Please discuss the changing idea of political parties, the new political culture and the move towards a party system that began to emerge from the 1790s to the beginning of the 19th Century. Please be specific in your answer with examples of groups, people and ideas of the new political ideas and parties that emerged.
(200 words approx)Part 1: Corporate Social Responsibility
(400 words approx)
Identify two corporate social responsibility initiatives that your organisation highlights on its website. Use Stakeholder Theory (see relevant lecture slides in week 5 11 February on MOODLE) to evaluate who benefits from these initiatives, and to what extent. Part 2: Operations Management
(400 words approx)
Identify two key issues in the management of quality in relation to products or services provided by your organisation. You may select one or two products/services to focus on. Describe what your organisation does to ensure quality management in its supply chain (see relevant lecture slides in week 26 Feb-4 March on MOODLE) Part 3: Marketing
(400 words approx)
Briefly describe one brand that belongs to your organisation. Explain how it is marketed using various aspects of Brand Positioning (see relevant lecture slides in week 5-11 March on MOODLE) Part 4: Human Resource Management
(400 words approx)
Analyse the messages on the Careers webpages of your organisation and look at a couple of job advertisements. Use relevant lecture slides from week 19-25 February (on MOODLE) to work out what incentives your organisation uses to motivate and reward employees. How effective are these incentives likely to be? Conclusion
(200 words approx)
Summarise the key findings of your analysis of one organisation. Research GuidanceYour report will be primarily based on:
Your knowledge of module concepts gained from lecture slides and reading.
Information borrowed and adapted from the webpages of your organisation
Insights provided by up to date business and news sources that are directly relevant to your organisation.
Describe The different types of leaders and leadership styles. Authoritarian, Democratic, and Laissez Faire.
Democratic Citizenship
EducationRefers to those approaches to schooling that are attentive to collective process and cultural inequalities.Informed mainly by the social sciences, it’s principal aims are to promote social justice and productive collective action, in part through reorganizing and (where appropriate) subverting hegemonic structures.
We are all familiar with the discussions around how wealth is distributed in our society. That CrowdHistorically, we have known that the greatest wealth was earned and kept by the nobility. Today, we can talk about economic nobility, where the top ten percent of the population own as much wealth as the other 90%.
Social ClassDo we have such a thing?Is it just too subtle for us to see? Part of the ChallengeWhat this does in terms of our discussions around teaching and learning is to change the focus and have us rethink what we are doing with education and schooling.
Lets face itIn some ways, many of you will find that our discussions about standardized and authentic education were easier ones to handle.That being said, thinking around the democratic citizenship education is a conceptual reality.
The jig is upNo longer can we be content with preparing students for the workplace or life, we now are expected to take responsibility for social justice.
Formal EducationFormal education has proven itself to be a powerful force in social change. Education Forms identities, communities, and society. It does not simply inform, but form. A New AgendaThe agenda behind the discourse of democratic citizenship education is to reframe the role of the school.We can see this when we better realize how the school actually participates in the creation of values and possibilities.
No CogThe school is not simply a cog in the machine of society; it is a vibrant part in the process of cultural production.
Is that you, Hidden?Many of you are familiar with the notion of a hidden curriculum.Here we are talking about not only what is explicitly taught but also what is implicitly taught within schools.That is, your students are taught far more than the contents listed in the program of studies and in curriculum outcomes.
PartialityThe critical issue for educators is not that humans are partial, but that humans so often fail to notice their partialities.Such ignorance can open the doors for dangerous attitudes-believing that enough is known, being blind to enacted ideologies, not putting forward the effort to make sense of other worldviews, and so on.
Participation & ConscientizationThese two terms are significant in our attempts to understand democratic citizenship education! Powerful ConceptsThe power of these two concepts gets further examined in discussions about the valued places of a psychology-driven approach to education and one that recognizes the value of the social and cultural phenomena.
CultureIn democratic citizenship education the place of culture is very significant: we are not just psychological beings, we are social and cultural beings as well
Participatory CultureThis is where our understanding of the participatory culture becomes very important for our discussion here. Part of the agenda in democratic citizenship is to help empower students to improve their circumstances, first by developing a critical understanding of the circumstances, and second by nurturing a sense of agency.
