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When writer Roxane Gay dubbed herself a "bad feminist," she was making a joke, acknowledging that she couldn't possibly live up to the demands for perfection of the feminist movement. But she's realized that the joke rang hollow. In a thoughtful and provocative talk, she asks us to embrace all flavors of feminism -- and make the small choices that, en masse, might lead to actual change.

General Information For each of the modules, you have the option of creating UP TO TWO multiple-choice questions, worth 2 points each, that are due each module. There is no going back to previous modules to earn points. The questions need to be written in the same format as the questions on your module quizzes. They must also be novel and based on any of the material in the current module. Each multiple-choice question MUST INCLUDE ALL of the following to receive credit: a complete question with four response options, with one correct option and three distractor options. The correct option must be marked with an asterisk. For the correct answer, you must indicate where in the course materials the answer can be confirmed as correct (e.g., “page XX in Bermudez textbook,” “on page XX of the Mind Hacks article,” at the X:XX time stamp in the Skinner video.”). WARNING: It is very tempting to simply copy/paste content from the learning materials as your multiple choice question. If you do so, it will be considered plagiarism and you will receive zero points for this assignment. Formatting Your Submission Prepare your submission as a single page in a Microsoft Word or Google Docs and save in .doc, .docx, .txt, or .pdf format. Each question (you can write up to two) should look similar to the following to receive credit: Question 1 (of 2) 1. If you can use your mental imagery to imagine what an object would look like from a different angle, you are using your: *a. spatial intelligence b. logical-mathematical intelligence c. bodily-kinesthetic intelligence d. linguistic intelligence The correct answer can be found in the first paragraph of page 49 of the "Cognitive Science Interdisciplinary Approach" reading For the above, please note how the question is clearly stated with four response options. The correct answer is clearly marked with an asterisk. There is also an explicit statement of where the answer can be found within the course material. If you're missing any of these components, or your formatting is ambiguous, you'll lose points. Rubric Used in Grading You will be evaluated on the following three criteria. If any of these are missing for a question, you will receive 0 points for that question. Dimension 1: Each question is novel and relates to material in the current week’s module Dimension 2: Each question includes one correct option and three distractor options Dimension 3: Source where correct answer can be validated is clearly stated FAQ for this Assignment 1. What happens if I have an eBook copy of the textbook that does not have page numbers? If there are no page numbers, reference the subheading or heading number that the content you want to reference falls under. There is no need to reference the paragraph number - that level of detail isn't necessary. You could say something like: "The correct answer can be found in Chapter 1.1 in the subsection 'Learning without reinforcement'" Rubric

Introduction The Summative Assignment is an assignment to be submitted for a grade. This is the second of two Summative Assignments to be submitted during the semester. Read the directions carefully and read the Grading Rubric, which can be viewed at the bottom of this page, then compose your response and submit your response by clicking the Submit Assignment button. Directions: In this Summative Assignment, you will create a fictitious case study of an individual beginning in early adulthood, then progressing to young adulthood, then middle adulthood, and then late adulthood. Describe the fictitious person in terms of their physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Then, with the information, key terms, and concepts pertaining to death and dying, incorporate the material into the fictitious person's life in the four age ranges of early adulthood, young adulthood, middle adulthood, and late adulthood by creating an example of how the fictitious person encountered a death and dying experience and coped with the death and dying experience in each age range. Then create a description of a fictitious research project related to death and dying in which the fictitious person participated by including a description of a classic developmental research learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. The fictitious person described in young adulthood should be the same fictitious person described in early adulthood. The fictitious person described in middle adulthood should be the same fictitious person who was described in early adulthood and young adulthood. The fictitious person described in late adulthood should be the same fictitious person who was described in early adulthood, young adulthood, and middle adulthood. Please see the Grading Rubric for the Summative Assignment, which can be viewed at the bottom of this page. The Summative Assignment should be saved in a Word document file that ends in .doc or .docx or a PDF document. The Summative Assignment is to be submitted on the Canvas website. Tasks: Task item 1. Describe a fictitious individual in the period of early adulthood, which is the age range of about 18 to about 28. