Author: Bernard

Instructions: This project requires you to develop a PowerPoint slide presentation for use as a training tool with brand new supervisors! You are in charge of presenting them with information on how to transition from a worker to a supervisor. There is great satisfaction in taking a brand new employee, helping them to develop their Management, Coaching, and Leadership skills, and then watching them excel! With this in mind, your presentation should have a title slide, an overview, and a body of slides for the audience. You should focus the majority of your presentation (i.e., 8-10 slides) on what challenges a new supervisor may face, what makes a good supervisor (or bad one), and how to transition to becoming a supervisor. Factors to consider in all forms of communication–Who is your audience? What is your message? Are you trying to persuade? Inform?
Here are some guidelines to get you started: You are the Day Shift Supervisor and are going to brief a small group of newly-promoted team leads with little or no past leadership experience. They have all worked up through the ranks at the Always Smiling Toothbrush manufacturing facility. Your audience ages are anywhere from 25-55 years of age, with various business backgrounds, some with military experience, and some that have been in a little trouble before but now want to move up in the company. Many of them have good friends still in lower positions and will have a struggle adjusting. Have fun with some of the topics and graphics of course!
Submission Instructions: IMPORTANT! Save and submit your work as a PowerPoint Presentation with speaker notes
Link here on how to do this in PPT
The body of your presentation should include at least 8-10 presentation slides, in addition to a title slide, introduction slide(s), and references at the end of your presentation for a total of no more than 15 slides. PowerPoint presentations longer than 15 slides will not be read after the 15th slide. As such, please ensure that all assignment questions are answered within the first 15 slides, as your grade will be based on the first 15 slides received.
Your grade will be based on your ability to follow assignment instructions, research conducted, the effectiveness of the training proposed, critical thinking and analysis, and APA 7th edition format.
Please support your ideas, arguments, and opinions with independent research, including at least three (3) supporting references or sources (do NOT use your textbook as one of the three required references, or encyclopedias, Wikipedia, unknown, undated, or anonymous sources, such as brief articles from websites), include a reference section (i.e., 1-2 slides), and cite all sources properly in the text of each slide, in accordance with the 7th edition of the APA manual.
Helpful Tips
I encourage you to go online to Purdue OWL, or Excelsior OWL, which has excellent writing labs for students. Look up PowerPoint presentations in APA format in the search box. These websites will have helpful tips on best practices. TED talks are also another great source of good information.

1. For the purpose of this paper you are going to consider what Kant would argue regarding the ends justifying the means.  For example, yes the cells were used without permission and there was no financial compensation but hundreds of thousands of lives have been saved by the vaccines created for polio and treatments created for cancer.
2. Keep your opinion out of this and make sure you are referring back to what you know of Kant. The objective of this assignment is to see what you know about Kant and to help you to summarize and maintain charitability to other people’s arguments.
3. Make sure you are using the two formulations of the categorical imperative to help you decide what Kant would argue.
4. You do not need any additional outside sources and I do not recommend using them.
5. This should be no longer than 2 pages double spaced.

https://www.youtube.com/watch?v=WU5uCiV0MyQ

TEXT TO REFERENCE

If lying to your gran brings about the best consequences — i.e. she is happy, you are happy, and she continues to knit which makes her happy etc., then it is morally acceptable to lie. Notice, however, that the consequentialist would say that we ought to lie; not just that it is acceptable to lie but that we have a moral obligation to lie.

Of course, the utilitarian should try and think harder about the possible consequences and outcomes in order to try and prevent some new problems arising. Consider the sheriff example; it could be that the real criminal confesses resulting in worse consequences than if the truth had been told at the outset. Now, not only will there be riots but there will also be no trust in the law enforcement. So, in fact, lying would bring about worse consequences, which means it would be wrong to lie.

Or consider the gran example. If your brother tells his gran that you lied, then we can imagine that this might mean she would not be able ever to trust her grandchildren again, may give up knitting, and thus make her unhappier than if she had originally been told the truth about the jumper.

However, because no action is right or wrong qua action in Utilitarianism, it follows that the action of lying is neither wrong nor right. So to the question “does the utilitarian think that lying is wrong?” the answer is “it just depends”.

So rather than first defining good and then defining the right and wrong actions they first define right and wrong. How they might do this will depend on what type of deontologist they are. The Kantians ground the rightness and wrongness on reason. In particular, we introduced one version of Kant’s Categorical Imperative. We can show, using this, that Kant — and in fact all deontologists — think that the action of lying is wrong in all cases. Even if the consequence is saving a billion people, your own mother or an orphanage of children.

