week 1- NEEDS TO BE COMPLETED TODAY

During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.

Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?

1. Restrictions or prohibitions on voting
2. Restrictions such as those on job, land purchase, and mobility
3. Inability to serve on juries or accuse a white person in court

Then, in a full paragraph or two:

• Discuss the immediate and long-term consequences from your chosen restriction.
• Identify any lessons we can learn today from this restriction and its impact.
• Identify the source(s) where you read about the restriction.

RESOURCES

Black Codes in Mississippi: http://web.mit.edu/21h.102/www/Primarysourcecollections/Reconstruction/Blackcodes.htm

WK 2

America’s Industrial Revolution transformed all sectors of the
economy and changed society. In the text (Chapter 17 p. 310-317), some
of the business practices of the late 1800s and early 1900s are
described. There are pros and cons to these developments. On one hand,
they streamlined costs and made goods and new products available to many
more consumers. But, there were also consequences—some unintended.

Choose one of these two new problems introduced by the American Industrial Revolution.

1. The development of monopolies instead of a competitive business market.
2. Unsafe and oppressive work conditions.

Then, in a full paragraph or two:

• Identify your chosen problem.
• Discuss a specific example from that period that clearly
  illustrates the chosen problem and a negative consequence of it. What
  did the government do about this—and what should it have done?
• Identify a similar problem or example that exists in the USA today.
• Identify the source(s) where you read about the problem.

RESOURCES

http://college.cengage.com/history/wadsworth_97811…

http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm

https://sourcebooks.fordham.edu/mod/1884hdlloyd.as…

WEEK 3

Each region (North, South, West) of the United States experienced the
era of Industrialization (1865–1920) differently, with different issues
and groups at the forefront.

Choose one of the following groups in the American Industrial Era (1865-1920):

1. New European immigrants in the east
2. African Americans in the “new south”
3. Asian immigrants in the west

Then, in a full paragraph or two:

• Identify the main challenges facing this group during these industrial years.
• Describe at least one specific example that illustrates such challenge(s) and how the group dealt with it.
• Suggest lessons for our own time, such as positive or effective
  ways for some group today to deal with society’s barriers as well as the
  inevitable challenges of economic change.
• Identify the source(s) where you read about the group and its challenges.

RESOURCES

http://college.cengage.com/history/wadsworth_97811…

http://college.cengage.com/history/wadsworth_97811…

http://college.cengage.com/history/wadsworth_97811…

https://sourcebooks.fordham.edu/mod/1889carnegie.a…

ASSIGNMENT

n Assignment 1, we ask you to choose one of

three topic choices listed below on the subject of diversity then use

the Writing Guide located in Blackboard to write a brief paper on the

subject. Each topic explores two different approaches to diversity

during the 60-year period after the Civil War (1865 to 1925). The

dynamic between the two approaches will have a profound impact on our

history then and now.

As you prepare and brainstorm ideas for your paper, first read and
review what our Schultz textbook covers on the subject. Then, consider
the other sources listed with each topic below. It is important that you
review these sources carefully because your paper should use a minimum
of three sources from the list below.

Be sure to review the all help (documents or video)
provided by your instructor. For information on the SWS format, see the
“Strayer Writing Standards” tab on the course menu.

TOPIC CHOICE ONE: Empowering African Americans – Two Strategies

Here you will focus on the approaches of Booker T. Washington and W.
E. B. Du Bois. Other noted names and certainly different organizations
will become part of your inquiry. Washington’s famous 1895 “Atlanta
Compromise” speech (labeled such later by critics) sets the tone. One
might find virtues, problems and successes associated with both
strategies. You might see elements of each in strategies of later
leaders and related issues even today.

Sources: Schultz, p. 340-2, 400-1, 404-5. See http://historymatters.gmu.edu/d/39/; and see http://historymatters.gmu.edu/d/40.

______________________________________________________

WK 1

Think about a time when you were part of a staffing process. Describe
the situation using as many details as possible. Then, recommend three
(3) areas in which the staffing process could have been improved.
Justify your answer.

WK 2

• Name four (4) staffing models or strategies from week 1 reading assignment.
• Select the two you think would be the most widely used and explain why.

