This exercise asks that you apply analytic principles found in the readings in Chapter 14 to folktales, films,
historical events, or other stories from your research or from your experience.
Please choose ONE of these options:
Choose a key insight (analytical tool) from Bettleheim, Baum, Hurley, Zipes, Morrison, Panttaja, or
Orenstein as a tool for analyzing a folktale or fairy tale other than “Cinderella.” You can choose from
among the folktales posted on the Grimm Brothers tales link posted to Moodle, or you can use one from
your own research (or your own collection!). Don’t forget to cite the subject of your analysis.
Using the description of the type 510A and type 510B folktale (pages 519-520) as your analytic tool,
analyze a modernized version of the Cinderella tale—this can be written or on film. Your analysis should
determine to what extent the retelling would still classify as a tale of this type according to the
classification. Be sure to cite your outside source.
Using one of the four variants of Cinderella in Chapter 15 (pages 484-504) as an analytic tool, explain why
a specific historical event, or non-folktale story or film, could be described as “a Cinderella story.” You
might consider the worlds of politics, sports, or other areas if you choose this prompt. If you find it
helpful, you can incorporate the work of Bettleheim, Baum, Hurley, Zipes, Morrison, Panttaja, or Orenstein
here. Be sure to cite any outside sources you use for this exercise.
The earlier you begin your reading of the stories and articles in Chapter 14, the more clear your purpose will
become. Please jump right in!
Must employ the analysis structure described in Chapter 6.
Must clearly identify and articulate an analytic principle or definition.
While it should contain summary, it should contain overall more analysis (application of a specific
analytic tool) than summary.
Must accurately represent source material.
Clear, effective, thorough use of analysis structure: your essay must contain:
o a clear introduction which introduces, contextualizes, and summarizes the situation or
situations you have chosen to analyze;
o a section which introduces and summarizes your analytic principle or principles;
o a systematic application of that analytic principle to the situation or situations (this will be the
longest section of your essay);
o a conclusion which indicates what new/different understanding your analysis can bring to the
individual situation and the subject of obedience and authority in general.
o The sections of the essay should appear in that order. Please remember that these are sections
of your essay, not paragraphs.
(Continued on next page)
Mechanical Requirements, continued:
Detailed support of claims
Quotes and paraphrases accurately cited
Strong organization throughout
Clear introduction, transitions, and conclusion
Must conform to the general standards of Written Standard English (spelling, usage, grammar,
MLA citation style throughout
See syllabus for formatting guidelines
Due: Via Moodle, 11:59 pm, October 4
Write an essay that answers ONE of the following questions after consulting theSuggestions for Essay Exam Writing – PDF (92 KB)Historians are always trying to understand causes and consequences. Causes tell us how things happened (or changed) and consequences indicate the size and scope of the change. One would expect the biggest changes to have the biggest consequences. What would you say were the three most important changes that occurred from 8000 BCE to 1450 CE? Why were they the most important changes? What were their consequences or effects (up to 1450 CE)? What were their origins or causes?The great classical cultures of Eurasia created separate identities but each of these cultures also contained important elements that other peoples adopted. In the classical and post-classical periods (600 BCE to 1450 CE), the peoples and cultures of this vast area had consistent and enduring interactions. What were three main causes or sources of this new integration of Eurasia? What were three important consequences or effects? What made these causes or sources and consequences or effects so important?Three large parts of the world remained separate from the Afro-Eurasian network. Each had their own experiences and formed their own networks. In what specific ways did the worlds of Inner Africa, the Americas, and the Pacific follow or diverge from three broad patterns of Afro-Eurasian history from 8000 BCE to 1450 CE? What three things can we learn from the different experiences of parallel worlds?Since this exam is meant to show how well you have mastered the course materials, use of or reference to material outside the course is not allowed and will result in a failing grade for the assignment.Please note: when you discuss the important consequences or effects of developments you identify or what we can learn from parallel worlds, do not extend your discussion beyond the year 1450. For instance do not discuss their significance for life today. The shape of the current world is beyond the scope of this class. The Final Exam in HIS 233 tests your mastery of course content and this course ends around the year 1450, so your discussion of important consequences or “take-aways” needs to end around that year as well. The nearly 570 years since 1450 (which is the time period covered by HIS 234) have had more impact on the nature