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You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection

School of Management

— BUSM4551 CID/Innovation Management Assessment 3: Reflective piece

Assessment type: Essay Word limit: 1,000 (+/- 10%) The word count excludes the cover page, reference list, and any appendices that you may wish to include.

Weighting: 20%

Overview You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection.

The purpose of writing a reflective essay is to provide you with a platform to not only recount a particular life experience, but to also explore how you have changed or learned from those experiences. Essays should be authored individually; all ideas and words should be your own.

Assessment criteria (100 marks equate to 20% of overall course assessment) This assessment will measure your ability to:

• Introduce the context, background, scope and purpose of your essay (10 marks)

• Provide a quality encounter of your learning (15 marks)

• Reflect at a level that reveals deep insights (20 marks)

• Evaluate the significance and impact of your learning (20 marks)

• Implicate the significance of your learning to your future career (15 marks)

• Draw a meaningful conclusion (10 marks)

• Professionally present your encounter (10 marks)

Learning outcomes

Course Learning Outcomes related to this assessment are:

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CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how it impacts business growth, sustainability and wealth creation

CLO2 Investigate factors that inhibit creativity in individuals and innovation within teams and organisations, and recommend strategies and tactics to encourage entrepreneurial behaviour

CLO3 Identify and critique organisational models of innovation management

CLO4 Work individually, and collaboratively with others in applying a range of tools that assist the creative front end of innovation that leads to problem solving

CLO5 Evaluate the characteristics that make innovative organisations successful and discuss how a business might emulate these traits

CLO6 Demonstrate learning through presentation and communication skills in a variety of business and professional contexts

The Program Learning Outcomes related to this assessment are:

PLO1 Explain their role as a local, national and global citizen and be able to apply these perspectives in business contexts.

PLO4 Reflect on and continuously progress their own professional development, enhancing their intellectual agility and adaptability as tools for success in ever-changing business contexts.

Assessment details

This assessment requires you to look back on your learning and experiences in this course and provide a personal reflection of what you learned from the course and how you have both used and will use this learning in the future. It allows you to take a bird’s eye view of the complete course and all the activities that you performed and derive meaning from the entire experience.

A reflection paper is a personal, sometimes anecdotal, or experiential reaction to a subject, but you may include citations as in any other paper. However, we are more interested to learn about your thoughts and experiences rather than those of other people, so keep citations to a minimum. If you refer to a work or use ideas from a work, then cite them in text and include a reference list at the end.

Note: Back up all copies of drafts and your final assignment on a separate device (USB or similar) in case it is required as evidence. Computer failure is not an allowable ground for an extension or Special Consideration.

Feedback mode: Feedback will be provided using the Rubric provided on Canvas.

Essay Format and Suggestions

• Your essay must include a cover page that contains the following information: BUSM4550 Innovation Management; Date; Assessment 3: Reflective Essay; Essay title; Full name and student number; Tutor name; Word count (count excludes cover page and reference list).

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• Your essay must be professionally presented using Ariel or Calibri 12-point font, justified. Provide descriptive titles for different sections of your essay. Your essay must include an introduction, body paragraphs (provide appropriate titles), and a conclusion.

• Your essay in its entirety should answer the following overarching question, clearly and specifically: how did the course experience broaden, deepen, or otherwise enrich your understanding of the discipline of innovation management, yourself, and/or the wider world?

• Use a first-person narrative of your experience, highlighting key moments in the learning process. Tell the story of what you did and how, providing specific examples (e.g., reference to theories, frameworks, or tools covered in the course) to illustrate how your perspective/understanding evolved over the course of the semester.

• Reflect on the significance of your experiences with respect to your professional and/or personal goals. How can you apply what you learned in the future? In what situations?

• List all scholarly and non-scholarly work you have used in the essay in a Reference List. The reference list is not included in the word count. References should be in RMIT Harvard style (or Harvard style if using End note). The list should be in alphabetical order by family name. The list should not be listed by numbers or bullet points.

• The essay is to be written primarily for your own personal consumption and growth, but since it is a summative assessment, it must be done in a way that your assessor will be able to judge the value of this exercise to you and the potential impact it will have on your future career.

• Towards the beginning of the course, you were asked to rate yourself on a variety of factors related to creativity and innovation skills and abilities. Now, after having completed this course, you have another opportunity to rate yourself again on the same factors and gauge whether you have made progress in each of the specified factors. You may use the insights gained from this activity in your personal reflection essay.

• Aim to provide an honest and sincere reflection that demonstrates depth of thought, not simply a superficial exercise to get the job done. Don’t be tempted to write things that you believe your assessor might want to hear as that will be obvious as being insincere.

• When writing your reflection, you should refrain from providing explanations of theory or providing definitions of concepts that were covered in this course. Rather, simply refer to these and reflect on the encounter and impact it had on you.

• It is required that you apply the principles of D.I.E.P. framework https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflec tion_accessible_2015.pdf in your reflection.

https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflection_accessible_2015.pdf
https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflection_accessible_2015.pdf

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The DIEP principles are:

In simple terms:

• Describe the topics and your journey; what you have learned (factual, objectively) • Interpret the net effect this experience has had on you – what insights emerged? • Evaluate your application of newfound knowledge (in your opinion, subjectively) • Plan how you will apply relevant model/theories etc. in your future work

Creativity Journal

To complete this assessment effectively, we recommend that you keep a ‘Creativity Journal’ starting from week 1 where you record at least once weekly instances in which you exercised creative problem solving in your life, university or while at work.

