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Critical Review Essay Each student will write a paper (10-15 pages in length) that introduces a research problem and then critically assesses the state of the scholarly literature that addresses that topic. In the introduction of the research problem, the paper should explain the importance (practical, scholarly, or both) of the general topic and introduce the problematic elements of understanding the topic. The remainder of the paper should summarize and critically review scholarly books and articles that address that topic. This literature review should not merely be a summary of each individual work included in the review, but also a critical assessment of each and of the state of the literature on the topic more generally. Students should consider this project a first step toward a potential thesis topic. As such, the work done here (both in identifying related works and in articulating gaps that exist in our knowledge on the topic) will begin a process whereby you will articulate the original contribution that you will seek to make with your M.A. thesis.
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What, if anything, has Marxism contributed to our understanding of British politics?

Instructions Ethnographic perspective as it relates to your own experience and research Choose one question from the following list and answer it in light of the anthropological concepts and issues covered in class. Note: for full points you must respond to the questions in this assignment in light of the course material. Incorporate specific, cited references to the course material to support your statements and main points. Questions 1. The military question. Military organizations have always had their own rules. What kind of internal culture does it have that allows it to both relate to the broader military organization and maintain its distinctiveness? What roles do individuals assume within the group to facilitate its success and cohesion? You analysis must go deeper than the formal command structure and you must relate to anthropological concepts and issues covered in class. Incorporate specific, cited references to the course material to support your statements and main points. 2. The living-in-another-culture question. One of the real challenges of living as an expatriate is handling all the details of daily life. Discuss an experience of living in another culture by identifying one or more areas of daily life (e.g., shopping, going to school, paying bills) that you had to learn to navigate. How did you go about learning the appropriate cultural rules? Indicate what those rules are and how they differ from what you expected. Relate your discussion to anthropological concepts and issues covered in class. Incorporate specific, cited references to the course material to support your statements and main points. 3. The family question. People often say that family means everything to them and that they would do anything for a family member. This is demonstrably untrue. Like every cultural system, family is a finite system governed by rules and restrictions. Analyze the statement: What does family mean to you? What rules govern your interactions with your family? Consider and describe the rules concerning: o Marriage o adding new family members o the meaning of various rule violations o just how far you or others would go to support family members Relate your analysis to anthropological concepts and issues covered in class. Incorporate specific, cited references to the course material to support your statements and main points. 4. The language/communication problem question. Parents and teenagers, professors and students, managers and workersthe parties in each pair group can have complex problems communicating what they want and need. Provide a specific example of a situation in which two people, or two groups of people, fail to communicate successfully. Analyze why this may occur. Is it about the words each party uses, the way the party uses them, or other, nonverbal communication cues? What are the roots of communication failures between people? Relate your analysis to anthropological concepts and issues covered in class. Incorporate specific, cited references to the course material to support your statements and main points. 5. The observation question. Choose a public setting to observe and analyze. You may choose a new setting or one that is familiar to you. Some suggestions are a store, hair salon or barber shop, restaurant, train or bus station, airport, church, or sports arena. Observe your setting at least twice for at least an hour each time. What is the physical setting like? What is the social setting like? Provide an analysis of the cultural rules that apply to the setting you observed. Did anyone violate those rules? If so, what were the results? Relate your observation and analysis to anthropological concepts and issues covered in class. Incorporate specific, cited references to the course material to support your statements and main points. Please follow APA formatting (although an abstract is not necessary). Your paper should be four to six pages long, exclusive of cover page and reference page, double spaced, with 12 point font. Your paper should follow this format: Title/Cover Page (Title of the paper, your name, name of the course, date, etc.) Introduction (The introduction presents the topic/question/problem that the paper addresses and concludes with a thesis statement). Question/Topic (Address the subquestions of the larger question you selected in a narrative format, and include relevant details for a sufficient understanding of the topic.) Discussion (This section should discuss what you have learned about the topic, how this topic relates to content in the course, and a discussion of what still needs to be explored). Conclusion (The conclusion restates the topic/question/problem the paper addresses and can offer areas for further research.)
