A2:Comparing business practice and impact in the real world(15Pages ppt +1500words speech script)Assessment 2: Comparing business practice and impact in the real worldRequired: Group presentationPresentations will be pre-recorded and submitted by Friday 5pm Week 5 and Q&A will be in the workshop week 6.Within your groups (details on the Create/Join a Study Group tab), by agreement choose two (2) of the case studies done by members for Assessment 1 and use these to compare and contrast the business practice and impact by addressing the following questions:How does each business case study reflect a particular type of organisational structure? Compare and contrast.What potential intercultural issues (intercultural, ethical, human resource management) might be present in each business case study? How could these be managed? Are different issues likely in each business your are studying? Why?What changes might each business experience, or have experienced, due to technical, legislative, geopolitical change? Are different experiences likely in each business you are studying? Why?The presentation time is to be shared equally by all group members AND each member has a maximum of 2 1/2 minutes. The presentations are to be pre-recorded and uploaded to YouTube, with links supplied by 5pm Week 5 for posting on the site. You will need to watch all the videos prior to tutorial in Week 6 and come prepared for Q&A, both to answer questions for your group and ask questions of other groups.A possible structure for your presentation is:One member introduces the group and provides an overview of the businesses being compared.Other members each answer a different question, provide evidence to support their view such as relevant examples, statistics or expert opinions providing academically credible sources listed in a bibliography, then summarises their main point/s.The last member summarises the key points of the presentation and sums up the group’s findings.During the Q&A you will be asked questions by teaching staff and students.Note: Provide a written reference list (APA or Harvard style referencing) as an Appendix slide to your groups presentation, to show the sources of your information. Wikipedia or similar are not acceptable academic references.

Please answer the following questions in thoughtful reflection about how these ideas have influenced your teaching practices (present and future) or how they might influence your teaching practice. Please type your answers on a Word doc. and paste into the Midterm. (Google docs do not work so well with Canvas, Thanks!) (10 points) We began our course with a beautiful verse about “Children Are Miracles”. This message reminds us to always respect and honor the position we have with young children and their families. We are encouraged to believe that our children deserve so much more than just “minimums”. “Our children” being those in our classrooms and those in our lives. Please write about how this has impacted your current thinking or future interactions with children.(20 points) We discussed the article “Your Image of The Child” by Loris Malaguzzi in a zoom class meeting. Please revisit this article and write your thoughts about these four “topics” that Loris makes us consider:“Children are not all like this, predictable. But sometimes schools function as if they were; these are schools with no joy.”“We don’t want to teach children something they can learn by themselves. We don’t want to give them thoughts that they can come up with themselves. What we want to do is activate within children the desire and will and great pleasure that comes from being the authors of their own learning.”“Children get to know each other through all their senses. Touching the hair of another child is very important. Smell is important. This is a way children are able to understand the identity of themselves and the identity of others.”“Our problem is that to make the hot air balloon fly we may have to make sure that parents understand the importance of what the teachers and children are doing in the hot air balloon. Flying through the air, seeing the world in a different way, adds to the wealth of all of us, particularly the children.”(10 points) Imagine this scenario: Upon arriving at school on Monday morning, the children have noticed, and are very excited and interested in, a large group of caterpillars that have invaded the class garden. Give an example of how you would use the Cycle of Inquiry (COI) process.

Completed Assignment Instructions:For your Unit 5 Complete assignment, write a narrative essay (minimum 1700 words) in which you address and discuss the questions and statements listed below with Introduction, Content encompassing the questions below, Unit concepts, Summary, and References. This is not a Q&A assignment. Use at least four scholarly sources and remember to demonstrate a thorough understanding of the READ and ATTEND sections in your essay. Cite your sources in APA format.References with the articles attached:Nance, C. E. (2005). Colorable Claims: The Continuing Significance of Color Under Title VII Forty Years After Its Passage. Berkeley Journal of Employment & Labor Law, 26(2), 435–474.NARINE, M. L. (2015). Fifty Years After the Passage of Title Vii: Is It Time for the Government to Use the Bully Pulpit to Enact a Status-Blind Harassment Statute? St. John’s Law Review, 89(2/3), 621–655.Robinson, R. K., & Allen, B. M. (1993). Sexual harassment in the workplace: A review of the legal rights and responsibilities of… Public Personnel Management, 22(1), 123. https://doi-org.bethelu.idm.oclc.org/10.1177/009102609302200109Bryson, A., Cappellari, L., & Lucifora, C. (2010). Why So Unhappy? The Effects of Unionization on Job Satisfaction. Oxford Bulletin of Economics & Statistics, 72(3), 357–380. https://doi-org.bethelu.idm.oclc.org/10.1111/j.1468-0084.2010.00587.xHatchell, H., & Aveling, N. (2008). Those Same Old Prejudices? Gendered Experiences in the Science Workplace. Journal of Workplace Rights, 13(4), 355–375. https://doi-org.bethelu.idm.oclc.org/10.2190/WR.13.4.bTextbook(s) – Mello, J. A. (2015). Strategic human resource management (4th Ed.). Cengage.Complete Assignment Questions: Why does illegal discrimination persist over 55 years after the passage of Title VII of the 1964 Civil Rights Act? What Constitutes Sexual Harassment? What rights and responsibilities does an alleged recipient of Sexual Harassment have? With unions declining in the U.S. why should your present or a previous employer be concerned about unionization? What have been your experiences or observations where you work or have worked when a perceived or real discrimination issue arose and how was it handled by the Human Resources Department?

