Write an Oral Presentation.

Required Materials -Roberts, Dorothy: Punishing Drug Addicts Who Have Babies -Vicenti Carpio, Myla: The Lost Generation -Film La Operación The main learning goal and focus of this unit is to reflect critically on reproductive rights and the social value of motherhood, in the specific case of nonwhite mothers and using three historical cases: the forced sterilization of Indigenous and Puerto Rican women, and the punitive regulation of Black motherhood. In the sociological literature, the term “reproductive rights” usually refers to the legal and human rights to reproductive health and the right to make autonomous decisions regarding one’s own body and reproductive powers. Some of the most important reproductive rights include: having affordable access to birth control and safe methods to interrupt a pregnancy, freedom from forced sterilization, the right to reproductive healthcare, the right to receive education on issues related to sex, sexuality, and gender, and the pregnant workers’ right to be protected from discrimination in the workplace. For example, campaigns for abortion rights support access to free, safe, and legal abortion, to end the practice of criminalizing and punishing women and transgender men who decide to interrupt a pregnancy. To support abortion rights does not mean to support abortion. Advocates believe that women should be free to make decisions involving their own bodies, and emphasize that criminalization does not prevent abortions from happening, but pushes poor women into clandestine clinics and unsafe procedures, which promotes maternal mortality. In her work, Dorothy Roberts links the force of racist stereotypes concerning Black women to the punitive regulation of black reproduction by means of demographic policies, foster care, and prisons. As seen in the previous unit, coercive control of reproduction has deep roots into US racial and economic history. Female fertility was key to the slave property system, especially after the abolition of the international slave trade, when “the slaveholding class was forced to rely on natural reproduction as the surest method of replenishing and increasing the domestic slave population. Thus, a premium was placed on the slave woman’s reproductive capacity” (Davis 1983:6). However, her children were appropriated to be sold like cattle and she was not considered as their mother: slave women were “instruments guaranteeing the growth of the labor force. They were breeders – animals whose Module IV | Reproductive Control 2 monetary value could be precisely calculated in terms of their ability to multiply their numbers” (Davis 1983:7). Roberts argues that the contempt for Black motherhood operated by dehumanizing stereotypes “that portray Black women as unfit to be mothers” legitimizes the attack against their body autonomy (Roberts 1997:8), in order to intervene in and take control of the reproduction of the Black population, and to justify and preserve white supremacy. In the 50s and 70s, thousands of Black (Roberts 1995), Indigenous (Vicenti Carpio 2004), and Puerto Rican (La Operación 1982) women were forced into sterilization programs, a public policy of population control: “the denial of Black reproductive autonomy serves the interest of white supremacy” (Roberts 1997:5). Of the utmost importance, “poor Black mothers are blamed for perpetuating social problems by transmitting defective genes, irreparable crack damage, and a deviant lifestyle” (Roberts 1997:3). This legitimizes and normalizes the criminalization of Black mothers with limited resources, looks away from the structural cause of racial injustice, and justifies racial oppression. In the words of Roberts, White childbearing is generally thought to be a beneficial activity: it brings personal joy and allows the nation to flourish. Black reproduction is treated as a form of degeneracy. Black mothers are seen to corrupt the reproduction process at every stage. Black mothers, it is believed, transmit inferior physical traits to the product of conception through their genes. They damage their babies in the womb through their bad habits during pregnancy. Then they impart a deviant lifestyle to their children through their example. This damaging behavior on the part of Black mothers – not arrangements of power – explains the persistence of Black poverty and marginality. Thus, it warrants strict measures to control Black women’s childbearing rather than wasting resources on useless social programs. (Roberts 1997:9 emphasis in original) As seen in the quote, racist assumptions about Black motherhood, specially, poor and working-class Black women, justify the denial of access to public resources (education, health, and so forth), which are essential to protect them and their children from the consequences of social injustice and institutional racism. In the light of recent history, statistics clearly show that, in the specific case of women, the punitive regulation of the reproduction of racialized and marginalized social groups has been a primary function of the prison system. Between 1970 and 2001, the total number of incarcerated women escalated from 5,600 to 161,200 women, which represents a staggering 2800% increase (Sudbury 2005). Although women represent 9% of incarcerated people nationally, they have become the fastest growing segment of the incarcerated population. 60% are women of color Module IV | Reproductive Control 3 (Black, Hispanic, Indigenous) and 80% are mothers who are likely to lose their children’s custody. For its part, the film La Operación explores the US-sponsored mass sterilization of Puerto Rican women during the 1950s and 60s: as a result, 30% of the country’s women were sterilized, without their informed consent. The women were deceived: they were led to believe that they were being treated to prevent pregnancy, but were sterilized. Preventing a pregnancy (through a birth control method) is very different from losing the capacity to give birth (through a sterilization). The programs aimed at bringing women into public birth control clinics, targeted the poor. The government held poor women responsible for the high poverty rate in the country. But mass sterilization concealed the intention of preventing the birth of poor babies. The campaign was a population control technique. In the case of Indigenous women, non-consensual sterilization jeopardized the biological and cultural reproduction of Indigenous families, thereby reinforcing the negative social effects of colonialism (including land dispossession, and forced assimilation to white culture) and oppression, and hindering the emergence of a generation of community leaders to pursue the ongoing struggle for Indigenous rights and survival. In the words of Vicenti Carpio: “The legacy of sterilization abuse for American Indians is a missing generation of children who may have learned and passed down tribal traditions, ceremonies, and language and continued the fight for cultural and political self-determination” (2004:51). References Davis, Angela (1983). Women, Race & Class . New York: Vintage Books. Latin American Film Project (1982). La Operaci ón . Sudbury, Julia (2005). Global Lockdown: Race, Gender and the Prison – Industrial Complex . New York: Routledge. Roberts, Dorothy (1995). Killing the Black Body: Race, Reproduction, and the Meaning of Liberty . New York: Vintage Books. Vicenti Carpio (2004). The Lost Generation: American Indian Women and Sterilization Abuse. Social Justice : 31, 4. Your Task For this assignment, students will prepare an oral presentation centered on the impact of reproductive control on the social value of Black and Indigenous or Module IV | Reproductive Control 4 Puerto Rican motherhood. In other words: what are the intersections between the reproductive regulation of women of color on the one hand, and prevailing racist stereotypes (Roberts), and colonialism on the other (Vicenti Carpio & La Operación)? And what is the what is the impact of coercive reproductive control on the social value of Black and Indigenous/Puerto Rican motherhood? For the presentation, students will incorporate Dorothy Roberts’ work, and one further source, either Vicenti Carpio or the film La Operación. That is to say, whereas Roberts is required, students will choose the second case of study, according to their own research interests. In their presentations, students will describe the selected cases (what happened and when?) and, subsequently expose their answers to the question: Why things happened? To end, students will offer their thoughts on what is to be learned from the selected cases. Guidelines • The presentation will be formal, as if the student were in front of a class. The presentation will be structured, following a clear line of thinking. Presentations will be no shorter than 5 minutes, and no longer than 7 minutes.

