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Write a cultural Autobiography that represent who you are and what made you who you are today. This should reflect how you see yourself. This assignment may be in narrative or pictorial form., you can link music etc. If this is a narrative do not exceed 2 pages.    You may prepare your cultural autobiography by making a collage of pictures that represent your heritage, sharing music, telling a story that represents your culture i.e. folkways, more; You may Share a challenge that you faced. This autobiography should be something that you can replicate at the appropriate developmental level of your students in the fall. Keep in mind the guiding question. Who Am I? Your cultural autobiography, addressing the question “How did I come to be who I am? And who am I becoming?” Consider the influence of broad factors such as race, ethnicity, social class, gender, sexual orientation, religion, geographic location, as well as personal factors. How have your experiences of diversity influenced your identity? To what extent have you experienced privileges of the dominant culture or marginalization based on some aspect of your identity? How has your cultural identity and experiences with differences such as race, culture, class, gender, and sexual orientation influenced your learning and teaching? Finally, create a visual image of yourself culturally/your cultural identity. This can be representational or not; feel free to use media of your choice. Please do not exceed 2 pages or 6 PowerPoint slides

You are the Public Relations Director for a professional team of your choice. The life of a PR Director is always an interesting one full of situations that cannot be controlled. A PR Director must simply deal with the situations as they arise. Throughout the term, you will be given different scenarios that you must address. For press releases and all other types of produced materials, you are expected to follow the AP standard of media writing. 1. Fantasy Sports Public Relations: DUI Arrest Assignment You will craft an AP-compliant public relations release regarding a team member who had a recent DUI Arrest and a second release about a team member being placed on the injured reserve list. 2. Fantasy Sports Public Relations: Test Positive for COVID-19 Assignment You will craft an AP-compliant public relations release regarding a team member who had a recent positive result on a COVID-19 test and a second release about a team member who had a recent domestic violence arrest. 3.Fantasy Sports Public Relations: Paternity Lawsuit Assignment You will craft an AP-compliant public relations release regarding a team member who had a recent paternity lawsuit and a second team member who had to undergo extra physical therapy. 4.Fantasy Sports Public Relations: Player Performance Doesn’t Meet Pre-Season Expectations Assignment You will craft an AP-compliant public relations release regarding a team member whose recent performance has not met pre-season expectations and a second release about a team member whose x-rays came back inconclusive. 5.Fantasy Sports Public Relations: Oblique Strain Assignment You will craft an AP-compliant public relations release regarding an infrequently used team member who had a recent oblique strain and a second release about a team significant line-up change due to a number of critical injuries. 6.Fantasy Sports Public Relations: Multi-MVP Star/Coach Disagreement Assignment You will craft an AP-compliant public relations release regarding a multi-MVP star team member who had a significant disagreement on game plan and strengths chart and a second release about a team member who had a season-ending knee injury. 7.Fantasy Sports Public Relations: Rookie Takes Over for Veteran Assignment You will craft an AP-compliant public relations release regarding a team member (rookie) who recently took over for a veteran player due to the veteran player’s off-field/negative behavior and a second release about a team member (a franchise player) who requires minor surgery

The purpose of the organizational analysis project is to create a comprehensive analysis based off your organization and the experiences you had throughout the semester. This project is an opportunity to reflect on the time you spent in your internship. INSTRUCTIONS The organizational analysis project should be presented in a professional manner and should follow the guidelines listed below: • Students should apply the most current APA format to all aspects of this project. This includes margins, section/subheadings, font size, etc. No Abstract is required. • Because of the nature of this project, writing in both first and third person is perfectly acceptable. • There is no minimum page requirement for this project, rather adequately cover the required topics below. At minimum, the report should include all of the following required elements listed below: 1. Title Page 2. The Company I. Organizational Culture II. Organizational Structure III. SWOT Analysis 3. Project/Assignment Contextual Analysis I. Daily Tasks and Activities II. Short-Term Projects and Assignments III. Project/Assignment Purpose IV. Project/Assignment Goals V. Measurable Objectives/Milestones VI. Project/Assignment Limitations and Barriers VII. Project Team/Peers VIII. Members/Peers & Roles 4. Recommendations and Future Plans I. Recommendations Suggestions for Company for Future Projects II. Suggestions for Company for Future Interns III. Future Plans 5. Career Goals and Objectives upon completion of Internship I. Develop a 1, 3, & 5 Year Plan II. Area of Industry III. Specific Job Title IV. Duties/Responsibilities V. Salary Range VI. Benefits VII. Geographical Preferences 6. Conclusion 7. References

