Best Writer

The ability to successfully interact with others is a universal skill you will consistently use in your career. Both SWOT and SOAR analyses can help grow these kinds of skills. A SWOT (strengths, weaknesses, opportunities, and threats) analysis is a common framework used by organizational and business leaders to strategically evaluate and improve the impact, performance, and success of an organization, from both an internal and external perspective. In contrast, a SOAR (strengths, opportunities, aspirations, and results) analysis engages all components of an organization (including the individual level) to positively enhance and improve internal performance and productivity.

In this summative assessment, you will complete a SOAR analysis to assess and highlight aspects of your individual identity, focusing on your personal diversity values, beliefs, knowledge, and worldviews to demonstrate how individual awareness can positively impact your development specific to diversity and inclusion in the workplace. Becoming aware of your individual identity provides an opportunity to build your interpersonal communication skills meant to assist you with successfully interacting with others. This assignment will allow you to demonstrate how effectively you can explain how individual awareness of beliefs, biases, and attitudes affects organizational culture and communication related to issues of diversity and inclusion.

Create a 6- to 8-slide Microsoft® PowerPoint® SOAR Personal Diversity Analysis presentation in which you incorporate aspects of your personal diversity values, beliefs, knowledge, and worldviews. Use the following prompts to guide your presentation:
Strengths
What makes you unique?
What diverse aspects of your identity do you value?
How do you view diversity as a strength?
How do you view inclusion as a strength?
How can the diverse aspects of your identity contribute to building a positive organizational culture?
Opportunities
What are 3 ways in which you can further engage or explore aspects of your personal diversity?
What are aspects of your family background or heritage that you can learn more about?
What is a diversity challenge about yourself that you can change into an opportunity? How can you leverage this opportunity in the workplace?
Aspirations
Are there aspects of your cultural identity that you would like to improve or expand?
Are there stereotypes, prejudices, or generalizations that others hold about aspects of your cultural diversity that you wish they better understood?
How have stereotypes, prejudices, or generalizations revealed themselves in your organization’s culture or in how people within your organization communicate?
Results
Are there individual factors about yourself that could improve because of an increased understanding of diversity and inclusion?
Are there aspects of your workplace environment that can improve because of an increased understanding or appreciation for diversity and inclusion?
What resources are needed to improve any of the above results?

Consider including images (pictures and/or graphics) to visually enhance your presentation and illustrate the 4 components of the SOAR diversity analysis.

Use the speaker notes section to enhance and explain information included on the slides, as well as to provide supplemental and reflective information.

Include a slide with APA-formatted citations to give credit to any resources (including images) you use to create your presentation. For assistance with APA formatting, use the Reference & Citation Generator.

In this paper, you will articulate, defend, and evaluate a claim.
Format: double-spaced, 12 point font, 1.25 inch margins, no specified length.

