Best Writer

se the following outline to construct your completed Strategic Audit Report to submit in Module 9.

I – Executive Summary

Executive Summary (1 page)

Introduction/Overview (1 page)

II – Strategic Posture and Corporate Governance

Company performance (1 page)

Mission and vision statements (1 page)

Board of Directors (1 page)

III – External Environment

Natural and physical environments (1 page)

Economic, Technological, Political-legal, and Sociocultural forces (1 page)

EFAS table

IV – Internal Environment

Culture and Marketing (1 page)

IFAS table

Financial data table/10K report

Operations and Logistics (1 page)

Human Resource Management (1 page)

Information Technology (1 page)

V and VI. Analyze and Recommend Strategies

SFAS Worksheet

TOWS Analysis

Recommended Strategy (1 page)

VII. Evaluation and Control

Measuring Performance (1 page)

Output, Behavior, and Input Controls (1 page)

Reference Page

I – Executive Summary
Executive Summary (1 page – completed in Module 8)

You will write the Executive Summary section or the beginning of your Strategic Audit Report. The opening section of your audit report can easily be the most important part of the audit, can grab a reader’s attention, and keep it throughout if written correctly; while a poorly written one can leave the reader guessing and confused. As you complete this section be descriiptive, detailed, and use well-written language.

Provided are the guidelines to complete this section:

Write a summary of your strategic audit report.
This section should be a review of the strategic audit’s findings. It is not to be a history of the firm, or what the firm does.
It should be an overview of what is contained in the Strategic Audit Report and the findings.
The Executive Summary is meant to sell your strategic report to your reader.
Introduction/Overview (1 page – completed in Module 1)

Your Introduction Overview should include the following:

The name of your business.
History and background of the business.
Detail of what the business does and who they do it for.
Use a minimum of two (2) outside sources
II – Strategic Posture and Corporate Governance (completed in Module 2)
Company performance (1 page)

How has the company performed over the past year in terms of investment, market share, and profitability?

Mission and vision statements (1 page)

What are the company’s mission and vision statements? Please ensure the statements are from a valid source, such as the organization’s website. If the company does not have a listed mission or vision statement, then write one for them. Explain what makes a good mission and vision statement and what makes bad ones. Use a reference (correctly cited) to support your explanation/perspective, then explain if your company’s mission and vision statement (or the one you have written for them) is a good one or a bad one and why.

Board of Directors (1 page)

List the company’s board of directors by name, if they are internal or external board members, what year they were elected to the board, what they do on the board for your company, and what their level of management is.

III – External Environment (completed in Module 3)
Natural and physical environments (1 page)

Provide a written overview of the natural and physical environments affecting your strategic audit company. This summary could include topics such as but are not limited to the climate, pollution, weather, temperature, sea level, fresh water, flooding, etc. There is no minimum number of topics to write about; however, each one should be relevant to your strategic audit company.

Economic, Technological, Political-legal, and Sociocultural forces (1 page)

Explain how the following forces are currently affecting industries in which your strategic audit company competes:

Economic
Technological
Political-Legal
Sociocultural
Please provide a 2-3 sentence explanation for each force, with at least one outside source properly cited and references for each to validate and support your answers.

EFAS table

Complete an External Factor Analysis Summary (EFAS) table following the guidelines and instructions from the example documents in the module.

IV. Internal Environment (completed in Module 4 and 5)
Culture and Marketing (1 page)

Create a written overview of your company’s culture. Is it positive or negative, does it align with the organization’s objectives, strategies, and policies? Explain your company’s marketing goals. Are they clearly stated, consistent with their mission and vision statement, and follow the organizational goals?

IFAS table

Complete an Internal Factor Analysis Summary (IFAS) table using the guidelines and instructions in the example documents in the module.

Financial data table/10K report

Review the guidelines for the SEC Form 10-K Report in the module and complete the blank 10-K Template. This will allow you to gain a better understanding of your strategic audit company’s financial position.