COMMUNICATION AND PUBLICITY PLAN ASSIGNMENT INSTRUCTIONS OVERVIEW Students will develop a communications and public relations campaign plan for a sport organization, event, or athlete. Each student may select their own campaign topic. It must be related to a current or anticipated issue or opportunity facing an existing sport organization or athlete. INSTRUCTIONS Each campaign plan must address each of the following key elements: • Advanced Research • SWOT Analysis • Communication Goals (goals are general directions, somewhat vague, not specific enough to be measured) • Campaign Objectives (objectives are very specific and can be measured) • Key Publics • Key Messages • Communication Channels (mediated, unmediated with details regarding each Channel) • Public Relations Tactics (including at least one media event) • Media List (at least 10 media contacts with detailed info – name, position, phone, email address, etc.) • Campaign Budget* • Execution Plan (tasks, deadlines) • Evaluation Method (with Statistical Benchmarks for each of your Objectives) *Students should assume they are working with minimal budgets unless given permission by the professor otherwise. Budgets do not have to be overly specific. Include general costs of items, rentals, or events and cite where you found that dollar figure. Document all costs with screenshots and URLs. WORK ON THIS PLAN IN THE ORDER OF THE ABOVE SECTIONS. JUMPING AROUND WILL RESULT IN A PLAN THAT DOESN’T MAKE SENSE AND, CONSEQUENTLY, A BAD GRADE! In conducting advanced research, each student will be expected to gather data from multiple sources. A minimum of 3 sources must be cited. These may include but are not limited to: • Personal interviews with informed sources. • Academic, professional, or relevant popular literature. • Organizational records • Organizational promotional communications (e.g., news releases, websites, tweets). All sources are to be cited in the text of the project, and a complete list of references must be included at the conclusion of the project. APA format should be adhered to throughout the project. Your plan should be submitted in the form of a PowerPoint. Do not leave information out because it is a PowerPoint and do not put too much information on one particular slide. You may need several slides per content area. Example: you do not have to cram all your Tactics onto one slide. Do not just list bullet points without an explanation. Example: if for your Key Publics you choose Males, age 18 – 25, living in a 40-mile radius of your arena, who have or are attending college, then you need to explain why you chose this Key Public. Not including details will result in a D-level project. There is no minimum or maximum length. Your length will vary on your topic. In general, a well-constructed Publicity Plan will be between 30 – 60 slides. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 Building projects from scratch is widely regarded as one of the most effective ways to learn programming and develop real-world skills. Instead of relying exclusively on theory or tutorials, this approach enables students to actively engage with problems, make mistakes, and find solutions on their own. To help you comprehend this learning technique, below are some discussion questions that might encourage deeper thought and interesting conversations. First, why is it generally more beneficial to create projects from scratch rather than following step-by-step tutorials? Tutorials, while useful, may hinder creativity and independent problem-solving. Does starting from scratch encourage students to think critically and acquire greater logical skills? Another crucial topic is: what problems do beginners confront when attempting to build something without supervision? Many students become overwhelmed when they don't know where to begin. How can they break down a complex  scratch games  challenge into smaller, more efficient tasks? What tactics can help them stay motivated throughout challenging times?  

OVERVIEW You will create a robust social media policy for a college athletic department. You have just been hired as the new Sports Information Director of a Division I university. The university has experienced several social media faux pas involving student-athletes and one administrator in the last year. INSTRUCTIONS The Athletic Director who hired you wants you to develop a comprehensive social media policy for student-athletes and athletic administration. This social media policy should be thorough enough to not leave loopholes. In developing these policies, you need to consider and address the following: • Policies for Student-Athletes • Policies for Athletic Administration • Account Restrictions • Account Verification Protocols • Monitoring Logistics • Appropriate and Inappropriate Post Material • Recommendations for Content • Recommendations for Privacy Settings • Coaches’ Roles and Responsibilities • Action Steps for Policy Violations The above is simply a list of areas that need to be addressed, but certainly there are a myriad of content areas that exist. You should create a policy that contains no or as few loopholes as possible. You are not permitted to simply copy parts or a full social media policy from another team. This needs to be original work. While you can draw ideas from existing social media policies, your finished product needs to be written in your own words and contain original work. The policy should be clearly written, well organized, and easy to understand. Poorly written policies can lead to subjective interpretation which can lead to either intentional or unintentional violations of the rules. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 Professional educators must use assessment to measure student progress and adjust instruction to ensure both content mastery and language development. With this, they must also justify their evidence-based instructional decisions. In this assignment, you will continue to work on your unit by adding 2–3 pages of formative assessments and a rubric to measure student performance on a summative assessment. You will also develop an intervention activity for those who do not master an objective/outcome the first time.  Step 1              2-3 pages BE5013 Module 4 Application: Thematic Unit Rubric v.2 Design your formative assessment plan by adding: Three formative assessments that measure both content understanding and language development clear descriptions of how each assessment aligns with unit objectives language support and accommodations for different proficiency levels Step 2   2-3 pages Describe a culminating performance task for your unit. Develop a detailed rubric: List the objectives/outcomes you will assess in the first column. Specify the performance levels. You may use numbers (for example, 1, 2, and 3) or words (for example, Basic, Proficient, and Advanced). In the boxes below each performance level, describe what students must be able to do to achieve that level of performance. If you have a class of students with a wide range of language proficiency levels, you may create a modified rubric to differentiate for lower and higher levels. Step 3           2-3 pages Next, design an intervention for students who may not master an objective/outcome the first time as shown by their performance on formative assessments. Describe the intervention. Describe how you will assess the effectiveness of the intervention.

