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In the end, though, what does Sonny teach the narrator? What does the narrator learn about Sonny and about life?

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Consider James Baldwin’s story, “Sonny’s Blues” and answer the following questions in detail, using text to support your discussion:The story seems at first to be about the ways that the narrator tries to help and instruct Sonny.
1. In the end, though, what does Sonny teach the narrator? What does the narrator learn about Sonny and about life?
Each time they fight, Sonny and his brother argue about whether or not the narrator truly listens to Sonny when he talks.
2. Does the narrator ever find a way to truly listen to Sonny?
http://www.sjsu.edu/faculty/wooda/2B-HUM/Readings/Baldwin-Sonnys-Blues.pdf

Describe the client’s stage in life, gender dynamics, race or ethnicity, economic status, et cetera.

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1. Select one scenario from the Responding to Ethical and Legal Issues – Case Study multimedia presentation and discuss the client’s identity.
2. Describe the client’s stage in life, gender dynamics, race or ethnicity, economic status, et cetera.
3. Consider your results from Exercise 3.6, “Appraise Your Ability to Work With Diversity,” on page 25 in your exercise manual. (You completed this assessment during Unit 1.) Do you believe you would be prepared to work with this client and demonstrate cultural competence?

Results: In completing this self-assessment, my four highest scores included,
I would not like to live (don’t like living) in a homogeneous culture (Egan & Reese, 2019).
Because of the richness of human diversity, when I meet and deal with others I am always a learner (Egan & Reese, 2019).
I think that it is important for me to understand whatever diversity and cultural biases (such as racism, anti-Arabism, anti-Semitism, and the like) I have and to deal with them (Egan & Reese, 2019).
Although I realize that differences can be a cause of conflict, I believe that differences can also be a source of human enrichment (Egan & Reese, 2019).

My lowest score included:

I see culture as a two-way street: I want to understand and respect the cultural differences of others, but I also expect them to do the same for me (Egan & Reese, 2019).
This assessment revealed my appreciation of cultural diversity, although I understand I still have growth. I believe the traits we learn throughout life builds or demolishes our understanding of cultural diversity. I have a better understanding of how to treat individuals based on experiences, personal and professional. Although I would like to be treated as I treat others, I have come to realize, this may not always be received as I have come to receive it.
My results for the Kuder Task Self-Efficacy Scale media presentation expressed high scores in literary, persuasive and social services; least, scientific and mechanical. The assessment proved correct about my interests and disinterests. I love helping others, and working in the human services field is where I know I belong.

4. What cultural factors would be important to keep in mind as you meet with the client?

Identify the elements in each list that are a “must” and those with which flexibility may be shown and explain why.

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Read Case #4: Metro Corporation Alliance Negotiation
then answer the following questions:
1. From the perspective of each party involved, list the following –
a. List what each party is offering and what it hopes to receive.
b. Identify the elements in each list that are a “must” and those with which flexibility may be shown and explain why.
2. Discuss the role of government intervention in licensing negotiations in general.

What are some ways you have used, observed, or researched for increasing family involvement and communication?

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Classroom Engagement Hacks

Each of the scenarios below contains a potential classroom management issue. After you read the scenario and identify the potential issue(s), write an engagement strategy (hack) to implement in the future when teaching this type of lesson (or one similar) to prevent the same issue.

Scenario 1

In your 4th-grade classroom, you are using base 10 blocks to demonstrate the base 10 system. You have the students divided into groups and give them some base 10 blocks to use to solve a set of ten problems. It does not go well. Some students throw the ones units at other groups. Two groups finish quickly, and three groups are painstakingly completing their problems. In addition, you do not get back all the base 10 blocks at the end of the lesson.

What is the potential classroom management issue(s)? What is an engagement strategy (hack) to use in the future?
   

 

Scenario 2

In your 2nd-grade classroom, you have a small group of students gathered at the science table watching you create a cloud in a bottle. Most of the rest of the students are in their seat. You can see children getting up and wandering aimlessly. You have a small line of children waiting to ask you a question. One student needs to use the restroom. The match you are using to make the cloud burns your finger. The students you have at your table are watching the rest of the class and miss seeing the cloud in the bottle.

What is the potential classroom management issue(s)? What is an engagement strategy (hack) to use in the future?
   

 

Scenario 3

You are teaching a 5th-grade integrated math and science lesson. You have given pairs of students a small ball and a meter stick. One student bounces the ball and the other uses the meter stick to measure the highest bounce of the ball. They must record measurements for six trials, rounding to the nearest centimeter. Then the partners switch jobs and they repeat the experiment. One student gets hit in the eye with the edge of the meter stick. One student goes to the nurse for a stomachache. As you circulate, three partnerships are arguing, two partnerships are not writing anything down, and one partnership broke the meter stick while arguing about who goes first.

What is the potential classroom management issue(s)? What is an engagement strategy (hack) to use in the future?
   

