, Annalee. “When Will White People Stop Making Movies like Avatar?” io9.com, Gizmodo, 18 Dec. 2009. Homework 1 & 2: see the attachment below (HW 3 & 4, I will send instruction later) 2 Research Essays: I will send instructions after. research paper #1 due; 7/17 reserch paper # 2 due: 7/23

A Quadrant Format for Research on Feminist Activists and Philosophers The quadrant format provides a framework to develop, organize and write a research paper. The four quadrants are: biography, context, analysis, and reflection regarding a women’s rights activist or feminist philosopher, male or female, and past or present. 1. BIOGRAPHY: The biographical study emphasizes the activist/philosopher’s life and greatly enriches the understanding of his/her work. It is a chronology of the philosopher’s development Research questions Full name Birth and death dates Education, formal or informal Significant Relationships? What events, incidents or challenges had a positive or negative effect upon this individual? CONTEXT: The contextual study emphasizes the individual’s social context; the time and place of the person. It is an approach that examines how the person’s life and work reflects feminist issues regarding culture, ethnicity, religion and society. Research questions What prevailing ideas and beliefs were either rejected and/or embodied in the individual’s body of work? What kind of gender, religious, socioeconomic, political, and nationalistic and forces shaped this individual’s character? What significant historical events, if any, had an effect upon her work? If her work was challenged or opposed: By whom? Why and when? ANALYSIS: The quadrant explores philosophy as a tool of inquiry that involves analysis, interpretation, synthesis and narrative. Research is a thinking, reflective, stylistic, and textual process. Considerations What did you find represents the individual’s central idea or issue? Are such views liberal, moderate, or radical? Does the individual speak to women of color? Asian, Hispanic, lesbian. Etc.? Was it difficult for the individual’s social circles or society to accept? Why or why not? REFLECTION: You’re conclusion. Considerations What meaning does the individual’s ideas/work have for you? Does this particular feminist thinker connect to your life? Does it make you more aware of yourself and your world? Do you believe that your individual deserves to be better known? Requirements Minimum of four full pages; 1 inch margins, double-spaced and 12 pt font in New Times Roman Minimum: four credible research sources from library MLA in-text citations and works cited appropriately for print and web sources Spell checked and use of correct grammar Appropriate library databases: American Women’s History Online; Biography In Context, and Credo Reference: suggested sites in Credo are: Encyclopedia of Women Reformers, Encyclopedia of Women’s Autobiography, and Philosophy. Grading Rubric Content & Development 50 % Poor Quadrants are incomplete. Major points are not clear and/or persuasive. Fair Quadrant is not comprehensive and /or persuasive. Major points are addressed, but not well supported. Research is inadequate or does not address course concepts. Content is inconsistent with regard to purpose and clarity of thought. Good Quadrant is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Research is adequate, timely and addresses course concepts. Content and purpose of the writing are clear. Organization & Structure 20 % Poor Organization and structure detract from the message of the writer. Paragraph is disjointed and lack transition of thoughts. Fair Structure of the paragraph is not easy to follow. Paragraph transitions need improvement. Good Structure of the paragraph is clear and easy to follow. Format 10 % Poor Paper lacks many elements of correct formatting. -Paragraphs inadequate/excessive in length. Fair Paper follows most guidelines. Paper is over/ under word length. Good Paper follows designated guidelines. Paper is the appropriate length as described for the assignment. Grammar, Punctuation & Spelling 20 % Poor Paper contains numerous grammatical, punctuation, and spelling errors. Language uses jargon or conversational tone. Fair Paper contains few grammatical, punctuation and spelling errors. Language lacks clarity or includes the use of some jargon or conversational tone. Good Rules of grammar, usage, and punctuation are followed; spelling is correct. Language is clear and precise; sentences display consistently strong, varied structure.

motivate your supervisors regarding change. Include why it is important, how it may be implemented, and what benefits may result. Be sure to focus on the concepts of change for managers and leaders. Include how they may approach change to limit risks to the organization and themselves. To support your content and avoid categorization as a threat to your supervisors, identify 4 quality sources and provide APA references as an additional page

