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In this third milestone, you will respond to an updated scenario in which your business has opened and you need to report on your progress to your investors. You will complete your workbook based on the provided information, which you gained access to upon submitting Milestone Two last week. To complete this assignment, review the prompt and grading rubric in the Milestone Three Guidelines and Rubric document. When you have finished your work, submit the assignment here for grading and instructor feedback The part in purple needs to be completed .

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In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used. Part 1: Interview Interview family members to gain information about the following: Family information – nuclear, extended family, ages, siblings, etc. History – how and when the stress started Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings) Family dynamics between members Strengths of family Cultural, religious, social networks and involvement Family needs Coping strategies Community resources and support Family goals for child Other (i.e., personal stories) Analyze the family from this information based on current research and theory, Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5). Provide a personal reflection on this experience including the communication skills needed for effective interviewing. Part 2: Results of the Interview Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response. Use APA format for the title page, references page, and in-text citations. Develop an introduction and conclusion for your paper. .

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In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees. CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4) CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7) .

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In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course. TOPICS.. INTERNET COMPUTERS MOBILE AND GAME DEVICES DATA AND INFORMATION THE WEB DIGITAL SECURITY AND PRIVACY PROGRAMS AND APPS COMMUNICATION AND NETWORKS TECHNOLOGY USERS THE INTERNET GRAPHICS AND MEDIA APPLICATIONS FILE, DISK AND SYSTEM MANAGEMENT TOOLS PROCESSORS CLOUD COMPUTING ADAPTERS POWER SUPPLY AND BATTERIES WIRELESS SECURITY Explain why you select this topic. Explain why this topic is important. Discuss the advantages and disadvantages of your select topic. Include any other information you might thing is relative to your topic. Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams. .

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In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice. .

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In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading. You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing. .

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In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past. the topics are below, just choose one of the topic from list below.. Neanderthals and string Neanderthals Left Africa Sooner Than We Think? Discovery of Neanderthal Skeleton and Burial Searching for Nefertiti Discovery of Donkeys Used in Polo (Ancient China) Ancient Maya Capital Found in Backyard Long Lost Greek City Found Ancient Roman Weapon Viking Burial Discovery Saving Timbuktu's Treasures .

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In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East. In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words .

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In the Roman Colony, leaders, or members of the court, were to be: •Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is: Money alone influences others. Please analyze and critically discuss. In your response, remember that all this is about leadership, the context which is set in Rome. .

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In the provided scenario there are a few different crimes being committed and each could be argued multiple ways. Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor. Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing. Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities. respond to this discussion question in 150 words no references please .

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STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR MEANINGFUL WORK BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN SHARE THIS ARTICLE. HBR LINK MAKES IT EASY. SEE PAGE 41 FOR INSTRUCTIONS. FEATURE STOP THE MEETING MADNESS 62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017 EL EN A K U LI KO VA /G ET TY IM A G ES JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63 P Poking fun at meetings is the stuff of Dilbert car- toons—we can all joke about how soul-sucking and painful they are. But that pain has real consequences for teams and organizations. In our interviews with hundreds of executives, in fields ranging from high tech and retail to pharmaceuticals and consulting, many said they felt overwhelmed by their meetings— whether formal or informal, traditional or agile, face- to-face or electronically mediated. One said, “I cannot get my head above water to breathe during the week.” Another described stabbing her leg with a pencil to stop from screaming during a particularly torturous staff meeting. Such complaints are supported by research showing that meetings have increased in length and frequency over the past 50 years, to the point where executives spend an average of nearly 23 hours a week in them, up from less than 10 hours in the 1960s. And that doesn’t even include all the impromptu gatherings that don’t make it onto the schedule. Much has been written about this problem, but the solutions posed are usually discrete: Establish a clear agenda, hold your meeting standing up, delegate someone to attend in your place, and so on. We’ve observed in our research and consulting that real im- provement requires systemic change, because meetings affect how people collaborate and how they get their own work done. Yet change of such scope is rarely considered. When we probed into why people put up with the strain that meetings place on their time and sanity, we found something surprising: Those who resent and dread meetings the most also defend them as a “necessary evil”—sometimes with great passion. Consider this excerpt from the corporate blog of a senior executive in the pharmaceutical industry: I believe that our abundance of meetings at our company is the Cultural Tax we pay for the inclusive, learning environment that we want to foster… and I’m ok with that. If the alternative to more meetings is more autocratic decision-making, less input from all levels throughout the organization, and fewer opportunities to ensure alignment and communication by personal interaction, then give me more meetings any time! To be sure, meetings are essential for enabling col- laboration, creativity, and innovation. They often foster relationships and ensure proper information exchange. They provide real benefits. But why would anyone ar- gue in defense of excessive meetings, especially when no one likes them much? Because executives want to be good soldiers. When they sacrifice their own .