Operations and Logistics (1 page)

Provide a one-page detailed report of your strategic adult company’s products, services, and manufacturing facilities.
Do they produce their products internally or have them outsourced?
If they are service-oriented, how are these services provided and what resources do they use? An example would be a healthcare provider of medical staff who works in a hospital, but the hospital is not owned by your company.
What is their logistics set-up and or how are their goods and services transported and supplied to the customer?
Human Resource Management (1 page)

Examine your company’s workforce.
How many employees do they have?
What benefits do they offer?
Are they union or non-union?
What are the working conditions (especially if they have facilities in other countries)?
Have they been protested by human rights groups for employment practices, or fined by the government?
What is your strategic audit company’s human resource office’s overall mission or goals?
Information Technology (1 page)

Explain how your company incorporates Information Technology into its business model.
Are administrative and customer services automated?
Are the manufacturing and logistics systems automated?
What IT trends do they follow and what is the future outlook for your company’s IT utilization?
V and VI. Analyze and Recommend Strategies (completed in Module 6)
SFAS Worksheet

Using the worksheet, guidelines, and example sheets provided in the module, create an SFAS matrix for your strategic adult company.

TOWS Analysis

Using the guidelines and example documents in the module, create a TOWS analysis matrix for your strategic adult company.

Recommended Strategy (1 page)

From your completed TOWS Analysis recommend the one strategy that you feel best meets the future needs of your firm. Support your decision by writing a detailed explanation justifying your selection. Use at least two outside sources properly cited and referenced to support your decision.

VII. Evaluation and Control (completed in Module 7)
Measuring Performance (1 page)

Write an overview of how your strategic audit company measures performance, what specific measurement tools or programs they use, and if it is effective or not. Additionally, recommend one change or new measurement tool they should make or use, and why.

Output, Behavior, and Input Controls (1 page)

Write a descriiption of the types of Output, Behavior, and Input controls your strategic audit company is using, then explain if they are effective or not.

Reference Page

Module 1 – SLP
PROFESSIONAL TOOLS
Stage One of Your Job Interview Presentation

Even before COVID-19, businesses were conducting recruiting efforts online and via video, therefore this is a skill that modern job seekers need to master. In the Module 4 SLP, you will deliver a 3-minute video presentation using PowerPoint as part of a job interview.

Module 1: SLP Readings

Practice and Preparation for an Online Job Interview

The Most Powerful Words to Use During Your Interview

Why Is It Important to Communicate Well?

Microsoft PowerPoint Support

Create a presentation in PowerPoint

Design in PowerPoint

Add speaker notes to your slides

SLP Assignment
Scenario: Use the job listing from Case 1 and tailor a message to show the recruiter why you are qualified for this position. In Module 1 discussion, you practice creating professional written and video introductions. A presentation and later full video are the next logical steps to build your repertoire of business communications.

SLP Requirements

You will create a PowerPoint presentation to support your video interview in SLP 4.

The presentation will contain professional graphics. You may use a template.

What you plan to say must be typed in the “notes” area of your PowerPoint presentation. This is a first draft. You may make updates in Module 4 based on instructor feedback and what you learn in class. These are your words and must be original.

SLP Assignment Expectations
Your submission will include:

A PowerPoint Presentation with Typed Speaker Notes

Develop and reference your sources of information with References Page, In-text Citations, and APA Title Page formatting from the following Guides and Links:

Discussion: Networking: Professional Introduction

COVID-19 and its lockdowns changed the way America and the world do business. Anywhere a computer or phone and wifi could be used became an office in 2020. While many professionals have been working remotely for a long time (your Trident instructor, for example), more people began operating from home due to the pandemic.

During this module’s two weekly discussions, we will present our online professional selves with typed and spoken words.

Module 1: Week 1 Discussion Background Readings

4 Tips and Tricks for Networking Online (2020)

Virtual Networking Tips for Remote Professionals (2020)

Four Ways to Make the Most out of Your Virtual Networking Events (2020)

Oral versus Written Communication
YOUR INITIAL POST: Have fun and be creative with words. Introduce yourself to the class from a professional perspective. Treat this as a networking opportunity in which you share your employment and educational background and skills. You never know who is in a group. It could be a hiring manager looking for someone with your talents or an investor who sees an opportunity in your ideas. Strike a balance between overselling and/or exaggerating who you are and underselling the capabilities that you possess.

This post should be 2 paragraphs in length (at least 100 words).

Now that you’ve identified the organization’s SWOT, you need to determine the project and its objectives and metrics. This project should be based on an unmet opportunity for the organization, or to minimize a potential threat. What does the organization need to do to advance its goals and/or expand its competitive advantage? How will you measure their progress?

Use the Balanced Scorecard Template to:

Create at least 3 measurable project objectives for each quadrant of the scorecard based on your analysis.
Determine targets, timelines, and metrics for each objective.