The nature of a transaction gives a clue as to the type of fund in which it should be recorded. (80 points) Scenario 1: Kendal County engaged in the following transactions: It levied and collected $1million in taxes dedicated to the repayment of outstanding general obligation bonds. It billed sponsors of a charity bicycle ride $5,000 for providing police patrols during the ride. It recognized $60,000 of cash dividends on investments dedicated to the support of a county arts center. It recognized $70,000 of cash dividends on investments dedicated to scholarships for needy county residents. It incurred $6 million in construction costs to complete a new county jail. The new jail was funded entirely with the proceeds of long-term bonds. It transferred $400,000 of unrestricted funds to an appropriate fund to be invested and eventually used to repay the principal on the long-term jail bonds (entries in two funds required). It recognized depreciation of $100,000 on equipment in a vehicle repair center that services all county departments that have motor vehicles. It collected $30,000 in parking fees at the county-owned garage. It issued $8 million in bonds to improve the city-owned electric utility. It distributed $3 million in taxes collected on behalf of school districts located within the country. Instructions: Prepare appropriate journal entries. Indicate the type of funds in which these transactions would most likely be recorded. Generally accepted modified accrual accounting practices pertaining to inventories may not fulfill the objectives of financial reporting. (80 points) Scenario 2: The following is an excerpt from a note to the financial statements of the city of Dallas (dates changed): The city prepares its annual appropriated general fund, debt service fund, and proprietary operating funds budgets on a basis (budget basis) which differs from generally accepted accounting principles (GAAP basis). The major differences between the budget and GAAP bases are that encumbrances are recorded as the equivalent of expenditures (budget) rather than a commitment of fund balance (GAAP) in the governmental funds. The city accounts for inventories on the purchases basis. One of the city’s departments, which is accounted for in the general fund, budgeted $195,000 in supplies expenditures for fiscal 2015. It began the 2015 fiscal year with $30,000 of supplies on hand. It also had $12,000 of supplies on order. During the year it ordered an additional $180,000 of supplies, received (and paid for in cash) $185,000 of supplies, and consumed $178,000 of supplies. Instructions: Prepare all journal entries, consistent with GAAP, including budgetary and encumbrance entries that the department should make in 2015. Indicate the accounts and amounts related to supplies that the city would report on its year-end statement of revenues, expenditures, and changes in fund balance and balance sheet. By how much did the department over- or under-spend its supplies budget (on a budget basis)? Comment on the extent to which the city’s statement provides a basis to: Assess the ‘‘true’’ economic costs associated with supplies Determine whether the city adhered to budgetary spending mandates Suppose that in the last quarter of the year, department officials realized that the department was about to overspend its supplies budget. They therefore ceased placing new orders for supplies. However, they imposed no restrictions on the use of supplies and thereby allowed the supplies inventory to decline to near zero. What impact would these cost-cutting measures have on supplies expenditures as reported in an actual-to budget comparison (on a budget basis)? What impact would the year-end measures have on reported supplies expenditures (per GAAP)? Would your response be different if the city accounted for supplies on the consumption basis? Investment gains and losses may have to be accounted for differently in nonexpendable than in expendable funds. (70 points) Scenario 3: The McCracken County Humane Society (MCHS), which is part of a county’s reporting entity, established a permanent fund to provide support for its pet neutering program. As of the start of the year, the fund had a balance of $600,000, composed of both cash and marketable securities. The program itself, which is accounted for in a special revenue fund, is funded by both direct contributions and the income from the permanent fund. At the start of the year, the special revenue fund had assets (all investments) of $26,000. The following transactions and events occurred in a recent year. The MCHS conducted a Walk Your Pet Day fundraising drive. The event raised $120,000, of which $20,000 was in pledges expected to be collected shortly after year-end. The society acquired food and medicine at a cost of $60,000 (cash). During the year, it used $30,000 of these supplies. The society accounts for supplies on a consumption basis. It incurred other operating costs (all paid in cash) of $85,000. The society earned interest of $45,000 on investments accounted for in the permanent fund. During the year, the market value of the investments held by the permanent fund increased by $30,000. Per the terms of the agreement establishing the endowment, all capital gains, both realized and unrealized, must be added to principal. During the year, the value of investments held by the special revenue fund increased by $3,000. The society transferred cash to the special revenue fund in the amount of the earnings of the permanent fund. Instructions: Prepare journal entries to record the events and transactions. Be sure you indicate the fund in which they would be recorded. In your opinion, should the unrealized gains on the investments held in the special revenue fund be considered expendable or nonexpendable? Explain. How would the transfer from the permanent fund to the special revenue fund be reported in the government-wide statements? Use 5 APA citations references

Developing Therapeutic Alliance Write a 1-page essay on how to develop a therapeutic alliance with a patient. Type your work is a word document. Use 12-point font, 1-inch margins, and double space. Make sure you properly cite any resources you refer to in your paper. Save and submit your work using the upload box below.