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty G. is a 20 year old female, who is in the period of human development known as early adulthood. She enjoys excellent health, as she always has up until this point, without chronic illnesses or frequent acute illnesses, and she eats a healthy diet that includes fruits and vegetables, as she lives at home, and her parents encourage healthy eating habits and have stocked the refrigerator with abundant food. She has begun to engage in post formal thought, which has helped her tremendously in terms of developing critical thinking skills, advancing her ability in the cognitive area of development. She mainly socializes with friends from work and with her friends from her college classes, and she spends less time with her parents and family of origin, even though she lives at home, as she is trying to form her own adult identity. Emotionally, using the typological approach, she could be seen as ego-resilient, as she has confidence in herself and projects a strong, independent, well-adjusted person, without signs of shyness, being withdrawn, or nervous. She is participating in a longitudinal study for 30 years on happiness. Sample of Good Work 2 Lori L. is a 22 year old woman, who is in early adulthood, and she is in good health, except for seasonal allergies to pollen. Her cognitive abilities are noteworthy in the positive sense, as she just graduated from college and has been accepted to graduate school. Socially, she has been in a relationship for the past two years, but does not feel ready to get married. She is emotionally stable and is an extrovert, without showing signs of neuroticism. She participated in a cross-sectional research project that examined the eating habits of individuals in emerging adulthood, young adulthood, and middle adulthood. Task item 2. Describe a fictitious individual in the period of young adulthood, which is the age range of 20 to 40, who is the same person as the fictitious person described in early adulthood. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty is a 35 year old female in the young adulthood period of human development, who enjoys good physical health, gets an adequate amount of sleep each night, and does not smoke or drink alcohol. Cognitively, she engages in reflective thinking, and this has helped her succeed in decisions she needs to make on a regular basis and in problem solving tasks. In the social area of development, she has resolved Erik Erikson’s sixth stage of psychosocial development, intimacy versus isolation, with a healthy resolution. Using the Five Factor Model, she is low in neuroticism, showing stable emotions. She is about to participate in a cross-sequential research project on mental health with other young adults, middle aged adults, and individuals in late adulthood for 10 years. Sample of Good Work 2 Lori is 39 and is still in good health, as she eats a proper diet, engages in regular physical activity, and makes sure she gets enough sleep every night, avoiding cigarettes and alcohol. She completed graduate school, started working, managed her money well, paid off her student loans, and takes continuing education classes that she arranged for her company to pay for, to further her intellectual development and to train others at work with the new information she learned in the classes. Her social life consists of being married and getting together with other couples on a regular basis, as well as socializing with her single friends. Emotionally, she continues to be an extrovert, as this is a stable trait, and she is open to new experiences. She is in a longitudinal study for 40 years that focuses on cognitive abilities and will examine her cognitive stability and changes over time. Task item 3. Describe a fictitious individual in the period of middle adulthood, which is the age range of 40-65, who is the same person that was described in young adulthood. Include information about physical development, cognitive development, social development, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 At age 60, Betty is in middle adulthood, and physically, she enjoys good health and does not show signs of osteoporosis, like some of her friends, for which she is grateful. She has shown some cognitive changes, in the sense that her crystalized intelligence has improved. In the social realm, she has resolved Erik Erikson’s seventh stage of psychosocial development, generativity versus stagnation, with a healthy outcome, as is evidenced by her community involvement, where she volunteers in three places each month, at a food bank, at an animal shelter, and at her neighborhood council through the councilmember’s office. Emotionally, she has not had a midlife crisis, and she accepts herself for who she is, enjoying a sense of subjective well-being and contentment, and she does not have symptoms of anxiety or depression. She will participate in a cross-sectional study on family life in middle age with individuals who are 45, 50, 55, and 60. Sample of Good Work 2 Lori is now 64 years old, and her physical health is still good, but she walks a little slower, and she doesn't take the stairs as much as she used to, compared to when she was younger. Her cognitive functioning is holding up, as she retains her memory, which was good to begin with, and she has become an expert in her field, and has encapsulated knowledge. She volunteers on a weekly basis, to feel a sense of generativity, and she is still married. Emotionally, she worries about her parents, who are aging and live out of state, and feels a sense of stress while trying to coordinate care for them. She participated in a longitudinal study that just concluded after 10 years on relationships with friends in middle adulthood. Task item 4. Describe a fictitious individual in the period of late adulthood, which is the age range of 65 and older, who is the same person who was described in middle adulthood. Include information about physical, cognitive, social, and emotional development using the concepts learned in class, and create a description of a fictitious research project in which the fictitious person is participating, by including a description of one of the classic developmental research designs learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Physical development-1 point Cognitive development-1 point Social development-1 point Emotional development-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty, age 70, is in the late adulthood period of human development. Physically, she has some gray hair that she never had before and she walks a little slower than she used to, and, she is not as strong as she used to be, but she doesn’t feel old. Cognitively, she feels a little bit forgetful at times, but when she was tested, very mild declines in her short