Chapter 12 presented the approach Intuit uses to measure the effectiveness of their ERM, and chapter 15 presents the process the City of Edmonton employed to develop and deploy their ERM. You are an ERM consultant, retained by Intuit to re-implement their ERM. They have decided to start over and develop a new ERM for their current organization. Would you recommend that the base their new ERM on PM2 Risk Scorecard or ISO 31000? Explain why you would choose one over the other.
Create a new thread.
As indicated above, assume that you are an ERM consultant, retained by Intuit to re-implement their ERM.
They have decided to start over and develop a new ERM for their current organization.
Would you recommend that the base their new ERM on PM2 Risk Scorecard or ISO 31000?
Explain why you would choose one over the other.
I need references in APA format
https://www.youtube.com/watch?v=911RTZA1O3U&feature=youtu.be – Chapter12
https://www.youtube.com/watch?v=AUelwIsFkCY – Chapter 15
ERM on PM2 Risk Scorecard or ISO 31000?? 0%Plagiarism
Race and Racism
Race and Racism. Need help with my Biology question – I’m studying for my class.
Address the following questions:
What has the role of biological anthropology historically been, in regards to the definition of different races? How does that differ from the current approach?
What do you think of when you hear the word “race”?
Why is it more appropriate to speak in terms of ancestry instead of race when we discuss genetic differences in humans?
How did your categorization of people compare to how they classified themselves (in the “Sorting People” activity)? How does this reflect some of the principles of variation that we examined this week?
Can you think of any possible biological consequences of the social reality of race?
Race and Racism
African Americans’ Oppression and Stereotypes Research Paper
help writing Belonging to an ethnic group is always a challenge because it becomes the source of isolation either discretionary or forced in response to various oppressive forces such as discrimination, prejudice, sexism, homophobia, ageism, etc. as well as differing prejudices and biases. This paper will focus on evaluating oppression of African Americans. It will investigate the stereotypes and biases they face as well as the steps they have taken to challenge oppressive forces. Moreover, the paper will provide insight into the role of social workers in the process of handling these challenges and determine the benefits of this experience for the further professional activities. African Americans face a great variety of stereotypes and biases, which make their lives complicated and sophisticate their socialization with other ethnic minorities, especially dominant groups (Diller, 2010). First of all, they are believed to be less educated than white people. This stereotype is true for both adults and children. It can be easily explained by historical consciousness, i.e. remembering the epoch of enslavement when the black people were illiterate and had no opportunity to obtain education, and insufficient supply of educational resources such as books, study materials, and qualified teachers at segregated schools for black kids. Even though the times have changed and, nowadays, African American children, for the most part, have equal access to education, the stereotype remains and has become a source of obstacles in their lives. Another source of bias against African Americans is their gender. It is the area of intersection of racism, ageism, and sexism. That said, black men are often seen as the source of danger to white society while black women are less threatening. Because of it, however, there is the difference in the level of oppression against African American males and females. Because maleness is believed to be a source of power and physical strength, these are black women, who more frequently than men fall victims to discrimination and assault (Diller, 2010). The same can be said about age. Children, who attend schools where they belong to a racial minority, often prefer not to go to classes because they are afraid of being prejudiced. If it were not for their personal experience, they would not have been afraid. One more way to oppress African Americans is to isolate them by adopting corresponding legislation. This phenomenon is known as racial segregation. However, it can be aggravated by prohibiting interracial marriages or transracial adoptions (Schaefer, 2012). Taking similar steps aims at making it impossible for the representatives of racial minorities to disclose from their ethnic group and integrated into the dominant one. Finally, black people are believed to be poor not because they lack knowledge or skills but do not have the entrepreneurial drive and spend most of their time and energy on sex, gangs, and drugs instead of developing and achieving goals (Pinder, 2010). Even though being an African American meant being a subject of oppression, for the most part, they managed to overcome this problem. Of course, the challenge of discrimination and prejudice remains, but its level is individual instead of overall established by the law. African Americans took several steps to handle this problem. Fundamentally, all of them included mass activities because only demonstrating unity could contribute to amending legislation. Get your 100% original paper on any topic done in as little as 3 hours Learn More Primary tools for challenging various oppressive forces, especially discrimination, included fighting for civil rights, racial equality, social justice, and desegregation of public places such as schools, restaurants, theaters, cinemas, hospitals, and even churches. It includes numerous strategies for reaching the set objective from civil rights marches to sit-ins and