Here are some claims I would strongly encourage you to adopt (if you choose a different and your own claim it should have similar depth and breadth and should not be too narrow or too wide – and you must receive my approval by email for that):
*** The claims and counterexamples should include and demonstrate mastery of what we studied with Sandel to generate justification for the claim and the counterexamples. Do not respond to these questions just using common sense without employing Sandel’s thought. ****
Ch. 2
1) Utilitarianism (maximization of well-being for the greatest number) is required for morality
X = Utilitarianism (maximization of well-being for the greatest number)
Y = morality
– need to use the Trolley or Mignonette or the Afghan Goatherds cases in your showing that Utilitarianism is a good theory of morality
– need to use Libertarianism or Kantianism – for the criticism of necessity
– need to use the Trolley or Mignonette or the Afghan Goatherds cases (and Libertarianism or Kantianism) – for the criticism of sufficiency
Ch. 3
− 2) Libertarianism (respect for self-ownership) is required for morality
− X = Libertarianism (respect for self-ownership)
− Y = morality
− need to use the Trolley or Mignonette or the Afghan Goatherds or the taxes cases in your showing that Libertarianism is a good theory of morality
− need to use Utilitarianism or Kantianism – for the criticism of necessity
− need to use the Trolley or Mignonette or the Afghan Goatherds cases or the Voluntary Cannibalism case – for the criticism of sufficiency
Ch. 5
– 3) Kantianism (respect for humanity as an end-in-itself) is required for morality
– X = Kantianism (respect for humanity as an end-in-itself)
– Y = morality
– need to use the Trolley or Mignonette or the Afghan Goatherds or lying or shopkeeper cases in your showing that Kantianism is a good theory of morality
– need to use Libertarianism or Utilitarianism – for the criticism of necessity
– need to use the Trolley or Mignonette or the Afghan Goatherds cases (and Libertarianism or Kantianism) or taxes – for the criticism of sufficiency
Choose ONE claim and use it in question 4) of the paper.
Instructions: write a 6-part (but responding to 24 questions) paper. In Part One, you introduce the topic – What is the topic? Part Two consists of you articulating a claim relevant to the topic (from the list above, readings, exam, or review questions), that you want to spend time thinking about in this assignment. In part Three, you defend that claim, or offer reasons why it makes sense. In part Four, you offer a criticism of the claim from Part Two – you offer reasons why the claim is not likely to be true. In Part Five, you evaluate your claim in light of the criticism – you state, after the consideration of the criticism, the reasons why the claim is or is not likely to be true. In Part Six, you reflect on what you have done: a conclusion about what you have learned and what you think about the topic in light of your consideration of the claim and its criticism.
Do not just sit down and write “from your head” without cracking open your books and notes. I would set apart some time during at least three days to write the paper.
IMPORTANT: There must be twenty-four labeled questions/tasks in your paper. Do not hand in a text that is not divided into sections. You will receive four points for the successful completion of each section.
START BY WRITING PARTS II, III, IV, AND V FIRST – AND THEN DO THE INTRODUCTION AND THE CONCLUSION. But the parts should be in their natural order (I-VI) in the final version that you submit. And you should consider revising your paper after you have written the introduction – you may think of something in the introduction that you have not thought of while writing the other parts and revise your paper accordingly (especially, perhaps, the conclusion).
The Paper (Do the following 24 tasks)
Part I: Introduction
1) Introduce the topic (the broader issue that has to do with a human being is – for the sake of which you are investigating the claim that you choose) and briefly discuss what it involves. What is the puzzle with regard to this topic? [For example: “The topic is that of democracy and whether democracy is damaged by requiring government issued photo IDs. It is important that democracy is preserved as much as possible – as it maximizes happiness and freedom of human beings. Democracy can roughly be defined as “one person, one vote” in electing members of the government who pass and enforce laws that best serve the population. Without democracy – if the government officials are not elected by citizens – the citizens are vulnerable and likely to be taken advantage of by the members of the government. Likewise, without democracy, it is not likely that the best candidates for membership in the government will occupy those positions, as persons would not want and would not elect (to the best of their abilities) incompetent representatives to serve their interests. Furthermore, democracy embodies an interpretation of fundamental equality of all citizens (as citizens) of a country. As of recently, it has become a heated topic as to whether there is significant fraud in voting – whether persons who should not vote are casting their votes. To fix this problem, it has been proposed that government-issued photo IDs be required to vote. The criticism of this proposal has been that it will make many members of the public incapable of voting, thus undermining democracy. This paper aims to examine whether that claim is true.”]
2) Discuss your relation to the topic. Do you have a position on the topic? Do you have a history of engaging the topic in any way? How are you affected by what happens with regard to what is thought on this topic? [For example: “I have a position on the topic insofar as I would like a solution that best serves and does not undermine democracy. I am affected by the topic insofar as I would think that the country in which I live is less just and government officials in it are more likely to be corrupt, if democracy in the country in which I live is undermined. I have been thinking about this issue for a while, as it is an ongoing topic in the news and other discussions of the current affairs. My preliminary position at this point – and it may change by the end of the paper – is that government issued IDs are a good idea, as it seems to be what will insure against voting fraud. However, I am aware of the purported criticisms of this position, which I would like to explore, that asking for government-issued IDs at voting is nothing short of voter suppression and racism – as this regulation would seem to disproportionately turn away voters who are people of color and women. In other words, there is an accusation that the Voter Photo ID laws result in discrimination.”]
