Write a Backgrounder Paper for the Case Study provided in the attached files.
The backgrounder paper is supposed to provide some solid, well-researched (and annotated!) sources as a foundation for your discussion about the case. It is NOT supposed to offer opinions, direction, resolutions, conclusions, or otherwise attempt to sway the group in a particular direction.
The better the backgrounder, the less extra research the rest of the group may need to do to support your case study conclusions.
Further, this is supposed to be a paper — so not just a collection of facts and annotations – but it is supposed to drill down on some specific aspect of the case and provide solid academic research (not Google scans!) that supports the data. It is NOT supposed to survey the landscape of the whole case— too wide, too shallow, and risks trying to resolve the case!
Your task (as an objective ethics advisory panel) is to provide only objective information to support a balanced ethical assessment of this proposed program, and objective information to support any recommendations on whether or not it should be implemented, giving good reasons for your conclusions that also take into consideration the “wicked problem” it is intended to address. The backgrounder paper should only provide objective information from 3-5 resources, not the assessment of the case or any recommendations for the case.
Write a Backgrounder Paper for the Case Study provided in the attached files.
The backgrounder paper is supposed to provide some solid, well-researched (and annotated!) sources as a foundation for your discussion about the case. It is NOT supposed to offer opinions, direction, resolutions, conclusions, or otherwise attempt to sway the group in a particular direction.
The better the backgrounder, the less extra research the rest of the group may need to do to support your case study conclusions.
Further, this is supposed to be a paper — so not just a collection of facts and annotations – but it is supposed to drill down on some specific aspect of the case and provide solid academic research (not Google scans!) that supports the data. It is NOT supposed to survey the landscape of the whole case— too wide, too shallow, and risks trying to resolve the case!
What is a “backgrounder” paper?
A good group case study is supported by appropriate evidence, based upon research into the context of the ethical problem that is presented. While everyone in the group will be responsible for researching some aspect of the case and/or its resolution, the backgrounder papers for the case study provide a more in-depth look at some of the background information the group needs to reach (and support) its conclusions. This does NOT mean trying to solve the case, or prejudicing the group toward one outcome or another, but instead giving everyone access to some necessary and common background information, properly cited.
The backgrounder paper is supposed to provide your group with some solid, well-researched (and annotated!) sources as a foundation for your discussion about the case. It is NOT supposed to offer opinions, direction, or otherwise attempt to sway the group in a particular direction.
The better the backgrounder, the less extra research the rest of the group may need to do to support your case study conclusions.
Further, this is supposed to be a paper — so not just a collection of facts and annotations – but it is supposed to drill down on some specific aspect of the case and provide solid academic research (not Google scans!) that supports the data. It is NOT supposed to survey the landscape of the whole case— too wide, too shallow, and risks trying to resolve the case!
Module:
Ask one of those 80-year-olds what is different about society today from when they were young, and they would probably talk about the amazing new technologies, many of which they don’t use or understand, but they would also likely talk about the gadgets that have contributed to the loss of community life. They might talk about how difficult it was to find the money to go to university, or how they were the first person in their whole extended family who went. They might describe what it was like growing up in a large family, with many siblings, or how they spent most of their days, summer, and winter, amusing themselves outside by playing with whatever sticks or balls they could scrounge. Food was home-cooked (how could it be anything else?), and much of it was home-grown.
Doctors were a luxury, hospitals were places where old people went to die, medical procedures (whether removing tonsils or having babies) were done on the kitchen table, electricity was linked to a few lights, the heat was provided by coal (shovelled) or wood (split), toilets were often outside all year round, and running water meant racing your brother to the well to pump your bucket first. For most people, there was inequality of wealth – though many were poor; but also, for most people, there was an equality of opportunity, too. If you were willing to work hard, you could make a decent living for yourself and your family.
Of course, it was also a society rife with the cruel realities of racial, gender, and religious discrimination, where there (literally) could be a different kind of justice depending on which side of the tracks you lived on.
As we enter the third decade of the 21st century, however, the world has turned over, again. We now need to consider the global implications of the choices we make – not that choices before did not have such global implications, but they were not recognized as they should have been.