What aspects of the marketing communications channel will be used?

You will report on three communication channels:Digital Marketing (REQUIRED)Select two of the following:Broadcast Advertising (TV, radio)Print AdvertisingOutdoor/Out-of-Home AdvertisingSales PromotionDirect Marketing (traditional)Public RelationsPersonal SellingCommunications Channel 1: Digital MarketingWhy was it chosen? Explain how it is a good fit for your target market.Advantages/drawbacks (research required)Detail the media plan: What types of digital marketing will be used? Why?Communications Channel 2Why was it chosen? Explain how it is a good fit for your target market.Advantages/drawbacks (research required)Detail the media plan: What aspects of the marketing communications channel will be used? Why?Communications Channel 3Why was it chosen? Explain how it is a good fit for your target market.Advantages/drawbacks (research required)Detail the media plan: What aspects of the marketing communications channel will be used? Why?

Describe Psychiatric and Substance Abuse Hospitals.

Psychiatric and Substance Abuse Hospitals 1. NAICS https://www.census.gov/cgi-bin/sssd/naics/naicsrch?chart=20172. FOR TEXT BOOK CHAPTER 3 & 4 … AT 1 LEAST 1 QUOTE NEEDED FROM EITHER CHAPTER IN PAPERhttps://cnx.org/contents/vEmOH-_p:ZUEBO-uf/Introduction-to-Labor-and-Fina

Because God created the world, no knowledge of the truth that we can gain while within the world will contradict His sovereignty.

