1) How did Jean-Claude Biver attempt to change the Swiss watch industry?
2) What factors account for Biver’s success at Blancpain and Omega? What professional and personal challenges did he face?
3) How did Biver attempt to make his vision a reality?
4) How would you assess Biver as a leader?
1. Include the full reference for the article using the writing style specific to your program on the title page.
a. Criminal Justice = APA style
2. State the main goal(s) of the study
3. Summarize the research design, and discuss the research method(s) used to answer the research question or assess the hypothesis.
4. Summarize the results of the study.
5. Discuss the advantages and disadvantages of the study’s research design.
6. Provide a discussion on how the study can be moved forward. For example, how can the methods be used in your own research proposal? In what other research might these methods apply? Include two well phrased research questions that could be used in follow-on studies to the one reviewed.
Avoid using the first person in formal writing and instead write with an academic voice throughout. Academic voice is usually written in the third person (he, she, it), not first person (I, we) or second person (you). Be consistent in voice and person. See Grammar Girl, “First, Second, and Third Person,” Quick and Dirty Tips for Better Writing, January 20, 2011, http://grammar.quickanddirtytips.com/first-second-and-third-person.aspx/. Furthermore, the academic voice avoids abbreviations, contractions, jargon, and slang. Even informal academic discussions are more formal than causal chat among friends.
The body of your work should be made up of no more than 20% direct quotes.
D1/10: Income vs. Food
What does the percentage of family income spent on food have to do with poverty? Why has this measure been criticized of late?
You should discuss how the poverty threshold was developed based on the assumption that families spend about one-third of their income on food.
CH 10 OUTLINE
Introduction
Poverty can be defined as a condition of deprivation due to economic circumstances that is severe enough that the individual in this condition cannot live with dignity in his or her society.
The administration of Lyndon Johnson established a wide range of antipoverty programs in the 1960s—programs for education, job training and placement, housing—as a part of its “War on Poverty.” Within just a few years, many of these programs, and the whole ideology behind them, had come under attack.
At the core of the debate about poverty in America is the question of whether poverty is the cause of social ills such as crime, poor educational outcomes, and divorce or their result.
Perverse incentives are reward structures that lead to suboptimal outcomes by stimulating counterproductive behavior; unintended consequences are results of a policy that were not fully anticipated at the time the policy was implemented, particularly outcomes that are counter to the intentions of the policy makers.
The Culture of Poverty
The culture of poverty theory argues that poor people adopt certain practices, which differ from those of middle-class or “mainstream” society, in order to adapt and survive in difficult economic circumstances and that sometimes they continue to rely on these practices even after they are no longer useful and are potentially detrimental. The culture of poverty theory was part of a backlash against the policies implemented by President Johnson, and it was used to bolster the arguments of welfare critics.
While it may be true that reliance on welfare generates a sense of helplessness and dependency in some people, there are also structural reasons why it can be difficult to transition from welfare to work.
In the 1980s, journalist Ken Auletta introduced the concept of the underclass—a much more negative view of poor people—and Charles Murray reemphasized perverse incentives by arguing that welfare regulations make work and marriage less attractive and rising welfare benefits more attractive.
Sociologist William Julius Wilson turned the focus from welfare to factors such as deindustrialization, globalization, suburbanization, and discrimination as causes of urban poverty.
In the past 20 to 30 years, policies to combat poverty have focused on encouraging work and offering benefits that directly serve children.
In her book What Money Can’t Buy, sociologist Susan Mayer wrote that she found very little evidence to support the widely held belief that parental income has a significant effect on children’s outcomes.
In The Bell Curve, Charles Murray and Richard Hernstein argued that it’s not poverty or education or parenting that ultimately has the most impact on children’s outcomes, but simply genes.
James Rosenbaum’s study of the Gautreaux Assisted Living Program in Chicago and the Moving to Opportunity (MTO) study begun by the U.S. Department of Housing and Urban Development in 1994 were both efforts to see how moving families from high-poverty to low-poverty communities might affect parental employment, children’s outcomes, and a host of other factors. The results of these studies were mixed for various reasons, but the MTO study in particular seemed to show that living in a quieter, less stressful environment did have very positive effects on children.
Poverty amid Plenty
Absolute poverty is the point at which a household’s income falls below the necessary level to purchase food to physically sustain its members.
The official poverty line in the United States is calculated using a formula developed in the 1960s by Mollie Orshansky that estimates food costs for a variety of family types based on U.S. Department of Agriculture recommendations for minimum food requirements and then applies a multiplier. This formulation has not changed since it was introduced, but it has been heavily criticized for not evolving to reflect broad changes in people’s circumstances over the past 40 years.