TeachersThe same can be said for Teachers!
Instructor Notes
Section 3.1: The Emergence of Democratic Citizenship EducationAs we begin out discussion around Democratic Citizenship Education, we encourage you to review our PowerPoint presentation, read these notes, and have a look at pages 115 and 116 in Engaging Minds. The timeline at the top of p. 115 gives you a sense of when this moment in educational thinking came about. The following page gives a very helpful chart on key terms associated with the history and context of democratic citizenship education, along with key terms in relation to knowledge and learning, as well as significant concepts about teaching in this particular Moment.Democratic citizenship education: refers to those approaches to schooling that are attentive to collective process and cultural inequalities. Informed by the social sciences, its principle aims are to promote social justice and productive collective action, in part though recognizing and (where appropriate) subverting hegemonic structures (Davis, et al., 2015, p. 115).During the last decade or so in education, we have heard a lot about social justice in terms of schooling, teaching and learning. We are familiar with discussions around how wealth is distributed in our society. Historically, we have known that the greatest wealth was earned and kept by the nobility. Today we can talk about economic nobility, where the top ten percent of the population own as much wealth as the other 90% (if you have the interest, there are many charts and videos that spell out the wealth disparity in North America). The place of social class is much more subtle today than it has been historically, but it is still an important distinction to be aware of.As you do your writing this week, consider the work that Democratic Citizenship Education entails. While the film Paperclips provides an extraordinary example of a project that fulfills many of the components of this kind of work, have you experienced moments in your own teaching and learning that align with Democratic Citizenship Education?The agenda behind the discourse of democratic citizenship education is to reframe the role of school. We can see this when we better realize how the school actually participates in the creation of values and possibilities. The school is not simply a cog in the machine of society, but rather it is a vibrant part in the process of cultural production. To this end, the notion of hidden curriculum will be something that most of you are familiar with. Here we are talking about not only what is explicitly taught but also what is implicitly taught within schools. It is important to remember that hidden curriculum does not point to a hidden agenda or deliberate, covert use of power. Rather it is more accurately described as the limitations of human consciousness (Davies et al., p. 121). That is, your students are taught far more than the contents listed in the program of studies and in curriculum outcomes.In a related issue, in the coming weeks, we will see the claim that what one is taught cannot be separated by how one is taught. Remember that in the Standardized Moment on Education students were described as deficient and in need of being completed, filled, or corrected. Using the lens of Authentic Education students were recast in terms of being sufficient and schooling was designed to elaborate their adequate-but-evolving webs of understanding (P. 121). In Democratic Citizenship Education the student is cast neither as deficient nor sufficient. Here the learner is partial, incomplete and biased.Hegemony is an important concept that is worth our attention. The authors are clear that the intent of Democratic Citizenship education is not to dismantle the social and political systems and structures that dominate and hold power, yet this frame of education does remain alert to power struggles where they exist. Another of the key points we have always appreciated from the earlier editions of Engaging Minds is that of partiality that we only learn something in a partial way. The critical issue for educators is not that humans are partial, but that humans fail to notice partialities. Such ignorance can open doors for dangerous attitudes-believing that enough is known, being blind to enacted ideologies, not putting forward the effort of other world views, and so on (Davis et al., 2015, p. 122).Such insights as partiality only add to our view that education is both tangled and complex (in many ways, it is much more comfortable to teach in a standardized moment).The topic of participation is often discussed in sociocultural theories of learning, and conscientization gets emphasized in critical pedagogy. These two terms are significant in our attempts to understand democratic citizenship education. The power of these two concepts gets further examined in discussions about the valued places of psychology-driven approach to education and one that recognizes the value of the social and cultural phenomena. In democratic citizenship education, the place of culture cannot be overemphasized: we are not just psychological beings we are also social beings. This is where our understanding of the participatory of culture becomes critical. Part of the agenda of democratic citizenship is to empower students to improve their circumstances, first by developing a critical understanding of the circumstances, and second by nurturing a sense of agency. Of course, the same can be said of teachers.Check out the following:Paper clips (refer to module Overview Guide)3 Rules to spark Language Learning [6:29]
