Religious Studies

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Religious Studies

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Religious Studies:

Question 1:

What is the conflict about? What was the trigger event? How has the conflict been expressed?

 

Question 2:

What binds the parties together? In what ways each party needs the other?

 

Question 3:

What are the parties not getting?

 

Question 4:

What are the perceived scarce resources? (e.g. time, money, affection, inclusion, etc.)

 

Question 5:

In what ways each party is interfering with the other’s goals?

 

 

 

 

STUDY OF RELIGION!!!!!

Livingston gives five reasons why religion should be studied in your textbook,  Anatomy of the Sacred. Can you think of any other reasons? Which reasons do you find the most compelling for studying religion? What do you think about the reasons that the article gives concerning what one learns in religious studies?

8/29/13 Why the World Needs Religious Studies | Culture | Religion Dispatches

ESSAY November 20, 2011

Why the World Needs Religious Studies By NATHAN SCHNEIDER

The first time I went to the American Academy of Religion conference it really got my hopes up. This was the fall of 2006 and, with only a summer in between, I’d just finished college and begun

my first year of a PhD program in religious studies. The AAR was at the enormous new

Washington, DC convention center. Fittingly, one of the plenary speakers was Madeleine Albright, the former secretary of state who had just written a book about why religion is so important.

What I remember her saying, which stuck with me and probably a lot of the other graduate

students in the hall, were things like this: “Our diplomats need to be trained to know the religions of the countries where they’re going.” And: “I think the Secretary of State needs to have religion

advisors.” I hadn’t really thought of it that way before, but it made great sense, especially with

someone like Albright saying it. Religion is everywhere. It does matter. The ongoing sectarian

violence in occupied Iraq had turned the headlines into daily reminders about the consequences of not taking religion seriously—to say nothing of politics in DC back then. Yes—sounds like a job for a

religion scholar.

Suddenly, committing the next however-many years to getting my degree in this stuff switched from

the leap-of-faith category to eminently reasonable. Sure, maybe I’d end up a scholar. But I could

also be a diplomat. Or the director of an NGO. Or a bartender. Or an astronaut.

Fast-forward a few years—the AAR, 2010. Grad school hasn’t really panned out. (It wasn’t you, PhD, it was me.) By this point I’ve become a journalist, but still go to the conference to connect with

friends and keep up with the field. Things have changed, though. The economy crashed, and the

bottom fell out of the academic job market. Quite independently, a handful of scholars—established

ones, tenured ones, reputed ones, etc.—tell me the same story in the hallways. They confess to

feeling remorse about training graduate students. There are so many bright young people, but so

few jobs. (The AAR reports 193 positions filled in 2005-2006, compared to 49 in 2008-2009.) They

sound kind of despondent.

To me, though, this sounds like an opportunity. Maybe it’s a chance to finally throw religious

studies a coming-out party. I’ve learned quickly how little the world (by which I mean, from here on

out, the world that isn’t academia) knows about what religious studies even is, and how much the

world needs what religious studies does. Now, hearing these professors talking like this, it occurs to

me that religious studies needs the world, too. At the very least, the world has a bigger job market.

www.religiondispatches.org/archive/culture/4636/why_the_world_needs_religious_studies_/ 1/6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8/29/13 Why the World Needs Religious Studies | Culture | Religion Dispatches

A Great Idea

May the field forgive me for offering a bit of very crude historical psychoanalysis and master- narrativizing to catch everyone up on where we stand. Academic, non-sectarian religious studies in

the United States can be more or less traced to the Supreme Court’s 1963 Abington Township v. Schempp decision, which carved out a distinction between teaching about religion, which is okay, and the teaching of religion, which violates the First Amendment’s Establishment Clause. Catechists

had to shuffle out of public classrooms, and suddenly there was space for a new kind of teacher/scholar who would talk about but not of. It would have to be a space in which all people, of any background or creed, could participate as equals.

This was a very significant turn—I would venture, a Great Idea. It’s supposed to be impossible, by

traditional accounts, to talk about religion with any kind of objectivity or pluralism or mutual respect. You’re either with me or against me. But, there it was: the highest court in the land was

saying that, yes, this can be done, and it should be.

And so religious studies came to pass, in part thanks to the leadership of the University of Chicago’s

Divinity School, as well as lots of liberal Protestant crypto-theologians who managed to wear their

secular hats convincingly enough to pass Constitutional muster. Over the years since, religious

studies has been a mightily shifting enterprise. The Chicago School’s various commitments, for

instance, have mainly given way to a melee of other options. In a typical department today, expect to find anthropologists, linguists, philosophers, historians, sociologists, psychologists, and more. This makes for exciting conversations, for sure, but it also helps breed a habit of insecurity.

The Great Idea of religious studies has come under threat on two fronts—from without and within. From without, it’s victim to the various budget cuts and legitimation crises that plague the

humanities and social sciences generally in the modern research university. Exacerbating these is a

common suspicion among scholars outside the field that religion in any form should’ve long since

been excised from the curriculum. To make matters worse, the field faces critics from within: well- meaning but destabilizing attempts by religion scholars to rethink and reinvent the whole enterprise

from the ground up, even to the point of unsettling its foundations. (Timothy Fitzgerald’s The Ideology of Religious Studies and Russell McCutcheon’s The Discipline of Religion come to mind.)

These are important exercises, but they exact a cost. When religion scholars forget how much the

world outside the academy needs them, they can be prone to theorize their own field into oblivion.

The result is a permanent posture of defense. (“Nothing true can be said about God from the

posture of defense,” says a character in one of Marilynne Robinson’s novels.) To justify its place in

the university, religious studies often errs on the side of more-academic-than-thou, always wary of being perceived as some kind of front-group for a sectarian cause out there in the world. Writing

for the general public is tacitly discouraged. Non-academic professions are looked down upon. It’s

a young field, and it often seems to act like it has something to prove.