of the modern world in any case.The Final Exam is due the last day of class and will be evaluated using theFinal Exam Evaluation Rubric – PDF (340 KB)You can only use sources from the course (required readings from the textbook and websites) for the Final Exam. The exam provides you with the opportunity to demonstrate your ability to integrate, into a coherent whole, course materials (textbook and website readings) on a topic or theme in the course.Make sure that the ideas and words in your essay are your own. All paraphrases and quotations must have full citations. Be sure to read this PDF onPlagiarism – PDF (105 KB)Your exam should be no less than 5 double-spaced typed pages in 12-point Times New Roman font with 1-inch margins on all sides. It can be longer, however, Title, Bibliography, and Works Cited pages are not part of the required page count.The formatting of the essay and all citations need to follow Chicago Manual of Style format. Chicago is the citation and bibliographic style used by historians. Click on the website links below for Chicago-style guides and examples of humanities and author-date citation styles. You may use either humanities or author-date citation styles but use only one of these styles in your work. The author-date citation style is very close to MLA and APA styles. A modified MLA or APA format that provides page numbers from a hard copy of the textbook may be allowed. Check with your instructor. If you are using an e-book version of the textbook, identify passages by citing the chapter, section, and paragraph number.The website below opens with examples in Notes and Bibliography style (a note [N], followed by a bibliographic entry [B]). If you click on the tab the page will show Author-Date style (an in-text citation [T], followed by a reference-list entry [R]).Chicagomanualofstyle.orgThe PDF at the link below has an example of Chicago-style citation and essay formatting. If you scroll to the middle, you will find an example of Chicago-Style essay formatting.Docstyles.com
SDSU Historical Changes Before 1450 Cultural Attributes & Consequences Essay
Answer each question in 4 or 5 sentences.
Answer two of the following questions about Chapter 3: Race.1) Explain how concepts of European superiority came about?
2) Explain why concepts of White Supremacy in the South developed?
3) Explain how Biblical and other related principles of Christianity were (ab)used to justify slavery?
4) In your own words, explain why or why not Race can be used to effectively and accurately identify groups of people?
Answer two of the following questions about “The Ethics of Living Jim Crow,”
1) Why does Wright call this essay “The Ethics of Living Jim Crow”? What are the ethical dilemmas he faces because of Jim Crow? (If you’re not sure what “ethics” means, look it up before answering this question.)
2) Why don’t Pease and Morrie want Richard to learn anything from them? How and why are their attitude toward Richard different from their employer’s attitude?
3) How did living Jim Crow affect Wright’s ability to feel like a man and take on a man’s role in society, especially in regard to black women?
4) Discuss the Jim Crow attitudes about sex between blacks and whites and how they were enforced.
Born in Slavery: Slave Narratives from the Federal Writers’ Project (Opens in same window)
This online collection of the Library of Congress, Born in Slavery: Slave Narratives from the Federal Writers’ Project, 1936-1938, has an extensive collection of interviews with former slaves and provides good insights into slavery from the slaves’ point of view. Some of the better interviews are with the following: Hal Hutson, Sam Mitchell, Frank Gill, and Mary Frances Webb.
Slave Biographies & Autobiographies, including Harriet Jacobs and Frederick Douglass (Opens in same window)
This site includes biographies and autobiographies of slaves, including Harriet Jacobs’ Incidents in the Life of a Slave Girl and Frederick Douglass’ Narrative of the Life of a Slave. They’re organized by state; look in the index under Slaves–biography.
Ethics of Jim Crow:
See attached pdf containing multiple story excerpts relating to the Jim Crow laws/Segregation.
The Hemings-Jefferson Controversy (Opens in same window)
The Monticello Web site explores many aspects of Thomas Jefferson’s life, including the relationship between Jefferson and a slave woman, Sally Hemings, and the 200-year-old speculation that he fathered one or more of her children. Now, thanks to DNA testing, the relationship has been established as a strong possibility. Check this site out for details.
Sociology for the South and Cannibals All! The Doctrine of White Supremacy (Opens in same window)
Look for George Fitzhugh’s name on this site, and click to find his most important works (Sociology for the South and Cannibals All!), published before the Civil War, that promote his views on white supremacy.
Ben Tillman’s Speech in History Matters (Opens in same window)
Ben Tillman was a leading white supremacist during the late 1800s and early 1900s and one of the creators of Jim Crow segregation. He gave this speech on the floor of the U.S. Senate justifying white supremacy, segregation, and lynching.
The Civil War (Opens in same window)
This PBS Web site explores the cause and effects of the Civil War, as well as historical details about battles, attitudes, and how the war was won.