Explain the following in 350-525 words on the Balanced Score Card Template:

Why these objectives are appropriate for the project.
Why these metrics and timelines are appropriate for your strategic plan.

Note: Review your chosen organization in the Case Studies folder on the main course page in Blackboard.

Important: This requires more than a top-of-mind listing of objectives. Research is necessary to determine reasonable objectives based on industry standards or benchmarks.

Note: Review the Strategic Management – 12 Most Popular Cases in Connect. Access the case studies from the folder on the main course page in Blackboard.

Cite all sources following APA guidelines. You must use a minimum of 2 sources (1 may be the text readings) with at least 1 source being peer reviewed.

Dramatic Play versus Drama-Setting up a grocery store or restaurant and having your students pretend to shop or order does not include enough drama. That is dramatic play. I am looking for you to use what you have learned over the semester such as pantomime, reader’s theatre, process drama, theatre of the oppressed, etc.
Do not use what you did for lesson plan practice “The Three Little Pigs.”
Having your students put on a costume piece and then proceed to do the science or math does not include enough drama. Save the curriculum part for after the drama. First have them act out a story connected to the curriculum or pantomime something or write a scriipt and perform it and then go to the curriculum work. You can return to the drama portion after the curriculum work as well. Putting on a costume piece does not mean the students are using drama skills.
Do not use a lesson plan that is all about music or dance. There is a separate class for that.
Please use the template below. You should have at least two typewritten pages double-spaced.

Make sure the drama part of your lesson plan is detailed. I will not accept a lesson that does not have a drama activity included. Remember that we have learned to use drama to teach subject matter.

Be sure to look at the rubric below before and after writing the lesson plan.

LESSON PLAN TEMPLATE

Title of Lesson: (Try to think of a catchy title)

Grade:

Subject: (Could be more than one)

Standards: (Could be more than one. Write out the standard descriiption)

Narratives: (Readings if any included, Powerpoints, etc.)

Drama Form: (Pantomime, tableaux, process drama, etc.)

Materials: (Scripts, costume pieces, props, craft items, videos, etc.)

Goal of Lesson: (what you want them to accomplish in terms of skills and curriculum. Example: Students will be able to add, subtract, multiply and divide whole and decimal numbers using money).

Objective: (ie. participate in discussions, practice math skills, participate in process drama, handle playground conflicts).

INTO

The Teacher will explain the Goal and Objective:

Prior Knowledge: (Describe how you will conduct a discussion with the students to elicit what they already know or understand with regards to the standard (ie. “Let’s see what you remember about decimals”).

Discussion Prompts: (Questions you will ask the class to check their prior knowledge).

Introduction of Narratives: (Explain reading or introduce the topic the lesson will address)

Read the Narrative(s): (There may not be a text, but this may be a place where you bring up other elements of the lesson)

Comprehension Check: Conduct discussion to determine comprehension.

Discussion Prompts: What questions you might ask to determine comprehension.

Drama warm up: Include a warm up that will connect to your lesson.

THROUGH

Detailed descriiption of how you will teach the drama portion.

This part of your lesson plan should be very extensive. Some students in the past have put most of their focus on the subject matter and curriculum, rather than the drama activity. Remember what the point of our class is. You are using drama to teach curriculum or about social issues. At least a page of your lesson plan should be devoted to this section. Explain your drama activity in great detail with many examples. You can also use visuals.

BEYOND

Standard Assessment Question: Tie back to the standard(s) and assess whether or not the lesson accomplished the standard(s). Create an assessment question-Ask yourself if the activity served its purpose considering both the dramatic activity and the standard you addressed with the activity. Here’s an example of an assessment question: After the activity, are the students able to describe character traits? Are they able to describe the characters motivations and feelings and how their actions contribute to the sequence of events?

Module 1 – Case
INDIVIDUAL DIFFERENCES IN THE WORKPLACE
Assignment Overview
Managers often notice the relationship between attitudes and job performance. You may have heard someone say, “With that great attitude, this employee will set new sales records!” or “With that poor attitude, quality work will never result!” However, managers seldom realize that they can affect an employee’s work attitudes (such as job satisfaction and commitment), which in turn can affect job outcomes such as turnover, absenteeism, and productivity.