Largely perhaps because of consequentialist logic, we are seeing what happens when we make decisions that do not consider consequences for others, especially for future generations.
Doing nothing will continue the trajectory of social, cultural, ecological, and economic problems whose roots are firmly established in how the world has managed its affairs since 1945. But what to do, and for what good reasons, to provide a future in which justice and dignity for all are embedded?
In this module, we will look at two aspects of the social and cultural problems we need to address, in a rapidly changing world. You may consider both of these cases to depict an extreme situation — but that is what we are facing, perhaps sooner than we realize.
(If you wonder how anything so drastic could work, check out Seth Klein’s book A Good War: Mobilising Canada for the Climate Emergency (2020). Klein parallels what needs to be done, to what Canada did during the Second World War.)
What should we do, and together, is not some academic question — the longer we wait, the more dire the situation will become.
Write a Backgrounder paper for the following case study:
Case Study
The year is 2024. In the aftermath of the COVID-19 pandemic, which caused at least as much damage to the global economy as it did to the population, a coalition national government was formed to take Canada through the difficult times that lay ahead. It was faced with a “wicked” problem: rising youth unemployment was matched by an increased lack of access to the post-secondary education that 21st-century Canadian society needed its young people to have.
Whether it was because of where they lived, the under-funding of post-secondary education, or the inability of those institutions to change with the times to provide the education and training that led to useful employment, even if students could afford their first degree or diploma, the personal cost for many translated into a crippling, life-long student debt. At the same time, there was increasing disengagement in the political process by the young people, who felt they were outnumbered by their elders and lived in a society geared to the older generation, rather than to the next.
With an aging population, and a massive infrastructure deficit, with much work needing to be done both to clean up the country and also to shift to a carbon-negative culture, Canada was slipping in its commitments at home to fulfilling the 2030 Agenda for Sustainable Development.
The coalition national government has proposed a way of dealing with this “wicked” problem: At age 18, whether students have officially completed their high school education or not, every person (without exception or exemption) is required to enroll in National Service Canada (NSC) for two years. Their training and work for these two years of national service would be determined by the government; they would be given room and board, a clothing allowance, and a small amount of money for personal use. Some could opt for service in the Canadian Armed Forces if they chose. All students would be deployed to regions other than the one that was their registered home address.
At the end of these two years, they would be given two further years of free post-secondary education (university or college), in an area dependent upon the national and regional needs identified in the Canadian Employment Index, according to their aptitude. Room, board, tuition, books, and a small allowance for personal use would be provided. They would be required to take a job in their sector, for which they would be paid a wage at the industry scale, for a further two years, to complete their National Service Canada requirements.
This would mean that every young person would have a better appreciation of the value of Canadian citizenship, a knowledge of a different part of the country, have spent two years working for the benefit of their society, received an education that was useful for employment, and basic work experience – without incurring a dime of student debt – all by the age of 24.
It would guarantee universal access to post-secondary education for all Canadians, regardless of their socio-economic standing. It would mobilize young Canadians to make necessary contributions to education and work which was in the national interest when the world is sliding further into the effects of the growing climate crisis.
Anyone who avoided this service by leaving the country would automatically forfeit their Canadian citizenship and on return, would face a minimum six-year prison sentence, to be spent doing community service, at the end of which they would be allowed to be a permanent resident, but never a citizen.
Your task (as an objective ethics advisory panel) is to provide a balanced ethical assessment of this proposed program, and then to recommend whether or not it should be implemented, giving good reasons for your conclusions that also take into consideration the “wicked problem” it is intended to address.
(Feel free to consider the Canadian Charter of Rights and Freedoms, as well as the UN Declaration on Human Rights, if that helps!)
