MGMT 201 ERAU Fundraising and Resource Development Discussion Business Finance Assignment Help

Writing Portfolio

Our attention in Unit Seven shifts to preparation for the final portfolio, which is due at the end of this unit. Your portfolio should be submitted no later than 11:59pm CST on Sunday. The portfolio counts as 20% of your overall grade in the course.

Final Portfolio Guidelines

Required Components:

• A reflective essay (about 4 full pages, double-spaced)
• Your two best essays from this class, each with further revision (in most cases, these will be revisions of Essays #3 and #5)
• Artifacts of your writing process

Length: Your reflective essay must be between 800-1200 words. Your two best essays should be as long as they need to be fully achieve their rhetorical purposes.

Style/Format: The revised essays essays should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:

• Use 12 point, Times New Roman font, double-spaced.
• Use 1-inch margins top, bottom, and sides.
• Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.

File format: Please submit your portfolio as a single file attachment in a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.

Works Cited/References: Those essays that refer to outside sources must include a page of Works Cited, References, or whatever bibliography is required by the guidelines you choose.

Deadline: Submit the portfolio as a single file to Submit Assignment no later than Midnight CST on Sunday at the end of this unit.

Use of essays for future courses: Please understand that your portfolio may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work will only be used for educational purposes.

Why This Assignment Is Important

This portfolio serves as the core assessment measure for EN106 at Park University. Let’s consider that term for a moment. At Park, a “core assessment” is a required assignment that is common across all sections of a course, both online and face-to-face. This assignment is meant to serve as a tool for instructors to evaluate student learning across sections, terms, campus centers, and modalities. In other words, the portfolio is your opportunity to show off what you have learned in this course, and an opportunity for Park faculty to learn more about how our teaching works. Ideally, we use the lessons from your core assessments to inform changes to curriculum. As you prepare the portfolio, think about using it to make an argument: to use a metaphor from the law, you should make a case for what you have learned this term in EN106.

Your portfolio should demonstrate what you know about academic research and writing. Your EN106 portfolio is a “best works portfolio”—that is, your portfolio should be a collection of your strongest, most polished academic writing. It will contain three primary pieces: a reflective essay, your two best essays from this class, and artifacts from your writing process.

For most students, the two essays will be the same two essays you improved through revision and expansion in Unit Four and Unit Six.

The next Canvas page will describe in more detail the expectations for your portfolio, and some of the possibilities for how you might organize it.

Assessment Standards

Your portfolio will be evaluated as a whole according to the following assessment standards. Please note that while these standards are similar to those used to grade your essays throughout the course, they are not identical. Please read through these assessment criteria and ensure that your portfolio demonstrates each outcome. In general terms, significant weakness in any one of these areas reduces the grade of your portfolio by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade. We can also discuss these grading criteria in the Instructor’s Office.

Competency	Exceeds Expectation (A)	Meets Expectation (~B-C)	Does Not Meet Expectation (~C-D)	No Evidence (F)
Process: Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse.	Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read.	Student shows some evidence of using process and collaboration to write.	Student does not demonstrate the use of process or collaboration.	No portfolio submitted.
Focus: Maintain a controlling idea/thesis for a variety of academic genres.	The focus, or thesis, of each student essay is not only clear but insightful, memorable, and fully supported.	Student’s writing consistently has a clear focus, though it may not always be unique or insightful.	Student essays are either unfocused or feature commonplace or generic theses.	No portfolio submitted.
Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives.	Student essays demonstrate successful and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete.	Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives.	Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped.	No portfolio submitted.
Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research.	Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately.	Student shows some awareness of rhetorical situations and responds appropriately.	Student shows little awareness of rhetorical situations.	No portfolio submitted.
Conventions: Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse.	Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding.	Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding.	Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page).	No portfolio submitted.