In doing so, remember to record the problem/task you faced, the creative solution you came up with to solve the problem/task and the process you went through to come up with the solution (e.g., engaged in divergent and convergent thinking, used design thinking, brainstormed ideas, etc.) and how your learning in the course helped you to come up with a creative solution. This journal will also help you to keep track of the development of your skills in creativity, innovation and design thinking and how you can further improve your creative problem-solving skills.

Please note that this journal will NOT be marked, but it will be an essential tool for you to reflect over the 12 weeks of semester.

Turnitin

• Assignments must be submitted through the CANVAS assessment submission system (Turnitin). Submitted assignments that do not have a similarity score will not be graded.

• Do NOT attempt to obtain a similarity score by first submitting it to TurnItIn via another course as this will result in you achieving a very high similarity score when you eventually submit your assignment for this course.

• Do NOT include the declaration form as part of your TurnItIn submission as that will incorrectly increase your similarity score.

• The Turnitin Similarity Percentage is an indicator of the similarity of your paper with other assignments. This link provides information on how to interpret the similarity report.

• Allow sufficient time for the TurnItIn system to reset before you make another attempt at obtaining a similarity score. Make sure you obtain your final similarity score well in advance of the assignment deadline in order to avoid a penalty for late submission.

D

Describe objectively what you have learned

I

Interpret the insight (in one or

more paragraphs)

E

Evaluate what you have learned (in one or more

paragraphs)

P

Plan how this learning will be

applied in practice

https://help.turnitin.com/feedback-studio/canvas/plagiarism-framework/teacher/the-similarity-report/interpreting-the-similarity-report.htm

Page 5 of 8

Referencing guidelines

Use RMIT Harvard RMIT Harvard referencing style for this assessment.

You must acknowledge all the courses of information you have used in your assessments.

Refer to the RMIT Easy Cite RMIT Easy Cite referencing tool to see examples and tips on how to reference in the appropriated style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing.

Submission format

Only submit Word documents in either .doc or .docx formats. Assignments submitted in pdf format will not be graded.

Academic integrity and plagiarism

Academic integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

You should take extreme care that you have:

• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have quoted (i.e., directly copied), summarised, paraphrased, discussed or mentioned in your assessment through the appropriate referencing methods

• Provided a reference list of the publication details so your reader can locate the source if necessary. This includes material taken from Internet sites

If you do not acknowledge the sources of your material, you may be accused of plagiarism because you have passed off the work and ideas of another person without appropriate referencing, as if they were your own.

RMIT University treats plagiarism as a very serious offence constituting misconduct.

Plagiarism covers a variety of inappropriate behaviours, including:

• Failure to properly document a source

• Copyright material from the internet or databases

• Collusion between students

For further information on our policies and procedures, please refer to the University web site University website.

Assessment declaration

When you submit work electronically, you agree to the assessment declaration assessment declaration.

Do NOT submit this declaration via Canvas.

https://www.rmit.edu.au/library/study/referencing/referencing-guides-for-printing
https://www.lib.rmit.edu.au/easy-cite/
https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/assessment-declaration
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/assessment-declaration

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HD D C PA NN DNS Introduction Introduces the topic in an interesting and appropriate manner. Defines the purpose, scope and structure of the essay. 10 marks

Excellent Introduction. Introduces the essay in an interesting way that clearly articulates the purpose, scope and structure of the essay.

Well written Introduction and well stated purpose, scope and structure of the essay.

Generally good Introduction of the topic and quite clearly stated purpose, scope and structure of the essay There is however, room for improvement.

Some Introduction of the topic and some statement of the purpose, scope and structure of the essay but not clearly expressed.

Inadequate Introduction provided. Has not clearly stated the purpose or the scope of the essay.

No Introduction provided.

D – Describe objectively what happened

Give the details of what happened. Answer the question: ‘What did I do, read, see, hear?’

15 marks

Outstanding description that succinctly summarises the semester’s encounters.

Very good description of the semester’s encounters.

Good description of the semester’s encounters but some important details are missing.

Poor description of the semester’s encounters; several gaps apparent.

Inadequate description of semester’s encounters.

No description provided.

I – Interpret the events

Explain your learning: new insights, connections with other learning and students, your feelings, hypotheses.

Degree of descriptive versus reflective.

Answer the questions: ‘What was the reason I did these activities?’ ‘What might it mean?’

In-depth reflection that leads to a very meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.

Good reflection that leads to a meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.

Average reflection that leads to an adequate interpretation of how specific examples facilitated new perspectives, understanding and insights.

Rather descriptive than reflective.

Poor reflection that leads to superficial interpretation of how examples facilitated new perspectives, understanding and insights.

Purely descriptive.

Very poor interpretation of events.

No interpretation offered.

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20 marks

E – Evaluate what you learned

Make judgments connected to observations you have made. Answer the question: ‘How was this useful? Explains how experience broadened, deepened, or enriched your learning on different levels.

20 marks

Outstanding evaluation of learning that took place, its perceived value, and the impact it has had.

Very good evaluation of learning that took place, its perceived value, and the impact it has had.

Good evaluation of learning that took place, its perceived value, and the impact it has had.

Poor evaluation of learning that took place, its perceived value, and the impact it has had.

