Like the literature review paper, you will be required to select a research question or topic and conduct library and/or Internet research regarding scholarly work. However, you will go one step further and conduct your own original research on the topic. This is where you will do what most scientists do: formulate and test hypotheses, use research methods to collect data, complete a quantitative or qualitative analysis of the data collected, and provide conclusions that link your data to the theoretical arguments you discussed in your literature review. In general, this paper will include the following sections: (a) Introduction, (b) Literature Review, (c) Methods Description, (d) Results (data analysis section), (e) Discussions and Conclusions, and (f) References. Usually you will complete a paper like this during your Research Methods and/or Senior Seminar courses. Finally, just like the literature review paper, you will have to use an established citation and reference style. The links below, to already published papers, are good examples of how to do this.
Prompt: To complete this assignment, first select a point and counterpoint issue of interest to examine. You may choose your own or select from the list below:
Vaccinating Children
Stem Cell Research
Banning/Removing the Confederate Flag 1
Banning/Removing the Confederate Flag 2
Paying College Athletes
Coal/Natural Gas vs. Nuclear Power
Breastfeeding in Public 1
Breastfeeding in Public 2
Then, complete and submit the graphic organizer based on the issue that you chose. View the Graphic Organizer Exemplar on the hybrid and electric cars debate
in the assignment prompt within Brightspace as a model of how to approach this activity.
Rubric
Guidelines for Submission: Submit the completed Graphic Organizer Template.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Engagement of
Response
Provides a response to each
question posed in the graphic
organizer
Responds to only some of the
questions posed in the graphic
organizer
Does not provide a response to
any of the questions posed in
the graphic organizer
30
Topical Response Provides responses that relate
to the chosen point and
counterpoint
Responses are only partially
related to the chosen point and
counterpoint
Responses are not provided 30
Relevant
Perspectives
Answers posed in the graphic
organizer are substantiated by
relevant evidence to support
each perspective
Perspectives are well articulated
but lack scholarly evidence and
appear to be based in opinion
Perspectives are not articulated 30
Communicates
Clearly
Clearly communicates ideas and
thoughts in graphic organizer
Responses in graphic organizer
need clarification in order to
support ideas presented
Responses in graphic organizer
are not legible and key ideas are
not understandable
10
Total 100%
Environmentalism ONE PAGE Journal
Reading: “How ‘Silent Spring’ Ignited the Environmental Movement”: https://www.nytimes.com/2012/09/23/magazine/how-silent-spring-ignited-the-environmental-movement.html?ref=energy-environment&_moc.semityn.www
Journal due 4/8: For Thursday, bring and briefly analyze an image associated with the environmental movement in the 1950s-70s (be ready to upload during discussion)
First, explore the AAMwebsite: http://blog.angryasianman.comand browse through Angry Asian Man’s Twitter: https://twitter.com/angryasianman,and read selected pages from Chapter 9 on Asian American New Media Practices in our coursebook, Asian Americans and the Media/Ono and Pham, pp.140-148.
Second, answer the following questions:
1) What is angryasianman.com? Why do you think it not only exists but thrives (at its height, the website received a hundred thousand views a month) ~ and now has extended to a Twitter feed?
2) How do you understand angryasianman.comand @angryasianmanas having an important role in Asian American media culture? Give a specific example.
3) Search/Find 1blogentry and 1tweet that interest you, including one about a film or television program –identify it, and explain why it strikes you. You can do searches at the website for film or television titles, names of actors, directors, politicians, athletes, etc.; you might randomly choose a date and year, and see what posts angryasianman wrote that day.
4) Expanding upon Kent Ono and Vincent Pham’s assertion in their chapter, what kind of activism do you think is possible (or limited) via the Internet or Twitter, in regard to Asian Americans and the media? 5) Finally, what is the reason to invoke the emotion, concept, and force of being angry? How/where do you see anger on/through angryasianman.comand @angryasianman?
Analytical Anchor Assignment Requirements
Overview:
These assignments require learners to:
1) Demonstrate their comprehension of an analytical anchor (e.g., course concept
and/or framework); and
2) Use this concept to discuss the course content and knowledge you are acquiring in the course.
Learning Outcomes:
• Advance your analytical thinking/writing—identity, differentiate, and apply key course
(i.e., victim blaming, rape culture, gender inequality).
• Express ideas clearly and persuasively in written form
Paragraph One (Definition 4-6 sentences, double spaced, Font Times New Roman):
Step One: select a concept from our required course readings and provide a definition.
• Your definition must demonstrate your comprehension of the concept.
• Cite the source of your definition (citation format doesn’t matter, the source just has to be
clear).
Paragraph Two (200-250 words per paragraph, double spaced, Front Times New Roman):
Step Two: Apply this concept to develop an analysis.
• Remember opinion + evidence = an argument
• Still unclear about the difference between description and analysis (please see links in
Resource Folder – Analytical Anchor).
• The goal here is to write a critical / analytical paragraph.
Further Directions for Preparation of Analytical Anchor Exercises:
• Write two separate paragraphs (paragraph one will explicitly establish your analytical
anchor (identify/define a concept).