In this assignment, you will document, track and manage the project’s risks and utilization of human resources. The risk management will be accomplished through the use of a Risk Register chart. Using the Risk Register is a way to identify, document, and manage all of the risks associated with a project. The chart details provide an easy way to scan for level of risk, status, potential responses, who is responsible for the risk in addition to the project manager, or other details needed to manage the risk. This is a great way to keep everyone informed when this document is presented at the weekly team meetings and in communication with all stakeholders. Another key tool is called the RACI chart which helps you identify who is responsible, accountable, consulted, or informed for each major project task. The RACI (responsible, accountable, consulted, informed) chart will help manage and track utilization of human resources; this facilitates monitoring and control as well as provides one means of communication. It documents and makes it clear who is responsible for bringing the task to completion, on time, on budget. For this assignment, do the following: Complete the Risk Register and RACI documents for your project. All project risks must be identified and added to your risk register following the example. The RACI chart must provide the responsibility, accountability, consulted, or informed status for each member of the team for all major project tasks following the RACI example.
Assignment status: Track and manage the project’s risks and utilization of human resourcesTrack and manage the project’s risks and utilization of human resources
The response should be at least three well-developed paragraphs. Please include at least one citation from an outside reading to support your analysis. Do not forget to use APA 7 formatting for citations.
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Question 1
In 1896, the U.S. Supreme Court determined that racial segregation laws were constitutional so long as the segregated facilities were equal in quality – a doctrine that became known as “separate but equal.” Thurgood Marshall chose to go after the root of the evil – the segregation itself – and Brown V. Board became the law of the land in 1954 determining that separate but equal has no place with “separate educational facilities being inherently unequal.”
Fast forward 64 years. Today, our schools look like Brown v Board of Education never happened. In addition, zero tolerance policies have added to the burdens already placed on certain bodies, leading to what is now being referred to as the “cradle to prison pipeline.”
Desegregation had provided the ONLY major results regarding the pernicious achievement gap in our nation’s history. During the 1980s – the achievement gap between white students and Black students was cut in HALF. Once equal opportunity was offered across the board – to better classes, better teachers, better facilities – schools began to produce the results that have not been replicated before or since. “Black Americans who attended schools integrated by court order were more likely to graduate, go on to college, and earn a degree than Black Americans who attended segregated schools. They made more money – five years of integrated schooling increased the earnings of Black adults by 15 percent” (Segregation Now). It was also found that integration improved the lot of all Americans – white students did just as well in integrated schools – but after being a part of an integrated environment – whites were more likely to live in integrated neighborhoods and to send their own children to racially diverse schools.
What do these statements mean to you – as a student, as a future educator, as a current educator, as a parent or future parent? What does it imply for the building of classroom communities and the ways we engage in curriculum and educational planning? If we are truly better when we learn together – when our classrooms reflect the beautiful diversity that is America – then what has happened to divide us so? Who is to blame and who can change it? How can we change it within our classroom communities?
THIS VIDEO IS THE SOURCE I WANT TO DO THE RHETORICAL ASSIGNMENT ON. THANK YOU
Intended Audience: Your Classmates.Assignment Description:Post an almost complete draft of your rhetorical situation assignment as a word doc. If the draft is incomplete based on the requirements below, points will be deducted. The draft must be accessible in order to receive points.Then use the questions (below) to do the peer review portion of the assignment for three peers.Your draft must be at least 3/4 complete to earn full credit for this assignment.In order to earn full credit, your draft must contain the Works Cited page in MLA style. The Works Cited page will contain a citation for “Backpacks vs. Briefcases” by Laura Bolin Carroll, your text, and any other class material you referenced. No outside research should be used for this assignment.In order to earn full credit, your draft must contain in-text citations in MLA style for sources used.For the peer review part of the assignment: return to your classmates’ drafts and provide feedback to three classmates by Monday night. This will give your classmates time to apply your suggestions before the final draft is due.Reviewing your peers’ drafts accounts makes up the majority of the grade for this assignment. The grade for this assignment is primarily based on the quality of your answers to the peer review questions. Do not use AI or another source other than yourself to generate the feedback, and make sure the feedback is consistent with the assignment expectations and requirements. While rare, it must be said that evidence of AI-generated feedback in the form of feedback that is inconsistent with the lesson and assignment will result in a 0 for the peer review assignment.Cut and paste the questions and answers into the response box.Peer Review Questions Does the draft have a clear thesis statement that addresses the rhetorical situation of a particular text? Is this statement the last sentence of the introduction? Please make suggestions for improving and shaping this statement or set of statements. Write down some ideas for your classmate to consider.Does the draft have at least a paragraph each addressing the text’s rhetor(s), exigence, audience, and constraints using several examples and evidence from a) the text they’re analyzing and b) the readings in the course? Make suggestions for improving the development or clarity of these ideas, and/or point out where your classmate should give an example from their text or from “Backpacks vs. Briefcases.”Where can the author expand their ideas and how can they do that?What ideas need more detail or evidence?What ideas or elements of the rhetorical situation need more explanation? What other suggestions can you make for improving the draft?What did you find most valuable about the draft? What did it do well and why?What would you address first? Why?