 

Scenario 4

In your 2nd-grade classroom, you have set up four math games and two science centers for your 30 students. You explained each game and center before you let the students choose where to go. You noticed that not all the students were paying attention when you were explaining the games. A big group of students begins to argue around one of the math games. You hear a big “UH OH!” and the crash of glass coming from the observation science center. The intercom beeps and you must send a student home with all her homework for the day.

What is the potential classroom management issue(s)? What is an engagement strategy (hack) to use in the future?
   

 

Short Answer Questions

Write a 50- to 75-word response to each of the following questions.

  1. What are some practices that you have used, observed, or researched for ensuring safety in a science teaching and learning environment?
  2. How might family involvement in the school or classroom promote positive behavior for students?
  3. What are some ways you have used, observed, or researched for increasing family involvement and communication?

Describe the NGO and its capabilities in your own words (paraphrase and cite). Don’t cut and paste something from the NGO website.

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International Relations is what the course is about:
This week we’re focused on NGOs. For this forum, please complete the three parts described below:
1. Each student should present a description (in your own words) of an individual nongovernmental organization’s (NGO’s) mission and capabilities.

2. Describe the NGO and its capabilities in your own words (paraphrase and cite). Don’t cut and paste something from the NGO website. Obviously, you’ll want to pick an NGO that is involved in issues related to the course. Be sure to use more than one source and incorporate references to course material.Be sure to paraphrase and cite the information rather than quoting it.
3. Your summary should indicate why your NGO should be considered as a friend, foe, or foil. Some NGOs play important roles in conflict resolution. Some NGOs stir up conflict. They also play important roles during the economic, social and governmental aspects of peace settlements–the kind of problems that often cause negotiated settlements to fall apart and conflicts to reemerge.

References: Other references can be used besides the ones listed below.
Successful Model of NGOs in Climate Change. http://csonet.org/content/documents/DRR.pdf

Steinberg, Gerald. 2011. “The Politics of NGOs, Human Rights, and the Arab-Israel Conflict.” Israel Studies 16 (2): 24–54. http://apus.libguides.com/er.php?course_id=6064

Wilkinson, Paul. 2007. International relations: A very short introduction. Oxford, GBR: Oxford University Press, UK. (pages 130-134/The North/South Divide). http://apus.libguides.com/er.php?course_id=6064

Wilkinson, Paul. 2007. International relations: A very short introduction. Oxford, GBR: Oxford University Press, UK. (pages 106-111/The Environment and Global Warming). http://apus.libguides.com/er.php?course_id=6064

How would possessing this quality make a prince successful as a ruler? In your opinion, is this quality moral or immoral? Why?

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The Prince Discussion Forum
For this discussion select one of the the qualities of the ideal prince delineated by Machiavelli. In your response, discuss at least two of the following points.
• How does the ideal compare to one in other works you have read for this class?
• Is this particular quality still relevant in today’s world? Explain.
• What are the positive and negative aspects of this quality?
• How would possessing this quality make a prince successful as a ruler?
• In your opinion, is this quality moral or immoral? Why?
Task 1: Create a new discussion topic on or before on or before the required due date/time by clicking the ‘**REPLY HERE**’ post. Develop a substantive main thread addressing each part of the prompt in full. Your initial thread should be three paragraphs in length (200+ words) and provide textual evidence. You should provide at least one direct quote from the source formatted in MLA Style. For more information about MLA Style, see the Purdue Online Writing Lab here:

Steps to log in:
1. http://gmc.mrooms3.net/ or https://gmc.mrooms3.net/
2. Click log in
ask support for logins

What parts of the scene are particularly important in supporting your point of view, and how exactly do they do so? Which other parts of the play provide interesting additional perspectives on the issues that you see being played out here?

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Hamlet
GENERAL INSTRUCTIONS:
As before, you will be making at least TWO postings for full credit: your first contribution will be your response to the tasks listed below (you will do each of these tasks in that one posting).

You may wish to construct this posting in a Word document so you can work on its different parts separately, and then paste it into the forum when you have finished.

For the second contribution, make at least one reply to a colleague’s submission that interests you most.

Many students find it useful to print out the instructions to the activities so they can refer to them easily as they complete the tasks.

For an idea of what a good length would be for your First Posting on an activity, look at the sample forum posting in the ‘Assignments’ folder on CANVAS.

THIS WEEK’S ACTIVITY:
FIRST POSTING:

Taint not thy mind nor let thy soul contrive

Against thy mother aught. Leave her to Heaven,

And to those thorns that in her bosom lodge

To prick and sting her. Fare thee well at once…

2. 85-88

Hamlet receives these final instructions from the Ghost just before the first visitation is concluded. But what do they mean, and how might they colour our understanding of the characters and their actions later in the play?

Task 1:

Give a short but detailed interpretation of the lines above, using specific reference to the Ghost’s language. How might they be significant for our understanding of Gertrude and Hamlet’s treatment of her afterwards?

Feel free to refer to other lines within the Ghost’s speech or wider scene if this context is useful to your point. Don’t forget to cite the reference for any quotations (see your guidelines ‘Using Drama’).