Task 1: Create a PROGRESS REPORT FORMAT for parents. This progress report will update parents on the continue and behavioral developments of their child.Complete TWO progress reports- ONE for a child that is cognitively and behaviorally on track AND ONE for a child who displays marginal cognitive skills and behavioral concerns. The form you create SHOULd detail various cognitive and behavioral factors This form SHOULD ALSO HAVE a place for your comments to the parents on the child. Make surer to invite the parents to a parent teacher conference to review the information in detail. The report SHOULD ALSO INCLUDE the best ways for parents to get involved with and how to support their child’s educational and behavioral growth. Task2: Food service in educational programs is essential to the well being of children. IN THIS REPORT ALSO CREATE a schedule as well as what you will serve children for a WEEK. YOUR Monday-Friday meal schedule SHOULD INCLUDE breakfast,a mid morning snack, lunch, and an afternoon snack EACH DAY.MAKE sure that your selections are healthy and fun. Conduct internet research for meal planning!

DESCRIPTION: This two-part assignment builds on the notion of Techno-trash. You will write a ‘speculative historiography’ of a technological device you ‘depend’ on. LENGTH: 1250-1500 words PURPOSE: The purpose of the assignment is to think self-reflexively about/with a device that is embedded in your everyday life (your log from A1 should give you a clue as to what device this might be), and about how your personal patterns of consumption are implicated in a global fabrication of e-waste. SUBMISSION: Upload your assignment via Sakai. Go to “Assignments”, click on Assignment 2, and click on ‘Add Attachments’. You will upload your assignment as a single file. PARAMETERS: Your assignment must be uploaded as a single .doc file, or as a single .pdf file. Mac users: you can convert a Pages document into a word .doc by going to the menu bar and choosing: ‘File’ – ‘Export’– ‘Word’. Files that cannot open and/or incorrect files will receive a grade of 0. We will not be tracking down assignments: you must submit properly, on-time. Check and double check to ensure that the file is attached and is the correct file. After submitting, definitely review your submission so you can see/confirm the file. It is your responsibility to ensure that you have uploaded your file into Sakai. You have a maximum of five re-submission attempts BEFORE the deadline passes. We will not accept late submissions via email from students detailing personal technical issues. You must have the correct technology to take this course. Waiting until the last minute is not recommended. Late assignments will receive a grade of 0. Assignments sent via e-mail will receive a grade of 0. A GUIDE TO THE ASSIGNMENT Parts 1 & 2 are presented separately (under different headings) but work together. Part 1 and Part 2 should each be approximately equal in length to each other. In Part 1, you will write a ‘story’ about a device you use daily. In Part 2, you will offer background information that illuminates that device’s cycle of production. You will need to find and cite sources for Part 2 (further details below). You can choose any technological device that you like. For example: a cell/smart phone, iPod, iPad/Tablet, laptop, PC, gaming console. It is up to you to decide. The object should speak to you in some way. It should be meaningful to you: a sort of ‘partner’ you ‘depend’ on. PART 1: Before you begin writing, read the excerpt (see additional files) from Sherry Turkle’s Evocative Objects. The excerpt includes the introduction to this book and a few examples of different authors thinking with/about objects. The stories these authors tell about objects are to help you think about how you might like to tell the story of your object. Think of a technological device that you is embedded within your life. Again, refer back to your internet log if you’re having trouble deciding. We want to unpack this notion of technological dependence; many students have noted in their assignments that they are ‘dependent’ on technology. Why do you depend on it? What if we think of this as embedded technology, or domesticated technology – it’s part of our daily experience (are we all cyborgs now?). Thinking of Turkle’s argument, what is the special power of that thing? Now think of how many versions of that device you have been through over the years. Why did you change devices? Was it hard to decide to change from one device to another? What did you do with the discards or remains of the old one(s)? How is your device “a companion in life experience” (p. 5)? How does it “bring together thought and feeling” (p. 9)? Based on the questions above, write a story about one device in your life. PART 2: Before writing Part 2, watch Pyramids of Waste: The Light Bulb Conspiracy. http://bit.ly/2qJMdE6 Using the same object from Part 1, delve deeper into that object’s cycle of production. This portion of the assignment requires that you research the suppliers of the object. What can you find out about their size, locations, labor force, and profits in 2016? Can you find any information about these companies’ intentions around recycling or disposing of the object you now possess? How many companies participated in making that product obsolete? Which companies have an economic stake in planning for the disposal of that device? Based on these questions, add another layer to the story about the power of the companies involved in the creation and disposal of the techno-trash your device will become one day. Be wise about how you use your resources and support. Your story should have well supported facts in response to the questions above. Don’t only use the information provided by the company that created your device: show a level of criticality. The outline of your paper should be: Introduction, P1, P2, Conclusion. Remember, your introduction outlines the discussion for the reader, the conclusion brings it all together and asks bigger/meta questions – what does my experience and analysis mean for our culture/society? IN GENERAL: The word count (1250-1500) is for the entire assignment (excluding the title page, and the reference page). Plan your writing ahead of time. You want to ensure that you give equal weight to each section. This might be the most challenging part of the assignment. Start by reading and becoming familiar with Turkle’s piece and watch the Pyramids of Waste documentary. Write creatively in Part 1. Part 2 requires that you conduct background research into your object. Give creative titles to your sections – something other than “Part 1” and “Part 2” – so thatthe titles are representative of the story you are telling. Show your creativity in doing this. GRADING RUBRIC The assignment is graded as a whole – how the two parts create a unified story about a technological device. Writing style, spelling, grammar, punctuation, and paragraph structure are part of the grading rubric. Have someone proofread your work You are required to include at least two required course readings (any module) and three sources outside of the course in support of your analysis and discussion. Submissions that do not cite and reference material properly will not be accepted and will result in a zero. This means, if nothing is cited or referenced in your submission – it will not be accepted. It is the student’s responsibility to ensure they are meeting university standards for academic writing, regardless of what your home department is. You are required to stay within the minimum and maximum word count or you will be penalized one mark. You can include a title page and running header; double space your work. Do not use any direct quotes in your module submissions. Instead, rephrase and cite properly, or you will be penalized one mark. Please name your A2 file properly with course number, last name, and assignment name. For example: 2F00LastnameA2.doc A = 80% & Up Top of the class. The assignment covers all that is specified and does so with clarity and precision. There is a logical progression of ideas from part 1 to part 2. Research is very well incorporated to support part 2. The writing is clear, organized and engaging. There are no issues with citing or referencing. B = 70-79% The assignment covers all that is specified. There is a logical progression of ideas from part 1 to part 2. Research is decently incorporated to support part 2 but could offer more depth in the analysis. The writing is mostly clear, but contains minor errors. Minor citing or referencing errors. C= 60-69% The assignment somewhat covers what is specified. The progression of ideas from part 1 to part 2 requires more focus and detail. Some research is incorporated to support part 2. The writing is disorganized and riddled with grammatical errors. Several citing and referencing errors. D = 50- 59% The assignment disregards the requirements in one or more ways. The progression of ideas from part 1 to part 2 is unfocused and lacks detail. Very little research is incorporated to support part 2. The writing is disorganized and riddled with errors. Numerous citing and referencing errors. F=
49% & Under The assignment does not meet basic acceptability expectations in multiple ways. Such lack of due effort and/or lack of due adherence to the instructions merits failure.

