What do you see in it?  Explain its significance to you—i.e., what drew you to this particular piece of art? And find out what you can about the artist, the piece of art, the context.  What does this piece tell us about the world in which it was created?

Assignment: Complete an Industry Analysis of the Fast-Casual Dining Industry (This is not Fast Food; a
submission about Fast Food will result in a score of 0)

Directions: Use the outline below, in conjunction with your book and notes from class to write a 3.0 – 4.0-page Industry Analysis. The paper should cover the most significant points from your analysis and use of the tool outlined below. The paper should be double-spaced with 12-point font with 1” margins. Title pages, reference pages, and appendices do not count towards the page count totals. However, keep in mind that your analysis is that of an industry, which is much broader than a singular view from a given company. The submission should include the use of reputable sources (i.e. – Investopedia, Wikipedia, and/or any sources that are populated by readers are not reputable). Please see the rubric in CANVAS to understand how each section is weighted and the significance of proper formatting.

I. Analyze the Industry – Use the Tools

A. Use Five-forces to Explore and Analyze the Competitive Forces of the Industry
1. Assess the competition in the environment and determine if the Rivalry is weak, moderate, or strong.
2. Analyze Supplier Power in the context of how suppliers may influence what a specific company in the industry may or may not do. Classify as weak, moderate, or strong
3. Assess the Threat of New Entrants. In particularly, is it easy, moderately easy, or difficult for new companies to enter into this competitive environment. Classify as weak, moderate, or strong.
4. Determine the availability of Substitutes (i.e. – are there other products or services that could easily replace those of the companies found in the industry). Classify as weak, moderate, or strong.
5. Analyze Buyer Power in the context of does the buyer have alternatives and are they capable of driving changes in products and services. Classify as weak, moderate, strong.

II. Draw Conclusions from the Five Forces analyses?
a. Summarize: Use the information from section I above to summarize the competitive forces of this industry. For instance, if the rivalry is strong, supplier power is strong, and buyer power is strong, one could conclude that competition is strong and may heavily influence a company’s strategic decisions and directly impact profitability.
b. Assesses the current and future state of the industry
a. How attractive is this industry? Provides details and support.
b. What will the industry look like 5 years from now? Why does it stay the same or potentially look different? Provide support for your rationale.
c. Given the current state of the industry, what value propositions may be appealing to customers of this industry? (It is often helpful to identify two successful firms in the industry and understand how their value propositions work under the competitive conditions in the industry).
c. Describe how a potential entrant to this industry may perceive its chances of earning above-average returns given your analysis.

The theoretical framework underpins your topic. You must find the seminal source that gives weight to your topic. For example, if you are studying aggression in high school students then you would need to use Albert Bandura’s Social Learning Theory. Another example would be if you were studying how high school students appraise stressors then you would use the work of Richard Lazarus and Susan Folkman to underpin your topic. Once you have located the seminal figure(s) for your research please include the following information for this section:
Cites the seminal figure associated with the theory or theories of the research
Clearly links the theory to the topic the student is studying
This section should be 1 paragraph in length

At the beginning of the course you posted an introduction that included your own perceptions of crime and criminals. Take some time to reflect on the material that we have covered in this course.

Create a 20-minute audiovisual presentation that reflects on your most significant insights in this course. You can deliver a video (with audio), PowerPoint with synchronized audio, Prezi with synchronized audio, or another approved format. It is strongly encouraged that you host your presentation on YouTube or elsewhere and provide a link to your instructor. If, however, you wish to directly upload the file to the LMS, the maximum file size allowed is 10MB. If you have any questions or doubts about the format, please consult with your instructor before creating the presentation. Late deliveries will not be accepted.

Address the following elements in your presentation. (You may change the sequence to present your ideas in the most organized and fluid manner.)

1. Identify two perceptions (opinions, beliefs, or values) about crime or criminality that you held but that have changed as a result of taking this course.

2. Explain how your perception of a particular pattern or type of crime has changed.

Briefly describe the pattern or type of crime.
Summarize your previous ideas and if they map to larger misconceptions in society. Where do you think these ideas or misconceptions come from?
What parts of the course material and scholarly evidence influenced your change in perception?
3. Explain how your perception of who commits crime has changed.