Very poor evaluation of learning that took place, its perceived value, and the impact it has had.

No evaluation of learning that took place, the perceived value, and the impact it has had.

P – Plan how this learning will be applied

Significance of learning to professional / personal goals.

Comment on its relevance to your course, program, future profession, life… Answer the question: ‘How might this learning apply in my future?’

15 marks

Highly significant contextualisation of learning to current situation and excellent future prospecting. Builds strongly on key reflections from DIEP structure.

Good contextualisation of learning to current situation and good future prospecting. Builds on key reflections from DIEP structure.

Average contextualisation of learning to current situation and average future prospecting. Builds on some reflections from DIEP structure.

Poor contextualisation of learning to current situation and poor future prospecting. Fails to build on reflections from DIEP structure.

Inadequate contextualisation of learning to current situation and future prospecting.

No contextualisation of learning to current situation and future prospecting.

Conclusion All aspects are drawn together in a brief concise summary. Consistent with discussion presented in the body of the essay. No new materials introduced here

Excellent conclusion that is written in a very concise, consistent manner. No new material is presented.

Very clear and concise conclusion. Consistent with the discussion provided in the Body.

Good conclusion that summarises the main issues clearly. Yet there is scope for improvement.

Satisfactory conclusion but could be done in a clearer and/or more concise manner.

Poor conclusion given or inadequate conclusion and summary of issues have been poorly discussed.

No conclusion provided.

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10 marks

Presentation of essay

Cover page contains all required information.

Quality of expression / language, paragraph construction, spelling, and proofreading (lacking in typos). Format and layout presented in professional manner.

Sources, if present, are cited appropriately.

10 marks

Cover page contains all required information.

Logical, compelling progression of ideas in essay; clear structure which moves the reader through the text. Excellent expression / language used with minimum spelling errors. Professionally presented in relation to the DIEP format and layout.

Cover page contains most of the required information.

Overall, the paper is logically developed. Progression of ideas in essay makes sense and moves the reader easily through the text. Well written and with good expression and very few spelling mistakes. Good use of paragraph constructs. Very well presented.

Cover page is missing some key information.

Progression of ideas in essay is awkward yet moves the reader through the text without too much confusion. Effective language. Mainly accurate spelling. Well presented.

Cover page is incomplete.

Arrangement of essay is unclear and illogical. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is no identifiable internal structure and readers have trouble following the writer’s line of thought. Adequate language but several errors in spelling. Format and layout are poor, can be presented more professionally.

No cover page.

Arrangement of essay is completely unclear and illogical. The writing lacks any sense of direction. Inappropriate/poor language. Substantial errors in spelling. Need to be proofread. Poor format and layout that do not meet professional expectations.

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view that scientific theories describe both the world’s observable and unobservable phenomena (French 90).

Timothy

Realism is the view that scientific theories describe both the world’s observable and unobservable phenomena (French 90). Realists assume with a reasonably high degree of certainty that scientific theories are true, correctly describe the world’s observable and unobservable phenomena, and define how those things are related (92). Theories must be time-tested, survive falsification, be supported by evidence, and be accepted as truth (or approximate truth) by the scientific community at large (93). Realism is supported by the no-miracles argument. This argument states that realism is the best explanation of scientific advancement due to the rigorous progress of theoretical science. Additionally, realism seeks to investigate the world independent of human observation and accurately describe observable and unobservable phenomena.

The counter to realism is anti-realism, of course. French focuses on three types anti-realists, constructive empiricists, entity realists, and structural realists. Each anti-realist position becomes progressively more defensible and closer in line with the realist position in accepting scientific theories. Constructive realists claim that science can only explain what’s visible to the naked eye and, thus, theories are only empirically adequate (109). Entity realists claim that scientific entities of theories (e.g., electrons) have truth value only if they can be manipulated in experimentation (112). Lastly, structural realists claim that scientific theories provide inside into the structure of unobservable phenomena, but not the nature of the unobservable (118).

In essence, anti-realists claim that scientific explanations of the world only offer a means of describing the world through processes and entities supposititiously created by humans. To the anti-realist, those “scientific” processes and entities are only linguistic labels to describe observations. For example, subatomic particles are labels used to describe perceptible physical occurrences. Science is only satisfactory so long as it helps us explain things. But if these observations are only observations and not the truth, then what is science explaining? There, we see a contradiction. It can’t simultaneously explain observation, and suppositious constructs, aka nothing.

While each anti-realist position seeks to meet the realist halfway, anti-realists all essentially claim to offer additional levels of skepticism to science, on top of the already rigorous skepticism imposed by scientists themselves. After all, scientific theories are only theories and are validated only through continuous experimentation. While theories offer considerable insight into the nature of the unobservable universe, they can be rejected and disproven. In my view, scientific theories are not only effective descriptors of the unobservable world but do offer insight into nature. If they are not describing the observable and unobservable natural world, what are theories describing? Although the structural realist position almost makes sense to me, is it necessary that we can never know the nature of observable phenomena? Is this also not a matter of technology and the progress of science?

Works Cited:

Steven French. Science: Key Concepts in Philosophy. Continuum, 2007. EBSCOhost,  https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=e025xna&AN=377733&site=eds-live&scope=site

Jennifer

For this week’s discussion I chose the article “Did the pandemic change our personalities?” because I thought it was interesting and easier to analyze. I understand the concepts of realism and anti-realism, as well as instrumentalism, but I do not fully understand constructive empiricism. From what I do understand about it, I think that the article may have elements of that. The article does start off with realist assumptions because it states the environmental stress has never been known to have affected personality traits; however, the article does not point toward any past research regarding such a statement. Is the reading audience supposed to assume this is true because the article was written by the Public Library of Science?