3) What is the importance of the claim that you bring up in part II with regard to the topic? Why is examining this claim important – in order to make sense of the topic? Is it a controversial issue – what are the reasons for each of the sides? Does it run counter to common sense? What does the common sense say? You will have to complete 4) before you can complete 3) here. [For example: “Common sense would seem to say that it cannot be difficult to get a government-issued ID, as issuing such IDs would seem to be one of the principal functions of the government, and that such an ID must be required to do anything at all as one lives in this country (so that everyone already has such IDs). So, the claim that photo ID laws damage democracy and are discriminatory in nature seems to run contrary to common sense.”]
Part II: The claim
4) Choose a philosophical claim either from the list above, your own thinking, reading, review questions, or the exam – addressing the work of the authors that we read. State the claim – in one sentence. (A claim is a statement that judges, claims or asserts something to be true.) The form here is: X is responsible for Y. [For example: ‘Voter Photo ID laws are responsible for damaging democracy.’]
5) Provide the page number or the section from the book or the name of the article or the number of the question from the quiz, from which you got the claim.
Part III: IN DEFENSE OF THE CLAIM
6) Provide support for the claim in 4). What is it about the first half of the claim that connects it to the second half of the claim. Identify what it is about X that makes it connected to Y. Use Sandel’s actual reasons for this conclusion – if appropriate. The form here is: identify xCy by which X is connected to Y. The answer should be one sentence only. [For example: “Photo IDs are not equally accessible to everyone, and, therefore, not everyone can vote and that damages democracy”]
7) Define or explain what it is about the first half of the claim that connects it to the second half of the claim (as you identified it in 6)). The form here is: Define or explain what xCy is – so that it is clear how it connects X to Y.
[For example: “Photo IDs are difficult to get for some segments of the population. 3 millions of Americans do not possess a government-issued Photo ID. They fall into four groups, roughly: the elderly, the minorities, the poor, and young adults 18 to 24. Government-issued IDs typically mean driver licenses, but many poor and elderly do not drive, especially if they live in cities with public transportation. And, many young adults do not yet have licenses. Other forms of ID usually suffice for these people – Medicaid cards, Social Security cards, bank cards. Minorities frequently rely on check-caching places that do not require government-issued photo ID. Getting a non-driving driver’s ID, or another government issued ID, may be a long distance away from where people live, and the lines for getting such IDs may be very long. Birth-certificates are frequently required for government-issued photo IDs. But the elderly may never have received any, since these were issued irregularly before the 1930s. Those who were given birth at home by midwives also did not receive birth certificates. Frequently, government-issued photo IDs are required to get a birth certificate to begin with. And, women who change their name at marriage, need marriage licenses or divorce papers in addition to birth certificates. And, finally, there are some fees for acquiring or replacing government-issued photo IDs.”]
8) Provide a specific example that demonstrates what you wrote in 4), 6) and 7) – an example that illustrates the truth of the claim in 4) and its explanation in 6) and 7). [For example: “When Thelma Mitchell, a retired state employee, learned that her old employee ID (which was issued by the state and included her photo) wouldn’t meet Tennessee’s new voter ID law, she went to a motor vehicle office to obtain a valid photo ID. The agency asked her for a birth certificate, but she didn’t have one and was denied her request for a new ID.”]
Part IV: CRITICISM OF THE CLAIM
9) Rephrase the claim in terms of necessity. This must be just one sentence. The form here is: X is necessary for Y [For example: “Photo ID laws are necessary for damaging democracy”]
10) Construct the simple negation of 9) – that is the initial step on your way to produce the refutation to it. This must be just one sentence. The form here is: X is not necessary for Y. [For example: “Photo ID laws are not necessary for damaging democracy”]
11) Construct the concrete possibility negation of 9) – this is the next step in your production of the refutation. This must be just one sentence. The form here is: Y is possible without any at all connection to X. [For example: “Damaging democracy is possible without any at all photo ID laws”]
12) Provide an example in which there is Y but without any presence of X. [For example: “How can the damaging of democracy take place if we do not have Photo ID laws – in order to very directly refute the claim in 4)? Even if there are no Voter Photo ID laws, voter fraud would be destroying democracy.”]
13) Identify another factor (W) due to connection with which Y is not connected to the original factor X in 4) . This must be just one sentence. The form here is: Y is due to connection with W (as that something else that is other than the X and that produces Y without any presence of X) [For example: “Damaging democracy is due to connection with corrupt voters – and that damaging of democracy takes place if there are no Voter Photo ID laws.”]
14) Identify that due to which the other factor W produces Y. The form here must be: Identify wCy about W by which Y is connected to W. [For example: “Corrupt voters damage democracy by making it so that the government does not represent the will and the interests of the people.”]
15) Explain or define what you have identified in 14). The form here must be: Define or explain what wCy is – so that it is clear how wCy connects Y to W. [For example: “Without the Photo ID cards, any person is able to walk in and vote in place of someone else. That would make it so that the will of the US population would be misrepresented in the government – and that would be damage to the US democracy.”]
16) Rephrase the claim in terms of sufficiency. This must be just one sentence. The form here is: X is sufficient for Y [For example: “Voter ID laws are sufficient to damage democracy”]
