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Discussion #5 – Brenda Berkman – First Female Firefighter
Brenda Berkman was the first female firefighter for the New York City Fire Department and to achieve that she single-handedly sued the City of New York for unfair labor practices and discrimination in not allowing women to become a  firefighter.  More recently she has been speaking out about the lack of recognition women received for their part in serving and dying on 9/11.  
Two years ago Ms. Berkman participated in Cerritos College Women’s History month with a compelling interview of her story. 
Watch the video and then answer this discussion question:   
Have you experienced a time when you or someone you know was judged differently or with different criteria than other candidates for the same job.? 
Explain the situation and what was the outcome?  
After you have made your post, reply to three other posts.  25 pts.
 https://youtu.be/9BbUFCGjEF8Links to an external site.
 

 
((Discussions are a vital part of creating a “virtual community” in our class. This is not a correspondence course or a tutorial that you can accomplish all on you own, by yourself. The discussion assignments are intended for you to connect with your fellow students over the course material. To receive full credit you must post and reply on at least two different days during the week. If you wait until the due date Sunday night for all three posts your grade will be reduced for this assignment. Discussions also close on the Sunday night they are due. NO LATE SUBMISSIONS are possible on discussion assignments. Everyone has left the room!)
This discussion has two parts.
Part 1. What can you do this week to enhance your power? There are a number of ideas in the chapter. Pick one that you would like to try out. Post your plans to this discussion board and then go and do it.
Part 2. Step two is to reply (a second post linked to your first post) to your original post about your experience. How did it go? What did you learn?

 
Please read these short sections:
Intro to WGS Textbook, Unit 5 “Historical & Contemporary Feminist Movements” Third Wave and Queer Feminist MovementsLinks to an external site.
bell hooks. Feminism is For Everybody Chapter 1. “Feminist Politics: Where We Stand” Download “Feminist Politics: Where We Stand”
Notes:
The Third Wave
The segment of the feminist movement characterized as the 3rd Wave begins largely in the 1990s.  As “daughters of the second wave” they critiqued many earlier feminist positions and aspects of the work they believe were left unfinished. 
As we have already discussed, feminist movements have a history of marginalizing the voices of BIPOC (Black, Indigenous, and People of Color) and LGBTQ individuals. Activists of the third wave began developing deeper understandings of the interconnected nature of oppression and inequality and sought to develop a movement founded in coalition politics which “organizes with other groups based on their shared (but differing) experiences of oppression, rather than their specific identity” (Kang, Lessard, Heston, and Nordmarken). They were the first to center intersectionality, or the consideration of intersecting experiences resulting from social labels. (We will discuss intersectionality itself in more detail next week)
The Third Wave also reclaimed aspects of femininity that the Second Wave rejected as subordinate traits, such as wearing dresses or enjoying the color pink, as well as championing sex positivity and sexual agency for people of all genders. The view that equality is about having choices is reflected in Roxanne Gay’s work on being a “bad feminist”. She explains that she breaks many of the perceived “rules” of feminism by enjoying music that calls women “b!tches and h0es” and embracing the choice to be a homemaker or not. In addition to calling for a necessary embrace of inclusive feminism, she highlights the 3rd Wave ideal that there is not a one-size fits all approach and that it’s okay to be messy and imperfect. Another defining characteristic is the artistic expression of the era as the movement spread through feminist expression in music, art, fashion, and the circulation of small print zines which are a defining medium of the 3rd Wave.
Video: Roxanne Gay: Confessions of a Bad Feminist 
Video: A Bite Sized Guide to Third Wave Feminism
A Fourth Wave?
Around the early 2010s many point to a shift in feminist activism toward operating within online spaces. We can see this illustrated by the impacts of the #metoo movement and the online organizing that led to the Women’s March after the election of Donald Trump in 2016. The growing presence of activism and organization on platforms like TikTok point to the ways younger generations are leading the next wave of movement. (You should see my fyp!) Many theorists and activists have begun to question if the era of social media movements has brought with it a Fourth Wave of Feminism (and still many criticize the wave idea entirely). The Fourth Wave (if we will come to define it that way) still continues much of the work of the Second and Third Waves, but with even more emphasis on intersectionality and centering BIPOC, disabled, working class, migrant, queer, trans, and nonbinary voices. There is also much more focus on LGBTQ communities along with questioning the gender binary and the concept of gender. This wave also celebrates sex and body positivity more than those that came before.
There are still many critiques as to how well these goals are being addressed and many continue to point shortcomings of modern feminism. Despite large numbers that attended the Women’s March for example, the organization was also highly criticized for focusing their issues from the perspective of white, middle-class, non-LGBTQ women, despite stated attempts at inclusivity. Similarly, the #metoo movement (originally started by activist Tarana BurkeLinks to an external site.), has been criticized for overemphasizing white celebrities in the media and failing to fully represent BIPOC women who experience high rates of harassment and assault without the same recourse. As we have seen throughout our brief tour of feminist history, progress is not a straight line and there are often as many issues within the movement as there are issues it fights against.
Activity & Discussion:
After completing the reading, please use the ideas presented to discuss at least one of the following:
Some have criticized third and fourth wave feminism as too individualistic and not grounded in concrete political action. Based on the readings, to what extent do you think this criticism is valid?   What are some examples to support your point of view? In your opinion, how do the issues of the 3rd and/or 4th waves help or harm feminist progress?
Do you think the fourth wave is separate from the third or an extension of it? What are some examples that support your view? What would you define as the  characteristics of modern feminism, and in what ways does it build on or challenge previous waves? What are the defining issues of our current time?
In addition to discussing one or both of the previous questions please also include your answer to the following:
What do you find helpful and not helpful about the division of feminist history into waves?
Your discussion should be at least 200 words and include at least 