Pessimistic Meta Induction (PMI)  – By the second paragraph, the article is claiming that previous studies have shown that there have not been any significant changes in participant personalities when a natural disaster, such as a hurricane or earthquake have occurred. I guess readers are expected to compare a global pandemic to natural disasters which are generally localized, such as occurring in a state, nation, or region. To me this was an example of using scientific history versus enacting the science itself because the researchers have based their findings on historical psychological studies (French 92).

Underdetermination of Evidence by Theory (UTE)  – If I am understanding UTE correctly, it is best described as two theories being equal in evidence, so theorists are unable to determine which theory is correct (French 96-97). The theories that the personality changes are based on are from participants in pre-pandemic studies and another study done during the height of the pandemic. The pre-pandemic studies were conducted from May 2014 to February 2020, and the second study was from March 2020 to December 2020, both of which showed little to no changes in personality traits. The results from both studies completed with similar results which gives good reason for researchers to believe that the pandemic and its aftermath were significant contributors to the present-day personality trait changes.

The No Miracles Argument (NMA)  – The NMA stance of the article was easy to spot. The best explanation for the personality trait changes was the simplest one – it was due to the pandemic. “And the realist insists that her argument for realism has the same form as the argument scientists themselves use for accepting one theory over another, namely that that theory offers the best explanation of the phenomenon.” (French 101). The results of the studies factored in with the results of past studies made it easier for the researchers to point the finger at the pandemic.

In conclusion, the article was evasive regarding the demographics of the participants in any of the studies. The only demographics that were listed were that they were American of which 41.2% of them were male, and participants ranged in ages 18 to 109. Admittedly, I had to chuckle at the fact that some of the participants were over 100 because they had already been through a pandemic, so of course they might a little more relaxed. With the lack of demographics listed for the study, the article comes off as biased. There were so many other significant factors during that time, especially on the social and political landscapes. This lead me to believe that researchers were being lazily dependent on mature theories.  The article further states that most of the changes for the worst appeared in younger adults, with a sharp increase in neuroticism as well as decreases in conscientiousness, while older adults experienced little to zero changes in personality. As an older adult, I can assure readers that today’s younger adults face numerous challenges on numerous levels, the least of which being a global pandemic, but that is an argument for another topic.

References:

Public Library of Science. “Did the pandemic change our personalities?”.  Phys.org. Accessed September 29, 2022.  https://medicalxpress.com/news/2022-09-pandemic-personalities.html

Steven French.  Science: Key Concepts in Philosophy. Continuum, 2007.  EBSCOhosthttps://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=e025xna&AN=377733&site=eds-live&scope=site

Supplemental Online Readings

(1) C hakravartty, Anjan, “Scientific Realism.” S tanford Encyclopedia of Philosophy. Plato.stanford.edu (2017)

An excellent overview of the issues and definitions of scientific realism.

(2)  Liston, Michael, “Scientific Realism and Antirealism.”  Internet Encyclopedia of Philosophy. Iep.utm.edu (2020)

A good overview of the realism / anti-realism debate.

(3) Musgrace, Alan, “The ‘Miracle Argument’ For Scientific Realism.”  The Rutherford Journal, rutherfordjournal.org (2008)

An overview of the No Miracles Argument for Scientific Realism using historical examples.

(4) S tanford, Kyle, “Underdetermination of Scientific Theory.” Stanford Encyclopedia of Philosophy. plato.stanford.edu (2017)

A good overview of the underdetermination of theory by evidence argument for scientific realism

Supplemental Online Audio/Video

(1) “What is Scientific Realism?” YouTube, uploaded by Carneades.org, Oct 18, 2015. [5:53]  https://www.youtube.com/watch?v=i3DlhNgeqZk&ab_channel=Carneades.org

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What are the best times to post on Social Media Platforms? Why? 

After reading the following article(s) or watching the following video(s), use this forum to contribute to the discussion.

Writing Prompt/Question:

What are the best times to post on Social Media Platforms? Why? 

before submitting your posts to maximize the points you will earn. Your initial post should be at least 200 words. Remember to only use the information provided from the article that is linked on the assignment.

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Wireless network security is a very big topic as we always seem to be connected on our computers and mobile devices

Wireless network security is a very big topic as we always seem to be connected on our computers and mobile devices. There are a number of possible attack vectors which can give a bad actor access to or visibility of a connected device. 

For this discussion, in a 150-200-word response, supported by reliable, outside, academic or peer-reviewed information: 

Research a current security risk impacting mobile devices or computers connected over WiFi networks. 

Address where the risks exist and recommendations for protecting devices.

Remember to properly identify, cite, and reference your resources in APA 7th Edition style.

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Intervention Strategy- Mentoring

Intervention Strategy- Mentoring

Have you ever had a mentor?

What was the purpose and duration of the relationship?

How did the mentor help you?

What agreements did you make about the mentoring relationship?

 How did you get started, how often did you meet, and what role did the mentor take?

What did that experience mean to you?

What do you think makes a good mentor?

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What were the strengths and weaknesses of each interaction method for this particular program?

