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Demonstrates that you are familiar with the case studies and includes an explanation and evaluation of the public health methods used for each topic below.

There must be 1 page in length for each topic listed below and reflects proper spelling, capitalization, punctuation, and grammar usage.

Includes citations and references in APA format.

There is a total of three topics to write about, ALL ARE TO BE WRITTEN ABOUT. In total there must be 3-6 pages long, 1-2 pages per topic.

1. Explore the ASTHO website at http://www.astho.org/ and prepare a brief 1 page report on initiatives that affect public health in your home state. Be sure to include the initiative, its goals, any opposition that you think may be there and your own opinion of the initiatives.

2. Visit the Guide to Community Preventive Services web site at:

https://www.thecommunityguide.org/

Research a topic that is an important public health issue in your local area/hometown. Investigate the types of scientific research that has been done on the issue and recommendations for community interventions that have emerged from the research. Report your findings in a brief summary. This report should be 1 page long

3. Review the tools and resources offered by The Community Tool box at http://ctb.ku.edu/en. This free public service offered by the University of Kansas

Work Group for Community Health and Development offers a large number of resources for practitioners and community volunteers. Make a list of resources that you would find helpful as a new graduate starting his/her first job with a public health agency.

This should be a 1-2 page list with a brief explanation of how that resource could be helpful to you.

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Undertake studies and research responsibly and with honesty and integrity

Post author By admin
Post date August 5, 2021
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Assessment Details
Qualification Code/Title BSB50120 – Diploma of Business
Assessment Type Assessment -03 (Project) Time allowed 5 weeks

Unit of Competency
National Code/Title BSBSUS511 Develop Workplace Policy and Procedures for Sustainability
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ________________
Date: //___
Assessor Details
Assessor’s Name Zafar Chowdhury
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Date Date
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No (Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 3: Sustainability Initiatives Implementation Project
Task summary
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and submitting a completed project portfolio (Part B).
Required
• the business or simulated business that you worked with in Assessment Task 2
• your learning resources and other information for reference
• Project Portfolio template (Part B)
• Simulation Pack (if you need the case study).
Timing
Your assessor will advise you of the due date of this assessment.
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Assessment Task 3 Instructions
IMPORTANT INFORMATION FOR STUDENTS
You have two options for this section of your assessment – Option 1 is for students who are working from the case study business. Option 2 is for students who are working from their own business.
Important: You should only complete ONE of the following options. If you are unsure which option you should complete, speak to your assessor.
Activities – Option 1 (Grow Consultants)
Option 1 is for students who worked from the Grow Consultants case study in Assessment Task 2. If you completed Assessment Task 2 using your own business, skip straight to Option 2. If you are unsure, speak to your assessor. DO NOT COMPLETE BOTH OPTIONS.
Complete the following activities:

Undertake an inspection of your RTO facility

Assume that, following acceptance of your sustainability policy and procedures, you have been asked to implement strategies identified in your action plan for the continuous improvement of resource efficiency. This is to include an inspection of the workplace to identify environmental sustainability and resource usage issues and to identify and report on possible solutions.
You will therefore undertake an inspection of the RTO facility using the environmental sustainability and resource Usage Record Template provided in Section 5 of your Project Portfolio (Part B).
Record at least three actual or potential environmental sustainability and resource usage issues that you find.
Your assessor will advise you of the date and time of the inspection and will observe you conducting the inspection.
Make sure you have answered all questions in Section 5 of your Portfolio (Part B). Submit to your assessor for review.
You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 5 of the Project Portfolio (Part B) and make sure you attach these upon submission.