 
Instructions for Business Plan:  Throughout this course, you will be creating your own business plan.   There will be 4 main parts each consisting of its own rubric and a final summary discussion.   The required amount of words is 200-250.  Please complete the sections below to obtain full points. 
Late Work and Make-up Policy for Adaptive Business Results:
Only accepted 1 week after the due date, one grade letter reduction.
Instructions for Business Plan Part 3: Please follow the rubric below to obtain the max amount of points.  Answer each criteria question in its entirety by providing in-depth analysis based on your research of the business plan. 
What is the demographic (age, gender, ethnicity, etc) of your product or service that will provide value? Does the target market customer have the disposable income for long-term? Explain.
Explain all 4 areas of your product. What is the product? How did you determine price to sell it? How do you plan to promote the product? Where are the places you plan to distribute your product (online, or brick-and-mortar).
Who is your direct competition? Does your competition have any advantages over your product? Who is your indirect competition and how will it effect your bottom-line?
How do you plan on selling your product? What kind of marketing strategies will you use?
View RubricMarket AnalysisMarket AnalysisCriteriaRatingsPtsTarget Market Customer Profileview longer description/ 10 ptsProduct, Price, Promotion, Placeview longer description/ 5 ptsCompetition in Marketview longer description/ 5 ptsSteps to Make a Saleview longer description/ 5 ptsTotal Points: 0 

SHC53  Champion Equality, Diversity & Inclusion

This unit is all about how you champion and drive improvements for equality, diversity and inclusion.

Own role:

In an assignment form, firstly explain models of best practice underpinning equality, diversity and inclusion in your line of responsibility.

Research other childcare environments that have excelled in this area of how they model equality, inclusion and diversity.

Now identify the potential barriers and analyse the effects to equality and inclusion in your area of responsibility.

Research the legislation and policies relating to equality, diversity and inclusion. How do they impact on you promoting equality, diversity and inclusion within your role in your setting, analyse in detail please.

Systems and Porcesses:

Get a copy of your setting’s equality, diversity and inclusion policy, analyse how  these systems and processes can promote equality and inclusion and deal with discrimination and exclusion.

Evaluate your setting’s systems and processes to show their effectiveness, and identify areas of improvements.

As a next step, propose improvement to address those gaps and shortfalls.

Balancing Individual rights:

Thinking about your duty of care what do you consider being ethical dilemmas that can occur when balancing the individual rights of a child or young person attending your setting and the duty of care?

Provide a strategy of how you will manage these occurrences and dilemmas to minimise risk ensuring you balance the risk and the individual’s rights.