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Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar Objectives: To visually observe what a limiting reactant is. To measure the change in mass during a chemical reaction due to loss of a gas. To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation. Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours. plastic beaker graduated cylinder electronic balance 2 eggs 1 plastic cup baking soda (5 g) dropper vinegar (500mL) 2 identical cups or glasses (at least 500 mL) Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes. Introduction: The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−): HA + B− --> A− + BH (eq #1) acid base The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below: HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2) The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1: HCl(aq) + OH- --> Cl- + H2O (l) (eq #3) Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−). NaHCO3 --> Na+ + HCO3− (eq #4) Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing. HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5) Bicarbonate acetic acid carbonic acid acetate ion The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide: H2CO3 --> H2O(l) + CO2(g) (eq#6) carbonic acid water carbon dioxide The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.

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Stock-Trak Portfolio Report Write-Up Guidelines You may want to follow the guidelines below for the final report of your Stock-Trak portfolio performance during the quarter. Your report is not expected to exceed four pages excluding any tables and appendices. 1. On the first page, replicate the investment policy statement (IPS) including your asset allocation that you submitted to the instructor. 2. Explain the funds allocation among different assets that you actually choose in your Stock-Trak portfolio. If your actual asset allocation is different from the allocation in your policy statement, explain the rationale for changing your asset allocations. Here you may think of strategic asset allocation and tactical asset allocation strategies that we discussed in chapter 16. 3. Provide your rationale for selecting the particular securities such as stock, mutual funds, ETFs, bonds, bond funds, real estate funds, etc. for your Stock-Trak portfolio. That is, explain why you considered these securities to be the most suitable in meeting your return-risk goals and asset allocations in the investment policy statement. You may use the portfolio investment philosophies and strategies from chapter 16 such as passive strategies, indexing, top-down approach, style-based strategies, asset attributes-based strategies, and technical analysis in your explanation (see chapter 16 and Exhibit 16.6). 4. Compare the performance of your portfolio relative to a relevant benchmark you stated in your policy statement. If you did not list a benchmark in your IPS, you may use a broader well-known benchmark such as S&P 500 or NADAQ composite, or create and use a hybrid benchmark of stock and bond markets (weighted average of the returns of a stock market index and bond market index). 5. Describe what worked and what did not work in your Stok-Trak portfolio? Explain what mistakes you made and what lessons did you learn from the Stock-Trak portfolio simulation? If you would have to redo this portfolio investment with your actual money or money from your investment clients, what you would do differently in managing such real money portfolios? © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 16: Equity Portfolio Management Strategies 1 ‹#› Passive versus Active Management Total Portfolio Return The total actual return on any equity portfolio can be decomposed into: Expected return Alpha The Equation Total Actual Return =[Expected Return] + [“Alpha”] =[Risk-Free Rate + Risk Premium]+[“Alpha”] 16-2 © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Passive versus Active Management Passive equity portfolio management Long-term buy-and-hold strategy Usually tracks an index ove.

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Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Sun god Germ “Animism”/ anthropomorphism. 4-6 children suspect computers are alive because of activity on the screen; 6-8 year olds base it on the fact that the computer responds actively; after age 9 some children begin to wonder whether computers have feelings. Sherry Turkle, The Second Self: Computers and the Human Spirit (NY: Simon and Schuster, 1984), 324-332 Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) Genes which aid their carriers to eat, survive, and reproduce, get reproduced. Stewart Guthrie, Faces in the Clouds (1993), and Justin Barrett, Why Would Anyone Believe in God (2004) Evolutionary Psychology proposes a genetic basis for any near-universal human behaviors. Stewart Guthrie observes a near-universal tendency to anthropomorphize Why do we do this? Freud et alii said -- for comfort: but the gods or God can be a huge threat. Barrett & Guthrie – HADD (hyperactive agent detection device) Those with a genetic tendency to anthropomorphize will suspect an “agent” is about to pounce – and kill? Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) Genes which make their carriers ready to anthropomorphize, by suspecting that the noise was made by enemies, will make their carriers more alert to danger Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) People more alert to danger will more often survive – to reproduce. So the ‘anthropomorphizing’ gene gets reproduced. Alternative explanation: overextension of “theory of mind” Also produces tendency to anthropomorphize -- I.e. to imagine thoughts and intentions even where we would say there are none. Alternative explanation: overextension of “theory of mind” There are thoughts going on ‘out there’ in people (or in “things”?) -- which can hurt or help. Be ready to impute thought to anything which can hurt or help you. [This also allows you to account for events – ‘someone’ .