Using your study of chapters 11 and 12 of Modern systems analysis and design, answer the following four questions.

For the three common methods of system interaction—command language, menus, and objects—recall a software package that you have used recently and list what you liked and disliked about each package with regard to the interface. 

What were the strengths and weaknesses of each interaction method for this particular program? Which type of interaction do you prefer for which circumstances? 

Which type do you believe will become most prevalent? Why?

Valacich, J. S., & George, J. F. (2019). Modern systems analysis and design (9th ed.). Pearson. Print ISBN: 978-0135172759 eText ISBN: 978-0135172841

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Modern systems analysis and design and class discussions

Using your study of chapters 11 and 12 of Modern systems analysis and design and class discussions, review the applied case study “Petrie Electronics” as shown on page 435. Answer the following questions with details and propose clear solutions in 2-3 APA-formatted pages:

Visit the Nielsen Website and update PE Figure 12-1 based on guidelines and articles posted since this list was compiled. Add only elements you believe are essential and relevant to the design of “No Customer Escapes.”

How unique do you consider the human interface design guidelines for a Website to be from general application design guidelines? Justify your answer.

Search for other Web-based resources, besides the Nielsen Website, for Website design. (Hint: Look at the references at the end of this and prior chapters.) In what ways do the design guidelines you find contradict your previous answer? Explain the differences.

This chapter introduced the concepts of loyalty and trustworthiness as necessary for customers to interact with a Website. What elements could be added to a customer loyalty site such as “No Customer Escapes” to improve the levels of loyalty and trustworthiness of Petrie’s customers?

Valacich, J. S., & George, J. F. (2019). Modern systems analysis and design (9th ed.). Pearson. Print ISBN: 978-0135172759 eText ISBN: 978-0135172841

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What does the documentary say about the ways in which gender influences family life? 

Preparation for Writing Paper 1:

Review course materials on gender and the American family.

Watch the Documentary Gender Fluidity (CNN’s This Life): https://video.alexanderstreet.com/watch/gender-fluidity?account_id=10902&usage_group_id=104858 (Links to an external site.)

Focus on the questions below while watching and take notes. 

Your notes will help provide more detail for your answers and analysis. 

Your paper should include the following:

Introduction

Explain what the documentary about by using the following questions as a guide. 

What does the documentary say about the ways in which gender influences family life? 

What message does the documentary have about gender as a social construct. 

Overall Body of Paper

This is where you bring in course materials while discussing gender socialization and gender roles in the American family. This is where you also include stories or examples from the documentary. Also think about the following: 

1. What role does the media play in gender socialization? 

2. How are gender stereotypes perpetuated in school, among peers, and within family relations? 

Conclusion

Why does this documentary matter? Give us a summary of what you observed. 

Reference Page

Include a reference page with the documentary listed and class sources you used. 

You may also bring in outside sources (not required). 

An excellent place to start is the “Web of Science DatabaseLinks to an external site.”, which you can access via the FAU library website (you do not have to be on campus to access the database – you will just have to log in via off-campus access).

If you are a fan of Google, be sure to check out the library’s tailored google scholar search. It allows you to access the content available through FAU directly and request it via inter-library loan (again a login is required to do this off campus).

You must list your four resources in reference formatting APA or ASA.

Don’t forget that the librarians are available to help you with your searches!

Following Directions

Paper 1 should be 2-3 pages in length.

Make sure that all of the required information is clearly detailed.

Here is what we will use to score your paper: 

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Lucy’s monologue occurs three months after Julia’s death

Details: Lucy’s monologue occurs three months after Julia’s death. Lucy is in the emergency room. She is grieving and wants to talk about Julia and their life together. She feels very lonely, but has had some contact with her neighbor Adele and her niece, Nora. There have been other instances where she became anxious and dizzy and slightly confused, stating that her heart was pounding and she feels like she “can’t walk or do anything.” Lucy thinks she has called 911 “about once a month since Julia died” and was transported by ambulance to the emergency department.

Well, here I am again, waiting to be seen by the emergency room doctor. This must be the third time this has happened since Julia died. I miss her so much. I never knew it would be so lonely in that house by myself. Nora comes to visit every once and awhile. In fact she’s on her way here now, with my neighbor Adele. I don’t want to scare them though I know Adele saw the ambulance and must be worried. This has happened about once a month I think. I feel okay, then for no reason at all I just get anxious and dizzy. My heart kind of pounds and I just feel like I can’t walk or do anything. One time I fell, but I didn’t get hurt too bad. This time I almost fell, landed on my couch and scraped my arm. I think I tripped over my shoe that I was going to put on. I was able to reach for the phone and call 911. I felt a little better by the time the paramedics got there, but they thought I should come in and be checked out anyway. I need someone to look at this scrape on my arm. They should probably check my knees too. They’re a little weak. I had surgery on one of them. Most days I’m fine, it’s just once in a while……. I don’t think we ever had to call 911 when Julia was alive. I don’t remember ever having these dizzy spells then. My knees were weak, but I took it easy and never fell that I can recall. I was feeling pretty bad these past few years that I couldn’t walk as far or as fast as we used to. We loved to travel, and hike around new places. We traveled all over. I think my favorite place was Ireland. Julia wanted to go there, she picked that trip. It was wonderful. We rented a car and just drove all everywhere.