Case Assignment
In this first Case Assignment, you are asked to view a video that examines attitudes, behaviors, and their impacts on the workplace. In this first case you will be writing about the following scenarios:

Kelly and the Personal Space Invader (Sam)
Sophia and the Empty Pit (Molly)
Ray and the Chip on the Shoulder (Victor)
Video:

Fisher, R. (Producer), & Napoli, J. (Director). (2007). Working with you is killing me: Freeing you from emotional traps at work [Video/DVD]. CRM Learning. Available in the Trident Online Library, Academic Videos.

To access the video:

Click Online Library at the top of the page. (If you don’t see it, click More, then click Online Library.)
Under Additional Library Sources, click Academic Video Online. Alexander Street videos come up.
In the search box at the top, type the video’s title: Working with You Is Killing Me.
To play the video, click on its picture. (It should be the first box.) The video will begin.
Write a 3- to 4-page paper discussing the following terms as they relate specifically to your chosen scenario:
Job satisfaction
Attitudes toward management and co-workers
Organizational and job commitment
Absenteeism and turnover
One way to organize your paper is to divide it into sections. For example:
Introduction
(The introduction does not need its own title. Use the title you selected for your paper, instead).
Job Satisfaction (heading)
Attitudes toward Managers and Co-Workers (heading)
Organizational and Job Commitment (heading)
Absenteeism and Turnover (heading)
In your paper make recommendations for change that Kelly and Sam, Sophia and Molly, and Ray and Victor should take to improve their own job satisfaction going forward.
Be sure to support your paper with at least 3 scholarly references from the background readings or from outside readings. Use specific examples from the video to illustrate your main points.
Remember to cite each source utilized to write your paper and include that source on your References page.
Upload your assignment to the Practice Dropbox. Review your TurnItIn Originality report. If the score is over 15%, your writing may be too similar to words of another author. Examine the Turnitin report carefully. You should look for ways to revise your work before submitting to the Case dropbox for grading.
Assignment Expectations
The Case papers in this course will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:

Assignment Requirements: Does the essay directly address all aspects of the assignment? Have the assignment instructions been followed closely?
Critical Thinking: Does the essay demonstrate a college level of analysis in which information derived from multiple sources has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper demonstrate that the student has read, understood, and can apply the background materials for the module?
Writing and Assignment Organization: Is the information logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for college-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
Use of Sources and Mechanics: Does the paper demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Does the student demonstrate understanding of a consistent (e.g., APA) style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Are appropriate sources from the background material included? Have all sources cited in the paper been included on the Reference

Discussion: Personality Traits – Comparing Humans to Animals

Individuals in the workplace often are major contributors to an organization’s successes and failures. Studies on personality is not confined just to humans. Animals, too, have personalities and desirable work characteristics.
For this discussion, enjoy the following video:

SciShow Psych (June 18, 2020). Animal personalities are more like ours than you might think. https://www.youtube.com/watch?v=Pl9viHyAg5k

Now, think about three of your current or past co-workers (no names, please). If you had to choose an animal that would come closest to representing each of those co-workers, what would you choose for each? Why?

If those same three coworkers had to choose an animal that represents you to them, what would they likely say? Why?
How do your responses match up with the personality tests you learned about in Module 1? Were they pretty accurate?

Remember:

Your initial post should be at least 250 words, and your second and third posts to classmates should be at least 100 words each. To receive full credit in this forum, you need to post a minimum of three quality posts (your own initial post, and responses to two classmates). Only one outside source is needed (in the initial post). But in any post, if you borrow ideas/information from other authors, give them credit for their work.

(Hi, so basically this paper is a combination of 3 previous papers I linked you and add a discussion piece at the end about future trends. The papers have annotations by the professor that he wants addressed/fixed for the final copy. I also linked all the previous sources.) -thank you

The final is modeled after a professional report regularly published by the Justice Department and the FBI, as well as policy organizations and NGOs who work in issues relating to national security and criminal law. Such reports are designed to provide an overview of an issue to the general public, thus they are written in a simple, concrete manner avoiding the jargon and complexities of academic language.
This final report will provide a general overview of the nature of political violence in the United States and its relation to social movements and political protest. Rely on the assigned readings for your report, but if there is other information you would like to bring in, be sure to get your facts rights. Also include any citations for external materials.
The structure of the final report will be as follows:
Introduction (one paragraph)
Provide an outline of the contents of the report

Part 1: Myths of violence
Drawing from Susan & Hart and Atran, how does human (and primate) evolution challenge the “Hobbesian myth” of human nature and violence?
Drawing from Cavanaugh and Collins, what are two misconceptions about the link between ideology (both religion and nationalism) and political violence?
The Hobbesian myth, the myth of religious violence*
Be sure to stress that political violence is political