17) Construct the simple negation of 16) – this is the next step in your production of the refutation. This must be just one sentence. The form here is: X is not sufficient for Y [For example: “Voter ID laws are not sufficient to damage democracy”]
18) Construct the concrete possibility negation of 16) – this is the next step in your production of the refutation. This must be just one sentence. The form here is: X is possible without any at all connection to Y [For example: “Voter ID laws are possible without any at all damaging democracy.”]
19) Provide an example in which there is X but without any presence of or connection to or production of Y. [For example: “How can we have voter ID laws present but without any democracy damaging? If voter ID laws are present, and everyone has reasonably easy access to obtaining IDs, then ID laws would not damage democracy.”]
20) Identify, what about X makes us think that it is not sufficiently connected to Y. In other words, identify xCy1. This must be two sentences. The form here is: if xCy1 exists, or is true, (in addition to X), then X brings about Y. But xCy1 does not exist, or is not true – so X does not bring about Y. [For example: “If lack of reasonably easy for everyone access to photo IDs exists, then Voter Photo Id laws do bring about damaging democracy. But it is not true that there exists a lack of reasonably easy access for everyone to photo IDs – so Voter Photo ID laws do not bring about the damaging of democracy.”]
21) Explain or define what you identified in 20. The form here is: Define or explain what xCy1 is and how it would be possible for it to not be present, or not be true – so that it is clear how its absence, or untruth, makes it impossible for X to be connected to Y in our case. [For example: “In this day and age, with modern means of transportation and of reproduction, everyone can get themselves to a place where they can get a photo ID.”]
Part V: EVALUATION OF THE DEFENSE AGAINST THE CRITICISM OF THE CLAIM
22) Is the defense of the claim or the criticism of the claim stronger? Explain why. [For example: “There are good reasons – those presented in the defense – that getting a government-issued photo ID is not as easy as the common sense thinks it is. The first half of the criticism is right – there is a danger of voter fraud if there are no Voter Photo ID laws. The second half of the criticism is also right – photo ID laws do not undermine democracy if photo IDs are easily accessible for everyone, without discrimination. An empirical study is required to determine whether it is easy or difficult for people to get photo IDs. We would also need an empirical study to determine how significant are the dangers of voting fraud – since that is what the Photo ID laws aim to prevent. And, then, we would need to gauge (based on empirical data) whether democracy is undermined more by Photo ID Laws or by voter fraud. Finally, we would also need to ask whether Photo ID laws would be effective in stopping fraud. It seems also that the real issue is whether photo IDs are accessible but people simply choose not to get them for the reason of inconvenience. Are we obligated then not to pass the Photo ID Laws due to problems they create for democracy, if it were the case that a significant part of the blame is on the persons who choose not to get photo IDs? What is more important, that people are treated according to their choices (however responsible), or that we have a healthy democracy? HOWEVER, I believe that the claim is likely to be true. I found the reasons for the claim to be more likely to be true than those against. I don’t think there is strong evidence for fraud in the last elections – claims of fraud that have been brought to many federal courts have all been rejected. And the reasons for the difficulty of getting Photo IDs for certain segments of the population do seem plausible.”]
Part VI: REFLECTION/CONCLUSION
23) Discuss how your thinking about the topic (what you discussed in Part I) has been affected by what you did in Parts II through V. Has it strengthened your support of a position on the topic? Has it strengthened your opposition to a position on the topic? Etc. How and why? [For example: “I have changed my mind. While I thought that voter ID laws make sense, I am no longer sure. If they really do prevent people from participating in the democratic process, even if, in part, due to those people’s own choices – then it seems that the Photo ID laws should not be legislated. Perhaps the solution is to first establish services that guarantee photo IDs to everyone, if we really want these photo ID laws passed.”]
24) Discuss what have you learned – that you did not know before – from doing this paper. Address the content of your paper here – not only its form. [For example: “I have learned about the significant challenges faced by segments of the population – elderly, poor, women, young adults, minorities – in getting government-issued ID and that making such IDs into a requirement for voting would undermine democracy in the US right now.”]
Grading criteria: in addition to evaluating how adequately you have fulfilled the task of each part of the paper, you will be graded on the depth of your writing. What you write must not be overly simplistic and obvious, but must show an effort to explore the topic. Depth means that you discuss what you are writing about in detail and with explanation that is made possible by what we learn in this class. Your paper should show mastery of what we learn (such as applying concepts and arguments that we learn in a way that shows comprehension of those concepts and arguments.). The paper should not be such that it could have been written by an intelligent person who never took this class – but must be such that is written by an intelligent person who applies what is learned in this class with some depth. The paper must be informed by what we learned. If a response to what you are writing has been addressed by one of the authors we read, you need to address that author’s response to you.
Note: “everybody is different”, “everyone thinks differently”, “who is to say …”, “that’s just how I feel or think” or other versions of the same are not acceptable reasons for or against any position in a philosophy class and do not earn any credit. You have to give a specific reason due to which a position makes sense or not. In other words, what is it exactly about a person that would make that person into a special case – and is it relevant to the general truth of the claim?