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Full written project (2000 words maximum), plus a personal reflective analysis (200 words). The aim of the project is to provide an overview of the overall supply-chain for a specific corporate case or sector (activities involved with production, supply and manufacturing or sub- contracting) and then to identify and fully develop TWO specific steps through the overall companys supply chain and operational processes in order to elaborate recommendations for a more sustainable and future-thinking improvement of those specific steps and processes. One of these steps should be focused upon Logistics. This final individual project must demonstrate a plan of action based on the existing situations and alternative ways of performing them in the near-future and long term, in this case specifically in view of enhanced value creation and sustainability-driven performance throughout the specific supply chain or supply network. An options appraisal in support of your proposed change should be presented. The project further demonstrates understanding of the complex issues, risks and opportunities involved with global supply chain management and sustainability and the application of tools assimilated during the course. The final self-reflective critical analysis should also be presented. Drawing from your previous knowledge, you will then start to evaluate the strategic sustainability approach to the management of the entire supply chain / supply network of that specific global company (or specific sector) of your choice. Equipped with this information, you will then have to prepare the plan for your own project (detailed below), a brief rationale to explain the choice of the sector or specific company as case study and an overview of the most critical issues you perceived as being in need of potential (realistic) improvement. You should also aim to research and investigate these questions: 2. Analyse the key success factors for implementing strategic supply chain management for your chosen corporation. 3. Map the supply chain and identify two or more segments (one logistical) that could generate business benefit from sustainability improvements. Many companies have already spent a lot of time and money on sustainable supply chain improvements. Ask what more can they do? What were the alternatives to their chosen actions? How will you appraise what is the most valuable recommendation? 4. Critically analyse how supply chain risk can be eliminated if the future cant be predicted. You will demonstrate that you can apply the appropriate knowledge (concepts, methods and tools introduced and explored in the lectures and seminars) through research and analytical evaluation. You are expected to use relevant and credible sources based both on key readings on the module as well as from your individual research. The project is based on the specific corporate case (or sector) as identified during the formative assessment. ? The aim of the project is to provide an overview of the overall supply-chain of the company and then to identify and fully develop and justify a plan to improve TWO specific steps (One Logistical) through the overall companys supply chain and operational processes. The recommendations should deliver more sustainable and future-thinking improvements to these specific steps and processes. The recommendations must be fully justified from a sustainability perspective (drawing from the research, and sustained by the relevant literature). ? The project should be seen as a draft of a potentially feasible action to develop for the company, and should therefore be set as a business project plan, to include: an options appraisal in support of the decision, a suggested tentative rough timeline (Gantt chart or using any of the many free project timeline templates available online) with major tasks to be accomplished, as well as a fictional but reasonable budget/financial plan. ? Please bear in mind that the assessment is the development of a Project that can be presented in the format of a Business Plan, but NOT as an essay, NOR as a report. ? A Project must be a plan of action based on the existing situations and alternative ways of performing them in the near-future and long term, in this case specifically in view of enhanced value creation and sustainability-driven performance throughout the specific supply chain or supply network. ? Also note that a project must include a description of the current situation, but the main aim is to provide a set of realistic recommendations, fully supported by the most relevant theoretical frameworks and models (e.g. sustainability maturity models, existing standards or policies) and perceived future trends. ? A project is forward thinking and is basically a fully justified action plan for the near future: as such, a Project cannot have a Conclusion – only once the plan starts to be implemented can we monitor and assess, draw conclusions and restructure the plan or proceed to further developments. Therefore, you can include Final/Concluding remarks, but not a real conclusion.
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This assignment requires you to interact directly with our classroom discussions, Dalys essay, and our Merchants of Cool video. Also, perhaps, our Generation Like video. Please see the links below. You are expected to interact directly with these items in your discussion. The structure of this assignment also asks you to review/consider/practice effective paragraph structure. Daly Glyn – “Marxism.” essay The Merchants of Cool: http://www.pbs.org/wgbh/pages/frontline/shows/cool/ Generation Like: http://www.pbs.org/wgbh/frontline/film/generation-like/ Assignment -Open with a comment that sets up how postmodernism complicates the understanding of individuals -Using Dalys essay, define the concept of pseudo-individuality -What moment from The Merchants of Cool best samples this concept for you? -What moment from Generation Like best samples this concept for you? -Conclude with a response: Will we see more pseudo-individuality or individuality in the future? If the later, how will we achieve this. Guidelines Paper should be mostly 4 pages, typed, double-spaced, Times New Roman, size 12 font, max of one-inch margins, and in MLA format. Please be sure to include a works cited pagewhich does not count toward your total page count.

