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CSLO 7 Project Guidelines
7.2 Textile Sourcing
Students will source fabrics containing their focus fiber. The purpose of this project is to
learn about different vendors one can obtain fabrics from and learn how to communicate
with them. There will be a lesson on textile sourcing during the course.

Part I: Fabric Sourcing
1. Students need to source at least 10 different fabrics that will be used in the third
project- Marketing and Capsule Collection. Fabrics can be knit, woven, or a minor
fabrication (neither knit nor woven), but each fabric MUST be different. Your swatch
book will be an invaluable reference for this project.
• For example: satin, twill, jersey, raschel lace, felt, etc. would all be
considered different fabrics. A red cotton sateen and a black cotton sateen
does not count as 2 different fabrics.
2. Fabrics MUST contain your focus fiber from project 7.1. Blends are okay if the focus
fiber is the majority of the blend. (Spandex and some other exotic fibers are
exceptions. If you are unsure, ask.)
3. Students must source their 10 fabrics from a variety of different retailers. Fabrics
must be sourced from each of these types of vendors: manufacturer, retailer, and
wholesaler (see definitions below). Students can source from vendors online or in
store.

The 10 fabrics need to be sourced from 1 retailer, 1 or 2 wholesalers, and 1 or 2
manufacturers for a total of 4 vendors. Use this opportunity to find companies that you
would be interested in working with. For example, if you are interested in sustainability,
find vendors who sell sustainable fabrics. Each fabric you find must be presented in a
paper with the following information:
a. Name of vendor that sells the fabric
b. Type of vendor (as categorized by table above)
c. Picture of the fabrics- please make it big enough to be clearly visible and use
high quality pictures. You may use pictures from the Internet or your own
camera.
d. Technical name of fabric (ex: jersey, brocade, velour, etc.)
i. Refer to your book for examples of technical names
e. Fiber content with percent (ex: 100% cotton, 80% cotton 20% polyester,
etc.) If no fiber percentages are included, please indicate that on your
project or contact your vendor to obtain that information.
f. Link to product (if you sourced the fabric online)

Part II: Summary of Experience
At the end of the fabric section, answer these questions. You may need to contact the
companies to have some of these questions answered.
1. How easy was it to buy from each vendor? Elaborate on why you found some
vendors easier to buy from or harder to buy from.
2. Comparing vendors, how well were the products described? Were the vendors
transparent about the quality of their products and the way they do business?
3. How did pricing of products differ between vendors? Were there any minimums in
quantity that needed to be purchased with certain vendors?
4. Overall which vendor would you prefer buying from and why?

Bonus:
As mentioned above, you may need to contact the vendors directly to get more information
about ordering or the product. This is commonplace when buying direct from a
manufacturer or wholesaler. During the week’s lesson, we will show you how to
communicate with a vendor in the most professional manner.
• Earn bonus points by directly contacting a vendor using our guidelines in the lecture.
You need to show evidence that you at least attempted to contact these vendors
inquiring about the product and/or ordering information (you do not actually have to
place an order). Include documentation of the conversation, like a screen shot of the
email sent, in your project. If you do not use our guidelines, you will not get the
points!

Grading Rubric for 7.2
60pts:
10 Different Fabrics
• Picture
• Technical name
• Fiber content
• Name of vendor
• Type of vendor
• Link to product

20pts:
Summary of experience

Vendor Contact Bonus:
(limit 4 vendors)
Additional 2 points per vendor contacted
Additional 4 points per vendor contacted
AND the vendor replied

Total Points Possible 96pts

YOU MUST FOLLOW ALL INSTRUCTIONS AND GUIDELINES!!!!

Discussion

Required Readings: Ritzer, Chapter 7. Deviance and Crime

Supplementary Materials. None

In every society, human behavior falls along the familiar bell curve.

Societies are defined by the shared values they hold, and those common values determine acceptable and unacceptable behavior. The vast majority of members of society will embrace those values without thinking about them. A delightful example of this is found in George Bernard Shaw’s Major Barbara, minutes 131-156, in which a father is discussing his son’s plans for a career.

(Links to an external site.)

However, there are always the deviant extremes. Some will deviate by an unusual devotion to societal norms and behavior. These are often called heroes, saints – or intolerant prudes, depending upon whether they agree with social norms. (Remember the old conjugation. “I am firm. You are stubborn. He is a pig-headed fool”). Others will be extreme in their rejection of societal norms and behavior. These are known as trend-setters, revolutionaries, radicals, anarchists, or criminals, depending upon sympathy with their views.

It is often from these extremes that social change begins.

Your assignment for Chapter 7 will require you to study the chapter carefully. Remember that these are short answers and not essays.

Cut and paste the following assignment to a word processor and insert your responses. This assignment will be graded using the discussion participation rubric.