We went out to pubs for music every night, and we went to the Waterford crystal factory. It was lovely. It’s so sad to know we’ll never have those experiences again. Oh, we loved our adventures! They are all over now. It’s just me in that old house. Nora visits when she can, every few weeks or so. Neil came once for my birthday. That was nice. My neighbor Adele stops by, but not very often because she has her grandkids to take care of. Sometimes days go by and I never talk to another soul. That never happened when Julia was alive. She always had something to say! I felt safer then. I never had these dizzy spells. Maybe the doctors will figure it out this time.

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A “Global Enterprise” of Labor

Introduction-A “Global Enterprise” of Labor

Neoliberalism

and the Philippine

Labor Brokerage State

Not only am I the head of state responsible for a nation of 80 million people. I’m also the CEO of a global Philippine enterprise of 8 million Filipinos who live and work abroad and generate billions of dollars a year in revenue for our country. — President Gloria Macapagal-Arroyo, May 2003

A “Global Enterprise” of Labor

During a state visit to the United States in 2003, Philippine President Gloria Macapagal-Arroyo aggressively encouraged U.S. business- people to hire Philippine workers to fill their employment needs in the territorial United States and beyond. When American coloniz- ers encountered Filipinos in 1898, they considered them a backward and savage lot who were, nevertheless, sufficiently educable. The United States proceeded to violently conquer the Filipino people and then, with a policy of “benevolent assimilation,” schooled them into being proper colonial subjects who could labor for the nascent empire. Arroyo assures her audience that American colonial education adequately served its purpose and even exceeded it.1

Today, Arroyo suggests, the Filipino is a thoroughly modern and civilized global worker who can labor anywhere and under any set of circumstances for American as well as other employers. The presi- dent insists that Philippine workers can be relied upon to labor for the contemporary U.S. empire, pledging that Philippine workers will “play a role in helping rebuild the land for the people of Iraq.” No

ix

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x Introduction

matter how difficult or dangerous a place of employment may be, Filipinos and Filipinas are ever-willing workers. Employers can even be spared the expense of training workers because it is a task done in the Philippines, one that the Philippine government has “worked hard to support.” Though not stated explicitly by the president, her speech does suggest that employers can save on labor costs because Philippine workers are a temporary workforce ostensibly less able or willing to demand wage increases or better benefits over time. In short, the promise of the Philippine worker is not merely the promise of a worker of good quality, but ultimately one who is cheap.

According to Arroyo, she is not merely president but also the “CEO” of a profitable “global enterprise” that generates revenues by successfully assembling together and exporting a much sought- after commodity worldwide: “highly skilled, well-educated, English- speaking” as well as “productive” and “efficient” workers. By calling herself a “CEO” Arroyo represents herself not as a head of state but as an entrepreneur, the ideal neoliberal subject, who rationally maximizes her country’s competitive advantage in the global market. I suggest that the Philippines, especially when it comes to migrants, is a labor brokerage state.

Labor brokerage is a neoliberal strategy that is comprised of insti- tutional and discursive practices through which the Philippine state mobilizes its citizens and sends them abroad to work for employers throughout the world while generating a “profit” from the remit- tances that migrants send back to their families and loved ones remaining in the Philippines. The Philippine state negotiates with labor-receiving states to formalize outflows of migrant workers and thereby enables employers around the globe to avail themselves of temporary workers who can be summoned to work for finite periods of time and then returned to their homeland at the conclusion of their employment contracts. As Antonio Tujan of IBON (a nonprofit research-education-information development institution), a longtime critic of the government’s labor export program, puts it, the Philip- pine state engages in nothing more than “legal human trafficking.”2

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Figure 1. Brochure produced by the Philippine Overseas Employment Administration.

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xii Introduction

If, as many scholars have argued, global capital demands “flexible” labor, Philippine migrants are uniquely “flexible” as short-term, con- tractual, and incredibly mobile workers. Employers of Philippine workers need not “race to the bottom” by relocating to the Philip- pines but can actually stay in place as Philippine workers can be conveyed directly to them. The Philippines offers a reserve army of labor to be deployed for capital across the planet.

The Philippine state, in fact, distinguishes itself in its capac- ity to facilitate the out-migration of its population to destinations spanning the planet. It is undeniably the world’s premier “global enterprise” of labor as the Philippine migrant worker has become practically ubiquitous around the globe. The worldwide distribution of Philippine migrants is staggering and perhaps unmatched by any other labor-sending country.3 According to the most recent (2008) statistics from the Philippine Overseas Employment Administration (POEA) one of the key institutions in the Philippine government’s transnational migration apparatus, 1,236,013 Filipino and Filipina workers were deployed in some 200 countries and territories around the globe. These workers joined the millions of Philippine migrants already employed overseas to total an estimated 8,233,172.4 With a population of over 80 million people, that means that nearly 10 percent of the Philippine population is working abroad.