Purpose of the Assignment: To practice using rhetorical theory as a frame for textual analysis. To practice using rhetorical theory to find the intent and exigence in sources.
Intended Audience: Classmates. Instructor. Writing Teachers. Individuals interested learning more about writing and rhetorical theory.
Assignment Description: *NOTE: It’s a good idea to print this out and keep it nearby as you work on this assignment. There is a lot of information in here that will be directly helpful to you as you work through the process.
Step 1: Locate a text, and remember that a text is a broad term in this assignment, and identify and analyze the rhetorical situation of that text. A text can be defined broadly, but for this assignment, you’re going to choose from either of these two categories:
a) choose an assignment that you were given by your teacher or professor in a class that you have taken within the past six months. You must have the original document that came with the assignment and supporting materials such as the class description, the class syllabus, and other information about the context within which you received the assignment.
b) choose a written communication that you directly composed for professional or personal reasons in order to solve a problem. This text must be significant. It could be the text you wrote about for the Writing to Solve Problems assignment if that seems like it will provide enough substance and interest for you to analyze. By significant, I mean that you had to go through multiple stages to get this text written and sent; it must have had a strong exigence (reason) and you had an important argument to make, and you went through stages of a process to compose and create it rather than simply writing it in a few minutes and sending it. Think carefully about this option.
c) if you can’t find an example within either of these categories, you must make an appointment with me to discuss an alternative option before beginning your writing process for this assignment.
You have to have an authentic copy of your text for this assignment; this constraint will factor in to your choice of a topic. You’re going to need to attach the text to the end of your assignment so that your reader can refer to it as they read your analysis, so make sure you have a copy of it that is shareable and that you have permission to share. Work e-mails can be sensitive, for example, so if you chose that option, then do what you need to do and consult whom you need to make sure it’s shareable. If it’s too difficult, then it would probably be best to choose a different text.
Think about the text you intend to use for this assignment and make sure you fully understand how to apply the theory of the rhetorical situation to that text. Don’t choose a text that is too difficult to analyze or has very little content or substance. Choose a text wisely, and make sure the text you choose has plenty of rhetorical content to address and examine so you can demonstrate your knowledge of rhetorical situations in the paper. Watch this video by Kyle Steadman to help you understand what rhetorical analysis is and how it works:
Step 2: Now create rhetorical data to examine and use to write the paper. This will take some time. Use the following questions to help you generate content for the analysis. The goal is to learn as much as possible about the details of the text before writing the paper.
What is the exigence and purpose for the text? Why was it made? What is the text reacting to?
What is the main argument the text is trying to make? Where is the argument set up and established in the text?
Who are the intended audience(s) for the text? How do you know these are the audiences?
Who stands to gain something from the arguments and information in the text and who does not stand to gain? Why?
Who are all the rhetors responsible for making the text? The writer, sure, but what about the academic department, the educational institution who created the requirements and learning outcomes for the class? Or if it’s yourself writing an e-mail, for example, did you have anyone else look at it before you sent it? Was it critiqued by anyone else? Try to identify all of the individuals responsible for shaping the text. Those are the rhetors. There can be a main rhetor, but there are always contributors to a text.
Does the text have a picture or image? Who made the image(s)?
What types of constraints existed for the rhetors?
What deadlines and limitations did they face? How did that limit the text?
What advantages did they have? Did they have a strict timeline to work around?
Did they only get to use a certain amount of words, pages, or images? How did these issues constrain the work?