1. Staffing Models- Staffing Quality: Levels

2. Staffing Models- Staffing Quality: Person/Job Match

3. Staffing Models- Staffing Quality: Person/Organization Match

4. Staffing System Components

WK 3

• Go to the U.S. Equal Employment Opportunity Commission website and select one (1) case from the list. Then, identify the major federal provision that was violated.
• Recommend at least three (3) actions to avoid making a similar
  violation as hiring manager and provide an explanation as to why those
  actions will work best.

Week 2 – Assignment

Bright Futures Early Learning Center Monthly Menu

[WLO: 2] [CLOs: 1, 2, 3]

Prior to beginning work on this assignment, review Standard # 5 in the NAEYC Early Childhood Program Standards (Links to an external site.) document and the Nutrition standards for CACFP meals and snacks (Links to an external site.).

You
have received several letters from the parents in your classroom
stating that their children suffer from various food allergies.
Additionally, parents have been sending requests to accommodate cultural
preferences and even children’s likes and dislikes. In the PDF titled
“Parent’s Letter”, you will find letters that parents have written to
you as the teacher requesting dietary accommodations. Read each of the parents’ letters
and create a list of children and their food issues that you can record
in your notes to refer to each month. You will create a monthly menu
(two snacks each day and lunch) to accommodate these requests. Each week
will also include a theme that will include three questions as
conversation topics for your children.

In addition, you will also create the following policies that surround common scenarios in the classroom:

• A
  policy to address food brought in from the outside (remember that some
  children have food allergies and may be allergic to the food that is
  brought in).
• A policy to address a parent’s request to bring in birthday treats.
• A policy to address children who refuse to eat.
• A
  policy to address the types of modification and requests that are
  acceptable for menu modification (for example; parents might want you to
  adjust your menu based on their child’s likes/dislikes).

You will find a template titled “Bright Futures Early Learning Center Monthly Menu.” Please complete this attached calendar and include your responses to the above questions. You may repeat three complete meals within the month. Use the Nutrition Standards for Children and Adult Care Food Programs (Links to an external site.) to view resources that will help give you ideas for snacks and meals.

In your paper,

• Include an introduction and a conclusion.
• Create a classroom roster that incorporates children’s food situation.
• Develop four policies that address the common food scenarios in the classroom.
• Complete and include the menu calendar template based on the roster with a theme and three questions for each week.

The Bright Futures Early Learning Center Monthly Menu Paper

• Must
  be four to six double-spaced pages in length (not including title and
  references pages and formatted according to APA style as outlined in the
  Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.)
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
• Must
  include an introduction and conclusion paragraph. Your introduction
  paragraph needs to end with a clear thesis statement that indicates the
  purpose of your paper.
  • For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
• Must use at least three scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
    table offers additional guidance on appropriate source types. If you
    have questions about whether a specific source is appropriate for this
    assignment, please contact your instructor. Your instructor has the
    final say about the appropriateness of a specific source for a
    particular assignment.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
• Must
  include a separate references page that is formatted according to APA
  style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

1. Please complete an annotated bibliography for at least:

• 3 Scholarly Sources (Academic Journals, Books, etc.)
  • Please read and use the following article for one of your scholarly source entries: Carnagey, N. I., Anderson, C. A. – Violent Video Game Exposure and Agression.pdf
• 2 Popular Sources (Newspaper Articles, Magazine Articles, Blogs, Youtube, Twitter, etc.)

Please submit your entry as a Word Doc and insert them in the in the google doc “Class Annotated Bibliography” found in the Collaborations section. Please insert your source alphabetically.

An annotation is, basically, an evaluative summary. It is a coming to terms with the author’s project. Accordingly, you need to make sure you cover the following points (though you do not need to answer every question specifically). You might want to take a look at the google doc found in the collaborations section. I posted an example of an annotated bibliography entry that covers everything that is needed. Also, if you would like more info and some examples, explore the following link: Purdue Online Writing Lab: Annotated Bibliographies.

