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Environmentalism and Moral Concern for Animals

Paper details [1] How does the hearing of this U.N. report on the climate crisis affect you, your values, your sense of the world and its future? What human beliefs or values today will more likely prevent needed changes in our way of life, methods of production, or government policies? And what beliefs or values will more likely lead to the kind of changes needed to address the climate crisis?

[2] Do you think humans are biased against animals, as moral philosophers like Peter Singer express with the term speciesism, and do you think this speciesism is comparable to other human biases such as racism, as Richard Ryder claimed in the 1970s? Why or why not?

[1] U.N. Climate Change Report: https://www.youtube.com/watch?v=IQpIVsxx014

[2] Dr. Richard Ryder: https://plato.stanford.edu/archives/fall2017/entries/moral-animal/

week 8

Paper details 1. Time juveniles commit delinquent behaviors and crimes:

More than 70 years ago, Kvaraceus (1945) reported that more juvenile crime occurred on weekdays than on weekends and that juvenile crime peaked following the close of school in the mid-afternoon. A half-century later, Snyder, Sickmund, and Poe-Yamagata (1996) examined the proportion of juvenile violent crimes reported to law enforcement agencies at different time blocks of day. They examined data from the FBI’s National Incident Based Reporting System (NIBRS) of South Carolina in 1991 and 1992. They found that a higher percentage of violent crimes (22 percent versus 17 percent) occurred during the hours between 2 p.m. and 6 p.m. on weekdays than during the hours between 10 p.m. and 6 a.m. on weekdays and between midnight and 6 a.m. on weekends. In their longitudinal study, Sickmund and Puzzanchera (2014: 47) found that “based on violent crimes reported to law enforcement, juveniles were more than twice as likely to be victimized between 3 and 4 p.m. on school days as in the same time period on non-school days.”

Please share some possible reasons about the patterns of time that juveniles committing delinquent and criminal behaviors.

2. Based on the readings (book chapters and supplemental reports), what impacts have “Zero Tolerance” school policies had on juvenile delinquency?

3. Tattoos have become important symbols in the youth subculture. Do they reflect deviance or conformity, or both? Should the educational system implement any policy regarding tattoos in schools? At what age should youths be allowed to legally get tattoos? Should it be considered delinquency if youths get one before that age? If so, what should be the consequences?

References

Kvaraceus, W.C. (1945). Juvenile Delinquency and the School. Yonkers-on-Hudson, N.Y. : World Book Company.

Sickmund, M., and Puzzanchera, C. (eds.). (2014). Juvenile Offenders (Links to an external site.)
and Victims: 2014 National Report. (Links to an external site.) Pittsburgh, PA: National Center for Juvenile Justice. Retrieved from https://www.ojjdp.gov/ojstatbb/nr2014/downloads/NR2014.pdf (Links to an external site.).

(Links to an external site.)

Snyder, H., Sickmund, M., and Poe-Yamagata, E. (1996). Juvenile Offenders and Victims: 1996 Update on Violence. (Links to an external site.) Office of Juvenile Justice and Delinquency Prevention. Retrieved from https://www.ncjrs.gov/pdffiles/90995.pdf

Discussion: University of Missouri (A) – Human Resources Frame

Paper details Discussion: University of Missouri (A) – Human Resources Frame

Using the Human Resources Frame, choose a specific human relations characteristic of the case – and explain in-depth how the Human Resources Frame informs the circumstances of the University of Missouri case.

From a human resources perspective, is there anything you would do differently? Explain, incorporating at least 1 or 2 assumptions of the Human Resources/ Relations Frame in your response)?

Remember to perform some outside research, to properly cite your sources, and to demonstrate evidence of critical thinking in your response.

Before the end of Module 2, be sure that you have responded to a minimum of two of your classmates’ postings. Remember that the Discussions are an assignment – they equate to a full 20% of your final grade; consequently, they require a minimum of 20% of the total effort you put forth into the overall course. In this context, the Discussions require additional research on your part, critical thinking, and graduate-level presentation (grammar, spelling, proper citation, etc.).

Discussion: Leading and Motivating a Multicultural Workforce

Paper details Module 2: Dimensions of Culture
Discussion: Leading and Motivating a Multicultural Workforce

The material in this module compels us to understand that traditional motivators are culture bound and that what works in our own culture may not be the best motivator in another country. Once again, this Discussion is broken into weekly topics. You must participate in both topics to receive full credit.

Week 1

Describe a specific reward that motivates you. How does that type of reward appeal to your values as a member of an individualist society? Would this reward be as effective at motivating workers in a collectivist culture? Why or why not?
Choose one of the following leadership functions and contrast how these functions would most effectively be carried out according to one of Hofstede’s dimensions (your choice). In responding to another student’s post, examine the same leadership function within a culture displaying another of Hofstede’s dimensions.

Suggested leadership functions:

Recruiting new talent
Retaining valued employees, customers, or clients
Decision-making processes
Measuring performance
Correcting performance problems
Determining organizational structure
Resolving conflict
Identifying your own leadership function

DIMENSIONS OF CULTURE

Paper details DIMENSIONS OF CULTURE

In this Module 2 SLP assignment, you will be measuring your personal cultural values and comparing them to Hofstede’s dimensions of culture for the culture in which you live. Please start by filling out the following self-assessment: CVSCALE: The Five-Dimensional Measure of Personal Cultural Values. After completing the self-assessment above, address the following in your 2 full page paper (excluding title and references pages) and reflect on the following questions:

What did the CVSCALE reveal about your cultural values?
How does this compare to your own country’s values, according to Hofstede’s research?
What other insights about cultural values have you gained from this questionnaire, the readings, and other aspects of the course so far that will be valuable to you in leading across different cultures?
SLP Assignment Expectations
The format for this SLP is less formal than academic papers (e.g., you can use the first person), but you should include headings to organize your thoughts and guide the reader. Cite all sources where you are using information, data, or text from an outside source (including assessments).
The SLP should be thoughtful and insightful, integrating results and learnings from the assessment with other activities in the module and course.
Your SLP paper must be at least 2 full pages (Excluding Title and References Pages) in length.
Your SLP should be edited and error-free.
Be sure that you incorporate 2 scholarly sources found in the Assignment, Materials and Bibliography, Required and Optional reading list, and from the Background page into your written analysis.
Be sure that you properly cite all sources used in your paper (APA Style) in-text and in your end referencing.

I attached the CVSCALE…

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