Among newly deployed migrants, the top occupations in which Philippine migrants are employed are the following (in order): household service workers; waiters, cleaners, and related workers; charworkers, cleaners, and related workers; nurses, professional; care- givers and caretakers; laborers/helpers, general; plumbers and pipe fitters; electrical wiremen; welders and flame-cutters; building care- takers.5 Both men and women leave the country although in the past decade women’s out-migration has outpaced the out-migration of men. However, statistics collected from April to September 2008 indicate that 51.6 percent of migrants were men while 48.4 per- cent were women. One in four migrants were between the ages of twenty-five and twenty-nine, and one-third were unskilled.6

Philippine migrants’ global mobility occurs in the face of increas- ing immigration restrictiveness around the world. Many countries

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Introduction xiii

are strengthening their borders, especially against those hoping to immigrate and settle with their families.7 In spite of this trend, out- migration from the Philippines continues to increase. The Philippine state has been central to the globalization of Filipina and Filipino workers. While people from the Philippines actively seek out oppor- tunities to live and work overseas for a variety of reasons, ultimately the countries they imagine as possible sites for temporary sojourns as well as the jobs they apply for are determined in large part by the Philippine state’s labor brokerage strategy.8

President Arroyo, for example, played a vital role in securing new jobs for Philippine workers in the Middle East to support U.S. military operations. After meeting U.S. businessmen, she met U.S. govern- ment officials to discuss the two countries’ shared interests in the global “war on terror” and, it can be assumed, transfers of Philip- pine labor, for not long after her brief stint in the United States, Iraq was added to the ever-growing list of Philippine migrants’ coun- tries of destination. Moreover, according to a report by the POEA published shortly after President Arroyo’s U.S. visit, ten thousand to fifteen thousand jobs were expected to open even beyond Iraq in countries including Kuwait, Bahrain, and Qatar because of expected “billion dollar infrastructure development projects in the Middle East (gas, electricity, water, finance, communications, engineering design, retail, health services, construction, IT, hotel/tourism),” attributed “to the presence of US forces.”9

If the Philippine state facilitates the out-migration of its citizens, just as importantly it attempts to shape its overseas citizens’ eco- nomic and political connections to the Philippines. The Philippines’ “profitability” as a “global enterprise” hinges on its ability to main- tain its overseas citizens’ relations to the homeland. Labor brokerage requires a particular set of relations between state and citizen. Under a migration regime of labor brokerage, Philippine citizens are to leave their families behind in the Philippines while giving themselves over to employers in faraway destinations. At the same time, they are to continue being linked to the homeland, especially through their remittances, as the foreign exchange generated by migrants’ over- seas wages has become vital to the Philippine economy. In 2008

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xiv Introduction

Product Earnings

Electronic products $1.915 billion Remittances $1.494 billion Articles of apparel and clothing accessories $125 million Coconut oil $80 million

Figure 2. Earnings from the three top export products compared with remittances for the month of July 2009. Sources: POEA, National Statistics Office (NSO).

alone, migrants remitted over U.S.$16 billion through official bank- ing channels.10 It is true that the very structure of the migrant labor system functions in such a way that individuals working overseas nec- essarily remit their earnings to their dependents left behind in the Philippines.11 Still, the state invests heavily in channeling migrants’ remittances back to the Philippines, with special emphasis on secur- ing their remittances through official banking channels as well as state-sponsored development projects.

The Philippine state’s transnational migration apparatus has be- come something of an “export-processing zone” that assembles and mobilizes and exports a commodity, workers, that actually rivals other export commodities in terms of profitability. A comparison of earnings from the Philippines’ top three highest earning export products with remittances in the month of July 2009 indicates that remittances from migrants are second only to electronic products (Figure 2). In other words, in the Philippines the export of people can be more profitable than the export of clothing.

It is because Philippine migrants are short-term employees that labor-receiving countries source their workers from the Philippines. The Philippine state’s future deployments of migrants (and ulti- mately remittances), therefore, depend on its ensuring that migrants are compliant with the terms of their employment contracts. In other words, the Philippine government requires that migrants return home to the Philippines immediately upon the completion of their work. The Philippine state’s investments in its relations to its citizen-workers globally are crucial for accomplishing that task.

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Introduction xv

This book examines how and why the Philippine state has emerged as a “global enterprise” of labor. It uses a case study of the Philippines to understand contemporary processes of neoliberal globalization. As Neferti Tadiar argues, “The Philippines is, as a supplier of global labour, a constitutive part of the world-system.”12 A key objective here is to map what Saskia Sassen calls a “countergeography of glob- alization,” that is, a form of globalization “either not represented or seen as connected to globalization,” yet is “deeply imbricated in some of the major dynamics constitutive of globalization.”13

My findings draw on qualitative methods including ethnographic research of the government’s migration bureaucracy, interviews with state officials and migrants, and archival work of government docu- ments conducted over the course of the last decade.14 I examine the mechanisms by which the Philippine state mobilizes, exports, and reg- ulates migrant labor to meet worldwide gendered and racialized labor demand. At the same time, I examine how the state has reconfigured Philippine citizenship and produced novel invocations of Philippine nationalism to normalize its citizens’ out-migration while simultane- ously fostering their ties to the Philippines. Though I begin with a quote from the Philippine president, this book is fundamentally about the quotidian institutional and discursive practices of the state.15

To get at why the Philippines has become a global broker of labor and the kind of functions it performs in the contemporary global order, however, requires first an understanding of how neoliberal globalization has reshaped the role of states more broadly and an understanding of the new forms of labor demand engendered by contemporary globalization. I turn to a discussion of the existing scholarship on the state and globalization and international migration in the sections that immediately follow.