Rubric

EN 106: First Year Writing Seminar II: Academic Research & Writing (1)

EN 106: First Year Writing Seminar II: Academic Research & Writing (1)

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeEN106.CLO.01CLO Description: Process: Apply writing processes, collaborative strategies, and effective academic research practices to participate in academic discourse. CAR Description: Exceeds Expectations: Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read. Meets Expectations: Student shows some evidence of using process and collaboration to write. Does Not Meet Expectations: Student does not demonstrate the use of process or collaboration. threshold: 3.0 pts	3 ptsExceeds Expectations 2 ptsMeets Expectations 1 ptsDoes Not Meet Expectations	—
This criterion is linked to a Learning OutcomeEN106.CLO.02CLO Description: Focus: Maintain a controlling idea/thesis for a variety of academic genres. CAR Description: Exceeds Expectations: The focus, or thesis, of each student essay is not only clear but insightful, memorable, and personal. Meets Expectations: Student’s writing consistently has a clear focus, though it may not always be unique or insightful. Does Not Meet Expectations: Student essays are either unfocused or feature commonplace or generic theses. threshold: 3.0 pts	3 ptsExceeds Expectations 2 ptsMeets Expectations 1 ptsDoes Not Meet Expectations	—
This criterion is linked to a Learning OutcomeEN106.CLO.03CLO Description: Development: Apply strategies for developing academic arguments across the disciplines, including conducting research and incorporating culturally diverse perspectives. CAR Description: Exceeds Expectations: Student essays demonstrate diverse, successful, and deliberate development strategies, especially in the use of research and culturally diverse perspectives, such that each essay seems fully argued and complete. Meets Expectations: Student essays demonstrate some use of development strategies but show room for further development in research, argument, or incorporating diverse perspectives. Does Not Meet Expectations: Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped. threshold: 3.0 pts	3 ptsExceeds Expectations 2 ptsMeets Expectations 1 ptsDoes Not Meet Expectations	—
This criterion is linked to a Learning OutcomeEN106.CLO.04CLO Description: Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond appropriately in both writing and research. CAR Description: Exceeds Expectations: Student consistently displays an awareness of audience, context, and genre, and responds creatively and appropriately. Meets Expectations: Student shows some awareness of rhetorical situations and responds appropriately. Does Not Meet Expectations: Student shows little awareness of rhetorical situations. threshold: 3.0 pts	3 ptsExceeds Expectations 2 ptsMeets Expectations 1 ptsDoes Not Meet Expectations	—
This criterion is linked to a Learning OutcomeEN106.CLO.05CLO Description: Conventions: Use common formats and conventions (e.g., research, structure, documentation, tone, mechanics) for various genres of academic discourse. CAR Description: Exceeds Expectations: Student essays make meaningful use of standard formats and conventions in structure, tone, documentation, and mechanics. Although a few mechanical errors may be present, they do not impede understanding. Meets Expectations: Student essays are relatively standard in terms of format, documentation, and mechanics. Errors may be present, but do not impede understanding. Does Not Meet Expectations: Student essays use inappropriate tone or structure, contain mechanical errors that impede understanding, or show serious deficiencies in terms of documentation (e.g., no Works Cited or References page). threshold: 3.0 pts	3 ptsExceeds Expectations 2 ptsMeets Expectations 1 ptsDoes Not Meet Expectations	—
Total Points: 0

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Would Approaching police brutality as a Public Health Issue Decrease Rates of mental health disorders for minorities in America?