term memory were revealed, but she was told it was age appropriate and not something to worry about. In the social sphere, she has resolved Erik Erikson’s psychosocial crisis of ego integrity versus despair with a healthy resolution, feeling that she had a good life, without regrets. She still works at a job that she loves and does not plan to retire for at least another 10 years. She is also still married, with high marital satisfaction, which contributes to her emotional well-being, and she has a few good friends with whom she receives emotional support when needed, and to whom she gives emotional support when they need it. When she was asked to participate in a cross-sectional study on ageism, she agreed, with the responses from her age group, 70-80, being compared to the responses of participants who are 81-89, and 90-100. Sample of Good Work 2 Lori is now 88 years old, and has gray hair, which she does not want to dye, and she has a mild loss of hearing. She has slight memory impairment and takes classes to keep her mind active, yet she does not show signs of dementia of any kind. Still married, her social life includes getting together with family and friends. Emotionally, she enjoys a sense of well-being, and she uses problem-focused coping when under stress. Lori is participating in a correlational study on primary aging, looking at the two variable of physical health and use of alcohol. Task item 5. With the information, key terms, and concepts pertaining to death and dying, incorporate the material into the fictitious person's life in the four age ranges of early adulthood, young adulthood, middle adulthood, and late adulthood. Create an example of how the fictitious person encountered a death and dying experience and coped with the death and dying experience at each age range. Then create a description of a fictitious research project related to death and dying in which the fictitious person participated by including a description of a classic developmental research learned in class, such as the cross-sectional, longitudinal, or cross-sequential, which is also called a sequential design. Early Adulthood death and dying experience-1 point Young Adulthood death and dying experience-1 point Middle Adulthood death and dying experience-1 point Late Adulthood death and dying experience-1 point Classic Developmental Research design-1 point Sample of Good Work 1 Betty has had a number of experience with death of relatives, beginning at age 21, when her father died. She felt angry, because it was during finals week, but she experienced grief and then bereavement for over one year. When she was 35, in young adulthood, Betty's aunt died. Betty experienced sadness and was bereaved for about 10 months. When Betty was in middle adulthood, Betty's grandmother died. Betty knew that the death was imminent, but she still felt a tremendous sense of grief and was in bereavement for about 2 years. When Betty was in middle adulthood, her husband died. She experienced anger and a strong sense of grief. When Betty was in late adulthood, her daughter, who was 50 years old died. Betty was distraught and was in bereavement for many years. She agreed to participate in a cross-sectional research project that focused on widowhood in individuals who were 30, 40, and 50. Sample of Good Work 2 Lori was in early adulthood, at age 20, when her cousin died. She experienced shock and disbelief. She was able to adjust to her cousin's death over time. When Lori was in young adulthood, at age 30, she uncle died. She went through a period of bereavement and then her life went back to the way it was before her uncle died. In middle adulthood, when Lori was 45, her grandfather died. She was devastated. She experienced grief and then bereavement for one year. In late adulthood, Lori's close female friend died when Lori was 95 years old. She felt sad and a sense of loss, but was able to cope with the loss and accepted the death of her friend. At age 95, she participated in a cross-sectional research project on bereavement with individuals who were age 65, 75, 85, and 95. How to Complete the Assignment: Read the five task items, and then compose a response to each of the five task items in the order in which they appear. Be as specific as possible. The responses should show that you have an understanding of the concepts being addressed. How the Assignment will be Scored: The assignment will be scored using the Grading Rubric for the assignment, which can be viewed at the bottom of this page. The Grading Rubric is based on the Task items, which are aligned with the Learning Objectives of the chapters, which are aligned with the Course Objectives that are on the Syllabus, and which are aligned with the Student Learning Outcomes (SLO) for the course that are on the Syllabus. If a response meets the criterion set forth in the Grading Rubric, then the response will earn 1 point. If a response does not meet the criterion set forth in the Grading Rubric, then the response will not earn 1 point. Each assignment is scored independently from previous assignments and each assignment is scored independently from future assignments. Where to Access the Score:

Essay: Change Assignment Academic Question: Clients only come to counseling for a short while. This means you will need to prepare them for success post-counseling. What are four things Domjan you can do to ensure the generalization of treatment outcomes? Biblical Question: How does God use reinforcement and punishment to teach believers and non-believers? Share one way God has used reinforcement or punishment in your life. Use concepts from the textbook and at least two scriptures to support your answer. Students will complete 4 essay assignments in this class. Each essay has two questions to answer. Learning about a topic is a first step in understanding. Applying the knowledge you are learning allows you to show your understanding in a real-life situation. Research suggests when you apply information in a meaningful way, you will remember the topic at a deeper level and for a prolonged period of time. These essays will give you the opportunity to solidify the knowledge you are learning, consider