Part 2: Forms of violence
Guerrilla war vs. terrorism*, lone wolf terrorism**
How does terrorism differ from civil/guerrilla war?
Which form of these two violent conflict should we expect to see in the United States and why?
Given the conditions you specified in #2, what other forms of political violence are likely to occur in the future?
Be sure to emphasize the state capacity of the US government

Part 3: Social movements and violence
Two-three paragraphs on how protest movements can develop into terrorist violence drawing on della Porta’s Clandestine Political Violence, particularly focused on escalated policing and competitive escalation, as well as a discussion of these mechanisms relate to contemporary events.
Two-three paragraphs on lone wolf terrorism drawing from Hamm and Spaiij’s The Aim of Lone Wolf Terrorism, focused both on the sociological profile of lone wolves and on the particular mix of grievances that motivate lone wolves, as well as a discussion of how the internet may facilitate the transition from grievance to violence.
Refer to della Porta’s escalated policing and competitive escalation**
Stress that della Porta’s is arguing that this gives rise to terrorism
But you also want to link it back to rioting (refer to Clement and Dikeç*)

Part 4: Conclusion

Summary of your report, some discussion of future trends and future concerns.
Thing to be sure of:

Be sure that you did addressed my comments in the previous assignments (I will be checking)
Be sure you have an introduction and a conclusion
Be sure that you have not included any plagiarized material
Be sure to have your sections marked clearly with italicized headings (no heading for the introduction)
Be sure to cite properly, using the ASA style guide

Overview
Identifying quality research studies is an important skill. In this activity, you will be asked to distinguish between studies that are scholarly and empirical, scholarly and non-empirical, and neither scholarly nor empirical. This activity will prepare you for the Module Four Activity assignment.

The goal of this activity is to efficiently and strategically evaluate research studies for certain criteria. This skill will benefit you as a student of psychology, a consumer of research information, and a professional in research-related careers.

Each rubric criterion below contains a word-count goal. These are guides to help you respond at the right level of depth and specificity.

Prompt
You will use your webtext writing template to complete this activity. For each article provided in your Soomo webtext, accurately address the rubric criteria listed below:

Determine if the research study is scholarly or non-scholarly. Support your response with evidence from the article. Your response should be about 25 words.
Determine if the research study is empirical or non-empirical. Support your response with evidence from the article. Your response should be about 25 to 50 words.
Guidelines for Submission
You will use your Soomo webtext writing template to complete the activity and download for submission. Sources should be cited according to APA style.

listed below are the required articles

Article 1:

Article 2:

Article 3:

Article 4:

Article 5:

Article 6:

Article 7:

Article 8:

Article 9:

Article 10:

Citation is an important part of research and using the established patterns makes citations much easier to read. Cite the articles, and any other resources you referenced, in proper APA format below. Your reference list will be automatically formatted using a hanging indent when you download your assignment.

List your references in APA Style below. Remember that they should be in alphabetical order by author last name.

For this assignment you will individually develop several manifestos that represent how the people who populate our readings wanted to make Oregon a better place. We will use the discussions in weeks 4 and 5 to develop and share ideas for this assignment. When you are done, you will submit the equivalent of 6-8 double-spaced typed pages divided up into several manifestos. Each manifesto may be short in length. You might, for example, encapsulate Pierce’s manifesto (or that of his wife’s) in ten brief sentences. At the conclusion of each manifesto, include a brief paragraph (150 words or so) describing how it reflects the course materials.

Manifestos

– identify problems

– describe the cause(s) of the problems

– rally readers to support a solution

The manifestos all together should reflect the materials assigned in the entire three-week unit. They should reflect the perspectives, even the words, of the Oregon change agents that inspire them, which might be individuals or groups. For example, one of your manifestos might reflect Walter Pierce’s perspectives while another might reflect that of conscientious objectors during WWII. Unlike most manifestos, these should include citations, which can be in Chicago or the style used in your discipline. Check out a sample manifesto I wrote using an article from the first week. Note that this is a single manifesto – you will be writing a few (perhaps 3-4 of this length) and you will include a 300-350 word reflection on all of the manifestos (see below), which is not included here.