A more fundamental criticism of trying to establish an absolute measure of poverty is that it is impossible because every measure is relative. Different societies and even different groups within one society define poverty differently—there are dissimilar, socially constructed notions of what things in life are absolute necessities. A partial response to this is the use of relative poverty, a measurement of poverty based on a percentage of the median income in a given location.
There are three basic theories about how poverty negatively affects children. One focuses on the material deprivations caused by a family’s low socioeconomic status; one focuses on bad parenting practices related to a family’s low socioeconomic status; and the third focuses on differences between poor parents and higher-income parents, but without much faith that anything can be done to affect these differences.
Why Is the United States So Different?
The United States has a much broader range of inequality (our rich are much richer than our poor) than any other developed nation in the world and higher poverty rates (a larger percentage of the population is below the poverty line).
A number of theories have been advanced as to why the United States is in this unique position among industrialized nations, including the timing of the transition to free-market capitalism by other countries compared to the United States; our decentralized form of government in which states have a lot of power; the history of feudalism in Europe, which may have laid the groundwork for a more paternalistic state; and American society’s ambivalence toward race—efforts to exclude blacks from mainstream society far into the twentieth century sometimes involved limiting social services.
After reading the primary sources in The Lowell System, Primary Sources: Documents link
A. Was the factory system and work at Lowell mills an opportunity for upward mobility for the young women who worked there?
b. Titled the Intimately Oppressed,” Howard Zinn asserts: “Thus were women beginning to resist, in the 1830s and 1840s and 1850s, the attempt to keep them in their ‘woman’s sphere.’ They were taking part in all sorts of movements, for prisoners, for the insane, for black slaves, and also for all women.”
What happened after the American Revolution that influenced women’s activism in the public sphere ? (two paragraphs)
In this Case Assignment, you will apply basic research and word processing skills to write a brief review of problem-solving techniques found in an Internet search.
Case Assignment
You will develop an understanding of how to conduct Internet research and evaluate the quality of the research. You will also develop Microsoft Word skills, or for the Mac user – Word for Mac.
Assignment Instructions:
STEP 1: Before you begin your search, review the Trident Writing Style Guide.
Mullen, Timothy. 2018. Trident University Writing Guide. Accessed at https://mytlc.trident.edu/files/Writing_Style_Guide_Trident.pdf
Skim the entire document, and focus your reading on pages 16-18. When looking for references on the Internet, review the questions posed under “Identifying Credible and Reliable Sources” before using any Internet sources for an assignment requiring research. If the questions apply when looking at a website, then you have located a good reference. The key to the whole process is to think critically about what you find on the Internet and ensure that it is reliable and accurate.
STEP 2: Review and bookmark the following websites for Word tutorials:
Word 2013 training courses, videos and tutorials – https://tinyurl.com/k5c4t88
Word 2010 training courses, videos and tutorials – https://tinyurl.com/oqzhto4
Word for Mac Training – https://tinyurl.com/k3vwfj7
STEP 3: Find two websites about Problem Solving to use in writing your paper. Using Dr. Timothy Mullen’s Trident University Writing Style Guide, determine the reliability and validity of the two websites on Problem Solving.
STEP 4: Write a 2- to 3-page paper reviewing how you researched the subject of Problem Solving using the Internet.
Your paper should discuss the following:
How you found your websites/references on Problem Solving and how you applied the key guidelines to identifying credible Internet sources.
Compare two methods of Problem Solving that you found and comment on which you think is most useful to you.
Report any issues you had conducting your research and/or formatting your document in Microsoft Word.
STEP 5: Format your paper to meet the Assignment Expectations below.
Reflect on three ethnocentric worldviews. In your own opinion, which view would be the most difficult challenge why/or why not.
As you compose your narrative, I would like you to think about some of these questions:
How did you respond when the first heard about what was happening in China?
What did you think when you heard the first whispers that this could become a problem in the US?
How did you feel when more and more things started to close? When the Universit decided to close campus and move all classes online?
How have you adjusted to isolation? How has it affected you mentally, physically?
What has it been like to watch as the death toll and number of cases of those infected continued to rise? When there seemed to be disagreement on the scope of the health crisis? As you watched people across the country lining up at drive through testing stations, or lining up at food pantries?
What did you think when people started hoarding food and other goods?
Did you even watch the news? Did you only start when this became more intense, or did you stop because it seemed so overwhelming?
What have been the main challenges of the Arab-Israeli conflict since 1917? Explain why this conflict seems to be at an impasse until 1994, while showing the main stages that make it up.
Write about camera angle in the court scene and the position of the people in the court.
Explain the title “Life on the Color Line” by Gregory H. Williams.