From a Future Nurse’s Perspective

February 23, 2021

Samantha Armengol

West Coast University

Origin of Injustice: Police Brutality

Over the past decades, researchers have shown interest in understanding the history of police brutality in America. The evolution of police in the United States followed the England system. The England system entailed communal and formal styles (Emsley, 2012). These systems were better known as the watch system or private-for-profit policing, respectively. The watch system entailed professionals such as the constables, sheriffs, and stipendiary justice whose primary roles were to report incidents or crises. As urbanization grew, crime and other social injustices become more common, such as police brutality. This led to the establishment of night watches in Boston, New York, and Philadelphia in 1636, 1658, and 1700 (Potter, 2013) . However, these means of crime control weren’t effective. After the American Revolution, a new system of centralized police units was launched. In 1838, Boston was the first to launch the American police force while other cities followed behind shortly. During this time a growing body of evidence began to show minorities were disproportionately the targets behind police brutality. Police brutality in the United States is the unwarranted and excessive often illegal use of force. Police officers have taken advantage of their power and have no longer withstand the concern of the public. An early American form of police brutality is the police system in the South that was entirely centered on slavery, forcing African Americans to flee for safety (Collins, 2020). White police officers as well as the white communities found the immigration strange, increasing the fear. Due to this, racial stereotypes intensified, influencing the opinions of police departments in the north and west of America. African Americans were believed to possess characteristics that were linked to criminal behavior. Surveillance increased within African American communities. Incidences of police brutality against African Americans increased. The form of brutality experienced were physical assault, threats, verbal abuse, and unlawful arrests. The rise of police brutality acts constituted race riots. African Americans started fighting for their rights and demand respect from law enforcement officers. For instance, Miami’s liberty city section in 1980 rioted over the killings of an unarmed colored man.

Institutionalized inadequate training

It is necessary for law enforcement officers to be up to date in training methods that are focused on safe detainment and using only reasonable force when necessary. However, there has been no effort to improve police education and provide adequate training to officers. The American police education systems are built on hundreds of complex different programs that operate on no standardization and little oversight. There are few directives to give officers substantive training in anti-bias, conflict resolution, and other necessary approaches an officer may encounter. There are various programs offered to officers in some states that aren’t offered in others, such as de-escalation training. This training teaches officers to slow down, create space and use communication techniques to defuse potentially dangerous situations. There are 34 states in America that do not require this training for all officers. States that do offer only offer an hour per year. The vast majority of the boards that approve license officers have failed to mandate many pieces of training. The inconsistency created a troubling reality for those at higher risk of being potentially killed by an officer. (Gilbert 2020)

Lack of Accountability and Prosecution

Policymakers are confronted with complex laws, policies, and contracts that have consistently protected law enforcement and allowed them to act as though they had immunity. At the moment the system has built more protection for guilty officers than it has for innocent civilians. Innocent people have been made vulnerable to wrongful conviction by the hands of the criminal justice system who has produced incentives and tools against the victims. Derek Chauvin is a former police officer who killed George Floyd in 2020. However, before this Chauvin was involved in 18 prior police misconduct cases. Officers who killed Tamir Rice in 2014 and Antwon Rose in 2018 were dismissed from previous police jobs before both kills. Police officers are dismissed quietly instead of being fired with the help of the Fraternal Order of Police. Intentionally giving bad officers another chance to work at another police department. These are just a few examples of officers who haven’t faced accountability during their first misconduct act and now the lives of minorities have been lost due to this failure. (Ray 2020) However, police misconduct does not stop organizations from support the police and maintaining their power.

Money Power and Control: Protecting Police Control

The National Association of Police Organizations (NAPO) is a coalition of police units and associations from across the United States. The NAPO was founded in 1978 and is the strongest unified voice supporting law enforcement officer across America. NAPO as well as the Justice Department continuously fail to restrain or penalize officers for acts of brutality. These organizations and law offices allow officers to engage in unjustified shootings, severe beating, fatal choking, and unnecessarily rough physical treatment. The Baltimore Police Department’s process of investigating and adjudicating complaints has been troubled by systemic failure. Organizations have discouraged individuals from filing a complaint. Due to this, officers believe they are able to undermine superiors and refrain from accountability by not reporting misconduct. (Mock 2017) An organization called the Human Rights Watch supports officers and recognizes, for instance as all human beings, officers are imperfect or flawed and the situations they encounter are often dangerous and require quick decision making. Laws have been made in order to protect citizens from the misconduct of officers.

