Discussion


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Describe how social cognitive theory can be applied in your place of work or in applied psychology, illustrating each
one with a concrete example.
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job satisfaction


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In a review of The Oxford Book of Work edited by Keith Thomas, Richard Sennett contradicts some of our common notions

about the nature of work. He says” Work embodies the most basic of human problems: How do your wrest something of
value from a condition in which you are not free? Most of us work for someone else; most of us will never earn the
money we deserve; most of us will have to struggle with impossible demands and imcompetent employers. Making work
meaningful has to mean more than just finding pleasure in a particular task. And yet the wonder of work is that
people do create that value in the very process of laboring.

Think about your own work experiences and the career you are working toward. Think about the work your friends,
family members, and acquaintances do. In your view what makes work satisfying for the people who do it? On the other
hand, what makes work unsatisying

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Leadership/Program


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After reading the case study on page 367 of William F. Stier, Jr. (2004) Athletic Administration: Successful decision

making, risk taking, and problem solving; answer the questions for discussion questions on pages 368-9. Following is
the case study and questions from the textbook:

The Case of the Sneaky Title IX Compliance
The president of the university, Carmen Shepherd, had just concluded the meeting with her athletic director, Joshua
Janacanna, and felt pretty good about what she had set in motion. She had always been in favor of equal opportunities
for all people and especially when it came to women’s opportunities in this society. However, she also was keenly
aware that the AD was correct in that football was somewhat of a sacred cow on this campus and brought in a lot of
money from alumni and other fans. In fact, she owed her job to the two biggest football boosters at the university
who went to bat for her as an individual who understood the importance of football for this university as well as the
need for appropriate opportunities for women and men in sports. The fact that she, as president, was expected to
accomplish both, i.e., insure that football had all the resources that the coaches (and boosters) deemed necessary
and insure that the institution met the requirements of Title IX was not lost on the president. That is why she
smiled as the AD left her office.
The president had suggested to the AD that perhaps a sport might be added to the athletic offerings in an effort to
counterbalance the unevenness of male versus female athletes that currently existed. The fact that football had some
120 athletes and wrestling had another 20 athletes (so-called participatory slots) really hurt the proportionality
test. She had emphasized to the AD that if the university could find (and add) a woman’s sport(s) that had 140 female
athletes, this would help balance the male/female ratio that was one of the three key points in meeting the
requirements of Title IX, according to the Office of Civil Rights (OCR). She hoped that the AD would interpret her
suggestions correctly and come back with the recommendation that she wanted. After all, she wanted the school to be
in legal compliance with Title IX and also wanted to insure that football was not touched in a negative way.
When Joshua got back to his office, he called his administrative staff and several coaches together and shared the
essence of his meeting with the president. Together, they all worked hard in several brainstorming sessions on the
subject of how to solve the Title IX challenge, especially the imbalance in the number of male and female athletes on
various teams. The result of this and several other subsequent meetings was the recommendation that rowing be added
as a woman’s sport, with some 140 slots for athletes. “The addition of rowing will – in one broad stroke – solve our
Title IX problem once and for all,” stated the athletic director. He added: “I knew immediately what the president
was hinting at when she suggested we find a team or teams that had the potential for a very, very large team roster.
Well, we found one, with rowing.”
One of the women (Jeannie Bumgarden, volleyball coach) in the group asked: “Yea, but aren’t we just stretching the
rules in reality? Are we really obeying the intent of Title IX with this 140-roster team? Why, what team has 140
athletes? Aren’t we just throwing out (adding) the 140 participatory slots so that we can say we have equal slots
(participation) for men and women? This move may meet the legal interpretation of the law, but, in my mind, such a
move doesn’t do anything for the intent of the legislation. To be blunt, this is just a sham.”
“No, this is a legitimate effort to add a sport and a large number of female athletes to the overall scheme of
things. The fact that our roster involves 140 females is just an added bonus. Besides, who says we can’t add a team
with a large roster. Rowing has to be attractive for us because it involves both fall and spring competitive seasons
coupled with winter rowers and light-weight rowers (less than 130 pounds). We could also further break down the 140
athletes into varsity and non-varsity teams. In this way we can meet the needs of a very large group of female
athletes and would-be or wannabe athletes (at a reasonable cost in terms of people power and money) while we also
solve the potential problem of appropriate participatory slots (Title IX),” chimed in the football coach.
“Yea, remember a few years back when the University of Wisconsin (Madison) initiated rowing and immediately solved
their Title IX problems,” reminded the women’s basketball coach, Carol Simmons. (Steinbach, 2002).
“Ok,” stated the athletic director, “lets get with it and work out the details so that I can get back to the
president with the recommendation that she really wanted in the first place. We should be able to satisfy everyone
with this plan of attack.”
Reference
Steinbach, P. (2002). Open Oar Policy, Athletic Business, 26(11), pp. 32, 34.
Questions for Discussion
1. Summarize the salient elements of this case.
2. Is it common for presidents of colleges and universities to feel pressure from outside groups or forces as
Dr. Shepherd felt in this situation? Elaborate.
3. Why does the president feel so strongly that football must be successful on this campus?
4. Is Dr. Shepherd being honest in her approach to solving the Title IX potential problem? Explain your
position.
5. What are the three prongs or methods by which institutions can show that they are in compliance with Title
IX?
6. In your opinion, did the athletic director approach his challenge appropriately when he returned to his
office? Why or why not?
7. Is the addition of a single women’s sport that involves such a large number of athletes (140) legitimate in
terms of meeting the proportionality test of Title IX? Explain your rationale.
8. Why can’t schools just add more roster slots (participatory slots) to a women’s sport (for example, increase
women’s basketball to 55 instead of the normal 12-16 athletes) in an effort to increase slots for women?
9. What makes this situation in which 140 slots are added for rowing more acceptable than merely increasing the
basketball roster for women from 15 or 16 to 55? Be specific.
10. Is the president, as well as the athletic director, acting in good faith (following the intent as well as the
letter of the law of Title IX) by proceeding as described above? Justify your position.
11. Are the volleyball coaches’ statements accurate or is she off base? Elaborate.
12. What general administrative principles or managerial guidelines are applicable here?