Here, I stand with Madeleine Albright: the world can’t afford to wait for religious studies to grow

www.religiondispatches.org/archive/culture/4636/why_the_world_needs_religious_studies_/ 2/6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8/29/13 Why the World Needs Religious Studies | Culture | Religion Dispatches

up. It has come of age. It’s time to be more confident about what the field has to offer. I’ve come to

think that it imparts skills more valuable than most of those who teach and learn them even know.

Uncritical Thinking

When you choose the religious studies major in college, and someone asks “What are you going to

do with that?” the standard response is meant to dispense with the question quickly and easily. It’s

often something like, “Well, I’m learning critical thinking.”

Insufficient.

It took me only about five seconds out of graduate school to start realizing how uncritical a lot of the “critical thinking” I’d been learning could be, and how shot through it was with dogmas. As an

aspiring journalist who hadn’t taken a journalism class since sixth grade, I had to think harder, and

more precisely, about what a bachelor’s and master’s in religious studies had actually taught me. Fortunately, I concluded it was a lot. Let me try to sketch out some examples I’ve come up with. Most actually fall under the umbrella of “critical thinking,” though I promise to be more specific

than that. Some of them are things you’d find in other fields in the humanities or area studies, but the combination is, I think, quite unique to the study of religion.

A lot of these are techniques for working through deeply controversial, divisive problems. Walking

around the AAR each year, I feel like I’m seeing Isaiah’s vision about wolves and lambs coming true

—aside from the considerable academic bickering, of course. I love it. There are people in collars

and saffron robes and turbans among the tweedy professors. It’s full of rational and fascinating

discussions about the loftiest subjects that anyone can think of, but with no suicide bombers, no

ordeals by fire. Again, this isn’t supposed to be possible, but it is. The world needs more of it.

The first thing I’d say that makes this possible is what we sometimes call by a Greek word with a

curious provenance: epoché. It translates as “suspension,” and in this case it means a selective

suspension of judgment about certain truth claims. Essentially, when religion scholars look at traditions they might be inclined to disagree with, they don’t obsess about that disagreement. It’s

usually not what’s most interesting about the tradition anyway. Put aside the obvious disagreement for a moment—for instance, about the existence or nature of a God—and you’ll start noticing a

whole lot of other things about what you’re studying: things held in common, or even differences

that can be of mutual benefit.

As a journalist, I’ve found that epoché is rule number one for reporting among people different from you. Lawyers often have to do something similar. It’s a basic part of how business works. For

much of history, traders, rather than scholars, have led the way to discovering foreign cultures. Christians and Muslims were trading with each other during the Crusades, and Marco Polo made it to China centuries before Matteo Ricci, the Jesuit missionary. Traders have to know how to

temporarily avoid inconvenient subjects long enough to get what they’re looking for. They learn to

be careful around the sensitivities of others. Scholars of religion learn to do the same thing.

www.religiondispatches.org/archive/culture/4636/why_the_world_needs_religious_studies_/ 3/6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8/29/13 Why the World Needs Religious Studies | Culture | Religion Dispatches

Both, it could be said, are on the lookout for value. Business tends to look for financial value, and

religion scholars tend to look for social value, but it’s a pretty similar task in either case. Both have

to wonder, What’s in it for whom? You have to look past what someone might want you to think is

important to notice what lies beneath. I think of a reporter I know who covers religious sex abuse

scandals for a major newspaper, but who cut his teeth covering the mob—different costumes, a

different idiom, but a lot of the same self-preservation techniques.

The search for various kinds of capital is one instance of a more general rule. The Chicago Div

School’s Jonathan Z. Smith once wrote a book whose title references Alfred Korzybski’s dictum that

“the map is not the territory.” I’d consider this a vital lesson of my religious studies education: don’t

mistake the names and categories we assign to things for the things themselves. Christians, one

quickly learns, are different from Muslims, until you notice that some Christians have more in

common with Muslims than with fellow Christians. I gather that this is the same kind of thinking

done in a good management consulting firm—seeing through a company’s old maps and pointing

the way toward a new one.

Consulting firms would be well served by another ingrained habit of religious studies: plasticity. The

academic buzzword for this is “interdisciplinarity.” It’s not an uncommon thing to hear a religion

grad student say she’s planning to learn sociology, or economics, or Tibetan over the weekend. As a

field with no single disciplinary method, religious studies depends on people who can use lots of

methods at once, or switch quickly among them. So also does a bustling, information-driven,

globalizing world.

And then there are stories. This is an especially easy connection to make for a journalist. Chicago-

style religious studies got its start as the comparative study of stories, or mythologies, and a lot of

the field has remained that way since. One learns in religious studies how stories shape human

reality by examining how the subtle differences in telling them matter. Stories hold together

communities (and organizations and companies). Storytellers are the ones who define priorities and

motivate people to join the cause. The story of Odysseus and his gods united the Greeks, and the

story of Steve Jobs’ own odyssey unites Apple employees—while also helping make every product

launch into a media blitz. Storytelling is how marketing works, and it’s part of the essence of

leadership, in any context.

Lastly, and most obviously, you learn a lot in religious studies about the content of religions

themselves. This is way more useful than one might think. The most obvious application is the one

that makes some people in the field most queasy: going to work, clerically or otherwise, for an

actual religious institution. This can take an enormous variety of quite interesting forms, though,

from social work, teaching, and community organizing to public relations, publishing, and

lobbying. These sometimes-benighted Organized Religions can only benefit from people who know

something about other religions, not just their own. But this kind of knowledge has uses beyond

religions themselves. It is, incidentally, what Madeleine Albright was hoping to have in her

embassies—and for good reason. To say that religion is shaping the world around us has only

become a cliché because it’s true.

www.religiondispatches.org/archive/culture/4636/why_the_world_needs_religious_studies_/ 4/6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8/29/13 Why the World Needs Religious Studies | Culture | Religion Dispatches

No matter what you “do with it,” really, the study of religion forces you to learn about geopolitics, languages, literatures, sciences, and histories. It’s no shoddy path to cultural literacy. In my own

work, actually, religion has often been a gateway more than a destination; it has been an entry

point for learning about, and working on, all kinds of other things.