Legislation: Section 241 of Title 18

Cases of police brutality in minorities, especially in the African American communities, have been on the rise. The increase of this injustice poses to whether there are laws to govern the public from the use of lethal force. Federal law provides a code that relates to police violence. The law titled Conspiracy Against Rights, section 241 of title 18, states that it is illegal for a police officer to deprive any person of their rights protected by the constitution. Section 241makes it unlawful for two or more persons to agree together to injure, threaten or intimidate a person in any state, territory, or district of free exercise or enjoyment of any right or privilege secured to them. This code means many forms of police brutality such as intimidation, sexual assault, physical force, oppression, and injury are against the law. The federal government can hold unlawful actions of police officials accountable for their misconduct as per title 18 of the federal law. Additionally, title 6 of the Civil Rights Act of 1964 states, no person in the United States shall on the grounds of race, color, or national origin be subject to exclusion from the participation of denied benefits, and subject to discrimination under any program. This applies to everyone across America including government officials such as police officers. Officers are not to discriminate based on sex, ethnicity, race, or color (Lado, 2019). Unfortunately, forms of police brutality such as racial discrimination in minority groups are highly common and often looked like a social norm.

Cultural Norms: Race as a social norm

The approach to ethics and cultural norms varies among different cultures. What is seen as ethical or normal in one culture is regarded as unethical for another. Considering the values and norms held by different cultures influences the issue. The culture of policing has become a popular concern for public scrutiny. There is an unspoken norm in the country of who one is, how one acts and the influence one has on society has given a person an assigned label that dictates how they are treated and recognized. For many years this systematic norm has created mistreatment of African Americans by police forces across America. Videos of police brutality toward communities of minorities and race wash over the internet and come across every phone in America. Cops like Derek Chauvin, who murdered George Floyd, had multiple infractions before killing him however it was a norm in the police department since most infractions are often overlooked and ignored by higher authority. According to the researcher’s race has become a socially constructed category in which people choose to recognize color as an important evaluative factor of a person’s abilities, character, and personhood. This norm places a fundamental part in the current crisis of police brutality. As healthcare workers, it’s important to respect and treat all patients, regardless of class, race, and culture with the best care.

Ethical Obligation of the Health Care Professional: Future Nurse

Healthcare professionals are dedicated to providing trauma-informed, patient-centered care to victims of violence. According to the International Association of Forensic Nurses, discrimination, racism, and violence in all their forms are not accepted and condemn. Dealing with police brutality is no different, the medical community help to preserve life in order to give families more times with their loved one. Medical professionals are required to establish a good patient and physician relation. Patients’ safety and interest are the primary concern of the medical community. This is part of their ethical and legal responsibilities. Therefore, they have to provide care to all, including victims or suspects of the injustice. Victims of police brutality have the right to be informed about their treatment or procedures to obtain informed consent. This can be an obstacle when patients are injured, and their mental ability is impaired. Conflict of interest may also arise when patients’ representatives and medical practitioners make critical decisions regarding patient health. Nurses along with medical staff advocate for their patients and push to reform laws of injustice. Only a few days after the death of George Floyd the America Medical Association issued a statement denouncing police brutality. (Nze, Avakame, Ayankola and Nwanaji-Enwerem 2020)

References

Brooks, D. (2020, June 16). The culture of policing is broken. Retrieved February 24, 2021, from https://www.theatlantic.com/ideas/archive/2020/06/how-police-brutality-gets-made/613030/

Collins, W. J. (2020). The Great Migration of black Americans from the US South: A guide and interpretation. Exploration in Exploration in Economic History, 101382.

Conspiracy against rights. (2015, August 06). Retrieved February 24, 2021, from https://www.justice.gov/crt/conspiracy-against-rig…

Gilbert, C. (2020, September 16). Most states neglect ordering police to learn de-escalation tactics to avoid shootings. Retrieved February 23, 2021, from https://www.apmreports.org/story/2017/05/05/police-de-escalation-training

Lado, M. E. (2019). No More Excuses: Building a New Vision of Civil Rights Enforcement in the Context of Environmental Justice. U. Pa. JL. & Soc. Change, 22, 281.