• summarize the source:
  • What is the topic/subject/problem? What is the author’s project? What are some of the main claims and overall argument?
• assess the source:
  • What kind of evidence/materials/examples are used? How well does the evidence work to support the author’s argument? What kind of methods, or methodology, is used? Especially in the scholarly articles, you should see a methodology explicitly stated.
  • Are there any specific strengths and weaknesses of the argument?
• reflect on the source:
  • Will this source be useful to your research, why or why not? If you think the source will be useful, how do you see it working to shape your argument (i.e. how will you integrate it into your argument)? Has this source changed how you think about your topic?

  2. Self Assessment
  This reflective assessment gives you the opportunity to look backward, forward, and inward as you think through your personal history with writing and reading, both in school and out of of school. Select from among the prompts you see below to generate this first document for your final ePortfolio. Requirements: 300 words minimum, multimodal
  Guiding Prompts: You do not need to address all of the following prompts and questions, select those you find useful. -Your Writing Process: Describe the central strategies of your writing process. When and how did you learn them? How have they changed over time and what experiences have been most influential to you? How do you expect to use them in WR39C? Explain and use examples.-You and UCI: How have your experiences in your writing classes at UCI influenced your personal history as a writer in academic contexts? Has the WR39 series of courses influenced your ability to make effective choices about how to approach writing assignments in other classes? Assignments such as lab reports, business memos, blue book exams, short response papers, and any other examples of writing you have been assigned in here at UCI? In other words, have you applied what you learned in the WR 39 series to writing assignments in other classes? Have other classes and assignments influenced your writing process; if so, which ones? Please explain using specific examples. -Your Writing Outside of School: Has the WR39 series of courses influenced the strategies you use when you write or communicate outside of school, perhaps in your communities or in your extra-curricular activities? Are you using the same strategies in different contexts as you consider the demands of different situations, both in school and out? If so, please explain why, and give examples.

The Research Questions – Through what mechanisms, does
disability discrimination operate in large, bureaucratic organizations?
Also, why are there experiences of Ascriptive inequalities in the workplace?

NOTE:

This entire paper needs to be done APA style

Please label all sections appropriately,

Please put APA style citations in all paragraphs

Please do references APA

This Major Assignment 2 is composed of four parts,
each of which will be completed over four weeks. These parts include: (1)
Introduction, (2) Role of the Researcher, (3) Results, (4) Trustworthiness and
Summary

Overview of this Assignment

The purpose of the Major Assignment is to immerse you in the
qualitative research process. The process includes hands-on opportunities for
you to collect, organize, analyze, and interpret qualitative data. This
qualitative research process begins with some items that have already been
identified for you:

1. The
   research topic for this effort is the meaning of social change for Walden
   graduate students. You have been examining videos and reading about social
   change as part of the course study.
2. The
   knowledge you have gained plus your reflections on the meaning of social
   change will form the beginning of the inquiry. That is, the research
   question you will explore is “What is the meaning of social change for
   Walden graduate students?”
3. The
   description of your efforts of gathering, organizing, and analyzing data will
   form the basis of your methods section. And, the results of those
   efforts—the analysis and interpretation of those data—will be summarized.

For this Major Assignment 2:

• Review
  the “What Kind of Social Change Agent Are You?” webpage and take the
  social change quiz. Consider how this quiz will inform your Assignment.
• Review
  the expectations of The Analysis and Interpretation of Qualitative Data
  Overview and Guidelines for this Major Assignment 2.
• Review
  the Yob and Brewer (2015) article related to social change found in this
  week’s Learning Resources and consider how you can prepare yourself for
  social change through your research.
• Consider
  the research topic of the meaning of social change for Walden graduate
  students as well as the research question for this Major Assignment, “What
  is the meaning of social change for Walden graduate students?”

Part 1: Introduction – for this area must have 2 pages;

You will begin to examine social change from a Walden
graduate student perspective, explore positive social change as a research
problem, and explore the gap in research.

Part 1: Introduction (must have)

1. Write
   a background statement of approximately 1–2 pages that includes:

   1. What
      you have learned about social change as a social issue.
   2. What
      you have learned about social change as a research problem. Support your
      insights with academic citations from the Learning Resources.
   3. Describe
      the gap that your study will address.