kneel-ins, which suggest that black people refused to leave the public places where they would not be serviced or permitted to pray in the same church with white people (Haynes, 2012; Landsberg, 2014). These steps not only contributed to establishing relative social equality but also helped develop tolerance towards people of the black minority. Another response to oppression was creating African Americans’ own music and religion. By doing so, African Americans prompted that they are not interested in popular culture; all they need is having equal rights and access to primary needs such as healthcare, education, housing, employment, etc. (Pinder, 2010). The accent is made on preserving uniqueness but having the right to decent living and self-determination, i.e. the right to decide which social group to stick to – black or white. Because discrimination and prejudice are issues of personal choice, this problem can be handled with the help of social workers. Social workers responded to this challenge by developing the framework for dealing with it, which aims at totally integrating African Americans into society and making white people see the blacks and treat them as equals not because they are obliged to by the legislation, but because they are willing to do so. Their framework consists of four frames and rests on the postulates of color-blind racism. The first one is referred to as abstract liberalism. It implies transmitting economics to social affairs and creating the society of equal opportunities and individualism where everyone would be free to choose what is best for them and face no limitations in making these choices. The second frame is known as naturalization, i.e. promoting the idea that race is a natural occurrence. That is why it cannot serve as a criterion for disintegration and oppression. The third one is introducing the concept of cultural racism. Social workers believe that racism has nothing to do with race as such. Instead, it derives from the cultural background and upbringing. This frame aims at stopping the inertial belief that blacks are worse than whites and can be treated in a different way. Finally, the fourth frame is minimization of racism. The idea behind this frame is to make white people understand that everyone has a place in the sun whether it is education or employment. Moreover, social workers promote the idea that race is not a determinant of success anymore because there are enough opportunities for everyone to succeed in life (Bonilla-Silva, 2013). In addition to it, social workers aim at achieving a set of objectives, which would eradicate the problem of racism from social consciousness. These goals are as follows: to motivate leaders to promote the idea of focusing on competence and qualification instead of race; develop culturally competent workspace; to engage community to solving the challenge of racial inequality; to foster cooperation between institutions located at different levels of social system to handle the issue; to organize trainings for the better understanding of the history or racism and its negative impact on the quality of life of those belonging to ethnic groups (Social Work Policy Institute, 2014). However, it should be noted that the framework and objectives mentioned above are general and should be adapted with regard to peculiarities of the place of social worker’s practice. We will write a custom Research Paper on African Americans’ Oppression and Stereotypes specifically for you! Get your first paper with 15% OFF Learn More In the conclusion, it should be said that working with culturally diverse groups is positive not only for those belonging to these groups but also social workers. Learning from the life experience of those oppressed is beneficial for designing new programs of fighting for racial equality and social justice because social workers obtain an opportunity to find out the details of oppression and, thus, focus on eradicating similar problems. Moreover, it can help social workers become better people and members of society and bring up their children as decent people, who treat others equally without regard to their gender, race, and cultural or socioeconomic background. All in all, such experience would help realize that the issue of racial inequality is a real matter of concern, which should be paid attention to and handled. References Bonilla-Silva, E. (2013). Racism without racists: Color-blind racism and the persistence of racial inequality in America (4th ed.). Lanham, MD: Rowman
Characters’ Relationship in “Lottery” by Shirley Jackson Essay
Characters’ Relationship in “Lottery” by Shirley Jackson Essay. Introduction The lottery is a masterpiece by Shirley Jackson, tackling traditional issues in a small town in North Bennington. Villagers come together for an annual lottery. The village accommodates only 300 people. Everyone in the village has to participate in the lottery with a representative from every family drawing a slip from the black box. As the story starts, children collect stones and put them in their pockets. Mr. Summers is the one in charge of the lottery and his arrival sends shivers across the crowd. As he mixes slips in the black box, Tessie Hutchinson hurriedly finds her way to where her family members are standing and says that she had forgotten the day of the lottery. Her late arrival and the fact that she had forgotten the lottery day, make Tessie stand out in the crowd. Another outstanding character is the Old Man who thinks people are becoming crazy by planning to quit this annual exercise. While Tessie is a free-spirited woman, the Old Man is superstitious and full of fears of the unknown. Relationship As aforementioned, Tessie Hutchison is a free-spirited woman who cares less about traditions and superstitions. She