Develop a memo for staff about best practice sustainability procedures
Assume that you wish to commence implementing a further initiative from the action plan, which is to provide regular communications to staff about sustainability practices.
Based on one of the issues identified in your environmental sustainability and resource usage record, develop a short memo to send to staff about best practice sustainability procedures. For example, if you have identified that water usage is high, you could write about tips to reduce water usage. The memo you develop must be written in plain English and in user-friendly language and be designed to promote engagement in sustainability initiatives.
The memo should be no more than one page and include images such as photos or graphs to assist with understanding and engagement.
Work into Section 6 of your Portfolio (Part B).
Make sure you have answered all questions in Section 6 of your Portfolio (Part B). Submit to your assessor for review.
You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in each copy of Section 6 of the Project Portfolio and make sure you attach these upon submission.
Develop a sustainability register
You are required to develop a register for recording and tracking all continuous improvements in resource efficiency.
The register should be able to include, as a minimum, the ability to record the reported opportunity, action to be taken, responsibility, timelines and outcome.
Work into Section 7 of your Portfolio (Part B).
Make sure you have answered all questions in Section 7 of your Portfolio. Submit to your assessor for review.
You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in each copy of Section 7 of the Project Portfolio and make sure you attach these upon submission.
Develop a sustainability implementation report
Assume that the sustainability policy and procedure you developed has been implemented, as well as findings from regular sustainability inspections. Sustainability initiatives implemented include:
• Energy audit and all recommendations implemented including signage about energy use (e.g. switch off lights at night, turn down brightness, turn off taps)
• Recycling policy introduced, and three more recycling bins introduced.
• Green purchasing policy developed (on staff intranet, email sent to staff to advise).
• Green transport policy developed and implemented (on staff intranet, email sent to staff to advise).
Assume also the following sustainability targets:
• Reduce electricity consumption by 20% within six months.
• Promote awareness of sustainability initiatives amongst all staff members
A staff survey has been undertaken (see the Simulation Pack for results), as well as an energy audit.
The results of the energy audit are as follows:
Actions implemented:
• replace halogen downlights with energy efficient downlights and transformers
• connect to natural gas, converting to an energy source with one-third of the greenhouse gas emissions of electricity from coal
• replace electric storage hot water heater with instant solar hot water
• replace air conditioner with a more efficient inverter unit.
Prior to energy audit:
• Annual energy bill: $2,415 a year
• Annual greenhouse emissions: 18 tonnes a year
Six months later:
• Annual energy bill: $1,800 a year
• Annual greenhouse emissions: 10.2 tonnes a year
One year later:
• Annual energy bill: $2,215 a year
• Annual greenhouse emissions: 14 tonnes a year
Note: Four new staff members employed may account for increase. Energy targets were not adjusted to account for the new staff.
You are required to review the results of the staff survey and the energy statistics provided.
Based on your review, develop a short report that outlines:
• Analysis of staff survey results and achievements against targets
• Analysis of energy audit data and achievements against targets
• Recommendations for additional actions that need to be taken based on the data above.
• Summary of the success of the sustainability policy and procedures based on analysis.
• Updates to sustainability policy and procedures to account for recommended improvements.
Work into Section 8 of your Portfolio (Part B).
Make sure you have answered all questions in Section 8 of your Portfolio. Submit to your assessor for review.
Assessment Task 3: Checklist (Option 1)
Did the student: Completed successfully? Comments
Yes No
Implement workplace policy for one area of sustainability within a business or organisation?
Consult and communicate with relevant stakeholders regarding the implementation and improvement of sustainability policy?
Provide support for the implementation of a sustainability policy or initiative?
Utilise a recording system to track continuous improvement, identify trends and outcomes?
Document implementation outcomes?
Provide implementation support?
Review implementation by:
• responding to trends
• applying continuous improvement principles
• modifying policy and procedures as required
• tracking results?
Task outcome: • Satisfactory • Not satisfactory
Assessor signature:
Assessor name: Zafar Chowdhury
Date:
Activities – Option 2 (Your own business)
Option 2 is for students who worked from their own business in Assessment Task 2. If you completed Assessment Task 2 using the case study business, DO NOT COMPLETE OPTION 2. You should only complete Option 1. If you are unsure, speak to your assessor. DO NOT COMPLETE BOTH OPTIONS.
Complete the following activities:
Implement your action plan