Explain the principle of informed choice. How the issues of individual capacity may affect informed choice?

Evidence uploading:

While uploading evidence on Laser, only select the above criteria.

The remaining criteria will be assessed through observation/discussion later.

End your evidence with a complete bibliography with dates.

The post Cache Level 5 SHC53 Champion Equality, Diversity & Inclusion, Assignment, UK appeared first on Students Assignment Help UK.

Objective: Engage students in practical financial analysis by standardizing financial statements and performing comparative ratio analysis using Bloomberg Terminal, fostering a deeper understanding of financial metrics within an industry context.
Company name: MCHP US EQUITY MICROCHIP TECHNOLOGY INC ( use the latest fiscal year)
Assignment Instructions:
Company Selection
Each student will find their company’s closest peer (RV function). This selection process encourages initial exploration and sets the stage for targeted financial analysis.
Data Collection
Utilize Bloomberg Terminal to gather both companies’ most recent financial statements (income statements, balance sheets, and cash flow statements). This task integrates theoretical learning with practical data retrieval skills. (Get screenshots of all financial statements from Bloomberg terminal)
Analysis Tasks:
Standardization of Financial Statements
Students will standardize the financial statements of their assigned and Peer companies to ensure comparability. This process involves adjusting for size, market conditions, and other industry-specific factors.
Reflect on the process of standardization and its importance in ensuring fair comparisons, enhancing students’ awareness of discrepancies that can arise from raw financial data.
Ratio AnalysisCompute critical financial ratios such as liquidity, profitability, and leverage ratios for both companies.
Create visual representations (charts or graphs) of these ratios to illustrate comparisons and trends over time (Three years).
Provide creative interpretation of these ratios, discussing what they reveal about each company’s financial health and operational efficiency.
DeliverablePrepare a detailed three-page report containing: use excel for financial statements and graphs (comparing the peer companies as well).
A section on the methodology used for standardizing financial statements. (Excel)
Data tables and graphs showcasing the computed financial ratios and their comparisons. (Excel)
A narrative analysis discussing the implications of these ratios in terms of industry standards, financial health, and potential investment opportunities. (Explain in word document )
Students are encouraged to approach the layout and presentation of their findings with innovation, perhaps integrating digital tools to enhance the visual appeal and readability of the report.
Requirements: | .doc file

Comments from Customer
Discipline: guidance of young children
The description of the videos:
the videos are me interacting with four boys of the age of three in a childcare home center. two of the boys are twins. i was playing with them in the yard outside, showing relationship skills. i was swinging them in the air in circles, playing the garden, chasing them around, playing in the water station, and watching them do arts and crafts coloring pics. watched them during their snack time. jus playfully in spending time with them, for two hours for two days, and recorded two minutes of each hour playing with them.

in CONR 602, 603, and 604, you learned foundational skills such as the importance of empathy, differentiating between positions and interests, and how to acknowledge and reframe emotions. Reflecting on that knowledge and on this week’s readings, respond to the following prompts:
Introduction
Why is it important for a conflict-competent leader to master the basic skills of integrative negotiation and mediation in the workplace? Provide at least one example of a time when you used these skills in the workplace. If you have not used integrative negotiation or mediation in your workplace setting, discuss how they might have been useful in a previous workplace conflict situation.
Describe a scenario in which you used or witnessed someone else use empathetic listening skills to resolve a workplace conflict.
Reflect on a time in your work life when the differentiation between positions and interests provided (or could have provided) a path to positive conflict resolution.
Reflect on a time when the reframing of emotions helped (or would have helped) to resolve a workplace conflict.
Conclusion
Paper Specs
Create a cover page with your name, course number, assignment title, word count, and date.
Paper should be 1600 – 1700 words.
Do not include cover page, headings, quotes, or references in your word count.
Include a subheading for each rubric line.
Do not quote your sources. Paraphrase, cite, and reference using APA format.
Double-space your paper.
Use 12-point Times New Roman font.
Submit your completed paper as a Word document files
Assignment 4: The Conflict-Competent Leader
Assignment 4: The Conflict-Competent Leader
CriteriaRatingsPts
Introduction/ 2.5 pts
Student thoroughly reflected on how mastery of basic integrative negotiation and mediation skills contribute to conflict competency in a workplace leader and provided an appropriate example of how s/he has used or might be able to use them.
/ 20 pts
Student described an experience of witnessing the use of empathetic listening skills to resolve a workplace conflict.
/ 20 pts
Student displayed a thorough knowledge of the difference between issues and interests by providing a detailed and appropriate example.
/ 20 pts
Student provided an appropriate example of reframing emotions in a workplace conflict with sufficient detail to demonstrate a strong understanding of the concept.
/ 20 pts
Conclusion
/ 2.5 pts
Paper is 1600-1700 words in length (excluding headings, prompts, quotes, and reference page), is formatted according to APA guidelines, and includes in-text citations and a reference page. Papers without citations and a reference page will be returned for a rewrite with deductions taken for late submission.
/ 7.5 pts
Paper exceeds basic writing standards including grammar, usage, spelling, punctuation, and organization.
/ 7.5 pts