COMPLETION MARKER–DISCUSSION 5: CHOOSING WHAT IS RIGHT? VS CHOOSING WHAT IS GOODDISCUSSION 5 – THE RIGHT VS THE GOOD?Develop 3 paragraphs based on sets of questions provided below. Please separate paragraph to identify the different questions.HOW DO I DECIDE IN MORALITY? SHALL I JUDGE BASED ON WHAT IS GOOD? OR SHALL I JUDGE BASED ON WHAT IS RIGHT? WHY? SUPPORT YOUR STANCE.Compare the classical thoughts of Plato and Aristotle on living a good life. Plato believes “knowing the good makes one does the good.” This implies that “knowing the good first is a prerequisite in doing the good and ignorance to the good makes one does evil. Aristotle challenged his teacher’s (Plato’s) idea. He believed that “moral activities (of person) are human par excellence” –meaning: acting morally is the highest expression of what it is to be human. Aristotle’s good life goes beyond knowing but BEING GOOD itself. He proposed, that “being good first ( meaning: that the person must be a good man with character first using HABITUATION through constant practice, makes one does the good. Hence, it is by habit-forming we become good person, thus, emphasizing the good person, not just knowledge of the good. It is the character is at stake and important, not the acting/doing of the good itself nor knowledge of the good itself.Which of the two your belief of the good in the closest. Why is knowledge of the good, not a guarantee of doing the good? Do you have experience? Example: I can read and know about honesty. Does that make me an honest person?Guide for Submission:DISCUSS WITH YOUR CLASSMATES ONLINE. MAKE A POST (10 PTS), MAKE 2 REPLIES (5 points each/10 POINTS maximum). (TOTAL POINTS =20)Posting: It must cover the required paragraphs based on the guide questions. You are to determine how much substance you need to put that can explain the topic/points for posting.Replies: Minimum of two replies to your classmates’ posts. (5 points each – Total of 10 points.) Minimum of 5 lines for each reply. It is not enough to just say: I agree with your post. This reply cannot earn credit. You must elaborate on your point: if you agree, explain why? If you do not agree, explain why too?Total credit for this exercise is 20 points.Posting days: Monday to Thursday (Day 4)

1. Please take a moment to read and think about the following suggestions from Rutgers University Center for Effective School Practices on How Teachers Can Reduce Stereotype Threat in the Classroom (Links to an external site.) (there are more in the link for those interested in more information)
    A. “Create an identity safe classroom: These are environments in which every student’s identity is intentionally acknowledged and valued (Steele & Cohn-Vargas 2014). In these classrooms, students see themselves in the curriculum, feel affirmed by the images that adorn classroom walls, become acquainted with the cultural backgrounds of peers, and believe they matter as individuals in the classroom community.  
    B. Priming positive images: This intervention is based in the research which shows when one is primed to think about their race or gender prior to a performance task such as testing, stereotypical associations with the identified group–both positive and negative–surface and influence performance outcomes. Thus, researchers have found that if teachers prime students at risk of stereotype threat with positive images and thoughts such as “You are intelligent,” students often eliminate associations with negative stereotypes and perform at their potential (McGlone 2007). Also of benefit is repeatedly presenting students with exemplars of successful people who share their group identity can validate students’ potential for success.
    C. Forewarning students about stereotype threat: Studies have been conducted to demonstrate how awareness among stigmatized groups of the existence of stereotype helps reduce its influence on performance. When a student who is knowledgeable about stereotype threat experiences anxiety during testing, she can disassociate the anxiety from her ability, attribute it to stereotype threat and reduce its effects on her performance (Aronson & Williams 2004; Johns & Schmader 2004 ).”
2. How might you incorporate these practices into your future work as an educator? Have you experienced any of these strategies in your education? If yes, please describe how it influenced you. If no, do you think they would have helped you in situations where you may have been experiencing stereotype threat?