Reconstruction (Opens in same window)
Even when the official Civil War ended in 1865, violence continued during the Reconstruction era and even as late as the 1890s. The issue after the wasr was what “place” African Americans would occupy in the South. The introduction of Jim Crow segregation in the 1890s would settle this question. This site explores the drama of Reconstruction and its eventual resolution.
Without Sanctuary (Opens in same window)
Warning: This is a graphic and disturbing site. It presents a slide show of picture postcards (real ones) depicting real lynchings.
HUM 122 Strayer University How Concepts of European Superiority Came About Ques
Part 1 Respond to the following in a minimum of 175 words: Review the Case of Maria. Attached Maria case study. Write at least 2 SMART goals for Maria’s treatment plan. Use Chapter 8 of the text to c
Attached Maria case study. Write at least 2 SMART goals for Maria’s treatment plan. Use Chapter 8 of the text to create goals that are specific, measurable, achievable, realistic, and time-phased. Explain how the goals you chose will reduce recidivism. Consider what challenges Maria might face reaching the goals you chose. Come up with a challenge that might cause Maria to not reach her goal. What is the challenge? How might it impact Maria? When responding to classmates, make suggestions for how the SMART goals can be added to or adjusted to meet the challenges you all think might come up. Cite your sources according to APA guidelines. Being able to interview a client and create a case plan for them is essential for any case manager. In this assignment, you will apply what you have learned about how to manage a case and practice your interviewing skills. Remember to work on building a working relationship with your interviewee, as well as identify how case management occurs beyond the theories and models. Part 2 Locate a social services agency in your area that provides reentry services or other programs for those involved in the criminal justice system. Identify someone at the agency who does case management or case planning. Practice your interviewing skills to obtain information about case management from a practitioner. Create an interview plan for your interview complete with questions to learn more about case management from your interviewee. During the interview, take notes of the interviewee’s responses to your questions. Ask your interviewee the questions you have prepared. Include the following questions: What is the history of your agency? What demographics does your agency work with? What are some of the challenges of working with this population? What strategies do you use to overcome them? What suggestions do you have for engaging with clients during the interview? What strategies work well? Which should be avoided? What questions do you ask during the assessment? What strategies do you use when conducting the assessment? What case management strategies do you and your organization use? How do you use these strategies to manage your case plans? Note: You are welcome to ask additional questions. Write a 525- to 750-word interview analysis that describes the information you obtained from your interviewee and the interviewing/assessment strategies you employed. Pay close attention to how the organization applies case management strategies to develop and manage case plans. Submit your interview script, notes, and short interview analysis.
writing essay that argues about Bill of Rights & Declaration of Rights of Man and Citizen
essay writer free writing essay that argues about Bill of Rights & Declaration of Rights of Man and Citizen.
i started off my introduction with this, you can change it if you want to.What is the significance of having rights as human beings in our own country? Of course today every country has a set of laws made specifically to protect its citizens and ensure their rights. But how did this begin? Both the Bill of Rights and the Declaration of the rights of man state almost about the same rights for their citizens. What makes them different from each other is the occurrence of what happened before they established these advantages.i need a thesis statement that answers one of these questions (uploaded a pic yellow pic) i will also send you the outline that i made if you wanted to use it also for the reasons why they were created maybe discuss them together rather than separate.