PART 1—-
Referencing Harvest of Empire, discuss your thoughts and feelings about the role American foreign policy has played in the immigration of Latinos to America. Use specific examples to support your response.
Individual responses to discussion questions should be 150-200 words. Each response to classmates must follow 3CQ format: One compliment, one comment, one connection (for example, to your own experience), and one question.
PART 2——-
Your final assignment in this class will be a comparative essay on two or more groups we have discussed this term Click the following link for guidelines: ETHN-HIST 107 Comparative Analysis Essay Prompt.docx (1).pdf
To help prepare you organize your thoughts and essay contents, please complete the essay outline: Comparative Essay Outline (rev.).docx by Sunday September 22nd.
Your outline should include your thesis statement, the sources you plan to use listed in MLA format, as well as the themes/concepts you plan to use to support your thesis. I will provide feedback within one week after submission date.
PART 3——-
For this week, you will approach your reading response slightly different. Instead of a paragraph formatted response, please provide responses to the questions below for Takaki Chapter 7 and OER Chapter 6:4 Racialization and Identity. Each reading should have its own response to the questions. This means you will follow this same format twice. Each entry is worth 20 points for a combined total of 40 points. Be sure to use complete sentences when providing your responses.
1. What is the title of reading and the author(s).
2. Provide a two-three sentence summary–what is it about?
3. Please list three main points from reading.
4. What are two things you learned and/or are taking away from reading.
5. What is one question you have about this reading?