The answers to the questions above will serve as a way to collect rhetorical data. The more complete and comprehensive the answers to those questions are, the more rhetorical data you have to examine and analyze for this assignment.
Step 3: Once you’ve answered some of these questions, start to shape a central statement about what you’ve learned. Use the “Backpacks and Briefcases” article to set up terms and ideas and to support and elaborate on your rhetorical analysis. Collect quotes from “Backpacks vs. Briefcases” that connect to your own ideas in your paper and that you can use as support for your ideas in your paper, like you are having a conversation with the author Laura Bolin Carroll in your paper.
To craft your thesis statement, think about this questions:
What did the rhetorical information you collected about the text teach you?
What did you learn about the text after examining its rhetorical data? You looked at the text rhetorically. How did that frame for examining a text provide you a different perspective of the text?
What did you learn about the text from studying is rhetorical components? How did rhetorical theory help you see below the surface of the text?
Step 4: Draft your paper. In your own words, tell us how the text is rhetorically situated using your data and the articles from the course about rhetorical situations. The final assignment must be 750-1000 words and follow a citation format like MLA or APA carefully and accurately. Please use a handbook or Purdue Owl (Links to an external site.) to guide you.
Here is a general guide for organizing your paper:
Introduction: Give us some background about your text. What is it, why did you choose it for this assignment as an example of a rhetorical situation? End the introduction with a thesis statement that synthesizes all of the elements of the rhetorical situation into a clear analysis. The thesis statement should be the answer to a question, or a combination of the questions above–in general, how did you come to see this text differently by using the concepts of rhetorical situations to analyze it? Your thesis statement must be a single sentence.
Body: Write several paragraphs. You can write one paragraph about each of the elements of the rhetorical situation, starting with the exigence and argument, audience, rhetors, constraints. Use the questions above to help you fill in the details. Each body paragraph should start with a topic sentence that states the main idea of the paragraph, which includes the topic of the paragraph and what you’re going to teach us about that topic in the paragraph. The topic sentence has a direct relationship to the thesis. You can think of it as a leg that the thesis is standing on. The body of the essay breaks up the big idea/central statement/thesis statement into smaller, digestible parts that each get their own paragraph. Each paragraph speaks for one part of the thesis. That should be very clear in the paragraph. It takes multiple revisions to get it as clear as possible, so expect to keep reading and re-reading your drafts as you work on this assignment to try and make this connection as clear and obvious as possible for your reader.
Then, after the topic sentence, introduce your idea in your own words; bring in an example from your text that illustrates this idea; explain what this example means and how it connects to your idea, in your own words. Then bring in a quotation or paraphrase from “Backpacks vs. Briefcases” that is in conversation with your idea. Introduce that quote or paraphrase in your own words, with a signal phrase like “Carroll states in “Backpacks vs. Briefcases” that [insert quote or paraphrase here] (page # from the article where the quote appears). Then explain in your own words how that quote relates to your idea.
Finish the paragraph with a sentence that reminds us what you wanted us to learn in this paragraph! That’s a sentence like the topic sentence, only it’s even clearer and uses different words.
Conclusion: Summarize your main points from the paper again in new words. Restate your thesis in new words. What should we take away from this paper and keep thinking about? This can be a recommendation, a prediction, or an opinion about the big idea of your text.
Works Cited: You’ll need to include MLA or APA* citations for Laura Bolin Carroll’s article as well as your own text. I don’t think you’ll be needing any other citations for this paper, but if anything comes up, I’ll be sure to announce ti.
Your text: copy and paste the text into the last pages of your paper.
* If you have a good working knowledge of how to use MLA or APA or a strong preference for either one, you may use it. If you are new to these style formats and citation, please use MLA for this paper, which I am providing examples of. I’m happy to help with citation and formatting, and you should also make an appointment at the TCC Writing & Tutoring Center to go over your paper and get additional help if you think you need it.
Look over some of these examples for the assignment:
For this assignment, you will need to choose a topic or person from any of the various eras, movements or decades that we’ve discussed this semester and do a presentation on them using any media format you choose. (IM CHOOSING THE MOVIE PSYCHO- Why was this movie important to hollywood? What was the feeling of it, the colors, techniques, theme, director, style, music, anything! What was special about Alfred Hitchcock and this film?