Select and define one value held by most Americans fifty years ago but which is now held only by a small minority.
Select and define one value held by a small minority of Americans fifty years ago but now held by a majority of Americans.
Select and define one value held by most Americans fifty years ago is still held by most Americans today.
Select one behavior resulting from each of these values and discuss how this value was sustained by folk-ways, informal sanctions, and formal sanctions – including law.

A.

B.

C.

For each behavior in 4, use explanatory and constructionist approaches to discuss how each of the three behaviors changed or remained constant over the last 50 years.
Explanatory
Constructionist

Explanatory
Constructionist

Explanatory
Constructionist

Discuss the relationship between deviance and crime using the example of:
A formerly acceptable behavior which has become criminal.
A formerly criminal behavior which has become acceptable.
In the world today, there are many examples of formerly “criminal” elements which have become “legitimate” governments. In Mexico, criminal cartels have established territories in which they have either infiltrated or replaced local governments. In several cases, Mexican citizens have formed “self-defense” groups that attack both the cartels and local governments. In other cases, these “self-defense” groups have been used by one cartel to attack a rival cartel.
7a. Define “legitimate” government and compare your definition with that given by Max Weber,

7b. Name one legitimate and one illegitimate government in power today and explain why they are legitimate or illegitimate according to the definitions given in 7a.

The United States has one of the largest prison populations per capita in the world. Compare the United States with any other country or the world as a whole.

Use differential association theory, specific deterrence, general deterrence, and modern criminology findings to explain the difference in prison population per capita in the United States and the country you have chosen.

The United States was shaken by violent riots, culminating in the Capitol building’s storming. These events have been treated differently in the media.
CNN Describes “Mostly Peaceful” Riots as Kenosha Burns – Summit News (Links to an external site.)

Opinion | Assault on the Capitol: America’s ‘Dark Night of the Soul’ – The New York Times (nytimes.com) (Links to an external site.)

Various explanations have been given for the riots.

Why Did Trump Supporters Storm the Capitol? | Psychology Today (Links to an external site.)

Briefly discuss these riots from the viewpoint of Structural-Funcionalism, Conflict Theory and Symbolic Interaction.

A.

B.

C.

A riot is a clear violation of the law. However, riots may be supported by values. Do you believe that riots have become a norm? Use your conclusions to previous answers and your research to support your opinion.

What did you learn from this lesson that was useful or interesting?
How could this lesson be improved?

USE THE BOOK SOCIOLOGY 5 BY GEORGE RITZER CHAPTER 5 DEVIANCE AND CRIME

In response to the COVID19 virus, the Australian government has developed a mobile application called the COVIDSafe App.

Step 1: Watch the following video: https://www.youtube.com/watch?v=JI3uPu9sYRg

Step 2: Go to the main government website and read the purpose, requirements and how the app works at: https://www.health.gov.au/resources/apps-and-tools/covidsafe-app
Then research anything else you think you might need to know in order to complete step 3.

Having read the website details, watched the video, and conducted any further research you need to, you are now ready to start writing.

Step 3: Write:

200–300 words outlining the purpose of the app, benefits to the user, public and government
100–200 words describing how the app works (technically)
200–300 words identifying three main issues, limitations or failings of the app by extending your research beyond the government website.

Step 4: Make sure you reference your sources correctly in Swinburne Harvard style.

R‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌esearch Question The guiding question for this study is how does colorism effect job attainment of early adulthood women in Ghana? – the supplemental questions are 1. What is the experience of early adulthood women in Ghana with colorism as they ‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌are looking for a job? 2. How do early adulthood women in Ghana deal with colorism as they look for a job? 3. How does colorism influence job seeking behaviors in early adulthood women in Ghana? I have attached chapter 1 of dissertation for revie‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌w

if you are doing a research about aviation maintenance safety, pick a more specifc area inside the aviation safety maintenance and present the research questions and/or hypotheses of your proposed study. Remember, qualitative studies generally don’t include hypotheses since they are not structured to evaluate hypotheses. Qualitative studies focus more on the research questions that are to be investigated.

Compare and contrast The Adaptation Model of Nursing by Sister Callista Roy with the behavior systems model of Dorothy Johnson (Define metaparadigm concepts including patient, health, environment, and nursing.)
Use a minimum of two scholarly references in APA style to support your discussion.

R‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌eference style is AGLC4 there is a free guide online. Please read the 5 questions very carefully. I have added some Q&As from the lecture‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌r I have added previous years exam notes for this subject. The word count is 2500 words with 10% either way. The case is attached in a word doc‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌.

R‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌espond to the question below: At the end of the nineteenth century, people were reading the Bible differently than they had during the time of the Civil War. What forces in society and the culture at large contributed to this change? Why was what Charles Briggs said and did considered so dangerous? Your answer should make at least two specific references to the reading and/or video. But it is not just a recitation of facts from the reading/video but rather a discussion of things such as your opinion of the point under discussion, why you hold t‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌hat opinion, how you see the point consistent or inconsistent with what you have learned so far, correlation with contemporary experience, implications for the future, etc. Makes connections to previous or current content or to real-life situations. Ideas should build upon each other. Video: https://www.pbs.org/video/frontline-god-in-america-four-a-new-light/ Book: (pages 137 – 170) Nancy Koester, Introduction to the History of Christianity in the United States. Revised and Expanded Edition. Minneapolis: Fortress Press, 2015. ISBN: 9781451472‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌059

4‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌.2 Individual Assignment – Crisis Response Plan Individual assignment: Crisis Response Plan In this final individual assignment, you will think in detail about the likeliest threats that your organization faces today. What responses would be required from your organization if this crisis came to pass, who would be affected, how would you communicate with each stakeholder group, and who should be involved in managing the crisis? To guide you in your thinking, we are providing you with the following template Download following template. This template summarizes aspects that have been mentioned across the program and is designed to get you thinking about some of the practical aspects and logistics that could affect your organization if a crisis does hit. It will not prevent a crisis, or protect you from a crisis occurring, but it will encourage your thinking and point to possible actions, so that you can be better prepared. Once a crisis hits, any time saved due to prior preparation is valuable, as it gives you a bit of leeway to focus on what really matters. The template is a guideline only and accordingly should be used a starting point and adapted to your organization’s specific needs. Specifically, we invite you to read the Mckinsey article (Links to an external site.) provided in this week’s readings, which includes a list of 25 questions to ask yourself to check how prepared you are for a crisis. To the extent that it makes sense for your organization, we encourage you to incorporate any additional suggestions from this article or other relevant sources into your crisis response planning. ASSIGNMENT INSTRUCTIONS Taking the top 3 threa‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ts that you identified in the Individual Assignment in Unit 2, please complete the template provided above for each one (. use a new template for each threat). Be sure to complete the following sections: 1. Summary: a description of the crisis, including the type of crisis, likelihood of it occurring and types of responses needed. 2. Command Center: where will the command center be located? 3. Crisis Management Team: what is the chain of command and who is on the crisis management team? How will you get hold of them? 4. Stakeholder Communication: who are the affected stakeholders, what is the impact on them, and how will you communicate with each group? 5. Likely questions: what tough questions can you expect from each stakeholder group and what answers can you prepare now? While we encourage you to complete the template for each of the risks identified, please submit only ONE fully completed template for the purposes of this assignment below. . We are treating all your submissions completely confidentially. However, if your template contains any confidential information that you do not want to submit (. contact details), please feel free to delete these sections before submission and mark the empty spaces with “confidential”. Update your Learning Journal for Unit 4 Towards the end of each unit, we prompt you to update your Personal Learning Journal. Please continue completing your Learning Journal that you should have downloaded previously (if you need to download it again, here is the link Download link). Please use the provided questions (for Unit 4) to facilitate your reflection and action commitment and submit your document below. The Personal Learning Journal will be visible to your personal coach, who supports with your progres‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌sion.

Step 1: You will begin this assignment by selecting a visual media text that you have recently consumed to focus your analysis on.

Given that you will only have a limited space to analyse each concept in relation to the visual media text, you will not have sufficient space to explore a complex text e.g. a music video, film or book. Instead, simple texts e.g. advertisements, will be more appropriate choices to analyse. You should choose one visual media text to analyse.

Examples of simple texts can include:

magazine or internet advertisement
meme
billboard
movie or game poster
DVD or music album cover
brochure
photograph.
It is important that you make the connections between your selected visual media text and concepts such as

Textual analysis: open text, closed text, anchorage, metaphor, metonymy
Signs and signifiers, Denotation and connotation,
Intertextuality
Marxist theory

Have a look at the example of past work provided in the attachment and use this as a guide when approaching this assignment.

Step 2: Download the attachment: media Journal Template
The media journal analysis sheet has been designed to develop your ability to examine and analyse a visual media text.

Step 3: Populate the media journal sheet and use the following points as a guide to help you complete this task:

Emphasis should be placed upon the concepts and issues being used in the learning materials and readings.
Engage in a critical analysis of the visual media text you have selected.
Ensure that you are not simply presenting a descriiption of what the visual media text is about.
Address how you might apply the concepts and issues discussed in the learning materials, in relation to your visual media text.
Each entry must include your responses, thoughts and/or ideas on the concepts, as well as make some sort of connection between the readings and the visual media text that you are analysing.
You may include images, photographs, and drawings, although there is no requirement to do so.
If the visual media text you use is from the internet, you must provide a relevant URL.

Step 4: Cite all sources using Swinburne Harvard referencing style.