An added bonus, especially given the present business climate, is that religious studies raises

questions of ethics: the foundations, the content, and the commensurability of various ethical systems. It’s an invitation to a meaningful life, and an examined life, and an ethical one. That, truth

be told, is why I’m bothering to write this essay in the first place—I actually think having more

religious studies people in high places would make the world better.

Taking Over the World

Allow me to end by offering a few recommendations for the field that gave me so much. Above all, I

think it’s time that religious studies does more to prep its students and faculty for a more direct engagement with what I’ve been calling “the world.” The field is ready for it.

On the faculty side, I think this means encouraging and rewarding teachers who gain experience

working outside the academy, in other industries and professions where they can use some aspects

of their training. Then, when they come back to the university, they’ll be much better equipped to

advise students on a broader range of options than just teaching. (This, of course, should never be

to the exclusion of those who really do nothing better than study forgotten texts in dead languages

or conjure esoteric theories. Supporting these types, I hope against hope, will always be among the

university’s chief responsibilities. Here, I’m mainly talking about the rest of us.)

As far as students go, they need to practice noticing and talking about the skills and habits they’re

getting in religious studies. They’ll have to articulate these things to their parents and prospective

employers. I bet they can do it better than I have. When they do, they’ll be a lot more ready to take

over the world, and that will be a good thing.

This essay is based on a talk given to Brown University undergraduate religious studies majors at the invitation of their department.

www.religiondispatches.org/archive/culture/4636/why_the_world_needs_religious_studies_/ 5/6

 

 

Bio-Medical Essay

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Bio-Medical Essay

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Bio-Medical Essay:

42 ARGUMENTATIVE ESSAY STRUCTURE – PARAGRAPH BY PARAGRAPH MODEL I. INTRO: HOOK/THESIS II. BACKGROUND INFORMATION – AS NECESSARY III ARGUMENTS 1. FIRST MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | *Each of these arguments 2. SECOND MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | is in a single paragraph 3. THIRD MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | with a topic sentence 4. FOURTH MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | that indicates the specific 5 FIFTH MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | argument. (Occasionally, 6 . SIXTH MAJOR ARGUMENT/EVIDENCE TO SUPPORT THESIS | a complex argument (Note: Your essay could have as few as 4 or as many as 8 specific arguments) | will be spread over

| several paragraphs. IV. OV’S AND REFUTATIONS 1. CONSIDERATION OF FIRST OPPOSING VIEW AND REFUTATION | *EACH OV AND ITS 2. CONSIDERATION OF SECOND OPPOSING VIEW AND REFUTATION | REFUTION/S GOES 3. CONSIDERATION OF THIRD OPPOSING VIEW AND REFUTATION | IN A SINGLE PARAGRAPH (Note: You need 2 Refs (with at least one OV each) at a minimum V. CONCLUSION

 *Definition: “Opposing Views” are reasons, held by those who don’t agree with you, about WHY your argumentative position is not correct, or is not the best position on your topic. An opposing view is not simply the opposite position.. Example– *Argumentative Thesis: All children should receive the standard panel of vaccinations. *Opposing View: Diseases targeted by vaccines have basically disappeared from our society, so vaccines are not necessary anymore. *Refutation/(this refutation happens to have 2 parts): 1) We should not risk the chance of contracting dangerous diseases again if the current system has shown to work Contagious diseases were not eradicated out of the blue, they permanently went away because of the vaccines that were put in use. 2) Some mistakenly feel a sense of privilege and security since our generation has experience certain diseases. We have not changed and become “immune” to diseases.

START BIOMEDICAL CONTENT *Introduction to Bio-Medial Essay *General Assignment Description: Write an argumentative essay of approximately 4-5 PAGES, 1500 words minim, which demonstrates classical argument form (introduction, arguments, opposing views, refutations, and conclusion) concerning a debatable topic relating to a bio-medical topic. The argument must relate primarily to biology/medical treatment—i.e., it should not be primarily a philosophical or ethical argument. The topic could involve any social, geographical, or historical context. Essays must utilize 5 research sources (from 5 different websites) which must be documented in MLA 8TH EDITION format (in-text citations and Works Cited page) . Students must find and use 5 of their own sources—not rely only on sources listed in syllabus. Sources must be underlined in essay and Works Cited to ensure they are complete (See #26 – #28 in Checklist). (See paragraph model in syllabus)

 

 

43 ANY TOPICS LISTED IN THE SYLLABUS—WITH A FEW EXCEPTIONS BELOW– MAY BE CHOSEN FOR YOUR ESSAY, OR YOU CAN PICK YOUR OWN TOPIC. IF YOU CHOOSE A TOPIC LISTED IN THE SYLLABUS WHICH IS ACCOMPANIED BY AN INTERNET LINK, YOU MUST FIND 5 NEW SOURCES (I.E. YOU MUST FIND 5 RESEARCH SOURCES WHICH ARE NOT LINKS IN THE SYLLABUS. THE SYLLABUS LINKS MAY BE OUTDATED, ANYWAY. FOR A SCIENTIFIC TOPIC, TYPICALLY THE MOST CURRENT SOURCES ARE CONSIDERED BEST. *Bio-Medical Focus: Facts, Ethics, and Corporate/Media Dynamics