It is worth noting that in the other Kantian formula that we introduced, lying also comes out as wrong. Kant said that we should always treat others as an end in themselves, and never solely as a means to an end. We can see that this makes lying wrong. For if we lie to someone then we are not treating them as an end in themselves but are controlling what they can do by taking certain decisions out of their hands; we are basically saying we should be allowed to deceive them for our own ends. We are not treating them as rational agents and for the Kantian this is always morally wrong.

This might seem counterintuitive, and it is. However, it is perhaps less so if we revisit our definition of lying. Go back to the soldier case. Imagine she is being tortured for military codes. It seems that one way to stop the consequence that hundreds of thousands of people die would be simply to say nothing. And, given our definition, saying nothing would not be lying. So the Kantian may not be committed to the implausible conclusion that she has to reveal the secrets. Keeping silent is not the same as lying.

Furthermore, it is worth remembering that there are different ways of telling the truth! Saying to your gran: “I really appreciate all the work you’ve put in to my jumper, and my friend thinks it is an amazing jumper, but it really is not my style, I’m really sorry”, seem less objectionable than “No, I do not like it”.

So there are — maybe — ways of making Kant’s theory less objectionable when considering lying by thinking harder about what it actually means to lie. Even so, it seems undeniable that there are some cases where we think it is morally acceptable to lie but for the Kantian there are no such cases.

Notice that it is not just the Kantian that would say this. Other deontological theories would as well. For example, the Divine Command Theory, the theory that says that actions are right or wrong depending on whether God commands or prohibits them. If God says lying is wrong — and at least in the main monotheistic religions He does — then it is, full stop. Or consider the Catholic theologian Aquinas.

 

Examine FEMA from the point of view of two different think tanks and the Government Accounting Office (GAO).
Here’s some background information on FEMA. https://www.fema.gov/about
Now take a look at two reports on FEMA. One is from the Cato Institute ( https://www.cato.org/policy-analysis/federal-emergency-management-agency- floods-failures-federalism) and the other is from the Government Accountability Office (GAO) ( https://www.gao.gov/products/gao-15-178).
GAO is NOT a think tank. It is a government organization.
review each of these and then locate a report/post from another think tank/research group (preferably a liberal think tank for balance).
Here’s a list of the policy think tanks in the US. https://www.think-tanks.guide/en/country/united-states/
critically analyze the information shared from the think tanks.
What specific roles do these think tanks have, which policy actors seem to be driving this specific tank, what were the differences and similarities in the recommendations made for FEMA, distinguish any bias and what was it, and identify any problems with the rationale or reasoning utilized?
Be sure to provide the name of the think tank you reviewed and a link to their discussion on FEMA.
stay on the topic of the discussion. This week, that is analysis of FEMA by think tanks and GAO.

Prepare
Prior to beginning work on this discussion,
• Read Chapter 1.1: The Purposes of Educational Assessments
• Read Chapter 5: Placement, Diagnostic, and Formative Assessment
• Read Chapter 6: Summative Assessment
• Choose one of the following videos to watch:
o Keeping It Relevant and “Authentic” (Links to an external site.)
o Exit tickets: Checking for understanding (Links to an external site.)
Reflect
Consider how the teacher in the video you selected was assessing for learning. Make any connections with your own professional or educational experiences.
Write (Post Initial Response by Thursday, Day 3)
Complete the following:
• Answer the following questions using evidence from your course readings, based on the video you selected above:
o What evidence did you see and hear regarding formative assessments being an assessment for learning? More specifically, how did the teacher in your selected video assess during learning and how does it connect with your course readings? Make reference to your course readings to support your response.
o How did the teacher in your selected video able to determine the current progress of his or her learners in relation to mastering the objective? Provide specifics from the video and reference your course readings.
o How is the use of formative assessments helping to prepare learners for the summative assessment? Make reference to your course readings to support your response.
• Select one the following digital tools that can be used in an educational setting to assess learners:
o Kahoot (Links to an external site.)
o Go Formative (Links to an external site.)
o FlipGrid (Links to an external site.)
o Padlet (Links to an external site.)
• Provide a description of the tool you selected and how it could be used to assess your learners.
• Develop a specific example of how you might use it when instructing, and identify if it would be considered diagnostic, formative, or summative. Explain your reasoning with evidence from your readings.
• Discuss whether assessing learners through digital means makes assessing learners more efficient for educators. Why or why not? Provide evidence from your course readings to support your response.