Now that you have developed policies, procedures and an action plan, it is time to implement. Put the action plan that you developed in Assessment Task 2 in place and monitor the results for enough time to track results. Report on the following by completing Section 5 of your Project Portfolio:
• Were the resources that you identified and sourced adequate to implement the sustainability initiative/policy?
• What support did you provide to implement the policy?
• How did you track and record sustainability improvements?
• How did you provide feedback to stakeholders?
• How did you document outcomes?
• What trends did you identify?
• What changes did you make to the policy as a result of the implementation?
• What were the sustainability gains as a result of implementation?
Make sure you have answered all questions in Section 5 of your Portfolio (Part B). Submit to your assessor for review.
You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 5 of the Project Portfolio (Part B) and make sure you attach these upon submission.
Assessment Task 3: Checklist (Option 2)
Did the student: Completed successfully? Comments
Yes No
Implement workplace policy for one area of sustainability within a business or organisation?
Consult and communicate with relevant stakeholders regarding the implementation and improvement of sustainability policy?
Provide support for the implementation of a sustainability policy or initiative?
Utilise a recording system to track continuous improvement, identify trends and outcomes?
Document implementation outcomes?
Provide implementation support?
Review implementation by:
• responding to trends
• applying continuous improvement principles
• modifying policy and procedures as required
• tracking results?

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Discuss a criminal justice, intelligence studies, international relations or security management topic requesting instructor approval of the topic you would like for your research proposal

Review recently published (within the past five years) peer-reviewed scholarly articles located in the AMU/APUS University’s online library databases. Discuss a criminal justice, intelligence studies, international relations or security management topic requesting instructor approval of the topic you would like for your research proposal (term project) paper. In doing so, please remember for this class you are selecting a topic NOT for writing a research paper about, but rather for writing a proposal to do actual hands-on research using scientific research methodology. In your discussion post discuss what you have identified in the current peer-reviewed literature located in the APUS Library databases on a topic you wish to research. Briefly discuss the literature and express what still needs to be researched or requires further research on the topic you would like to address in your research proposal. In other words, did the authors of the studies already done on this topic you reviewed call for further research on the topic or something to do with the topic? Then again, perhaps you identified a problem that still needs to be researched on the topic where the current literature is lacking. If so, discuss what it is and how it pertains to the topic and why it needs to be researched and who would benefit from the research. After doing so, you are to provide a ‘Working Title’ for your Research Proposal, as discussed in this week’s lesson. Understanding this may change as your Research Proposal develops during the course.

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NO PLAGIARISM, Topic on Reducing Sexual Harassment in the Workplace

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Writers Solution

focusing on the aspects of interest to Women’s Studies

Post author By admin
Post date July 7, 2021
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Select a news article published in the last 12 months that focuses on a topic of interest to Women’s Studies [choose from the list below, or choose your own based on the criteria described in the next section of this assignment]. After you have read your chosen news article, respond to the questions below in a 700-1,000 word (3-4 page) report about the article and what you have learned, focusing on the aspects of interest to Women’s Studies

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Writers Solution

The National Council of Social Studies, where Mrs. Alice Kessler-Harris wrote and vocalized that although women represent over half the world’s population

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Explain in your own words what it means to put women in the center, as subjects of social study. How does the notion that women have already achieved equality intersect with concerns of feminism, consumption and personal style?

Such an interesting article featured in The National Council of Social Studies, where Mrs. Alice Kessler-Harris wrote and vocalized that although women represent over half the world’s population, the social studies curriculum largely overlooks and underrepresents their stories and perspectives and marginalizes their voices, positions of power, and influence throughout the larger society”. Because leadership roles in these organizations were typically denied to women, their contributions have often been viewed by history books as marginal, serving only as “helpmates” or “tenders of the heart,” who work within the private sphere of the home rather than in the public sphere of the marketplace or politics.

When a few women rose to prominence by assuming men’s roles in history (e.g., Queen Elizabeth, Joan of Arc) or challenging social norms (e.g., Abigail Adams, Elizabeth Cady Stanton, Sojourner Truth, Susan B. Anthony, Ida B. Wells, Rosa Parks), public recognition of their accomplishments gained traction. In other words, history recognizes women who exercised aggressive leadership traits or roles traditionally exhibited by males, rather than valuing them for accomplishments of passivity, care, and compassion ( McIntosh 2005).

I find very interesting that women have been singled out and labeled to being the weaker vessel. As far back as history portrays it or how it has been taught to us in school that women were to be helpers, followers, submissive and homemakers. As the times evolved and technology grew it seemed and I can only go off what my ancestors and family have shared is that at least in our Mexican culture the roles were defined from the movement the family knew the sex of the baby. I understand that many at that time worked in the fields and the more children especially boys were brought into the world or their family the richer their crops would grow. Awhile the females would automatically inside be tending to the home, the children and for the men.