Review of Classical Argument Structure

ESSAY STRUCTURE FOR CLASSICAL ARGUMENT I. Introduction: Hook

Thesis : State your position concerning your argumentative topic II. Your Arguments (60% – 80% of your essay)

Facts, details, analyses, examples, evidence to support your position III Consider Opposing Views (Section III & IV: 8%-13% of your essay)

Fairly represent other views on your topic IV. Refutation (Arguing Against) Opposing Views V. Conclusion Paragraph Model Of Classical Argument for an essay of 1500 words minimum (It can be longer if you want, but if it is longer than 2300 words, likely your topic has gotten out of control…)

I. *Introduction Hook Thesis

II. Arguments *Arg 1 *Arg 2 *Arg 3 *Arg 4 *Arg 5 (2 more argument paragraphs are possible)

III. OV’s / Refutation *OV1 & Ref *OV2 & Ref *OV3 & Ref (1 more OV& Ref paragraph is possible)

IV *Conclusion ASMT 19) Locate an internet link to any bio-medical issue/controversy NOT listed below or in the assignments/sample essays in this syllabus section and paste the URL to it here. You DO NOT have to write your essay on the topic. You can search in any newspaper—nytimes, sun sentinel, guardian, yahoo, msn, etc– or web news under “health,” or search for “medical controversy” or “biological controversy” on google or another engine, or look at mercola.com (one of the largest alternative health sites) and pick an article, or do a youtube search similar to above, and find any issue that is interesting to you. You could even do a search for a particular medical condition and find an article on possible treatment, causes, recovery, etc. All you have to do is paste the URL here. This gets you thinking about biomedical topics. THESE TOPICS ARE OFF-LIMITS FOR YOUR BIO-MEDICAL ESSAY:

 

 

44 THE FOLLOWING TOPICS ARE OFF-LIMITS, SINCE THEY ARE COVERED IN COURSE MATERIALS, OR REQUIRE EXTREMELY EXTENSIVE RESEARCH, DUE TO THEIR DEPTH AND COMPLEXITY. Abortion Ketogenic Diet BreastFeeding Blue Light Genetic enhancement in athletes Vaccination Smoking in cars with children Zoos must be banned Possible topics and assorted links YOU CAN WRITE YOUR ESSAY ON ANY OF THESE, BUT YOU MUST FIND 5 NEW RESEARCH SOURCES)

–OR FIND YOUR OWN BIOMEDICAL TOPIC Almost all of the topics below were found by students, and I aded those into the syllabus as possibilities: 3D printing – BIOMEDICAL https://sydney.edu.au/news-opinion/news/2018/03/22/3d-printing-moves-into-biomedical-engineering.html Kombacha tea Reiki https://www.takingcharge.csh.umn.edu/explore-healing-practices/reiki/what-does-research-say-about-reiki Drinking cows milk Anthrax and antibiotics Genetic risk of alzheimers Prenatal opiod exposure and lower iq Transgender athletes genetic advantage Phone use and mental health issues in teens Non-transgender Athletes forced to take testerone lowering Apple airpods and cancer https://outlook.office.com/mail/search/id/AAMkAGM0MzNkNTgwLWZkOTktNGUyOS04YTkwLWY3MmEyMjM3ODQyOA BGAAAAAADfvYfNVZfDQJPPgEBGx%2FCvBwC2AmA9RH7NT6Hgv2o%2BeeoUAEj0jDfuAACqjd2xZDu0Sb1CmgX8tQiWAAL 7a%2B97AAA%3D Gluten free diet Farmed fish Plastic straws wrecking oceans https://www.youtube.com/watch?v=kCwtlzABUpY Electro-Shock therapy Drug Treatment for Depression Nuclear medicine Energy drinks https://www.youtube.com/watch?v=u704u8nKYIE French weight loss drug https://www.cnn.com/2019/09/23/health/weight-loss-pill-trial-france-scli-intl/index.html Selective breeding Cryotherapy treatmen/ frostbite/ Antonio brown https://www.sandiegouniontribune.com/sports/pro-football-doc/story/2019-08-07/profootballdoc-antonio-brown-feet- frostbite-raiders Contact tracing Magic mushrooms for mental health Waist training https://www.marieclaire.com/health-fitness/a13489/celebrities-swear-by-it-but-is-waist-training-actually-healthy/ Stem Cells from umbilical cord Risks of Vaping Cell phones and cancer risk

Project Economy

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Project Economy

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Project Economy:

Please read the Article “The Project Economy Has Arrived”. Please provide your initial thoughts on the article by submitting a paper (2 pages, ~500- 750 words) that touches on the following topics.

  • Do you agree with the concept of a “Project Economy” as described by the author? Why or why not?
  • Is moving from Operations to Projects realistic? Explain your thoughts.
  • What are your thoughts on the “The Project Canvas” concept suggested by the author?
  • What additional thoughts do you have on the article?

Spotlight Article

The Project Economy Has Arrived by Antonio Nieto-Rodriguez

Project Management

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This document is authorized for use only by mesut yildiz in APM Fall 2022 taught by SUSAN STEVENS, Endicott College from Sep 2022 to Dec 2022.

 

 

Meanwhile, projects (which in volve the changing of organizations) are increasingly driving both short-term performance and long-term value creation—through more-frequent organizational transformations, faster development of new products, quicker adoption of new technologies, and so on. This is a global phenomenon. In Germany, for example, projects have been rising steadily as a percentage of GDP since at least 2009, and in 2019 they accounted for as much as 41% of the total. Precise data is hard to come by for other countries, but similar per- centages are likely to apply in most other Western economies. The percentages

Antonio Nieto-Rodriguez Former chairman, Project Management Institute

AUTHOR

The Project Economy

Has Arrived Use these skills and tools to

make the most of it. U I E T LY BU T pow- erfully, projects have displaced operations as the economic engine of our times. That

shift has been a long time coming. During the 20th century, operations

(which involve the running of orga- nizations) created tremendous value, and they did so through advances in efficiency and productivity. But for most of the current century, productivity growth in Western economies has been almost flat, despite the explosion of the internet, shorter product life cycles, and exponential advances in AI and robotics.