biblical perspectives on learning, and increase your application and communication skills. INSTRUCTIONS ? Compose an essay using current APA format using a title page, in-text citations, and a reference page. ? Answer both questions in each essay with a minimum of 250 words for each question. ? Academic questions require using concepts from the required course materials. ? Biblical questions require the use of the Bible and concepts from the course materials. Use at least two appropriate scriptures and fully explain the use of the specific scripture. Do not list a scripture or add it to the essay without explaining its use. ? Write in a formal college-level essay style. ? For this assignment, you may use first person. ? Do not include the essay questions in your submission. ? Include at least two in-text citations in each of the essay questions. A minimum of one class material and the Bible must be included on the reference page. ? Do not include direct textbook quotes. Instead, paraphrase information from the textbook or required readings (using in-text citations). ? Bible quotes are allowed and required. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Post a unit homework problem that you were struggling with or could easily work through, including a detailed explanation of your work (Post must include the section, problem number, and be fully worked out). Your instructor will reply with guidance on those problems that were posted. No answer length really just be sure to follow all directions listed above!

Overview For this Performance Task Assessment, you will complete a three-part analysis paper titled, “Experiencing Personality Assessments and Applying to One's Goals.” Part 1, “Personality Assessments,” is an analysis of one of the clinical personality measures examined, including a description, strengths and limitations, examples of use of the measure in professional settings, and the relationship of the measure to a personality theory/orientation studied in this Competency. Part 2, “Applying Personality Assessment Results to Personal and Professional Goals,” requires you to analyze the results of the five descriptive personality tests you took in Module 1 Learning Activity 2, and identify two personal and two professional/academic goals and how the assessment results can be used to help you achieve those four goals. For Part 3, “The Role of Culture in Personality Assessments,” you analyze the role you believe culture played in the results of the five descriptive personality assessments you took. (Note: This Competency is not intended to provide students proper training in the administration of clinical assessments nor to make definitive interpretations of standardized assessment instruments without additional training. This Competency is insufficient to permit administration of any clinical assessments) Submission Length: 6- to 7-Page analysis paper about experiencing personality assessments, applying the results to personal and professional goals, and discussing the role of culture in the assessments. Professional Skills: Written Communication, Information Literacy, and Engaging Multiple Social and Cultural Perspectives are assessed in this Competency. Instructions To complete this Assessment, do the following: Be sure to adhere to the indicated assignment length. Download the APA course paper template available here. Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and References must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring. This Assessment requires submission of one (1) file containing a 6- to 7-page analysis paper about personality assessments, including the results of five descriptive personality tests you take, how those results support your personal and professional goals, and an analysis of the role of culture in personality assessments. Save this file as PZ002_firstinitial_lastname (for example, PZ002_J_Smith). You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu. Experiencing Personality Assessments and Applying to One's Goals Click each of the items below for more information on this Assessment. PART 1: PERSONALITY ASSESSMENTS (3 PAGES) Review one of the clinical personality measures from the materials you studied in Module 1 Learning Activity 1 (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, or the Thematic Apperception Test). For the clinical personality measure you review, address the following: Provide a detailed description of a clinical personality measure (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, or the Thematic Apperception Test). Evaluate strengths and limitations of this personality measure. Provide a minimum of two (2) examples, and explain how this clinical personality measure could be used in professional settings. Explain how a personality theory/theoretical orientation you studied in this course relates to the clinical personality measure you selected for this assignment. There is not necessarily a right or wrong answer but rather a rationale you provide in your analysis. Use your sources in the Learning Activities or from your search of the literature to support your explanations. PART 2: APPLYING PERSONALITY ASSESSMENT RESULTS TO PERSONAL AND PROFESSIONAL GOALS (2–3 PAGES) Develop and then describe two (2) personal and two (2) professional/academic SMART goals you would like to work on in order to gain success in your future career plans. (Note: Review the Module 1 Resources about SMART goals and setting goals. You may want to use the goals you developed in the Module 1 Connect With Your Peers section). Explain how the information you learned from the results of each of the five (5) descriptive personality assessments you completed in Module 1 of this Competency can be used to help you achieve your stated goals. Use your sources in the Learning Activities or from your search of the literature to support your explanations. PART 3: THE ROLE OF CULTURE IN PERSONALITY ASSESSMENTS (1 PAGE) Explain the role you believe culture played in the results of the five descriptive personality assessments you completed. Use your sources in the Learning Activities or from your search of the literature to support your explanation.