writing essay that argues about Bill of Rights & Declaration of Rights of Man and Citizen
Evaluation of the Mental Health Act 2007
INTRODUCTION This report will consist of secondary research taken from government websites, newspaper articles and books. This piece of legislation has been chosen as it has a personal background to do with mental health and may help towards further studies, for example when studying at University. It has been asked that research on a legislation act is undertaken, this research should include background knowledge, how it has changed, why it changed and how it has helped people. methods The research for this report will be taken from websites including government, charity websites and newspaper articles online. Books were considered however, after much deliberation it was found that books aren’t always reliable as legislation always changes, the books aren’t kept up to date quick enough which could jeopardize the researches validity. Although not all websites accessed were used, it gave a better understanding when looking around the subject. FINDINGS/RESULTS The Mental Health Act 2007 is an amendment from the Mental Health Act 1983. This is because many thought that the legislation in place was outdated and needed to be more modern with the changed times. Before the Mental Health Act 1983 there was the Mental Health Act 1959. This was the first amendment and the first repeal since the mental illness and mental deficiency acts of 1953-1957. The change meant that a person could be admitted voluntarily rather than forced. Also more procedures take place to determine the stage in a persons metal disorder. Learning disabilities are not included under mental health guidelines. This was because a learning disability is a disorder in which a person has lower abilities when it comes to education and learning. Those who are addicted to alcohol and drugs are not classed as those with ill mental health. These are addictions, not a disorder of the brain where the chemicals are unbalanced leading to a breakdown in communication within the brain. Things from the 1983 act have changed in the 2007 act whilst some have stayed the same. This happens when a piece of legislation is amended. The bits that are outdated are changed to suit the modern times. The mental health act is a complex and covers a lot of different aspects. The Mental Health Act also links with other legislations. Other than just being associated with the one act, there are many others that can come under the same umbrella. All of which can help a person get the right help. DISCUSSION The mental health act 2007 an amendment act from the Mental health Act of 1983. The MHA 1983 would affect the care and treatment of those who were classed as mentally disordered including the management of their properties and personal items. According to legislation.gov.uk, “mental disorder” means any disorder or disability of the mind. However, a person with a learning disability could not be considered suffering a mental disorder. This was because “learning disability” means a state of little of no development of the mind, this includes intelligence and social functions. A mental health problem can affect anyone at any time and may be treated with medication or therapy. A learning disability is a reduced intellectual ability and difficulty with everyday activities. For example, simple tasks at home, socialising or money management which affects someone for their whole life. Those who suffered from mental disorder were thought to require treatment in hospitals, unless they were overly aggressive and/or irresponsible for their actions. The mental health act 1983 came after the Mental Health Act 1959 which came about after deliberations of the Royal Commission of the Law which related to mental illness and mental deficiency 1953-1957. This derives from the Lunacy and Mental Treatment Acts 1890-1930 and the Mental Deficiency Acts 1913-1938. However, as these no longer showed modern attitudes and the commissions recommended a change. These changes included treatment in and out of hospital should be given voluntarily and on an informal basis; that a proper provision should be made for the residual category of cases where it was a compulsory sectioning, either in the interests of the patient, or in the interests of society; and that the Act should be seen against the background of the desirability of shifting the emphasis in mental cases from institutional care, to care within the community. The Mental Health Act 1983 was amended to make it easier when detaining and treating those who are or were mentally ill, a danger to themselves and/or the public and to make it harder to treat and detain those who are not dangerous to others or those who are untreatable (quora.com) The Mental Health Act 1959 came into place on 1 November 1960 and repealed the earlier Acts. It broke down the distinction between patients by the use of one term “mental disorder”, it made voluntary admission to hospital part of the normal course of events removed statutory control from the majority of mentally disordered persons, it provided a balanced system for the protection and control of the remaining minority. Also, it ensured that a mentally disordered person could benefit from general health and social service facilities by providing that existing legislation should apply to them, to get rid of the idea that mental patients are any different from any other types of sick people (The National Archives). The dependence of alcohol or drugs was not considered to be a disability or disorder of the mind. This is because these are addictions and not disorder of the brain. Though some things have stayed the same since the Mental health Act 1983, some have also changed. These include how a mental disorder is defined, who the professionals are their specific roles within the Act, additional rights for a patient to displace their nearest relative, how specific treatment is defined, and when it can be administered, the introduction of Supervised Community Treatment (SCT) and Community