Brokering Labor as a Neoliberal Strategy

Neoliberalism, “Development,” and the Nation-State

Under conditions of neoliberal globalization, the forms and func- tions of the nation-state have been shifting quite dramatically. While

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xvi Introduction

many scholars have lamented the eclipse of the state by the forces of global capital, many others suggest that what we are apprehend- ing is in fact its reconfiguration. Rather than being hollowed out, the state has created new apparatuses by which to actually facilitate neoliberalism. As David Harvey argues, the neoliberal state seeks out “internal reorganizations and new institutional arrangements that improve its competitive position as an entity vis-à-vis other states in the global market.”16 In her critique of Harvey Aihwa Ong suggests, first, that neoliberalism, although hegemonic globally, should not be understood as having common, universalized consequences. She fur- ther argues that “rather than taking neoliberalism as a tidal wave of market-driven phenomena that sweeps from dominant countries to smaller ones, we could more fruitfully break neoliberalism down into various technologies.”17

Neoliberal orthodoxy consequently takes different shapes in dif- ferent states. Moreover, it requires that states develop an arsenal of strategies to meet its imperatives. In the Philippines, for instance, the state has introduced numerous measures to create “new institu- tional arrangements” necessary to neoliberal globalization. Like other developing countries, it has complied with the mandates of what critics of neoliberalism have called the “Washington Consensus,” which involves privatization, deregulation, and liberalization among other sets of economic reforms or “structural adjustments.”18 But unlike other states in the global South, the Philippines has crafted a strategy of labor brokerage by which it mobilizes and deploys labor for export to profit from migrants’ remittances. Remittances from migrants’ overseas employment has strengthened the government’s foreign exchange reserves, helping the Philippines pay off the oner- ous debts it has incurred from lenders like the World Bank and the International Monetary Fund, along with a host of private banks, as a consequence of structural adjustment programs.

The Philippine state is not, however, simply a passive actor in the global order as elites at its helm have enthusiastically implemented policies compliant with the neoliberal Washington Consensus. Devel- oping countries “are undertaking restructuring and serve the needs of transnational capital not simply because they are ‘powerless’ in the

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Introduction xvii

face of globalization, but because a particular historical constellation of social forces now exists that present an organic social base for this global restructuring of capitalism.”19

Neoliberalism in the Philippines and other formerly colonized areas needs to be understood within the context of legacies of imperi- alism. For the Philippines neoliberal strategies of the state have long been shaped by its status as a neocolony of the United States. One can argue that neoliberalism in the formerly colonized global South is a contemporary form of coloniality.20

In a neocolonial, neoliberal state like the Philippines, labor broker- age functions to address the failures of so-called “development.”21 It is a peculiar kind of “trickle up” development as individual migrants’ earnings abroad become a source of foreign capital for the Philippine state. The Philippine state remains committed to drawing direct investments from foreign capital through neoliberal economic reforms; however, it also heavily draws on “investments” from its very own citizens. The strategy of labor brokerage merely “perpetuates the conditions this policy claims to ameliorate and reinforces the IMF structural adjustment policies’ grip on Philip- pine underdevelopment since remittances mainly go to debt servicing rather than to generating new local employment projects,” as Ligaya McGovern suggests.22 It is still a cornerstone of Philippine neoliberal “development” today. As E. San Juan acerbically, though accurately, puts it, the globalization of Philippine workers “is primarily due to economic coercion and disenfranchisement under the retrogressive regime of comprador-bureaucratic (not welfare-state) capitalism.”23

Neoliberal Governmentality Though neoliberalism is characterized by a set of economic rational- ities, as distilled in the Washington Consensus, neoliberalism is also a technology of governmentality. Aihwa Ong, drawing from Fou- cauldian understandings, suggests that neoliberalism is a mode of governing populations. She argues that the “neoliberal politics of ‘shrinking’ the state are accompanied by a proliferation of tech- niques to remake the social and citizen-subjects.”24 By brokering labor, the Philippine state attempts to contain the multiple social

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xviii Introduction

dislocations that are the consequence of its aggressive implemen- tation of neoliberal economic policies. It represents employment abroad and remittances as the fulfillment of a new form of national- ism. Contemporary Philippine citizenship has become a modality of governmentality.

The consequences of the neoliberal Washington Consensus have been disastrous for ordinary people in the Philippines, as they have been for most people throughout the world as they face increasingly precarious conditions of employment (if they are employed at all) and the elimination of state services.25 In the Philippines, structural adjustment has resulted in currency devaluation (meant to be an enticement for foreign investors), which has reduced real incomes in the Philippines, making it difficult for people to cope with the rising costs of living, which include the burden of having to pay for what were once state-subsidized public services. As the already small middle class tries to maintain its tenuous status, the difficulty of everyday life for the working classes and the poor compel many to join up with militant leftist movements, both legal and underground, to contest the state’s neoliberal orientation.26 Economic and political elites in the Philippines are all too familiar with the sorts of explosive upheavals these tensions can give rise to.

When the state’s neoliberal policies are coupled with charges of graft and corruption, as was the case for President Joseph Estrada in 2001, mass protests can bring an administration down. Overseas jobs address Philippine citizens’ dire need for livable wages and arguably contain social unrest to some extent.27 Under conditions of globaliza- tion, elites have to deal with “the contradictory pressures of (global) accumulation and (national) legitimation. This enduring contradic- tion is being managed by a restructuring of the capitalist state and a realignment of internal power relations within national state appara- tuses.”28 Successive Philippine presidents have offered up the promise of employment (albeit overseas) during the bleakest economic crises to calm citizens’ growing anxieties about job prospects, and in the Philippines labor brokerage is an important legitimization scheme for the state.

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