BETTER PROJECT MANAGEMENT

Q

Photographs by JOERG GLAESCHER2 Harvard Business Review November–December 2021

Spotlight

For the exclusive use of m. yildiz, 2022.

This document is authorized for use only by mesut yildiz in APM Fall 2022 taught by SUSAN STEVENS, Endicott College from Sep 2022 to Dec 2022.

 

 

FOR ARTICLE REPRINTS CALL 800-988-0886 OR 617-783-7500, OR VISIT HBR.ORG

Harvard Business Review November–December 2021  3

For the exclusive use of m. yildiz, 2022.

This document is authorized for use only by mesut yildiz in APM Fall 2022 taught by SUSAN STEVENS, Endicott College from Sep 2022 to Dec 2022.

 

 

are probably even higher in China and other leading Asian economies, where project-based work has long been an important source of growth.

And we’re only just getting started. In 2017, the Project Management Institute estimated that the value of project-oriented economic activity worldwide would grow from $12 trillion in 2017 to $20 trillion in 2027, in the pro- cess putting some 88 million people to work in project management–oriented roles—and those estimates were made before nations started spending tril- lions on pandemic-recovery projects.

Forward-looking companies have recognized the organizational impli- cations of this surge. “Soon we will no longer have job descriptions,” one senior IBM talent executive told me. “We will have only project roles.” That’s where the management thinker Roger Martin believes we already should be. “The average person in an office thinks that their life is some sort of regular job,” he told me, “and that the projects they work on get in the way of doing it. In fact, in organizations the entire decision factory should be thought of as nothing but projects.”

Some companies are already starting to make this change. In 2020, Mohamed Alabbar, the founder and chairman of Emaar, the giant Dubai- based property developer, announced that as part of a shift to project-based work, the company had abolished all traditional job titles—including his own—and that employees would now be defined not by the department to which they belonged but by the projects on which they worked. In a similar move, the Richards Group, the largest independently owned ad agency in the United States, has removed almost all its management layers and job titles and now refers to most of its employees as project managers.

This transformation to a project econ- omy will have profound organizational and cultural consequences. The problem is, many leaders still don’t appreciate the value of projects and write them off as a waste of time. Typical is the attitude of one executive who recently told me, “If you want to make sure that something is not done, make it a project.”

It may be that leaders don’t value project management because its methods are too complex to be easily

applied. Many project managers end up producing reams of paperwork, too, which can create the impression that their role is primarily administra- tive. Dismissing the importance and potential of projects for these reasons is a huge mistake. When executives ignore project management, products launch late, strategic initiatives don’t deliver, and company transformations fail, putting the organization’s future seriously at risk.

There’s one more thing that exec- utives often fail to recognize: Projects give work meaning. Behavioral and social science show that projects can be particularly motivating and inspir- ing for team members. The moments they feel most proud of almost always happen on the projects they work on— the successful ones, of course, but often even those that fail.

Leaders need to recognize that their role in the project economy involves more than just the direct sponsorship of individual initiatives. At a broader level, it involves being clear and coura- geous in selecting and prioritizing strategic projects. It involves adopting a project- driven structure and creating a collaborative and empowering culture that reaches across silos. They must also ensure that project management competencies are developed throughout the organization.

I can say all this with confidence because I’ve devoted my career to the study of projects and the practice of

IDEA IN BRIEF

THE SITUATION Projects have displaced operations as the economic engine of our times. By 2027, some 88 million people around the world are likely to be working in project management, and the value of project-oriented economic activity will have reached $20 trillion.

THE PROBLEM Despite this shift, many leaders still undervalue projects and project management. As a result, only 35% of the projects undertaken worldwide are successful—which means we’re wasting an extravagant amount of time, money, and opportunity.

THE WAY FORWARD Companies need to reinvent their approach to project management. They need to adopt a project-driven organizational structure, ensure that executives have the capabilities to sponsor projects, and train managers in modern project management.

ABOUT THE ART

Artist Joerg Glaescher contemplated the intense power of nature by handcrafting waves out of gathered deadwood in the

forest near his home in Leipzig, Germany.

Joerg G laescher/laif/R

ed ux

 

Informational Pamphlet

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Informational Pamphlet

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Informational Pamphlet:

Informational Pamphlet

Week 7 Assignment: Final Project – Policy Issue

Instructions
You are a lobbyist for an issue that you find important. For example, you would like to see the banning of smoking in federal buildings (Note: This policy has already been enacted.) You are going to make an informational pamphlet to highlight your points to prominent members of Congress. Research members of Congress that you will target in your lobbying. Explain why these members are critical to your goal. Make a plan of action and produce a pamphlet supporting your cause. Who will you be reaching out to? Why? Write a cover letter to a Congressional member and include your reasoning for reaching out to them in particular in the letter. Remember a lobbyist is only as good as the information they provide. A lobbyist who provides incomplete or unreliable information will soon be unemployed, or lose access to officials.

Cover letter should:

  • Follow a standard business format
  • Correctly address your Congressperson
  • Use the correct postal address
  • Explain your choice to write to this representative in particular, and provide your pamphlet. For example, maybe your research showed that this representative sponsored legislation on this issue in the past.

Pamphlet should:

  • Define the problem. Tells us exactly what the problem is. Detail its urgency and provide data. Be objective.
  • Analyze the problem. Provide relevant data. Tell us how to make sense of the data. Provide any findings
  • Offer a recommendation. Do not generalize. Be specific.
  • Must be persuasive.
  • Cite four scholarly sources

Submit your cover letter and pamphlet for grading.

