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ERM on PM2 Risk Scorecard or ISO 31000?? 0%Plagiarism

ERM on PM2 Risk Scorecard or ISO 31000?? 0%Plagiarism. Help me study for my Computer Science class. I’m stuck and don’t understand.

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.
Assignment Requirements:
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 – Chapter12 – Chapter 15

ERM on PM2 Risk Scorecard or ISO 31000?? 0%Plagiarism

Edgar Degas: Six Friends at Dieppe | An Analysis. This paper discusses Degas’ representation of his circle of friends in reference to heroes and hero worship. For the purposes of the paper, ‘hero’ will be taken to mean ‘characters, that, in the face of adversity, and perhaps from a position of weakness display courage and the will for self-sacrifice’, with hero worship following the generally understood meaning ‘intense admiration for a hero’. The paper will show that Degas viewed his friends as heroes, in that they sacrificed themselves for their work, and that, through his collecting of various works, especially by those of close friends, and his portraits of his close friends, he exhibited ‘hero-worshipping’ towards these friends. The book Edgar Degas: Six Friends at Dieppe, based on a 2005/6 exhibition of the same name at the RISD Museum, looks in detail at Degas’ relationships with his close circle of friends, as portrayed in Degas’ 1885 pastel portrait of the same name. In this work, Degas presents Ludovic Halevy, Daniel Halevy, Jacques-Emil Blanch, Henri Gervex, Walter Sickert, and Albert Boulanger-Cave. The complex, often highly volatile, but always extremely loyal, friendships between these men, and with Degas, are narrated in Degas’ portrait. This is discussed in more detail in the book Edgar Degas: Six Friends at Dieppe, which concludes that Degas had an extremely complex relationship with his friends, and that once he had formed a friendship, Degas was at pains to let this friendship go, whatever the cost. He valued his friendships extremely highly, particularly, it seems, because he saw them as a means of releasing himself to the world, for his own timidity was often restrictive, and it was his relationships with close friends that allowed him to flourish (see Meyers, 2005). Degas formed many strong friendships throughout his life, as we have seen, with Ludovic Halevy ranking amongst the most dear, with loyal friendships with other artists (such as Emile Zola) informing his work, in terms of developing ideas about realism, and the role of painting, for example. Degas’ friendship with Sickert, for example, withstood the test of time, as relayed by Sickert himself in his 1917 article about his friendship with Degas (see Sickert, 1917), which portrays a profound affection for his friend Degas. This friendship is also explored in Robins (1988), which shows that Degas had a deep respect for Sickert, so much so that he introduced Sickert to mutual friends and to his own dealers. Degas’ friendship with Sickert was, however, only one of his many close friendships: he also had deep, and well-documented, friendships with Manet, with Toulouse-Lautrec, and with Emile Zola amongst others. Indeed, it is within the context of these friendships that he came to see ‘realism’ in art as the true path that his work should take, as documented in his many letters and through his various works (see, for example, Degas, 2000). Degas’ friendship with Manet is legendary, based on a comradely rivalry, with many ups and downs, forged together through strong artistic bonds, described as ‘(they) used the same models, shared an iconography and indulged in reciprocal quotations’ (see Baumann et al., 1995). The two artists, thus, informed each others works, and, indeed, an explicit connection between Degas’ pastel works and Manet’s Chez le Pere Lathuille has been made (see Meyers, 2005), perhaps suggestive of some form of reciprocal hero worship towards Degas on the part of Manet. However tumultuous their friendship, however, it is perhaps indicative of the depth of Degas’ respect for Manet that Manet’s Ham and Pear were opposite Degas’ bed, so they were the first things he saw in the morning when he awoke (Meyers, 2005). Degas’ portraits of Manet, such as his 1968/9 Portrait of Monsieur and Madame Edouard Manet, often raised trouble between the friends, and indeed, Manet cut Suzanne’s face off of this portrait, in disgust, although it is thought, through analyses of Degas’ writings, that no harm was actually intended, and, indeed, the portrait seemed to have been intended as a genuine compliment to the couple, leading to a temporary split in the friendship (see Baumann et al., 1995). Other portraits, such as the etching Portrait of Edouard Manet completed in 1862/5 shows Degas’ utmost respect for Manet, showing Manet as alert and attentive, reinforcing Degas’ tendency to reveal how he felt about his friends, as artistic heroes, and even perhaps, as personal heroes who saved Degas from the darker sides of his own personality, and from his own personal demons[1]. Degas, the complex artist, with complex interpretations, can thus be argued to have exhibited ‘hero worshipping’ towards his friends, as we have seen, through spending time with them, discussing realism with them, and by taking his time to paint portraits of them. In addition to this, Degas was an avid collector of art, and he avidly collected the work of old masters and contemporaries, with the aim of founding a Museum to house his extensive collection, although his loss of faith in the idea of a Museum, his suicide and the subsequent war-time sale of the collection did not allow for the construction of a Museum to house his collection. As Dumas (2000) and Ives et al. (1998) document, Degas’ personal art collection numbered over 5000 works at the time of his death, including works by masters such as Delacroix and Ingres, but mostly works by his contemporaries, including Manet, Cassatt, Van Gogh and Gauguin. This represents a form of appreciation of their work, and, indeed, Degas is known to have only collected the best works of each artist, often, as was the case with Cezanne, collecting their work before the artists had attracted a dealer, or had sold their work widely. His dedication to his work as a collector constitutes, in some form, hero worship, as one artist appreciating the heroic efforts of another artists to produce worthy art. Understanding representations of friends of Degas as heroes is therefore a valid way in which to understand Degas’ intense admiration for the work of his contemporaries. Under this understanding, for Degas, collecting and portrait painting was a form of hero worship. References Baumann, F.A. et al., 1995. Degas Portraits: Portraits. Merrell Holberton. Dumas, A., 2000. The Private Collection of Edgar Degas. Yale University Press. Degas, E., 2000. Degas by himself: Drawings, paintings and writings. Little, Brown. Ives, C., Stein, S.A. and Steiner, J.A. (eds.), 1998. The Private Collection of Edgar Degas: a summary catalogue. Harry N. Abrams Inc. Julius, M., 1996. Edgar Degas – obsessive artist, obsessive collector. Contemporary Review August, pp.13-14. Lipton, E., 1988. Looking into Degas: Uneasy Images of Women and Modern Life. Meyers, J., 2005. Impressionist Quartet: the intimate genius of Manet and Morisot, Degas and Cassatt. Harcourt. O’Brien, M. et al., 2005. Edgar Degas: Six Friends at Dieppe. Museum of Art, Rhode Island School of Design. Robins, A.G., 1988. Degas and Sickert: notes on their friendship. The Burlington Magazine 130(1020), pp.198 210-211 225-229. Robins, A.G. and Thomas, R., 2005. Degas, Sickert and Toulouse-Lautrec: London and Paris, 1870-1910. Tate Publishing. Sickert, W., 1917. Degas. The Burlington Magazine for Connoisseurs 31(176), pp.183-187 190-191. Vollard, A., 1986. Degas: an intimate portrait. Dover Publications. Footnotes [1] Nowhere is this better illustrated than in his extremely close relationship with Cassatt. He owned more than ninety of Cassatt’s prints, and aside from painting Cassatt’s portrait, he also produced a series of etchings entitled Mary Cassatt at the Louvre (see Julius, 1996). Edgar Degas: Six Friends at Dieppe | An Analysis

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