2. From
   the gap, create a brief purpose statement that is aligned with the
   following research question:

Part 2: Role of the Researcher – Overview

What is the meaning of social change for Walden graduate
students?

To prepare for this Assignment:

• Complete
  the coding for your first Scholars of Change video. You began coding this
  video in previous discussions. Be sure to incorporate feedback and ideas
  from the Discussion 1.
• Complete
  the coding for your second Scholars of Change video. You will use the same
  process as the first Scholars of Change video you coded. Be sure to
  incorporate feedback and ideas from this week’s Discussion 2.
• Consider
  your role as a qualitative researcher and begin writing Part 2 of this
  Major Assignment.

This part of the Assignment Requirements

• Review
  your analytic memos, field notes, etc., written during each aspect of the
  data collection process, and examine your role and experience and how that
  is shaping your experience (reflexivity).
• Describe
  the roles you are portraying in this research effort (i.e., a graduate
  student, classmate, interviewer, etc.).
• Identify
  any ethical issues that could or did arise during the data collection
  processes (i.e., these could include doing a study within one’s own work
  environment, conflict of interest, or power differentials).

Role of the Researcher Instructions – (must have)

To prepare for this Assignment:

• Complete
  the coding for your first Scholars of Change video. You began coding this
  video in Week 5. Be sure to incorporate feedback and ideas from the
  Discussion 1.
• Complete
  the coding for your second Scholars of Change video. You will use the same
  process as the first Scholars of Change video you coded. Be sure to
  incorporate feedback and ideas from this week’s Discussion 2.
• Consider
  your role as a qualitative researcher and begin writing Part 2 of this
  Major Assignment.

• Review
  your analytic memos, field notes, etc., written during each aspect of the
  data collection process, and examine your role and experience and how that
  is shaping your experience (reflexivity).
• Describe
  the roles you are portraying in this research effort (i.e., a graduate
  student, classmate, interviewer, etc.).
• Identify
  any ethical issues that could or did arise during the data collection
  processes (i.e., these could include doing a study within one’s own work
  environment, conflict of interest, or power differentials).

Part 3: Results – Overview

During this course, you have coded your two Scholars of
Change videos, you have conducted and coded your phone interview, and you have
gathered data from the Walden social change website and any other documents or
websites you might have included.

Part 3 Instructions: Results – (must have)

You will write up the results of your findings. You will
include the following in your write-up:

1. Data
   Sources—briefly describe each data source including location, duration of
   data collection, how data were recorded, and unusual circumstances.

   • Two
     Scholars of Change videos
   • One
     phone interview
   • Resources
     from the Walden social change website

2. Instrumentation—briefly
   describe the type of instrumentation you used for your data collection.

1. Data
   Analysis—based on the data sources in “A.”, provide a detailed analysis to
   include the following:

• Report
  the process used to move inductively from coded units to larger
  representations including categories and themes.
• Describe
  the specific codes, categories, and themes that emerged from the data
  using quotations as needed to emphasize their importance.

  1. 1st
     cycle—describe, give examples.
  2. 2nd
     cycle—describe, give examples/moving from codes to categories.
  3. Identify
     themes—provide examples and illustrate your results with a figure or a
     chart.

Part 4: Trustworthiness and Summary – Overview

The Analysis and Interpretation of Qualitative Data

For this Part finalize your analysis in your Part 3, Results
section, and finalize your presentation of results from the different data
sources. Trustworthiness and Summary section will finalize the last part of
this Assignment 2.

To prepare for this Assignment:

• Review
  the social change articles found in this week’s Learning Resources.

Part 4 Instructions: Trustworthiness – (must have)

1. Trustworthiness—summarize
   across the different data sources and respond to the following:

   • What
     themes are in common?
   • What
     sources have different themes?
   • Explain
     the trustworthiness of your findings, in terms of:

     • Credibility
     • Transferability
     • Dependability
       strategies
     • Confirmability

Part 4 Instructions for Summary – (must have)

• Based
  on the results of your analyses, how would you answer the question: “What
  is the meaning of social change for Walden graduate students?”
• Self-Reflection—Has
  your own understanding of you as a positive social change agent changed?
  Explain your reasoning.
• Based
  on your review of the three articles on social change, which one is
  aligned with your interests regarding social change and why?