Because God created the world, no knowledge of the truth that we can gain while within the world will contradict His sovereignty. In essence, God has nothing to hide. One philosopher of the ancient world, Averroes, argued that philosophy and religion are not incompatible. As a follower of Islam, many of his fellow Muslims disagreed with him in his belief that philosophy is a legitimate subject for study. Averroes argued that it is essential to engage in religion critically and philosophically. While he believed the Qur’an to be true, Averroes conceded that some parts of it seem to be false. He concluded that those “false” texts must be interpreted in a poetic sense. Like Averroes, Christians today should not shy away from philosophy. We believe the Bible to be true, but we must ensure that our interpretations of it our correct. We should never simply accept without reason the things others claim to be true about God. We must view our religious beliefs critically, making sure that all beliefs line up with the revealed truth of God’s word and what He has made known to us in the world. THIS BELOW IS FROM MY INSTRUCTOR”Alright. So the philosophical category is Objectivism or Moral Realism. Are you wanting to focus on Islamic Philosophy or Christian or both? Here is an example of such a metaethical approach: https://www.moralapologetics.com/wordpress/2019/1/18/c-s-lewis-and-8-reasons-for-believing-in-objective-morality Just let me know where you want to put your feet down?” THIS IS WHAT I REPLIEI want to focus on Christian philosophy. Or maybe both.D.

Describe the following.Headline/Tag Line for ad.

You are continuing to work with the same product or service you have been using throughout class and you’ll develop a creative strategy.Campaign ThemeDescribe a campaign theme that can be applied to your product or service. Provide rationale for the theme based on decisions made in earlier assignments.This section of the paper should be a half page in length. If you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.Traditional Media Ads (based on the choices made in this week’s case)Develop the “creative” for two of the following: print, TV, radio, direct mail, outdoor. Describe the following.Headline/Tag Line for ad. This must be original and written by you.At least one paragraph of copy to the used in ad. This must be original and written by you.Examples of visual or multimedia elements that you would like to see in the chosen ad. You do not have to create graphics; you can link to examples used by other companies.This section of the paper should be 1 page in length. If you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.Electronic Media (based on the choices made in this week’s case)Develop the “creative” for one electronic media campaign. Describe the following:Headline/Tag Line for ad. This must be original and written by you.

In the definition essay, you defined representation and argued whether it was important.

This is the prompt, “For our research assignment, we are going to apply research to our definition essays. In the definition essay, you defined representation and argued whether it was important. Now, you are to look at research that both confirms and refutes your point of view and integrate these into your argument. Use supporting evidence to bolster your claims. Counter refuting evidence with further argument of your own.

Is Klein’s insight about the broken window at a McDonald’s being the focus of mainstream television cameras parallel (or not) to the editing for drama in Win in China?

each question does not need to be answered (but some considered).Are the Asian examples in Klein (e.g., fifty-four refugees from the Fujian province suffocated and, more tangentially, the Hong Kong-based researcher Gerard Greenfield) worth special attention?Is the charge that education gets economically compromised by corporate funding, advertising, and logos (as claimed by Klein) validated or not when set beside the business educational emphasis in Win in China?Is Klein’s insight about the broken window at a McDonald’s being the focus of mainstream television cameras parallel (or not) to the editing for drama in Win in China?p.s: need at least 5 quotes from the readings.

Describe the Square of Opposition

1)Describe the Square of Opposition *What is categorical logic? *What is the purpose of the Square of Opposition? *Identify key features of the Square of Opposition. *Explain how the Square of Opposition is used to translate statements into standard-form claims and corresponding standard-form claims including description of the relationships that are depicted within the square.2) Identify the components of the A, E, I and O standard-form claims (or propositions).3) Using the diagram in your text as a guide, create one original example using an ordinary statement and translating it into standard-form claims (A, E, I and O statements) using the Square of Opposition. Identify the translation and claims in your example using the corresponding letter. *For each corresponding standard-form claim, explain how you identified the translation and corresponding claims and their relationship to one another based on the relationships depicted on the square. In other words, explain why each choice of claim in your example is correct for that particular relationship.

Define technical skills, human skills, and conceptual skills.

1. Review the definition of management at the beginning of the chapter and briefly define each of the 4 functions. What are the challenges in carrying out these functions in today’s hyper-competitive marketplace? (Please answer this question in your own words. Do not cut and paste from one of the web pages)2. Watch the video regarding the difference between managers and leaders. In your words, what is the difference? Can they be the same person?3. Define technical skills, human skills, and conceptual skills. How do these three skills connect with the different levels of management?4. Examine your own skill set, drawing on your work experience, schooling, travel, sports, hobbies, and extra-curricular activities. Cluster your skills into each key management category: technical skills, human skills, and conceptual skills. Which skill set is the strongest? How could you develop your weaker areas? How might your strengths and weaknesses impact your career plans?(The answer to question 3 is not a short answer question. Please put some thought into your answer. )VIDEO LINK: https://www.youtube.com/watch?v=8ubRzzirRKs&feature=youtu.be