Summarize your previous ideas and if they map to larger misconceptions about these groups in society. Where do you think these ideas or misconceptions come from?
What parts of the course material and scholarly evidence influenced that change?
4. Explain how a structural, interactionist, or critical theoretical perspective influenced the change in your perception.

Describe the theoretical perspective.
Explain how it has informed your new perspective.
5. Explain how your changed perception and new knowledge will influence your personal and/or professional life.

The effects of Marijuana on adolescents

The CEO of your firm has just announced that the organization is considering two diverse strategies to increase business: marketing healthcare services to the mature healthcare consumer, or marketing healthcare services to international consumers.

Read the following two articles:

Fell, D. (2002). Taking the U.S. health services overseas. Marketing Health Services, 22(2), 21-23.

Click here to read the article.

Marsh, D. (2010). Marketing to the mature marketplace. Marketing Health Services, 30(1), 12–17.

Click here to read the article.

NOTE: You will draft two separate marketing proposals for the organization. Each proposal should be based on a marketing strategy covered in the course.

Explain which proposal best supports the marketing opportunities outlined by the firm’s CEO. In other words, does targeting one or the other group make sense in light of either of the proposals you have just drafted?
Decide which (if either) of the strategies should be a part of your marketing proposal. Explain why and be sure to address each of the following: The opportunities available to the organization by marketing healthcare services to the mature marketplace and the opportunities available to the organization by marketing healthcare services to the international consumer. How either or both of the opportunities compliment or conflict with the organization’s current marketing strategy. What recommendations you would make to the CEO concerning the two proposals.
To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

What are some other turning points in American history that historians have emphasized or should emphasize?  How might these other turning points influence where new American history surveys begin and end?

RSC 301-37 Written Signature Assignment

After reading chapters 1 to 9 of “Radical Empathy” text by Terri Givens, you are to complete a written assignment that answers the following questions:

1. How has your understanding of empathy and its potential evolved?
2. How do you envision incorporating radical empathy into your future actions, relationships and your service-learning projects?
3. What are some concrete actions individuals or communities can take to promote racial equity and justice, as discussed in these chapters?

This reflection should have 3-paragraphs (to answer each of the 3 questions above) using12-pt double-space Times New Roman font. The reflection should be between 2 – 3 pages long and you must use in-text citations to support your narrative. APA format for your in-text citations and bibliography.

Your paper will be assessed using the rubric provided in the next page.
 
Rubric

This rubric assesses the students’ understanding of empathy, their ability to incorporate radical empathy into their future actions and projects, and their suggestions for actions promoting racial equity and justice while also considering their writing style and format.

Criteria Excellent
(5 points) Good
(4 points) Fair
(3 points) Needs Improvement (2 points)
Understanding Empathy Demonstrates a profound and comprehensive understanding of empathy’s potential, showcasing significant personal growth. Shows a good understanding of empathy’s potential with noticeable personal growth. Demonstrates some understanding of empathy’s potential but with limited personal growth. Lacks a clear understanding of empathy’s potential and shows no personal growth.
Incorporation of Empathy Clearly outlines a well-thought-out plan for incorporating radical empathy into future actions, relationships, and service-learning projects. Outlines a plan for incorporating radical empathy into future actions, relationships, and service-learning projects. Provides a plan, but it lacks detail and clarity in incorporating radical empathy. Fails to provide a plan for incorporating radical empathy.
Actions for Racial Equity Presents concrete and insightful actions that individuals or communities can take to promote racial equity and justice, supported by evidence from the text. Presents concrete actions for promoting racial equity and justice, with some textual support. Lists actions, but they lack depth or specificity, with limited textual support. Fails to provide concrete actions or textual support for promoting racial equity and justice
Writing Style and Format Exceptional clarity, organization, grammar, and use of APA format for citations and bibliography. Good clarity, organization, grammar, and use of APA format, with minor issues. Fair clarity, organization, grammar, and use of APA format, with noticeable issues. Poor clarity, organization, grammar, and use of APA format, with significant issues.

Book Report on:
Radical Empathy: Finding a Path to Bridging Racial Divides
Terri Givens
Using in text citations, follow the instructions in the Book Review Reflections document.

This “legacy of conquest and colonialism [becomes] implanted into the American mindset, institutions, and legal regime so deeply [] we are blinded to its presence.” [Echo Hawk p105]

This is why after decades of advocacy, the international community adapted the existing human rights framework to apply to the unique circumstances of the indigenous experience. 