The subject matter doesn’t have to be limited to an actor, director or filmmaker, but the topic of your presentation could be on the inventions of any of the equipment, editing or filming techniques that you’ve learned about. Basically, you can pick an area to cover and do your presentation on that. The point is that you take a deeper dive into the subject by exploring information about it that may not have been covered in this course. It does have to be something that was included in either the textbook, a movie, lecture or discussion that we’ve had.
Once you choose your area of interest, your project should be created in some type of media format. make it a powerpoint presentation. The possibilities are limitless. You can be as creative as you’d like. As long as you are presenting your insights, take-aways and interesting information about the subject matter in a thoughtful, thorough way. And, if it’s entertaining, even better!
Tip: Think of this project/presentation as a way to educate your fellow classmates on a topic or subject matter that you have chose to investigate further and then present your findings in a method that is relevant for today’s times.
Guidelines
minimum of 5 pages long if presenting a PowerPoint presentation or other written format.
write a reflection letter.Reflection letter instructions: How has this semester gone? What were the main take-aways for you? What do you wish you would have realized early on in the semester? What were the most important, or hardest assignments? What worked? Was there anything you did that was particularly helpful when completing the assignments? What would you give as advice to a student in week 1, next semester, who is about to embark on the same course as you? Your task: Write a letter to a student in week 1 of next semester. Your goal should be to help the person, as best you can, as if it is you reading the letter at the start of THIS semester. What do you wish you knew? What do you wish someone told you in week 1? These letters will be read by students in the next semester
Question 1:
Commedia art began as a result of combining literate performance and street performance. The main aim of commedia art was to represent every member of the society based on the allocated roles and responsibilities. During this type, actors were expected to be very sharp as they were the editors, authors and performers. It was a fair method of handling all actors as they were all paid.
The period also marked the first period when women were paid for acting various roles. The scenes were expected to highly connect with the audience but at the same time, they only rusted for a period of three minutes. Commedia dell’arte has influenced all aspects of acting in the past years. This is because of its ability to draw and differentiate characters based on their acting styles.
Question 2:
The first character is Margnifico who is like an eagle whereby he leads the entire city while looking down at everyone just the same way that the eagle does. Zanni takes the last character who acts as a pigeon as everything in the city seems new to Zanni. Margnifico is the master while Zanni is the servant. There are two masters under Margnifico one of them being Pantalone. He is a mean character as per the act. The Doctor is the second master who knows everything but understands nothing. There are two servants that is Brighella and Harlequino. Brighella has been presented as a canning servant while Harlequino is presented as a stupid servant.
Question 3: (About Aria)
He is singing about what he feels in heart after being heart broken by the wife. Emotions of sadness are expressed through the song. He does not show anger towards the wife but self-despair after what the wife made him go through. The wife is privy to the emotions as she is the one who has caused pain directly to him.
Question 4:
Arthur Fleck tends to believe that he is always right and his way is the only correct way. This means that no external factors has the ability to affect his stand. One the other hand, Canio tries to understand others which appears to his source of pain as he is hurt by the people he trusts. He attaches himself to the story others around him does not understand him. On the other hand, Canio tries to consider the reason what people decided to do specific actions and understands them which includes painful ones. His ability to understand others acts as a source of pain to him
Develop a research paper that identifies a specific Department of Homeland Security (DHS) operating agency. Fully describe 1 DHS operating agency from the following list:
Cybersecurity and Infrastructure Security (CISA)
U.S. Customs and Border Protection (CBP)
U.S. Citizenship and Immigration Services (USCIS)
Federal Emergency Management Agency (FEMA)
U.S. Coast Guard (USCG)
U.S. Immigration and Customs Enforcement (ICE)
U.S. Secret Service (USSS)
Transportation Security Administration (TSA)
The information must include a discussion of the selected DHS agency.
Identify the agency’s mission, goals, objectives, and metrics.
Conduct an analysis of how these mission areas address the threats or challenges.