Mock, B. (2017, August 07). Ignoring police violence. Retrieved February 24, 2021, from https://prospect.org/labor/ignoring-police-violenc…

Police Brutality Laws in the United States. (2017, July 22). Retrieved from https://study.com/academy/lesson/police-brutality-laws-in-the-united-states.html.

Potter, G. (2013). The history of policing in the United States, Part 1. Eastern Kentucky University Police studies Online.

Ray, R. (2020, November 11). How can We enhance police accountability in the United States? Retrieved February 23, 2021, from https://www.brookings.edu/policy2020/votervital/how-can-we-enhance-police-accountability-in-the-united-states/

Thatcher, S. (2017, October 27). Recognizing race: An inquiry into the social norms surrounding police brutality. Retrieved February 24, 2021, from https://medium.com/@sethatcher/recognizing-race-an…

Assignment Overview:

To demonstrate your ability to contribute to professional dialogue through your use of reflective
commentary, you will be required to comment on several assigned articles and/or videos that
present marketing-related material. Your task is to use your previously gained experiences as well as
knowledge acquired from your courses to add to the dialogue from the perspective of your industry,
your organization, your position, and/or your personal/professional experiences in order to
contribute to the discussion of various marketing yourself aspects of the presented material. You
will do this via both an original Comment (6 points) and a Reply to someone else’s comment or reply
(4 points).

When writing your comments/replies, remember that you are representing your own
personal/professional brand and, in essence, marketing yourself. Portray yourself as a professional
in all interactions. Do not repeat the question prior to answering. Do not reference the course/class
or refer to an “instructor” or “professor” because this may cause other readers to discount your
expertise due to what will then be perceived as your “student” status. Remember that your brand is
a professional one. All comments and replies should be of a positive nature and should be
thoughtful, intelligent, and, when possible, incorporate concepts learned in the course. Disagreeing
with the author/presenter is fine but do so amiably and always on a professional level.

If you decide to share the article/video via social media (LinkedIn, Twitter, Facebook, etc.) to
showcase your expert commentary, it would be best to share the article/video immediately after you
make your comment so that your particular comment(s) will be more accessible at the time of
sharing (rather than buried below other comments). You also might decide to use your comment on
the assigned article/video to connect (professionally) with other individuals by referring to their
articles, videos, websites, etc. You can do this by mentioning their name or username (as a hyperlink
in that platform) in hopes that they will be notified and thus see your comment, and/or you can
simply copy and paste your comment into an email message and let them know directly that you
mentioned them and felt compelled to promote their work. Previous students who have used this
technique have been able to connect with top corporate executives, authors, popular speakers, and
even some mid-level celebrities.

Your comments can be formal or casual but use proper spelling and grammar as
appropriate. Remember, you are representing your own personal/professional brand.

Article/Video Topics

You will have to comment (and reply to a comment) for each of the following five short articles and
videos. You do not need to be an expert on any of the topics but use your common sense and
personal/professional experiences to add to the professional dialogue.

you will find the articles and videos in the PDF. you will need to write a comment.

beside each comment writ the artical/video that belong.

Discussion #8

Reflecting on the course

Questions to address in your posting:

1. Looking back at your knowledge of curriculum mapping at the start of this course: How have your perceptions, thoughts, and ideas on this process changed?
2. Looking back at the goals that you identified for yourself in the Introductory Week 1 discussion: Were you able to achieve those goals? Would you adjust / change those goals in any way knowing what you do now about the mapping process?
3. How do you see yourself using and / or implementing the curriculum mapping process in the future? What cautions or lessons will you share with your colleagues when you do?
4. Keeping in mind the objectives of the course (shown below), are there any other tools or information that would have been helpful for you to study and / or have access to, either related to a specific assignment (please name the assignment if so) or in general related to curriculum mapping?