Treatment Orders (CTOs), the right for patients to have an advocate and changes about how Mental Health Review Tribunals operate (Mental Health Wales). As well The Mental Health Act 1983, many other legislations link well when it comes to a person’s rights when in hospital. For example, the Equality Act 2010, the Mental Capacity Act 2005, Care Act 2014 (England only), the Human Rights Act 1998 and the Data Protection Act 2018. This makes the legislation of The Mental Health Act complex and covers a lot more than just that of the mental health of a person (Mind.co.uk). When a person is admitted to a hospital, they are now assessed using many of the above legislations to get them the best care possible. It would be impossible to help a person using just the one piece of legislation.The Mental Health Act 2007 was passed by Gordon Brown who was the Prime Minister at the time leading the Labour government. Labours approach on mental health is different to that of the conservative party. For example, it could be suggested that the Conservative party believes that every person should fend for themselves whereas Labour believe that everyone should work together to make a better society. Improving the quality of mental health services will take time, commitment and a lot of money. However, it is believed it would be money well spent; research from the LSE estimates the yearly cost of mental health to our economy at around £105 billion (Mind.co.uk). The charity Mind fund their own health services, which provides advise and support to anyone who experiences a mental health problem. Workers support over 513,000 people who are suffering in the UK. Services include crisis helplines, drop-in centres, employment and training schemes, and housing as well as counselling. Their services provide an extra £37 billion for the NHS by the end of the next Parliament. This would not only provide the needed funds for mental health services but would also ensure that the NHS would no longer need to dig into the mental health budget. Priorities would be made to budget for Child and Adolescent Mental Health Services so that money reaches those in emergency need first (Mind.co.uk). CONCLUSIONS/RECOMMENDATIONS This report has consisted of research taken from government websites, newspaper articles online and charity websites. This piece of legislation was chosen as it has personal links with mental health and may help towards further studies, for example when studying at University. It was requested that research on a piece legislation was undertaken, this research includes background knowledge, how it has changed, why it changed and how it has helped people. From the research conducted, it is clear that the Mental Health Act 2007 was in fact an amendment of the Mental Health Act 1983. It is also clear that not only the government have their hands in the development of treatment and services available to those who are in need. Charities such as Mind and The Samaritans also help sufferers by raising awareness and funding to do so. REFERENCES Huntesmith A, 2014. Why was the Mental Health Act of 2007 introduced in the UK? Quora. Available Online: https://www.quora.com/Why-was-the-Mental-Health-Act-of-2007-introduced-in-the-UK Date Accessed: 22/05/19 NA, 2017. Labour View on Mental Health, Mind for Better Mental Health. Available online:https://www.mind.org.uk/information-support/your-stories/labour-view-on-mental-health/#.XOUdk0xFzIU Date Accessed: 15/05/19 NA, 2018. Mental Health Act 1983, Mind for Better Mental Health. Available online: https://www.mind.org.uk/information-support/legal-rights/mental-health-act-1983/mental-health-act-faqs/#.XOUCqkxFzIU Date Accessed: 22/05/19 NA, ND. About Us, Mind for Better Mental Health. Available online: https://www.mind.org.uk/about-us/ Date Accessed: 22/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/1 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/2 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/3 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/4 Date Accessed: 15/05/19 NA, ND, The Mental Health Act 1983, amended in 2007. Mental Health Wales, Available Online: https://www.mentalhealthwales.net/the-mental-health-act-1983-amended-in-2007/ Date accessed: 15/05/19 NA, ND. Ministry of Health: Mental Health Act 1959 General Policy, Registered Files (95,200 Series), The National Archives. https://discovery.nationalarchives.gov.uk/details/r/C10978 Date Accessed: 15/05/19 BIBLIOGRAPHY Brindle D, 2007. A New Act, But Mental Health Battles Remain. The Guardian. Available Online: https://www.theguardian.com/society/2007/jul/11/mentalhealth.socialcare Date Accessed: 15/05/19 Bean E, 2017. MPs and Head of the Samaritans Join Labour Campaign for Mental Health Conference, Labour List. Available Online: https://labourlist.org/2017/01/mps-and-head-of-the-samaritans-join-labour-campaign-for-mental-health-conference/ Date accessed: 22/05/19 Hale B, 2002. The Human Rights Act and Mental Health Law: Has it Helped? Accessed online: http://journals.northumbria.ac.uk/index.php/IJMHMCL/article/viewFile/196/191 Date Accessed: 22/05/19 NA, ND. Legal Decisions: mental health discrimination test cases, Time to Change- Lets End Mental Health Discrimination. Available Online: https://www.time-to-change.org.uk/get-involved/get-your-workplace-involved/support-managers/legal-decisions-important-case-reports Date Accessed: 22/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/1 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/2 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/3 Date Accessed: 15/05/19 NA, ND, Mental Health Act 2007, Legislation.gov.uk. Available Online: http://www.legislation.gov.uk/ukpga/2007/12/section/4 Date Accessed: 15/05/19 NA, ND, The Mental Health Act 1983, amended in 2007. Mental Health Wales, Available Online: https://www.mentalhealthwales.net/the-mental-health-act-1983-amended-in-2007/ Date accessed: 15/05/19
Sofia Strategic Planning in a Transformational Organization Research Paper
Sofia Strategic Planning in a Transformational Organization Research Paper.