• Paragraph two will relate the analytical anchor to the learning in the course. In other words,
your discussion of your learning will be anchored by your chosen analytical concept.
• The aim of the first short paragraph is for students to clearly demonstrate their
understanding of their analytical anchor (chosen concept/framework, term).
• The aim of paragraph two is to apply their analytical anchor. To develop an analysis of
your course content around the analytical anchor you have chosen.
• If it helps, here are some suggestions for paragraph openers:
___________is the concept I’m exploring….It can be defined as…
The second paragraph could potentially begin with:
This concept is important to our course because…
Note: These are suggestions; you are NOT limited to these suggestions.
• Make sure that your analytical anchor is self-evident and that the connection between your
concept and analysis of course learning is explicit and clear.
Additional Insights and Tips:
• This assignment is an opportunity for learners to demonstrate both their comprehension of and
analytical engagement with the course content.
• Opportunity for learners to demonstrate their ability to make analytical connections, employ
course concepts/terminology and draw connections between important conceptual frameworks
from the course.
• Opportunity for learners to produce written work that is clear, concise, and coherent.
You will be writing 3 different analytic anchors with diferent titles on page each. you can use any or implement all of the readings and videos in each title.
Title 1. sexual violence and coercion
Tittle 2. Masculinity
tittle 3. Teaching men and boys to change social norms and preventing sexual violence against women and girls
last one is Film review
The Bystander Moment Film Reflection
Film reflections are an opportunity for students to:
1) demonstrate their comprehension and engagement with the assigned films (as REQUIRED
course content);
2) apply and relate course concepts/learning outcomes/discussions to film texts.
Potential analytical anchors: bystander model, diffusion of responsibility, heteronormativity,
heterosexism, gender norms.
Task: write a two (2) to three (3) paragraph (2 minimum/3 maximum) reflection piece that
explores the film The Bystander Moment (2019).
Learners are invited to think about, reflect upon, and explore the film in relation to our course.
Submissions must:
1) provide specific examples and illustrations from the film (contextualize your discussions);
2) relate these discussions to course content (i.e. concepts, core learning outcomes).
Potential Discussion Questions (Suggestion-not limited to these questions).
1. In Katz’s view, why are most discussions about the “bystander effect” out of step with the role of
bystanders in most cases of sexual harassment and abuse?
2. What are some of the reasons Katz gives for why people don’t intervene in or interrupt sexual
harassment or sexist behavior in social situations? What reasons does he give for men and young
men, in particular?
3. Why does Katz say that group rape often involves some of the same dynamics that are at work
with other, less extreme forms of sexual harassment and sexual abuse?
4. Why does Katz say violence and abuse create a culture of silence not only around victims but also
around perpetrators? What does he mean when he says, “complicit silence”?
5. Where does the focus of bystander education need to be, according to Katz, in order to break
men’s complicit silence?
6. Why did Katz think it would be effective to develop a gender violence prevention program within
the sports culture?
7. Katz points out that a lot of “bystander intervention” training focuses on the “point of attack”.
What does he mean by that? And why does he think it’s insufficient?
8. What does the term “intersectional” mean? In your view, why is it important – or not – for a gender
violence prevention program like MVP to be attentive to differences not only between men and
women, but also across race, ethnicity, class, gender, and sexual identity?
9. How does Katz actually seem to define “bystanders”? Is this different from most people’s sense
of what a bystander is? If so, do you think this difference is important?
10. According to Katz, what is “rape culture” and how does it relate to the work of MVP?
11. What does it mean to intervene in rape culture and not simply at the “point of attack”?
13. Describe what Katz calls “the base” of the gender violence pyramid. What is the difference
between the base and the tip of the pyramid?
14. According to Katz, why don’t more people intervene at the base of the pyramid? What makes it
more difficult at times to do so?
15. What are some of the behaviors on the continuum of rape culture that Katz talks about? Can you
think of others?
16. What is “gender transformative” education and programming? How does masculinity fit into it?
Why does Katz believe it’s the most effective way to prevent gender violence? And what do you
think Katz means by “transformative” education in the first place? In other words, transformative
education as opposed to what other kind of education?
17. What does Katz mean by “cultural ideologies of manhood”? And why does he say they need to be
placed at the center of bystander education efforts that aim to prevent gender violence?
18. According to Katz, why are so many “bystander intervention” programs reluctant to focus on
gender, especially cultural ideas about manhood?
19. What are some of the talking points commonly used to dismiss and ridicule the very idea of rape
culture? What do you make of these dismissals?
20. How would you translate General David Morrison’s statement that “the standard you walk past is
the standard you accept”? What does this mean, exactly, in light of the rest of what Morrison
says in his video? And why does Katz say that this statement, in and of itself, is Morrison’s
“articulation of the bystander approach”?