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Steve Jobs’ Commencemenddress at Stanford on June 12, 2005. I am honored to be with you today at your commencement from one of the finest universities in the world. I never graduated from college. Truth be told, this is the closest I’ve ever gotten to a college graduation. Today I want to tell you three stories from my life. That’s it. No big deal. Just three stories. The first story is about connecting the dots. I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 months or so before I really quit. So why did I drop out? It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: “We have an unexpected baby boy; do you want him?” They said: “Of course.” My biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would someday go to college. And 17 years later I did go to college. But I naively chose a college that was almost as expensive as Stanford, and all of my working-class parents’ savings were being spent on my college tuition. After six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on the ones that looked interesting. It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned Coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give you one example: Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I had dropped out and didn’t have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and sans serif typefaces, about varying the amount of space be.

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Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime. The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law. Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime. The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law. For an act to be .

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Stereotyping Asian Americans: The Dialectic of the Model Minority and the Yellow Peril YUKO KAWAI Department of English, Tokai University, Japan The model minority stereotype is viewed as the most influential and pervasive stereotype for Asian Americans today. In this article, the author argues that this seemingly positive stereotype, the model minority, is inseparable from the yellow peril, a negative stereotype, when Asian Americans are stereotypically represented in mainstream media texts. The model minority�yellow peril dialectic is explicated with the concepts of racial triangulation and the ambiv- alence of stereotypes. Racial meanings for Asian Americans cannot be discussed without considering both local and global contexts. The author explores historical, political, and economic contexts of both the United States and Asia in which the two stereotypes were produced and reproduced, and examines how the dialectic of the model minority and the yellow peril operates in a Hollywood film, Rising Sun. KEYWORDS Asian, Asian American, model minority, race, stereotype, yellow peril The model minority is probably the most influential and prevalent stereotype for Asian Americans today. Gotanda (1995) contended that it is difficult to ‘‘situate this racial category [Asian American] without succumbing to the ‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is An earlier version of this paper was presented at the Asian and Pacific American Commu- nication Division, the National Communication Association, Miami, FL., November 2003. I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath, Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University. Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname, Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected] cc.u-tokai.ac.jp The Howard Journal of Communications, 16:109�130, 2005 Copyright # Taylor & Francis Inc. ISSN: 1064-6175 print/1096-4349 online DOI: 10.1080/10646170590948974 109 ‘‘fascinated by the imperviousness of the model minority myth against all efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model minority stereotype is undoubtedly pervasive’’ (p. 131).1 The model minority stereotype has been criticized by Asian American scholars because of its political implications (e.g., Nakayama, 1988; Osajima, 2000; F. H. Wu, 2002) and also because it does not tell a story that resonates with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989). It is, however, also the case that the model minority stereotype has been eval- uated positively by Asian Americans. Cheng and Yang (2000), for instance, contended, ‘‘the model minority concept is not without its virtues; histori- cally, it helped turn around the negative stereotypes of Asian Americans and the enhanced the positive image of Asian American.