Generation after generations are conditioned to see women as nurturing submissive “helpers”. Seemed that as technology advanced some of those little girls were exposed and continue to be to “other ways” of accomplishing the same goals as men and some were fortunate enough to have been born with women having equal rights as those of the men, yet as these women seek to better themselves they now have to take on the task of being seen as rebellious by going against their own families, whose mindsets have been conditioned to follow traditional roles. I think women are just naturally instinctive and have an inner strength like no others especially after enduring many childbearing pains or just mentality in general. They thirst to learn and excel at anything that is out of the norm. The irony is it seems that the very society that said they could not accomplish these goals or dreams is the very society that wants to suppress them after they were proven wrong want to set them back to the very mold, they just broke. Again, it is like a revolving door of someone holding this carrot in front of you to do better but deep down they do not want you to.

I have a bumper sticker that says,” Well-behaved women seldom make history”, and if you go back to the history of famous historical women its usually those who took on the “definition of a joining a man’s world” and flipped inside out. Yet, instead of women being applauded for becoming a stronger, highly intelligent, assertive, bold nurturing submissive helpers they are labeled as aggressive, power hungry, men hating hormonal activists. Sadly, sometimes even other women who chose not to pursue higher education or Corporate America because they had their “own right” as well to be a homemaker or stay at home which to each its own seem to also join men and turn on bold history making impactful women. It is as if you can’t win for losing being a woman. Some of us are going against the current to implement social changes and changing some societal norms, while fighting for the very women who complain about women being treated unfairly and being seen as a weaker vessel are first to throw you under the bus per say. In my opinion it sometime seems as we Strong BOLD women are somehow always fighting domestic terrorism from within …taking on other dominant females as if it were a competition in female dominance plus still fighting the traditional men’s old fashioned stereotypical mentality of what a women’s role is and how she belongs in the home raising the children or cleaning the home.

(2)

To put women in the center of social studies means shifting the focus of attention from men who are consistently talked about in our history and social studies to the marginalized women and gender minorities. In many education plans, women are not represented nearly as much as men, suggesting to children that women simply play the role of caretaker and do little to contribute to the history and achievements of society (Lockyer and Tazzymant 2016). To put women in the center of study aims to achieve a balance of education and representation. However, one must do this genuinely, as some curriculums include studies of women’s struggles and achievements in a tokenistic manner, which does very little to balance the education of women’s history and can be seen as performative activism (Lockyer and Tazzymant 2016). This same type of tokenism can be seen in workplaces in order to form an outside perspective of being inclusive. While balance may appear to be equal between men and women, the true distribution of power may leave women under-represented and underappreciated when it comes to their status in the workplace (Wallace and Kay 2012). This unequal treatment in the workplace is a consequence of hundreds of years of women doing work for society in the background and being underrepresented. When we begin to change the system of education to form a more representative sample of all genders throughout history, perhaps the gender norms will change to be more inclusive of women in positions of power.