  I would also encourage you to read our recommended text by Lewis Vaughn(Chapter 3 and 4) for additional tips and guidance on how to write well-argued philosophical essays.   A good score in the short answer and essay implies excellent grasp of the fundamentals of reasoning and argumentation we have covered in this quarter, such as following Grice’s Conversational Rules, deep and close analysis of arguments, knowledge of inductive and deductive reasoning, avoiding fallacious reasoning,ability to define terms,and offering decisive refutation of opponent’s arguments.    Essay:   Select one of the following questions, answer it (4 points), and present what you take to be the strongest arguments in support of your answer (18points). Then state concisely what you take to be the weakest point of your argument and state clearly how or why despite this weakness, your argument would  be the better one(18points). Be sure to define crucial terms (10points). [Total  50 points].   - Is abortion morally permissible under any circumstances?  - Is evolution by natural selection a scientifically established fact?  - Does God exist?  (You may refer to chapter 21 for hints if you choose this question)  (All of these questions will be presented in the test, you only choose  one). length :1.5page is fine

AFRICA: THE RISE OF ETHNIC POLITICS IN A GLOBAL WORLD   Impact of the slave trade and colonialization, and current rise of ethnic politics in Africa READING: Chanda, “The African Beginning;” Hiro, “Slavery;” Haynes, “African  Diaspora Religions;” Olupona, “Thinking Globally about African Religion;” Nnoli.  “The Cycle of ‘State-Ethnicity-State’ in African Politics”  THE MIDDLE EAST: RELIGIOUS POLITICS AND ANTI-GLOBALIZATION The rise of global cultures in the Middle East and religious challenges to globalization  READING: Bamyeh, “The Ideology of the Horizons;” Arjomand, “Thinking Globally  About Islam;” Fox, “Are Middle East Conflicts More Religious?” Mikail, “Religion and Politics in Arab Transitions”

  Organization: Identify your outline pattern here. Your only option for this speech is Problem-Solution (see the textbook, pp. 220–221). Audience analysis: Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 137–145). Topic: In 1 or 2 sentences, identify the social problem for which you aim to prescribe a redemptive remedy in this speech (see the Persuasive Speech Guidelines document).  General Purpose: To persuade (see p. 98) Specific Purpose: To inform the audience about [identify the topic here], and to persuade them that [identify a person, group of persons, organization, government, etc.] should do something [state what this is—provide an action verb here that describes, as specifically as possible, the outcome you are promoting through this speech] in response to this information. (see p. 98)  I. Attention-getter Use an attention-getter to introduce the topic (see the textbook, pp. 238–239, 242–247). II. Motive for Listening Show the audience how this topic relates to them (see the textbook, p. 240). III. Credibility Statement Identify the credentials or experiences that qualify you to address this topic as an authority (see the textbook, p. 240). IV. Thesis Statement Present your thesis statement—a statement that encapsulates your speech’s main idea—here. State it as 1 complete sentence (subject, verb, complete thought).    V. Preview Statement Present your preview statement here (see the textbook, p. 240). Briefly explain that you will now validate or prove the thesis by presenting Main Point 1 (state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be sure to list each of the body section’s main points, in the order you will cover them. Transition: Use a word, phrase, or sentence to notify your audience that you now will support your thesis by presenting the main points in their stated order and in greater detail (see the textbook, pp. 222–224). Body: I. Main Point 1. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above. A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source). B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source). C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source). Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your first main point to your second main point (see the textbook, pp. 222–224). II. Main Point 2. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above. A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source). B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source). C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source). Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your second main point to your third main point (see the textbook, pp. 222–224). III. Main Point 3. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above. A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source). B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source). C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source). Other Main Points: These are optional, depending on the needs of your speech. If you use them, they function in the same way as the preceding points. Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning into your conclusion (see the textbook, pp. 222–224). Conclusion: I. Summary Summarize your presentation’s main points (see the textbook, pp. 250–251). Your wording should be very similar to the wording you used when previewing the main points in the introduction section and when presenting the main points in the body section. II. Call to Action Restate your thesis in a way that tells the audience, explicitly, how they should respond to it (see p. 252). III. Refocus Audience Attention (see the textbook, pp. 254–255). Punctuate your speech’s thesis with an illustration, a quote, or a metaphor that makes it more memorable.   or References (if APA)  Using, APA style, present an alphabetized, properly formatted list of any sources that you cited parenthetically in the outline. For a helpful online guide to proper formatting in each of these styles, see the Hacker Handbooks “Research and Documentation” site via this link (right-click and select “Open Hyperlink”).