phargarph 1: long term anger resentment, slavery, reconstruction (jim crow laws) , discrimination and segregation , phargarph 2: “the horrific murder of emmit till and the subsequent farcial trial”, the nature of the murder, the trial itself dont forget to come back to the topic after you have got the evidence, dont tell him what happend phargraph 3: “erupt into action as a result”, bus boycott (rosa) + Martin Luther King jr, sit-ins, freedom rides,school desegregation, marches
Write an essay establishing that you are an optimistic ( or pessimistic) person. Use examples to support uour case
Immanuel Kant and Edward Bullough draw a distinction between the beautiful and the agreeable. On what basis do these aestheticians draw the distinction? (Another way to put this question is to ask what the criterion of the beautiful is.) And if the distinction were not drawn, what would be the implications of not drawing it? (Another way to put this question is to ask what claims we would or would not be able to make if we refrained from distinguishing the beautiful and the agreeable.) Remarks: 1. Readings: Immanuel Kant, The Analytic of the Beautiful; Edward Bullough, Psychical Distance (available under Readings in the Modules section of WebCampus and on the online course reserve). 2. You will need to discuss both Kant and Bullough. There are similarities in their positions, but there may be differences. The paper should ideally comment on the degree of difference or sameness. 3. Your introductory paragraph should have an identifiable thesis statement. Do not place irrelevant biographical or historical material in your introduction. If you think that one writer has a superior account, say sobut you must be prepared to give reasons and evidence in the body of the paper. (Liking or disliking an author does not give reasons or evidence.) 4. It is important that your treatment of these writers be clear and free of unnecessary technicality. (Kant himself can at times be an especially egregious offender in this regard; be careful not to replicate his style.) Quotation is inevitable in a paper of this sort, but quote judiciously, and explain any unavoidable philosophical terminology. Be as informative as you can, given the constraint on the length of the paper. Spelling and grammar count. 5. Avoid using the words subjective and objective yourself (even if our writers think they need to use them). The paper should be explanatory, not something in need of its own explanation.
Discuss the arguments that George Fitzhugh uses to defend slavery. Answers must be AT LEAST three paragraphs in length and each paragraph should be AT LEAST five sentences long. Below is the link to the required reading. http://www.americanyawp.com/reader/the-cotton-revolution/george-fitzhugh-argues-that-slavery-is-better-than-liberty-and-equality-1854/
Your plan (4-5 pages maximum) should include the following:A short description of an experiment (a usability test for a existing product or process or a new prototype) applying at least one HCD technique from the course. (0.5 pages)The outcomes of this experiment (as a rich picture, storyboard, prototype, test results) (0.5 pages)Your 3-4 key take aways from this experiment? (1 page)Evidence (eg interview transcripts, voice of consumer from social media, scraped data, industry case studies) that will help convince key stakeholders to put the customer/consumer at the heart of the innovation process. (1 page)A short action plan to implement more HCD inside your organisation (8-10 steps)
In exchange, she is allowed to occupy one wing of the property without payment. Barack wishes to retire, and one morning over coffee they discuss the possibility of Ariane buying the house from Barack and continuing to run the business. Barack promises that he will sell the house to Ariane if he can find a suitable home in Spain to retire to. Believing that she can rely on Baracks word, Ariane sells her beloved jewellery to raise money to fund the purchase. She also spends money purchasing new equipment to improve the long-term prospects of the business. The following week, Ariane writes a formal letter to Barack offering to buy the property for 750 000. Barack writes a letter back saying that he accepts her offer but that he still needs to find an alternative property in Spain. Unfortunately, before any further progress can be made Barack and Ariane have a huge row. Barack tells Ariane to leave the house, and informs her that he will not go through with the sale.
Advise Ariane what rights, if any, she may have in the property.OR2. The existence of a category of rights which will bind a proprietor, despite not being noted on the register, is inimical to this goal [of making the register as accurate and reliable as possible
M Thompson and M George, Thompsons Modern Land Law (6th edn, 2017) 137Is the protection afforded to overriding interests under the Land Registration Act 2002 justified? Discuss critically.