The notion that women have already achieved equality is very harmful to progress for women and minorities within society. However, this notion coincides with popular feminism, which confuses hashtag activism and capitalist feminist merchandise with the true reconstruction of the laws and policies that keep women from dominating within society (Hadjicostandi-Anag 2021). While it is beneficial to keep the media and society talking about the inequalities of women within our culture, with the rise of celebrity and famous feminism, people are supporting more capitalism rather than feminism. Popular feminism continues to thrive because it makes a profit. It makes individuals feel as if they are supporting a cause, without doing more than contributing their money by buying fashion that labels them as a feminist through the form of a graphic t-shirt. This is a step in the right direction from refusing to address issues of women’s equality, however, a great deal of reform will be necessary in order to make a substantial change in the way that society views women. Another con to popular feminism is the reactive behavior of popular misogyny. Popular feminism can be troublesome moving forward as a majority of those who are accessing this popular feminism on social media are young and easily influenced. They could be tricked into thinking that this type of feminism is a real act of social change, giving the illusion of freedom that a majority of women, especially minority women, still do not have the privilege of receiving. Most of the time, popular feminism is thought of in a more “positive” light and does little to address the racial, political, and violent sides of feminist discussions (Banet-Weiser et al. 2020). Third-wave feminism has been said to include women of color more often as a form of tokenism rather than being truly transformative from second-wave feminism (Clark Mane 2012). For example, in my community, I have seen far more white women wearing t-shirts with the words “feminist”, “women are powerful” or just “women” than I have seen political marches for women’s rights. A big change in Texas this year was the heartbeat bill that Abbott signed in on May 19, 2021, which prevented women from having legal abortions in Texas after 6 weeks. I expected to see a great deal of uproar about this from people on social media but I was surprised to see that a number of women stayed quiet. This is likely due to the fact that it wasn’t popularized in the national media, therefore there was no popular feminist “trend” to jump onto. However, popular feminism does see the vulnerability of women when it comes to problems of sexual assault (Hadjicostandi-Anag 2021). This can be helpful in all communities, especially online, as it can help survivors of such crimes come forward to show that there is still a problem with these gender inequalities such as in the #MeToo movement. Such a community coming together and recognizing these gender inequalities can be progressive for a more equal future.

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What are the main points in the article on Black Studies?

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Post date June 15, 2021
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Please answer the following questions:

1. What are the main points in the article on Black Studies?

2. Google African American or Black Studies and identify at least 3 schools that have these programs. What are the objectives of these programs according to the institution’s website?

3. Explain why you choose to take African-American Studies and how it will impact you in your professional and personal life.

Dr. Frehiwpt

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Anglo-American and Primark case studies

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Post date May 20, 2021
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Required Reading Download the Anglo-American and Primark case studies using the following links:
Primark:
http://businesscasestudies.co.uk/primark/providing-consumers-with-ethically-sourced-garments/introduction.html#axzz3FYNqQuTW
Anglo-American:
http://businesscasestudies.co.uk/anglo-american/business-ethics-and-corporate-social-responsibility/introduction.html#axzz3FYNqQuTW
Scan the following article by Svennson & Woods:
Svensson, G., & Wood, G. (2008). A model of business ethics. Journal Of Business Ethics, 77(3), 303-322. Accessed on November 19, 2012 from EBSCO.
AssignmentIn a well-written 5-7 page critical essay, respond to the following, using Anglo-American and Primark as examples:
Using the Svennson and Wood business ethics model, assess the ethics of the business practices of Anglo-American and Primark, discussing the costs and the benefits to organizations that act ethically.
Keys to the AssignmentDescribe what is meant by ethical business behavior;Describe how these two companies – Anglo-American and Primark – apply ethics in practice;Discuss the costs and benefits to an organization when that organization behaves ethically; andChoose one component of Svennson & Woods’ model (found in the journal article “A Model of Business Ethics”), and discuss how your chosen component is relevant for Anglo-American and/or Primark. For example, you might choose “external stakeholder relationships” (page 314), and discuss how Anglo-American benefits from its positive stakeholder relationships (see page 4 of the Anglo-American case study).Perform some additional research in the TUI Library, and use at least three or four additional sources to support your analysis. Be sure that you have properly cited all sources using APA style.Assignment ExpectationsYour paper will be evaluated using the following five (5) criteria:
Assignment-Driven Criteria (Precision and Breadth): Does the paper fully address all Keys to the Assignment? Are the concepts behind the Keys to the Assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements? Critical Thinking (Critical Thinking and Depth): Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?Business Writing (Clarity and Organization): Is the paper well written (clear, developed logically, and well organized)? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included in all papers? Are paraphrasing and synthesis of concepts the primary means of responding to the Keys to the Assignment, or is justification/support instead conveyed through excessive use of direct quotations? Effective Use of Information (Information Literacy and References): Does the paper demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used in paper provide strong support for conclusions drawn, and do they help in shaping the overall paper? Citing Sources: Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper end references and in-text citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all end references been included within the body of the paper as in-text citations?

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Business ethics and corporate social responsibility are two related subjects that explain how businesses should act ethically and the responsibilities they have to the societies in which they exist. Primark and Anglo American are world’s leading companies though in different industries. The two companies have embraced ethical practices and have therefore applied business ethics and corporate social responsibility.