Writing Requirements (APA format).

  • Length: Cover letter to Congressman should be only 1 page
  • Pamphlet should be 5 pages in length
  • 1-inch margins
  • 12-point Times New Roman font
  • Reference page (minimum of 4 scholarly sources)

attached is an example

  • attachment

    Samplesweek71.pdf

Student Talk in Learning

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Student Talk in Learning

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Student Talk in Learning:

FINAL RESEARCH ASSIGNMENT

 

The purpose of this assignment is for you to research and learn more about a topic related to this course that you is particularly interesting to you.

A second purpose of this assignment is, as you move on from this course and eventually your master’s program, to encourage you to continue drawing from the expertise of others, both those on the research side and those currently practice. You might want to start by reviewing the module topics and thinking about one or two specific topics or strategies that you would want to explore further.

It might relate to the role of student talk in learning or engagement, grammar and syntax awareness strategies or the stages of language development. It does not have to be about an exact topic that we covered – just something that relates to language use in the classroom or language development. Whatever topic you choose you will then find 3 sources to research: an academic journal article (or book chapter), a practice-based article and a video.

For each source you will write a summary of the takeaways and implications for your own practice. Please note: these three sources do not need to be on the exact same strategy – just as long as they are somewhat related and all tie back to the topic of interest. Format: I am attaching a template that is totally optional but reinforces the content required. You are welcome to use something more creative like Prezi or Power point as long as all the required components are present. Academic Journal article: I recommend starting out by using Google Scholar and typing in key words that relate to what you are interested it. This can also be a way to narrow down your topic – see what is out that that interests you. Most often you can read the summary or abstract first to see if it’s something that is worth downloading and reading. As noted in the template, please list this article in APA format. Teacher Practice article: This type of article does not have to be in a journal but can be found on one of the many teacher-oriented web sites. Also, while they can be helpful, please do not use blogs for this assignment.Video: Of course, Youtube is often the best place to find practice-oriented videos. These are a nice complement to articles since you can see strategies and concepts in action. As stated in the template, you will also have an introduction of why you chose this topic and a final statement about how this topic extended your understandings from this course.

A Challenge Setback

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A Challenge Setback

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A Challenge Setback:

2 pages, Double spaced, size 12 font, Times New Roman, drafts must be complete meaning that they meet the standards for grading.

Follow the guidelines given here

If you would like to run an idea or two by me you may email me by Friday.

Drafts must be completed in their entirety, this is not a place to submit a partial paper. The idea is that you give me the complete assignment and I give you feedback to apply to improve the document so that you receive as high of a grade as possible.

This is your place to write a narrative essay. I am asking that your narrative focus on a topic that sheds light on who you are as a student. Maybe it focuses on a singular moment, or maybe instead it crosses several moments. Use the prompts below to help you. Some of them might be recognizable to you from the common application used by many 4 year universities.

This is the only essay of this type that we will write this semester. The rest will be argument and research based.

1. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

2. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

3. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

4. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

5. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Investment Advisor

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Investment Advisor

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Investment Advisor:

1. Assume you are an investment advisor. Your client is unsure what are the main benefits and reasons for investing in a Mutual Fund or an

ETFs

a. Explain the main differences and similarities between each other

b. Explain what are the main advantage and disadvantage of investing in mutual funds or ETFs

c. Explain the main difference between active and passive management

2. Go to https://www.morningstar.com

a. Morningstar assigns a Rating to each Mutual Fund. What are the criteria they use to assign this rating?

b. Using the information provided by Morningstar or other financial web pages (style box and ratings), choose 4 different mutual funds/ETFs (4 funds/ETFs in order to build each

portfolio), prepare 3 portfolios, 1 for each of 3 different types of investors:

1. Assume you are an investment advisor. Your client is unsure what are the main benefits and reasons for investing in a Mutual Fund or an

ETFs

a. Explain the main differences and similarities between each other

b. Explain what are the main advantage and disadvantage of investing in mutual funds or ETFs

c. Explain the main difference between active and passive management

2. Go to https://www.morningstar.com

a. Morningstar assigns a Rating to each Mutual Fund. What are the criteria they use to assign this rating?

b. Using the information provided by Morningstar or other financial web pages (style box and ratings), choose 4 different mutual funds/ETFs (4 funds/ETFs in order to build each

portfolio), prepare 3 portfolios, 1 for each of 3 different types of investors:

i. Aggressive

ii. Moderate

iii. Conservative

c. In half a page for each portfolio, explain:

i. The rationale behind choosing the given funds/ETFs per each portfolio

ii. The criteria chosen to build each portfolio

d. Follow up the prices for all 3 portfolios for a week. Calculate the return for each portfolio at the end of the week. Explain your results.

Video Presentation

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Video Presentation

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Video Presentation:

Group Video Case Presentation

 

Goal: Develop a video presentation and submit a PowerPoint presentation on a common mental health disorder.

Content Requirements:

· Students will be randomly selected to participate in groups of three.

· Create a case study of a patient based on your assigned group topic.

· The presentation must provide information:

· Introduce a fictitious patient with a disease or disorder based on your assigned group topic.  Must specifically address the disease as it relates to one of the following populations:  infants, toddlers, school-aged children, adolescents, adults, or the elderly.

· Definition of the disease or disorder

· Epidemiology of the disease or disorder

· Incidence

· Prevalence

· Pathogenesis

· Pathophysiology of the disease/disorder to the cellular level.

· Including genetics/genomics, neurotransmitters, and neurobiology of this specific disorder.

· Clinical features of the disease or disorder

· History of the patient’s problems

· Physical findings

· Psychiatric findings

· Recommendations

· Treatment recommendations according to the US clinical guidelines.