Midterm Essay

You should have at least five pages of TEXT, excluding the works cited page. In these essays, you will make a specific, interpretive argument about one or two works of literature, and to offer textual evidence in support of your interpretation in the context of current, relevant research (five credible, academic secondary sources). I have placed sample papers and guidelines on Canvas and encourage you to consult them sooner rather than later. I also encourage you to speak to me about your papers at any stage in the composing process. Use MLA format, and Times New Roman or Arial 12 pt. font.

Papers are due on the dates announced. If some extreme circumstance will prevent you from turning in a paper on time, we can usually work out a short extension, but you must speak to me in advance of the due date. Papers that come in late will be graded down a full letter grade for every 24-hour period they are overdue. Computer “crashes,” printer glitches, etc., do NOT excuse late papers. Please note that any student who plagiarizes–that is, who violates the boundaries of honest writing by presenting others’ work as his or her own–will get a “zero” for the essay and may fail the entire course. Given available new technologies, plagiarism is very easy to detect and prove. Avoid it at all costs.

Below are questions you might consider developing into essay topics. You don’t HAVE to use these questions, but you may. Be sure to clear alternative topics with me before you begin to research. You can also develop one of your weekly reading responses into this first paper if you wish. You must write about at least one work that we’ve read during the first part of the trimester, but you may bring in other works as well.