Task 2:

Now re-read (what, in most editions of our text will be) Act III, scene 4: the confrontation between Hamlet and Gertrude in her bedchamber – starting from: ‘Enter Queen and Polonius…’, and ending with: ‘Exit [Hamlet] lugging in Polonius’.
How does this scene contribute to your own interpretation of Gertrude’s character, position, and behaviour in the play? What parts of the scene are particularly important in supporting your point of view, and how exactly do they do so? Which other parts of the play provide interesting additional perspectives on the issues that you see being played out here?

How would you define religious freedom? What are the limits of religious freedom? Can you think of an example where you would limit religious freedom? Why?

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How would you define religious freedom? What are the limits of religious freedom? Can you think of an example where you would limit religious freedom? Why?

https://www.religiousfreedominstitute.org/cornerstone/2016/7/12/ranking-rights-does-protecting-the-right-to-proselytize-violate-religious-freedom

https://www.religiousfreedominstitute.org/cornerstone/2016/7/12/ranking-rights-does-protecting-the-right-to-proselytize-violate-religious-freedom

In your post, you MUST refer to the course readings – either to agree or disagree with them.

Compare and contrast thesocial and personality development of the infant versus the psychosocial, social, and moral development of the preschool child.

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Compare and contrast the following populations using meaningful examples for each stage of development below. Describe how they are developmentally similar and different:

Part A: The social and personality development of the infant versus the psychosocial, social, and moral development of the preschool child.

Part B: The physical, intellectual development of the preschool child, the physical, intellectual/cognitive development of middle childhood, and the physical and cognitive development of the adolescent.

When providing your response, use at least two (2) evidence-based research resources in the last three years that support recent scientific findings, citing at least two (2) specific examples of new discoveries in each of the areas above.

Is there excessive or increasing competition in the market which renders any of the brands unviable?

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Assignment Briefs and FAQ

Assignments

Many popular brands are owned by larger brands. Sometimes these brands are managed under one corporate umbrella, but the brands are distinct and operate independently. In other cases, all brands owned by the company are managed under the primary brand.

In the first assignment your task is to review the brand portfolio of a brand of your choice and identify any critical issues. In the second assignment, you will discuss how can the issue identified (in assignment 1) in more detail and make recommendation as to how the issue can be addressed to develop or strengthen the brand portfolio.

Assignment 1: Brand Portfolio Analysis and Issue Identification Report

  • 1000 words (+/- 10%)

The goal of this assignment is to analyze the brand portfolio of one of the parent companies provided in the list.

Parent company options

Category Companies
Auto Volkswagen https://www.volkswagenag.com/
Consumer Beauty Coty Inc https://www.coty.com/

Unilever (Men’s personal care division) https://www.unilever.co.uk
Fashion Gap https://www.gapinc.com/

Arcadia https://www.arcadiagroup.co.uk/
Food & Drink Fullers https://www.fullers.co.uk/

Walls Ice cream https://www.wallsicecream.com/uk

Hain Celestial Group https://www.haindaniels.com/
Publishing National Media Group (Meredith) https://www.meredith.com/
Technology Hewlett-Packard (HP) https://www8.hp.com/uk/en/home.html

Sony https://www.sony.net/
Transport Uber https://www.uber.com/gb/en/

 

Brand portfolio strategy aims to maximize market coverage and minimize brand overlap through the effective creation, deployment, and management of multiple brands within a company.

To analyze the brand portfolio, you must first identify the brand’s architecture, specifying whether a “branded house”, “house of brands” or a hybrid portfolio architecture is used.

Then, you need to map each of the sub-brands (for single brand companies) or brands (for multi-brand companies) across the market segments to which they are targeted. You are permitted to conduct an analysis at the architectural level, or at the level of a single brand within the portfolio.

To conduct a thorough analysis of the brand portfolio and identify issues, it is likely that you will examine:

  • The brand, including brand equity
  • Developments, trends and challenges in the external environment
  • Competitor brands and the effectiveness of the portfolio relative to competition in the market
  • Segmentation and the target market (i.e. consumers)
  • Positioning of the brands within the portfolio

Your analysis will allow you to identify any issues (concerns/considerations) in the brand portfolio. Some indicative issues are listed below to get you thinking – but there may be others that you could identify that are more relevant to your selected brand.

For example:

  • Are the brands in the portfolio sufficiently strong and in sufficiently attractive markets to justify their place in the portfolio?
  • Are the brands in the portfolio appropriate for their respective target markets?
  • Are the brands appropriately positioned (i.e. with regards to the wants and needs of customers and the brand USPs, or with to the price/value relationships)?
  • Are there untapped market opportunities (i.e. indicating the need for brand extensions or acquisitions)?
  • Is there excessive or increasing competition in the market which renders any of the brands unviable?

You should aim to discuss one issue in substantial depth. If others are relevant or interlinked and you feel they are worthy of discussion, you could examine them more briefly.

Due to your limited word count you should discuss your main points, finding and conclusions in the main body of the report. However, you may include very detailed analyses in an appendix which will be considered briefly and is not included in the word count.