21. How does the Martin Luther King quote that Katz cites at the end of the film apply more generally
to the MVP approach to preventing gender violence?
heres the link to the film
http://ie-stream.bystandermoment.org/
Competencies
In this project, you will demonstrate your mastery of the following competencies:
Inform business decisions using microeconomic models and theories
Determine the impact of economic costs on organizational and individual decision making
Explain how market structure impacts a business’s entry and exit into a market and its ability to generate economic profit
Scenario
You and your friend from college have just graduated. You majored in business, and your friend majored in a creative field. Your friend is highly inventive and has come up with an excellent idea for a new product. You both believe in this idea so much that you have agreed to become business partners. However, before you embark on your entrepreneurial adventure, you will have to explain some key microeconomics concepts to your partner that are important to make sound business decisions.
Your business partner is less than enthusiastic about this prospect and has never had an interest in what is often described as the dry and boring field of economics. Every time you have tried to engage your partner in practical discussions, they brush you off and decide to go play video games instead.
Aha! This gives you an idea: What if you could convince your friend to learn about economics through games? You have found several simulation games that demonstrate in real and interesting ways the economic principles that you know your partner needs.
Once you have played the games, you will create a memorandum report summarizing for your friend the educational value of your experiment. In your memorandum, you will restate the key principles and takeaways of each simulation, as well as illustrate how these ideas are relevant to your future entrepreneurial success.
Directions
First, assemble the materials that you will need to complete this assignment:
You will need several simulation report images for your memorandum. All the necessary data visualizations will be generated after you have completed each simulation game. You will be required to save image files of your simulation reports for your simulation discussions. These should also be used to create your memorandum report for the course project. If you have any questions or concerns about the simulation data that should be used for your project, you should promptly reach out to your instructor.
Review and use the Project Template located in the What to Submit section.
You are expected to reference any source material used in your memorandum report with appropriate citations. To support you, a References page has been added to the project template with a citation for this course’s reading already provided. Any other references you add should be cited according to APA format.
Once you have assembled the required materials listed above, you can now begin drafting your memorandum report by completing the following steps:
Comparative Advantage: Discuss the Comparative Advantage (With Trade) simulation that you played in Module Two. You should add the Production Decisions graph and the Production Trade graph (i.e., the graph showing how many hamburgers per fries) from you simulation report into the project template as Figures 1.1 and 1.2. Then, answer the following questions in the paragraphs below the figures:
How does this simulation demonstrate how individuals evaluate opportunity costs to make business decisions? Use the Production Decisions graph from the simulation as a reference to explain what role the production-possibility frontier (PPF) has in the decision-making process.
Explain how comparative advantage impacts a firm’s decision to engage in trade. Would a business’s decision to trade cause a change to its PPF? Provide specific reasoning to support your claims.
Competitive Markets and Externalities: Discuss the Competitive Markets and Externalities simulations (both with and without policy interventions) that you played in Modules Three and Four. Add the Supply and Demand chart and the Outcomes by Market table from your simulation reports into the project template as Figures 2.1 and 2.2. Then, answer the following questions in the paragraphs below the figures:
What impact do policy interventions have on the supply and demand equilibrium for a product? Provide specific examples from the simulation to illustrate.
What are the determinants of price elasticity of demand? Identify at least three examples. Based on the outcome of the simulation, explain how price elasticity can impact pricing decisions and total revenue of the firm.
Based on the results of the simulation, can policy market interventions cause consumer or producer surplus? Explain why using specific reasoning.
Production, Entry, and Exit: Discuss the Production, Entry, and Exit simulation that you played in Module Five. Add the Aggregate Outcomes chart from your simulation report into the project template as Figure 3.1. Then, answer the following questions in the paragraphs below the figure:
Analyze a business owner’s decision making regarding whether to enter a market. For example, what factors determined the driver’s market entry and exit in the simulation? Use economic models to support your analysis.
How does a business owner applying the concept of marginal costs decide how much to produce? For example, how did the driver determine how many hours to drive each day? Use economic models to explain.
How does the impact of fixed costs change production decisions in the short run and in the long run? Use the average-total-cost (ATC) model included in the module reading chapters to demonstrate this impact.
Market Structures: Discuss the market structures simulations (Price Discrimination and Cournot) that you played in Modules Six and Seven. Then, do the following in the project template:
Complete Table 4.1 as a reference guide for your business partner. The table should compare the attributes of each of the four listed market structures.
Answer the following questions in the paragraphs below the table:
Explain what market inefficiencies derive from monopolies and monopolistic competition. Use examples from the textbook to support your claims.
How do firms in an oligopolistic market set their prices? Use specific examples from the simulations or from the textbook to support your claims.
Explain how firms that compete in the four different market structures determine profitability. Use specific examples from the simulations or the textbook to support your claims.
Conclusions: Draw your overall conclusions about the relevance and significance of microeconomics. How will microeconomics principles impact your business decisions moving forward? Provide recommendations to your business partner for your future business venture.
Finally, ensure that all of your sources are properly cited using in-line citations and references according to APA format.
What to Submit
To complete this project, you must submit the following:
Memorandum Report
Your memorandum report should summarize the key principles and takeaways of each microeconomics simulation for your business partner. It should also illustrate how these ideas are relevant to your future entrepreneurial success.
Template: Project Template Word Document
Use this template to structure your memorandum report, and submit it as a Word document. Sources should be cited according to APA style.