You will write an 8-page, double-spaced, 12-point Times New Roman font, with 1-inch
margins, a policy brief on a current environmental issue. Please provide a cover page, which is not page 1 of the 8-page brief, and include page numbers.
You should have a minimum of 10 original sources cited in the text, as well as in the bibliography.
Wikipedia is not a source.
Citations: in the text, you choose the style.
provide history/background to the issue.
Discuss the various stakeholders that have been working on the issue THIS MEANS NAMING THEM – name and identify the actual companies ex: Exxon
Mobil, Be sure to include all of the angles and viewpoints of those stakeholders. (what do the environmentalists say, what do the cornucopians say about this
specific issue)
Note key already-established policies that are being used to address the problem, if applicable, as well as
being sure to highlight any new policy suggestions being made by any/all of the stakeholders.
After setting up the issue that you are investigating, and after providing thorough analysis of the politics, policies, and practicable approaches being used
and/or suggested to address the issue, please provide your assessment of what the “best” policy approach
would be to rectify the environmental challenge. It is your discretion to determine what “best” means. Essentially, you should explain why your approach is
superior to other approaches that are being considered/used. This is not solely an opinion piece. Use
evidence (e.g. science, economics) to support your decision. Also, keep in mind that policy is an ongoing process, meaning that you may suggest immediate
actions to take and you may also suggest what might need to be further investigated/considered. You
can have an action plan, so to speak, set to a timeline, if you’d like to do so.
Do NOT forget to include some possible ways to evaluate the progress of your policy approach.
An example of a paper outline might look like: (professor said to literally copy/paste this outline)
I. Environmental Issue
A. Define
B. History/Background
II. Stakeholder Groups
A. Environmentalists
B. Cornucopians
C. Other
III. Policy Approaches and Analysis
A. Current
B. Suggested/Alternatives
C. Your “Best” Approach
IV. Conclusion
Possible Issues to Research: you can choose a local, regional, national, or international
issue. Choose something that is of interest to you, and not necessarily something that is
easy to find lots of information on when writing a paper. Sometimes distilling a huge
quantity of information can prove to be very challenging when writing a focused research
paper. Examples: fracking, wind energy, nuclear waste, watershed management, coal-
fired electricity, mining, desertification, agricultural impacts on water quality, climate
change, recreation on public lands, urban growth, palm oil, cash crops, maquiladores,
international peace parks, and public transportation.
I chose offshore oil drilling but if there is another topic you’d enjoy researching more let me know i’m open to changing it.
Our textbook is The Environmental Case by layzer there is a free pdf online – Ch 11 is a case study on offshore oil drilling. Let me know if you have any
questions or need any more info

Students are expected to produce at least two full, double-spaced pages of thoughtful writing based on the weekly readings, optional videos, and/or class discussions. Reflections are due in Dropbox on Fridays as outlined in the syllabus.
This is not just a summary. One goal of this assignment is to have students practice identifying the argument in an essay and analyzing the evidence used to support the claim. Your short essay should demonstrate your understanding of the reading and present your thoughts, feelings, and/or questions about the content. You should reflect on how the readings and discussions help to frame your understanding of history and contemporary society. For example: What is particularly important, startling, or interesting?
•You may also ask questions in these assignments. For example: What issues do the readings or discussions bring up that you wish to further explore? Feel free to use personal pronouns in this assignment.
•History majors are strongly encouraged to incorporate at least one of the five MajorField Test concepts in their essays. These concepts are required material for Final Examsubmissions by History majors.
Watch your length. Assignments that are not two full pages will not receive full credit. If you write only half a page, at best, you can get only half of the 100 possible points. Do not use a font larger than Times New Roman (or Garamond), 12 pt.
You don’t need a formal heading (name, date, class, etc.). The only exception for this is a paper that exceeds the two-page minimum requirement. You may include a title, if you wish. However, the title should not be in a font larger than Times New Roman (or Garamond), 12 pt.
•Again, if your essay is not two full pages long, it will receive deductions based on its overall length.
Proofread your work. Essays that contain proper nouns without capitalization, sentence fragments, run-on sentences, and other such errors will not be eligible for a score over 89. If you are not familiar with these common writing errors, please research them and/or consult with me prior to submitting your first essay.