Required Media

• Laureate
  Education (Producer). (2016). Introduction to coding [Video file].
  Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media
piece is 10 minutes.

In this media program, Dr. Susan Marcus, Core Research
Faculty with the School of Psychology at Walden University, introduces you to
the world of coding using Word or Excel documents. In this first video, you
will learn how to organize your data.

• Laureate
  Education (Producer). (2016). From content to coding [Video file].
  Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media piece is
12 minutes.

In this media program, Dr. Susan Marcus, Core Research
Faculty with the School of Psychology at Walden University, introduces coding
and how to move from content to codes. This video focuses on what Saldaña
(2016) calls “first cycle” coding. Three different approaches are presented.
Analytic memos will also be discussed.

• Laureate
  Education (Producer). (2016). How to plan and conduct a focus group
  [Video file]. Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media piece is
15 minutes. In this media program, observe the focus group taking place. Think
about how you might plan and conduct a focus group for your research topic.

• Laureate
  Education (Producer). (2016). Doctoral research: Interviewing
  techniques, part one [Video file]. Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media piece is 9
minutes.

• Laureate
  Education (Producer). (2016). Doctoral research: Interviewing
  techniques, part two [Video file]. Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media piece is
14 minutes.

• Laureate
  Education (Producer). (2016). First cycle coding: Structural coding
  [Video file]. Baltimore, MD: Author. https://cdnfiles.laureate.net/2dett4d/managed/WAL/…

Note: The approximate length of this media piece is 8
minutes.

References

Yob, I., & Brewer,
P. (n.d.). Working toward the common good: An online university’s perspectives
on social change, 1-25.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative
research: Bridging the conceptual, theoretical, and methodological.
Thousand Oaks, CA: Sage Publications. https://doc-04-2g-apps-viewer.googleusercontent.co…

Chapter 5, “Methods of Data Collection” (pp. 145–183)

Saldaña, J. (2016). The coding manual for qualitative
researchers (3rd ed.). Thousand Oaks, CA: Sage Publications. http://stevescollection.weebly.com/uploads/1/3/8/6…

• Chapter
  1, “An Introduction to Codes and Coding” (pp. 1–42)
• Chapter
  2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65)

Ravitch, S. M., & Carl, N. M. (2016). Qualitative
research: Bridging the conceptual, theoretical, and methodological.
Thousand Oaks, CA: Sage Publications. https://doc-08-2g-apps-viewer.googleusercontent.co…

• Chapter
  7, “An Integrative Approach to Data Analysis” (pp. 215–236)
• Chapter
  8, “Methods and Processes of Data Analysis” (pp. 237–270)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative
interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage
Publications. https://doc-00-2g-apps-viewer.googleusercontent.co…

• Chapter
  12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211)

The following articles are examples of literature reviews on
the aspects of social change. Choose one of the articles for this week’s
Discussion 2.

Thomas, E. F., McGarty, C., & Mavor, K. I. (2009).
Transforming “apathy into movement”: The role of prosocial emotions in
motivation action for social change. Personality & Social Psychology
Review, 13(4), 310–333.

Retrieved from the Walden Library databases.

Kezar, A. (2014). Higher education change and social
networks: A review of the research. Journal of Higher Education, 85(1),
91–125.

http://content.ebscohost.com/ContentServer.asp?T=P…

Aguinis, H., & Glavas, A. (2012). What we know and don’t
know about corporate social responsibility: A review and research agenda. Journal
of Management, 38(4), 932–968.

Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009).
A qualitative framework for collecting and analyzing data in focus group
research. International Journal of Qualitative Methods, 8(3), 1–21.

Walden University. (2015). Social change. Retrieved from
https://www.waldenu.edu/about/social-change

As you review this website, think about
Walden’s meaning of social change and how this website will guide you as you
consider positive social change for your Major Assignment 2.

Document: Excel Video Coding
Document Template (Excel spreadsheet)

Review this Excel template as you view this week’s media programs. Also, you
will use this template for organizing your transcripts and preparing them for
coding.