A client, Manuel Rodriguez, has just inherited some money and has decided to invest it in stock. He is not interested in mutual funds because he prefers to have personal control over his stock investments. He currently has a diversified portfolio of stock to which this new investment will be added. Your client wants to invest about $50,000, but in keeping his risk as low as possible. Mr. Rodriguez has asked you to evaluate the most recent annual reports of several corporations as possible investment options. Choose three corporations whose stock is listed on the NYSE or the NASDAQ and whose annual reports you can study. Explain your conclusions thoroughly, quoting from the annual reports as necessary.

Review Exploring the Dimensions of Human Sexuality Systems thinking for social change… Read Exploring the Dimensions of Human Sexuality to prepare for this week’s discussion and future assignments. o Chapter 18: Sexually Transmitted Infections o Chapter 19: HIV and AIDS Watch Elizabeth Pisani: Sex, Drugs and HIV (00:19:14) (opens in new window) to prepare for this week’s discussion and future assignments. https://www.ted.com/talks/elizabeth_pisani_sex_drugs_and_hiv_let_s_get_rational_1 Discussion | Sexually Transmitted Diseases, Sexuality, and Gender Disparities Review To prepare for this discussion, review the assigned reading for the week as well as: Creating an STD-Free Generation: Jessica Ladd at TEDxMidAtlantic 2012 (00:17:17) (opens in new window) https://www.youtube.com/embed/KE3-K9M3JjY?rel=0&autoplay=1&iv_load_policy=3 STIs Aren’t a Consequence. They’re Inevitable (00:16:46)(opens in new window) https://www.youtube.com/embed/YcIl-hclrLI?rel=0&autoplay=1&iv_load_policy=3 A Survey of Current Knowledge on Sexually Transmitted Diseases and Sexual Behaviour in Italian Adolescents (opens in new window) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4847084/ Sexual Orientation Disparities in Sexually Transmitted Infections: Examining the Intersection Between Sexual Identity and Sexual Behavior (opens in new window) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3575167/ Respond Empirical data from recent studies show a relationship between adolescent public health education, sexuality, and increased risk of sexually transmitted diseases (STDs). Recent work suggests that faith-based leaders strongly preferred to emphasize abstinence messages over public health education about STDs, and generally lacked a desire to discuss sexuality (Montgomery 2008). Although leaders were willing to provide youth with health education, they were not willing to discuss specific behaviors associated with STD transmission. Several studies have documented elevated rates of both sexually transmitted infections (STIs), and STI risk behaviors among MSM/MSMW (men who have sex with men/men who have sex with men and women) and WSW/WSMW (women who have sex with women/women who have sex with men and women) populations compared to men and women who engage exclusively in opposite-sex sexual relationships (Blake et al 2001). STI risk may vary by both sexual identity and behavior, not only because of differences in sexual behaviors between groups, but also in part because of differences in exposure to victimization. Sexual behavior often takes place in private, but sexual identities are often made public. 1. How can the public health community overcome restrictions of some faith-based leaders in developing STD prevention services to the youth? 2. Should prevention education for youth populations be supplemented by schools, and how should the topic of sexuality and sexual orientation/identity be introduced in the context of infectious disease prevention? Discuss Respond to the initial prompt with a substantive post by the first deadline.

Why is there an assumption of criminal intent for a black person where there is no criminal intent for a white person?”

What concept would you consider to be the most important as you consider the relationship between “standards-based” curriculum and “standardized testing?” Select one of the following two items to answer: How has the No Child Left Behind Act affected testing in K-12 schools? How do professional continuing education (CE) credit requirements (i.e., in education, health, aviation, safety management, etc.) impact curriculum development for training programs? In this forum, you need to post your initial input responding to the questions above and three comments to your peers’ posts. You must cite and reference research sources according to APA in all your posts and comments.

Read through the background readings to familiarize yourself with the relationship between state policy on standards and the impact on student outcomes. For this module in particular, we will focus on the state of Vermont’s Department of Education. Review the materials at the Vermont Department of Education: State Board of Education and the framework of standards and learning opportunities. On the State Board of Education page, read through the overview, mission, vision, and strategic plan. On the framework and opportunities page, focus your attention on the subject of Mathematics only, and select the 8th grade level (e.g., algebra). Explain the concepts of standards-based curriculum: planning, instruction, assessment. Identify the role and purpose of the Vermont State Board of Education, describe the aspects to their strategic plan. Describe the framework for standards and the learning opportunities for Mathematics only at the selected grade level. Analyze how the aspects to the strategic plan may or may not be substantiated in the curriculum and assessment materials. Identify examples to illustrate your perspective. Determine to what degree the curriculum and assessment documents are aligned/map onto the strategies. Are there any gaps? If so, do the gaps make sense? Evaluate whether the information between the strategic plan and the framework and opportunities documents provide adequate “leadership and support to help all Vermont students achieve excellence” as the mission statement claims in regard to standards for curriculum development. Give examples to illustrate your argument. Assignment Expectations The paper should: Be between 3-5 pages long Indicate that you have a good understanding of the required background reading Have an appropriate introduction and conclusion Have a clear and coherent structure Indicate that you have the ability to apply your understanding of the required background reading to answer the above questions. Use APA formatting. MAED Case Grading Rubric Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way. Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale. Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience. Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work. Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography). Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date Reading Education Development Center, Inc. (1998). What is a standards-based curriculum? Chapter One. Retrieved Oct. 2012 from https://www2.edc.org/mcc/PDF/gchp1.pdf. Curriculum and Instruction (NYSED.gov) (2009). Developing and Implementing a standards-based curriculum. Retrieved Oct. 2012 from https://www.p12.nysed.gov/ciai/socst/leadersguide/sscurrdev.html. Vermont Department of Education State Board Of Education. Retrieved from https://education.vermont.gov/state-board-councils/state-board Vermont Department of Education Education Quality Standards. Retrieved from https://education.vermont.gov/documents/state-board-rules-series-2000 Mathematics Standards. Retrieved November 2014 from https://www.corestandards.org/Math/
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