arrives at the gathering late and makes it clear that she had forgotten the exact date of the lottery. She says, “Clean forgot what day it was” (Jackson Para. 8). Her forgetfulness symbolizes how inconsequential this superstitious event is to her. It is only after realizing the kids were gone that she realizes that it is 27th of June when the lottery takes place. Her free spirit leads her to protest against the lottery results after her husband draws the marked paper. She says, “I tell you it wasn’t fair. You did not give him time enough to choose. Everybody saw that” (Jackson Para. 21). All people should respect traditions and the fact that everyone attends this event shows how important it is. However, Tessie; driven by her free spirit, gathers the courage to question the results of the lottery and makes it clear that the results are not fair. This shows that she is not superstitious and does not care about the traditions for she is not tied to them. On the other side, the Old Man is superstitious and anti-change. His superstitious character comes into light when Mr. Adams posits that, people in the north village want to quit participating in the lottery. He says, “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody works anymore, live that way for a while” (Jackson Para. 16). He calls young people ‘crazy fools’ and indicates that nothing good can come out of them. According to this Old Man, if young people abandon the lottery, they will go and live in the caves. This is superstition and he thinks the punishment of abandoning this exercise would be going back to cave age. He is anti-change and wants to maintain the status quo. He says, “There’s always been a lottery…Nothing but trouble in that” (Jackson Para. 18). According to the Old Man, the only reason why there should be a lottery is that there has always been one and anything short of that will fuel nothing but crisis. This behavior is illogical and fears the unknown. Conclusion Tessie and the Old Man have contrasting personalities. While Tessie is a free-spirited woman, the Old Man is superstitious and full of fear of the unknown. Tessie does not see the importance of this event; on the contrary, the Old Man holds fast to it and even thinks that abandoning it is tantamount to abomination. He condemns those who are willing to give up on the exercise noting that they are bound to go back to hunting and gathering era. On her side, Tessie even forgets the day of the lottery and has guts to protest against the lottery’s results for she is free-spirited. Works Cited Jackson, Shirley. “The Lottery.” American Literature. Web. Characters’ Relationship in “Lottery” by Shirley Jackson Essay
Locating Web Pages
Locating Web Pages.
Locating Web Pages!!!!!!!PLEASE TAKE A LOOK AT THE UPLOADED FILES. IT IS THE WORK FROM THE PREVIOUS WEEK THAT GOES ALONG WITH THIS ASSIGNMENT.!!!!!!! This week you’ll continue building your annotated bibliography by locating two web pages that are related to your research question and writing APA references and annotations for them. By now, your annotated bibliography has started taking shape and you’ll just be adding to the work that you did last week.Before you begin, be sure to read Module 3 in your textbook and Google’s All Tips & Tricks (Links to an external site.)Links to an external site.. It can often be difficult to locate all of the information that you need to evaluate the credibility and reliability of web pages. Watch Web Pages: Determining Authority (Links to an external site.)Links to an external site. and Web Pages: Determining Currency (Links to an external site.)Links to an external site. to help you. To get started, locate the keywords that you developed last week. You will use these keywords to help you find two websites that are related to your research question. For this assignment, you will use a search engine like Google, Bing, or Duck Duck Go, not the Ashford Library databases to find your sources. After you have your web pages, you are ready to create the APA references and annotations for your sources in the Locating Web Pages template. When writing your APA references for your sources, you can refer to the Ashford Writing Center’s Common APA Reference and Citation Models (Links to an external site.)Links to an external site. for guidance.Finally, copy and paste the references and annotations for your two scholarly journal articles from week 3 into your paper. Check your instructor’s feedback to see if there any corrections that you need to make. If you are not sure how to see your instructor’s feedback, this HelpNow! video (Links to an external site.)Links to an external site. will show you. Be sure to make any changes or corrections that your instructor has indicated. You can also look at the sample annotated bibliography for guidance.As you build your annotated bibliography in weeks Three, Four, and Five, you are encouraged to submit your work to the Ashford Writing Center (Links to an external site.)Links to an external site. for feedback. The Writing Center staff can help you identify formatting, grammar, and other common writing issues in your work and give you ideas for ways to fix them. The Writing Center staff is available by email or by chat.Writing specialists are here 24/7, every day of the year, ready to support you!Click HERE to instantly chat with an online tutor.Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan.Click HERE to email us any writing questions.For additional writing resources like Grammarly (Links to an external site.)Links to an external site., click on the Writing Center tab in the left navigation pane.Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.For this assignment, please only submit the completed Locating Web Pages template to Waypoint.
Locating Web Pages