In addition to your portfolio of manifestos (with the short explanatory paragraphs), you will submit an overarching statement of reflection similar to the curator’s statement of the last assignment that analyzes your portfolio in 300-350 words (not part of the 6-8 pages of the manifestos). What kind of Oregon did the people we read about want and why? In what ways do you think they were successful in meeting their goals? Where did their ideas about what made an ideal Oregon diverge or converge?

Feel free to illustrate your assignment and/or format it to better express the opinions of your historical figures. As with the exhibit assignment, you can share your in-progress work with me for feedback.

Resources: The Atlantic Magazine, “Manifestos: A Manifesto” (Links to an external site.) will give you some guidance on how to write a manifesto. The 1848 Declaration of Sentiments (Links to an external site.) provides a model manifesto. So does Status Rerum (Links to an external site.), a screed by two Pacific Northwest writers, H.L. Davis and James Stevens, who thought most of the literature that came out of the region was dreck. Finally, a contemporary example, Manifesto for a Fashion Revolution (Links to an external site.).

Make sure to check out the examples of “A” submissions from a previous class located in the module for this assignment.

Some clarifying details:

Student question: Are we supposed to write a manifesto as if we were the individual? From their perspective? Or a manifesto on the movement? A: You could do either – develop a manifesto for a single individual or for a group. You could also develop a set of manifestos that place Oregonians with very different ideas in conversation (see below).

Student question: If so, how are we supposed to use quotes from the material? If there should be citations, are we compiling our own summarization of the arguments with quotes found from the material? Or should we make an attempt to re-phrase the arguments in our own words to make the document more cohesive?

“Don’t you have any seats downstairs? ” “I’m sorry, we can’t seat your people there.” (Beatrice Morrow Cannady film)

A: Could be something like: “Segregation in housing and services should be illegal because it demeans all Oregonians.” By the way, you’ll see in Pearson’s article that a local accommodations law wasn’t passed in Oregon until 1953. Here is a terrific timeline related to it: (Links to an external site.)

“There were many instances where tainted milk got into the marketplace, children got very ill, and many children died from it” – the suffragists

Could be: “Women should have the right to vote as they are in the best position to protect the household and children from such things as unregulated milk production.”

Finally, I do not want to get any manifestos that allow bigoted or otherwise offensive ideas believed by Oregonians in the past to stand without some kind of response and I’m sure you don’t want to write any. As you know, historians work with offensive ideas and horrible events in all of our work. How we address the past – craft an interpretation of it – is at the core of our work. It is incumbent upon us to name and interpret past ideas, rhetoric, and action that shaped how people lived and how they understood their own lives, the blinders that they held and the breakthroughs that they made that shape our own world today. Doing so should guide us toward understanding how bigotry develops and comes to be “common sense,” and how it becomes systemic, leading to real material (wealth, health, citizenship, etc.) differences among people.

What does this mean for the manifestos? Instead of repeating what Governor Walter Pierce or Portland Mayor Earl Riley (referenced in Pearson,” A Menace to the Neighborhood”) believed as part of a manifesto, place the statement in historical context, editorialize by adding your own response, and/or have someone else from the past respond to it. You are welcome to do this in creative ways that deviate from the standard format of a classic manifesto. For example, you could have one group of people respond to the manifesto of another group or individual, perhaps placing statements adjacent to one another so that it’s visually clear that a comparison is being struck. You may retool a manifesto by adding additional information that contextualizes or responds to it. My favorite example of this kind of work comes from the Five Oaks Museum in Washington County where curator Steph Littlebird Fogel took a red sharpie to an older exhibit on Kalapuyan Indians and revised it in place (check out this decolonizing of a local museum here: (Links to an external site.)). Similarly, you could revise direct quotations that you use in your manifestos to represent what you think would make Oregon better.

An Alternative:

Instead of writing manifestos, you can design a roundtable: Identify several historic figures highlighted in the readings/films for this unit and figuratively bring them together for a discussion that you develop about how to make a better Oregon. Your job will be to accurately reflect their views, as based in the course materials, and place them in conversation with one another. What kind of conversation would it be? Who would dominate? What would they say to one another (feel free to curate direct quotes from the materials, making sure to include citations). You get to decide where and under what circumstances this conversation takes place, who is in the audience and how they react, and who, if anyone, acts as MC. Since this is an invented premise, you can hold the event in the period under study or in another of your choosing (i.e., the present, the future, the 1980s). Please submit a transcriipt of this conversation that is the equivalent of approximately 8 double-spaced pages. Include a separate written statement of 250-300 words that explains how you approached the assignment.