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Wes Moore's Book


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a) What material and methods are used to collect data and information? Upon what

sources is the book based? Does the author use original data or does the author
merely summarize the research of other scholars? Does the author use printed or
unprinted materials Note the references in the footnotes (or any and consult the
bibliography given at the end of the work if necessary. (20 points)

b) Give a summary of the contents of the books. This should be in your own words
otherwise you are guilty of a terrible academia sin-PLAGIARISM. The summary
should be a discussion of the subject matter not a mere enumeration of topic treated
by the author (80 points)

c) What is the range of the work? Is it an account of one particular subject? Or is the
book broad in scope? Support your thesis. (10 points)

d) What is the point of view or bias of the book? Is the author totally impartial and
objective or is the author prejudiced one way or another? Does the author sympathize
with any particular social class or group? What purpose motivated the author to write
the book? (10 points)

e) What is your criticism and opinion of the book? Support and illustrate your points.(10 points)

f) What did you find most amusing or interesting in the book? Note items in your bookwhich you found most interesting such as anecdotes, poems, striking quotations,curious or unusual facts etc.) Give exact page references if you use these in your bookreport. (10 points)

g) How does this book apply to this course in Sociology? Apply the book to Sociologyand this course. This is a very important section of your book report. Refer back toconcepts discussed in class and read relevant chapters from the text that refer to topicsdiscussed in your assigned book. (40 points)

 

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Communication


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Consider the findings from the Ohio State and Michigan studies: Good leadership requires effectiveness on two  dimensions – initiating structure, commonly called task orientation, and showing consideration, commonly called  employee orientation. Evaluate a leader who you know is using those two dimensions of good leadership. Describe how  well that leader manages both of those dimensions. What is the outcome of their strengths or weaknesses in those  dimensions?

1. Describe a situation that would call for a more task-oriented leader.
2. In what situations would a more employee-oriented leader be more successful?
3. Which orientation do you reflect in your style of leadership?
4. Why do you tend to lean toward that style?

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The Impact of Audio Entertainment Music & Radio on American Culture


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· In what ways have music and radio shaped American culture and its values?
· Identify and introduce your favorite musician, band, or type of music.
· Explain how American culture and social behavior have been shaped by the music you listen to.
· Conclude your presentation by summarizing how audio media either reflect or influence social behavior and attitudes.

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The Impact of Audio Entertainment Music & Radio on American Culture


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Create a 5- to 8-PowerPoint® slides with speaker notes (this goes in the box that says click to add notes, UNDER the
slide, not ON the slide) of 700 words minimum, incorporating information from the textbook, videos, and any other
supplemental, credible sources, to answer and illustrate the following:

· In what ways have music and radio shaped American culture and its values?
· Identify and introduce your favorite musician, band, or type of music.
· Explain how American culture and social behavior have been shaped by the music you listen to.
· Conclude your presentation by summarizing how audio media either reflect or influence social behavior and
attitudes.
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Canadian Life Writing – Pick a topic


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1. Autobiography is usually defined as a text written by a person about his or her own life. However, Bertha Carr

Harris in Lights and Shades of Mission Work and Emily Carr in Klee Wyck also provide considerable information about
social contexts in their time, including aspects of missionary work. Compare how missionary work and missionaries are
viewed by each writer, and identify several factors that may explain the difference in their points of view. To
support your analysis, please refer to at least two articles on each author, and one historical reference to
missionary work in Canada.

2. Heather Kirk’s fictional biography of Mazo de la Roche and de la Roche’s autobiography both examine de la Roche’s
early years. Analyse and explain how the difference between the biographical and the autobiographical perspective
changes how the information is presented. Use at least one article on the concepts of autobiography and biography,
and two articles on de la Roche to provide background or conceptual information for your essay.

3. Gabrielle Roy and Emily Carr both struggled throughout their lives to gain a sense of self-validation as women
artist/writers, and this is evident in their autobiographical works. Compare their strategies for defining themselves
as writers/artists. How do these strategies connect to the particular issues each writer/artist faces? To supplement
your analysis, please refer to at least one articles on the historical context in which each author is writing, and
one article on each author.
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Foreclosure


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What creative solutions, programs and/or initiatives to stimulate the United States housing market, as well as to  turn the foreclosure tide, must a presidential candidate outline/promise to earn your vote?

 

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