A research on business ethics and corporate social responsibility reveals the costs and benefits that an ethical company enjoys.

The paper should:

Explain what business ethics and corporate social responsibility is all about.
Discuss the costs and benefits that an ethical company enjoys
Explain how the chosen companies apply ethics in practice

A business is started with the aim of making profit but in the location where its premises are, the business has a role to play in ensuring that it maintains a good public image since this brings about benefits to the company. The benefits are many and customers, employees, and investors bring them about.

Ethical business behavior entails how a company carries out its business activities while taking into concern those who are part of the business and those that will be affected by either the products or the services that the company provides. Customers, employees and investors all carry about business activities in relevance to the business’s culture. There are a number of factors that a business has to consider in the view of being an ethical organization. First of all it has to have respect, from the entrepreneur, since the organization has to hire people with respect in order to build good relations with other organizations and also have a peaceful working internal business environment. An organization should also have a customer focus since without them the business is nothing. The organization should, therefore hire personnel with integrity, persistence and passion for the company in order to maintain the existing customers and also attract more hence attaining a thriving ethical organization. The group should also focus on employees and this is by ensuring they have a healthy business working environment where they participate in decision-making and also have a good business culture to embrace. If the organization does this it will get extra benefits from the employees by being ethical.

Primark is part of an international retail group and it deals with selling clothes while Anglo American is a leading mining company based in UK. These two companies have both taken the role of social responsibility and have put an effort in being ethical organizations. The following are some of the ways in which the two companies have used to become ethical organizations respectively.

Economies of scale is another way Primark uses to ensure ethics is applied in the organization. Through economies of scale Primark becomes…………………………………………………………………………………………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Tags american, anglo, primark, studies

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Anglo-American and Primark case studies

Post author By admin
Post date May 20, 2021
No Comments on Anglo-American and Primark case studies

Required Reading: Download the Anglo-American and Primark case studies using the following links:
Primark:
http://businesscasestudies.co.uk/primark/providing-consumers-with-ethically-sourced-garments/introduction.html#axzz3FYNqQuTW
Anglo-American:
http://businesscasestudies.co.uk/anglo-american/business-ethics-and-corporate-social-responsibility/introduction.html#axzz3FYNqQuTW
Scan the following article by Svennson & Woods:
Svensson, G., & Wood, G. (2008). A model of business ethics. Journal Of Business Ethics, 77(3), 303-322. Accessed on November 19, 2012 from EBSCO.
AssignmentIn a well-written 5-7 page critical essay, respond to the following, using Anglo-American and Primark as examples:
Using the Svennson and Wood business ethics model, assess the ethics of the business practices of Anglo-American and Primark, discussing the costs and the benefits to organizations that act ethically.
Keys to the AssignmentDescribe what is meant by ethical business behavior;Describe how these two companies – Anglo-American and Primark – apply ethics in practice;Discuss the costs and benefits to an organization when that organization behaves ethically; andChoose one component of Svennson & Woods’ model (found in the journal article “A Model of Business Ethics”), and discuss how your chosen component is relevant for Anglo-American and/or Primark. For example, you might choose “external stakeholder relationships” (page 314), and discuss how Anglo-American benefits from its positive stakeholder relationships (see page 4 of the Anglo-American case study).Perform some additional research in the TUI Library, and use at least three or four additional sources to support your analysis. Be sure that you have properly cited all sources using APA style.Assignment ExpectationsYour paper will be evaluated using the following five (5) criteria:
Assignment-Driven Criteria (Precision and Breadth): Does the paper fully address all Keys to the Assignment? Are the concepts behind the Keys to the Assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements? Critical Thinking (Critical Thinking and Depth): Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?Business Writing (Clarity and Organization): Is the paper well written (clear, developed logically, and well organized)? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included in all papers? Are paraphrasing and synthesis of concepts the primary means of responding to the Keys to the Assignment, or is justification/support instead conveyed through excessive use of direct quotations? Effective Use of Information (Information Literacy and References): Does the paper demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used in paper provide strong support for conclusions drawn, and do they help in shaping the overall paper? Citing Sources: Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper end references and in-text citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all end references been included within the body of the paper as in-text citations?

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