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Stereotypes of Muslims and Support for the War on Terror John Sides Department of Political Science George Washington University [email protected] Kimberly Gross School of Media and Public Affairs George Washington University [email protected] January 2011 Abstract We investigate Americans’ stereotypes of both Muslims and Muslim-Americans. We find that negative stereotypes relating to violence and trustworthiness are commonplace and that little distinguishes Muslims from Muslim-Americans in the public’s mind. Furthermore, these stereotypes have consequences: those with less favorable views of Muslims are more likely to support several aspects of the War on Terror. 1 Since September 11, 2001, American politics and governance has largely focused on the “War on Terror” and the wars in Afghanistan and Iraq. Despite many differences, these wars have a common feature: an interaction between the United States and the Muslim world. This interaction raises two important but overlooked questions: First, what do Americans think about Muslims living in the United States and elsewhere? And second, do these attitudes toward Muslims shape attitudes toward the War on Terror and the wars in Afghanistan and Iraq?1 Political issues often have a group-centric basis, whereby the group directly implicated by an issue is central to the politics of that issue and to attitudes about that issue. The War on Terror may be such an issue, and yet relatively little research has explored the group-centric basis of American attitudes toward the War on Terror. In particular, few studies have examined Americans’ views of Muslims themselves and the role these views play—even though the “enemy” in both wars has been repeatedly identified by its religious identity. References to Islam range from sweeping generalizations—e.g., when the Reverend Franklin Graham called it “a very evil and a very wicked religion”—to more nuanced differentiations of mainstream Muslims from violent extremists—e.g., when President George W. Bush singled out “Islamo-Fascists.” Although it is clear, both in reality and often in the rhetoric of American political leaders, that the War on Terror implicates a small subset of Muslims, in the minds of some Americans this distinction may give way to a generalized conception of the enemy that implicates Muslims more broadly. Thus, despite attempts to differentiate extremists like al-Qaeda from Islam writ large, group-centrism may affect public opinion about the War on Terror, with those having derogatory attitudes about Muslims more likely to support these wars. Before we can clarify the effect of attitudes toward Muslims on support for the War on Terror, we must first understand how Americans view Muslims themselves. Although survey data reveals unfavorable attitudes toward Muslims, Muslim-Americans, and Islam generally, political scientists know little about the specifics .

Stereotypes of Muslims and Support for the War on Terror .docx

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STEPS OF THE ETHICAL STEPS OF THE ETHICAL DECISIONDECISION--MAKING PROCESSMAKING PROCESS EESE Faculty Development Workshop Douglas R. May, Professor and Co-Director International Center for Ethics in Business SUMMARY OF THE STEPS OF THE ETHICAL DECISION MAKING PROCESS 1. Gather the facts 2. Define the ethical issues 3. Identify the affected parties (stakeholders) 4. Identify the consequences 5. Identify the obligations (principles, rights, justice) 6. Consider your character and integrity 7. Think creatively about potential actions 8. Check your gut 9. Decide on the proper ethical action and be prepared to deal with opposing arguments. 1 - GATHER THE FACTS  Don’t jump to conclusions without the facts  Questions to ask: Who, what, where, when, how, and why.  However, facts may be difficult to find because of the uncertainty often found around ethical issues  Some facts are not available  Assemble as many facts as possible before proceeding  Clarify what assumptions you are making! 2 – DEFINE THE ETHICAL ISSUE(S)  Don’t jump to solutions without first identifying the ethical issue(s) in the situation.  Define the ethical basis for the issue you want to focus on.  There may be multiple ethical issues – focus on one major one at a time. 3 – IDENTIFY THE AFFECTED PARTIES  Identify all of the stakeholders  Who are the primary or direct stakeholders?  Who are the secondary or indirect stakeholders?  Why are they stakeholders for the issue?  Perspective-taking -- Try to see things through the eyes of those individuals affected 4 – IDENTIFY THE CONSEQUENCES  Think about potential positive and negative consequences for affected parties by the decision (Focus on primary stakeholders to simplify analysis until you become comfortable with the process).  What are the magnitude of the consequences and the probability that the consequences will happen.  Short term vs. Long term consequences – will decision be valid over time.  Broader systemic consequences – tied to symbolic and secrecy  Symbolic consequences – Each decision sends a message.  Secrecy consequences – What are the consequences if the decision or action becomes public?  Did you consider relevant cognitive barriers/biases?  Consider what your decision would be based only on consequences – then move on and see if it is similar given other considerations. 5 – IDENTIFY THE RELEVANT PRINCIPLES, RIGHTS, AND JUSTICE ISSUES  Obligations should be thought of in terms of principles and rights involved  A) What obligations are created because of particular ethical principles you might use in the situation?  Examples: Do no harm; Do unto others as you would have them do unto you; Do what you would have anyone in your shoes do in the given context.  B) What obligations are created becaus.