Using “Application #9” Transforming a Business Firm through Strategic Planning, use your insights and experiences to summarize and extract relevant learning from this case. prepare a written summary and analysis.RubricResearch Paper Rubric (1)Research Paper Rubric (1)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeResponsiveness and RelevanceCompletely responsive and relevant to assignment, instructions, stated requirements. Includes all required sections.20 ptsThis criterion is linked to a Learning OutcomeThesis/PurposeIdentifies a relevant research topic and a clear thesis that provides direction for the paper. Thesis clearly and concisely states the position, premise, or hypothesis and is consistently the focal point throughout the paper. Concepts and terminology are clearly understood and used appropriately.20 ptsThis criterion is linked to a Learning OutcomeAnalysisDemonstrates clear understanding and careful analysis of the research topic, thesis, and content of the research. Displays critical thinking by comparing and contrasting perspectives, considering counter arguments or opposing positions, and drawing original and thoughtful conclusions. Reasoning and logic are sound.20 ptsThis criterion is linked to a Learning OutcomeResearchProvides compelling, accurate, and substantive evidence to support in-depth the central position beyond assignment requirements. Depth and breadth of research is strong. Research sources are highly relevant, accurate, and reliable and add to the strength of the paper. Appropriately and correctly cites sources.20 ptsThis criterion is linked to a Learning OutcomeClear and Well-organized WritingEach paragraph has a central idea; ideas are connected and paragraphs are developed with details; paper is easy to read and flows naturally in an organized way. Ideas are clearly connected and make sense.10 ptsThis criterion is linked to a Learning OutcomeGrammar/Syntax/Formatting MechanicsWell constructed using standard English, characterized by elements of strong mechanics and basically free from grammar, syntax, punctuation, usage, and spelling errors.10 ptsTotal Points: 100Textbook Chapter SummariesChapter 4: Collecting Case Study EvidenceChapter 4 (in your textbook) introduces the principles which you should follow in working with any of the six sources of evidence. Case study evidence may come from six sources:DocumentsArchival recordsInterviewsDirect observationParticipant-observationPhysical artifactsUsing these six sources calls for mastering different data collection procedures.In addition to the attention given to the six sources, some overriding principles are important to any data collection effort in doing case studies. These include the use of:Multiple sources of evidence (evidence from two or more sources, converging on the same facts or findings)A case-study database (a formal assembly of evidence distinct from the final case study report)A chain of evidence (explicit links among the questions asked, the data collected, and the conclusions drawn)The incorporation of these principles into a case study will increase its quality substantially.Chapter 5: Analyzing Case Study EvidenceChapter 5 guides students on how to start their analysis, their analytic choices, and how they work.There are two general analytic strategies:Relying on theoretical propositions: theoretical orientation guiding the analysis. Following theoretical propositions that have formed the design of the case study helps to focus attention on certain data and to ignore other data.Developing a case description: a descriptive framework for organizing the case study. Analysis should be organized on the basis of description of the general characteristics and relations of the research question.Analytic techniques that can be used as part of the general strategy:Pattern matching (explanatory/descriptive), which most students in this capstone project use, it compares empirically-based patterns with predicted one(s):Expected outcomes as a pattern: comparing whether the initially predicted results have been found and alternative patterns are absentRival explanations as patterns: searching whether some of the theoretically salient explaining conditions might be articulated in empirical findings—then the presence of certain explanation should exclude the presence of othersSimpler patterns: pattern matching is possible also with only a few variables, if the derived patterns are predicted to have enough clear differencesExplanation-building (mainly explanatory)—analyzing case study data by building an explanation about the case and identifying a set of causal links. Explanation is the result of a series of iterations: Initial theoretical statement -> Comparing findings of an initial case -> Revising statement -> Comparing details of the case -> Revising -> Comparing to other additional cases. Note: There is danger of drifting away from original topic of interest.Time-series analysis:“How” and “why” questions about relationships and changes of events over timeIdentifying theoretically proposed sequences of an event that are expected to lead to a certain outcomeIdentifying events must be done before the onset of the investigation -> Comparing this trend with the trend of empirical data points -> Comparing with some rival trend to rule alternatives outChapter 6: Reporting Case StudiesChapter 6 highlights a procedure that students must follow in crafting the case study report:When and how to start composing: the bibliography and methodology sections must be started, followed by descriptive data about the case being studied.Case identities—real or anonymous: full disclosure is the most desirable option, helping the reader link previous research and helps make the review easier.The review of the draft case study—the validating procedure: the draft should be reviewed by peers, informants, and participants of the case.Module OverviewMBA graduates should become changemakers. Why? What is an Ashoka Changemaker? What are the components of change making?Ashoka envisions a world in which everyone is a changemaker: | Ashoka | Everyone a Changemaker
Sofia Strategic Planning in a Transformational Organization Research Paper
Essay Writing at Online Custom Essay
Review This Service