Please for a career choose Board Certified Behavior Assistant Analyst The courses that I'm missing to take are: Anthropological Psychology Psych. Learning, Memory & Cog. Interviewing Techniques Experimental Personality & Soc Physiological Psychology Research Methodology Functional Assessment and Functional Ethics and Professional Conduct for Behavior Analysis Concepts and Principles of Behavior Measurement and Experimental Design in Behavior Analysis Supervision, Management, and Intervention Behavior Assessment and Treatment Advanced Topics in Applied Behavior Analysis Functional Assessment and Treatment Career Plan You are to select one career path, either baccalaureate-level or graduate-degree, in psychology from those that have been reviewed in class or based on your own career research/interests. Then, in numbered order, please specify or list the following elements. Your desired career (and its degree level, be it BS, masters, or doctorate). Undergraduate psychology courses you still need to complete the major. Undergraduate psychology experiences (e.g., research, lab experiences, field experience, teaching assistantship, extracurricular) you plan to acquire in the future. Undergraduate courses outside of the psychology major you still need in order to graduate. Undergraduate experiences outside of the psychology major you plan to acquire for your desired career. Timeline (semester by semester) by which you will secure the courses and experiences identified in #2 - #5. Additionally, please respond to the following prompts with a minimum of 10 sentences each for full credit: 1. How does a career plan help you identify your long-term goals and the steps needed to achieve them? 2. Why is it important to stay updated in your field, and continue seeking opportunities to grow? 3. With a future that can be uncertain, how will a career plan offer a framework that you can adjust as circumstances evolve? 4. How will you measure your own progress in achieving your career goals? Grading Rubric : Exemplary=A(Far Exceeds Standard) Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. Above Average=B(Exceeds Standard) Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. Content indicates original thinking and develops ideas with sufficient and firm evidence. Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. Adequate=C(Meets Standard) Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. Content indicates thinking and reasoning applied with original thought on a few ideas. Main points are present with limited detail and development. Some critical thinking is present. Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. Inadequate=D(Below Standard) Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. Main points lack detailed development. Ideas are vague with little evidence of critical thinking. Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. Criteria Organization Level of Content Development Grammar & Mechanics Style Format

please look carefully in the instructions! I will attach my previous papers (paper I, paper II& paper III) **I DID NOT FO THE FOURTH PAPER*** Hoping to have a BETTER FINAL PAPER!! Also, what paper V SHOULD LOOK LIKE!! Finally, the articles(that I used in paper1,2&3 ) you need for paper V ARTICLE 6: https://psych.hanover.edu/classes/Cognition/Papers... ARTICLE 5: https://neuroscience.stanford.edu/news/why-multita...PLEASE JUST FOLLOW THE UNSTRUCTIONS!!

exercise 2.1 Assessing and Considering Organizational Culture Each assigned activity will be worth 6 points for a total of 30 points. The activities are related to the assigned chapters and are included in the textbook.

Based on the attached documents, answer the following questions in essay form. Approximately 300-400 words What is the main argument(s)? Why did the author(s) write the article or chapter? What is the data used as evidence by the author to support the claims he/she makes in his/her argument? What is useful about the reading(s)? How is race contextualized in the global arena? Do the ideals around race change depending on the geographical location and history? How is Africanism embedded into the Afrobeat sound and arrangement? How does it compare to the current Afrobeats musical form? How would you define connective oppression in Africa and America?