Unsurprisingly, criticisms emerged.  Critics questioned why indigenous peoples needed “special” rights separate from those rights already afforded to all humans.  Criticisms were wide-ranging from claims of reverse discrimination against non-indigenous persons to charges that the preferential treatment itself was racist and isolating to indigenous peoples. 

Supporters argue that it was not enough to simply announce people had these rights, but that there existed an affirmative duty to ensure people were achieving these rights.  So, UNDRIP not only list the entitlements, but it includes guidance on how to implement and measure its achievement.

In this assignment, you will explore further the need for UNDRIP.  You will form an opinion regarding whether UNDRIP actually does afford indigenous peoples “special” rights, or if it just acknowledges the same rights already given to others – i.e., native rights are just “human rights” 

Instructions

1) Review and consider our lessons on the International Bill of Rights which are meant for “all.”

2) Watch this required video: More than a Word

The film explores the history of the slanderous term “redskin,” and delves into cultural stereotypes of Native Americans and their relationship to history. Ultimately, the film argues for representations that honor and celebrate the humanity of Indigenous people.
https://www.kanopy.com/en/sjsu/video/796511

To see the opposition these protections face, watch either of these videos (you can choose which)

3a) Fighting Indians

On May 16, 2019, the state of Maine made history by passing LD 944 An Act to Ban Native American Mascots in All Public Schools, the first legislation of its kind in the country. For Maine’s tribal nations, the landmark legislation marked an end to a decades long struggle to educate the public on the harms of Native American mascotry.

FIGHTING INDIANS chronicles the last and most contentious holdout in that struggle, the homogeneously white Skowhegan High School, known for decades as “The Home of the Indians”. This is the story of a small New England community forced to reckon with its identity, its sordid history, and its future relationship with their indigenous neighbors. The film serves as a microcosm for a host of national divisions, as the “mascot debate” exposes centuries old abuses while questioning whether reconciliation is possible.
https://www.kanopy.com/en/sjsu/video/13041627

OR

3b) In Whose Honor? – American Indian Mascots in Sports

The Cleveland Indians. Washington Redskins. Atlanta Braves. What’s wrong with American Indian sports mascots? This moving, award-winning film is the first of its kind to address that subject.

IN WHOSE HONOR? takes a critical look at the long-running practice of “honoring” American Indians as mascots and nicknames in sports. It follows the story of Native American mother Charlene Teters, and her transformation into the leader some are calling the “Rosa Parks of American Indians” as she struggles to protect her cultural symbols and identity. IN WHOSE HONOR? looks at the issues of racism, stereotypes, minority representation and the powerful effects of mass-media imagery, and the extent to which one university will go to defend and justify its mascot.
https://www.kanopy.com/en/sjsu/video/157323
(4a) Show you understood each video (No. 2, and 3) by describing what it showed about Native oppression.  You simply are being asked to prove you watched it. Avoid generalized summaries (i.e., “they were discriminated against”).  Instead, you only earn points by specifically describing scenes or scenarios from the video.
(4b) Show your understanding by identifying the UNDRIP provisions you believe would protect the Natives from this oppression.  You simply are asked to match the UNDRIP article (as shown in your textbook and the supplemental materials) and briefly describe why you believe it applies.

    (to illustrate: “Under Article X, indigenous peoples have the right to practice and revitalize their cultural … which I believe was violated when in the video…)

4c) Based on both documentaries and our course materials, do you believe UNDRIP provides indigenous peoples “special” rights, or instead, does it just ensure they can enjoy the rights we “all” already enjoy.  Use specifically cited references to our course materials to explain what are the rights we “all” enjoy.  And use specific references to the documentary and course materials to compare the rights afforded to indigenous peoples. 
4d) Based on both documentaries and our course materials, what do you believe are the reasons for the United States to be hesitant, if not opposed to, UNDRIP.  Use the example of the sports mascots as the example to frame your opinion.

    Textbook: In the Light of Justice-
        “ABC’s of colonization” Echo-Hawk (pg. 55).

Universal Declaration on the Rights of Indigenous Peoples (UNDRI
Study Note- again, you are graded on your ability to not just list quotes from materials, but to show your ability to understand its significance.  By reviewing these materials, you at least will have a general idea of the framework of human rights.  It will help avoid you later citing an example out of context. 

Should public libraries be allowed to ban certain books?