·  Patient education for management and anticipatory guidance.

·  Non-pharmaceutical, cultural, and spiritual considerations must be addressed.

Format Requirements:

· Presentation is original work and logically organized.

· Video to be recorded and uploaded to Canvas Studio.  No other medium will be considered. Once the video is uploaded, share it with your instructor.

· How to Share Media with Your Instructor (Links to an external site.)

· Followed 7th Edition APA formatting including citation of references.

· Powerpoint presentations with 10-15 slides were clear and easy to read with no less than 16-point font. Speaker notes expanded upon and clarified content on the slides.

· Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

United Parcel Service

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United Parcel Service

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United Parcel Service:

Task

Read the case below and answer the 3 questions.

·  individual task

Formalities:

·  Wordcount: 1000 – 1500 words

·  Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

·  Font: Arial 12,5 pts.

·  Text alignment: Justified.

·  The in-text References and the Bibliography have to be in Harvard’s citation style.

Submission: Sunday 11 April 2021, 23:59 Barcelona time

Weight: Resit 100% – capped at 70

It assesses the following learning outcomes:

·  Outcome 1: Understand what an information system is and its main components.

·  Outcome 2: Distinguish between the main types of information systems and innovative methods of reducing costs and improving service through management information systems.

·  Outcome 3: Assess challenges related to (1) the adoption of new technology by employees and customers, and (2) the implementation strategy processes.

Case:

UPS COMPETES GLOBALLY WITH INFORMATION TECHNOLOGY

United Parcel Service (UPS) started out in 1907 in a closet-sized basement office. Jim Casey and Claude Ryan—two teenagers from Seattle with two bicycles and one phone—promised the “best service and lowest rates.” UPS has used this formula successfully for more than 100 years to become the world’s largest ground and air package delivery company. It’s a global enterprise with over 408,000 employees, 96,000 vehicles, and the world’s ninth largest airline.

Today, UPS delivers more than 15 million packages and documents each day in the United States and more than 200 other countries and territories. The firm has been able to maintain leadership in small-package delivery services despite stiff competition from FedEx and Airborne Express by investing heavily in advanced information technology. UPS spends more than $1 billion each year to maintain a high level of customer service while keeping costs low and streamlining its overall operations.

It all starts with the scannable bar-coded label attached to a package, which contains detailed information about the sender, the destination, and when the package should arrive. Customers can download and print their own labels using special software provided by UPS or by accessing the UPS Web site.

Before the package is even picked up, information from the “smart” label is transmitted to one of UPS’s computer centers in Mahwah, New Jersey, or Alpharetta, Georgia, and sent to the distribution center nearest its final destination. Dispatchers at this center download the label data and use special software to create the most efficient delivery route for each driver that considers traffic, weather conditions, and the location of each stop. UPS estimates its delivery trucks save 28 million miles and burn 3 million fewer gallons of fuel each year as a result of using this technology.

To further increase cost savings and safety, drivers are trained to use 340 Methods” developed by industrial engineers to optimize the performance of every task from lifting and loading boxes to selecting a package from a shelf in the truck.

The first thing a UPS driver picks up each day is a handheld computer called a Delivery Information Acquisition Device (DIAD), which can access one of the wireless networks cell phones rely on. As soon as the driver logs on, his or her day’s route is downloaded onto the handheld. The DIAD also automatically captures customers’ signatures along with pickup and delivery information. Package tracking information is then transmitted to UPS’s computer network for storage and processing.

From there, the information can be accessed worldwide to provide proof of delivery to customers or to respond to customer queries. It usually takes less than 60 seconds from the time a driver presses “complete” on a DIAD for the new information to be available on the Web.

Through its automated package tracking system, UPS can monitor and even re-route packages throughout the delivery process. At various points along the route from sender to receiver, bar code devices scan shipping information on the package label and feed data about the progress of the package into the central computer. Customer service representatives are able to check the status of any package from desktop computers linked to the central computers and respond immediately to inquiries from customers. UPS customers can also access this information from the company’s Web site using their own computers or mobile phones.

Anyone with a package to ship can access the UPS Web site to check delivery routes, calculate shipping rates, determine time in transit, print labels, schedule a pickup, and track packages. The data collected at the UPS Web site are transmitted to the UPS central computer and then back to the customer after processing. UPS also provides tools that enable customers, such Cisco Systems, to embed UPS functions, such as tracking and cost calculations, into their own Web sites so that they can track shipments without visiting the UPS site.

In June 2009, UPS launched a new Web-based Post-Sales Order Management System (OMS) that manages global service orders and inventory for critical parts fulfillment. The system enables high-tech electronics, aerospace, medical equipment, and other companies anywhere in the world that ship critical parts to quickly assess their critical parts inventory, determine the most optimal routing strategy to meet customer needs, place orders online, and track parts from the warehouse to the end user.

An automated e-mail or fax feature keeps customers informed of each shipping milestone and can provide notification of any changes to flight schedules for commercial airlines carrying their parts. Once orders are complete, companies can print documents such as labels and bills of lading in multiple languages.

UPS is now leveraging its decades of expertise managing its own global delivery network to manage logistics and supply chain activities for other companies. It created a UPS Supply Chain Solutions division that provides a complete bundle of standardized services to subscribing companies at a fraction of what it would cost to build their own systems and infrastructure. These services include supply chain design and management, freight forwarding, customs brokerage, mail services, multimodal transportation, and financial services, in addition to logistics services. Servalite, an East Moline, Illinois, manufacturer of fasteners, sells 40,000 different products to hardware stores and larger home improvement stores. The company had used multiple warehouses to provide two-day delivery nationwide. UPS created a new logistics plan for the company that helped it reduce freight time in transit and consolidate inventory.