Basically you have to interview and ask question to your hereo. And ask questions with no/yes questions, introductory questions,personal questions, probing questions,open ended questions. Thats pretty much it. Also, make sure to include questions to help follow up on the details of the events your subject describes, such as how things looked, sounded, tasted, felt, and smelled.

This assignment will assess Competency 4. Apply concepts that relate to effective decision making and employee creativity. Directions: Describe the benefits of employee involvement and identify the four contingencies that affect the optimal level of employee involvement. Describe and share a workplace experience when you participated in the employee involvement process, which provided you a degree of influence regarding how your work was organized and carried out. What were the contingencies which affected the optimal level of involvement? What were the outcomes of the employee involvement? Using APA 6th edition format, write a 2-page paper and cite your sources of information (at least three) at the end of your paper. For help with APA Citation, review the Library’s APA Formatting & Style page, which contains a tutorial and handouts to help with APA style formatting

After reading Case 8, Sick Leave (linked at the bottom of the page), answer the following questions, providing insight and strategies from what you have learned in the course. What is this dispute about for Kelly? For Mr. Higashi? In these types of conflicts is a compromise possible? How is communication across cultures impacted in this negotiation? What are the tangible and intangible factors in this situation? What are the intangible factors in the negotiation? Which are more important, the tangible or intangible factors? Be sure to answer all of the questions thoroughly and reference course information in a 4 page essay. Your analysis should be written in complete sentences. Your paper may be organized with headings, but avoid writing the question, then writing the answer. The paper should be structured formally following APA Requirements.