Recommend agency program priorities among the current set of goals, objectives, metrics, or budget items.
Justification of all choices is an essential element of this assignment.
Reference all source material and citations using APA format.
SCENARIO: Monica is a single mom who has a 16-year-old son named Jordan. Monica and Jordan were close at one point. As of late, Monica has been noticing that Jordan spends a lot of time focusing on what his friends think about him. Without his mother’s permission, Jordan recently crawled out of his bedroom window and went to a party when he was supposed to be studying for an exam. Upon his return home, Jordan reeked of alcohol and marijuana and was caught by his mother. Shocked and appalled by her son’s recent behavior, she grounded him for two weeks.
What advice would you give Monica about her son’s recent behavior?
ASSIGNMENT: Using what you learned about the adolescent brain and social development, you will answer questions related to this case study assignment below. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem. Use the touchstone response template to answer the questions.
A. Assignment
DIRECTIONS: To complete the assignment, you will answer the following four questions in 5-7 sentences each:
What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.
Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.
What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.
If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.
Template:
Type Your Name Here
Smarter Decisions through Psychology
Date here
Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.
For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.
Question 1: What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.
Question 2: Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.
Question 3: What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.
Question 4: If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.
SCENARIO: Monica and Jennifer are coworkers that have been assigned to work on a project together. Jennifer is very organized and wants her and Monica to do really well on this project. To get started, Jennifer took some initiative and prepared a list of to-do items along with the due dates. She even color-coded the list to indicate who will do which item. Shortly after, Jennifer sends an email to Monica with the to-do list attached. Jennifer wants her partner to know that she is serious about their success.
Monica is happy her teammate has shown initiative but is surprised by Jennifer’s to-do list and feels a bit uncomfortable as she is feeling like Jennifer is micromanaging her. Monica wants to do her part on the project but is feeling anxious because she doesn’t know where she fits in. Monica is worried about working on the project. She wonders if she can succeed in this project since Jennifer is already the leader. Prior to this situation, Monica worked for a separate employer who asked her to work on a similar project. She felt anxious about her ability to successfully complete the project and attempted to communicate her feelings with a co-worker. However, her co-worker didn’t seem to understand Monica’s concerns and said that she should just ignore her feelings and get the work done.
As Monica ponders having a conversation with Jennifer, she starts to feel overwhelmed and thinks it might just be easier to be removed from the project.
ASSIGNMENT: Now, it is time to practice the skills and concepts that you have learned to help your friend Monica navigate through a difficult workplace situation. Using your problem solving and self and social awareness skill, as well as what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.
Download and use the touchstone response template to answer the questions.
Psy1010 Touchstone 3.2 Response Template
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment
DIRECTIONS: To complete the assignment, you will answer the following four questions in 5-7 sentences each:
What are the “Big 5” personality traits? Name and describe each of them, using specific details and information from the case study and course lessons.
Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.
Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.
If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.
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Smarter Decisions through Psychology
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Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.
For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.
Question 1: What are the Big 5 personality traits? Name and describe each of them.
Question 2: Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.
Question 3: Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.
Question 4: If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.
SCENARIO: Mark works with Monica and Jennifer. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.
The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study, as well as optional practice exams.
Monica, Jennifer and Mark are having lunch in the break room, and Monica and Jennifer mention that they have already signed up to take the first practice test. Mark comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years. However, later in the day, he stops by Monica’s desk to find out how she is preparing for the test and asks for advice. Given that they have a month until the compliance test, Monica is confident that she can help Mark prepare.
ASSIGNMENT: Using your problem solving and self and social awareness skill and the information that you have learned about the plasticity of the nervous system and motivation and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test. Download and use the touchstone response template to answer the questions.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment
DIRECTIONS: To complete the assignment, you will answer the following questions:
What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.
What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning.
What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.
If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation.
type Your Name Here
Smarter Decisions through Psychology
Date here
Using your problem solving and self and social awareness skill and the information you learned about brain plasticity, motivation, and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test.
For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.
Question 1: What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.
Question 2: What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning
.
Question 3: What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.
Question 4: If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation.