Instructions:
You have been provided with one conference topic throughout the term (see below). You are expected to read about the assigned topic in the textbook and/or unit summaries to formulate an initial response and post your responses in the conference. You will be given a two-week period in which to discuss this topic, during the 1st week you must make your Original Initial opinion post, and during the 2nd week you must provide at least two responses to other’s comments (please see schedule provided in the outline for specific due dates).
After going through each and every reading in detail these are readings which are below I have provided pdf
write an original post of 250-300 words that conveys your thoughts about the following question:
Discussion Question: Choose either Piaget or Vygotsky’s theory of cognitive development and respond to the following questions. Do you think this theory is still relevant to today’s education system? If yes, why? If not, why not? Be sure to provide some specific examples from education to describe why you think Piaget or Vygotsky’s theory is still relevant in today’s education system.
Purpose
Each discussion topic is designed to give you an opportunity to engage with the course material in a critical way. The discussion topics allow you the opportunity to think critically about the concepts and educational issues that are part of the course content. Each discussion will assess your ability to integrate the information gained from the course, formulate and express your own opinion, and engage in a discussion with other students in the course. Preparing and engaging in each discussion will help you to identify and explain the major concepts, theories, and ideologies covered in the course. The information covered in the discussion questions will also help you prepare for the individual paper assignment and the final exam.
You will find your discussion group under the Tools tab (select Groups).  You have been randomly assigned a discussion and you will be in that discussion group for the remainder of the semester.  You are expected to make your posts using only the discussion board within the course.
The discussion topics run every two weeks and require you to post an initial opinion post during the first week where you discuss your opinion on the issue, relate your opinion to course material and provide something new to the discussion.  In order to add something new you need to include at least one source from outside the course.  This can be a journal article, book, website or anything you find that is related to the topic.  It does not have to be a peer reviewed source and can be someone else’s opinion or thoughts that you found online or in another resource.  In the second week you need to make two replies to others posts.  The reply posts do not have specific requirements, but are instead intended to be an opportunity for you to think about what others opinions and to provide a thoughtful reply. 
The discussion topics are formulated as a series of questions on a controversial issue that is described in the unit summaries for the week the discussion starts. You do not need to answer all of the individual questions listed for each topic, but instead use the questions to guide your thinking as you formulate your opinion and write your post. There are no length requirements for the discussion posts, and the marking key is purposely not particularly specific. The objective is for you to be able to discuss your opinions freely.
There are specific due dates for each post so be sure to check the outline carefully for these dates.  If you post late you will automatically receive zero for that post.  There are no extensions provided as we need posts to be submitted on time in order for the discussion to move along.  If you are ill or have compassionate reasons for missing a post you can email me directly and we will discuss options. 
In this course, our discussions are what we describe as ‘asynchronous’; that is, students discuss an assigned question, exchanging ideas related to this question at varying points each week. A key benefit of asynchronous online discussions is that students can participate whenever it is most convenient (although see grading rubric about timing of posts below) and can think about the weekly discussion questions before participating. In this way, students often feel better prepared as they have read and engaged with the course materials before participating (which is also one of the important aspects discussed in the grading rubric below).
The purpose of the discussion forums is to have students engage with course material and then demonstrate their understanding of course materials by expressing/explaining an idea, responding to other group members’ ideas, and/or developing a thread of ideas together as a group. In this way, students learn from the instructor, the course materials, and each other. It further provides students with ongoing opportunities to review, reflect upon, and apply new knowledge such as concepts, theories, or research findings. This will help when students are working on their two major writing assignments for this course which also requires knowledge of and engagement with course materials.
There will be diverse perspectives and that is o.k. However, all students must strive to be constructive and considerate if they disagree with any of their group members. It is okay to challenge and disagree with each other but only if it is done in a respectful manner.
Note: There is no single ‘right answer’ and the approach you describe need not reflect all of the tactics! The goal here is to generate discussion and share ideas about how best to engage in challenging conversations about climate change.
After you have made your original post, read some of the posts from your classmates and construct one reply post of 100-150 words that responds to one of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts
write in 260 words. follow proper guidelines as given in beginning. Use AP7 STYLE OWL PURDE. Provide reference.(INTEXT CITATAION SHOULD MATCH WITH REFERENCES)
Write in on own words.
¨Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 250-300 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the video and docx provided and other outside literature.
Raise additional questions or points of discussion to stimulate further discussion
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the discussion question or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth? Each post? Budget your time accordingly Are you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide? INITIAL POSTS – An initial post is a response to the original question presented by the course instructor, or the opening post on a particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
Discussion Grading Rubric:
Discusssion Marking rubric.
A+ Discussion Post A+
4 marks: Excellent
The post is accurate, original, relevant, teaches us something new, and is well written.
The post is clearly based on course material but offers something extra and stimulate additional thought about the issue under discussion.
The post includes information and a reference from the course material and from a source outside of the course material.
Some more instruction:
Original Initial Post(8-10 points) Length guidelines met.
writing is clear and engaging; approach clearly described, including tactics it would reflect.approach connected to/rationalized in terms of QUESTION:Choose either Piaget or Vygotsky’s theory of cognitive development and respond to the following questions. Do you think this theory is still relevant to today’s education system? If yes, why? If not, why not? Be sure to provide some specific examples from education to describe why you think Piaget or Vygotsky’s theory is still relevant in today’s education system.
It should contain no spelling errors and typos
READINGS which have to be used
Resources and link which has to be used are five pdf which have to be analsyed and use proeprly.
NO OTHER SOURCE HAS TO BE USED ONLY these readings has to be used .
No outsource has to be used.
First you have go through these readings and
Readings are as follows:
I have attached the pdf in order reading1 AND reading 2 pdf.
reading 1 and reading 2 pdf both are in one document so see it very carefully andboth readings
reading -1 is book reading reading -2 is unit-2 reading which also have to be used.No any other outside source has to be used.
very very important instructions.
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have to use.