Question 1: How does technology support UPS’s strategy?

Question 2: Discuss whether UPS’s infrastructure could be copied by other firms. Would copying their infrastructure create a rival to UPS?

Question 3: What security and ethical issues would UPS IT manager need to consider?

Question 4: What challenges could be faced by UPS as they roll out new IT developments?

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Family-Level Intervention

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Family-Level Intervention

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Family-Level Intervention:

9

 

I need a sample of this assignment

Assignment: Apply Theory in Family-Level Intervention

Name

Professional Practice with Individuals and Families

For Professor of MSW-5002 v5

September , 2022

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 5 – Assignment: Apply Theory in Family-Level Intervention

Turnitin™  
Turnitin™ enabledThis assignment will be submitted to Turnitin™.
Instructions  

 

 

As should be well engrained by now, social work practice occurs at the micro-, mezzo-, and macro-levels. Practice with families is considered micro-level, but systems theory also tells us that what happens at one level influences what happens in the other levels. An understanding of the factors that impact on families at all levels is critical for you to develop a comprehensive assessment of the problems that families face. For you to integrate all possible perspectives and explanations of a family’s issues, you must explore a variety of perspectives

 

For this assignment, select a family issue such as alcohol abuse, working with a disabled member of the family, a marital affair, a child with severe emotional or behavioral problems at school, sexual orientation, or another issue you are interested in researching further.

 

Develop an educational pamphlet specifically for families who are facing this issue. The purpose of this pamphlet is education families about the issue they are struggling with and to begin engaging the family in the idea of social work treatment by normalizing their struggle. (Hint: while most of what we read about engagement focuses on in-person interactions with clients, there are things to be learned from this week’s readings about how to present information in a way that can jumpstart the process of engagement). This pamphlet should include:

 

A description of the issue, as it pertains to the family- not as an individual issue.

A discussion about how things that happen at the micro, mezzo, and macro (or                    individual, group, organization, and community- if that’s easier to conceptualize)                  levels influence the family’s experience with this issue.

A brief description of how a family’s experience of this issue might be assessed if              they presented for social work intervention,

Brief descriptions of at least TWO different theoretically informed, evidence-based               family interventions used in social work treatment for this particular issue.

Support your assignment with at least three scholarly resources. In addition to these specified resources, other approp Length: 2 to 3-page pamphlet, not including title and reference pages riate scholarly resources, including seminal articles, may be included

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the Course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Interventions with Families

This week, you will explore social workers’ attitudes and philosophies about the role of professionals in dealing with families and the initial assessment. Attitudes about families can be thought of as a continuum per the National Federation of Families for Children’s Mental Health (2017):

Attitudes about families can be thought of as a continuum

per the National Federation of Families for Children’s Mental Health (2017):

Professionally Centered

On one end of the continuum is a professional stance that considers the professional to be the expert and views the family as a hostile, resistive force in the way of achieving professional goals. This is the least friendly to families, the least family-centered. The professional-parent relationship is viewed as adversarial, with the parent as the problem. At best, this attitude results in the view of parent as student, or patient, someone who can be taught or treated.

Family Allied

This professional philosophy is a step in the right direction, but it still views the professional as expert. The improvement is that this philosophy views families as helpers and allies to the professional, rather than as hostile obstacles. Still, the professional knows best, and the relationship to the parent is one of getting the parent to become a partner in helping the professional. The parent remains “one down” however, because the professional decides the rules and roles, and the parent is agent of the professional.

Family Focused

The next step on the continuum is the family-focused attitude, which views families as consumers of services, so the professional strives to attune the services to the needs and desires of the parent as consumer. The parent is seen as an equal colleague, one who has expertise, knowledge, and choice. The two work together as a team to address mutually agreed upon goals.

Family Centered

The final step on the continuum is one that is seldom reached. In fact, if the third level of Family Focused was consistently reached, most parents would report a dramatic improvement and probably be quite satisfied. Some parents and professionals, however, believe that the best and most appropriate philosophy is one in which professionals put themselves “one-down” to the parent in the relationship. In this view, parents know what is best for themselves and their children, and professionals exist to help parents, to be the agents of parents in achieving parent goals. In this view, the parent is seen as the employer and the professional as an employee. The professional asks, “How can I help you; how can I be of service to you

Access Directly

ttitudes about families can be thought of as a continuum

per the National Federation of Families for Children’s Mental Health (2017):

Professionally Centered

Family Allied

Family Focused

Family Centered

 

Reference:

National Federation of Families for Children’s Mental Health. (2017).

Ultimately, a family-centered attitude is the theoretical ideal. Exploring how you can become family-centered from the very beginning of your contact with the family is important. Beginnings with families start with your initial contact. You must decipher their expectations, anxieties, motivation, and why they are contacting you at this time. Initial information is critical in forming an effective working relationship.

Last week, we looked at a developmental approach to understanding and assessing families. We now focus on some skills for engaging and assessing a client family and moving into intervention. The next step would be to form an initial hypothesis. You are not looking for answers yet but finding questions. Decide what questions will provide more information that might prove helpful. Be careful not to jump to easy conclusions.

The following information contains guidelines to assist you:

Initial Interview

You must join with everyone. This is not a recipe for success, but rather an art form. Introduce and personally connect with everyone you meet. Remember to be culturally sensitive and respectful. Discover each person’s motivation, expectations, and personal goals.

Initial Assessment

· Rule out potential causes of harm

· Rule out possible substance abuse

· Rule out biological problems

· General family assessment is then completed

General Family Assessment – focus on relevancy

· Affect

· Behavior

· Cognition

· Meaning – narrative

· Spirituality

· Couple and family system

· Family Structure – alliances, sibling position, boundaries

· Life cycle issues

· Relationship with other systems they are involved with

Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.