STEPS OF THE ETHICAL STEPS OF THE ETHICAL DECISIONDECISION--.docx

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Stephanie, Your have written a thoughtful proposal. You are well on your way to thinking analytically about Alexie's story. Developing a clearer thesis statement will be a critical step in writing a successful analysis. Here are some links that should prove helpful to you: · Thesis Statements Overview · Thesis Statement (Video Tutorial) · Prompt to Thesis Handout · Thesis Generator As you continue to develop your paper, any research you do should be very valuable in helping you refine your thesis and develop your ideas. Please be sure to review the comments I included on your paper for additional feedback and suggestions. As always, let me know if you have questions. Pat L Please note: Since your submission is one day late, 10% will be deducted from your grade. ( 0.88 / 1.00) Articulate Interest in the Choice of Topic From the Approved List of Prompts Proficient - Mostly articulates interest in the choice of topic from the approved list of prompts. Provides details about how the topic interests the student. Minor details are slightly underdeveloped. Comments: You selected an approved prompt that centers on a specific kind of literary analysis. You might review the topic thoroughly so that you develop a clear, focused analysis based on the topic. ( 1.76 / 2.00) Identify a Text and Explain the Connection Between the Literary Work and Chosen Topic Proficient - Identifies a specific literary work as directed from the approved list of prompts, and explains the connection between the literary work and the chosen topic. The explanation is slightly underdeveloped. Comments: You are off to a good start! You clearly identified a specific story, poem, or play from the Approved List of Prompts. Be sure to read the story more than once and make notes. That process will help you gather ideas about the text and prepare you to develop a focus for your analysis. ( 1.52 / 2.00) Develop a Working Thesis Basic - Develops a working thesis that is too broad and/or does not clearly articulate an argument about the literary text(s). The thesis is unclear. Comments: This version of your thesis needs significant revision. Remember that a thesis statement should provide clear direction to the essay's body paragraphs. While you did well choosing a topic, you will need to create a thesis statement that clearly articulates your original analysis about the author's work. ( 1.76 / 2.00) Identify Three Key Ideas in Support of Your Thesis Proficient - Identifies three key ideas in support of the thesis. Some supporting points may summarize the plot rather than reflect a critical reading of the primary text(s). The key ideas are slightly underdeveloped. Comments: You make a good effort to select three key ideas; however, they are a bit vague. You might take time to refine these ideas, making them more concrete and clear. ( 1.76 / 2.00) Project Plans and Concerns Proficient - Describes questions, concerns, and plans for the project as requested in the template. Minor deta.

Stephanie,Your have written a thoughtful proposal. You are well .docx

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Steph: The Fore people began to die of a disease, and the disease seemed to target women and children specifically. (Bichell, 2016) The Fore people called the disease kuru in their native language, which meant trembling or shivering. (Bichell, 2016) During this time in the 1950s, researchers came in and were trying to discern what was happening to the Fore people of Papua New Guinea. They continued to research and test the people, and while doing so they kept eliminating disease after disease. During this time they tested for diseases, infections, viruses, etc. All of this just eliminated the various issues and taking them out of the equation. (Bichell, 2016) Many locals believed it was the result of sorcery, but they were insistent on finding out what was happening because with all the women dying, they were running out of bloodline. Around 1961, a researcher began to map out bloodlines trying to find a genetic link to the disease, but was unsuccessful. Then, there was a discovery. The Fore people believed that the bodies of their dead would be better served by being eaten by the women who loved them. This was because the bodies would have been eaten by worms or insects, and the Fore believed it was better if they ate their loved ones themselves. (Bichell, 2016) Typically the women would eat the loved ones, but the women would also feed the children “snacks” sometimes until they were old enough to live with the men. (Bichell, 2016) This was the cause of the disease. This disease was unique because it was nothing like anything scientists had seen before. It was not a virus or infection and it was later found that the illness caused was a protein that made the body eat away at the brain, making holes in it, and eventually killing the host of the illness. (Bichell, 2016) This story is a good example of anthropology’s holistic approach because it used testing that did not disrupt or hurt any additional people. It used genetic bloodlines and blood tests to find the right illness, instead of disrupting the people or causing more problems. This was great because the Fore were wanting help in understanding what was happening, but if people had come in and started causing problems among the people, they may have been forced out. This could have led to the complete extinction of the Fore. ++++++++++++++++++++++++++++++++++++++++++++++++++++++ Gary: The people of Papua New Guinea were a hidden species, until the 1930's and some twenty years from that, they began being studied and researched. It was estimated that some 200 people, per year died of a condition called " kuru" which meant shivering and trembling. When an individual, primarily a woman or young child ( under the age of 8) contracted the disease, they would lose control of their body functions and emotions. For this reason, some researchers called it the " laughing death". When 'kuru' was first studied, it was believed that sorcery was the culprit, and then furt.

Steph The Fore people began to die of a disease, and the diseas.docx

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