Possible Topics/Questions

Your essay should respond to one of the following questions. Consult me before choosing an alternate topic, or I will not accept your essay:

The Death of Ivan Ilyich
1. Why does Tolstoy present the story through the eyes of an omniscient narrator? What is the effect of this presentation
2. Discuss the significance of the title. If the work professes to be about Ivan’s death, why is it almost entirely dedicated to Ivan’s life?
3. How is the fact that Gerasim is a peasant important to understanding his character and worldview?
4. Why is Ivan’s method of dealing with life’s unpleasantness ultimately unsuccessful?
5. According to the text, why is it important to acknowledge one’s own mortality?
https://libguides.wmcarey.edu/literature

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.
Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.
Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

After listening to the attached speech given by Senator Huey P. Long of Louisiana, what do you believe were his intentions when addressing the audience? How is this speech a reflection of the changing social conditions of the United States in the 1930s? How does his economic platform anticipate the New Deal Programs introduced by President Franklin D. Roosevelt in response to the Great Depression?

https://www.youtube.com/watch?v=KF6kFpnf4H4

– This is a Micro-economics project regarding marginal costs and marginal revenue
– Make an opening slide including the title (you can create the title).

– Please answer the three questions below. Create a slide for each question.

1. What are the types of firms that exemplify monopolistic competition? Giveverifiable examples
2. In theory, the representative firm in monopolistic competition earns only normal profit. Why might that outcome not always occur in the real world of small firms?
3. Assume that the short-run cost and demand data in the table below confront a monopolistic competitor selling a given product and engaging in a given amount of product promotion.

– I attached a photo of the table that has to be filled out. Basically, you have to complete the marginal cost and marginal revenue of each output unit and enter these figures in the table. Hence, please create one slide specifically for the table.
i. complete the marginal cost and marginal revenue of each output unit and enter these figures in the table.
ii. At what output level and at what price will the firm produce in the short run? (create a slide for this specific question regarding the table).

– Presentation should be made on Microsoft PowerPoint slides

– Answers must be concise and illustrative with vivid examples and diagrams.

required to write a 1500-1800 word paper in which you will identify some of the cultures and civilizations you have learned about in the class (at least two of them) and find parallels with today’s social conditions. For instance, the LGBTQ movement, women’s rights (e.g., the fight against sexual harassment), Black Lives Matter and protests against police brutality (e.g., NFL players’ protests), wars, etc.
Analyze the differences and similarities between the past and present and explain what is happening today. In this essay, you must demonstrate your knowledge of Ancient Civilizations
Craft an introduction that gives your reader the WHAT and the WHY
What! What are you writing about? Your introduction will include information about specific civilizations (e.g., Mesopotamia, The Roman Empire, China, India, etc.)
Why! Why are these civilizations good representations of the social issues you will be discussing in the paper?
Sign off with a Strong Conclusion: Use your conclusion to revisit what you have illustrated throughout your paper about the significance of specific cultures (civilizations) and today’s issues, which can teach us about life.
MLA Style citations + works cited page

Identify from the article those points about Superman that make him lonely.
However, you’ll also need to provide your own point of view of Superman. In this perspective, you’ll need to provide insight on something different about him. In other words, break down details that re-see Superman. Point out details that show him differently from how others may view him.

In this assignment you should take a clear position on this question and then argue this position. Remember that the strongest
papers not only explain why you believe your position is correct but also explain why the opposing argument is wrong. You should draw on the literature we have read in class, and outside research (from the Connelly Library).
Formatting for both options:
Paper should be ten pages, double-spaced.
You should use at least 8 academic sources for your paper 2 must be from the list below.
▪ Roberts, Andrea & Nicholas Lamp. Six Faces of Globalization: Who Wins,
Who Loses, and Why It Matters (Cambridge, MA: Harvard University Press)
2021
▪ DeLong, J. Bradford. Slouching towards Utopia: An Economic History of the
Twentieth Century (New York, NY: Basic Books) 2022
Full citations are necessary, preferably in Chicago Style

General Download the article review template below document and complete
Include your name on the document
Bullet point answers are acceptable when needing to answer with a list
Use APA formatting Manual and Rules to complete the article reference
May expand the sections as needed on the template
Answer/Complete the article template
Thoroughly answer the questions on the template
In-text citations are NOT needed for this article template General
Please use template provided.